Newsmonth#1 2022

The newspaper of the Independent Education Union of Australia NSW/ACT Branch (vol 42 #1) February 2022 PP 100000871 ISSN No: 0728-4845

SAFE RETURN TO SCHOOL HOW THE UNION FIGHTS FOR YOU

As the Omicron wave surged in early January, the IEU hit the ground running to ensure the safest possible start to the year for all members. Here’s how.

One of the ways the IEU lobbies government and pressures employers is through the media. The IEU released four statements to the media in the week beginning 10 January. These statements were widely picked up and reported on in mainstream and regional media.

Throughout January, the union met with the NSW Department of Education about COVID-19 safety measures and held talks with NESA to clarify accreditation issues raised by the NSW Premier in the media to ensure professional standards are not eroded.

We contacted employers, including the Directors of the 11 Catholic dioceses and the Association of Independent Schools with a 12-point plan to keep schools as safe as possible, including adequate ventilation and no additions to already heavy workloads. We’ve taken countless calls and emails addressing individual members’ concerns.

As the year begins, we urge members to hold Chapter meetings and invite your Organiser so the union knows your needs. And as the year proceeds, we urge all employers to consult at the level of individual schools, listen to staff concerns, and provide all reasonable support.

The IEU supports free, readily available rapid-antigen tests (RATs).

Consultation is crucial As infection rates soared, the union released a statement to the media on 10 January calling for the NSW Government to consult with school staff through their union to provide a clear plan for the start of the school year.

We called for consultation on crucial work health and safety protections including classroom ventilation; access to free rapid-antigen tests; vaccination of students, especially those aged 5-11; booster shots for school staff; and strategies to mitigate current and growing staff shortages.

“The situation was confusing for teachers, employers, parents and the union,” said IEUA NSW/ACT Assistant Secretary Pam Smith on 10 January. “It is critical that everyone’s health and safety be protected to prevent the return to school becoming a super-spreader event.”

The NSW Government subsequently released its returnto-school plan on 23 January, and representatives from the Department of Education met with the IEU on 24 January to address the union’s concerns about safe workplaces.

Read more • Media release: IEU demands consultation and clarity around return to school, 10 January 2022 IEU in the media • Nine News featuring IEUA NSW/ACT Branch Acting Secretary Pam Smith.

• ACT schools ‘rightly concerned’ as Omicron explodes ahead of back to school return, The Canberra Times, 10 January 2022 • Hunter teachers seek clarity about students and staff returning to school, Newcastle Herald, 11 January 2022 • Teachers have raised concerns over student safety as the 2022 school return approaches, The Area News, 10 January 2022 No weakening of workplace safety The Federal Government announced on 13 January it was exempting all education staff from COVID isolation protocols. Staff who were ‘close contacts’ of a positive COVID case would no longer be required to isolate for seven days, but could come to work providing they returned a negative RAT (not that tests were available as staff began returning to schools).

The IEU immediately opposed the shifting definition of ‘close contact’ and the risks it carried. “This is an abject failure of public policy,” the union said in a media statement.

“It means our members will be forced to work knowing they are a close contact and could infect others, or that they are working with close contacts and could get infected and carry the illness home to their own families.”

Watering down work health and safety protections in the third year of a pandemic because the government failed to plan was unacceptable, the union said.

“As a teacher, I cannot, in all conscience, walk into a classroom as a known close contact and say, ‘hey kids, the rule doesn’t apply to me, but it does to you – have a nice day!”’ said IEUA NSW/ACT Branch Vice President Tina Ruello.

The union has also written to employers including Diocesan Directors and the Association of Independent schools urging them to adopt stringent isolation protocols.

“The union opposes the exemption of education staff from isolation rules and calls on employers to provide assurances that staff identified as close contacts will not be asked to attend the workplace,” the union said as part of a 12-point safety plan.

“Employees who are isolating should do so without deduction of pay or leave entitlements. They may be given appropriate tasks to perform from home.”

Read more • Media release: Exempting education staff from COVID isolation rules is a public policy failure, 13 January 2022 • Letter to Diocesan Directors: A safe return to school in 2022 • Letter to the AIS: A safe return to school in 2022 IEU in the media • States vow no delay in return to school, SMH, 13 January 2022 • Educators who are close contacts exempt from isolation after negative RAT; Newcastle Herald, 13 January 2022 • ‘A disgrace’: Union condemns plan to bring back retired teachers, Education HQ, 18 January 2022 Continued page 4

Bargaining begins for new Catholic Systemic EA Carol Matthews Deputy Secretary

The main enterprise agreement that applies to employees in Catholic systemic schools in NSW and the ACT expired on 31 December 2021. Here is the claim and how the IEU and its members can progress it.

The IEU’s claim for the new enterprise agreement EA, as endorsed by members last year, includes: Expansion of coverage of the EA: All staff employed in schools should have enterprise agreement protection – this includes staff in early learning centres and out-of-school-hours care (OSHC) attached to schools, counsellors, boarding house staff and business managers employed in schools.

Pay rises: The union is seeking a 10-15% pay rise over two years for all members in line with the claim by the NSW Teachers Federation on behalf of teachers in NSW government schools. The increase that will be paid by dioceses of 2.04 percent was not agreed by the union and is not enough.

(Note that teachers in the ACT have traditionally received the same pay rises as teachers in ACT government schools, so they will not receive the 2.04 percent increase and the settlement in the ACT may be different to that in NSW.) Parental leave: Parental leave conditions in Catholic systemic schools should match those applying in NSW government schools, including the new model of an additional 12 weeks of paid parental leave for the father/partner to be the primary carer, to be taken in the 12 months following the birth, provided the mother is not taking

parental leave at the same time. In the case of concurrent parental leave, where the employee (usually the father) is taking leave at the same time as the primary carer (the mother), the leave should be increased to two weeks rather than two weeks of which one week is deducted from personal/ carer’s leave.

Teacher issues Teacher shortages: More effective strategies need to be developed to deal with teacher shortages in both metropolitan and regional areas. To attract and retain teachers, greater job security for casual and temporary teachers is essential, just as it is that workload issues are addressed. Rural incentives need to be increased to match those in the public sector. Casual teacher pay rates should no longer be capped at Band 2 (Proficient) Level 1.

Professional time to do the job: The union has been calling for some years for a reduced teaching load to provide teachers more time to plan, prepare and consult with their colleagues. Release time should be increased for both primary and secondary teachers by at least two hours each week.

Let teachers teach: Tasks that do not support teaching and learning outcomes should be removed from teachers’ work.

IEU Organisers are raising these issues in negotiations with dioceses.

Promotions positions: Rates of pay and conditions of all promotions positions should be protected in enterprise agreements. Release for Coordinators should be increased and there should be a cap on meeting times for Coordinators.

Continued page 3

Tell us what you think

STAFF SHORTAGES The NSW Government and employers knew teacher shortages were beginning to bite long before the pandemic came along, and Omicron has only exacerbated this issue.

Then in mid-January, the NSW Government announced a plan to reinstate recently retired teachers and fast-track graduates – which only raises another set of issues. With a new school year getting under way, we asked members in both schools and early learning centres what was happening on the ground. Here’s what you told us.

(vol 42 #1) February 2022 Newsmonth is published eight times a year (two issues per term) by the Independent Education Union of Australia NSW/ACT Branch.

Executive Editor: Carol Matthews, Acting Secretary for and on behalf of the IEU Executive and members Managing Editor: Monica Crouch Journalist/Sub editor: Sue Osborne Graphic Design: Chris Ruddle Contributions and letters from members are welcome. These do not reflect endorsement if printed, and may be edited for size and style at the Editor's discretion. They should be forwarded to: Newsmonth 485-501 Wattle Street ULTIMO NSW 2007 GPO Box 116 SYDNEY NSW 2001 Tel: 8202 8900 Toll free: 1800 467 943 Email: ieu@ieu.asn.au www.ieu.asn.au

ieunswact ieunswact ieunswact This publication was produced on the unceded lands of the Gadigal People of the Eora Nation.

The IEUA NSW/ACT Branch acknowledges the Aboriginal and Torres Strait Islander peoples as the traditional owners of the lands where we live, learn and work, and pay our respects to their Elders past and present.

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What I personally think is ‘Why is there a shortage of teachers?’

And we, all the teachers who have been working as such, know the answer. It is the LOAD we have to bear every day. We are burnt out, tired, exhausted and many are giving up and leaving. Teaching classes with more than 30 students, filling up this big amount of paper work, not marking – that’s separate – many extracurricular meetings, dealing with discipline issues most of the time by yourself, answering hundreds of emails, and realising that half of those emails are adding something extra to your already big workload – THAT’S the reason why teachers are leaving this wonderful career and choosing to work somewhere else, and why young people are not opting to study this wonderful career at university any more. We teachers just want to do what we love doing the most: TO TEACH AND LOOK AFTER OUR STUDENTS. Let us teach, cut out the bureaucracy.

I believe that TQI [Teacher Quality Institute] in the ACT and NESA [NSW Education Standards Authority] requirements in regard to casual teachers have, and are having, a profound impact.

Shortages were already there. In primary schools, if you are away there is a good chance your class will not be covered and will be split. Now with Omicron, all teaching staff, including principals, APs, learning support and specialist teachers are preparing for the possibility of covering classes. Office staff and classroom support assistants have been told they may be temporarily deployed to other schools to help cover shortages. The guilt trip you feel personally and that schools sometimes place on you for being sick is horrid.

Unbelievable. What is this government thinking? As if any retired teachers will want to be thrown back into a covid infested classroom.

We know that 30-50 percent of new graduates quit teaching within the first five years – and that’s when there’s no pandemic, when they ARE supported with extra RFF, when they feel valued and work in safe environments. There’s already a shortage. Does this government not foresee that the amount of new graduates quitting will be higher, and at an increased rate, if this plan goes ahead? Not to mention many new graduates are likely living at home with parents they don’t want to risk transmitting COVID to.

A Liberal Government that once again will happily exploit the good will of teachers – this time retired teachers – at the expense of their health and safety. And they call this a plan.

Our classes will be split across the whole school when teachers are away because we have limited casuals. Our executives do not cover classes when they know they can. I would rather go to school sick so that my students get some sort of structured lessons on the day.

It’s putting huge pressure on final-year uni students to work excessive loads on top of full-time study loads. With early teacher dropout rates of 50 percent this is not going to improve that situation. Putting underqualified student teachers in a stressful situation without support while we are trying to finish our studies will not only affect our studies but set the wrong tone for our career!

It would be better to plan to keep current teachers healthy with acceptable working conditions. How can it be considered acceptable WHS if our employers know that many of us will return to work and become ill?

I have worked in the industry for more than 20 years and never have I seen what we deal with currently at our [early childhood] service. We have had diploma and certificate roles advertised and available for more than seven months, yet there was a time you would advertise and get more than 30 applicants. This has meant we have casuals on and we’re asking for the same casual for consistency. It is a time when we ring three to four agencies a day and all are unable to fill the roles, and this happens on a regular basis. Our team is flexible, we are always moving shifts and supporting each other, but it is very draining. As a teacher in management this is very stressful, constantly having to juggle. Due to this our team is overworked in an underpaid industry. We have tried to deliver special treats to our team to show our gratitude. Educators are rundown and needing time off. Unfortunately, this is the reality of early childhood at the moment, and I don’t know how long we can sustain this.

