AEU Journal October 2022

Journal AEU SA

FREE FOR AEU MEMBERS

VOL 54 | #2 | OCTOBER 2022

FIX THE CRISIS On the road to hear your solutions to staffing shortages TAFE VITAL TO FUTURE SKILLS Key commitments from the Federal Labor Government LOOK HOW MUCH WE’VE GAINED Weighing up the cost of industrial action

WHAT IS THE ROLE OF TAFE SOUTH AUSTRALIA IN VOCATIONAL EDUCATION AND TRAINING IN THE NEXT 10 YEARS?

AEU SA

TAFE Symposium: 2022 11 October CRAIG FOSTER

JIM STANFORD

+MORE

FREE EVENT FOR TAFE MEMBERS & THE PUBLIC FIND OUT MORE & REGISTER AT AEUSA.ASN.AU/TAFESYMPOSIUM

We specialise in: > Sale and Purchase of Residential Property > Family Transfers > Private Contracts > Documentation for Private Mortgages > Preparation of Form 1s > Applications to Register Death > Land Divisions > Change of Name Applications

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

AN INVITATION TO RETIRED OR RETIRING TEACHERS & SSOs Are you seeking opportunities to maintain or increase your level of fitness? Want to learn more about your city and surrounding hills and bush land?

Our walks are organised at several levels: Rovers: 14-16 kms | Walkers: 8-10 kms | Ramblers: 6-7 kms The Retired Teachers Walking Group Inc. is affiliated with Walking SA - the peak walking body in SA . We walk in conservation parks, national parks, forestry reserves within the Adelaide Hills & 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 and Victoria.

INTERESTED? CONTACT Co-ordinator: Carol Fallon: 0417 001 766 | dave.fallon@bigpond.com Secretary: Kym Wenham: 0412 408 568 | wenhams@adam.com.au Walking SA Rep: John Eaton: 8431 5460 | joneaton@bigpond.net.au

Australian Education Union SA Branch

CONTENTS

What’s in this issue?

Andrew Gohl looks to enterprise bargaining.

Leah York on the AEU’s strategic framework.

NS

07 WOMEN’S CONTACT OFFICERS

IG PA

06 VALUES ARE THE FOUNDATION

09 | C A M

04 FIX THE TEACHER SHORTAGE CRISIS

08 HEAR ME ROAR!

Small price for what we’ve gained.

09 CAMPAIGNS THAT UNITE US Callum Penley reminds us, “you are the Union!”

AEU survey results and action.

11 WORK SHOULD NOT HURT

The value of health & safety representatives.

12 A MENTOR & A ROCK

Cheryl Harris becomes life member.

13 JOBS SUMMIT DELIVERS FOR TAFE 14 SUPPORT STAFF NEWS

AT U

NIT

E US

14 CONVERSION TO PERMANENCY Securing employment for members

15 REWARDS AND CHALLENGES Matthew Cherry on becoming Vice President.

16 PRT PERSPECTIVES

We need more Permanent Relief Teachers.

17 PRECARIOUS WORK

The links to gendered violence.

18 A SPIRIT OF COOPERATION?

Fighting for a say in Recruitment changes.

19 UNION LEGAL

A new service for members.

20 LEAP TO LEADERSHIP YOUR JOURNAL HAS A NEW LOOK What better place to showcase exciting changes at your union. We hope you like it – send your feedback to journal@aeusa.asn.au

The AEU SA Journal is the official publication of the Australian Education Union (SA Branch).

AEU (SA) acknowledges the Australian Aboriginal and Torres Strait Islander peoples as the first inhabitants of the nation and the traditional custodians of the lands where we live, learn and work.

Kaurna Country, 163 Greenhill Road, Parkside SA 5063 08 8172 6300 journal@aeusa.asn.au aeusa.asn.au

21 LEARNING DISASTER RESILIENCE 21 BRAIN BREAKS 22 PROFESSIONAL LEARNING CALENDAR

Editor: Jonathan Goodfield | Graphic Design: Rachael Sharman Printer: Lane Print | PrintPost approved: PP 100000753 Print: ISSN 1440-2971 | Digital: ISSN 2207-9092 AEU SA Journal is free to AEU members Non-members subscription rate: $33 per annum

AEU SA Journal | 3

10 COVID & SICK LEAVE

TH

FROM THE PRESIDENT

Fix the teacher shortage crisis SA Branch President Andrew Gohl reports on the Union’s member consultation and research to develop appropriate solutions for addressing the crisis in public education staffing as part of our next Enterprise Bargaining claim.

AEU SA Journal | 4

The dire situation faced by preschools and schools across the state and indeed the nation is creating significant issues for members, children and students. The teacher shortage has been a feature of country sites, as well as many sites on the periphery of the metropolitan area for some time. The spread of the COVID through our public education system has simply exacerbated this.

The shortage is a culmination of many factors including: + uncontrolled excessive workloads; + uncompetitive salaries; + increased resignation and retirement rates; and + little time to support and mentor educators, especially new teachers.

Neither has it been helped by a Departmental attitude that until recently has placed little value in the teaching profession and was seemingly stuck on some outdated teacher-bashing trope about teachers’ work.

While the Department for Education expectation has been for educators to work harder for longer, exploiting your goodwill has come at the cost of time with family and a balanced and healthy lifestyle – your wellbeing. Educators are saying enough. It’s not sustainable.

“The dire teacher shortage faced by preschools and schools across the state – and indeed the nation – is creating significant issues for members, children and students.”

We can now expect desperate measures being implemented that will see new teachers employed who may not have the depth of training than might otherwise be the case. We all must do what we can to support and mentor new teachers. The system cannot afford to lose them! Join them up – they will need your support and the Union’s.

TOWARDS A NEW ENTERPRISE AGREEMENT Negotiations for a new Enterprise Agreement will commence soon. Planning is well underway to develop a new claim.

Members are loud and clear that a claim should contain three significant elements: + measures to address and control spiralling workloads; + measures to address increasingly complex classroom demands; and + a salary increase commensurate with educators’ experience of increasingly complex work, unchecked increases to the cost of living, interest rates and the new-found understanding about the crucial role public education performs in the good functioning of our community.

The AEU has commissioned independent research to be conducted by University of South Australia that includes a survey and focus group responses to examine workloads and work value of educators. This will reinforce the factual basis of our claim. This is the first academic research into SA educators’ working conditions ever conducted. Our claim will also draw upon the extensive annual survey work completed by Phil Reilly into leaders’ work.

Campaigning around the ‘Teacher Shortage Crisis’ will provide significant leverage to ensure that professional issues, work overload and pay commensurate with the importance of the education profession, are on the agenda.

This leverage will not be enough, and we will need to recruit many more members. If your site membership is less than 70% of eligible staff, we may not be strong enough to pursue our claim to address these issues.

I encourage members to work with your Campaign Organiser on strategies to boost membership.

FIX THE CRISIS ROADSHOW While Education Ministers met in Canberra to discuss the crisis in September, the AEU held a series of ‘Fix the Crisis’ forums across the major regional centres of South Australia including Mount Gambier, Naracoorte, Port Lincoln, Whyalla, Port Augusta, Port Pirie, Berri and Murray Bridge including a large meeting at Mark Oliphant College for those in the northern suburbs and at Reynella East College for those in the south. An additional hybrid forum was convened at the AEU, and a Zoom session for country members.

FROM THE PRESIDENT

The forums were well attended by members and nonmembers alike with representation from preschools, special schools and schools. Preschool teachers, early childhood workers and directors, schools support officers, teachers and leaders were present at every forum.

