7 February 2014 Volume 119 number 1
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7 February 2014
Cover image: In November 2013, teachers rallied to Reclaim the Profession outside Parliament House in Brisbane.
9 Appraisal process rejected
10 Resource allocation trial
11 Court attacks NSW laws
Reclaiming the Profession
13 Teachers forced to buy classroom basics
14 TAFE: adult literacy and numeracy
15 Housing success 16 Principal recruitment changes
17 School leaders and the QTU
PM prize for Sarah
18 Who's who in the QTU 23 Supporting pre-service teachers
20 This QR code will take you directly to the www.qtu.asn.au website. In order to scan QR codes, your mobile device must have a QR code reader app installed.
5 7 15 24 25 26 27
29 33 35 35 35
From the President If I only had a blog Retired teachers Legal QTAD New and beginning teachers At leisure Classifieds QTU contacts Anniversaries, reunions and events
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 All submissions should be signed and those wishing to remain anonymous should indicate their name is not for publication.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. Vol 119 No 1 | Queensland Teachers' Journal 3
Happy birthday to us! More than 200 past and present QTU members, officers, staff and supporters came together in Brisbane City Hall on 9 January for a function to mark 125 years to the day since the Union's birth. Speakers included QTU President Kevin Bates, QTU General Secretary Graham Moloney and Senator Sue Boyce, who delivered a message from Prime Minister Tony Abbott. For more, visit www. qtu.asn.au/125celebration
Teachers sick and tired
Government responds to assessment inquiry
New research has revealed that many Queensland teachers feel sick, tired and stressed.
Common sense has prevailed in the government’s response to the senior assessment methods inquiry conducted by a parliamentary committee last year.
The study, carried out by Teachers Health Fund, found that Queensland teachers are concerned about stress, with 84 per cent reporting much or slightly higher levels of stress than most other professions. Only 2 per cent felt teachers have lower stress than most other industries.
Among the recommendations supported by the government are: limiting the number of extended experimental investigations (EEIs) to just one in each of year 11 and 12 (with schools free to use a maximum of two), ensuring that schools enforce the 1,500 maximum word limit for EEIs, and offering the flexibility for students to present extended response tasks in an oral or multimedia format.
The main causes of stress for Queensland teachers were identified as (ranked in order): •• •• •• •• ••
increased bureaucracy and red tape having to work a lot of additional hours classroom sizes lack of training and support job security.
Ninety five per cent say they work overtime in an average week, with almost one in four working more than 16 hours overtime per week and four in ten always working on weekends. In comparison, according to the Australian Bureau of Statistics, only one in three of all Australians work overtime and – unlike most teachers – 74 per cent of them are compensated for extra time worked. Nearly half (48 per cent) of Queensland teachers think they have poorer general health than those in other industries. Teachers Health Fund CEO, Brad Joyce said: “It’s clear that Queensland’s teachers do a great job of looking after our kids, but perhaps don’t feel cared for in return.” 4 Queensland Teachers' Journal | Vol 119 No 1
The government also instructed the Queensland Studies Authority (QSA) to write to all principals to clarify that schools have the discretion to implement numerical marking and upfront percentage weighting for senior maths and science subjects. Consistent treatment of numerical marking by review panels was also supported. The QSA has been requested to provide clarification to schools to assist in their assessment practices. It has already been working on expanding the assessment bank currently available on the website. The Minister has also requested that the QSA convene statewide workshops early this year for all heads of departments in the senior sciences, in particular those with responsibility for physics and chemistry. The workshops will allow HODs to share successful practices and discuss strategies for the authentication of student work. The QSA will be producing guidelines for
authentication of student assessment outside of class, and schools will be required to amend all school work programs to include authentication strategies aligned with the guidelines. Professional development for teachers will also be provided. The Minister will commission independent research regarding the implementation of standards-based assessment across a range of senior subjects. In response to the committee recommendation regarding the introduction of 50 per cent external exams in three subject areas, the government acknowledged that this would set up a dual assessment system with significant potential implications in terms of external examinations, in the context of a broader and consistent framework of senior assessment, and has referred this matter to the independent review of senior assessment and tertiary entrance processes for consideration. The full government response to the report is available at www.parliament.qld.gov. au/documents/committees/EIC/2013/ QldAssessment/gr-6Jan2014.pdf
Leah Mertens Research Officer – Professional Issues
125 years strong in a vital year for Queensland teachers and education The Queensland Teachers’ Union marked the 125th anniversary of its foundation on 9 January, 2014 with a reception at the Brisbane City Hall. On that day 125 years earlier, in 1889, 24 delegates and 20 observers from seven regional teacher associations (Townsville, Central Queensland, Maryborough District, Gympie, Darling Downs, West Moreton and East Moreton) held a conference in the School of Arts, just up the road from the current City Hall, to form and adopt the constitution of the Queensland Teachers’ Union. Their concerns included bureaucratic control of schools, arbitrary inspections, reshaping the syllabus, the erosion of wages, the costs of living in the country, and discipline in schools. They started with just 285 members. The work they began 125 years ago has endured and prospered. As we enter yet another challenging year for principals, teachers and education generally, it is worth recalling some of the lessons of the Union’s history, which are as relevant and important now as then. First is the Union’s professional focus. Teacher unions are never just about pay and conditions. In varying degrees, all teacher unions also focus on what is taught and how it is taught. Because it is about caring for the students who enter our classes and schools, ensuring that they get the best education possible, whether in schools or in TAFE, something that we regard as vital for living a good, fulfilling life. It is part of the DNA of teachers and teaching, and it is part of the DNA of their unions. There has been much talk about standards in teachers and teaching, as if they are
things that need to be done to teachers. Yet our history includes campaigning for the first compulsory teacher registration scheme in Australia, to promote standards. Standards prompted QTU members to reject the “eight week wonders” in 1968 and Teach for Australia after 2007. It’s why we rejected political interference in the curriculum in 1978 and it’s why we will reject it again, if it rears its ugly head, in the review of the Australian Curriculum just announced. We should be proud of our history and confident and determined about standing up for teacher professionalism, now and in the future. The second lesson is the importance of an involved membership. It is not just about paying your dues. Over 2,000 members volunteer to be Union Reps in schools and TAFE, to assist members and keep them informed. Whenever we have a ballot on industrial or professional issues, well over 50 per cent of those eligible vote. It sends a powerful message. As early as the first Journal in April 1895, the then Secretary wrote acidly about those who “sit on a rail” shaking their heads and complaining loudly but doing nothing. While questioning “what has the Union done for us?”, he said, they never seemed to be troubled by the question “what have I done to help my fellow teachers?” Then as now, membership and involvement are our strength.