We had no casuals. Coordinator taking three classes (75) in the yard with some diverse learning [teachers] for crowd control.

One of the main things teachers keep repeating is the unmanageable and stressful level of administrative work that are often punitive and not meaningful for teaching practice.

Considering we will continue to live in a pandemic and have been through a very stressful time over the past two years AND the staff shortage situation, something has to give. Addressing the time issue teachers have should be the first.

When teachers retire they typically want to retire! Why would they come back? I don’t believe that this is genuine – it’s a soundbite to make it look like they are doing something.

It’s becoming increasingly difficult to hire teachers for advertised roles, both temporary and permanent full time. The candidature is just not there, with very few applicants in great, strong-performing metropolitan schools. I’ve experienced this in the Creative and Performing Arts and have also heard this anecdotally in subjects like HSIE.

It’s a collective responsibility Mark Northam Secretary

As schools across NSW and the ACT return for 2022 many questions regarding the management of COVID-19 remain cloudy. To suggest the management of a pandemic is personal responsibility is to downplay a serious situation.

The prevailing sentiment in NSW has gone from ‘we’re all in this together’ to a ‘tough it out’ approach emanating from the so-called ‘freedom day’ in mid-December 2021.

Two years of cautious public policy (masks, social distancing, contact tracing, deep cleaning) evaporated overnight.

However, a shadow lockdown emerged as NSW residents craved a more cautious approach than the one sought by the NSW government.

This phenomenon of an unofficial, cautious approach was reflected in the concerns of IEU members as they prepared to return to school.

Interestingly, the Public Health Order (PHO) issued on 25 January kept in place the following settings. In summary: • one person per two square metres – restaurants/cafes etc • masks in indoor settings • QR codes for hospitality and retail check-ins • Singing and dancing in hospitality venues not permitted.

The re-issued PHO closely resembles the public health orders abandoned in mid-December 2021.

• • • •

The IEU has had a consistent position of: ensuring safety at work for our members consultation at peak level most importantly, consultation at chapter level following expert medical advice.

What does this mean in a practical sense?

• free provision of RAT tests to all • better quality N95 masks to be provided • additional cleaning schedules • focus on ventilation • managing staff absences • priority booster shots for school staff (already announced in the ACT).

It’s worth considering the situation in both Canada and the UK, where school systems are struggling with return-towork issues. In Canada, teacher unions are seeking: • provide N95 masks to teachers, education workers, and students • prioritise booster shots for teachers and education workers • improve school ventilation • reduce class sizes to allow for physical distancing • mandate contact tracing in schools • mandate the reporting of covid cases • provide adequate quantities of rapid antigen tests to all education workers and families • consult and engage with education stakeholders when making decisions.

In the UK, unions are seeking several measures for the start of the spring term: • that revised and updated risk assessments are in place and that these were subject to consultation with staff • that updated individual risk assessments will be provided for staff/pupils with vulnerable clinical conditions • that staff who can work from home will be able to do so.

• where any aspect of a teacher’s work can be undertaken off-site, such as attendance at meetings, there should be no expectation for teachers to remain on-site • arrangements for the effective implementation of mass on-site testing of pupils, where applicable • that all measures are in place to ensure full compliance with the relevant government guidance, including full compliance with rules on self-isolation.

Teachers and support staff in school systems overseas are not unlike those in NSW. They are doing what is reasonably required to make schools safe workplaces.

In NSW the IEU has been contacting employers seeking talks. A national plan for schools was slow to emerge. When it did, it was left to the schools to plan and implement the many layers necessary to ensure safety.

Schools and the communities they serve deserve better.

Schools are complex workplaces. Let’s ensure they are also safe workplaces.

Intense planning is required to ensure education can be delivered safely. There is a chasm between government rhetoric and the reality for schools. IEU chapters must insist employers consult with them regularly.

Bargaining begins for new Catholic Systemic EA Continued from 1 Support staff issues Support staff pay parity: Support staff in the school administrative services and classroom and learning support services streams in Catholic systemic schools are paid less than employees in corresponding classifications in NSW government schools.

This disparity must be fixed now.

Support staff conditions: Support staff have a lower rate of accrual of long service leave after 10 years than teachers. The union has consistently sought for this to be increased. We will need the strong support of members to achieve this. Staff

who are experienced in a similar position in a government or other non-government school should not start on the lowest pay step for the classification.

Improved job security for special needs and learning support assistants: Many staff still have ongoing temporary appointments despite years of employment.

Next steps After a slow start, dioceses finally agreed to meet with the union on 2 February 2022 to commence negotiations. At this meeting, the Union went through our claim in detail

and the reasons for it. Dioceses should issue Notices of Employee Representational Rights to employees in coming days, signalling the formal start of bargaining.

What you can do For the Union and its members to be successful in this claim, it is crucial that we have maximum member support. We need an IEU Rep in every school to facilitate communications between the union and its members. Here’s what you can do: • Approach any colleagues in your workplace who have not yet joined the

union and invite them to join: ieu.asn.au/ join-page • If there is no Union Rep in your school, hold a Chapter meeting to elect one; invite your IEU Organiser who will be happy to attend (either in person or via Zoom) to assist with this process. Your Organiser can answer any questions you may have.

• If you need to more information, call or email your IEU Organiser, or call the IEU on 8202 8900 and ask for the Duty Officer. newsmonth - Vol 42 #1 2022

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Why equality matters Pam Smith

Assistant Secretary

The beginning of another year is traditionally a time of reflection and planning, sometimes even of ‘New Year resolutions’. For IEU members the beginning of 2022 has often been a time of dealing with COVID-19 in their families or communities and of being concerned about a safe start to the education year.

When the ACTU surveyed Australian workers about their values and priorities, there were consistent messages about the importance of employment, economic security, the environment, and access to quality health and education services.

Another value frequently cited by Australian workers, including IEU members, is equality – the ‘fair go’ often quoted as a core Aussie aspiration and central to the beliefs of most religious faiths.

It was rather concerning therefore to read in January a report from Oxfam International

(whose motto is ‘the future is equal’) that the wealth of the world’s 10 richest men has doubled since the beginning of the covid pandemic, with a new billionaire being created almost every day of the pandemic.

In Australia, reports have indicated that 47 billionaires effectively doubled their wealth during the pandemic, giving them more wealth than the poorest 30 percent of Australians, some 7.7 million people.

At the same time, many workers and their families suffered the financial, physical and psychological health impacts of covid. In the words of Education International on World Teachers Day 2021, COVID has been a time of unprecedented uncertainty and the exacerbation of many economic, social, environmental, gender, and racial inequalities. Principals, teachers, and support staff have been frontline workers in dealing with these issues.

Sharp focus Last year’s lockdown in greater Sydney sharply illustrated an equality divide, with

western and south-western Sydney suburbs experiencing the impact of strict movement restrictions and challenges in accessing the COVID vaccines.

A recent Sun Herald report also indicated that these areas have been disproportionately affected by the current Omicron outbreak.

IEU members across NSW and the ACT have also expressed concerns about the digital divide affecting many families. This involves access to and use of devices for students' learning, as well as the economic impact on children in households where jobs were lost or hours of work reduced due to COVID. As the 2022 education year begins, why is a conversation about equality important? At the heart of education is a commitment to supporting children and young people to reach their potentia. As stated in the Alice Springs (Mparntwe) Declaration on Australia’s national education goals, the aim is for “every student to be the best they can be, no matter where they live or what kind

of learning challenges they face”.

In the Sydney Morning Herald on 2 February, respected economic journalist Ross Gittins wrote "Let's push back on inequality ... We should measure politicians we vote for according to their willingness and ability to spread the benefits of economic life less unequally."

A more socially just, equitable and inclusive society is important for IEU members as educators, as workers and as family and community members, especially as the pandemic continues.

The IEU looks forward to working with our members in 2022 to support them industrially and professionally so that they can continue to make their vital contributions in early learning centres, in schools and in other education workplaces.

Continued from page 1

SAFE RETURN TO SCHOOL

HOW THE UNION FIGHTS FOR YOU

Retirees and students roped in Over the weekend of 15-16 January, NSW Premier Dominic Perrottet announced a plan to stem teacher shortages and fill staffing gaps. He proposed reinstating recently retired teachers and fast-tracking accreditation of graduate students and support staff.

IEU members expressed their dismay and anger on social media.

The IEU rejected, via a statement to the media, another proposal that did not involve consultation with those who do the work. The plan was problematic. Returning retired teachers to classrooms was asking a vulnerable demographic to step into the firing line.

“To call retired teachers back into service creates a dangerous environment not only for the teachers but for their families,” said IEUA NSW/ACT Branch President Christine Wilkinson. “It is a disgrace to ask some of the most vulnerable members of our society to cover for the failings of the NSW Government.”

Fast-tracking accreditation is also fraught, the union said. Graduate students thrown in the deep end with little or no support are at risk of burnout; and coopting support staff into classrooms only creates other shortages, leaving their vital roles unfilled.

The union reminded the government it had known about staff shortages long before Omicron emerged and urged employers to provide appropriately qualified staff.

“Every effort should be made by employers to ensure that staff absences are covered by engaging qualified casual teachers and casual support staff,” the union wrote in a formal letter to the Diocesan Directors and the AIS. “The union is concerned about suggestions in the media that untrained staff could be used – volunteers are subject to the same child-protection and duty-of-care framework and would need to be properly trained.”

The IEU rejects any undermining of the teaching profession.

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Read more • Media release: Premier’s plan for teachers – unworkable, insulting, unsafe, 17 January 2022 • Letter to Diocesan Directors: A safe return to school in 2022 • Letter to the AIS: A safe return to school in 2022 IEU in the media • Clash of two crises: Fears for NSW schools as Covid pandemic and ongoing teacher shortages collide, The Guardian, 19 January 2022 • Marcus Paul in the morning, 2SM, 18 January 2022 • Government’s proposal to help fill gap with retired teachers, Prime 7 News Central West, 17 January 2022 Early childhood sector in crisis Teachers in early learning centres have only a brief break over Christmas. They’ve been on the frontline since the COVID crisis began, with no option to work from home; nor can they socially distance from their young, unvaccinated charges.

“The sector has been experiencing staff shortages for some years, and Omicron has only exacerbated the problem, forcing many centres to close while staff are furloughed,” the union said in a second statement to the media on 12 January.

Teachers and directors in these centres have been telling the union they felt abandoned by government in the face of this crisis. Again, confusion is only adding to current COVID anxieties, and one director told us that centres don’t know what’s happening from one day to the next.

The IEU has been pressuring employers and government for stronger COVID safety measures in early childhood centres. Issues that arise in this sector often serve as a bellwether for the school sector.

Read more • Media release: Let’s avoid replicating early childhood crisis in schools, 12 January 2022 IEU in the media • IEU adds to call for more attention to ECEC from Government as COVID-19 continues, The Sector, 13 January 2022 • Unions says exempting education staff from isolation rules is ‘a public policy failure’, The Sector, 14 January 2022 • National Framework for managing COVID-19 in Schools and Early Childhood Education and Care, Community Early Learning Australia, 24 January 2022 The IEU would like to hear the issues our members are experiencing in schools, and we are keen to ensure employers are meeting their WHS obligations.

