a r t ex 14 March 2014
Our members are our strength
a r t x e
14 March 2014
www.qtu.asn.au The Queensland Teachers' Union celebrates its 125th anniversary in 2014, and to mark the occasion, a bumper special issue of the Journal has been published given over to marking this momentous event. The ever-changing world of public education stops for no one however, so we have produced this special online edition to make sure you are kept up to date with current developments .
contents 3 Award modernisation poses real threat
Cover image:Teachers rally to Reclaim the Profession outside Parliament House in Brisbane.
4 News in brief 5 The Great Results Guarantee 6 Union's strength lies in its members
7 GT=GR update 8 QTU submissions 9 Labour Day 2014 10 TAFE update 11 Principal recruitment: myths and reality 12 QTAD Q&A 13 Supporting children in need 14 QTU contacts 14 Anniversaries, reunions and events
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Editorial policy Articles and letters should be sent to ‘The General Secretary, Queensland Teachers’ Journal Editor, PO Box 1750, Milton BC, 4064’, faxed to (07) 3512 9050 or emailed to firstname.lastname@example.org. Letters should be no more than 200 words in length. Articles should be a maximum length of 500 words. All submissions should be signed and those wishing to remain anonymous should indicate their name is not for publication. Articles, letters to the editor and advertising in this journal do not necessarily represent the views of the Union. The next edition will be published on 17 April 2014. The deadline for all editorial and advertising material is 24 March 2014.For advertising enquiries, email email@example.com or call (07) 3512 9000.
Award modernisation or award stripping? Queensland's Attorney General has set in process an “award modernisation” process that is set to strip awards bare. The process, as outlined to unions by the Queensland Industrial Relations Commission, will commence and finish within 12 months, with the intention of bringing awards in line with the content of industrial instruments included in the Industrial Relations Act amendments last year. The contents of modern awards and agreements, as outlined in amendments to the Industrial Relations Act 1999 in November last year, include matters that must be in an award, matters that may be in an award and matters that cannot be in an award.
Required clauses These clauses must be included in awards and agreement verbatim, i.e. they cannot be altered. These were introduced as regulations to the Industrial Relations Act on 29 November 2013 and came into effect on 1 December 2013. They have been added by the government with no scope or provision to alter/change them in accordance with the discrete nature of different professions. They include: •• a consultation clause •• a dispute resolution clause •• an individual flexibility agreement clause (“flexibility arrangement” means a written arrangement between an employer and employee that varies the effect of a modern industrial instrument in relation to the employee and the employer).
Permitted content These clauses may be in an award, and includes such matters as: •• types of engagement •• allowances •• overtime rates •• superannuation.
Non-allowable matters Matters that cannot be in an award, including: •• “contracting provisions” that restrict or set conditions on contracting out of services •• employment security provisions (e.g. permanency) •• union encouragement provisions (e.g. role of union reps/industrial relations education leave) •• policy incorporation (e.g. RAIS, transfers, relocations, class sizes) •• training arrangements (e.g. guarantees around access to PD in school time) •• workload management (e.g. class sizes) •• delivery of services (e.g. extension to the spread of school hours) •• workforce planning. As part of the award modernisation (review) process, the QTU has been undertaking a mapping exercise of the relevant awards to identify those matters that are permitted, non allowable or may be permissible. The four awards relating to members that the QTU has carriage of are the:
•• Community Teachers, Assistant Teachers – Aboriginal and Torres Strait Islander Community Schools Award - State 2012. In identifying the key areas of possible contention in the awards, the QTU argument is that the only questions to be answered by the Commission are: •• is the section required, permissible or non-allowable •• can it be amended to make it permissible •• are there additional clauses that preserve current conditions that are permissible? Claims outside of this context should not be considered as part of the modernisation process. The QTU has formed this view based on the briefing provided by Deputy President Bloomfield to unions on Wednesday 19 February 2014. The QTU has also considered the possibility of amalgamating some of the awards. Regardless of the process and the arguments put forward by the QTU, the new awards will look very different from the current ones. Consequently, members should familiarise themselves with what is at risk through the award modernisation process and prepare once again to fight to protect their working conditions. After all, teaching conditions = learning conditions and we are not prepared to sacrifice 125 years worth of hard-fought for and won conditions without fighting to protect them.