Attendees were asked three questions: + What aspects of your job do you value the most and should be protected at all costs? + What issues are currently getting in the way of you doing that? + What solutions do you think would help fix it?

Your responses, particularly to the last question, will form the foundation of a new Enterprise Agreement claim.

In broad terms the most common responses have been that educators most value the learning relationship with children and students, especially when we see those ‘lightbulb moments’. High value was also placed upon time for professional learning between peers, the development of curriculum that engages students, and time for planning, programming, assessment, and reporting.

support for students with learning difficulties. Improved country incentives and housing were important for country educators.

A salary that keeps pace with the cost of living and recognises the crucial role educators play in our community was widely endorsed – though the strongest view was that no matter how much money governments put to salaries and incentives, it’s the unsustainable workload and negative impact upon wellbeing that is the cause of the teacher shortage crisis.

It is this last point that seems to be lost upon those that have the power to resolve the crisis.

ANDREW GOHL P R E S I D E N T, A E U S A

AEU SA Journal | 5

Most commonly, educators mentioned that the things that are detracting from a career in education include the overwhelming burden of education administration such as pointless data collection and ‘initiative’ fatigue.

Many bemoaned the lack of professional respect shown by politicians, the media and those in the education bureaucracy who, despite being many steps removed from the classroom, seek to dictate what and how to teach.

Educators want professional judgement acknowledged and supported.

Classroom complexity and the lack of support for students who need it is a huge frustration and disadvantages many students.

Teacher Shortage Crisis, Public Education Forum, Mark Oliphant When it came to solutions, educators are united that College, Northern Adelaide, Wednesday 24 August. more time must be given to planning, programming, assessment, and reporting. Tasks that are administrative and bureaucratic should not waste educators’ valuable time.

Teachers want classroom support SSOs to assist with complex classes and they want faster access to specialised JOIN THE CAMPAIGN We will need to campaign in our workplaces, our communities and in the political space to build support and advance your ideas to address the teacher shortage crisis.

In your workplace, encourage members and potential members alike to join the campaign online.

Visit the website at fixthecrisis.com.au to receive campaign and bargaining updates. Tell your story about the everyday challenges you face – the public needs to hear about your work.

Matthew Cherry, Jan Murphy, Leah York, Peter Malinauskas, Andrew Gohl at the August Branch Council meeting.

AEU negotiators will need member support during the campaign in the social media, community and political space, and in recruiting new members.

Our success in fixing the teacher shortage crisis depends upon our strength.

F R O M T H E B R A N C H S E C R E TA R Y

Values are the foundation

Leah York, AEU Branch Secretary, looks at the union values that underpin our future campaign plans, and our property redevelopment.

The AEU’s 2020-2022 Strategic Plan, developed from the basis of our Strategic Framework as endorsed by Branch Council, is being reviewed. As we move forward with new state and federal governments, an approved Enterprise Agreement for TAFE educational staff, and negotiations commencing later this year for a new Enterprise Agreement for school and preschool staff, we must ensure our future plan maximises our professional strength and promotes AEU values.

Of equal importance, these include:

AEU SA Journal | 6

Equity

Democracy

Quality

Professional autonomy

Safety

We value equity of access, opportunity and funding to enable the success of all students and public education workers.

We value democratic processes and structures in our union and in our public education system.

We value high quality public education which is free, secular and accessible to all.

We value the right for our professional voice to be heard and respected.

We value safe working, teaching and learning environments.

Collaboration

Community

We value collaboration between unions and within educational contexts at a local, state, federal and global level.

We value the bonds between schools, preschools and TAFE campuses and their local communities. We value the union community for the strength that comes from collective actions.

Distributive leadership

We value our union leaders in workplaces across the state and value educational leadership throughout our public education system.

Diversity

We value diversity, cohesion and inclusivity within our union and in our workplaces, preschools, schools and TAFEs.

Sustainability We value the active pursuit of sustainable practice within our union, our public education systems and our global environment.

Recognition

We recognise and accept the rights of First Nations peoples and acknowledge ongoing cultural and heritage beliefs.

To make us stronger we need your involvement to further develop our strategic planning, shape our policies, determine our Committee work, prioritise our work, and to grow our Union. Please consider: + Nominating for an AEU Committee. Committees cover a variety of interests and sectors – Reconciliation, Women, Contract & TRT, Special Education, Leaders, SSO, LGBTI, Early Childhood, Environmental Sustainability, Aboriginal Education, Finance and Health & Safety. + Attending Area meetings to ensure your site’s experiences are shared. + Sending your Sub-branch’s position on AEU matters to Branch Executive. + Participating in AEU training, learning and networking opportunities.

+ Sharing the benefits of AEU membership with your friends and colleagues. + Promoting opportunities for incorporating AEU values into your site. + Asking your colleagues if they are an AEU member; if they’re not, ask them to join.

F R O M T H E B R A N C H S E C R E TA R Y

UPDATE ON PROPERTY REDEVELOPMENT Following the endorsement of Branch Council for further investigation of redevelopment opportunities for the AEU office at 163 Greenhill Road, property development advisers and consultants have been undertaking preparatory work in town planning, civil and structural matters, and design and architecture.

An important part of their brief was Aboriginal engagement. As a key deliverable required by Branch Council, the Aboriginal engagement process takes the following principles from our Reconciliation Action Plan which will be critical to the success of any development: + Including Aboriginal members in the decision-making processes of the AEU; + Working positively with Aboriginal Communities; + Creating an environment within the Union that values and celebrates Aboriginal culture and history; and + Providing information and education for all AEU members about Aboriginal culture and history, and Reconciliation.

In practice, this has and will continue to involve consulting with local traditional owners, the Kaurna people, in key stages of the project.

It may result in Kaurna custodians delivering workshops that connect traditional knowledge into a western system in a way that doesn’t erase the Kaurna footprints that were embedded on the site 65,000 years ago.

An update will be provided at November Branch Council meeting.

LE AH YORK B R A N C H S E C R E TA R Y, A E U S A

You can find more information on our committee roles at www. aeusa.asn.au/committees If you have any queries, please contact Branch Secretary, Leah York leah.york@aeusa.asn.au or 0417 894 085

Union News Leah York has been elected unopposed as the AEU SA Branch Secretary for a further three year term.

Congratulations, Leah.

A focus on women Meredith Farmer, Industrial Organiser, discusses the role of the Women’s Contact Officer in the work of your AEU sub-branch.

W O M E N ’ S C O N TA C T S

The more members the AEU has, the stronger it is.

But it isn’t that simple. Unions need members who are informed, skilled and work collectively to take action.

Women make up over 75% of the public education workforce and our membership reflects that gender composition. It makes sense to have a union role whose focus is women.

Whilst not all issues in the education sector are unique to women, many disproportionately affect women. The highest levels of insecure work and underemployment are in preschool and support staff roles, which are mostly filled by women. And women are mostly the ones trying to balance work and family caring demands, and their work is more likely to be disrupted by domestic and family violence. ‣

AEU SA Journal | 7

The consultation includes a Kaurna custodian conducting an audit of the site and reporting on findings of history, landmarks and significant sites in the area, and coordinating workshops with traditional owners to discuss the report and develop a pathway forward for the best integration of the findings into any future project. This work is in progress.