“As the 2022 school year starts, the health and safety of all teachers, principals and support staff working in all sectors of our membership is paramount,” said IEUA NSW/ACT Branch President Christine Wilkinson.

“Employers should be providing all personal protective equipment requirements to staff so they can carry out their day-to-day duties and all WHS issues are fully covered.

“Students should have qualified teachers providing and delivering quality lessons. Volunteers and parents should at no point be asked or employed to take the place of a teacher.

“If at any time members feel that their safety or the safety of students is not being met, please hold a Chapter meeting to discuss the relevant issues and invite your Organiser to attend.”

Monica Crouch Journalist

Right

strike

What it takes to take protected action

As bargaining gets under way for a new Catholic systemic enterprise agreement covering nearly 20,000 members in over 600 schools, IEU Industrial Officer Michael Wright explains the process of taking industrial action.

In Australia, when workers in education or any other sector have wanted to reinforce a claim for increased wages or manageable workloads or reasonable hours or other conditions, they’ve taken industrial action as a way of exercising their collective power to focus their employer’s attention on their needs.

Without the capacity to take industrial action, employees as a group have poor prospects of changing a belligerent employer’s stance in negotiations.

History: Arbitration and awards Up until the 1990s, industrial action, while technically unlawful, was used by groups of employees who faced an unreasonable employer – either in the bargaining process or in how their workplaces operate.

Of equal importance, industrial tribunals at both state and federal level could, upon application by unions, make enforceable awards through arbitration of the parties’ claims. Arbitration governed wages and conditions across industries and workplaces, thereby reducing the need to pressure employers to agree through industrial action.

This system of federal and state arbitrated awards provided a means of achieving proper wages and conditions for Australian workers. The series of work value cases that the IEU and other unions ran between about 1950 and the mid-1990s are testament to that.

Until the 1990s, industrial action was not the only means of winning better wages and conditions. Empirical data, evidence of work performed and persuasive arguments before an industrial tribunal also facilitated better wages and conditions. Because of the award system, workers did not necessarily need to strike for better wages and conditions or to resolve other workplace disputes.

Work Choices: Your rights restricted This all started to change in the 1990s, culminating in the Workplace Relations (Work Choices) Act 2005 (known as the Work Choices regime under then PM John Howard).

The new laws virtually abolished the arbitrated award system as a mechanism for increasing wages, conditions and dignity in the workplace.

Work Choices also narrowed the concept of industrial action to “protected” industrial action. For industrial action to be protected, it must meet a narrow set of legal requirements. Taking action that is not “protected” leaves both unions and members exposed to fines and claims for damages. This legislative framework remains effectively unchanged today.

The union movement has campaigned for change to this restrictive regime, and the International Labour Organisation (ILO) has long been critical of Australia’s limited right to take industrial action for not conforming with basic ILO conventions.

Dissenting voices In 2021, ACTU Secretary Sally McManus decried the draconian protected action process. “It’s like being tied to a chair and asked to stand up,” she said.

“We can only take lawful industrial action in a very, very narrow timeframe, according to complicated laws, with motions and votes rubber stamped. It’s like you’ve got to wait until Venus is in this part of the sky and the moon’s rising at exactly this point, then you can do it.”

The Bishop of Parramatta, the Most Reverend Vincent Long Van Nguyen, has said: “Tight restrictions on industrial action, particularly during wage negotiations, further reduces the collective power of workers.” The union shares this concern.

The Secretary of the South Coast Labour Council, Arthur Rorris, addressed the right to strike at the IEU’s Activists Conference in 2021. “Simply having the right to withdraw your labour does not mean you’re going to withdraw your labour at every opportunity,” Rorris said.

“In fact, we often find the opposite: if the employer knows you can withdraw your labour, they’re more likely to come to the table and negotiate because they know you’ve got a countervailing sanction on them.”

Example of a Protected Action Ballot Here are some questions that have previously been put to members during a Protected Action Ballot: • Do you, for the purpose of advancing claims in the negotiation of a new enterprise agreement, authorise industrial action which may involve you and/or other employees at your school engaging in any or all of the following forms of action which may be taken separately, concurrently and/or consecutively: • the wearing or display in any way of insignia, slogans and/or any other material concerning the Union campaign about the enterprise agreement. [Yes / No] • the provision of information (in any form) concerning the views of employees about any aspect of the Union campaign to members of the community including parents and/or any other member of the community, including the media [Yes / No] • an unlimited number of stoppages of work for part of an hour, or one or more full or part hours duration or one or more full or half days in duration. [Yes / No]

Steps to engaging in protected industrial action

For the IEU to facilitate protected industrial action, the union and its members need to meet various requirements: • The existing EA must have expired and good faith bargaining with the employer must have failed (bargaining must relate to “permitted matters”).

• Protected action cannot be taken to advance a multi enterprise agreement or MEA (this is an agreement between two or more employers and their employees).

The Catholic Systemic Schools EA is not an MEA. (In 2017, Catholic systemic employers tried to argue it was an MEA, but the Fair Work Commission rejected this.)

• The union must apply to the Fair Work Commission for a Protected Action Ballot Order after bargaining has commenced. The application has to nominate which groups of members are to be balloted, and the questions the union will ask them, including details of the proposed industrial action (see left for an example of Protected Action Ballot questions).

• If the Fair Work Commission decides the union has met all the legislative requirements, it will issue a Protected Action Ballot Order.

• Next, the Australian Electoral Commission (or another ballot agent) conducts a Protected Action Ballot and declares the result.

• Protected action is only declared if 50 percent of the members involved vote, and more than 50 percent of those who vote approve of the industrial action.

(Members can support one form of action while rejecting another form of action if they wish.)

• Protected action must usually commence within 30 days of the ballot results being declared.

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Early childhood sector sounds a warning for schools The early childhood education and care sector experienced disruptions in the first weeks of January – after only a brief Christmas break – due to pandemic-related staff shortages. Such shortages presage what could happen as the school year progresses.

Teachers in the early childhood sector have been on the frontlines since the pandemic began, with no option to work from home or socially distance from their young charges. They feel abandoned by a government that has failed to plan for their vital industry.

On 12 January, the IEU released a statement to the media acknowledging the frustrations of early childhood teachers, and calling for consultation and clear, consistent communications from government and employers.

Here’s what our members had to say on social media.

The children’s health, our personal health and the health of our families don’t matter [to the government] obviously. As long as parents get to work. Today alone I had two babies cough in my face (I was wearing my mask but no eye protection), had countless babies pull off my mask and had one baby who recently sucked their hand stick it in my mouth (after they’d just pulled off my mask for the umpteenth time). Nothing wrong with this plan at all.

It seems that the only solution this government wants is one that maintains parents’ productivity in the workforce! No concern for the good of children, their education and the worries of parents and teachers. We have come to expect this attitude in early childhood education, as we are not valued by this government for our contribution to children’s education but to provide care for children so their parents can be productive cogs in the economic wheel. It has been made clear that this is also this government’s view of school teachers as well, sadly.

How many other professions are as physically exposed to covid as teachers in childcare: in a room six hours or more a day with 30, 60 or in some cases 90-plus children, in extremely close proximity with clientele wearing no masks or PPE and limited ventilation. It’s going to spread like wildfire.

Early childhood centres have experienced the full force of this pandemic. I feel for these educators and the children in their care. My daughter’s early childhood centre has only opened this week and has already been exposed to covid – it’s day two of the new year.

I feel very sorry for the position that the constantly shifting goal posts has placed the early childhood sector in. What is happening in this sector will

absolutely happen in ours [schools] too. I think we need to be prepared to take action to show governments that we cannot be used as political and economic footballs. It is our lives and the lives of countless children that they are gambling with.

The government’s solution to short staffing is to exempt early learning and teaching staff from isolating if they’re close contacts. Why are they taking more ground and creating greater risk? As both a teacher and a mother with young children in day care who are too little to be vaccinated, I am so nervous about what this year might have in store.

Wednesday 12 January 2022 Let’s avoid replicating early childh ood crisis in schools The Indepe nde teachers, sch nt Education Union, wh ool is warning tha teachers, principals ich represents more tha and n t COVID-re foreshadow lated staff sho school support staff 32,000 early childhood ing what’s ahe throughout rtages leadin NSW ad when sch g ools re-open to early childhood cen and the ACT, Early childh tre closures . ood teache rs have bee is staying ope n on n throughout They are alre the most rec the frontline of the CO ent VID ady open afte r a brief Ch NSW lockdown, with no crisis since it began, ristmas bre Early childh option for rem ak. ood teache ote learning. rs cannot soc vaccinated. ially distance The sector has has only exa from their you cerbated the been experiencing sta ng charges, ff sho problem, forc who are not ing many cen rtages for some yea Early childh rs, and Om ood centres tres to close icron and directo government while staff are rs are telling in furloughed. the the next, one the face of this crisis.

Centres don IEU they feel abando ear ned by the ’t pandemic anx ly childhood centre director say know what’s happening ieti es am ong staff, par s, in a state of from one day ents and chi and this uncertainty is confusion,” to only ampin the director ldren. “The g rules keep told the IEU “Government changing, and up . via press rele we’re Pam Smith. ase will not “It is crucia cut it,” sai l that the ear d step of the ly childhood IEUA NSW/ACT Branch way.” sector is sup Acting Secre ported and tary “The State consulted at Go every directors abo vernment must commu nicate clearly ut access to rapid-antigen wit tests and any h early childhood teache “Confusing and incons rs potential ma istent commu early childh ndate for boo and ood teache nic ster shots. rs and directo ation from governme nt is adding rs are experie “We must lea to the anxiety ncing.” rn from what many avoid these issues being is happening in the ear ly childhood repeated wh sec en schools The IEU, wh re-open,” Sm tor now and take ste ich represent ps ith to advocates sai d. for improved s degree-qualified tea che pay and con ditions, and rs in early childhood cen The IEU is recognition ava of their profes tres, consistently they may hav ilable to support its ear sional status ly e . with a consis and calls upon the gov childhood members wit tent approa ch to the Om ernment to provide sup h any questions or pro ble port to these icron crisis.

“More timely crucial teache ms and agile act rs alike would alleviate som ion and communicatio ns for the ear e of the stre ly childhood ss experience sec d by teache Contacts rs and parent tor and schools s,” Smith sai d.

Pam Smith,

Acting Secreta Media: Sue Osborne, 043 ry, IEUA NSW/ACT Bra 0 nch

220 254 , 0418 297 The IEUA NSW 409 schools, early /ACT Branch represen ts over 32,0 childhood cent 00 teachers res and post , principals -secondary Authorised and support colleges.

by Pam Smi staff in Cath th, Acting olic and inde Branch Sec pendent retary, IEUA NSW/ACT

Precarious start to new year

As early childhood teachers start the new year, they should be doing so with enthusiasm and excitement – welcoming children back into their services, making connections and forming relationships with new families and children.

Unfortunately, this year they’ve started with trepidation and fear, disillusioned with the fact that they have been thrown under the bus by this government.

Early childhood teachers have the right, like all other workers, to be in a safe workplace. However, we are working with children who cannot be vaccinated and won’t be wearing masks, so are in fact we are more vulnerable and in more danger than employees in other workplaces.

