Chalk Winter 2012 by Australian Education Union Tasmanian Branch

Cha k. Official publication of the Australian Education Union Tasmanian Branch. Winter 2012 | www.aeutas.org.au

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[ in this issue…

[ from the editor…

AEU bringing pressure to ‘bear’ on Gonski reforms…

Support Staff sector’s swings and roundabouts…

How does your garden grow? Moonah Primary School demonstrates… Homophobic bullying is rife in our schools but it can and is being challenged…

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Dear Member, Welcome to your new magazine — it has been a while between drinks. Chalk replaces Ed.Lines, last published in 2010. We’ve used this intermission to give your union magazine a complete makeover and hope you like the design, production and editorial changes. Our focus is quality, longevity and engagement. Stories commissioned and issues covered in your official AEU publication will be guided by member requests. Chalk aims to be as relevant in six months’ time as it is today.

Union reforms on accountability and transparency on the way…

Royal Flying Doctors’ educational program ‘takes flight’ in Tasmania…

‘Valley kids’ take anti-poverty work to Cambodia…

Victoria’s ‘reforms’ to public VET are a cautionary tale for Tasmania…

We’ve introduced a teachers’ resource page at the back which has further information about articles — look out for the rE symbol. In future editions, we’d also like to have a classified section so if you’d be interested in advertising in the magazine drop us a note.

Violence is increasing in schools but there must be a policy of zerotolerance…

In this first edition of Chalk, we tackle big issues of climate change, homophobic bullying and social media in schools. In the ideological warfare

Empowering Local Schools initiative — powering-up or passing the buck?

Climate sceptics warming up our classrooms for war on science…

Tweet this: social media the new “show and tell”…

Schooling down the line; Tasmania’s eSchool gearing up for NBN roll-out…

Seven campuses, one vision; Hobart’s Jordan River Learning Federation…

A teacher’s duty of care — ‘return to sender’ not that easy…

Environmental Management within our production facilities is considered a critical aspect of our business and to this end a great deal of thought and investment has been made to ensure that we minimise any negative impact to the environment.

President: Terry Polglase [e: terryp@aeutas.org.au] State Manager: Chris Lane [e: chrisl@aeutas.org.au] Editor: Harriet Binet [e: harrietb@aeutas.org.au] Graphic designer: Wayne Thompson [e: waynet@aeutas.org.au] We have installed environmentally friendly pre-press technology enabling us to eliminate the photographic film process and associated chemicals required in making offset printing plates. Our investment in a world-class solvent recycling system from Europe has enabled us to recycle all our solvent liquids for reuse instead of disposing of this material after a single use, which has been traditional industry practice.

Print Applied Technology uses vegetable based inks where possible on its presses reducing the detrimental impact that solvent-based inks have on the environment.

The management of paper waste is also a major consideration. Not only do we promote Green Office practices in both facilities, we have also installed a waste paper extraction system and compaction unit which captures and bundles waste paper generated during the production cycle. This is then collected for recycling, reducing landfill.

For advertising enquiries and to request a rate sheet please contact Amanda Walker at amandaw@aeutas.org.au or phone 6234 9500. Installation of specialised disposal equipment, as well as continual monitoring and recording of waste volumes and waste type, contribute significantly towards continued improvement in environmental practices.

Print Applied Technology is certified by the Forest Stewardship Council. As a ‘chain of custody’ certificate holder we can now assure our valued customers that selected paper and wood fibre products sourced for our operations originate from responsibly managed forests. Our clients can also demonstrate their commitment to responsible forestry by printing the Forest Stewardship Council logo on their printed material.

Printed for the Australian Education Union Tasmanian Branch by Print Applied Technology Pty Ltd, 33 Innovation Drive, Dowsing Point, Tasmania 7010. Print Applied Technology uses vegetable based inks where possible on its presses reducing the detrimental impact that solvent-based inks have on the environment. Print Applied Technology is certified by the Forest Stewardship Council. Print Applied Technology subscribes to the Printing Industry Association of Australia’s ‘Sustainable Green Print Initiative’, and has achieved level two certification. PAT is committed to pursuing this program and achieving level three status, and we continue to operate an Environmental Management System which underpins the values of this model. Level three certification will illustrate that we exceed those principles and practices currently accepted under the international Environmental Management System ISO 14001.

PAT promotes and uses FSC certified, Recycled or Australian made carbon neutral papers wherever possible. Using papers certified as National Carbon Offset Standard (NCOS) supports the Tasmanian Government’s initiatives for action on climate change and, through the use of the NCOS carbon neutral logo below, provides the Tasmanian Government with an opportunity to demonstrate that commitment to the community.

The campaign for equal status for same-sex marriage has put the spotlight on sexuality and community attitudes. Tasmania, once considered a pariah for its anti-gay laws, is now a leader in strategies to challenge homophobic behaviour in schools — gay rights advocate Rodney Croome explains. As well as tackling weighty issues, Chalk celebrates success in public education. Huonville High School takes us on an adventure to Cambodia and Moonah Primary master chefs cook-up a storm in their Stephanie Alexander ‘accredited’ school. As the Flying Doctors say in their report about a new educational program, “strap yourselves in”, and the Chalk editorial team hope you enjoy the ride! Cheers, Harriet

[ contributors… Photo by Roger Lovell, provided courtesy of the Mercury.

Chalk is published by the Australian Education Union Tasmanian Branch. Registered Office: Australian Education Union Tasmanian Branch, Environment Level 1 32 Patrick Street, Hobart, Tasmania, Australia 7000 Telephone 6234 9500 | Facsimile 3052 | www.aeutas.org.au Print Applied Technology recognises 6234 the importance of Australia registered publication numberresponsibility. TBF0510 ISSN1320-7431 maintainingPost a continual focus on environmental

Your feedback is vital. The next edition will have a letters page, “Chalk it up”, and provide a platform for your views.

over climate change and the carbon tax, sadly the science has been caught in the crossfire. Climate sceptics are attempting to infiltrate classrooms and promote their version of ‘critical thinking’. Science writer Peter Boyer exposes the underbelly of the ‘war on science’ and the attempts to undermine building blocks of quality learning — rigorous research and genuine independent thinking.

Callan Paske Callan Paske is consultant for Font public relations in Hobart and manages their social media channels. He runs his own sporting blog and numerous Twitter handles and Callan holds a keen interest in the merging of communications, marketing and social media. He has been a freelance journalist, owned his own business, and coordinated major media for sports and entertainment in London.

Rodney Croome Rodney Croome has been a member of the Department of Education’s LGBT reference group since its establishment in 1997, and helped found the Tasmanian LGBT support organisation, Working It Out. He is also a spokesperson for the Tasmanian Gay and Lesbian Rights Group and campaign director of Australian Marriage Equality. In 2003 he was made a Member of the Order of Australia for his gay rights advocacy.

Peter Boyer Peter Boyer is a Hobart-based science writer and presenter for Al Gore’s “Climate Reality” project. A former Australian Antarctic Division manager, he has written extensively about the climate science and its impact on Antarctica and the Southern Ocean. He is a Mercury columnist on science, politics, climate and energy.

Complementing these initiatives is our commitment to also secure international Environmental Management System Accreditation ISO) 14001. Print Applied Technology will remain ever vigilant in reducing the impact of its operations on the environment delivering better-valued services to our customers and the community.

Chalk Winter 2012 [3]

bringing pressure to ‘bear’ on public school funindg The campaign to lock in additional funding for public education is in its final, critical stage. AEU Campaign Coordinator Harriet Binet updates on the once-in-a-generation opportunity to bring equity to school funding. If you went down to the woods lately…you may have had a big surprise! Gonski Bears, big and little, have been on the loose in Tasmania helping the AEU campaign for more money for Tasmanian Independent public education. Denison Federal The national camMP Andrew Wilkie embraces Gonski. paign to have the Gonski Recommendations made into law, has reached a critical phase. There is only a matter of weeks left in the ‘political year’ to enable the drafting and passage of legislation through Federal Parliament. The independent Gonski Review into

school funding, the biggest in almost 40 years, found the current funding formula was ‘broken’, starving public schools of their fair share of resources. Gonski recommended an additional $1,500 per public school student each year and for Tasmania that would deliver around $90 million for our public schools. We need every voice to be heard in this final push — through phone calls to Federal MPs; letters; emails and campaign actions. On behalf of Tasmanian school children we want Canberra to hear the message loud and clear: “Embrace Gonski now — delay ‘unbearable”! A simple but effective way to show