Review the current Strategic Plan at www.aeusa.asn.au/ strategicplan

F ROOMME N W TH ’ SE CPORNETA SID C ET N ST

‣ The role of the Women’s Contact Officer (WCO) in worksites is crucial to connecting women with their union. It is not just relevant in schools and preschools, but in all sites including TAFE. The WCO speaks with women at the worksite about the importance of being a union member and providing a space for members (that includes allies of all genders) to connect as a group to discuss workplace matters of particular relevance to women.

employer policies, procedures, and information about entitlements around matters such as special, domestic violence, maternity and adoption leave.

Women with individual workplace issues can confide with their WCO who can assist with finding appropriate AEU support and advice. The WCO also connects members with AEU events and opportunities particularly relevant to women members.

With an enterprise bargaining period beginning for Department for Education employees the work of the WCO is going to be crucial in facilitating discussion amongst female members in regard to the areas the AEU should seek to improve upon, and how any proposed changes may impact women members.

M E R E D I T H FA R M E R

The WCO also plays a part in connecting members with Who is your site’s Women’s Contact Officer? If you haven’t got one, speak with your Sub-branch Secretary about calling for nominations.

For further information contact the AEU Women’s Officer, womensofficer@aeusa.asn.au.

INDUSTRIAL ACTION

Hear me roar!

Deb Tregilgas solves the mystery of her unpaid leave.

I am an old teacher, not ancient, but old. I have been a member of the union for my entire working life.

unpaid leave. This perplexed me for a while as I have no recollection of ever taking leave without pay.

I have been an active member of the union, being sub-branch secretary, Area Council representative, Branch Council delegate etc etc.

Then it occurred to me why I had 8.9 days LWOP. It’s such an odd figure, 8.9. How do you accumulate 8.9 days? It’s easy actually. In 40 years of teaching in South Australia 8.9 days would be the total amount of time I have been on strike. It is the total amount of time I have participated in industrial action. 8.9 days!

For a short time, I quit as sub-branch secretary when my staff voted to accept an enterprise bargaining offer, but I am sub-branch secretary again.

Why? Because no one wanted to do it. I took it on because I believe it is an important voice for teachers, not only in public, but within the schools we work in. So, know that I am committed.

But let me circle back to my first statement. I am an old teacher. And I can prove it. Late last year, through the employee kiosk I saw that I reached a landmark 8000 teaching days. Technically that’s 40 years of teaching. I noted, on my statement of service, that I had 8.9 days of

Yes, I remember a full day strike, a few half days, and some 1- and 2-hour strikes, and these are listed as LWOP from the Department’s perspective. At the time I did consider the cost to myself in terms of lost wages. The point is, however, that in 40 years of teaching, 8.9 days of lost wages doesn’t seem that much when, as Helen Reddy would’ve said, you see how much (I’ve) we’ve gained.

Never underestimate the power of industrial action and never be frightened of the personal cost. I am here as living proof that industrial action has been a valid and important part of my working life and you all have received the benefits of that.

Think what you might be doing to support the conditions and salaries of the generations of teachers to come when you are looking at that magical 8000 days of service.

I am (woman) teacher, hear me roar!

DEB TREGILGAS A N E X P E R I E N C E D T E A C H E R AT PORT PIRIE SECONDARY SCHOOL AND AN ACTIVE AEU MEMBER.

F R O M T H E C A M PA I G N D I R EC TO R

Campaigns that unite us Like any democratic organisation, we won’t always agree.

Callum Penley, Campaign Director, looks at our role in uniting the profession through strong campaigns for change.

While browsing a Facebook group set up during the last enterprise bargaining campaign, I came across a post which said, “I’m leaving this group because people keep complaining about the union. You ARE the union.”

As we embark on this next campaign to bargain for a better future, it’s a reminder that we are a union of people whose experiences and opinions are crucial to our collective success. At the end of it all, there will be those who are happy with all we’ve managed to secure, and those who won’t be. The important part is that everyone’s involvement has been welcomed and that together, we have acted.

Educators are the best people to make decisions about the conditions within which they work, and our recent Public Education Forums illustrated that.

There is no group of people more committed to teaching and learning than you. That’s why it’s crucial you keep us accountable and continue to show up and get involved.

For TAFE, our upcoming Symposium is an opportunity for community and industry to come together and develop a vision for TAFE which will be influential in the State Government’s long-overdue review.

In my mind, these are our first steps in a more constructive direction for campaigns pioneered by the AEU. Unions across the world are grappling with their role in society and increasingly I find myself in conversations with young people trying to explain what we do. Campaigns which unite us will be fundamental to the future success of our union and the professional profile of public educators more broadly.

I look forward to playing a small role in setting this direction and working alongside you all as we continue the good fight for better working conditions and public education outcomes.

CALLUM PENLEY CALLUM COMMENCED AS THE A E U ’S C A M PA I G N D I R EC TO R I N M AY T H I S Y E A R , R E T U R N I N G TO A D E L A I D E F R O M C A M PA I G N A N D C O M M U N I C AT I O N S ROLES WITH THE LABOUR PA R T Y I N N E W Z E A L A N D.

Got some feedback on current campaigns, or an idea for the next one? Don’t hesitate to contact our Campaigns Team at campaigns@aeusa.asn.au.

AEU SA Journal | 9

The teacher shortage crisis has quickly become part of the national conversation, and I am proud that as part of our campaign, South Australian educators are asserting their role in proposing solutions to fix it. Our bargaining claim will be unapologetically for educators, by educators, which will be difficult for decision-makers to ignore.

It’s an exciting time as we build our strength and engage the education workforce with accessible, understandable union business you can — and should — be part of.

Whether or not we all agree on the specifics of every decision, we must continue to remember the values we share and the value we provide as a progressive voice for public education. It’s very difficult to argue with that.

L E AV E E N T I T L E M E N T S

COVID & sick leave COVID has impacted many members – and many of your sick leave balances are not looking healthy either. How is the AEU supporting you?

In early June, in response to members reporting that they had run out of sick leave due to the pandemic, we launched a survey of member to find the extent of the problem. In the first 24 hours, 1538 members responded to the survey. In total, there have been over 1800 responses.

AEU SA Journal | 10

Nearly 400 of the members responding had exhausted their sick leave entitlements because they contracted COVID or have had to care for family members who had. Many of these were early career educators.

Another 750 have stated that their sick leave entitlements have been affected by COVID with over a third reporting they had fewer than 10 days of sick leave left.

While this problem is not exclusive to education, classroom environments are conducive to the spread of illness in any case, let alone during a pandemic.

Your union has taken positive steps to address your concerns.

We had been negotiating with the previous government for improvements in the provision of sick leave during the pandemic. Members then raised this with the new Minister and Chief Executive when they attended June Branch Council, and secured a commitment to look at solutions. Subsequently, the AEU met with the Minister to discuss these concerns.

While conversations are ongoing, several members have had their sick leave returned to them because of the AEU’s advocacy.

However, if the Department insists on managing this situation on a caseby-case basis, the number of cases will exceed its capacity to respond in a timely and fair manner.

As represented by comments in your responses, this situation has created at best frustration and at worst conflict at the site level as staff

seek other types of leave to manage their circumstances. Some members have reported being supported by site leadership, whose decisions have then been rebuffed by the Department. Others encountered an unsupportive, unempathetic leadership.

By demonstrating this problem is felt right across the sector, we can secure their commitment to address sick leave at a system level, as it should be.

Thank you for taking the time to complete the survey.

Members can contact the AEU Information Unit, 8172 6300 or info@aeusa.asn.au for advice and assistance on leave entitlement issues.