Being designated as critical workers also means that we can come to work if we are household contacts of a covid case, if we have a negative result on a Rapid Antigen Test (RAT).

However, when we go home at the end of the day we must isolate. This does not make

any sense – we can go to work and infect our co-workers, families and children, but we cannot go into the community in case we infect our friends, neighbours and others.

It is ironic that in the past, despite our constant advocacy regarding wages, the government never saw us as ‘critical’, but now we are. Recognition in the most negative way.

Remember you have rights. Your employer – whether a parent committee, a board, or a private owner – has a legal obligation to make your workplace is COVID safe.

Employers must consult workers about the risks in the workplace and the plan to manage them. Measures and controls must be put into place to keep you safe.

If you don’t feel safe you must speak up. Encourage other teachers to join the IEU. You are stronger as a group. Your union will support you through this.

“Unfortunately, this year they’ve started with trepidation and fear, disillusioned with the fact that they have been thrown under the bus by this government.”

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Gabrielle Connel Vice President, Early Childhood Services

IEU welcomes new early childhood organiser

The IEU welcomed a new organiser specialising in the early childhood sector to its ranks in January.

Kate Damo has extensive experience, having worked as a teacher and director for more than 30 years since she graduated from university in Canberra.

Initially she worked in government preschools in the ACT, both rural and urban, which she said was a “different” but enjoyable experience compared with her time at a community preschool in NSW. She was teacher/director at Birrahlee Preschool in Sydney’s Lane Cove for 12

years, a large service catering for 160 families a week.

More recently she worked in support and advocacy at Community Early Learning Australia (CELA). She was employed there at a time of great uncertainty and anxiety in the sector, as COVID was beginning to bite in the community.

Kate said she spent many hours assisting teachers who were concerned about staff shortages, vaccinations, funding and simply coping with the pandemic.

“I spent a lot of time supporting people who were just burnt out, particularly directors in community-based centres with a parent committee.”

A long-time IEU member, Kate said this was when she realised more than ever how important IEU membership is for early childhood teachers and directors.

“Many of the people calling needed support around industrial issues that CELA couldn’t offer.

“When they are at the mercy of a parent committee, teachers are quite vulnerable.”

Kate plans to educate non-members about the importance of union membership, which offers access to protection and advice, especially for those who work in centres where they have limited support networks.

Sue Osborne Journalist

‘Doing it for Gran’: Three generations of activism

Union activism and a desire to see justice for all is in the Laidler family DNA. Helen Laidler and her father Rob Laidler are both IEU Reps, and Helen's grandmother came from a family with a Shearer’s Union member, Journalist Sue Osborne writes.

In the Laidler family, two of four grandchildren, aged from 12 to 15, are thinking of becoming teachers and all are interested in social justice.

Rob has been active in the IEU since the 1980s, and over the years he was a chapter rep, branch president and a member of IEU Council. He was proud to receive his 40year IEU membership certificate recently.

Having worked in both independent and systemic schools in the Sydney and Parramatta dioceses, Rob retired in 2015 from his principalship at Loyola High School, Mt Druitt, but has maintained his membership of the IEU Principals Branch and is still available for union activities.

Rob was an unusual principal, telling all new members of staff that the first thing they had to do was join the union.

“It’s a delicate juggling act, being a principal and the employer’s rep, and being a member of the union and an employee too,” he said.

“I appreciated being able to attend the Principals' Sub Branch meetings where these positions were not in conflict.”

In retirement, Rob stays in touch with several deputies and encourages them to keep the union active and strong.

“You’re crazy if you don’t join the union. It’s not just the industrial support, it the professional support, and feeling like you’re part of something bigger.”

A geography teacher since 2005, Helen said Dad didn’t direct her into teaching. In fact, he warned her it was a hard way to make a living.

Passion for teaching “I can’t remember ever wanting to do anything else. I was passionate about my subject area, and I wanted to influence the next generation to make the world a better place,” she said. (One of Helen's students topped the state in Geography in the 2021 HSC.) “Teaching or being around teaching clarifies social justice issues in your mind, it’s a subtext of teaching.”

As Rob said, “You can’t be a teacher if you are not caring and wanting to see people become their better selves through your work.

“I was mindful of providing every child I taught with opportunities for personal achievement, I tried to stimulate

“You’re crazy if you don’t join the union. It’s not just the industrial support, it the professional support, and feeling like you’re part of something bigger.” an interest in the world past and present, while instilling skills enabling them to contribute to their community, irrespective of their origins or socio-economic background.

We teach young people not disciplines!”

Helen is a relatively new chapter rep at Hills Grammar School. When she attended her first union meeting only three people were present.

“Gran had just died, and I was feeling emotional," she said. "I guess I was doing it for Gran when I decided to put my hand up for IEU rep.”

Union membership at Hills Grammar went from less than 40 percent in 2019 to 75 percent by the end of 2020. In 2021 a Health and Safety Representative was elected to add to the Chapter Committee and effect change in the school, ensuring the health and safety of all staff.

Helen’s maternal grandmother, Avis, was the daughter of a shearer and a shearer’s cook. Avis's father was an early member of the Shearers' Union and his papers are now in the State Library of NSW. Avis instilled a real passion for justice in Rob, Helen and the great grandchildren.

When she turned 100, Avis rejected a message from Tony

Abbott and Scott Morrison and put the Queen’s to one side, but was happy to receive congratulations from Labor MPs Julie Owens and Ed Husic. She died aged 104 in 2018.

Helen’s paternal grandmother’s fridge always bore the sticker: ‘United we bargain, divided we beg’.

Acknowledging that not everyone comes from a strong family of unionists, Helen and Rob agree it is important to listen to other staff, act in a collegial way and show you are actively working for the good of all.

“Being a rep, you’re expected to be courageous, and you need integrity,” Rob said.

Helen said she did a lot of “myth busting” about unions, especially with people who may have come from countries where unions are associated with corruption.

Both agreed modern unionism should be about collaboration with employers, rather than conflict.

“If employers think employees are just a cost, that’s regrettable,” Rob said.

Sue Osborne Journalist

Present tense: The year ahead Welcome to another year of Present Tense, your union window into the world of ELICOS and post-secondary education in Australia.

The past two years have been unremittingly bad for the sector, with the pandemic and associated border closures creating a hammer blow.

In 2019, there were about 170,000 ELICOS students in Australia, enrolled in a total of 2.3 million weeks of study. By late 2021, there were only about 3700 students enrolled in a total of about 40,000 weeks of study. These are massive declines, and the industry is still very much in the doldrums.

By late 2021, however, some rays of hope were beginning to emerge. Widespread vaccination in Australia has allowed governments to loosen border restrictions, and by Christmas, students were allowed to begin returning, the first significant influx of international students since the borders were slammed shut in March 2020.

Nearly 50,000 international students have returned to Australia since the borders reopened in December. It’s true that the bulk

of these are university students returning to complete studies in which they’re already enrolled, but it’s safe to assume that new students will soon make up an increasing share of arrivals, and that Australia’s longstanding ELICOS sector will see a steady improvement during 2022.

Visa rebates To assist in the recovery of the international student sector, the Federal Government announced a temporary scheme to provide rebates of visa fees for student and working holiday visas. Students and backpackers who arrive in Australia before Easter will be able to receive a refund of their visa fees, worth up to $630.

This marks a change in the approach of the Morrison government, which unfairly excluded international students from any of the government financial relief handed out early in the pandemic. Since then, this government has done little to encourage the return of overseas students, despite the multibillion-dollar contribution such visitors make to Australia in normal times.

The government is far from being altruistic with this program, however. Two years of pretty much no migration has contributed to severe labour shortages in areas such as hospitality, with low-paid jobs traditionally filled by overseas students and other migrants remaining empty. Clearly the government’s business backers are keen to get some of those workers back again.

Industrial developments There’s no doubt the pandemic has been tough on private colleges, and naturally many have sought ways to cut costs. Given that the primary expense for most schools is wages, it’s not surprising that many colleges have looked to downgrade or avoid their industrial obligations.

Most colleges come under the industry award, the Educational Services (PostSecondary Education) Award, and it is not legally possible for colleges to avoid the requirements of this award. Nevertheless, those traditional rorts of colleges, such as refusing to pay higher than a certain pay step, or neglecting to increase wages

in line with the national increase or the appropriate step level have become even more rife, with most teachers happy to even have a job and therefore not willing to make waves.

A few colleges are parties to enterprise agreements, and while these colleges tend to reflect the more respectable end of the market, even here, employers are looking to cut costs, such as holding ballots to vary already-agreed pay rises, delaying bargaining to avoid normally due salary increases or, in extreme cases, seeking to have their agreements terminated altogether.

Members should be aware that industrial instruments such as awards and agreements apply as a matter of law, and employers must comply with them.

Consequently, employees are entitled to the benefits of these laws, regardless of the broader situation. Members should contact their union for advice on how this might apply in your workplace.

Kendall Warren Organiser newsmonth - Vol 42 #1 2022

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End of era for three long-serving members St Raphael’s Catholic School in Cowra lost more than 100 years of combined experience when three members of staff retired at the end of last year.

Principal Michael Gallagher, teacher Jenny White and special education teacher Benjie Healy gathered for a special presentation of appreciation for their long-term union membership at the end of Term 4.

Benjie started working at St Raphael’s Catholic School Cowra in 1990 as an ESL teacher. “For four years I taught a number of Filipino, Chinese and Japanese students who were enrolled at the school,” she said.

“They still keep in touch with me after so many years – that is how I know they are now successful in their chosen fields of endeavour.

“After that I worked as a casual teacher then I was offered a chance to do special education. Working with children with learning difficulties was a plum job for me.

It was exciting, challenging and rewarding.

“I always looked forward to going to school as I was excited to discover what the children have retained from yesterday’s lesson. It gave me so much joy to see them blossom and gain confidence in their reading and writing.

“Letting go after working with the children for a while was hard for me as I’ve treated them like my own children, but at the same time rewarding because they no longer need my help.

“I believe that education is a lifelong process. I decided to do a graduate course in Special Education at Charles Sturt University to gain more skills.

“When I finished the course, one of my lecturers encouraged me to do my Master’s in Special Ed (Inclusive) which I was awarded in 2010.

“I was a busy lady because in addition I decided to represent the support staff for the IEU at the equity committee in the Bathurst Diocese, which I did for 10 years.

“I was always looking forward to attending our committee meetings because working with amazing people like Gene Smith, Jackie Groom, Jennie Cosgrove, Di Nugent and the late Warren Frew was both a memorable and enriching experience.

“My work in the committee gave me the opportunity to attend professional inservice in Sydney every year where I met new people whose experiences inspired

“Having been at St Raphael’s Cowra for 38 years, I’ve now taught the children of former students.

“What a compliment and gift to have former students place their children into your educational care.

“Teaching kindergarten probably created the most insightful and sometimes enormous laughter moments.

Every year level has great highlights.

“Seeing an ‘ah-ha’ moment when a child really begins to understand how to read has always provided such a sense of satisfaction for me.

“I’ll miss the whole school relationship package – staff, students and families. It’s a vocational career that I’ve immersed myself in with the deepest of satisfaction.”