your support is to register on the Federal AEU’s website — go to igiveagonski.com. If you have a few more minutes, call, email or write to your local Federal MP and urge them to support the Gonski reforms — your students’ future may depend on it. The Federal seat of Denison is a target seat for the campaign and AEU Reps in this area have their own special Gonski Bears to assist with their schools’ activities. Campaign updates are on our website — the Bear will take you there…from the homepage. rE

support staff gains and groundhog days Support Staff Organiser Linda Wishart admits it has been a tough time since her 2010 report but reminds us of the importance of celebrating achievements and remaining positive. Support Staff articles from the most recent edition of the 2010 AEU magazine provoked mixed emotions. Hopes and optimism shone through in those stories and it was a reminder of the need to remain positive. The determination and never-give-up attitude of members is something that drives me to continue the fight against what sometimes seem impossible odds. Our Campaign for Teacher Assistants (TAs) sometimes feels like Groundhog Day, but there have been achievements. The AEU unearthed evidence of TAs working as Library Technicians without [4] Chalk Winter 2012

equivalent pay after a two-and-a-halfyear investigation. Staff were finally translated to Library Technicians and received substantial pay increases and back pay to March 2009. In other good news, the DoE has changed “Teacher Aide” to “Teacher Assistant” and started negotiations for a new Health Care Procedures Allowance. Called Medical Intervention Allowance in other states, it would mean additional payments and training for TAs. TAs have been translated to Band 2 of the Tasmanian State Service Award which allows for annual incremental progression. We have also secured conditions such as toileting allowance and communicable diseases leave, obtained in 2008. Education budget cuts continue to bite

with a reduction in fixed-term employees and permanent staff having reduced hours. As we know, workload never decreases. Support Staff, as well as teachers, are expected to do more with less. Forced unpaid stand down of permanent Support Staff, including TAs, Library Technicians and some Administrative and Clerical staff continues to make school holidays extremely difficult. The situation is unbearable for many as they are forced into other jobs, reluctantly visit Centrelink or endure holidays without income. The AEU Tasmanian Branch has prioritised addressing this immoral practice and it will be pursued until resolution. Government must acknowledge that Support Staff are invaluable para-professionals and not simply “parent helpers”.]

from the president email: terryp@aeutas.org.au

Dear Members, We are seeing considerable uncertainty and change in education, and with diminished resources, your job has never been more difficult. The move to a four-term school year will inevitably bring more disruption to schools, parents and communities and there is no evidence to support the argument that four terms and a shorter summer break will see ‘improved student outcomes’. No compelling evidence exists. The school year in Finland, a recognised world leading country, has a summer holiday break of over 60 days in length! Singapore’s education system, described as ‘world-leading’ has two semesters. National Partnerships are transient but in the main are welcomed. The two most recent offerings from the Federal

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Government are — More Support for Students with Disabilities ($3.8 million to Tasmania for two years) and Empowering Local Schools — $2 million to Tasmania for two years. The Union will however be concerned if there is any move towards creating a two-tiered structure within our public schools as it is essential that every public school retains access to skilled teachers in all curriculum areas. Consultation, or the lack of it, is something the Union emphasises in discussions with the DoE and a clause within the new E.B.A. will assure that this will improve. It also needs to exist at workplace level and with the pressures of workload and the tyranny of distance; attendance at meetings is also not always possible. Burgeoning email inboxes are no substitute. Trust, a sense of team, and planning committees

“…it is essential that every public school retains access to skilled teachers in all curriculum areas.”

at workplace level often assist in diffusing tensions and improving morale. Do consider setting one up if this is not already in place. Finally, I cannot emphasise enough the need to be a member of this organisation. If you are not a member join! If you doubt our effectiveness or value, visit our website www.aeutas.org.au and you will see what the AEU has achieved ‘for the greater good’ and for individual members during Term 1 of 2012. In Unity, Terry Polglase

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Moonah Primary’s

fertile ground At Moonah Primary School it’s never a case of too many cooks. The Stephanie Alexander Kitchen Garden school encourages all to discover the joys of cooking. Mini master chefs, green thumbs and gourmands together grow, harvest and cook their produce. Principal Angela Miezitis says a vital lesson about nutrition and health is learnt along the way. Moonah Primary School is in its fifth year as a Stephanie Alexander Kitchen Garden (SAKG) school and is about to expand its program to include early childhood classes and develop more partnerships and links with local businesses and organisations. The program has blossomed with the classroom cooks having hosted celebrity chef events and sold produce such as jams and chutneys at local markets and festivals. Dave Byrom, the school Social Worker, was the driving force behind the successful 2008 bid to become a kitchen gar-

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den, demonstration school, inspired by visits to similar programs in Victoria. He identified the need for the innovative education project in the northern suburbs of Hobart and rallied parents, teachers, and support from groups such as Rotary to help get the project off the ground. The Program engages and educates children about how to grow, harvest, prepare and share healthy food. The program is not about lecturing or preaching – the words “healthy” and “unhealthy” are not

used. It is about joy in growing, cooking and eating delicious, fresh food — this is certainly what we see at Moonah Primary! Celebrity Chef, Stephanie Alexander, believes that children learn to appreciate a range of foods if they are introduced to the world of gardening, cooking and sharing food at the table, at an early age. Her program is in 180 schools including eight in Tasmania. Students in Grades three to six work each week to maintain the large vegetable garden that they helped design and build. Garden Specialist, Tino Carnevale, employed by the school, educates about plants, seed saving, water management, compost and soil health.

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Key Kitchen Garden benefits

“The program is not about lecturing or preaching — the words ‘healthy’ and ‘unhealthy’ are not used. It is about joy in growing, cooking and eating delicious, fresh food – this is certainly what we see at Moonah Primary!”

Life-long skills in the kitchen and garden. Introduction to, and appreciation of, fresh seasonal food. Socialisation through teamwork, sharing a meal and working with volunteers. Practical understanding of environmental sustainability. Understanding of the link between good food choices and optimum health. Active, hands-on activity and exercise.

Students learn about the seasons, plant varieties, ripeness and the connection between care in the garden and flavour on the plate. Tino is an inspiration and instils in students a love for the garden and growing their own food. Students work with the Kitchen Specialist, Ruth Howard, who develops menus for the children to prepare with the help of volunteers. The class teacher follows the process so learning flows through to other areas of the curriculum from science to sustainability. At the end of the cooking session students eat together developing a culture of talking whilst sharing a meal, trying new things and refining table manners. The program depends on volunteer supervisors and they are enticed back by offerings of fresh produce, delicious meals and special morning teas. The kitchen and the garden provide a

Tino Carnevale, Tasmania’s ABC Gardening Australia presenter.

real-life context for learning in which the theory and practice of growing, harvesting, preparing and sharing are interwoven. This differs from many programs where learning is based around simulated exercises. As a demonstration school, we aim to help other SAKG schools with

training and host visits to our program. We hosted a celebrity chef dinner last year with 50 guests who enjoyed a five-course dinner, matched with wines. Chef Carl Edwards from the Raincheck Lounge in North Hobart led a team of a dozen students who cooked and waited on tables. It was a fantastic experience for all involved and was a valuable fund raiser. More fundraisers are planned as the program ‘grows’. rE Chalk Winter 2012 [7]

F e a t u r e

“looking after

“

the gay kids

Homophobic bullying in Tasmanian schools is rife and can have devastating effects on students leading to drug abuse and suicide. But as Rodney Croome explains, challenging prejudice is not as difficult as feared and teachers are well supported by a Department of Education that’s ahead of the curve.