•• Teachers’ Award - State 2012 •• TAFE Teachers Award - State 2012
•• Senior College Teachers Award - State 2012
Deputy General Secretary
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Your Union, your say More QTU members than ever before are to get a say in the future direction of their Union. The QTU is progressively emailing all members asking them to take part in a confidential survey on Union services, member satisfaction and current issues. The results of the survey, the most extensive member survey ever undertaken by the QTU, will be key to the Union's planning as it strives to ensure that members' needs continue to be met, now and in the future. The QTU carries out a member survey every four years, but in the past it has only been a sample survey. This time every member for whom the QTU has an email address will be able to participate. The survey should take no more than 10-15 minutes to complete, and there is also the chance to enter the draw for three $500 Coles Myer vouchers. Detailed instructions will be provided with the email, but individual responses are confidential. The initial email will be sent by the QTU, but responses will be collected and collated by an independent research company. The company itself does not have access to any private information about you. The survey is open until Friday 4 April. If you have any questions concerning the survey or process, contact the Union at qtu@qtu. asn.au or on 3512 9000.
Welcome to myQTU Maintaining your ongoing relationship with your Union has just got that little bit easier, thanks to the launch of the QTU's new member portal "myQTU".
The payment of dues is now simpler as well, offering different payment methods including credit card, Bpay, direct debit or an invoice request.
The new portal - which can be accessed from www.qtu.asn.au by pressing the “myQTU” button, or by going directly to www.qtu.asn.au/myQTU - has a fresh look with an easy to navigate layout.
Further enhancements for myQTU will be ongoing and more features will be rolled out during the year.
On logging into myQTU, you'll be presented with an easily updateable summary of your personal, work and address details, as well as details of the Union Reps at your school, the branch you belong to and your QTU Organiser.
Now more than ever it is vital that you keep in touch with your Union. Go and check out the new myQTU now (your login is your member or payroll number) and make sure your personal and work information are up to date.
Free QTU App The QTU has unveiled another way of keeping in touch with your Union, the free QTU App. The app, which provides a wide range of information and services, is now available for Apple and Android users. To install the app, follow the following instructions. •• Apple users – go to the App Store and search for “QTU” (we recommend that you select “OK” for push notifications). •• Android users – go to https://play.google.com/store/apps/details?id=com. appsmakerstore.qtu 4 Queensland Teachers' Journal | Extra
Negotiations continue on performance review
The QTU and DETE have been participating in weekly meetings in an attempt to reach some agreement around performance review, one of the proposals included in the state government’s Great Teachers = Great Results plan (GT=GR). At the final meeting with DETE in December 2013, it was agreed that the QTU and DETE would commit to good-faith negotiations to attempt to address the issues regarding performance bonuses and teacher/principal rankings suggested by GT=GR. The commitment from DETE was that no trial or any process would progress without the agreement of the QTU. In these meetings it has been agreed that the initial focus will be on classroom teacher performance review processes. To date, the meetings have concentrated on agreed processes such as the Developing Performance Framework (DPF) and their relationship to the objectives of GT=GR. The parameters that the QTU negotiators have adopted are: •• a commitment to the DPF •• amending the DPF to include a requirement for a written plan – this plan should be provided in the form of a template agreed by the parties •• accepting the inclusion of collegial engagement (lesson observations) as part of the process, provided that these observations are aligned to the goals identified in the plan •• developmental goals supported by high
quality professional learning •• alignment with the proficient level of the Australian Professional Standards for Teachers (APST) •• development of goals based on the school’s shared view of effective teaching (the QTU asserts that this alignment will mean that the goals will reflect systemic, professional and local priorities and context) •• the inclusion of identification and reflection on evidence related to each goal – without requiring the collation of a portfolio of evidence •• the process is separate and distinct from managing unsatisfactory performance •• the process is separate from the certification process for highly accomplished and lead teacher •• the process should be made up of formal and informal feedback. The QTU has rejected notions that the process should: •• be an annual appraisal/evaluation of a teacher against the proficient level of the APST – the QTU has advised DETE that it believes it is the Queensland College of Teachers’ role to determine this at registration and through renewal of registration (CPD)
•• require goals aligned to the APST •• be an appraisal system ranking teachers in the levels of proficiency, highly accomplished and lead teachers •• require a digital (or other) portfolio of evidence •• rely on student outcomes as a measure of performance •• be used to identify people for the purpose of rewards, e.g. performance bonuses. It is important to note that there currently exists no agreement between the QTU and DETE regarding performance appraisal systems. The directives issued last year remain in force. •• Do not nominate for or participate in any pilot or trial of a teacher and/or school leader performance review that is not agreed with the QTU. •• Do not participate in any DPF processes that differ from those used in 2013 with the exception of the use of the Australian Professional Standards of Teachers as agreed through the DETE/QTU joint statement.