Retired members caption: Jenny White, Benjie Healy, Michael Gallagher and IEU Organiser Jackie Groom.

“As a long-time union member, I have benefited in many ways from the dialogue between employers and the union, and for that, I am most grateful.” and taught me how to do better in my job in learning support.

“Every year, the committee organised dinners. I developed so much confidence because they entrusted me with the job of organising the raffles. Collecting donations for the raffles improved both my social and negotiating skills.

“In a way, I feel sad to leave the school that gave me so much joy and opportunity, supportive colleagues and wonderful kids who made me laugh.

“St Raph’s was my ‘happy place’ and will always hold a special place in my

heart. With humility and gratitude, I am hopeful that after 31 years of working at St Raph’s, I’ve made a little contribution in making a difference in people’s lives.”

Great compliment Jenny White taught for 46 years continuously in the Diocese of Bathurst.

From the northern beaches, her first job was at a two-teacher school at Eugowra.

“What a social and educational shock,” she said. “Naturally I’ll deeply miss my relationships with students and their families.

Changing environment Principal Michael Gallagher said his reflections have sharpened at retirement.

“As teachers, our daily challenge is to identify and address the demands of a rapidly changing environment and that draws enormous energy,” he said.

“All too rarely do we get the chance to look up and consider the patterns of change and the signs of the times, yet that is precisely what leaders of learning ought to engage in.

“The pace, the density and the complexity of issues on a teacher’s agenda appear to be escalating and good people aren’t finding the space to grow into great people.

“I believe that teachers are incredibly generous and hard-working people, often to their own detriment.

“I believe that constantly calling for more from them damages people, the profession, and learning.

“Our students thrive when teachers are at their best and the role of education systems and professional associations like the IEU must be to ensure that their people are thriving.

“As a long-time union member, I have benefited in many ways from the dialogue between employers and the union, and for that, I am most grateful.

“The challenge ahead though is not to tinker around the edges but to go to the heart of the profession, rediscover the purpose and passion and reconfigure the way we sustain and grow one another.”

Sue Osborne Journalist

Principals face return-to-school challenges The IEU acknowledges the leadership of principal members during the COVID-19 challenges of the past two years as they and their school community begin the 2022 school year.

Challenges for Term 1 include navigating issues in relation to COVID testing, vaccinations of staff and students, and work health and safety measures such as air quality, masks, cleaning and sanitation provisions and student cohorting arrangements.

In the Catholic systemic sector, the IEU thanks principal members for their input at the many diocesan Zoom gatherings which were held during Term 4.

On the basis of their input, as well as discussions at the Term 4 Principals’ Sub Branch meeting, a log of claims for enterprise agreements (EAs) was submitted to diocesan employers in December.

Claims for Principals' EA • salary increases consistent with the claim by the Teachers Federation for principals and teachers in NSW government schools 8

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• reviewing classification and remuneration issues for principals, including in regard to salary band structures and also recognising emerging new models of school organisation and leadership • addressing teacher shortages that impact on the stress and workload of principals and other staff • parental leave conditions for principals and other staff should match those in NSW government schools, including up to 12 weeks of additional leave for partners to become the primary carer • a range of measures to support principals’ wellbeing in recognition that principals increasingly deal with complex and challenging parent/carer and student situations, as well as ongoing workload intensification which has been further exacerbated by covid.

Consultation with Catholic systemic principal members will continue as the EA negotiations proceed.

In the independent sector, many principals will benefit from the 2021 teacher multi-enterprise agreements which can provide a framework for their salaries, percentage salary

increases, and core leave conditions. The IEU met with its Principals’ Sub Branch members via Zoom on 27 January to discuss COVID and return to work issues. The Term 1 IEU Principals’ Sub Branch meeting will be held via Zoom on 19 February.

As always, our union values the support and engagement of its principal members and looks forward to working with you in 2022 to protect and advance your remuneration, conditions and wellbeing.

Pam Smith Acting Deputy Secretary/Principals’ Organiser

MUSTSHOULDCOULD

Casuals: Keep connected with your union

The pandemic and the new levels of work intensification it has created has led many to revisit their life and work pattern for 2022.

Many teachers and support staff are choosing to slow down; it may be too early to retire, but they are ready for casual work. The IEU introduced flexible lower membership rates to make it easier for casuals during the pandemic.

After continuous teaching since 1983, English teacher Jane Hall has decided to go casual. She’s still working at the same school she’s always been at, St Francis Xavier’s College in Hamilton near Newcastle, but due to lifestyle issues she’s no longer working full time.

“My husband retired and we were planning to travel. Of course then COVID happened. But I decided to stick with casual work anyway, as it suited where I was at,” Jane said.

“One of the most important decisions I’ve made has been to keep up my IEU membership. I would encourage all casuals to do that.

“During these uncertain, ever-changing times, it’s good to have the security of knowing there’s somewhere to go for advice on things like sick leave. Also staying connected with the your Chapter and participating in some of the Zoom meetings that the union has been running has given me a sense of collegiality and connection that has been very important during COVID. “For younger members, many of whom start as casuals, that connection is important. The union has been very flexible with its rates for casuals, making it very affordable for them, so it’s definitely worthwhile looking into.”

If you are choosing to work casually for 2022, and potentially longer, consider the following: Must Retain your union membership but update us of your casual status so you pay a low annual rate.

If you are new to the profession, working casually means you need to know all your rights at work and obtain assistance to meet your proficiency requirements.

And if you are like Jane, working casually may not exempt you from facing industrial or professional issues.

You must still meet employer contractual and policy obligations and you'll still be affected by pay matters such as overtime (if you are support staff) or booked but cancelled days for teachers, or you may also consider taking on a block and need to sign a contract.

A worst-case scenario involves child protection allegation as you move between schools. This sometimes happen as school staff are accustomed to their patterns of work and classroom behaviour and what may have come naturally to you in your former environment may be an issue in a new school or classroom. Therefore, your union membership is a must. You may need confidential advice and representation.

To join or update your membership, visit ieu.asn.au/join-page or speak to the IEU Rep at your school or centre.

for the purpose of gaining and maintaining your proficiency.

You'll need to make sure you are still meeting the proficiency requirements, and this includes your professional development hours.

Your union membership is very useful here too as you can access online courses that are NESA accredited.

Working in different schools can often means you are not getting access to professional development, and this can limit your knowledge of pedagogical issues and practices, especially if you decided to go back to full-time or part-time work.

Could Keep your knowledge of professional issues up to date.

Read academic journals, attend IEU online professional development, read your union publications, and keep a clear record of all the days you work.

Working casually and experiencing extended gaps may mean you break your service with your employer and this can impact your accrued entitlements, and for new teachers, it will mean gaining your proficiency takes longer.

Ultimately, enjoy the slower pace but keep connected to the profession and your union.

Should Given your days of work may be sporadic, ensure you update your NESA eTams account of your status

Lubna Haddad Organiser Sue Osborne Journalist

IEU defends COVID Workers Compensation at NSW inquiry IEU Acting Secretary Carol Matthews gave evidence on 2 February before a NSW Parliament Upper House Inquiry into proposed changes to NSW workers compensation legislation.

The NSW Government has proposed removing the presumption for certain workers (including school employees) that if you contract COVID, you caught it at work.

Unions NSW and affiliates are opposing the changes and lobbying to influence

the final vote on the bill in the NSW Upper House.

The IEU is particularly concerned because of the large number of COVID cases predicted to occur among school and early learning centre staff within the first few weeks of Term 1 of 2022 (Professor Michael Kidd, Deputy Chief Medical Officer, quoted on ABC News, 31 January 2022).

It is also the case teachers who are a close or household contact of a COVID

case are expected to attend school as usual, subject to daily negative Rapid Antigen Tests (RATs).

Despite the best efforts of employers, schools and early learning centres are nonetheless environments where distancing is difficult, and staff are in close proximity to their students and colleagues.

Staff who do their best for their students should not be forced to take their own personal/carer’s leave if they

catch COVID, but the employer’s workers comp insurer may not accept that they contracted COVID at work.

Many staff who have a substantial balance of leave may choose not to make a workers compensation claim, but for others with a small leave balance or those who experience extended illness, a successful workers compensation claim will be crucial to paying the bills.

Carol Matthews Acting Secretary

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Take the gender action pledge The IEU joined with Unions NSW in late 2021 in solidarity with the UN's 16 Days of Action against gender-based violence, an international campaign.

It’s never a bad time to listen and take stock of how things are going for women in workplaces and for those in domestic violent situations as well as in terms of our collective voice and legislative progress.

The topic of the evening webinar was Legislating for Gender Equality. In an interactive quiz question to the participants, the majority knew the correct estimation of how boards of companies are structured.

While just 0.04 percent of boards do not include a man, mroe than 30 percent of corproate boards do not have a woman at the table.

We all know that gender norms negatively impacting both women and men. Greens MP Abigail Boyd referred to these norms as an archaic model of relationships and emphasised that legislation needs to be supported by changes to society. The key to such a shift is a transition of values through a less gendered economy.

Boyd noted that gross domestic product doesn’t recognise the care of children in the home and there are lower rates of pay for caring professions such as early childhood education.

MP Emma Hirst, who represents the Animal Justice Party, talked about her experience of the widespread sexualaised vitriol and threats of sexual violence

inflicted upon female politicians online.

The forum also agreed that it was common for political colleagues and constituents to preference less senior male colleagues in a political party over their more senior female counterparts.

These factors are substantial contributors to the underrepresentation of women in politics and the reduction in their opportunities.

This leads to inequity in the focus on and resourcing of issues important to women, such as women’s health. For example, it can take an average of seven to nine years for a woman to get a diagnosis of endometriosis.

MP Penny Sharpe, for Labor, was asked what both women and men can do to create a space for more equitable representation of women in parliament.

Respondents thought women should mentor other women more and women who are new in politics and workplaces should actively seek out experienced female mentors.

Men in politics need to be aware of their male privilege and actively seek out female candidates for committee roles etc.

All three presenters are currently engaged in the Women’s Health Committee, a crossparty alliance to increase public awareness and debate on women’s health and its consideration by parliament.

Sue McKay Organiser

New model of care for women experiencing domestic violence On Friday 10 December 2021 (International Human Rights Day), IEU Organiser Ann-Maree McEwan attended the launch of A new model of care for women experiencing trauma from domestic, family and sexual violence at the Women’s Health Centre in Warilla, near Port Kembla.

The report outlines research conducted by the centre and by researchers from the University of NSW. It includes a survey of women with lived experience of what works in recovery and healing, as well as input from professionals and representatives from domestic, family and sexual violence (DFSV) organisations.

The Illawarra Women’s Health Centre is proposing to design a Women’s Trauma Recovery Centre to offer comprehensive crisis help and long-term care.

The physical, financial and physiological impacts of domestic abuse continue long after the violence has ended. So many women carry complex trauma with them without the resources or assistance to recover.

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The new centre will support women holistically to rebuild their lives. It is an Australian initiative, the first of its kind.

The launch was followed by a roundtable including Labor Senator Jenny McAllister and stakeholders from the DFSV sector. The IEU was invited to join the roundtable.