F e a t u r e

ullying on the basis of sexual orientation is one of the most serious challenges facing Tasmanian schools today. It negatively impacts on all students, not just those who are same-sex attracted. It reduces academic achievement, disrupts school communities and can push its victims to drug and alcohol abuse and even suicide. The Tasmanian Education Department has responded with a series of initiatives. But still teachers often feel they lack the resources or training they need to effectively combat homophobic bullying. The good news is that it’s not as hard as it seems. According to La Trobe University’s Rural Mural study, 11% of students in Tasmanian rural high schools identify as same-sex attracted. We can expect this figure to be at least as high across the state as a whole. Of these students, 50% have suffered verbal and physical abuse because they are same-sex attracted. Various studies in Tasmania and nationally have found a direct link between homophobic bullying and the higher rates of early school leaving, alcohol and drug abuse, conflict with peers and parents, and suicidal thoughts among same-sex attracted students. But it’s not just same-sex attracted young people who are affected by homophobia. Many students are bullied for being gay when they are not. Children of same-sex parents may also be bullied. Gay and lesbian teachers feel less safe in a work environment where anti-gay prejudice is openly expressed. Moreover, studies show one of the greatest constraints on the academic achievement of all boys, regardless of their sexual orientation, is their fear that success in some subjects, such as English or Drama, will be labelled as “gay”. The broadest impact of all is on the morale and cohesion of entire school

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communities. Fifty per cent of bullying is based on homophobia. Its ubiquity and relative acceptability can make it harder to challenge than other forms of prejudice. It can also manifest more violently than other prejudices. But even in its everyday form it is corrosive. “That’s so gay” is such a common term of derision it’s easy to forget how damaging it is. Since homosexuality was decriminalised in 1997, Tasmania has led the nation on developing policies and programs to challenge homophobia in schools. The Department of Education has established a consultative group to advise on gay, lesbian, bisexual and transgender (GLBT) issues in education and endorsed effective classroom antihomophobia programs. There are guidelines and resources for challenging homophobia and affirming sexual and gender diversity. The DoE has a newsletter on gay, lesbian, bisexual and transgender issues in education called Talking Out. But many Tasmanian teachers still feel they lack the resources, skills and support needed to effectively reduce levels of homophobia. How can we change this? Coming out against homophobia is a bit like coming out as gay – we shouldn’t let irrational fears about other peoples’ responses get in our way. I’ve found parents are generally supportive when they understand how bullying adversely affects the school their children attend. Students are generally open to new policies and programs when they realise the damage their words and actions may cause others. And principals are generally willing to get behind anti-homophobia initiatives when they realise how their entire school will benefit. The other obstacle to effective action is the sense there is no room in an

“Various studies in Tasmania and nationally have found a direct link between homophobic bullying and the higher rates of early school leaving, alcohol and drug abuse, conflict with peers and parents, and suicidal thoughts among samesex attracted students.”

Chalk Winter 2012 [9]

F e a t u r e

already-crowded curriculum for challenging homophobia. To address this we need to take things step-by-step. According to recent Australian research, when a school has a policy that is supportive of same-sex attracted students this can be enough to significantly reduce levels of self-harm among these students and bullying across the school community. The provisos are that the policy must be specific to same-sex attracted students. Generic anti-bullying policies and programs have been found to be ineffective in reducing levels of homophobic bullying. The policy must also be well known and actively implemented, for example, through posters that directly challenge homophobic bullying and through the inclusion of gay and lesbian issues in relevant curricula. Another important step is professional development for all staff. Any staff member may be called on to challenge classroom homophobia, or support a student coming out. It’s no longer simply the school counsellor’s role to “look after the gay kids”. We are lucky in Tasmania to have highly-respected non-government organisations like Working It Out that specialise in providing relevant PD, as well as a government commitment in the Tasmania Together program to train all teachers in sexuality issues. We are also lucky in having a strong foundation for the next step in the process — implementing classroom antihomophobia programs. In 2007 the University of Tasmania conducted an independent evaluation of the impact of the Pride and Prejudice antihomophobia program, which was developed in Victoria and is conducted for an hour a week over six weeks with grade

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eight to ten students. The Uni found a significant reduction in the prejudices of the students involved in the program. Subsequent evaluations interstate have also found reductions in levels of bullying across the entire school community. Working It Out has since developed its own program which has also proven successful in reducing levels of prejudice and bullying. These anti-homophobia programs have been successfully implemented in a number of Tasmanian public high schools, and at least one independent school. Two excellent Australian resources for classroom programs are Beyond That’s So Gay and Not Round Here. These resources not only include useful exercises, they also explain how to get around common obstacles to effective anti-homophobia initiatives. Not Round Here is particularly useful for rural schools. Tasmanian teachers are in a better position than many of their counterparts interstate when it comes to challenging homophobia in the classroom. They have a supportive Department, and good local resources to draw on. But it can still be a daunting task to tackle entrenched prejudice. Always remember that reducing homophobia won’t just benefit a minority of students and isn’t just the task of a handful of specialist staff members. The entire school will benefit. But the entire school must also take responsibility. The damage caused by homophobia is so deep and widespread that in the long term the cost of tackling homophobia head on is much less than letting it fester. rE

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In the next edition of Chalk, Rodney Croome will write about issues relating to students questioning their gender identity.

“Any staff member may be called on to challenge classroom homophobia, or support a student coming out. It’s no longer simply the school counsellor’s role to ‘look after the gay kids.’”

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blowtorch on union accountability The Health Services Union scandal involving former National Secretary Craig Thomson has put the spotlight on union accountability. AEU Tasmania Branch State Manager Chris Lane says lessons can and must be learned.

he Fair Work Australia investigation into the governance of the Health Services Union (HSU) when Craig Thomson was the National Secretary gives good reason to carefully review our own rules, policies and procedures. Let there be no misunderstanding; if what is alleged and reported to have occurred in the HSU is accurate, such actions or behaviour cannot be seen as acceptable, appropriate or excusable. The AEU fully supports the ACTUâ&#x20AC;&#x2122;s move to tighten governance and change Federal legislation. The reform underway would ensure that the rules, policies, procedures and governance of unions provide greater accountability and transparency about management of finances and resources. It must be recognised that the HSU has its unique rules, policies and procedures, which differ from the AEU Tasmania Branch. However, we must be ever vigilant to ensure the HSU experience can never be repeated here. Financial management training and greater transparency are the central plank of the reforms. Officers who manage finances will need relevant training within the first six months of their appointment. Elected Officers will need to report po-

tential or actual conflicts of interest where payments are to organisations or individuals with which they have connections. The AEU Tasmania Branch has developed a series of recommendations based on the Fairwork Australia report. A key reform will be the formation of a Standing Finance Committee, the role of which will be determined by Branch Executive. Four Branch Deputy Presidents will serve on the Committee and members will receive regular governance training. Itâ&#x20AC;&#x2122;s expected to provide financial oversight with regular reports to Branch Executive and development of Branch Budgets, from 2013. The Committee will also review the Branch rules, policies and

procedures and report to Executive. The Tasmania Branchâ&#x20AC;&#x2122;s finances are audited three times a year and Executive receives monthly reports, including a profit and loss and a balance sheet. In addition our Auditors Report is sent to Fair Work Australia, is presented to Branch Council and is posted on our website. While we have robust procedures already in place we should never be complacent. The proposed internal review, Officer and Executive training and pending legislative changes will help ensure the highest level of transparency and accountability is maintained. Striving to provide the best possible value and services for our members remains our number one priority.] Chalk Winter 2012 [11]

look!

up in the sky new program takes flight

The Royal Flying Doctor Service has been transporting patients in Tasmania since the 1960s but has largely flown ‘under the radar’. Executive Officer, Mary Frost says the educational program will lift its profile and promote core values of compassion, teamwork and respect.

he Look! Up in the Sky program was launched in April in Tasmanian schools, bringing an innovative, hands-on approach to learning and raising awareness of the vital work of the Royal Flying Doctor Service (RFDS). Practicing and registered teachers developed the program for RFDS Victoria where it was launched in 2011. Following its great success, RFDS Tasmania decided to roll out the free program to schools in Tasmania during 2012. RFDS Victoria is supporting its implementation by providing a grant to assist with the launch. The program is based on the organisation’s values of respect, teamwork, leadership, fairness and compassion that already underpin all aspects of classroom teaching. Students have a wonder-

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ful opportunity to learn and practise these values in daily activities and those who consistently demonstrate these behaviours are nominated by their teacher for RFDS Wings Awards. In October the interactive aeromedical simulator will tour the Tasmanian schools that have registered for the program. It is designed to bring the educational program to life through fun and interactivity. The simulator is a lifesized replica of the fuselage of a Flying Doctor aircraft. It is fully equipped with stretchers, communications, oxygen, suction and the equipment used by the everyday heroes: the doctors, nurses and pilots of the RFDS. Students will hear stories; land a plane in the outback; rescue a patient

and, most importantly, climb on board, strap themselves in and enjoy a unique ‘virtual adventure’. Carol Mackel, a retired principal and now a part-time employee of RFDS Tasmania, worked closely with local educators to ensure the program linked to the Australian Curriculum. Carol said, “We are excited about the new project that will not only provide learning and insight into the role of the RFDS in Tasmanian communities but will support teachers by providing additional resources to help implement the Australian Curriculum in an interesting and meaningful way”. The educational resource is particularly suited for teachers of students from grades three to six. When teachers

register on the RFDS educational website, they receive up to 25 high quality student workbooks; a DVD about the vital work of the RFDS; and can download their free Teacher’s Manual and The Curriculum Links that contain interesting and easy ideas to implement in their classrooms. The website also advises teachers of the specific links with the Australian Curriculum in the areas of English, Mathematics, History, Science, The General Capabilities and Cross Curriculum Priorities. Specific student outcomes are listed and it is anticipated this will assist teachers with reporting. Four of the learning areas of the Australian Curriculum being introduced in Tasmania this year are described in a table that links to one or more activities from the

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“Students will hear stories; land a plane in the outback; rescue a patient and most importantly, climb on board, strap themselves in and enjoy a unique ‘virtual adventure’.”

units of the Look! Up in the Sky program. RFDS works in partnership with Ambulance Tasmania and operates twenty-four hours a day, 7 days a week. The Service transports more than 1000 patients each year from those needing emergency trauma evacuation to interhospital and interstate transfer. RFDS Tasmania President, Dr George Merridew, said while the Service was best known for its rescues and retrievals in outback Australia, it also played a very important role in Tasmania.