Kate Ruttiman Deputy General Secretary
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Our Union's strength lies in its members
Why is the QTU still around after 125 years? Why is this Union bigger, stronger, and more adaptable than it has ever been? Other long-lived, iconic organisations have bitten the dust. Kodak, that great business icon is bankrupt, Nokia – where is Nokia now? Why have these organisations failed in a positive business environment while the QTU has not only survived but prospered? It is about optimism, creativity and a sense of belief. All of that is embodied in the members of the QTU. It isn’t about the leadership group within the Union. Of course, it is incumbent on them to make the right decisions, unlike the Nokia CEO who declared that there was no need for a screen bigger than one inch square on a mobile phone. But it is the people who make up the Union that determine its state of health. The QTU is in top shape, and that is because of the teachers and school leaders in our state schools and TAFE institutes who make up its membership. It is because of their optimism, creativity and cleverness. They are the reason why our Union is strong; why 6 Queensland Teachers' Journal | Extra
since 1889 it has grown consistently, despite two worldwide depressions and two world wars. It is why the QTU has continued to fight and win, despite hostile governments and hostile employers. Teachers and school leaders believe in what they do. They believe in their profession. They believe in doing what is right and good – even at a cost to themselves. Their purpose is to secure the future for the children they teach – to make the communities in which they live better. They contribute to the public good. We know that as a Union we will encounter dark times, but we know we will always come out into the light. We are optimistic, because that's what teachers and school leaders are. We know that hostile governments and vicious employers won’t defeat us, because teachers and school leaders won’t let them. They have the creativity that is needed to adapt to changing conditions. That is why
teachers and school leaders and their Union will not be defeated. Every moment of every day, they are being creative and adapting to changes, intrinsic and extrinsic, within their classrooms. That is the nature of teaching in the current climate. Whether they work in schools or TAFE institutes, teachers and school leaders know that, despite attacks from government, every day they make things better for their students and they will continue to do so. They won’t give up on their students and their colleagues. A final word from the late Peter Coughlin (formerly Principal Bremer SHS) who said to me almost two decades ago: “Put a dozen teachers in a room and there will be more intelligence, compassion and common sense than exists in any corporate boardroom in Australia." That is what makes this Union strong – it is made up of teachers and school leaders.
Barry Welch Deputy General Secretary
The Great Results Guarantee: the pros and cons During week one of this school year, the state government released the additional federal education funding to schools. Called the Great Results Guarantee, the funding was allocated directly to schools to be used in consultation with the school community on either addressing concerns with literacy and numeracy or to provide additional support to address the learning needs of the students in the school.
While there exists uncertainty on how the additional federal funding will be allocated in 2015 and beyond, it is important that the funding continues to be provided directly to schools so they can work collaboratively with their communities in an endeavour to address the learning needs of their students.
The funding has been allocated to all state schools in Queensland, with the minimum amount of funding a school can receive being $5,000.
While the funding does not deliver all that may have been available under Gonski, any additional funding to schools to support learning needs is welcome. As with everything, however, there are some positives and negatives with the funding. The key positive is that the funding has been provided directly to schools for them to determine how it can best be used to address the learning needs of their students. Some of the negatives include the reduction of funding to some schools currently implementing programs under the Low SES National Partnership, and the use of a methodology to allocate the additional federal funding which is not consistent with the needs-based model recommended by Gonski. 7 Queensland Teachers' Journal | Vol 119 No 1
•• The program has delivered an additional $131 million to state education. •• The funding has been provided directly to schools. •• Schools, not regions or central office, decide how the additional funding is to be spent to address their literacy and numeracy or areas of learning needs. •• Some recognition of elements of educational disadvantage is included e.g. ESL, refugee status, Indigeneity.
The negatives •• The methodology used to allocate the additional federal funding is not consistent with the needs-based model recommended by Gonski. •• There is a loss of funding, and therefore programs, in some Low SES NP schools as a result of changes in the enrolment figures used to calculate the funding. •• Despite assurances to the contrary, regions directed schools on what to focus on, objectives to be met and how to use the additional money. •• The late announcement resulted in short timelines for consultation with staff and school communities. •• The state government failed to recognise the value added to schools through the national partnerships.
Kate Ruttiman Deputy General Secretary
•• Special schools also receive additional funding. •• The continuation of funding for phase 3 and 4 Low SES National Partnership (NP) schools in 2014. •• The “honouring” of Low SES NP principal contracts, despite the NP “ending” in 2013. •• Additional support to mid-sized primary schools for administrative demands.