IEU Organiser and South Coast Labour Council President Tina Smith raised $2000 at a South Coast 'We Won’t Wait!' event, all part of the 16 Days of Action push for paid family and domestic violence leave.

This money will be donated to the Illawarra Women’s Health Centre and Nowra Homeless Hub. Congratulations to General Manager Sally Stevenson and the Illawarra Women’s Health Centre on this report and the important work they do.

To download a PDF of the report, go to: womenshealthcentre.com.au/womenstrauma-recovery-centre/ Ann-Maree McEwan Organiser Tina Smith Organiser

GENDER EQUALITY

The unfinished business of our time In 2018, United Nations General Secretary General Antonio Guterres declared achieving gender equality “the unfinished business of our time” and “the world's greatest human rights challenge”.

Unions NSW rose to this challenge, joining the international campaign of 16 Days of Activism to end genderbased violence with a series of forums featuring campaigners, politicians, journalists and leading experts on how to spur activism and drive reform.

In 2021, as allegations of sexual assault and revelations of a sexist culture emerged from Parliament House, followed by the huge women’s March4Justice, it was clear women had had enough – because what was happening in Canberra was happening everywhere.

This led to the Independent Review into Commonwealth Parliamentary Workplaces, by Sex Discrimination Commissioner Kate Jenkins in late 2021.

We’d already had the National Inquiry into Sexual Harassment in Australian Workplaces (known as Respect@Work), also by Kate Jenkins, in 2020.

But meaningful change has been slow. On 8 February 2022, the Federal Governemnt finally implemented the first recommendation of Jenkins's second report: Acknowledging and apologising for the assaults and sexism in Parliament House. It's only a start.

But back to late 2021, when NSW Labor MP Jodie Harrison, who is Shadow Minister for Prevention of Domestic Violence and Sexual Assault, Seniors, and Women, spoke about women and leadership; and journalist Jane Gilmore described her “Fixed It” campaign in which she rewrites media headlines as a way of exposing their gender bias.

Fixed it “Headlines are a choice,” said Gilmore.

Here’s how she “fixes” them: • Original: Women three times more likely to be abused if in pandemicinduced financial stress • Fixed: Violent men more likely to abuse financially stressed partners during pandemic Gilmore deftly flips the focus from woman as victim to man as perpetrator.

She also tells the story of John and Mary, “a typical Australian couple”, and how gendered economic inequality plays out over a lifetime. “John ends up comfortably wealthy,” Gilmore said.

“But Mary lives the last years of her life perilously close to homelessness.”

It’s not an unusual story, as women’s superannuation payouts average about one-third of men’s.

It’s this kind of inequality that has led Gilmore to run as an independent Senator for Victoria. “I will promote and

support legislation to keep women and children safe at work, at home, and everywhere in between,” she said.

Uniting factor Harrison pinpoints a key factor linking women across Australia. “We all have different experiences,” she said. “But one thing unites us all: We all experience some form of sexual discrimination throughout our lives.”

Harrison readily names women leaders she admires, from Julia Gillard to Joan Kirner, Sarah Hanson-Young, Sally McManus and Jacinda Ardern.

Since leaving politics, Gillard has expressed regret that she didn’t call out sexism when she experienced it, nor enlist the support of male allies. Instead, she opted to keep the story off herself, and the unintended consequence was that the behaviour continued.

“It’s not just a women’s issue but a society-wide issue,” Harrison said. “We need to call it out, to make change, not just in our own lives, but in the lives of all women and girls.”

Respect raises the bar Harrison highlights a research project between BankWest and the Workplace Gender Equality Agency (WGEA).

The findings are stark: “Increasing the representation of women in executive and leadership roles is associated with a decline in an organisation’s gender pay gap,” Harrison said.

“NSW Government targets for increasing the percentage of women in senior public sector roles have met with some success, lifting representation from 33 percent to 40 percent.”

When inequality is reduced, domestic violence decreases and there are better outcomes for children. “These effects cannot be understated,” Harrison said.

“Gender inequality is the key power disparity that drives sexual harassment both in the workplace and more broadly,” the Respect@Work report found. But, Harrison said, fewer than one in five women make a complaint, fearing their careers will be destroyed.

When only 34 percent of ASX 200 directors are women, when the average superannuation payout for women is about one-third of men’s, when the gender pay gap sticks stubbornly at 14 percent, we know that the business of gender equality is very much unfinished.

Read more • Unions NSW launches strong plan for action • Unions NSW Gender Equality Position Paper • Secretary General declares ‘Time is now’ for gender equality Monica Crouch Journalist

Save the date: Women and Equity events 2022 Planning is under way for three main events this year, with the usual COVIDpermitting caveat. We encourage women members and allies to save these dates: · Canberra: Thursday 7 April, 5pm, Canberra Institute of Technology, dinner with guest speakers (to be confirmed). · Newcastle: Tuesday 31 May, Fort Scratchley, dinner with guest speaker Professor Jenny Gore, Director, Teachers and Teaching Research Centre at the University of Newcastle. · South coast and south-western Sydney: Friday 2 September, 4.30pm, Camden Valley Inn, Women and Wellbeing forum (speakers to be confirmed).

Religious Discrimination Bill

Don’t amend it, REJECT IT! The IEU has opposed the Federal Government’s Religious Discrimination Bill since it first darkened the horizon in 2019. Here’s where it’s up to – and what you can do.

The very title of the proposed Religious Discrimination Bill is misleading: while it purports to defend people against discrimination based on their religious beliefs, what it really does is arm employers with new rights to discriminate against employees in faithbased schools.

Brisbane’s Citipointe Christian College appeared to have been emboldened by these potential new laws. In late January, the college sent families an “enrolment contract” stating “the college will only enrol the student based on the gender that corresponds to their biological sex”. The contract also asserted that homosexuality is “sinful”.

Facing exposure in the media and considerable public pressure – more than 100,000 people signed a petition opposing the “contracts” – Citipointe retracted them. The entire episode reflected just how out of step Citipointe was with community values; but under the proposed legislation, its “contracts” would have been legal.

The proposed laws put teachers and support staff at risk of discrimination based on marital status or relationship status, pregnancy, sexual orientation, gender identity and access to reproductive health services, including IVF. Employees could be discriminated against for holding particular religious views – or even not holding religious views.

Alarmingly, this legislation, if passed, will override state and territory antidiscrimination legislation and the protections they provide. Yet in the past 40 years of discrimination laws in Australia, there is hardly a single example

of federal law overriding protections granted under state and territory laws.

“This is bad legislation, created for political purpose not protection,” IEUA Acting Federal Secretary Christine Cooper said.

“Should it pass, it will only create confusion with existing anti-discrimination legislation and result in endless legal battles.”

The IEUA signed a full-page open letter to the Prime Minister, Scott Morrison, that appeared on page 5 of the SMH on 23 November 2021. The letter was signed by 26 other prominent organisations, including Amnesty International. “Our laws should protect all of us, equally,” the letter said.

Real threat If passed, here’s what the Bill will do: • privilege the rights of religious organisations over individual employees’ beliefs, even where their beliefs have no relevance to their job.

• act as a mechanism to discriminate against IEU members who raise complaints, seek assistance or take other action in their workplace to stand up for their own rights or the rights of others.

• allow religious bodies – schools, hospitals, aged care facilities and accommodation providers to hire, fire or promote any employee based on their religion, regardless of their suitability for the role.

• protect people who make discriminatory religious statements of belief, even if they are offensive, inappropriate or harmful (for example, a nurse could tell a patient who has HIV it is ‘a punishment from God’ and this would be protected.)

Tortuous path The Religious Discrimination Bill has been introduced to the Parliament three times already but hasn’t passed, indicating a strong level of opposition to it.

It has attracted some 13,000 written submissions from religious groups, legal representatives, the LGBTIQ+ community, other community groups and several unions, including the IEU and the Australian Council of Trade Unions.

On 26 November 2021 the Bill was referred to the Parliamentary Joint Committee on Human Rights. This committee held public hearings on 21 December 2021 and 13-14 January 2022.

“It is a real issue for school staff,” said IEUA NSW/ACT Branch Acting Secretary Carol Matthews. “An IEU member lost their job in late 2021 because they were in a same-sex marriage.”

In a separate incident, a teacher in a faith-based school was dismissed for becoming pregnant via IVF. As one IEU member noted, “If schools sacked everyone who didn’t conform to their religious doctrines, they’d only make teacher shortages worse.”

Union speaks up IEUA Acting Federal Secretary Christine Cooper appeared at the Parliamentary Joint Committee on Human Rights to explain just damaging this legislation could be for the union’s 75,000 members throughout Australia.

“This Bill doesn’t support the rights of our members,” she told the Committee on 13 January. “The element of fear that exists in our schools cannot be ignored.

“To date there seems to be much discussion about the rights of organisations – of schools and of employing authorities to discriminate on grounds of religious doctrine.

“Yet little focus has been placed on how to support and protect the human rights of individuals or on the impact of fear or threat of reprisal has on job security and the physical and mental wellbeing of employees.

“This proposed legislation, in again preferencing the rights of employers over the human rights of employees, looks backwards. It fails to consider either the contemporary reality of working life in faith-based schools or the broader Australian community’s attitudes and expectations.”

All IEU members and students in schools deserve safe workplaces and learning environments. The IEU would like to see this bill scrapped not amended.

Next steps The Human Rights Committee has now referred the Bill to the Attorney-General and it was listed to appear be before the Senate on 9 February.

“It is imperative that the Federal Government reassesses its ideological push for this divisive Bill,” IEUA Acting Federal Secretary Christine Cooper said.

“It does not protect religious freedoms, but rather threatens existing protections.

“When it comes to the floor of Parliament, Opposition parties and concerned members of the government must show courage and vote to reject this Bill.” The IEU will share information with members as it comes to hand.

What you can do • Sign the IEU’s petition opposing this regressive legislation.

Read more • What’s in the new Religious Discrimination Bill and will it become law? ABC, 24 November 2021.

• Teachers can be sacked over sexuality under bill, Attorney Generals Department confirms, SMH, 13 January 2022.

Monica Crouch Journalist

Professional Engagement UPDATE

Professional Development In Term 1, the IEU will run four two-hour Behaviour Matters courses presented by David Vinegrad. The first three sessions have already been accredited by NESA, with the final session submitted for accreditation.

We have also successfully applied for the first Behaviour Matters session to be accredited by the Teacher Quality Institute in the ACT with submissions for the subsequent courses underway.

The union is negotiating additional accredited courses with the Centre for Educational Measurement and Assessment (CEMA) and sessions on student anxiety.

The first accredited Behaviour Matters course will be held online on 15 February 5-7pm. Register on our website or email pd@ieu.asn.au

Accreditation extension On 18 January we advised members that NESA has provided a further extension for all teachers due in Term 1.

NESA previously granted extensions to teachers who were overdue or due to meet accreditation requirements in Term 4, 2021 until 4 March 2022.

To help teachers focus on teaching and learning under the challenging covid situation, NESA has updated its advice on accreditation extensions.

All teachers who are overdue or due to complete accreditation requirements in Term 1 or Term 2, 2022 now have an extension until the end of week 10, Term 2, 2022 (1 July 2022). If you can complete your accreditation requirements before 1 July 2022 we encourage you to do so.