union. We’ve seen what has happened in other places, where principals and teachers have been split, or indeed where primary and secondary teachers have separate unions. In that scenario, the only winner ultimately is the employer, who can play one off against the other. Any organisation of 43,000 will have members with differing views and interests. Far better to manage it within, democratically. The Union is proud of its history of representing all members. I doubt that there has been a summer vacation period with more announcements about education: a review of the Australian Curriculum, a response to a review of service delivery in education, and a response to an enquiry on assessment in senior maths and science. All this in addition to a review of studies, new school discipline provisions and changes to industrial legislation that will change awards and make it harder to bargain for pay and conditions, as well as a High Court challenge to legislation limiting the Union’s capacity to campaign publicly. 2014 will be a challenging year for, but while there is no room for complacency, our history tells us to have confidence in our ability to change things for the better and that determination and unity pay off. Our predecessors started to build this union 125 years ago and through their hard work and involvement, it has grown to what it is today, in spite of all trials and tribulations. Pessimism of the intellect but optimism of the will.
Graham Moloney General Secretary
A third lesson is the representation of principals and teachers within the one Vol 119 No 1 | Queensland Teachers' Journal 5
QTU in the media – a year in review The presence of the QTU in the media is a critical element of our core purpose of promoting and protecting public education and the teaching profession. Under the current state government, prescribed and implied restrictions on public servants making public comment about issues that directly affect their dayto-day work make it increasingly important that QTU spokespeople can put forward the views of our members. The rapid growth of social media and the reality of the 24-hours-a-day news cycle has created new opportunities and, simultaneously, significant pressures on QTU resources.
On the whole, media outlets appreciate that the QTU can provide balance to a government which appears to govern by media announcement rather than through true consultation with the community.
2013 was another significant year for the QTU in terms of media presence. In simple terms, more than 1,000 specific articles mentioned the QTU, generating media value of about $4.5 million and reaching a combined audience of almost 50 million people. President’s comments and media releases distributed through the QTU website, Facebook and Twitter have reached an increasing audience. One Facebook post in relation to World Teachers’ Day was seen by more than 44,000 people. The big QTU news items of the year included school closures, Gonski, the various elements of the government’s Great Teachers = Great Results agenda and NAPLAN.
LIVE ON STAG
m t i Ch
The media effort of the QTU, the combined work of the spokespeople and media advisor, has strengthened the public recognition of the QTU as the voice of professional educators in schools and TAFE and led to an increasing knowledge of education issues, particularly school funding reform and the Queensland Government’s flawed alternatives.
Kevin Bates President
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From the President
Correct budget priorities = better outcomes Welcome back to school and TAFE to the QTU’s 43,000 members. As you are receiving this edition of the Journal, the Queensland Parliament is sitting for the first time in 2014. The QTU’s annual State Budget Submission should be compulsory reading for all members of Parliament; it contains the advice needed to make 2014 a more positive year for Queensland’s 1,276 state schools and 13 TAFE institutes, informed by the experience and expertise of QTU members working around the state. The key is to allocate funds to programs and priorities that would deliver actual educational advantages, rather than wasting money on “solutions” that may appeal to politicians, but are met (at best) with scepticism by education professionals. Funding decisions must also acknowledge that education is the critical factor in securing a resilient, fair and successful future for Queensland and its citizens, wherever they live in this diverse state. This is true both for schooling and for vocational education and training. To support the professionals delivering these vital public education services, the Queensland Government should negotiate with stakeholders, including the QTU, on a new professional pay scale that aligns with the professional standards developed by the Australian Institute of Teaching and School Leadership. It should increase noncontact time for beginning teachers, and allocate $5.8m per year for a regional school leadership hub. TAFE education staffing
levels must be at least maintained to allow the sector to deliver the wide range of quality programs and courses needed by a skilled workforce. To prevent an ongoing increase in school class sizes, the 272 resource teacher positions lost in the 2012-13 budget must be reinstated, plus a minimum of 800 extra FTE teacher positions allocated to meet predicted enrolment growth. To support students with the greatest need, a renewal program for support teacher literacy and numeracy (STLaN) is urgently needed, including more FTE positions to deliver local professional coaching. Each state school with more than 500 students should have a full-time guidance officer, and additional ESL teachers are needed to extend the provision of ESL to students currently not eligible for support. Cairns Special School should become a reality, not an uncertain promise.