“Many people who live in rural areas, and on the surrounding islands, are just as isolated as those who live in the outback, and they certainly require the same access to medical care. People also require air transport between Tasmanian cities and mainland centres in order to access specialised services,” he said. Registration for the program opened in April and has had a great response from Tasmanian schools. We’d like to urge all Government, Independent and Catholic schools to climb aboard! rE Chalk Winter 2012 [13]

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valley community

scaling international heights Charity began at home for Huonville High School – then it went global. Young lives have been touched around the world through the hard work of committed students, visionary teachers and a supportive local community. Pathway Planning officer Nicola Smith reports on adventures in Cambodia.

he construction of a fish farm for a village school on the outskirts of the city of Siem Reap, in northwest Cambodia, was the first in-country project tackled by the Students Working Against Poverty (SWAP). Siem Reap is one of the poorest provinces in one of the poorest countries in Southeast Asia. School buildings were barely functional and materials virtually non-existent. In addition to raising $5000 for the project, our students provided two days of hard labour excavating the pond site by hand. Equipment was limited to bamboo baskets, mattocks and shovels with bamboo handles. In 40-degree heat, with limited shade, it was demanding and [14] Chalk Winter 2012

exhausting work. The fish farm was to supply students, who often arrived at school hungry, with valuable protein-rich food. Abject poverty was the most confronting facet of our students’ experience in Cambodia. Many of them found it difficult to come to terms with the number of beggars on the streets particularly in Phnom Penh where many were children who had lost limbs because of landmines. One of our tour leaders struck a chord when he said, “Don’t be surprised when you go home if you don’t like your friends very much — they’ll be talking about TV shows; relationship break-ups and you’ll think that those issues are so

small and insignificant.” On their return, some students chastised their parents about food wastage while others said they would never complain about going to school ever again! The project goal is to give students the inspiration, resources, knowledge and support they need to be a spring board for change in their own lives, communities and around the world. A library for street kids and an outreach centre for a health program on the outskirts of Siem Reap are other milestones for SWAP. Enkosa River School is an informal evening school for more than 240 street kids built using funds raised by the students. The outreach centre was rennovated

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“I wanted to make a difference in someone else’s life and I’ve changed since I got back – I wanted to be a beautician but now I’m totally focussed on being an early childhood teacher so I can go back and teach in Cambodia.” Singrid Cragg, student.

using funds raised by the students who also laboured on site. The centre is now part of a program to assist street kids in accessing health care and education. The focus is on keeping families together rather than encouraging parents to send their children to orphanages, a common practice in Cambodia. In just three years more than 100 students across all grades at Huonville High have worked on SWAP activities and in that time have raised more than $40,000. Some students have even inspired their parents who last year travelled with council youth workers, health professionals and business people to Cambodia to visit projects. In September, ten

adults from Huonville are travelling with us to Thailand, Laos and Cambodia. Project work will include delivering books to children in remote villages and visiting local aid organisations to see how we can further assist the Luang Prabang area in Laos. Travelling through poor communities inspired assistant principal Pam Lane and I to find a way to offer our students an international experience. The hope was they would recognise their own relatively fortunate position and be inspired to help enhance the lives of others. International travel for most young people in Huonville is a pipedream — many haven’t even travelled to mainland Australia let alone overseas.

A manageable community service project and the availability of in-country support were central to the country selection and Cambodia fitted the bill. The first intake of twenty-two students demonstrated their commitment and drive to stick with a 12-month project requiring extensive and exhausting fundraising and study. The students’ passion soon infected the Huon Valley community, which has rallied behind the project. Local shops, businesses, such as Tassal, and musicians have donated time, services, funds or facilities. Even local writers give a percentage of their book sales. Perigrine Truffles donated 1.5kg of French black truffles and inspired a Chalk Winter 2012 [15]

[

“Students understand that they really can make a difference and this has a flow-on effect for all areas of their life. They learn that they don’t have to be part of an elite group like sports stars to make a difference.”

sell-out five-course fundraising dinner. A local chef worked with students who managed every element of the event from service, set-up and ticket sales. The Coffee for a Cause enterprise travels to events and festivals selling fairtrade coffee and remains one of our most unique and effective fundraisers. Huon Valley Council helped us buy a second-hand coffee machine and internationally trained baristas from the area provided free training until students could brew quality coffee, consistently. The Huon Valley is not a wealthy area. There is a high level of unemployment and changes in local industry opportunities are resulting in a worsening of this situation. However, the community has a strong belief in its young people and supports them in achieving their goals. The SWAP students believe that educating others — students, families and their community — is the most impor[16] Chalk Winter 2012

tant part. They gain enormous satisfaction learning about issues such as child rights, fairtrade and plights of refugees. We now offer social justice and SWAP studies on the curriculum for grades eight to ten. They learn about the Millennium Development Goals, refugees, microfinance, human rights and aid organisations. Students can put their learning into practice and they earn acknowledgement from their peers and it boosts self-esteem.

Students understand that they really can make a difference and this has a flow on effect for all areas of their life. They learn that they don’t have to be part of an elite group like sports stars to make a difference. Our vision would be for all schools to offer a community service learning program. The benefits are tangible and achievable for students and for the community — from local to global.]

tafe

m a t t e r s

victoria’s public vet

cautionary tale Tasmanian National TAFE President, Michelle Purdy, takes up the reins during a tumultuous time for public vocational education and training. She says the Victorian experience is a cautionary tale.

he decimation of Victorian TAFE should be a cautionary tale for the rest of the country. The Tasmanian VET Review recommendations and the state government’s response is exciting and raises the hopes of staff in the Polytechnic and the Skills Institute with the return to one entity under the banner of TasTAFE, from 1 July 2013. We must move forward into a new era where staff, students, industry, unions and the community all work towards the goal of achieving better training and employments outcomes for all. TasTAFE leadership will be allimportant and a flat management structure is essential for a sustainable entity. The CEO will need to deliver a balanced budget and maintain, and eventually increase, staff and learning opportunities. Retaining a vibrant public VET in Tasmania means resisting the Federal Government push for fully contestable funding for public providers. This would force them into unfair competition with the private sector. State and territory governments must raise these concerns when they submit their plans under the National Partnership Agreement, as they do have a choice and should not go down the same path

as Victoria unless they want to experience the same devastation. Tasmania’s low SES communities would be particularly hard hit by degrading public VET. Jobs are already scarce; few young people have relevant qualifications and experience and in some cases business is struggling to keep their doors open. Public VET and TAFEs can provide unique employment pathways through quality education and training that mirrors industry. Privatisation is not the path to higher qualifications for Tasmanians but the means to accumulate debt if student loans are introduced under the new agreement.

Student loans for Diploma and Advanced Diploma qualifications, with a pilot for Certificate IV, are the thin edge of the wedge. It would likely mean an increase in all VET course fees, putting them out of reach for ordinary Tasmanians. TAFE across the country and most assuredly in Tasmania needs to move away from the privatisation agenda and a focus again on high value, quality training supported by guaranteed, long-term funding. We need the Federal Government to acknowledge the quality of public VET and guarantee funding to sustain its growth long into the future.] Chalk Winter 2012 [17]

F e a t u r e

[

“…the answer to a protest about being hit, punched or spat on by students is, ‘that’s something to be expected from our clientele.’”