A teacher’s initial due date will remain the same in their NESA online account (eTAMS) despite an extension being granted.

NESA has communicated this extension to eligible teachers, principals, early childhood services and Teacher Accreditation Authorities. The advice is also available on NESA’s COVID advice page.

Other teachers who are concerned about completing Proficient Teacher accreditation or maintenance requirements can apply for an extension.

This advice does not apply to pre-2004 teachers who were deemed Proficient on 1 January 2018. We will be providing further details for these teachers in upcoming editions of Newsmonth.

Working with Children Check The IEU strongly encourages members to act promptly on receiving a reminder to renew their Working With Children Check (WWCC) clearance. Delays in the process can be significant.

If teachers don’t provide the renewed clearance

number before the expiry date their accreditation can be suspended. The Office of the Children’s Guardian notifies teachers of the impending expiry of their WWCC clearance at least three months before the due date. NESA’s website states: “You should renew your WWCC clearance with the NSW Office of Children’s Guardian (OCG) three months before expiry to allow time for approval.

“If you do not renew at least three weeks before expiry, your accreditation to teach is at risk of being suspended.

This means you will not be able to teach in any NSW school or early childhood service.

“An application number (APP number) is not a clearance and cannot be used for accreditation under the Teacher Accreditation Act 2004.

You cannot use clearances from other Australian states and territories.”

Nationally Consisten Collection of Data (NCCD) The IEU has made big gains in reducing workloads. We've mailed informational posters to Reps, and we urge you to read the special 4-page liftout in March Newsmonth.

Veronica Yewdall Education Issues Coordinator Pat Devery Organiser newsmonth - Vol 42 #1 2022

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The mystery that is 2022 Chris Wilkinson President

Welcome back to a new school year. I trust you all had a restful and eventful break, whether you were fortunate enough to get away for a good holiday or just enjoyed time with family and friends ready for the mystery of 2022.

The return to school will be again difficult for both staff and students with Rapid Antigen Tests (RATs) twice a week for all, wearing of masks and other conditions that will be in place to hopefully keep everyone safe from the spread of COVID-19.

Employers/systems should be providing personal protective equipment to all staff, including masks and hand sanitiser. Social distancing requirements should be in place, along with adequate recess and lunch breaks.

If anyone feels their safety of the safety of students is in question please contact your IEU Organiser to arrange for a Chapter meeting to be held in your school so your concerns can be addressed.

Sub Branch meetings are fast approaching so please check the date of your meeting on the IEU website and encourage colleagues to attend. All these meetings will be held via Zoom so you don’t even have to travel.

March Council will be also held on Zoom due to the risks involved for delegates who must travel from regional areas. We are hoping to hold subsequent Council meetings be held face-to-face, depending on COVID restrictions.

Congratulations to teachers of Year 12 in 2021 for steering their students through two very stressful and disrupted senior years. I'm sure the results in the HSC were a true record of the hard work and dedication of both students and staff. Well done to all.

Enjoy Term 1 and I am very confident you will be prepared for whatever is thrown your way as we navigate the pandemic. Stay safe and well, best wishes, and keep up the good work.

IEU Rep Kim Anderson at Baulkham Hills Preschool receives her Rep’s gift from IEU Organiser Jeff Pratt

IEU Reps Sarah Brennan (left) and Wendy Steuart of Holy Family Primary School Luddenham with their Rep’s gift

IEU Environment Grant recipient Cowongla Playhouse Preschool Director Stephen Gallen with Organiser Richard Ryan

Rebecca Adair of Integricare Preschool Pendle Hill accepts an IEU Environment Grant from Organiser Lubna Haddad.

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Around the globe

Around the Globe brings you international news about injustices and workers’ rights.

If injustice exists anywhere, it exists everywhere.

The Australian Council of Trade Unions (ACTU) has signed a joint letter calling on Australia to impose targeted sanctions against Myanmar’s military leaders and their business interests. “Workers in Myanmar are risking their lives to protest the military takeover while the Morrison government sits idly by, when they should be taking action to support democracy,” said ACTU President Michele O’Neil.

After a year of brutal military rule, democracy must be restored, and military leaders must be made accountable for crimes against humanity.

Myanmar’s teachers: Careers and lives in limbo February 1 marked one year since the military coup in Myanmar when, on what to be the first sitting day of the newly elected Parliament, the military seized power, sparking global outrage. One of the biggest mobilisations of public resistance to military rule in the Asia-Pacific region – the Civil Disobedience Movement (CDM) – was ignited.

Despite violent crackdowns, teachers are refusing to teach under the military junta. In May 2021, just days before the start of the new school year, more than 125,000 teachers were suspended for involvement in the CDM. In addition, more than half of Myanmar’s 400,000 teachers were also involved in the CDM and on strike. Many are members of the Myanmar Teachers’ Federation (MTF). When the school year started in June, only 10 percent of Myanmar’s students had enrolled. Many parents did not want their children indoctrinated.

Hlaing Hlaing Sint was shared her insights into the situation teachers faced with the IEU from a hotel room in Bangkok. Hlaing Hlaing Sint is waiting to come to Australia on humanitarian grounds. She said teachers and students are standing side-by-side to reject the military coup.

The nationwide strike brought the junta-run education system to its knees. While teachers were threatened with a return to work, most continued their involvement with the CDM at great personal cost. They now fear for their lives. They cannot work in schools. Those on scholarships have had to forgo opportunities. Career progression and professional development has stalled. Teachers and other government workers have been evicted from government housing. They fear nightly house raids as the military targets anyone suspected of taking part in the CDM. Many teachers now live on the run or have fled to ethnic areas or into exile. They are fearful for their family who remain at home, and many teachers have been detained and tortured. Many are missing while others have shared their experiences of sexual abuse at the hands of the junta.

The toll has been heavy. The junta’s systemic violence against workers, its brutal repression of strikes, arbitrary arrests and suppression of civil liberties landed Myanmar on the ITUC Global Rights Index as one of the world's 10 worst countries for working people in 2021.

Yet behind the brutality are tiny slivers of hope.

Recently, the Prime Minister of the underground National Unity Government (NUG) told Myanmar Now that the junta could be defeated by the end of 2022. Meanwhile, Australia’s largest oil and gas company, Woodside Energy, has announced its withdrawal from Myanmar.

But the real hope for Myanmar lies with the international community. Australia must step up and bring its actions on Myanmar into line with other countries such the United States, UK and the EU.

New Aboriginal Cultural Liaison Officer to link schools and community

Tonga: school year starts in makeshift classrooms The eruption of the Hunga Tonga volcano on 15 January triggered a tsunami that inundated Tonga and warnings across the Pacific. Tens of thousands of lives have been disrupted and livelihoods lost.

Save the Children has reported that every school has been impacted by the eriuption and tsunami.

Students and teachers have started the 2022 school year in makeshift classrooms as aid organisations race to ship in supplies and for resources to arrive. The IEU extends its solidarityto the people of Tonga as they start the long road to recovery.

Afghanistan: Australia’s shameful inaction In January 2022, an interim report into Australia’s engagement in Afghanistan found the government failed in its duty to protect Afghans who had risked their lives working alongside Australian troops.

With pressure mounting on Australia to do more, Immigration Minister Alex Hawke announced 15,000 humanitarian places be allocated over four years – not in addition to the existing humanitarian intake.

This amounts to just 3750 places a year, which is already the current refugee intake from Afghanistan. It is also less than Australias intake in 2019-2020.

Reverend Tim Costello, of Christians United for Afghanistan, described the announcement as a “mean and tricky” attempt to disguise inaction. Since the Taliban took over, there has been a united call for an additional 20,000 humanitarian visas for people from Afghanistan. Yet the Australian government is yet to issue a single visa.

To take action: actionforafghanistan.com.au.

Katie Camarena Journalist

Leanne Bovington, the new Aboriginal Cultural Liaison Officer for Catholic Education, Diocese of Bathurst, has been appointed to assist schools become more culturally safe and aware.

Leanne will work with all 33 schools in the diocese, but particularly the 14 that don’t have access to their own Aboriginal Education Worker (AEW).

Formerly an AEW at James Sheahan Catholic High School in Orange for eight-and-a-half years, Leanne’s new role will enable her to benefit all 33 schools of the diocese.

A proud Aboriginal woman from the Walbunja Yuin language group, she has strong connections to the land and its peoples.

“My role is an exciting step forward for all our students and staff in the Bathurst diocese, a movement forward culturally and professionally, as it truly fosters reconciliation for all students and staff, allowing them to develop respect for diversity and an understanding of cultural difference,” Leanne said.

She aims to support schools to include Aboriginal cultural and education goals in their strategic plans.

She has already started liaising with principals to that end.

“It will provide all students and just as importantly all staff with a wellrounded knowledge of Australia’s histories and cultures. This is a cross-curriculum priority," Leanne said.

“I aim to provide our teaching and support staff with an appreciation of our culture and will provide an environment where they can respond safely about their understanding and knowledge of Aboriginal history, culture and the diversity of Aboriginal families and the wider community.

“My role is particularly important to our Aboriginal and Torres Strait Islander students as it will lead to a sense of belonging and knowing who they are.

“Our Aboriginal and Torres Strait Islander students will be able to embrace their identity and be proud to be a member of our First Nations, something I didn’t have when I was growing up.

“Everyone needs to know who they are and where they have come from to determine where they need to be in the future.

This essentially builds their wellbeing and self-worth, leading to better life outcomes.”

“Our Aboriginal and Torres Strait Islander students will be able to embrace their identity and be proud to be a member of our First Nations, something I didn’t have when I was growing up.”

Sue Osborne Journalist newsmonth - Vol 42 #1 2022

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Urging all to engage with the Catholic campaign Bernadette Baker

Vice President Catholic Systemic Schools

Every new year presents us with opportunities and challenges, and 2022 is looking no different.

As we are expected to negotiate our way around new and ever-changing guidelines for returning to work and managing our students, it brings into focus enterprise and workplace agreements.

Significant work has already been done to prepare for new agreements.

Diocesan Directors have now issued a Notice of Representational Rights (NERR). Bargaining is officially under way.

Schools, chapters, and members need to engage with this campaign.

We need to support each other and push for improvements in salaries and working conditions. We can’t use COVID as an excuse not to engage.

There is potential for substantial improvements in your pay and conditions. Our claim is based on

the information and experiences of teachers and support staff in schools and success will depend on you, the members, supporting and encouraging all teachers and support staff to become part of our collective. Together we are stronger and can achieve more.

Intense and demanding working conditions for teachers and support staff are the modern reality. But we can do better. The demands of our claim reflect just how much teaching has changed in the past decade.

Remember that without your union there would be no sick leave, no parental leave, no carers leave, no long-service leave, no release from faceto-face teaching or preparation time, no maternity leave, no support and protections around child protection allegations, no improvements in super, no job security, no accreditation support, and certainly lesser salaries.

Remember to encourage new staff to join the union, change your details if you have moved and attend a chapter meeting.

We are always stronger together.

Support during changing times Carolyn Collins

Vice President Support Staff

We hope 2022 will give us more opportunities to engage with school support staff.

Our 2021 Biennial Support Staff Conference was rescheduled for 13 May 2022. We've lined up speakers and a venue but, given COVID uncertainties, we're considering moving online. We'll update you next issue as we settle on details.