students, wherever they are in the state, and so should be supported by adequate funding for personnel, upgrades and maintenance. In TAFE, the biggest threats lie in government plans to make all VET funding fully contestable, which ignores the central role of TAFE as the primary public provider and the benchmark of quality provision of VET. Education should not be considered as a cost to the state, but as an investment. The QTU State Budget submission is available on the QTU website at www.qtu.asn.au
Kevin Bates President
National Partnership schools have demonstrated how additional funding can provide significant educational benefits in student attendance, engagement and outcomes, including in helping close the gap for Queensland’s Aboriginal and Torres Strait Islander students. This important work must be allowed to continue. Schools, like households, are subject to increasing day-to-day running costs, and so should be adequately funded to meet these expenses. ICT is critical in delivering flexible, up-to-date and quality education for all Vol 119 No 1 | Queensland Teachers' Journal 7
Reclaim the Profession The QTU has launched a new strategy designed to help members “Reclaim the Profession”. In response to issues raised by members regarding workload and the continual demand on time outside of teaching, in term four of last year the QTU asked members to participate in the keeping of an online workload diary. A number of strategies that members had accessed in previous years, such as the Right to Teach Right to Learn strategy and the Just Say No campaign, were also reviewed. It soon became apparent that members were unable to assert themselves professionally without knowing their rights and responsibilities as an employee, and that this contributed in part to the ongoing workload demands. Throughout last year a number of branch meetings focused on the first step in the Reclaim the Profession strategy. By
conducting a “Know your Rights” session, Organisers and members were able to highlight key elements of the teacher’s role. Further steps include providing members with the skills to assert their rights, resolve conflicts and work productively with each other as Union members. Additional training in workplace health and safety and professional issues such as the Australian Professional Standards for Teachers will also be developed, and the QTU Professional Issues committee is committed to providing after-school training on a range of issues.
Rally sends clear message Around 500 QTU members rallied outside Parliament House in November, making it very clear that teachers and principals will not tolerate any attempts by the state government to impose fixed-term contracts for school leaders, teacher rankings or bonus pay. Joined by hundreds of other members right around the state via live webcast, they also warned the state government that they would not stand silently by if class size targets are abandoned. Showing solidarity with the teachers, guest speaker Des Elder, Assistant Secretary of the Queensland Nurses’ Union, addressed the rally, outlining how nurses and midwives are also facing attacks on their professionalism.
By providing members with the skills they need to assert themselves and their professional and industrial rights, it is hoped that they will find themselves better equipped to redress some of the ongoing workload pressures that they face.
Kate Ruttiman Deputy General Secretary
Why I'm proud to be a teacher The history books tell us that the occupation of "teacher" is one of the oldest in human civilisation. Despite teaching taking many forms throughout the centuries, from hand-picked tutors for princes to altruistic volunteers giving their time in villages across the developing world or something inbetween, it remains a noble profession and I take great pride in having joined the ranks of Queensland state school teachers. There are numerous reasons to be proud of our honourable profession. The men and women that I have had the privilege to work with are some of the most selfless, caring and intelligent people I’ve ever known. Like
8 Queensland Teachers' Journal | Vol 119 No 1
a myriad of other educators, they don’t think twice about giving up their own time to go the extra mile for their students. Whether it is coaching the school netball team after hours and sacrificing weekend after weekend so that that the team can compete, staying up late at night to offer as much feedback as possible on a student’s English draft or just remaining after school to supervise a study group – the teachers I know are wonderful people and consummate professionals. Educators time and again give themselves to their school communities, so that their students have the opportunity to grow into well-rounded young people. They
knowingly do this, despite the current trend in the media to tear down teachers and our profession. We are regularly faced with ill-informed comments from friends, family and the public about the good life that teachers have, mistakenly believing we work only nine to three and have 12 weeks holiday every year. In the face of these misconceptions, teachers will again, in 2014 and every year after, continue to go above and beyond for their schools. Hopefully, the broader public will come to see why we teachers are so proud of our profession.
Chris Smith Union Representative, Roma State College- Senior Campus
Pride in our profession
Appraisal process rejected, talks continue At the end of 2013, QTU members voted overwhelmingly to reject the notions of performance bonuses, contracts for school leaders and teacher rankings and clearly indicated support for industrial action should the department proceed with the implementation of any of these elements of the state government’s Great Teachers = Great Results plan. At the end of the school year, the QTU was finally provided with a copy of the “draft for consultation” performance appraisal process. As predicted by the QTU, this process would give teachers a ranking which would be clearly linked to student outcomes, student results and student feedback. Evidence such as a digital portfolio would be required to show how teachers were “achieving” the Australian
Professional Standards for Teachers (APST). The proposed process does little to support the Developing Performance Framework or the Collegial Engagement in Classrooms joint statements. After receiving the document and the projected implementation plan (which included a trial in term one of 2014), the QTU met with DETE and rejected the document. Following further negotiation with DETE, the following was agreed. •• The QTU and DETE would meet to discuss key elements of performance appraisals. •• The QTU rejects teacher and school leader rankings. •• The QTU rejects student results and student feedback as relevant to the
attainment of the APST. •• No trial of either the process for school leaders or that for teachers would occur unless there is an agreement between DETE and the QTU. •• Negotiations around the notion of performance appraisals must be genuine. The first meeting of the working party regarding this element of GT=GR will occur at the beginning of the school year. Should members be advised that they are a trial school for the performance appraisal process, they should contact the QTU immediately.