SICK LEAVE SURVEY ANALYSIS

1538

+1800

members responded to the survey in 24 hours

0

responses in total

1000

2000

17%

of members have exhausted their sick leave entitlements because they/or family members contracted COVID

750

stated that their sick leave entitlements have been affected by COVID

29% 103 members sought support from their site or the Department for Education

of members stated that their sick leave entitlements have been affected by COVID

274

stated they had less than 10 days’ sick leave remaining.

W O R K H E A LT H & S A F E T Y

Elect a rep today!

The AEU strongly advocates for every site to elect a Health and Safety Representative and to have a functioning Work Health and Safety Committee. COVID has put workplace safety front and centre, argues Jason Westlake, a HSR at Kangaroo Island Community Education.

In many ways, it has taken COVID-19 to put safety, risk assessment and risk management front and centre. The physical hazards and consequences that come with this pandemic are reported every day. The untold story is the long-term impacts of infection and, as important, the psychological harm pandemics and other emergencies create.

If your workgroup has an elected Health & Safety Representative (HSR), then you are ahead of the game. The Work Health and Safety Act 2012 provides legislative protection and powers for HSRs and a clear expectation for the employer to exercise a duty of care for you. It also expects that consultation about matters that impact on your health and safety is embedded in practice.

They are protected by law. Discriminatory or coercive conduct undertaken by any person to prevent another from meeting their duties under work health and safety

The most mature safety management system is based in a safety culture across your whole organisation. Consultation underpins this cultural change. Be part of the change and elect a HSR for your site today.

JASON WESTL AKE

WORK SHOULD NOT HURT

Work should not hurt The role of the health & safety rep is vital in every workplace.

Newly appointed to this role, Nora Thomas, an SSO member with the Instrumental Music sub-branch, outlines her experience.

Work should not hurt. Unfortunately for some it does.

As a newly appointed Health & Safety Representative (HSR) for my site, I found this role rewarding. I have managed, within the parameters of the Work Health and Safety Act, to identify risks and hazards for my ‘site’, which is a statewide organisation. The AEU have offered me valuable assistance.

My objective is to give staff the knowledge to identify hazards and encourage them to be confident in approaching leadership about their concerns.

As co-workers, we have a responsibility to support colleagues. Some may fear that speaking up on issues may be perceived as whinging. Perceptions must change. Not addressing issues does not allow people to move forward.

Reaching out for support is hard when a person is already feeling vulnerable and isolated.

Prevention is better than cure. The role of the HSR is to report matters of concern to leadership and encourage their prompt resolution. Even near-miss incidents should be reported.

The Department policy “does not accept behaviour which does not support maintaining a safe and healthy environment”, so why are workers accepting it? Issues such as teacher workload, duty of care around student safety, delineation of who is expected to do what, intimidation, lack of communication and transparency, lack of training and development opportunities, and software upgrades, are all too real and impact staff mental health. Promoting safe practices should be part of an overall healthy workplace culture. ‣

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HSRs can ensure that your workgroup can have your concerns, opinions and feedback taken directly to the decision makers. If necessary, they can use mechanisms such as Provisional Improvement Notices to facilitate change and improve the safety of the site.

carries heavy penalties. Increases in inter-personal conflict initiated by others, unexpected changes in role, additional duties, movement from sites or areas of work, gossip, unreasonable demands, or any other impacts that could be connected to a work, health and safety decision or action are examples of this kind of behaviour.

FROM THE PRESIDENT

‣ All staff have a responsibility to ensure a safe work environment and should be supported. Leadership who understand the needs of their staff are more likely to have a happier team.

Psychological health is real. Blending in and avoiding the spotlight is easier and people often do not reach out for help, but with the support of your HSR, this does not have to be the case and issues can be addressed.

The Department also have an Employee Psychology and Wellbeing Team as well as the Employee Assistance Program.

AEU members can contact the AEU at any time for advice on matters relating to workplace injury and get assistance to enable early intervention to occur. The AEU can advise you on your rights and the employer’s responsibilities.

I encourage anybody who has thought about taking up the HSR role for their site. It feels good to lead by example and help others stand up for their rights for a safer workplace.

NORA THOMAS

October is National Safe Work month. No job in education should be unsafe. Ensure you know your site HSR and that they are supported by you and your employer to do their role.

HSRs are invited to our ‘huddle’ online meeting to connect on safe work topics on Thursday 27 October.

AEU SA Journal | 12

LIFE MEMBERSHIP

A mentor & a rock The AEU’s Aboriginal Education Consultative Committee had the great privilege of nominating Cheryl Harris for life membership.

She has been a member of the AEU SA Branch since 2001 and has served on many committees and reference groups. Cheryl has represented members in the Lincoln Area for many years as Branch Council delegate and is a tireless advocate for her region.

On occasions the AEU will confer the honour of life membership to individuals who have made an exceptional contribution to the Union or public education. Michele Appleton, AEU Organiser, spoke at August Branch Council about one of the latest recipients, Cheryl Harris.

Cheryl is also a founding member of the AEU’s Reconciliation Standing Committee, and an active member of the Status of Women Consultative Committee.

Cheryl has attended many conferences and workshops to represent Aboriginal and Torres Strait Islander people and the AEU. Her knowledge and wisdom have been invaluable to us all.

She is an active and strong advocate for Aboriginal people and AEU Aboriginal members, and chaired the Aboriginal Education Consultative Committee for many years. From planning to playing an active role as a speaker, Cheryl has always been an integral part our Aboriginal Members’ Conferences.

I have not known the union without Cheryl. She has been a mentor and a rock for many of us, both Aboriginal and non-Aboriginal members. She has been the light that has guided us and I know that through our work that she inspired for and with our members the light will continue to shine.

Cheryl contributed significantly to the development of the AEU’s Reconciliation Action Plan (RAP) and engaged artist Susan Betts, whose work is featured on the RAP document when it was launched in 2018.

Cheryl continues to be an active and engaged unionist whose passion is evident when she talks about the union and representing our members.

Cheryl is a very worthy recipient of life membership of our South Australian Branch.

MICHELE APPLETON C H E R Y L H A R R I S P A S S E D A W AY I N E A R LY S E P T E M B E R A F T E R A LONG ILLNESS. THE FEDER AL E X E C U T I V E O F T H E A E U H AV E SENT THEIR CONDOLENCES TO C H E R Y L' S F A M I LY.

Cheryl Harris, Life Membership recipient with Jan Murphy.

TA F E F O C U S

Jobs Summit delivers for TAFE TAFE is set to benefit from the Federal commitment to vocational education and training funding, writes Angela Dean, AEU Campaign Organiser (TAFE focus).

The Jobs and Skills Summit held at the start of September saw our newly elected Federal Labor Government invite nearly 150 representatives to work collaboratively in addressing current and future workforce shortages in Australia. Attendees included employers, training providers, community groups and unions — all committed to finding solutions.

The Summit covered 5 broad themes: maintaining full employment and growing productivity boosting job security and wages lifting participation and reducing barriers to employment delivering high-quality labour force through skills, training & migration maximising opportunities in the industries of the future

The AEU will continue to work with the Federal Government on the design of a National Skills Agreement. It is our hope that this initial announcement of investment in TAFE is a precursor to the October Federal Budget delivering a minimum of 70% of vocational education and training funding to TAFE. Everyone has the right to access high quality vocational education delivered by TAFE. Only when properly funded can it provide more course options, adequate teaching staff and personnel, state-of-the-art equipment, and greater opportunities for students. This is all possible when TAFE is recognised as the anchor institution of vocational education for Australia.