It is fantastic that we have had seven conferences so far. Our first conference was in 2005.

Previous support staff conferences have presented us with great

opportunities to engage in learning, and to catch up with current and former colleagues and network with our counterparts in other schools in NSW and the ACT. Our 2022 conference may not be in person, but we will ensure it is just as valuable. It is still tax deductible.

After all the changes and upheavals in our lives over the past two years, we can only hope for a more stable 2022. Wishing you safety in your homes and workplaces and a fulfilling year.

Check out the union’s website (ieu.asn.au) for recent media releases, and for information on enterprise bargaining. It will be an interesting year ahead for all of us.

Why a low interest credit card can be better than ‘Buy Now, Pay Later’ It’s the latest payment trend – but are ‘Buy Now, Pay Later’ (BNPL) services the best way to pay for purchases? Here are five reasons you shouldn’t ditch your credit card just yet.

You can use them in more places Not all businesses offer BNPL services or they may not partner with your BNPL provider. But you can use your credit card almost anywhere.

You only need to manage one account Since there’s a range of BNPL services, you may have to sign up with multiple providers to shop at your favourite places. But your credit card is a single account, making it

time and cost-effective. And you can easily keep track of what you owe with who, so you can better manage your finances and not get in over your head.

services generally require you to pay off a portion of your purchase each week or fortnight – and if you don’t, you’ll get hit with late fees.

You have longer to pay them off BNPL services usually have a limited time period to pay off your purchases before you’re charged a late fee. Your credit card offers a flexible approach to managing your expenses, allowing more time to make repayments (interest charges will apply after any interest-free period).

Many credit cards have an interest-free period of up to 55 days – giving you time to pay off your purchases without running up an interest bill. In contrast, BNPL

You could pay less in fees Fees for BNPL can stack up, particularl when using a few providers. Common fees include monthly account keeping fees, payment processing fees and initial setup fees.

Whereas, with a low interest credit card, you can still enjoy an interest-free period as well as greater flexibility in your payments.

And choosing a card with no annual fee like the Teachers Mutual Bank credit card can make an even bigger difference.

You can improve your credit rating Credit cards can help you build your credit rating – which can impact your interest rate when you apply for other credit products such as a home or car loan.

You can read more about keeping a good credit score here.

When you’re working hard to take care of your students, it’s good to know there’s a bank dedicated to looking after you. So, if you need a low interest, no annual fee credit card, why not consider the Teachers Mutual Bank Credit Card?

The material provided is for information only and is of a general nature. The material should not be construed as providing advice on any of the topics discussed. Your individual needs and financial circumstances have not been taken into account. Teachers Mutual Bank is a division of Teachers Mutual Bank Limited ABN 30 087 650 459 AFSL/Australian Credit Licence No 238981. Membership eligibility applies to join the Bank. All applications for credit are subject to our responsible lending criteria. Fees and charges apply. Please refer to our Credit Card terms and conditions online for more information.

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Take a fresh look at super settings A new calendar year is a good time to look at your super account and think about how you will achieve your dream of a glorious retirement.

It’s important to consider three fundamental elements: your super fund, your investments, and your insurance. Super is a long-term investment but set-and-forget may not be the best long-term strategy.

Your fund The Australian Prudential Regulation Authority (APRA) provides comparative data on the performance of regulated super funds. It also has identified underperforming funds. It’s prudent to have a look at its tables to see how your fund is performing.

If you are ‘stapled’ to a dud fund it could cost you thousands of dollars at retirement. If you are in a dud fund, it is likely you will have received a letter advising you of the underperformance.

It’s useful to check the one, five and 10-year investment performance of your fund to see how it compares with its peers.

You may also wish to check your fund’s position on ESG (environmental, social, governance) as well as a plan for net zero emissions by a certain date. If you are dissatisfied with your current or underperforming fund, you may wish to speak to a financial planner for assistance. It’s easy to switch funds.

Your investments What is your investment time horizon?

Do you have 35, 25, 15 or five years to retirement? This timeframe could determine your risk tolerance. In general, financial planners advise higher risk investments when there is a long time to retirement as markets will go through many cycles before you retire – it is likely that downturns and losses will be corrected over time.

But if you have been through the highs and lows (consider the GFC) of market cycles, you may wish to lower your risk by investing in more conservative options in the lead-up to your retirement. It’s a balance between growth and defensive assets. Again,

your fund’s position on ESG is an important consideration.

Insurance Insurance provided by your super fund is a genuine benefit and I have seen it help thousands of families in times of illness, accident or death. Most funds offer three types of insurance: income protection; life cover; and total and permanent disability insurance.

It is important to understand your insurance cover and the associated fees associated. In general you can increase your cover subject to acceptance by the insurer, and this is usually determined by the medical information you provide to the fund.

You can also cancel your insurance completely. So, as with investments, the key is to arrange your insurance according to your life situation. Do you have a large mortgage, several dependants, or no dependants?

Would your income protection (IP) insurance be adequate to pay your rent or mortgage? It is important to note that if you are in more than one fund and are paying IP premiums to both, you may be wasting money – if you need to claim, generally only one fund will pay.

It’s not possible to insure a salary greater than your pre-disability salary.

It’s also prudent to consider your level of debt (including a mortgage) when looking at your life cover. Is your current cover adequate to pay off your mortgage? It is necessary to consider all these factors before you switch funds because you could lose or have reduced cover in your new fund. Again, financial planning advice is helpful.

So, on we go into the maelstrom of a new year! Let’s hope for the best and take some time to set up your super so you can walk into the sunshine of a glorious retirement.

IEUA NSW/ACT Branch Executive Secretary Mark Northam Eora Nation Deputy Secretary Carol Matthews Eora Nation Assistant Secretary Liam Griffiths Eora Nation Assistant Secretary Pam Smith Dharug Nation President Christine Wilkinson St Joseph's Girls High School East Gosford Darkinjung Nation Deputy President Tina Ruello Catherine McAuley Westmead Dharug Nation Vice President Non Systemic Bruce Paine Kinross Wolaroi School Orange Wiradjuri Nation Vice President Systemic Bernadette Baker Eora Nation Vice President ECS Gabrielle Connell NESA Accreditation Officer Wiradjuri Nation Vice President Support Staff Carolyn Collins St Michael’s Primary School Nowra Yuin Nation Vice President ACT Angela McDonald St Thomas Aquinas Primary School Charnwood Ngunnawal Nation

Financial Officers Denise McHugh NESA Liaison Officer Kamilaroi Nation Peter Moore Our Lady of Mercy College Burraneer Tharawal Nation General Executive Members John O’Neill Carroll College Broulee Yuin Nation Anna Luedi Marist Catholic College North Shore Eora Nation Suzanne Penson Mackillop College Port Macquarie Biripi Nation Helen Templeton St Scholastica's Glebe Nganyaywana Nation Phoebe Craddock-Lovett Eora Nation Simon Goss Wiradjuri Nation Libby Lockwood St Joseph’s Primary School West Tamworth Kamilaroi Nation Kylie Booth-Martinez Assumption Catholic Primary School and St Stanislaus' College, Bathurst Wiradjuri Nation Glenn Lowe St Joseph's Catholic High School Albion Park Dharawal Nation

Bernard O’Connor NGS Super

with Professional Development and Reps Training

www.ieu.asn.au Our locations (Important information: the information in this article is general information only and does not take into account your objectives, financial situation or needs. Before making a financial decision, please assess the appropriateness of the information to your individual circumstances, read the Product Disclosure Statement for any product you may be thinking of acquiring and consider seeking professional advice. Past performance is not a reliable indicator of future performance. Any opinions are those of the author and do not necessarily reflect the view of NGS Super.)

Sydney 485-501 Wattle Street, Ultimo NSW 2007 8202 8900 Parramatta Level 2, 18-20 Ross Street, Parramatta NSW 2150 8202 8900 Newcastle 8-14 Telford Street, Newcastle East NSW 2302 4926 9400 Unit 4 Lismore Professional Centre 103-105 Molesworth Street, Lismore NSW 2480 6623 4700 ACT Unit 8, 40 Brisbane Avenue, Barton ACT 2600 6120 1500 newsmonth - Vol 42 #1 2022

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What Zola Did on Thursday Mrs Whitlam

Author: Bruce Pascoe Publisher: Magabala Books Marnie Clark of Curdie Vale can ride but she doesn’t have a horse. She dreams of owning one and having the whole world to ride it in. Before too long Marnie is gifted Mrs Margaret ‘Maggie’ Whitlam, a beautiful, big Clydesdale – bold, fearless, and able to jump anything.

From the very first ride, Marnie and Maggie get more adventure than they bargained for. Soon Marnie is learning to negotiate newfound friendships, pony club and how to stand up for what she believes in. Will her friendship with George Costa, another outsider, make being accepted harder? Or will being true to yourself be the hardest decision Marnie makes?

Author: Melina Marchetta Illustrator: Deb Hudson Publisher: Penguin

Cars We Used to Drive, Australians on the Move, 1940s to 1960s

From the author of Looking for Alibrandi comes this gorgeous series to engage and entertain newly independent young readers.

A wonderful children’s series celebrating community, sustainability, diversity and family from the bestselling author of Looking for Alibrandi. Fun, heartwarming stories full of mischief, humour and feeling, sure to charm and engage newly independent young readers.

Zola loves living on Boomerang Street with her mum and her nonna. Every day of the week is an adventure.

But Zola has a problem. No matter how much she tries, she can't keep out of trouble. Like on Thursday, when she and the gang form a band and upset their cranky neighbour, Mr Walton.

In Cars We Used To Drive, Don Loffler, well-known Holden author, reveals his lifelong interest in all makes of cars on Australian roads in the years 1946 to 1966.

Loffler has assembled a remarkable collection of 280 colour slides and black-and-white photographs of owners and their cars, from Austin to Zeta. Makes like Morris, Vanguard, Wolseley, Oldsmobile and Hudson, which have long since disappeared from the new car scene, were once household names, with owners making sure their favoured make was included in a photograph of a beautiful Australian scene.

Older readers can be assured of a great nostalgia trip into times they remember, while younger people will gain an insight into what it was like living in those times.

Author: Don Loffler Publisher: Wakefield Press

Email entries to giveaways@ieu.asn.au with the title of the book you would like to receive in the subject line. Write your name, membership number and postal address in the body of your email. All entries must be received by 25 March 2022.

STARTING A NEW JOB?

CHOOSE TO

CHAT

super

with your employer From 1 November 2021, you have a super fund ‘stapled’ to you for your working life. If you want better control of your retirement savings, tell your employer your preferred super fund.

Changing jobs? Choose to chat with your new employer and let them know your super details. It’s the safest way to ensure your retirement savings are in the fund you want. Otherwise, your employer must pay your super to your stapled fund, as determined by the Australian Taxation Office (ATO).

Issued by NGS Super Pty Limited ABN 46 003 491 487 AFSL No 233 154 the trustee of NGS Super ABN 73 549 180 515

ngssuper.com.au 1300 133 177

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We’ve made it easy for NGS members to provide their super details to employers. Visit ngssuper.com.au/changingjobs or call our Helpline on 1300 133 177 Monday to Friday, 8am–8pm (AEST/AEDT).