Kate Ruttiman Deputy General Secretary Vol 119 No 1 | Queensland Teachers' Journal 9
Department trialling new approach to the allocation of resources Rollout strategy: Students with disability (SWD) resourcing
A “Whole school support – student learning resource staffing” pilot is to take place in Darling Downs South West and North Queensland in 2014.
•• 2014: piloting of notional school-based allocations, with actual allocations to IPS schools. •• 2015: piIot in one or two regions
The pilot provides all schools in these regions with direct allocations of the student learning resource. Non-pilot regions will continue to be allocated a regional figure for redistribution based on local regional methodologies (excluding Independent Public Schools (IPS), which will receive a direct allocation).
•• 2016: full rollout to all schools
These direct allocations are notional and based on an analysis of each school’s student population. Discussions with the department have indicated that it is still a regional resource and schools are to negotiate with the region about the allocation. Regions will be provided with additional FTE to manage unique situations and be responsive to emerging needs. This FTE is 3 per cent of the regional share, and schools (including IPS) can apply for extra allocation from this additional FTE.
Changes have also been made to the school staffing planner, with the inclusion of a new “staffing units” column. Staffing units indicate the number of FTEs at the average teacher salary. A teacher FTE is the base staffing unit used for the workforce planning tool (WPT) for IPS and has a value of 1.0. The staffing unit value of all other positions is determined relative to the base staffing unit (teacher), based on a comparison of average salaries calculated each August from data held in the HR payroll system.
The QTU will continue to meet with the department to discuss students with disability resourcing as well as liaising with the Queensland Association of Special Education Leaders (QASEL).
School staffing planner
•• A review will be conducted with key stakeholders to fine-tune the schoolbased methodologies using feedback from the initial 2013 implementation. Second year - 2014 •• The methodology is refined.
A similar trial is also being run for students with disability resourcing.
•• Allocation is direct to IPS and one or two regions will pilot direct allocation to all schools.
Rollout strategy: Whole school support – student learning resource staffing
•• A further review will be conducted with all key stakeholders, with the aim to have a full school-based model implemented in the 2015 school year.
First year - 2013 •• A statewide school-based model has been developed where the allocation is the same regardless of IPS or non-IPS. •• Direct allocation to IPS locations and aggregation to regions for all other sites based on a school-based model. •• Regions then redistribute to non-IPS locations using local methodologies. 10 Queensland Teachers' Journal | Vol 119 No 1
Third year - 2015 •• Direct allocation to all schools based on the statewide model. The QTU will continue to meet with the department to discuss any issues that emerge during the pilot. If schools have any concerns they should contact the QTU.
For IPS, the workforce planning tool took effect from the start of the 2013 school year. The average salaries, and therefore staffing unit values, are to be revised each August, with any changes effective from the start of the following school year. This is meant to help schools looking at making changes to their staffing profile. So far, only IPS can use staffing units.
Paige Bousen Assistant Secretary – Education Leaders
High Court knocks out unconstitutional NSW industrial laws On 18 December 2013, the High Court declared the New South Wales Government’s new political donation laws unconstitutional, an extremely positive result in light of the QTU’s involvement in a similar case in relation to our own state government’s comparable changes to the Industrial Relations Act 1999. In a joint judgment, Chief Justice French and Justices Hayne, Crennan, Kiefel and Bell said sections 96D and 95G(6) of the Election Funding, Expenditure and Disclosures Act 1981 (NSW) imposed an impermissible burden on the implied constitutional freedom of political communication. Justice Patrick Keane agreed with their conclusions in a separate judgment. Section 96D limits political donations to individuals who are enrolled to vote, while s95G(6) includes the election spending of a party’s affiliates in the existing expenditure caps mandated by the act. Unions NSW and five unions challenged the laws, with all coalition state governments intervening to back the NSW government’s defence. In the joint judgment, the court said political communication could be undertaken legitimately to influence others to a political viewpoint. Further, it stated: “It is not simply a two-way affair between electors and government or candidates. There are many in the community who are not electors but who are governed and are affected by decisions of government.” The court said that while the freedom of political communication was not a personal right, “it may be acknowledged that such persons and entities have a legitimate interest in governmental action and the direction of policy”. Further, the court said: “The point to be made is that they, as well as electors, may
seek to influence the ultimate choice of the people as to who should govern. They may do so directly or indirectly through the support of a party or a candidate who they consider best represents or expresses their viewpoint. In turn, political parties and candidates may seek to influence such persons or entities because it is understood that they will in turn contribute to the discourse about matters of politics and government.” The judges agreed with Unions NSW’s submission that there was “no purpose to the prohibition, other than its achievement” and that it was “a burden on the freedom without a justifying purpose”. They said that in contrast to other general provisions in the act capping political donations and electoral communication spending, s96D was “selective in its prohibition”, but the NSW Government had not identified the basis for this selectivity and none was apparent. “The result is that the purpose of its wide, but incomplete, prohibition is inexplicable,” the judges said. The burden it imposed on the freedom could not therefore be justified, rendering it invalid, they ruled.