[18] Chalk Winter 2012

F e a t u r e

Letting you

‘cop it’

is just a cop out AEU Industrial and Training Officer and former branch president, Leanne Wright, was alarmed by reports from members at Safety Reps training about an escalation of classroom violence across the state. She advocates a policy of zero-tolerance and outlines support available and proper procedure following a violent incident.

ow many times have we been given the impression that staff in schools can expect to ‘cop it’ physically from students because that is the nature of our working environment? Or in particular schools, the answer to a protest about being hit, punched or spat on by students is, “that’s something to be expected from our clientele”? And then again being told, “we can’t share a child’s violent history because everyone deserves a fresh start”? We have heard those sentiments all too often and it is time that teachers rejected violence directed at them in the same way they would defend their students if they were attacked. And if anyone suggests you just have to ‘cop it’, tell them you’re not prepared

to let them simply ‘cop out’. Violent behaviours may be hard to deal with but they cannot be ignored or allowed to continue. And the issue of violence is not going to disappear by itself. According to the report, Violence at Work, (D Chappell and V Di Martino, International Labour Office, Geneva) evidence shows an increase in the incidence and severity of workplace violence; and the pattern of reports of increased physical violence appears to be similar in schools around the world. This is in-line with a similar trend in increased family and domestic violence. Schools have no control over the contributing factors of violent subcultures; widespread poverty and inequality; aggression within families; parental use of punishment and threat; substance abuse; mental illness; violent entertainment or impulsive personality traits.

Chalk Winter 2012 [19]

F e a t u r e They often even struggle to improve the physical characteristics of the learning environment, which can also be a factor in violent behaviour. But they can respond appropriately, giving a very clear message that violence directed at anyone at school is completely unacceptable and will not be tolerated. A student who has been, or is being, violent cannot remain at school. In fact, this is supported by Workplace Health and Safety legislation which states that all hazards that can be eliminated from a workplace must be removed — this means removing from school a student engaging in violent behaviour. If the parents cannot collect the child the AEU advises against staff taking students home in private vehicles for several reasons. In particular, students who are out of control, angry and aggressive pose an extremely high risk in a car. In addition, some insurance companies won’t cover you if you have an accident while using your car for work purposes. If necessary, the police should be called to remove the student from school. This advice applies to dealing with all violent students irrespective of their particular additional special needs. Once a student has been removed from school, there is a legislative requirement that a risk assessment be completed. This involves outlining the particular risks associated with the student’s hazardous behaviour, outlining the existing measures used to try to manage the behaviour and developing a risk management plan with recommendations designed to reduce the likelihood of the behaviour being repeated. This process should involve a small group of people who know the student well. The risk management plan should then be made available for consultation (this is a legislative requirement) with the people who deal with the student. If the affected staff members do not believe the risk management plan will be effective, the student cannot return to school until this has been resolved. In fact, under “Section 17” of the Act and “Regulation 37”, staff can refuse to teach or work with [20] Chalk Winter 2012

WHAT TO DO FOLLOWING A VIOLENT INCIDENT

The person who has bee n assaulted (or someon e who can assist) should complete an incident report form , and make a formal report to the prin cipal and the Employee Safety Rep (ESR). Accurate records allow for a proper assess ment of the risks. Make a copy of the incident report form bef ore submitting it to the DoE.

P Let your AEU Rep know what has happened. In the case of someone P hos having to see a doctor or go to the pital, the school must notify Wo

rkplace Standards.

P If unfit to return to work, the affected person should:

• Contact the AEU. • Let their workplace know they will be away from school and they will be lodging a claim for worke rs compensation. • Following this, the doc tor should be asked to pro vide a workers compensation medical certificate. Whether returning to wo rk or not the affected per son could: • Consider reporting the assault to the police. • Consider making use of the employee assista nce scheme (counselling service).

If returning to work, the P the affected person must be part of risk ass essment process in order to have input into the risk management plan.

the student until they are satisfied with the risk management plan. If this is the case, Workplace Standards should be notified. It stands to reason that sometimes schools arrive at the point where they believe they’ve tried everything — that’s when AEU Officers are often asked to assist with the risk assessment process, even though this should be standard practice rather than a last resort. In that case, the risk assessment is the school’s best chance of receiving additional support from the Department of Education. The “hazard” must be dealt with.

If the school does not have the necessary resources the Department, as the employer responsible for the health and safety of its employees, must deal with the matter. In addition, information about a student’s violent past must be passed on to staff who will be required to work with that student — withholding this type of information to give a student a fresh start is breaking the law. And the AEU recommends that, apart from when a whole new cohort starts at school, a risk assessment should be conducted for all new arrivals at a school.]

powering up or

passing the buck? The Federal Government’s Empowering Local Schools program is sold as boosting autonomy. AEU Tasmania Branch President Terry Polglase says it reflects the American trend of “marketisation” and “managerialism” and fears it’s a smokescreen for cost cutting.

ith states lining up for every initiative that attracts federal funding, it comes as no surprise that Tasmania has signed up to receive $2 million for Phase One involvement ($69 million nationally) in the National Partnership Empowering Local Schools program. Twenty-two Tasmanian schools have agreed to become what’s termed a “PLUS” school and receive between $40,000 and $50,000 each. Phase Two ($410 million nationally) involving the same schools will start in 2015. It is to progress Julia Gillard’s belief that: “To get the best results we need principals to have the powers to get and keep the best teachers.” The program is being sold as increasing school autonomy in the areas of workforce, finance, budget and governance and aims to devolve decision-making responsibilities from school systems to the individual school level. Western Australia has established 32 Public-Private schools since the beginning of 2010; 34 in 2010 followed by another 98 in 2011 and NSW has 47 schools trialling the program this year. Queensland also has signed-up. It is in this second phase where the language becomes concerning. It focuses on teacher selection, local hiring and rewarding teachers (within a given budget) and authority over recruitment, pay and conditions. It raises questions over equal access to the ‘best’ teach-

ers in rural, remote and hard-to-staff schools. In July 2011 research by Professor Al Rainee & Dr Scott Fitzgerald on the W.A. experience showed that what was done in the name of greater school autonomy was actually cost-cutting strategies that focused on wages. They found that self-managed schools do not improve learning and that the real objectives have been to abolish the distinctiveness of public schools and align methods, culture and ethical systems to that of the private sector. The workloads of school staff have increased with principals increasingly required to be managers rather than educators. The combined drivers of “managerialism”, “marketisation” and performance management have also led to a decline in the proportion of women in senior management positions, including principals. Teachers have experienced corrosion in the culture and character of teaching. The process has shifted risk and responsibility to individuals and the community. NSW school principals have begun to question whether the government’s move to give them control of their budgets this year is simply a smokescreen for cost-cutting and shifting workload away from the Education Department. Their concern is that the NSW reform known as “Local Schools, Local Decisions” will turn them from educators into office managers. They fear the government had

modelled its reforms on those already in place in the United States. In New York City, where spending decisions have been devolved to principals, five consecutive budget cuts since 2007 have stripped school budgets by 13.7%. Victoria operates the most decentralised system of all state or territories with 94% of the state’s recurrent budget for schools now subject to local decisionmaking. The selection of staff is a local responsibility. Education Minister Martin Dixon has announced that principals will be put in charge of the purse strings for services such as speech therapy, psychological services and behaviour therapy. They are already responsible for costs associated with workers’ compensation with one principal telling me that the school’s bill for 2010 was $70,000. Nationally consistent school selection processes have been developed and, broadly, submissions need to be developed by the school principal in partnership with their school community, including teachers, school staff and parents. They will need to demonstrate the school’s capability and capacity to operate more autonomously and articulate how local decision making can drive improvements in student performance. It is worth noting that Australian students remain in the top 10 in PISA test results, yet the countries leading the charge for devolution, Britain (the most autonomous) and the US are ranked 28th and 25th, respectively.] C hC ah l ka lWk i nJ ut el yr 2 0 1 2 [ 2 1 ]

F e a t u r e

[ [22] Chalk Winter 2012

“How can teachers deal with this? How can they respond when students, wittingly or otherwise, carry the phoney ‘doubt’ about humaninduced change into the classroom?”

f e a t u r e

climate

science classroom wars Classrooms are the new battleground for climate sceptics trying to win the hearts and minds of young people. Tasmanian science writer Peter Boyer says promotion of supposed ‘critical thinking’ is the latest attempt at undermining the science of climate change in schools.

ate last year, just in time for Christmas, bookshops were selling a paperback by a veteran Adelaide University geology professor. The aim of the book, as the professor put it, was to help school students learn to “think critically and logically”. Subtitled “A guide to climate change for pupils, parents and punters”, in the 243-pages was a list of questions students should ask about climate change, such as what natural events may be the cause; was it cyclical; was the planet cooling? No-one would question the book’s declared aim of teaching children to think critically. Every time children visit a website, watch television or read a newspaper, someone is trying to play on their emotions. God knows we need them to learn — and learn quickly — how to separate the wheat from the chaff, real information from political or marketing spin. There’s good old Aussie disrespect for authority in the book’s title, How to get expelled from school. When you consider that its author, Ian Plimer, had argued for sceptical questioning of the pseudoscience of creationism, you may decide on the face of it that this book deserves a place in school libraries — perhaps even

as a textbook. A best seller, it purports to be a nose-thumbing tilt at authority, but things aren’t as they seem. Plimer gives lip service to raising critical awareness among children about climate change, but his real aim is to convince them that climate change is a natural cycle. It’s a position he shares with many conservative opinion-moulders around the world, religious or otherwise. Far from tilting at the establishment, Plimer is cosying up to it, at a cost to us all. Plimer’s career as a mineralogist at