“TAFE is perfectly Prime Minister Anthony Albanese opened the Summit by announcing an agreement between the Commonwealth and positioned to play a every State and Territory Government to create an additional key role in our 180,000 fee-free TAFE places for 2023: “This is a $1.1 billion package – and we’ve agreed to share economic recovery.” the costs between the Commonwealth and the States and Territories. We will continue to co-operate on the design of a long-term National Skills Agreement, and indeed we have agreed to the principles that will shape it. But in recognition of the urgent challenges facing our nation, we are taking action now – with a billion-dollar training blitz, driven by public TAFE.”

The Jobs and Skills Summit has demonstrated positive steps in that direction, and we look forward to continuing our campaign to #RebuildWithTAFE. ANGELA DEAN

These new places are in addition to the 465,000 fee-free TAFE places announced prior to the 2022 Federal election.

The Summit provided several outcomes directly benefiting TAFE: + A $1 billion one-year National Skills Agreement that will provide additional funding for fee-free TAFE in 2023, while a longer-term agreement that drives sector reform and supports women’s workforce participation is negotiated. + The acceleration of the delivery of 465,000 additional feefree TAFE places, with 180,000 to be delivered next year, Celebrating National TAFE Day on Tuesday 6 September with the Ausand with costs shared with the states and territories on a tralian Labor Party Caucus.

50:50 basis. + Under the one-year National Skills Agreement, $50 million to modernise TAFE technology infrastructure and $24 Find out more about our campaign at million to support vulnerable. rebuildwithTAFE.org.au.

AEU SA Journal | 13

The Summit provided an opportunity to share ideas on how we can we provide work opportunities for everyone who wants it, make workplaces fair for everyone, remove barriers, ensure women can get equal pay and the same opportunities as male counterparts, and ensure we have the right education, skills and training for the right jobs.

Given the skill shortages facing Australia, the AEU welcomes these announcements from the Federal Government, and its recognition that TAFE is perfectly positioned to play a key role in our economic recovery. With a commitment to funding at a Federal and State level, TAFE can continue to provide high quality vocational education to help Australia rebuild following the pandemic, address skills shortages in the labour market and help ensure our future economic security.

S U P P O R T S TA F F N E W S

SUPPORT STAFF WEEK ACTIONS Conversion to permanency action for SSOs, ECWs and AEWs was a focus of the AEU Support Staff Week of Action in August.

Your Consultative Committees also supported the development of a week of professional learning that was specifically tailored to our SSO, ECW and AEW members, and included sessions on mindfulness and non-teaching staff PAC representative training.

And of course, we promoted the celebration and acknowledgement of the awesome work and contributions made by support staff in our schools and preschools, and in our Union.

SSO CONFERENCE

AEU SA Journal | 14

Many thanks to the SSO Conference planning team of AEU SSO members who worked with us to organise and run a fabulous member conference in the July school holidays. Feedback has been extremely positive as members agreed that it was a great opportunity to learn, laugh, listen and be loud together and keep building those wonderful networks we value so much.

Another very successful conference organised by and for SSO members.

Quiet achievers make great noise! was this year’s conference theme. In the opening session we recognised one of our great achievers. Nora Thomas from Instrumental Music was presented with this year’s Anne Nutt Award for SSO member activism, which includes $1000 towards professional development.

CONVERSION TO PERMANENCY

Securing employment for members Permanency levels are too low and too many AEU members have been on contract for too long. Jan Murphy, Branch Vice President, looks at ongoing member action to remediate that situation.

AEU members will have seen information about the Union’s conversion to permanency actions, initially for teachers then followed up with the launch of the action for our SSO and ECW members at the SSO Conference in July.

State Labor promised that, if elected in March, they would increase permanency in the Department by 10%. We need to hold them to that promise and ensure that AEU members are the beneficiaries.

Since the start of Term 2, information about the actions has been rolling out to all members with specific advice also sent directly to subbranch secretaries and workplace reps, to contract teachers and support staff, and to AEU PAC Reps.

Everyone has had an important role to play.

With the backing of their sub-branch or member group and support of

Nora Thomas holding her Anne Nutt Award certificate, with Matoula Potiris, last year’s recipient (left), and Jan Murphy, AEU Branch Vice President (right).

Your Union needs you!

their AEU rep, members on contract have gone to the PAC or preschool staff team seeking conversion to permanency. Members have been provided with details of eligibility, processes to follow, proforma letters, and advice and support with next steps regarding decisions made beyond the local level.

Not all who are eligible will be converted at this time. There can be challenges and barriers and there are not always enough permanent positions available in your school or preschool, but success stories are emerging.

While conversion processes are largely finished now for teachers as ongoing positions are being advertised, SSOs, ECWs and AEWs can continue to pursue conversion to permanency across the year.

Keep working together. The strongest way is with your collective – your school sub-branch or preschool member group. And what a great time for the next conversation with your colleagues who aren’t union members yet.

JAN MURPHY V I C E P R E S I D E N T, AEU SA

As a member of one of the Union’s standing and consultative committees, your interests and experience can help provide important policy area and insight for Branch Executive and Council.

Nominations are open now for 2023 committee positions.

For more information visit www.aeusa.asn.au/committees

RK F R O M T H EU N P IROENS IW DO EN T

Rewards & challenges “My appreciation for the work of educators and this Union has only increased during my early tenure as Branch Vice President,” writes Matthew Cherry.

I am immensely appreciative of – and amazed by – the work that I see educators – our members – do day in and day out. During the exceedingly difficult start to the 2022 school year, I had the pleasure of representing and working for our members as you worked together, with your colleagues, to overcome the myriad challenges that education and the pandemic presented.

The transition from a high school, teaching Years 10, 11 and 12, while also serving as a Sub-branch Secretary and AEU PAC representative, to the role of Vice President has been eye-opening. Working with our members through a variety of committees and forums, I’ve gained an even deeper appreciation of the education profession.

The Environmental Sustainability Consultative Committee will meet with representatives from Solar Our Schools to discuss potential areas for collaborative action, with the hope that Department site-based energy savings are reinvested into schools.

The Occupational Health Safety & Welfare Standing Committee informs each and every one of my discussions with the Department’s WHS directorate and has plans to help the AEU to establish a more active network of Health & Safety Representatives in the future.

“Committee members openly share their experiences, discuss concerns, propose ways forward through challenges, and, importantly, educate me so that I can more effectively represent you.”

I’ve had the pleasure of working with a variety of committees during this early time in my tenure: the Occupational Health Safety & Welfare Standing Committee, Special Education Consultative Committee, Environmental Sustainability Consultative Committee, Country Conditions Standing Committee, SACE Reference Group, and PRT Reference Group. The members of these committees have committed themselves to working collaboratively, both with each other and with the Department, to proactively solve problems for the benefit of public education.

Committee members openly share their experiences, discuss concerns, propose ways forward through challenges, and, importantly, educate me so that I can more effectively represent you. Further, we’ve set our goals for the next two years. Those goals are, in many instances, ambitious but achievable.

It is exciting to work with these committees as we develop more direct connections to the Department and Government, providing the members of the committees with the opportunities to discuss issues and solutions with decision makers.

For example, the Special Education Consultative Committee and Country Conditions Standing Committee Your insights and experience will always be welcome on AEU Committees. Visit www.aeusa. asn.au/committees for more information.

It’s also important to highlight the important role of the employees of your Union.