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The QTU: your voice in the legislative process As the voice of teachers and principals in Queensland’s state schools and TAFE institutes, the QTU operates in many arenas in its efforts to advocate for its members. One of the least heralded aspects of the Union’s work, and yet one the most crucial, is its ongoing commitment to ensuring that your voice is heard in the development of policy and legislation, through the preparation of submissions and the presentation of evidence to hearings. Here are just a few of the submissions that the QTU has prepared in recent months, often at very short notice. To read them, just click on the headings.
State Budget Submission 2014-2015 The QTU puts the case for proper funding for public education in Queensland.
QTU Submission to the Australian Government’s Indigenous Jobs and Training Review Explaining the importance of education in closing the gap in Indigenous employment.
QTU submission re: The Queensland Plan Arguing for education's place at the heart of the state government’s 30-year vision for Queensland.
Submission to Parliamentary Inquiry into Assessment Methods for Senior Maths, Chemistry and Physics Transcript of public hearing (QTU evidence begins on page 1) The QTU represents teachers' views on assessment, in writing and in oral evidence to the Education and Innovation Committee.
Submission on the Education (Strengthening Discipline in State Schools) Amendment Bill 2013
Submission re: the Industrial Relations (Fair Work Act Harmonisation No. 2) and Other Legislation Amendment Bill 2013
Transcript of public hearing (QTU evidence begins on page 13)
Transcript of public hearing (QTU evidence begins on page 8)
The Union puts its case on the state government’s changes to school discipline legislation, in writing and in oral evidence to the Education and Innovation Committee.
Standing up against the state government’s attempt to disempower Queensland’s impartial IR umpire.
Joint QTU/IEUA-QNT submission to parliamentary inquiry into the Education (Curriculum and Assessment Authority) Bill 2013 Transcript of public hearing (QTU evidence begins on page 3) The QTU joins forces with the IEUA-QNT to ensure that the views of teachers and principals are taken into account in the creation of the successor to the QSA.
Submission in relation to the TAFE Queensland Bill 2013 Transcript of the public hearing (QTU evidence begins on page 1) Putting the case for TAFE’s unique role as a public VET provider.
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Submission re: the Industrial Relations (Transparency and Accountability of Industrial Organisations) and Other Acts Amendment Bill (2013) Transcript of public hearing (QTU evidence begins on page 20) Arguing against the state government’s antiunion legislation.
n o i s s e f o r p e h t m i Recla
In 2014, the Queensland Teachers’ Union celebrates its 125th anniversary. Over that time, the QTU and its members have achieved a wide range of improvements to teachers’ and principals’ working conditions including: •• equal pay and a right to unbroken service for women •• paid maternity leave •• significant salary improvements •• non-contact time •• smaller class sizes •• maximisation of permanent employment •• a generous and secure superannuation scheme. Labour Day is the time to publicly celebrate
such achievements, as well as those of the broader union movement. It also is the time to stand in solidarity against attempts to strip those hard-won conditions away. The LNP state government tried it first during EB7 in 2012, when it tied a negligible pay increase to the stripping away of protections from more than 20 conditions. It’s trying it now through its “award modernisation” process, which is another attempt to take away protections around a raft of working conditions. This affects not only QTU members, but many other public sector workers in Queensland, who will also be marching on Labour Day. In 2014, it’s time for us to reclaim our profession and remind everyone that teaching conditions = learning conditions, and they’re worth too much to lose.
The Brisbane march and family fun day (RNA showgrounds) will be on Sunday 4 May, and in recognition of its 125th anniversary, the QTU will be leading the march. Details of this and Labour Day events around Queensland can be found at http://standforqld.com.au/ resources/ or on the QTU website. All QTU members and their families are encouraged and welcome to celebrate Labour Day with their Union. Why not celebrate by unearthing your old QTU hats and T-shirts (new shirts will be available if required).
d u o r p d Stan our union with y Extra | Queensland Teachers' Journal 9
TAFE in 2014: an update Last year was eventful for vocational education and training, and there has been no slowdown in 2014. TAFE funding
Staffing and voluntary redundancies
Prior to 2013, the state government funded TAFE delivery through:
Institutes across the state have been offering voluntary redundancies to both educational and non-educational staff. Since 1 July 2013, 659 redundancies have been offered: 199 to educational staff. From the election of the Newman government until the end of 2013, TAFE Queensland shed 1,610 FTE positions and 1,889 positions by headcount.