Broken Hill gave him an entrée into commercial mining, and iron and coal magnate Gina Reinhart has since welcomed him on to company boards. As such he has rubbed shoulders with many professional “climate sceptics”, whose basic technique, like that of the tobacco and nuclear lobbies in earlier times, is to sow doubt in people’s minds, so that what might once have been understood as settled science is made unsettled, uncertain. Plimer’s down-to-earth language and dismissal of “expert” opinion have won him Chalk Winter 2012 [23]

“We cannot have science in bits and pieces,” said Sagan, “applying it where we feel safe and ignoring it when we feel threatened.” many friends, in Australia and elsewhere, looking for something on which to hang their anti-science hats. But academic critiques have documented a litany of errors and convenient omissions in this, as they did in his other best-seller Heaven and Earth. While purporting to be a genuine attempt to further universally-held educational aims, and despite its author’s own scientific claims, How to get expelled from school turns out to be just another polemic about why science has it wrong. The battle for the hearts and minds of young people — as if it wasn’t fraught enough given the endless barrage of non-information and pseudoscience from commercial media — is now complicated further by deliberate campaigns of doubt and misinformation. Overwhelming scientific evidence from climate scientists and reputable institutions found that a growing human footprint is driving climate change, yet these conclusions are dismissed by Plimer and his acolytes as a global leftwing conspiracy. How can teachers deal with this? How can they respond when students, wittingly or otherwise, carry the phoney “doubt” about human-induced change into the classroom? It helps to seek a wider, longer view. A growing body of science has confirmed the fact that the human footprint is real, and rapidly growing. Scepticism is important and questions continue to be asked, but the evidence mounts, and the timetable for action becomes more pressing. American astronomer Carl Sagan is regarded as a hero of communicating and promoting respect for science, as well as genuine scepticism. His masterly Cosmos, 13 one-hour episodes about

life, the universe and everything, was America’s most watched television series of its time, the late 1970s. His other masterpiece is The Demon-Haunted World — a cry to America and the world to protect and strengthen the hard-won system of learning and knowledge that we call science against the ever-present threat of ignorance and superstition. Its subtitle says it all: “Science as a candle in the dark”. Pseudoscience presents as a threat because, as Sagan says, it avoids “distracting confrontations with reality”. What separates it from real science is its relaxed standards of argument and evidence. Many people remain oblivious to this. We continue to allow ourselves to be haunted by demons. Sagan pinpointed the main reason that science has come under attack. Science is unflinchingly honest and nonselective. “We cannot have science in bits and pieces,” said Sagan, “applying it where we feel safe and ignoring it when we feel threatened.” Science will inevitably intrude into uncomfortable places. The science of climate led us to see that some well-loved practices would have to change. For some people and institutions, this is a threat. The new Australian schools’ curriculum is a blueprint for a well-integrated, solidly-based science education— including knowledge of the causes of the greenhouse effect and consequences for such things as sea levels and impact on biodiversity. It’s becoming increasingly important that our children develop from their earliest school years the skill of critical, sceptical thinking — the basis of the scientific method. High-quality curricula and support materials will help to develop stronger scientific awareness among young peo-

ple, but the most important ingredient is the teacher, who needs to be able to use the materials effectively and instil in their students something of the wonder and excitement that Sagan brought to his Cosmos. CSIRO provides admirable support for primary science education with an Australia-wide program that includes “Scientists in Schools”, in which scientists have direct contact with school groups, but the program is limited by a diminishing budget and other calls on scientists’ time. The Australian Academy of Science has taken another tack in its program Primary Connections, providing teachers with resources and professional learning to enhance their confidence and competence in encouraging a stronger scientific focus among students. Primary Connections suffered a big setback with the ending of federal government support late last year, but a $100,000 donation from astronomer and 2011 Nobel laureate Dr Brian Schmidt (the money was part of his prize) has given the program a new lease on life. If an individual with no independent means can provide his hard-earned wealth for the vital cause of science education, how much more effective could a corporate entity be, such as BHP-Billiton or Telstra? More to the point, why is this sort of thing not happening? Schmidt’s exceptional vision and generosity should strike a chord not just among administrators and teachers, but also in the wider political and commercial world. All need to appreciate the importance to our future of high-quality early science education. Nothing is more important. rE pb@climatetasmania.com.au

Chalk Winter 2012 [25]

f e a t u r e

SOCIAL

[

â&#x20AC;&#x153;Ensuring the right boundaries are set between teachers and students when it comes to social media is important and having a social media policy can help to inform the placement of these boundaries.â&#x20AC;?

[ 2 6 ] C h a l k . WJ iunl tye 2r 021021 2

f e a t u r e

MEDIA PLAGUE OR NEW OPPORTUNITY?

Facebook has already landed many students and teachers in hot water. But social media specialist Callan Paske says it’s important not to throw the baby out with the bathwater. Social media success in schools means better understanding of the technology and setting clear ground rules.

y mum hates Game Boys. She always has. In fact, she hated any type of gaming console that entered our house in my youth. Nintendo, Playstation and X-Box were all lumped under the Game Boy label and all were considered a waste of time. It strikes me that many parents are still battling the Game Boy plague just as my mum was back in the early 90s, only now that plague also includes social media and i-gizmos and is an intrinsic part of the lives of students. It’s also something that is now offering new job opportunities in the fields of public relations, community management and marketing. Is this a plague in need of extermination or is this mobile-connectivity the dawn of a new age of education? Is it, in effect, a new and useful tool for achieving educational outcomes? Brian Solis, a leading new media expert from America, defines social media

as “any tool or service that uses the internet to facilitate conversations.” These tools include Twitter, Facebook, YouTube, Google Plus, Instagram and any number of other niche platforms. Using dialogue or conversations to educate is not a new concept. Debates, classroom discussion, even that most wondrous of things “show and tell”, centres on sharing stories and ideas in the hope of providing context and understanding. Social networks could be a new avenue for “show and tell”, allowing family members abroad and the wider school community to share the moment, virtually. So why are parents, teachers and schools reluctant to utilise these cutting edge technologies for the benefit of education and engaging with students? Just as Game Boys have been found to aid the development of hand eye

coordination and problem solving skills, social media too has many positives often overlooked. It can allow for open and transparent communication as well as enhance understanding and debate. It can allow students to interact outside of the classroom, opening the classroom to the world and shining a light on issues beyond the immediate community. The keys to enjoying these benefits are moderation and ensuring there is adequate monitoring in place to deal with issues in a proactive manner, as they arise. Ensuring the right boundaries are set between teachers and students when it comes to social media is important and having a social media policy can help to inform the placement of these boundaries. There are many issues to consider but one of the most widespread is about whether teachers and students should “friend” on Facebook. I would suggest not. Addressing the issues of privacy, cyberbullying and what is and isn’t acceptable behaviour from both students and teachers should be top priority for any school developing a social media policy. A social media policy must clearly: C hCahl akl kW. i nJ ut el yr 2 0 1 2 [ 2 7 ]

[

Callan provides a checklist for schools considering launching into the world of social media. 1. Research. Find out what’s happening in your sector and monitor the progress of others. Start to discover how you might use social media in your community or school. 2. Decide what you want from social media. Are you using social media for internal communications; to share learnings; engage your community; engage students for education or promote a specific event? 3. Have a plan. Set some boundaries or guidelines for social media activity and nominate staff responsible for generating ideas and content as well as monitoring and responding to online community feedback or questions. 4. Be prepared. You already know the potential issues that could be harmful to your school, so write them down and prepare appropriate social media responses. 5. Choose wisely. There are bound to be social media platforms that would work for your school while others simply won’t. 6. Relate to your audience. Understand that when it comes to social media your language will need to be tailored to suit the conversational nature of the medium. 7. Add value Give your audience a reason to talk to you. Whether it be providing insight or asking for

•

state the school’s position regarding use of social media both inside and outside the workplace, • define what is acceptable and what is prohibited use – preferably including examples, • specify the consequences in the case of breaches. Font Public Relations Social Media Index 2011 of social media usage in Tasmania shows that 92 per cent of 18 to 24 year olds are using some form of social media. Despite having no data on younger demographics it is reasonable [28] Chalk Winter 2012

feedback, you need to give them a reason to stay in touch. How does this make their schoolwork easier or more enjoyable? 8. Don’t isolate. Work your social media efforts into all of your other communications. Don’t forget about social media when you’re communicating through traditional channels. For example, link back to your website, include a Facebook ‘like’ button and incorporate links in your email signatures. 9. Beware of neglect. While it is free, social media is resource intensive and an inactive social media presence can do more harm than good. 10. Be transparent. When you’re not going to be online inform your social media community and provide an alternative contact. 11. Don’t panic! When communicating, use common sense and be polite, honest and timely. If it becomes necessary to remove an offensive post, tell that person why it has been taken down. 12. Evaluate your performance. Review your online presence and ask yourself if you’re achieving your goals. Look at what has worked and what hasn’t and plan your next move.

to suggest that this high usage is also prevalent in teens across the state. So how can educators and institutions take advantage of these new tools to aid successful education and communication? Firstly, teachers and parents must understand these technologies and take the time to ask children how and why they use them? The roll-out of the NBN across Tasmania is a major opportunity for educators and students alike to reach out to the world via high speed video link-ups and social networking.