There is an absolute wealth of knowledge and expertise amongst those who have dedicated their career to improving the conditions of our members. Conversations and discussions amongst the employees are focused on the needs of the membership. I’m impressed with the relentless focus and dedication to finding solutions for members.

Personally, I have benefited from everyone’s generosity in sharing their time and expertise to help me to be as informed as possible, allowing me to do the best that I can when working for our members with the Department.

All in all, the beginning of my vice presidency has been challenging (though I understand that it doesn’t hold up to the challenges that educators have faced at the same time), rewarding, and exceedingly fun. I hope to be able to visit members in schools in the coming months, discuss issues at Area and sub-branch meetings when given the opportunity, and continue to serve as a steadfast voice for public education in discussions with the Department.

Again, I am grateful for this opportunity and look forward to continuing to work together, collaboratively, to improve public education.

In solidarity.

M AT T H E W C H E R R Y V I C E P R E S I D E N T, A E U S A

AEU SA Journal | 15

I’m grateful for this opportunity and am hopeful that we will be able to achieve substantial improvements for our members and public education more broadly over the coming years.

met with Assistant Minister for Autism, Emily Bourke, to discuss the Government’s plans for inclusive education, and both committees have plans in Term 4 to meet with relevant representatives from the Department.

P EO R M ATNHEENPTRREESLI D I EEFNTTE A C H I N G FR

PRT perspectives DEMANDING AND REWARDING

I LOVE MY JOB

PRT work can be demanding. You generally don’t know what the day might be like, there might be difficult challenges and you often leave work feeling quite spent.

I am one of those lucky teachers who can say “I love my job.” If you like adventure, unpredictability, travel and you have teacher ninja skills then this may be the job for you.

After work there is an opportunity to breathe out the tensions of the day and invest in your own life and pursue interests outside of school. Until you try it, you do not realise how much classroom teaching demands your time. It can be relentless and when the term finishes, the exhaustion is real.

You may not have heard of us.

We cover regional and rural SA, categorised by kilometre range we cover: Local PRTs 45 km; Area 250 km; and State – stop when you hit the border.

PRT work is still exhausting, but the work/life balance is much better.

AEU SA Journal | 16

Two members reflect on their work as Permanent Relief Teachers (PRTs) and why we need more.

Some of the critical qualities of a PRT teacher are to keep students safe, to keep them learning and engaged, to keep them as calm as possible. If possible, it is useful to get to know them quickly and to have some background information. It helps to inject some humour into the day.

Sounds simple? It is not uncommon to have no notes, either for the day, or for an unfamiliar class. Things go wrong and there are times when you are not welcomed in with open arms. Not all students cope well with change.

COVID has placed enormous pressure on children, teachers, and schools. A PRT teacher needs an arsenal of tools, but you need to travel light, and you need to be organised. The good news is that you are exposed to great ideas and resources all the time.

Most of the time, you are highly valued when you arrive at work.

We all understand how critical the teacher shortages have impacted schools. Many schools struggle to cover all the vacancies created from illness, burnout, and other commitments. PRT staff can help alleviate the pressures and maintain an element of continuity for children.

Surely that is worth advocating for.

H E L E N R AY N E R P R T, W H YA L L A

This is where the job gets interesting.

We need to be able pick and plan and teach all curriculum areas from Foundation to Year 12 including special options classes. This means being all over the many and varied pedagogies and programs that sites might use.

We can cover a class anywhere from one day, a term or longer depending on the need. As the job title suggests, we are permanent within the Department and therefore have all the normal responsibilities and rights that go with any teaching job. The ability to just go in and take over is a must!

It’s impossible here to truly convey the wealth of expertise and experience our group has. What I can tell you is we are highly skilled and there are not enough of us. Over the years our numbers have dwindled.

With a teacher shortage and class splits there is more need for us than ever. Teachers should not feel like they need to come to work when sick because their class will be split.

With more of us that would not need to happen.

LOR R AINE COX P R T, M O U N T G A M B I E R

HOW DOES THE AEU ADVOCATE FOR PRTS? The AEU maintains an active PRT Reference Group where members meet to discuss issues affecting PRTs. Members of the reference group meet in person or online to keep AEU Officers informed of their issues and provide advice.

The AEU is working to establish a meeting between the Department and members of this reference group to ensure that decision makers are appropriately informed on PRT matters and truly understand the importance of this key classification of educator.

The AEU is also advocating for an increase in the total number of PRTs, improved stability for employment in the classification, and methods for addressing some of the day-to-day difficulties that PRTs experience.

Further, the AEU serves as a strong voice for the vital importance of this classification of educator as PRTs help not only educators but also students and communities.

Precarious work & gendered violence The lack of employer respect for the work of our members is reflected in the level of insecure work present in public education, argues Meredith Farmer, AEU Industrial Organiser.

These figures clearly demonstrate a link between work which is mostly performed by women and rates of insecure employment.

The impacts of insecure work on women’s lives and their security in retirement is well documented – delays starting a family, lengthy stints of unemployment or part-time employment, resulting breaks in service that impact accumulation of long service and sick leave, slower progression through the salary increments, and lower superannuation balances upon retirement.

A report by the Working Women’s Centre of SA ‘The Protective Power of Job Security’ (October 2021) highlights the links between job insecurity and gendered violence. It indicates that more women are likely to be employed insecurely than men and this is more likely for women in feminised industries.

The report highlights that precarious contract or casual employment can be a barrier to reporting sexual harassment at work. It creates workplaces of fear and favour. If you are insecurely employed, you are less likely to question or challenge

ncy Rates* e n School teachers & leaders

81% Preschool teachers & leaders

AEWs less than

School Services Officers

Early Childhood Workers

60%

50%

33% decisions and more inclined to do anything asked of you. When we rely on that next contract, we are not going to jeopardise that by rocking the boat.

A lack of secure employment in a domestic environment regardless of gender can be a driver of violence due to financial insecurity. In addition, insecure employment can make it more difficult to leave a violent relationship and recover from gendered violence.

“…more women are likely to be employed insecurely than men.”

According to the report: “Poverty and unequal access to resources are also major contributing factors to women experiencing violence.

Economic and financial abuse are forms of domestic violence often made possible by gendered financial inequalities.”

33%

As a union one of our main priorities is to achieve secure work for our members. How do we do that?

By raising it as an issue in our workplaces with our PACs and workgroups and then taking collective action to ensure that where an ongoing vacancy exists it is filled with a conversion to permanency rather than further rolling contracts.

We need every member to get behind those who are insecurely employed so that they too can enjoy the security and long-term benefits of ongoing employment.

M E R E D I T H FA R M E R

The WWCSA report can be downloaded from https://bit.ly/3KQjy67 A podcast on the subject is also available from https://bit.ly/3D1Xpje

*As of July 2021

AEU SA Journal | 17

Described as a teacher shortage crisis, the current lack of staff in general in our schools, preschools and TAFE institutes is perhaps a symptom of the unacceptable level of casual and contract employment. For example, although permanency rates for school teachers and leaders was 81% in July 2021, for those working in preschools languished behind with permanency rates of only 60%. Only a third of ECWs and SSOs have any level of secure work and less than half of AEWs have permanent hours.

Perm a

INSECURE WORK

UNCONSCIOUS BIAS

A spirit of cooperation?

AEU Industrial/Research Officer Michaela Tippins wonders why the Department ignores decades of goodwill with the Union to get its policy changes through.

In 2020 the Department for Education (DfE) used Clause 6.6.3 in the South Australian School and Preschool Enterprise Agreement (“special circumstances”) to depart from how things were usually done in Recruitment and Selection (R&S). The excuse was the move of Year 7 to high school.