•• VET Revenue General (VRG) - a direct grant program •• User Choice - a competitive model for funding apprenticeships and traineeships. While User Choice remains for apprenticeships, it only accounts for approximately 30 per cent of TAFE income. Most courses are progressively being made competitive through the Certificate III entitlement model, with full contestability to be in place by 1 July 2014. Transitional funding has been provided for courses which are not yet funded competitively. However, Diploma qualifications are moving to a full fee model, with access to VET Fee Help. Certificate IV courses are full fee or are being dropped, as there is no funding to support them. Most Certificate IV courses are not eligible for VET Fee Help loans. Additionally, under transitional VRG and the Cert III Guarantee, most Cert III courses attract just 45-55 per cent of the 2012/13 training subsidies. Courses are also now paid on a flat unit rate, not on duration. This drives down unit and course duration and increases class sizes. Non-viable courses are being dropped. The fee-free training for year 12 graduates program is intended to provide access to priority qualifications in the year after graduation. However, the monies paid under this scheme do not match the level of course funding previously available under VRG, and providers cannot charge additional fees if students qualify for the program. The dollar value to be earned in subsidised training is uncertain. There have been eight changes to the purchasers’ price list since the beginning of the financial year. 10 Queensland Teachers' Journal | Extra
Attacks on conditions
by Labor and the Greens in response to the Coalition government’s abandonment of the House of Representatives Inquiry. The AEU submitted a lengthy response to the original inquiry (which will be considered by the current inquiry) and has made a supplementary submission. The QTU contributed to both. Subsequently the federal government announced that the House of Representatives inquiry will be re-opened. The AEU will again make a submission (to which the QTU will contribute).
The state government undermined teachers’ access to overtime payments by implementing Public Service Directive 07/13, which limits overtime compensation to TOIL only for employees above certain pay levels.
The federal government has also established a VET Reform Taskforce, which is holding workshops around the country. Its stated aim is to “listen to industry and the training sector and identify opportunities for reform”.
In another attack, it appears that institutes have been directed to ensure that accountable duties are undertaken during the five weeks of non-attendance time (NAT) leave. Under the agreement and award, teachers must be prepared to teach on the first day, but there is no requirement to be accountable for time use or location during NAT.
The state government has recently introduced two bills that will impact on TAFE.
TAFE Queensland enterprise bargaining and arbitration DETE’s appeal against the Industrial Relations Commission’s decision to refer Queensland TAFE enterprise bargaining to arbitration was heard in the Industrial Court on Monday 24 February. A decision is pending.
The TAFE Queensland (Dual Sector Entities) Amendment Bill is intended to facilitate the amalgamation of the Central Queensland Institute of TAFE and Central Queensland University and the creation of future dual sector institutions. The QTU has made a submission. The Queensland Training Assets Management Authority Bill creates the body that will oversee the premises and facilities previously owned by TAFE Queensland. The QTU submission expresses serious concerns about its rationale and provisions.
TAFE and VET reviews
Three reviews of TAFE and/or VET are being undertaken at the federal level:
•• a Senate inquiry •• a House of Representatives inquiry •• the VET Reform Taskforce. The Senate inquiry into TAFE was instigated
Dr John McCollow Research Officer
Principal recruitment: myths, facts & impacts A number of myths have been disseminated in relation to the Department of Education, Training and Employment’s new recruitment and selection process for principals. Myth 1: Parents weren’t involved in principal selection or consulted about school needs. Reality: Selection panels for principal vacancies included a parent representative, either from the community or from P&Cs Qld, partly to identify the needs of the school and the local community. However, there must also be representatives who understand the role of the position in differing contexts.
Myth 2: The former process wasn’t transparent. Reality: Under the Public Service Act (2008), selection for a promotional appointment had to be based on merit alone. Panels had to take into account: •• abilities, aptitude, skills, qualifications, knowledge, experience and personal qualities relevant to the duties in question •• the way in which any previous employment or occupational duties were carried out •• potential for development. All panellists shared the responsibility to ensure this principle of selection was upheld. It was this meld of differing perspectives that was the great strength of this process, enhancing confidence in its legitimacy. This is not possible with local recruitment and selection panels. Further, changes to Directive No. 19/10 Appeals and the repealing of Directive No. 08/10 Managing Employee Complaints mean avenues for appeal are limited.