Locally, it may also solve some problems regarding access to quality education in regional areas of our state through online tutorials and video chats. A 2010 research paper by Miriam Firth (Can Facebook Engage Students in Critical Analysis of Academic Theory?) from the United Kingdom suggests that the use of social media allows for greater self-disclosure direct questioning than happens in face-to-face conversations. In addition, Computer-Mediated Communication (CMC) overcomes time constraints of face-to-face communications and students are using social networking services to develop peer relationships. Dr Colin Jones from the Australian Innovation Research Centre in Tasmania uses social media in a number of different ways to engage with and educate his Entrepreneurship students. “I am a lecturer in charge of seven to ten units per year,” said Dr Jones. “Before using social media I would be inundated with emails, especially from international students arriving late or needing additional guidance. “Social media has cut down my rate of email enquiry by more than 90 per cent. “Now, I have all my teaching resources for each unit located on my own website and I can track via Google Analytics how often my students access the resources.” Dr Jones uses videos, along with a blog and Twitter, to discuss theories and concepts talked about in the classroom so that students can go back to them if they need further understanding or clarification. There is no doubting the benefits that these tools provide for educators. Now more than ever resources on any topic are available, many freely, at the click of a button. Social media communities are ready and willing to share and contribute to research and debate on any topic you might care to name. What we need to ensure is that understanding, not fear, of the potential value of these tools informs how we utilise and deal with Facebook, Twitter and the many other ‘Game Boys’ of today. rE

t e c h n o l o g y

future of learning

‘on the line’ Students are reaching into the classroom from the icy shores of Alaska to the balmy beaches of New Caledonia; from Tasmania’s rugged North West Coast to the wards of the Royal Hobart Hospital. Principal Lyn Dunn explains how the state’s pioneering eSchool supports hundreds of students unable to attend mainstream schools.

he eSchool is all about flexibility for students who can learn anywhere, any time. Tasmanian-based students can also drop into one of the school’s two campuses to connect with their teachers, attend a student workshop or use library resources. I have been working in the area of distance learning for over ten years, and the support that the new eSchool has from students and families who are committed to the timetabled online classes is fantastic. The fact that students are learning with their peers allays fears about the absence of social interaction in distance learning. While eSchool is unique, it shares the educational aim of all schools in the state — to support every student to achieve their best. We connect with schools to share online courses, teacher expertise and professional learning. Thousands of students access eSchool and join for reasons of illness, travel, isolation, pregnancy or exceptional circumstances that prevent them from attending mainstream school. The biggest percentage of enrolments in

ces

the medical category: students whose physical or mental health requires online support until they are able to transition back to a mainstream school. Students, from K-10, are taught with their classmates in real-time online classrooms. Students raise hands to ask questions; work on a white board and ‘move’ into tutorial rooms for further assistance. Running alongside students’ timetabled lessons are matching online courses, available to students 24/7. Today, eSchool teachers are delivering educational programs to students travelling on the mainland, as well as those living in China, South America, Alaska, Indonesia and New Caledonia. In 2011 over 1300 students in more than 103 schools accessed online courses which supported gifted and highly able students in areas such as languages, advanced maths, and extension courses. We look forward to the rollout of the National Broadband Network (NBN) that will boost the state’s capacity for online learning. The eSchool stands ready to participate as an exciting new chapter in Tasmanian education unfolds.]

eSchool’s six key servi

1. CELO Online: for students in schools across Tasmania who are identified as highly able or gifted. 2. Online course provision: teacher-supported, online courses to complement curriculum delivery in mainstream primary, secondary and district schools. 3. The Hospital School Program: teacher and resource support for schoolrooms in the paediatric units of the Launceston General Hospital and the Royal Hobart Hospital. 4. Home Education Service: enabling home educating families to access eSchool resources, including library and curriculum materials. 5. The STARS Program (northern campus): provides a supportive environment to enable nominated students with an Autism Spectrum Disorder to develop and practise targeted skills, e.g. social and self-regulatory. 6. The Registration Program: a feefor-service partnership with schools in which students can access eSchool teacher supported programs part time.

Chalk Winter 2012 [29]

s c h o o l

f o c u s

The Jordan River Learning Federation’s network of seven campuses spread across Hobart’s northern suburbs is a unique join-thedots approach to education. Principal Steve Lewis explains its key strategy of “one child at a time”.

T Hands across the water

Jordan River Learning federation

[ 3 0 ] C h a l k . WJ iunl tye 2r 021021 2

he Jordan River Learning Federation located in some of Hobart’s most disadvantaged northern suburbs is a unique and bold innovation. In a first for Tasmania, it links seven campuses providing for children from pre-kinder through to adulthood. The Federation originated from a community planning group in 2008 that identified the most effective way to break cycles of poverty and unemployment was to invest heavily in education. Students can tap into programs and facilities available across the Federation, from the dance studio to horticulture facilities in the science centre. Middle School students use the Trade Training Centre, and Senior School students use the LINC and the Trade Training Centre. Year 5 students may work on literacy and numeracy in the morning then roll-up their sleeves and work on the school farm in the afternoon. There is plenty to help inspire and engage and the integrated structure opens up a world of opportunities for all students in all age groups. Driven by vision and commitment to

s c h o o l

build strong relationships with families, it combines three core areas (Birth–4, Years 5–8 and Years 9–12) and integrates them with a Trade Training Centre, an Aboriginal Child and Family Centre and the LINC. The Federation encompasses Gagebrook Primary Campus, Herdsmans Cove Primary Campus, East Derwent Primary Campus, The JRLF Middle School and Senior Schools, the Trade Training Centre and the Farm. An increasing number of young parents participate in Federation Launching Into Learning (LIL) programs. The Aboriginal Child and Family Centre provides a central point for pre-kinder aged children in our community. Adult Literacy and Adult Learning is another crucial part of the Federation model. Parents and young people returning to learning are able to access literacy tutoring and also undertake Certificate I to III training in areas including community service, horticulture, and hospitality. The relationship between the Federation Partners — LINC, The Tasmanian Polytechnic, Skills Tasmania and the

[

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“There is plenty to help inspire and engage and the integrated structure opens up a world of opportunities for all students in all age groups.”

11/12 area of the Senior School Campus — is important for the improvement of retention and levels of employment in the community. Taster and training courses run in the Trade Training Centre every day and include building, automotive, bodyworks, plumbing, bricklaying, metalwork and carpentry. The learning journey starts with the LIL programs and continues through to year 12. The main approach to learning for the Jordan River Learning Federation is “one child at a time”. Staff work alongside families and support a child through the different steps of learning to adulthood. Primary campus staff follow the progress of their ex-students and keep close contact with them until year 12, some even move with their classes from a primary campus to the middle school. Working in the Jordan River Learning Federation can be challenging but shared understanding of moral purpose and levels of commitment are very

strong. All of the 180 staff belong to teams and new members are supported by mentors and coaches. The Federation’s formation involved a major restructure and re-organisation of education and training in the Bridgewater/Gagebrook area. More than $42 million was invested by state and federal governments in the rebuilding program. The new Senior School, Trade Training Centre, Middle School (on the old Bridgewater High and primary school sites) and an Aboriginal Child and Family Centre, have just been completed. The evolution of the Federation is continuing and by no means has it reached its full potential to achieve outstanding results. Like all schools, we face the challenge of doing what we need to do with reduced resources. However, we forge ahead looking forward to 2013 to see our young people achieving and reaping the benefits from belonging to the Jordan River Learning Federation.]