Turning to s95G(6), the joint judgment inferred that it sought to reduce the amount a political party affiliated with industrial organisations might incur as electoral communication expenditure and to limit the amount that might be spent by affiliated organisations. The judgement said it was not possible to deduce “how this purpose is connected to the wider anti-corruption purposes of the act, or how those legitimate purposes are furthered by the operation and effect of s 95G(6)”. Justice Keane again concurred, noting that the section treated certain sources of political communication differently from others. “For example, third party campaigners are not subject to the aggregation provisions. The effect of this differential treatment is to distort the free flow of political communication by favouring entities, such as third party campaigners, who may support a political party, but whose ties are not such as to make them affiliates under the rules of that party even though they may promulgate precisely the same political messages,” Justice Keane said. He said that discriminating in this way would “distort the flow of political communication”. For more information, visit www.austlii.edu. au/au/cases/cth/HCA/2013/58.html
Thalia Edmonds Industrial Advocate
Justice Keane stated that “more importantly” the freedom of political communication was not an adjunct of an individual’s right to vote, but “an assurance that the people of the Commonwealth are to be denied no information which might bear on the political choices required of them”. Vol 119 No 1 | Queensland Teachers' Journal 11
Well-deserved honour for inspirational teacher Every day, teachers do amazing things in state schools across Queensland. Now, one of these teachers, Sarah Chapman, has been recognised with the award of the 2013 Prime Minister’s Prize for Excellence in Science Teaching in Secondary Schools. Each year in early July, Townsville State High School becomes the headquarters for one of the races in Australia’s V8 Supercar series. But before and after the race, Year 11 science students are hard at work, slopping their way through the nearby mangroves, and wading into the estuary that borders the school. They are taking measurements to assess the impact of the race on the surrounding environment. Afterwards, the students report their results and pass them on to the local council and the Great Barrier Reef Marine Park Authority. The data is also assisting a program in which the biology students are collaborating with James Cook University as part of the National Estuary Restorative Study. “The students are really taken by the idea that they are finding out things nobody else knows,” says biology and chemistry teacher, Sarah Chapman, who is Townsville High’s Head of Science. “The project has already inspired one formerly unengaged student to study marine biology at university.” It also helps students for whom English is a second language to develop vocabulary and communication skills. This is typical of Sarah’s hands-on approach to teaching science. “I like it when science is real. The student of today wants to be able to see and touch, to be engaged with science. “I love seeing kids become inspired by science. For National Science Week this year we ran an astronomy night with CSIRO Education Officer, Rob Hollow. After looking through one of the telescopes, a student I 12 Queensland Teachers' Journal | Vol 119 No 1
don’t even teach turned to me and said, ‘This is what I want to do for the rest of my life’.” Her success is there for all to see – an improvement in the pass rates in her biology class from 40 per cent at the beginning for Year 11 to 86 per cent at the end of Year 12. Sarah’s teaching is almost always based on science related to daily life, and very much geared to her audience. The Middle School students, for example, do a series of experiments based around lollies. Among other things, they test the elasticity of jelly snakes and investigate the thermochemistry of chewing gum. For years, as an extension program in Year 8, Sarah has been encouraging students to become involved in CSIRO’s CREativity in Science and Technology (CREST), a noncompetitive awards program that supports students in designing and carrying out their own open-ended science investigation or technology project. It has several different levels—blue, green and orange at the introductory level; bronze, silver and gold at the advanced level.
Sarah has mentored more than 300 students to complete CREST programs up to silver level. In 2013, 29 year 8 students, and some at other levels, were involved. Their projects include investigating how to remove the sticky residue of the strapping tape they use during basketball games, testing the effectiveness of shade cloth, and plenty of studies on plants. Sarah is conscious of removing barriers to learning science as early as possible, and of the difference this can make to teaching science at the earlier stages of high school. She has become involved in the mentoring and professional development of primary school teachers, and while she cannot devote as much time to these activities as she might like, she couldn't help herself and designed a range of units for years 5 to 7. At the other end of the school learning experience, she works hard at enticing as many scientists and people whose careers depend on a knowledge of science – especially alumni – to come and talk to the students. Suzanne Cory, President of the Australian Academy of Science, congratulated Sarah on this “well-deserved honour”, describing Sarah as embodying “the values to which every teacher should aspire: energy, inspiration, dedication, a love of learning and of guiding others to learn”.
Digging deep for the basics Over Christmas, many of you will have taken the chance to catch up on paperwork and filled files or shoe boxes with receipts for the classroom and student resources you have paid for in the previous six months. I was always amazed at how much I had spent on making playdough, on pencils (coloured and lead), on glue sticks and scissors, for scrap books and plastic homework folders for children who just didn’t have any. I paid for workbooks for the pupils going on extended family holidays, so they didn’t fall behind, on ice cube trays for paints, so there were enough for the paint stations in art rotations, on big eyed needles, thick thread and hessian for sewing. My friend recently found herself buying speakers for her departmental laptop, so the children in her class could see and hear the C2C resources properly. Her classroom was one of only a few at that school that did not have an interactive white board, a data projector and decent speakers, and she couldn’t bear for her kids to miss out. Other teachers report buying underclothes to deal with classroom “accidents”, food for children who come to school with only snacks, and basic cleaning materials like hand sanitiser and kitchen wipes. Schools should be supplying these resources, but they just don’t have the funds. The amount provided for individual class or year level purchases varies widely. Teachers at schools in low socio-ecomomic areas report very limited classroom resource budgets of $75 per semester, with prep classes getting $150. I am old enough to remember when the Education Department supply truck would
pull up at my five-teacher school and reveal an Aladdin’s cave of exercise books, rulers, paint, butcher's paper… all free. These precious resources were all stored responsibly and there was always enough for those children who turned up without anything or who had filled their scrapbook or lost their paintbrush. The departmentally funded supply truck stopped coming a long time ago. Instead parents were required to provide and replenish items on the book list. Some schools required parents to pay a stationery levy, with everything to be provided by the school. Neither of these schemes took into account that kids lose/break/forget/destroy pencils etc, that some kids move schools three and four times a year, or that some parents simply can't afford it. Teachers soon learned if you wanted every student to take part in every activity, it would fall to them to pick up the slack. This is the experience of just one teacher at a Brisbane school: “I still spend way too much on items for my classroom including: crayons (pastels & oil), fabric paint, clay, thread, etc and cross stitching mat (for fine motor – sewing); playdough ingredients. I also do something ‘special’ for Mother’s Day, Father’s Day and Christmas. It all adds up.