Myth 3: The QTU has no role to play in promoting that transparency. Reality: Most QTU nominees were
experienced school-based principals and, in most cases, were the only school-based principal on the panel. At times, it was only the presence of QTU nominees that ensured panels had a gender balance. The role of the QTU nominee was to ensure that the process was open, transparent and free of bias. They helped to ensure that the set procedures were complied with and focused on ensuring all applicants were treated consistently, ethically and fairly by the selection process.
Myth 4: The previous process wasn’t sufficiently merit-based. Reality: Principal selection processes have always been about demonstrating the appropriate skills and capability, and a person has always had to demonstrate a fit for a school, even before the last two-phase process. Training is very important for all members of recruitment and selection panels, ensuring that processes operated in line with agreed procedures based on public sector guidelines and directives. In the past, the QTU delivered training for all panellists in conjunction with the department. However, in recent years, inefficient provision of systemic training resulted in the QTU delivering its own – often the only training available.
Myth 5: The new process will give schools more continuity of leadership. Reality: There is no evidence that this is true, and such claims must be seen in conjunction with the Queensland government’s determination to force school leaders onto fixed-term contracts.
Myth 6: Regional service will still be “taken into consideration” as part of the recruitment process so principals who wish to work in metropolitan areas after non-preferred service “still have that opportunity”. Reality: There is no evidence that this is true. The QTU has significant concerns over the removal of the vacancy review panel and the ability to secure relocations after non-preferred service. Principals who took on such positions under the impression they would receive a certain relocation must be protected. The QTU has grave concerns over the ability of remote and regional schools to recruit and retain teachers and school leaders if principals are unable to relocate back to preferred areas. It is a myth that the old relocation process denied job opportunities to acting principals in non-preferred locations. In fact, relocations typically flow in the opposite direction, with people in remote, rural and non-preferred areas moving to a more preferred location, generally larger centres on the coast.
Myth 7: The previous process excluded candidates not already employed by EQ. Reality: Candidates from all over Australia and overseas have long been able to apply, and many have been successful in doing so. The QTU will be closely monitoring this new process and will be meeting with DETE regularly. We strongly recommend that if you are interested in relocation you contact the QTU so that we can provide appropriate advice and support for you.
Paige Bousen Assistant Secretary Education Leaders
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Queensland Teachers' Assist Desk 1300 11 7823 | firstname.lastname@example.org
2014 experienced senior teacher (EST) timelines All four-year trained senior teachers with at least four years’ full-time equivalent (FTE) experience as a senior teacher, and all three-year trained senior teachers with at least seven years’ FTE experience as a senior teacher are eligible to apply for EST. If you meet the criteria above between 1 July 2013 and 30 June 2014, you can apply this year.
Advertisement date: 3 March.
Closing date: 28 March.
Appointment release date:
at the end of each week a full-time teacher should receive 225 minutes of meal breaks and 50 minutes of rest pause. Below is an example of a school that has used the facilitative provisions of the certified agreement (through the LCC process) to reduce its 45 minute uninterrupted meal breaks to no less than a 30 minute uninterrupted meal break each day. For the purpose of this example, the school’s current break times are 11.00am – 11.30am and 1.00pm – 1.40pm, which equates to 70 minutes per day.
By the end of the week commencing 14 July.
School total break times
How much time can I be asked to undertake playground duties each week?
5 days x 70 mins = 350 minutes per week
Teachers award entitlements for meal breaks
5 days x 45 mins = 225 minutes per week
Teachers award entitlements for rest pause
5 days x 10 mins = 50 minutes per week
Time remaining for PGD
75 minutes per week
There is no agreed maximum amount of time for playground duty (PGD) that is set out in the Teachers’ Award – State 2012 or Department of Education and Training Teachers’ Certified Agreement 2012. However, award and certified agreement prescriptions in relation to meal breaks mean that teachers can not be unreasonably deployed to undertake this duty. A teacher’s daily entitlement to meal breaks includes a 10 minute rest pause and an uninterrupted meal break of 45 minutes per day. This meal break can be reduced to 30 minutes subject to LCC discussions, however 12 Queensland Teachers' Journal | Extra
The maximum playground duty a teacher in this example can be asked to undertake is 75 minutes per week. Teachers at this school must receive a minimum of a 10 minute rest pause and 30 minute uninterrupted break daily. The rest pause should be in a separate break from that designated as the meal break. The agreement between the department
and QTU to minimise supervision of students by teachers in the playground is outlined in the certified agreement, in section 11.2 “Bus and Playground Supervision”. “11.2 Bus and playground supervision 11.2.1 The parties agree that teachers will be relieved of bus supervision duties and supervision of students in the playground as far as possible and where appropriate. 11.2.2 Teachers are still required to undertake some part of those duties. The appropriate mix of teachers and teacher-aides will be determined by the principal of the school, having regard to local circumstances and in accordance with consultative arrangements in this agreement. 11.2.3 In any case, teachers shall not be required to undertake bus supervision duties for more than 30 minutes after the completion of the daily program of instruction.”