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duty of care

guiding principles Duty of care is not so easily relinquished and the policy difficult to navigate. AEU Tasmania Branch State Manager Chris Lane explains the guiding principles.

teacher’s duty of care toward a student is not a cast-iron guarantee against accidents, but a responsibility of the teacher to take reasonable care to avoid harm to the student. And it’s not simply a case of the teacher being responsible for “doing something”. Duty of care can be breached by the teacher taking an action (known as a commission) or failing to take an action (an omission).Two factors give rise to the “duty of care”. Firstly, the students’ need to be protected from the action of others or of themselves, which may cause injury. Secondly, the students are placed under the teachers’ control and out of parental control. Therefore, the teachers have the authority over the students to be able to protect them. The obligation to protect students is easy to acquire but not so easy to relinquish. A teacher’s duty of care does not necessarily end at the same time as the school day or excursion.

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In general terms the teacher’s obligation remains until: • control of the students is assumed by another teacher; or • control of the students is handed back to the parents; or • when arrangements are made with the parents (e.g. the students shall leave school at a certain time each day). The law dislikes the concept that there may be times when no one is responsible for a child. Courts will endeavour to find someone to whom the responsibility attaches. On any occasion when teachers are in a position of effective authority over students, whether during school hours or not, on school premises or not, courts will probably say that the “duty of care” had arisen. Teachers, like other professionals, are expected to use the knowledge and skills provided by their training and experience when making judgements

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[

“Teachers, like other professionals, are expected to use the knowledge and skills provided by their training and experience when making judgements and therefore have a higher degree of responsibility than any parent.”

and therefore have a higher degree of responsibility than any parent. The degree or level of responsibility may be affected by a number of factors including the: • age or stage of development of a student • nature of the activity • size of the group • environment/equipment utilised • health and physical ability of the student. Negligence If a student has been injured and there is no claim of negligence, there is no legal obligation for compensation to be provided. As the law now stands, compensation can be required only when someone (a teacher, school or the Department) has been shown to be negligent and, as a result, the injury occurred. Negligence is not a crime and there is no legal penalty. The aim of any legal

action is not to punish, but to provide financial compensation for injury or loss. In order to prove negligence, a claimant would have to demonstrate all four of the criteria that: 1. there was a duty owed by the teacher to the plaintiff, to take reasonable care; 2. there was a failure on the part of the teacher to take this care; 3. the injury/loss to the plaintiff resulted from that failure; and 4. the injury/damage etc. should have been foreseeable. It should be realised that where a child has suffered/is suffering because of an injury, the courts will try to find someone legally responsible, and therefore negligent, so that the child can receive compensation. The Risks In order to minimise the risk of incurring liability for negligence, teachers may be

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tempted to run only activities which are totally risk free in an absolutely safe environment. This is not possible if teachers are to provide their students with a range of educational experiences. A balance must be struck between minimising the risks and maintaining the value of the students’ learning experiences. Remember, the duty of care, which teachers have toward students, is not a duty of guarantee against harm, but a duty to take reasonable care to avoid harm. In general terms, under the Common Law, teachers have three duties: 1. A duty pursuant to the terms of employment to comply with regulations, rules and lawful and reasonable instructions. 2. A moral/social duty to provide the pupils with the best education possible. 3. A legal duty to take all reasonable precautions to protect the pupils from injury.

When any of these three duties come into conflict, then the third duty must be paramount. There are activities where the possibility of injury exists, most obviously in sports such as hockey, netball and football. Teachers will not breach their duty of care by exposing pupils to small risks where accepted/proper educational/social development is dependent upon those risks being taken. What must be assessed — in the light of a teacher’s training and experience — are the chance of injury and the possible severity of that injury. Ultimately the law expects teachers to display caution and good sense and not total avoidance of all possible risks. If any teacher, on a reasonable assessment, considers the risk is unacceptable, then the activity attracting the risk should be modified or stopped, regardless of any regulations, rules or orders which may dictate otherwise. As Tasmania’s public schools endure

further budget cuts teachers are expected to do more with less. Unfortunately, and sometimes tragically, there are times when teachers are compromised and expected to manage a situation beyond their skills and experience. Teachers are frequently expected to teach outside their remit, without the specialist training, in areas of science, technology (especially the Home Economics and MDT) and physical education. A little knowledge, and worse, a lack of it, can be dangerous. Teachers who do not have relevant training have a diminished ability to exercise the appropriate professional judgement. However, it should be noted that a lack of appropriate training will not reduce the legal responsibility a teacher has to his or her student. In general terms it is wise to limit the nature of the activities with students, to those areas where the teacher has relevant skills, training and experience.]

  ∗ ∗

∗

Australian Curriculum Compliant Resources available here

∗ ∗ ∗ ∗ ∗ ∗ ∗

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Teacher Reference Materials Australian Curriculum Primary and Secondary Text Primary Workbooks Guided Reading Schemes Children’s Novels Teen icon iconaries and Atlases Wall Charts ducaonal Soare Art  Cra Sulies

  147 Bathurst Street Hobart, TAS 7000 T: 6234 2122 F: 6234 8719 E: hobart@birchalls.com.au

  118-120 Brisbane Street Launceston, TAS 7250 T: 6331 3011 F: 6331 7165 E: eucaon@birchalls.com.au

www.birchalls.com.au

Don’t forget… Chalk gets everywhere. For advertising enquiries call Amanda on 6234 9500 or email amandaw@aeutas.org.au

Teacher resources and further reading Looking after the “gay kids”

Moonah Primary’s Fertile Ground

Australian research into the school experience of same-sex attracted young people

www.latrobe.edu.au/ssay

Delicious produce including “class-made” jams and chutneys are on sale to the public. Contact the school to place your order on 6272 9868.

Working It Out

www.workingitout.org.au

Bringing pressure to ‘bear’ on public school funding

Pride and Prejudice

www.prideandprejudice.com.au

“Beyond That’s So Gay” and “Not Round Here”

http://thatssogay.com.au/book

DoE resources for understanding gender diversity

www.education.tas.gov.au/school/health/inclusive/antidiscrimination/gender

The Hon Dick ADAMS MHR LYONS (ALP) 53B Main Road PERTH TAS 7300 PO Box 50 PERTH TAS 7300 PHONE: (03) 63 981115 (02) 62 774293 FAX: (03) 63 981120 (02) 62 778459 EMAIL: D.Adams.MP@aph.gov.au

Mr Geoff LYONS MHR BASS (ALP) 100 St John Street LAUNCESTON TAS 7250 PO Box 5035 LAUNCESTON 7250 PHONE: (03) 63 347033 FAX: (03) 63 347055 EMAIL: Geoff.Lyons.MP@aph.gov.au

Ms Julie COLLINS MHR FRANKLIN (ALP) 18 Ross Avenue, Rosny Park ROSNY PARK TAS 7018 PO Box 38 ROSNY PARK 7018 PHONE: (03) 62 441222 FAX: (03) 62 441211 EMAIL: Julie.Collins.MP@aph.gov.au

Mr Andrew WILKIE MHR DENISON (IND) 188 Collins Street HOBART TAS 7000 GPO Box 32 HOBART 7001 PHONE: (03) 62 345255 FAX: (03) 62 774766 EMAIL: andrew.wilkie.mp@aph.gov.au

Climate Change classroom wars Climate Change Department’s guide to Plimer’s book

www.climatechange.gov.au/en/climate-change/ understanding-climate-change/response-to-profplimer.aspx

Climate Tasmania

http://climatetasmania.com.au/tag/peter-boyer

Look! Up in the Sky new program takes flight Royal Flying Doctor Service educational website Enquiries: Nicole Hatcliff, ph. 03 6391 0512 or Nicole.Hatcliff@rfdsse.org.au

www.flyingdoctor4education.org.au

Valley community scaling international heights Students Working Against Poverty, Nicola Smith, Huonville High School on 03 6264 0800 or nicola.smith@education.tas.gov.au Tasmanian Centre for Global Learning

www.afairerworld.org

Mr Sid SIDEBOTTOM MHR BRADDON (ALP) Shop 2/32 Wilmot Street (PO Box 908) BURNIE TAS 7320 PHONE: (03) 64 311333 FAX: (03) 64 315680 EMAIL: Sid.Sidebottom.MP@aph.gov.au

The views and opinions expressed in Chalk are those of the contributors and are not necessarily those of the AEU. © Australian Education Union Tasmanian Branch. All rights reserved. Except under the conditions described in the Copyright Act 1968 and subsequent amendments, no part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior permission of the copyright owner.

Chalk Winter 2012 [35]

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