Going back decades the R&S Policy had been protected in enterprise agreements from any changes not approved by the AEU. The DfE decided to change all of that and introduced changes that the AEU would never have agreed to such as: outsourcing to Harris McMillan, the use of videos in the first stages of recruitment and changing how placement is done so that it looks more like recruitment than placement.

AEU SA Journal | 18

Can the DfE do this? If you ignore the spirit and intent of the Clause, yes, you can because the DfE has not changed the Policy, just how it is all done.

Once this became apparent, AEU Executive chose to address the thing you hated most about the new process – the video. We highlighted the potential for unconscious or even conscious bias in the very first stages of the recruitment and asked for the Unconscious Bias training, already done by the DfE, already available on PLINK, which costs nothing, which only takes 30 minutes, to be made mandatory for staff involved in recruitment.

The AEU asked for the DfE to work together with the AEU; the DfE refused. The AEU made more representations to the DfE about the very real potential for bias which were all ignored by the DfE. About this time the DfE sought to engage with the AEU to change the R&S Policy. The AEU suggested that to show good faith to commence negotiations that the DfE simply mandate the Unconscious Bias training on PLINK. The DfE again refused to cooperate with the AEU and clearly wants to have it all its own way.

With all attempts to cooperate with the DfE exhausted, the AEU lodged a dispute under the the Enterprise Agreement and still the DfE did not change its position. With no choices left, the AEU took this to the South Australian

Build a union worth being a part of

Employment Tribunal and argued the case before Commissioner Cairney.

Appearing for the DfE were lawyers from DfE Industrial and the Department of Treasury and Finance.

Appearing for you was myself, also a lawyer (and a teacher of 25 years).

The DfE’s resistance to having Unconscious Bias training mandated was sustained and fierce but the AEU’s arguments proved persuasive and the Commissioner issued a recommendation that the training be mandated. It remains to be seen if the DfE will respect the Commissioner’s recommendations or simply ignore them. Legally they don’t have to listen.

Why did the DfE force R&S process changes on you? Why did the DfE spend so much education money resisting this request to mandate Unconscious Bias training at the Tribunal? Why did the DfE resist a spirit of cooperation with the AEU by any and every means necessary?

I will let you make up your mind but the conclusion seems clear.

MICHAELA TIPPINS

It’s important that we all contribute to building our union.

Please ask your colleagues to join and ensure their continuity of membership of the AEU community comprising of over 185,000 educators across Australia.

For more information visit www.aeusa.asn.au/join

MEMBER SERVICES

A legal service for AEU members Introducing Union Legal SA, which will provide legal defence and other services for AEU members, as well as offering discounts for non-work-related matters.

This year the AEU SA Branch has begun referring member matters of a legal defence and disciplinary nature to Union Legal SA, a service established by the SA Branch of the Australian Nursing and Midwifery Federation (ANMFSA) in 2016, and the first law firm to be launched by a union in South Australia.

They will also be offering their other legal services to AEU members at exclusive and preferential rates.

Lee Thomas is the director of Union Legal SA. After a long career as the secretary of the State and Federal Nursing Unions she completed a law degree and entered legal practice. Lee’s areas of speciality include disciplinary hearings and criminal matters, from traffic offenses to more serious charges such as assaults and other crimes against the person. She provides timely and sensible advice to those facing disciplinary and criminal charges, whether they are related to work or not.

Jodie Washington originally trained as a dental nurse, but quickly realised that law was her true calling. Jodie’s area of expertise is wills and estates. Her meticulous approach and comprehensive advice are appreciated by her clients, as this is a complex and sometimes distressing area of law which all of us will face at some time in our lives.

Jacqui Baillie began her legal career as an industrial officer at ANMFSA, and came to work at Union Legal after 5 years in that position. She brings a comprehensive knowledge of workplace issues and

in particular the unique challenges facing working nurses and midwives.

Jacqui advises clients about worker’s compensation, industrial disputes and disciplinary matters. Jacqui is currently on 12 months’ maternity leave.

Kate Keough has been a personal injury lawyer for over 20 years. After a short stint working for employers she returned to working exclusively for employees, providing advice in relation to workers compensation and employment law, income protection and injury claims.

The AEU Information Unit is still your first point of contact for members for all work-related matters. They can also refer your other non-work-related matters to Union Legal SA and you will benefit from a first free interview.

For further information contact the AEU Information Unit on 8172 6300 or email info@aeusa.asn.au.

UNION LEGAL SA Let our experience work for you Exclusive and preferential rates available for AEU members

Our Services include: Employment disputes and disciplinary matters Wills and other testamentary documents Probate and Letters of Administration

Conveyancing Worker's Compensation Personal Injury Traffic and Criminal Offences

Call us today on 8334 1981 to book a free first interview with one of our solicitors

Protection you deserve unionlegalsa.com.au enquiry@unionlegalsa.com.au 08 8334 1981

UNION LEGAL SA Let our experience work for you

AEU SA Journal | 19

Union Legal is currently staffed by 5 solicitors, all experts in their particular areas of practice.

Catherine Parsonage is the senior solicitor.

She has over 40 years’ experience in personal injury litigation and advises clients on all matters involving injury, including worker’s compensation, motor vehicle accidents, public liability and medical negligence. Catherine can also assist with income protection and total and permanent disability claims.

SCHOOL LEADERSHIP

Leap to leadership Interested in being a leader, but not sure whether to take the leap to the ‘other side’? Jason Proud has some advice.

In Term 1 I had the opportunity to ‘step up’ into a B-2 position: Junior School Assistant Principal at Hallett Cove School. I have wanted to ‘step up’ for the last few years as I have felt stale in my teaching.

As a teacher, I have often said ‘as a leader I would…’ and this was my chance to put my foot in the door and do the ‘I would…’, little did I know that ‘I would…’ is a lot harder than I thought.

AEU SA Journal | 20

I have been at Hallett Cove since 2020 after my country-to-city transfer from Mount Gambier where I did unofficial leadership roles. Winning the Junior School AP – this was my first official leadership position and was excited for the opportunity to help lead the Junior School.

My first day was baptism by fire.

Writing this now, I can barely remember my first day, but I was tired, but not ‘teacher’ tired; it was a different tired. I remember at the end of the day all I wanted to do was lie under my desk and fall asleep – something I haven’t felt since my first day of teaching.

There were many surprises that I never thought about when stepping into leadership. One surprise was how you became trusted to make decisions by the staff. It was strange to think one day they wouldn’t ask for guidance, yet now that I was a leader, I was asked. That was one of the strangest feelings for me – especially from more experienced teachers. It was a little overwhelming to start with, however after a couple of weeks those feelings went away.

“There were many surprises that I never thought about when stepping into leadership.”

There were many benefits too. I was able to develop positive relationships

Did you know, you can usually claim a tax deduction for union fees?

with all teachers in the Junior School, especially ones that I hadn’t developed ones with previously.

I also formed relationships with students from R-6, which was extremely rewarding. Through this, I worked closely with our more difficult students and it was rewarding to see the trust that these students developed with me, most of them not knowing me before this position.

One skill that I developed was the ability to talk to difficult families.

I am not confident with talking to confronting families. This role threw me into the deep end and would be the biggest learning curve I had over the term as a leader.

I missed being in the classroom – I missed strong relationships you build with the class and families, and I missed teaching. However, I now continue my leader journey as Assistant Principal in Teaching and Learning at Gilles Street Primary School.