"The themed stuff and ideas in C2C have been particularly costly. Plus the technology side of it is booming. You want to stay up-to-date with things and engage interest any way you can – and iPads (with the associated apps) are great. The thing is, if you wait for the department/schools to supply these items, too much time passes and you are left playing catch up. "I know it’s my choice, but I see that spending the extra really helps my students’ learning." The Gonski report told us what we already knew - there need to be very real increases in resourcing for schools. If we get a fair resource model that meets the needs of all students, teachers won’t need to keep using their wages to resource their classrooms and provide their students with basic learning equipment. Doctors in public hospitals don’t have to chip in to buy bandages and CT scanners, so why do teachers have to buy band-aids and laminators in public schools?
Julie Brown Vice-President
Vol 119 No 1 | Queensland Teachers' Journal 13
Adult literacy and numeracy: TAFE and the strange case of disappearing access... For more than 20 years, adult literacy and numeracy classes have been an important vehicle for social justice within the TAFE system. However, in recent years state-funded programs have almost disappeared from Queensland TAFE, to the extent that this year only limited and much more expensive programs, if any, are likely to be offered. Although federally-funded programs are still offered, focusing specifically on skills for employment, stringent assessment demands requiring fast tracking through skill sets and levels make them unsuitable for many adult literacy students.
literacy programs is available, but significant investment both in time and funds is required from employers. This can make it too expensive for small businesses, which account for about 80 per cent of all employers.
Adult literacy and numeracy courses cater for a wide variety of students: e.g. people returning to the workforce, people needing to retrain, people with disabilities, migrants who have completed language courses but have longstanding literacy deficits, and people of an Aboriginal or Torres Strait Islander background. In addition, there are significant numbers of people within the workforce whose literacy and numeracy levels are below the standard required to enable them to perform well in their positions or to be able to progress to higher levels.
In recent years, national literacy and numeracy surveys have identified that a large proportion of the workforce has a noticeable deficit in these skill areas, which impacts significantly on national productivity levels. For many years, this has not been addressed.
Students with significant literacy and numeracy deficits require long-term support programs. Ten, 20 or 40 week courses cannot provide a quick-fix solution. Students with disabilities are particularly marginalised, and while there are a few privately run programs for them, they are often very expensive. In the past, employed students wishing to upgrade or supplement their skills in order to cope better with workplace demands or to undertake further study were offered flexible alternatives. These are increasingly rare. Funding for workplace 14 Queensland Teachers' Journal | Vol 119 No 1
Historically, TAFE adult literacy and numeracy programs, though varying in cost, were kept at a minimum level in order to maximise accessibility. This no longer applies. Consequently, those with the greatest need may be denied access to learning. Adult literacy and numeracy classes have been of enormous significance in studentsâ€™ lives. They have enabled them, not only to improve their literacy and numeracy skills, but also to maintain those skills for a range of purposes e.g. to live more independently, to budget, to complete forms, to learn computer skills, to obtain and maintain employment etc. Without regular classes these skills decline. For many marginalised students, these courses have represented the majority of their day-to-day interactions within the
community. Without them, their worlds shrink considerably. Many will be even more marginalised than before. The social capital that the classes achieved has rarely been recognised by governments, which have viewed education simply as a pathway to employment and training. While this is a laudable and necessary goal, others should not be denied the right to ongoing learning and a sense of daily achievement, regardless of their ability. These studentsâ€™ disappearing access to TAFE has been excused by claiming that its only purpose is to train students for further education or employment. However, further education and employment are all but impossible to achieve without literacy and numeracy, yet there are no other statefunded opportunities for adults with literacy and numeracy deficits. The state governmentâ€™s responsibility to these students remains. It will be not only regrettable, but a national disgrace if these students have no access to ongoing learning and development.
Chris Macaulay TAFE member
Housing success QTU members have succeeded in persuading the state government that action is required on teacher housing. In term four 2013, members in more than 50 schools voted to stop work over the state government’s refusal to consult with the QTU over the change of ownership of teacher accommodation and the lack of adequate expenditure on new accommodation and refurbishments. This led to successful negotiations resulting in an additional allocation of funds for new accommodation and, for the first time in two years, a budget for the refurbishing of bathrooms and kitchens in some accommodation. Perhaps more significantly, the state government finally announced that the change of ownership of teacher accommodation from the Department of Education, Training and Employment (DETE) to the Department of Housing and Public Works (DHPW) would occur from 1 July 2014, and agreed to consult with the QTU about the transfer. Since the QTU decided to suspend industrial action, there have been two meetings with DETE and DHPW officers about the transfer issue. These meetings will continue in 2014 up to and after the transfer is implemented. The state government also announced that the maintenance of teacher accommodation would be administered by DHPW from 1 January 2014. The QTU has been informed that, from a tenant’s perspective, maintenance should operate in a similar way as in the past. QTU members who experience problems with maintenance due to the new arrangements should contact the QTU for advice and assistance. The QTU will be monitoring the change of ownership issue, and should it lead to any detrimental impact, the Union’s teacher accommodation campaign will resume.