I am a specialist teacher – do I have to do playground duty? A specialist teacher in a primary and/or special school setting is defined as a PE, LOTE or music teacher. Playground duty and bus duty is not to be allocated where the specialist teacher services more than two schools. This is clearly outlined in section 6.5.5 of the Teachers’ Award – State 2012. For further information, please read the QTU information brochure called “Meal breaks and bus and playground supervision”.
Supporting children who need it most… “The average homeless Australian is not a middle aged drunk, but a child.” (Hanover Welfare CEO, Tony Keenan.) A scary thought, however this is the reality faced by many young Australians. result of family violence. A further 33 per cent are single parent families. Children under 1 year of age were the most likely to be the subject of a substantiated abuse claim in 2012. Queensland has the highest percentage of child abuse notifications per capita in the country.
Recent reports released by the Australian Institute of Health & Welfare reveal that 41 per cent of all homelessness clients are children and young people, most often as a
Sarah’s story Sarah’s biological father, and the stepfather who followed him, were both chronic alcoholics, and pathologically violent. Before she had reached her first birthday, she had been hospitalised on multiple occasions. Then, when she was three, her biological father applied for and was granted visitation rights. Sarah was repeatedly beaten, punched and kicked when she stayed with him, and was locked
These are the children who suffer in silence, who fall through the gaps in the system, and who are struggling everyday to meet the basic necessities of life. These children live in our cities, in our communities. Student Care Welfare Queensland (SCWQ) is an education and counselling charity set up
in her room all day. As Sarah would not speak openly with anyone, little could be done, and the abuse continued until she was 8 years old. Now 9 years old, Sarah has been diagnosed with attention deficit hyperactivity disorder, oppositional defiant disorder and post traumatic stress disorder. Three months into her counselling, Sarah began to show real signs of improvement. Reports from her counsellor confirm that her social skills are developing. She tells
to protect young people from psychological and physical harm by providing programs and counselling through school communities, by canvassing entire classes or grades, and also by working one-on-one with referred students. SCWQ works in local state schools with high levels of need. One of the best known of the charity’s programs is Talking Through Toys. Younger children can sometimes have trouble expressing themselves to adults in a counselling environment, often because the issues are too painful to discuss or they are afraid of getting into trouble. In this program, the child hides behind one of a number of huge teddy bears, and the counsellor then addresses the conversation to the bear. The children are therefore able to talk through the toy, removing many of the anxieties that otherwise leave them feeling vulnerable. SCWQ relies on donations and sponsorship. To find out more about how you can help, or to become a member of the SCWQ Care Community, email admin@ studentcarewelfare.ord.au
her counsellor that she has been much better behaved, and her mother confirms this. She says that there is now just one “blow up” in 10 days as opposed to 10 a day. There is a long way still to go, but Sarah’s improvement thus far is promising. She adores Joe Bear, has placed her trust in her counsellor, and is hopefully on the road towards a healthy and empowered future.