If you are contemplating stepping into a leadership role, the three things I would say are vital: be seen, be approachable, and be fair.

JASON PROUD

Get Information & advice from the Information Unit The AEU Information Unit provides members with advice on questions of pay, leave and general working conditions.

Members are now able to log in and download a statement of membership subscriptions to 30 June 2022 for your tax return. Statements for previous years are also available.

Visit www.aeusa.asn.au/taxstatement

The Information Unit is staffed: Monday: 8.15am - 5pm Tuesday to Friday: 10.30am - 5pm For advice and assistance please phone 8172 6300 or email info@aeusa.asn.au

DISASTER RESILIENCE

Why learn disaster resilience at school?

Sustainability education comes in many forms, all important. Disaster Resilience Education is one that is easy for many of our students to relate to, writes Beth Yokohara.

Disaster Resilience Education (DRE) builds students’ understanding of the causes, behaviours and effects of hazards while developing a range of skills to help prevent and reduce the harmful impacts of disaster.

Learning about bushfires and other hazards can equip students with the skills and knowledge to save lives in the face of a disaster.

The South Australian Country Fire Service (SA CFS) is developing a Child and Youth Bushfire Program to

empower young people (and adults) to take protective action before, during and after a bushfire or other emergency. The program draws on current research and practice, and is a teacher-led, child centred approach to DRE. BE TH YOKOHA R A IS A TRT A ND A CHILD AND YOUTH PROJECT O F F I C E R AT T H E C O U N T R Y FIRE SERVICE.

To get your students and education site bushfire-ready visit cfs.sa.gov.au/education or contact cfs.communityengagementsupport@sa.gov.au.

Current research is available through the Australian Institute of Disaster Resilience (AIDR) http://schools.aidr.org.au.

Brain Breaks

BRAIN BREAKS

Quick breaks that help refocus and return to work feeling centered.

Symbolic Alphabet: Sing the alphabet with names of objects rather than the letters.

Down: 1. the process of negotiation with the goal of making an enterprise agreement 2. someone who educates young people 5. a public meeting about a topic in which people give presentations 7. activity leading to skilled behaviour 9. the quality of being fair, reasonable, or impartial Across: 3. noticeable heterogeneity 4. a crucial stage or turning point in the course of something 6. the people who together make up a group 8. the property of being able to exist for an indefinite duration 10. School Services Officer From 30 years ago, a cartoon for union publications from Bill Cook, artist and Vice President.

Answers: Scan the QR Code to see the answers

AEU SA Journal | 21

As some natural hazards become more frequent and severe, placing children in harm’s way, DRE is vital.

It is well recognised that children play a critical role in increasing bushfire knowledge, awareness, and preparedness in their households and communities.

Recent research has found that quality DRE is associated with a range of beneficial personal development outcomes, including increased confidence and enhanced leadership and communication skills. Teachers report a high level of student engagement in disaster resilience activities.

TRAINING & COURSES

Professional Learning Your AEU SA membership gives you access to values-based professional learning that helps to develop your practical skills.

The sessions are in real time and allow you to work with other professionals to gain insight and grow as an educator.

Early Childhood Conference + Monday 10 October, 9:15am – 3:30pm + Cost: Free + For: AEU Early Childhood members

OTHER OPPORTUNITIES

AEU SA Journal | 22

Early Childhood AEU SA members are invited to join us in celebrating the critical work of Early Childhood Educators. We will cover topics including workload and how the staffing shortage crisis is impacting this, rainbow connection, working with adults and mindfulness.

TAFE Symposium + Tuesday 11 October, 1pm + Cost: Free + For: AEU TAFE members and public This TAFE Symposium will discuss the role of TAFE in South Australian vocational education and training in the next 10 years. We invite you to join us and engage with AEU SA and our incredible guest speakers.

Aboriginal Teachers and Leaders Conference + Thursday 13 October, 9:15am – 3:30pm (Conference Dinner following conference at 6pm) + Cost: Free (dinner $15.00 member contribution) + For: Aboriginal and Torres Strait Islander AEU SA members in teaching and leadership positions The inaugural Aboriginal Teachers and Leaders Conference will allow First Nations teachers and leaders working in the Department for Education to come together, network and learn. We will focus on building a professional learning space, sharing ideas, and furthering First Nations teaching practice.

All Aboriginal Members Conference + Friday 14 October, 9:15am – 3:30pm (Conference Dinner Thursday 13 October 2022 6pm) + Cost: Free (dinner $15.00 member contribution) + For: Aboriginal and Torres Strait Islander AEU SA members Members will work together to showcase union values, share information and connect with one another through their work in public education. There will be a focus on building relationships, challenges and triumphs, workload and knowledge sharing.

Key

Online/ Virtual

In Person

AEU Member PAC Training + Wednesday 5 October, 10am – 1pm + Wednesday 2 November, 1:30pm – 4:30pm + Cost: Free + For: AEU member PAC Representative – new and those wanting to retrain.

Responding to Risks of Harm, Abuse and Neglect – Education and Care (RRHAN-EC) Masterclass Training* + Monday 10 October, 9am – 1:30pm + Cost: Student members - $50.00, Financial members - $55.00, non-members - $166.00 + For: All AEU SA member and non-members *Registrations must be completed at: www.education.sa.gov.au/ working-us/rrhan-ec/masterclass-rrhan-ec

Approaches to the Sustainability Cross-Curriculum Priority + Wednesday 19 October, 4pm – 5pm + Cost $33.00 + For: AEU members Sensory Regulation and Processing for Students with ASD + Wednesday 19 October, 5pm – 6pm + Cost: $33.00 + For: AEU members HSR Huddle + Thursday 27 October + Cost: Free + For: AEU member Health and Safety Representatives

SBS Huddle: Union Judo + Thursday 20 October 2022, 4:30pm - 5:30pm + Cost: Free + For: Elected sub-branch secretaries, AEU workplace representatives and workplace organising committee members An important check-in and information session for site-based union reps. Hear from other union reps about how they bring union culture to their sites and work through issues.

TRAINING & COURSES

AEU SA Journal | 23

Upcoming union training, professional development, courses + more

Check the AEU SA website regularly for more dates and courses at:www.aeusa.asn.au/upcoming

2

9

SAT

8

16

Merit Supplementary Training

24 RRHAN-EC (*subject to demand)

2

25

10

3

26

19

11

4

27

20

11 TAFE Symposium

23

1 DEC Band B Leaders Connection Session

9

10 Early Childhood Conference RRHAN-EC Training

22

30

8

18

21

29 TRT Professional Learning: Teachers Registration Board and you

7

17

28

6

1 OCT

29

7

15

23

FRI

28

6

14 All Aboriginal Members Conference

22

30

30

5 AEU Member PAC Training

13 Aboriginal Teachers and Leaders Conference

21

29

6

THUR

12

20 SBS Huddle: Union Judo

28

5

13

WED

19 Approaches to the Sustainability Cross-Curriculum Priority

27

4

12

TUE

26 HSR Huddle

3

11

27

25

2 AEU Member PAC Training

10

MON

24

1 NOV

9

17

4 Merit Retraining

31

8 TAFE Merit Training

16

3

7 IESP Roundtable

15

5

Key:

Union Training Professional Development

Sensory Regulation and Processing for Students with ASD

14

18 Union Financial Governance Training

26

Calendar WK 10 HOL HOL WK 1 WK 2 WK 3 WK 4 WK 5 WK 6 WK 7 WK 8

SUN

FROM THE PRESIDENT

AEU SA Journal | 24