Jeff Backen Secretary, QTU State Accommodation Committee
If I only had a blog ... There’s something I usually find so hopeful and nostalgic about the early parts of the school year. It’s like we all begin afresh, a clean slate, a blank page, carpe diem and all those things. The beginning of the school year evokes memories of being a student on the first day back, that mixture of elation and terror we felt as first year teachers, the familiar but frenetic feeling of kicking off the year as an experienced teacher or school leader.
in the face of outrage at its initial announcement that Gonski was off the table, will be spent by the state government. Sadly, there has not yet been any guarantee that the money will be directed to students with the greatest need.
Pencils are sharp, pens full of ink, blank diaries or calendars just waiting for entries to be made. Rulers, pencil cases and diaries are free of graffiti. Water bottles, calculators and USB sticks are yet to be lost. The students, mostly happy to be back at school, bring a special kind of energy to the classroom. Colleagues, generally rested or occasionally exhausted but ready to get back to work, are optimistic about the year ahead. In my own case, there is an extra flurry of excitement as my five-year-old twins begin their prep year.
Great Teachers = Great Results will remain a challenge, and the QTU will continue to act in the best interests of the profession and ensure that rankings, bonuses and inappropriate use of data are not part of annual performance reviews. We will stand firm against performance-based contracts for school leaders. We will advocate for transfer and relocation policies that ensure a fair deal for teachers and students in all parts of the state.
I say “usually” because unlike any other since I began teaching in 1996, this year begins with so many unknowns for those of us who work in this great profession. The Federal Education Minister has announced a review of the Australian Curriculum, which is still in the early phase of implementation - in fact, only beginning implementation in some states. In a year when we should be experiencing some genuine consolidation of the curriculum, we find ourselves wondering for how much longer we’ll be teaching it and we are reminded of the highly political nature of curriculum and education policy. The future of yet-to-be-implemented subject areas is unclear. At the state level, the review of senior secondary continues and we wait to see what that will mean for senior assessment and tertiary entrance procedures.
While much is uncertain, there are some things that remain unchanged. Queensland’s state school teachers will continue to work hard to serve the students of Queensland and our society. We’ll keep on doing what we can with what we have while advocating for the resources, time and support we need to do our work. As another year of life as a state school teacher kicks off, I will remind myself - with more than a hint of joy - what a fabulous career we have chosen and be thankful I continue to be involved in the lives of students and our school community. May 2014 be everything you hope it to be professionally and personally.
Sam Pidgeon Honorary Vice-President
It remains unclear how federal school funding, finally provided by the government Vol 119 No 1 | Queensland Teachers' Journal 15
Changes to principal recruitment and selection The department is implementing a new recruitment and selection process for principals which will completely change the way relocations occur. Among the changes are the removal of the vacancy review panel and the loss of the ability to relocate back to preferred areas after having completed non-preferred service. The two-phase process (capability and fit) is being discontinued, and the school leader capability pool will disappear at the end of this year. The QTU has raised a number of concerns over the changes, asking for protections for principals who took on positions in schools in remote, regional and non-preferred areas on the understanding that there would be a relocation to a preferred area at the end of it. The Union also informed DETE of the disappointment and frustration felt by members who have applied for capability in the belief that the school leader capability pool was being maintained. The QTU will be closely monitoring this new process and will be meeting with DETE regularly, as the department has committed to continue to consult with the QTU about the implementation. We strongly recommend that members who are interested in relocation contact the QTU for appropriate advice and support. Also if there are issues with regard to recruitment and selection processes, contact Paige Bousen on 3512 9000 or firstname.lastname@example.org. au.
Overview of new principal recruitment and selection process •• The two-phase process (capability and fit) will be discontinued, the school leader capability pool will cease and the 16 Queensland Teachers' Journal | Vol 119 No 1
verification of readiness document will no longer be required. •• The central vacancy review panel process, which assigns principals on relocation to vacancies in schools, will be discontinued. •• There will be a different selection panel convened for each vacancy. The selection panel will consist of at least a chair (with line accountability for the performance of the principal) and a community representative. •• The panel chair may nominate any additional panel members. For example, the panel chair may elect to engage experienced and qualified practitioners in education leadership and/or recruitment to improve the quality of the process and promote consistency across panels. •• The selection panel will determine the means of assessing suitability and merit. The selection panel must consider suitability and merit of all applicants consistently and in accordance with the requirements of the vacancy. •• Prior to being filled via a merit process, principals who have requested relocation to a vacancy must have their suitability considered. If there are no suitable principals for relocation, the vacancy may be filled via an advertised process in accordance with public service directives. •• The panel chair is responsible for ensuring that all panel members are appropriately supported to undertake the process.