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QTAD (Queensland Teachers Assist Desk): 1300 117 823 Telephone: (07) 3512 9000 Fax: (07) 3512 9050 Email: email@example.com Web: www.qtu.asn.au Address: 21 Graham Street, Milton | PO Box 1750, Milton BC Qld 4064 Facebook: www.facebook.com/QueenslandTeachersUnion All officers, organisers and members of Executive may be contacted through the Union office, except where an alternative is given below. Senior Officers
President Mr K. Bates a/h phone 0418 789 162 twitter.com/QTUPresident
Vice-President Ms J. Brown a/h phone 0408 194 385 Honorary Vice-President Ms S. Pidgeon General Secretary Mr G. Moloney a/h phone 0409 613 703 Deputy General Secretary Mr B. Welch a/h 0408 194 385 Deputy General Secretary Ms K. Ruttiman a/h phone 0419 655 749
Executive members Mr P. Anderson Ms R. Anderson Mr A. Beattie Dr P. Darben Mr K. Giles Ms M. Jackson Mr S. Leese Ms B. Lines Ms R. Sugden Ms. P. Taylor Mr A. Thompson Ms L. Winch
Assistant secretaries - Services Mr M. Anghel Mr J. Backen Ms P. Bousen Ms L. Cowie-McAlister
Assistant secretary Services/Women's Coordinator Ms P. Spalding
Assistant secretary Research and Industrial Ms T. Edmonds Dr J. McCollow Ms L. Mertens Ms. K. Roy (acting)
14 Queensland Teachers' Journal | Extra
Telephone (07)3512 9000 or email firstname.lastname@example.org Mr B. Crotty (Brisbane South) Ms F. McNamara (Brisbane North) Ms K. Oâ€™Neill Ms M. Maguire (Moreton) Mr D. Terauds (TAFE) email@example.com Regional: Mr Z. Sugden (South Queensland) 1-3 Russell St (cnr Neil St), PO Box 2859, Toowoomba Qld 4350 Phone (07) 4614 4600, fax (07) 4614 4650 Email: firstname.lastname@example.org Ms J. Gilbert (North Queensland) 15 Palmer Street PO Box 5622, Townsville MC Qld 4810 Phone (07) 4722 6400, fax (07) 4722 6450 Email: email@example.com Ms L. Esders (Gold Coast) Bldg 6, 175 Varsity Parade, Varsity Lakes 4227 PO Box 4, Varsity Lakes 4227 Phone: (07) 5562 6800, fax: (07) 5562 6850 Email: firstname.lastname@example.org Ms M. Duffy (Peninsula) 255 Mulgrave Road PO Box 275, Westcourt Qld 4870 Phone (07) 4046 7500, fax (07) 4046 7550 Email: email@example.com Mr S. Welch (Wide Bay) Shop 6, 264 Bazaar Street, PO Box 150, Maryborough Qld 4650 Phone (07) 4120 0300, fax (07) 4120 0350 Email: firstname.lastname@example.org Mr T. Evans (on leave), Mr R. Frame (acting) (Sunshine Coast) 6a, 9 Capital Place, Birtinya PO Box 159, Buddina Qld 4575 Phone: (07) 5413 1700, fax: (07) 5413 1750 Email: email@example.com Mr B. Thomson (on leave), Mr L. Schelks (acting) (Central Queensland) Rockhampton Trade Union Centre, 110-114 Campbell St, Rockhampton, Qld 4700 Phone (07) 4920 4200, fax (07) 4920 4250 or a/h (07) 4928 8177 Email: firstname.lastname@example.org
Anniversaries/reunions News Home Hill State High School will celebrate its 50th anniversary on May 9-11, 2014. All past staff and students are invited to attend. For details, check our website www.homehillshs. eq.edu.au or Facebook page www.facebook.com/ pages/Home-Hill-State-High-School-GoldenAnniversary/571196166256977. We are also requesting contributions of photos/articles for the book. Email or post to email@example.com. au or PO Box 488 Home Hill. Wishart State School (formerly Mt Gravatt South) celebrates its 50th anniversary in 2014. A celebratory dinner is to be held at The Glen Hotel on 19 July 2014. Further details will be released closer to the event, but diarise the date now. Contact either John Wild (chairman â€“ coordinating sub-committee) on 0417 613 683, or the school on 3849 0555. Kedron State High School's year 12 graduates of 1964 are holding their 50th anniversay celebrations at The Pavilion Function Centre (Alan Border Field, 1 Greg Chappell St, Breakfast Creek) on Sunday 31 August, from 11am to 4pm. Contact Cavell Caldwell (nee Anderson)/David Dawson. Email firstname.lastname@example.org or mobile 0416 039 639 Kingston State High School's 1984 year 12 graduates are holding a 30-year school reunion in 2014 and would like to make contact with teachers who taught their year. Please contact Lai Tattis on email@example.com, at www.classcreator.com/Brisbane-AustraliaKingston-State-1984 or www.facebook.com/ groups/598660420147410/ Corinda State High School 1994 Year 12 graduates are holding a 20-year reunion in 2014 and would like to make contact with any teachers who taught them. Please contact Natalie Willcocks (nee Horton) firstname.lastname@example.org or Linda Tran email@example.com
Submit your events to: firstname.lastname@example.org or fax 3512 9050
Book helps Afghan women An art book, "Two Trees", has been published to raise money for education and health services for women in Afghanistan. In 2010, Australian artists presented books to women at the Vocational Training Centre in Kabul and asked them to write their stories. This lavishly illustrated book gives an account of the lives of Afghan women through personal stories and poems. Published by the Support Association for the Women of Afghanistan, the book costs $38 plus postage and is available from www. sawa-australia.org/products/productsbooks. html