•• The panel is responsible for making a recommendation for an appointment. A delegate of the chief executive is responsible for ensuring that the selection has been carried out in accordance with requirements, is consistent with obtaining the best outcome for the school and contributes to the effective operation of a statewide relocation and appointment system. •• The human resources branch is responsible for evaluating the effectiveness of the statewide relocation and appointment system. This includes regular engagement with stakeholders. •• The human resources branch may recommend preferred recruitment and selection practices from time to time and may facilitate the engagement of experienced and qualified practitioners for panels. More detailed information about the new principal recruitment and selection process can be found on the education leaders page of the QTU website www.qtu.asn.au/leaders
Paige Bousen Assistant Secretary – Education Leaders
School leaders and the QTU: an unbeatable partnership As a school leader for more than 15 years, and a teachers’ union activist for all of that time, for me the most rewarding and beneficial aspect of being a part of the Union ... is being a part of the Union! Like most school leaders, I like to have influence over the way in which departmental initiatives and processes are implemented in schools. Undoubtedly, the most effective mechanism for doing that is to be able to discuss with and influence the organisation that ultimately negotiates with the education bureaucracy, the Queensland Teachers’ Union. On the basis of school leader (and teacher) input, the QTU has played a significant role in the development and negotiation of education policy, curriculum implementation, initiatives and processes, as well as representing school leaders on the Queensland Studies Authority and Queensland College of Teachers. Only the QTU can provide industrial representation for school leaders, securing everything from the creation of new roles (eg. executive principal) through to enhanced differential salary increases in enterprise bargaining. While all members of the Union are able to contribute to QTU decision-making and actions, there is a particular recognition of the significance of school leaders. That is why there is a range of mechanisms by which the QTU ensures it is cognisant of the views of school leaders. These include the Union’s Education Leaders’ Committee, the Small Schools Special Interest Group, Principal Union Representatives, principal forums, school leaders’ summits, the Education Leaders Conference and regular interaction with principals’ professional associations. It is no surprise to any employee of the
Department of Education, Training and Employment that there is invariably a range of necessary, and sometimes complex, procedures and processes to negotiate, from those involving safety, such as asbestos procedures, to supervisory ones, including managing unsatisfactory performance. Two important advantages school leader Union members gain are: •• assistance to ensure processes are run correctly and fairly for all involved (even when it may involve disputation between a school leader and teacher) •• a school culture of common shared interest that comes from being a member of a union with teachers, particularly around campaigning on issues such as enterprise bargaining. One area of critical importance to the future of our public education system is the calibre of future leaders, and the QTU has played a very significant role in the development and implementation of the processes for selecting school leaders. It is in all our interests to ensure we have the most meritorious candidates selected under fair processes to school leadership positions, and that is why the QTU is so passionate about ensuring the integrity of this critical area. The QTU has had extensive involvement in ensuring effective recruitment and selection processes. Even in recent times, when attempts have been made to marginalise the Union in these processes, the Queensland Industrial Relations Commission (QIRC) has told the Department of Education, Training
and Employment that any changes to the principal recruitment and selection/ relocation process must be negotiated with QTU. This involvement will become even more important with moves towards more precarious employment (contracts) and threats to the relocation system. Finally, the group of school employees that are most at risk of litigation are school leaders. The Queensland Teachers’ Union gives a high priority to giving its school leader members the best possible legal protection and assistance. Any objective scrutiny of models of legal protection available to school leaders would show that the QTU legal assistance scheme remains by far the best available. Of course, the QTU also provides significant assistance to avoid issues reaching the litigation stage, providing a range of relevant and experienced QTU officers to support school leaders in matters involving investigations, disciplinary processes, managing unsatisfactory performance, relocations and any other issues with which principal members may need support and help when dealing with the department. As a school leader, I have had the reassurance and reward of being involved in all of the above, and together with the networking opportunities and camaraderie with other principals and Union members, it is why I continue to be a strong and proud advocate for school leaders being an essential part of our Queensland Teachers’ Union.
Allan Cook Principal & QTU Member
Vol 119 No 1 | Queensland Teachers' Journal 17
Maree Jackson (TAFE)
QTU members in every school in a given area belong to the local branch. This branch, in turn, has representation at a regional level on an Area Council, which is represented on Council and Conference and can bring issues forward for debate.
Branches and Area Councils
The QTU Executive consists of the Senior Officers, along with 12 serving teachers and a member from the TAFE
The Union Rep is the first point of contact with the QTU. They are serving teachers elected by their colleagues to represent the Union in the workplace. Union Reps provide members with advice and support, organise local campaigns, arrange workplace meetings and recruit new members.
Who's who in the QTU February 2014
Graham Moloney General Secretary
Kevin Bates President
Kate Ruttiman Deputy General Secretary
Julie Brown Vice-President
Barry Welch Deputy General Secretary
Sam Pidgeon Honorary VicePresident
State Council (meeting five times a year) and Conference (once every two years) are the supreme decision making bodies of the Union. Each branch and Area Council throughout the state is represented, as are TAFE members.
Council and Conference
Leigh Schelks (acting) Central Queensland
Ron Frame (acting) Sunshine Coast
Zeb Sugden South Queensland
Julieanne Gilbert North Queensland
David Terauds TAFE
Meegan Maguire Moreton
Brendan Crotty Brisbane South
Scott Welch Wide Bay
Fiona McNamara Brisbane North
Maureen Duffy Peninsula and North West
Leah Mertens Research Officer
Jeff Backen Services
Kim Roy (acting) Research Officer
Paige Bousen Education Leaders
Penny Spalding Womens and Social Welfare Issues
Lynn CowieMcAlister New Educators
Thalia Edmonds Industrial Advocate
These Brisbane-based officers, again all from a teaching background, provide advice on specific areas of expertise and respond to general enquiries from members. They provide advice to Senior Officers, Executive, Council and Conference, as well as representing the Union in negotiations.
John McCollow (acting) Industrial Advocate-Services
Mark Anghel Legal/Services
The QTU's Senior Officers all have a teaching background. The President, Vice-President and Honorary Vice-President are elected by the members. They preside at meetings of Executive, Council and Conference and are responsible for the implementation of their decisions. They also handle media and community relations. The General Secretary and two Deputy General Secretaries are elected by State Council and have primary responsibility for the day-to-day administration of the Union.
Ph: 07 3512 9000 | Email: email@example.com | Web: www.qtu.asn.au | Queensland Teachers’ Assist Desk (QTAD): 1300 117 823
Kevina O'Neill Redlands/Logan
Lin Esders Gold Coast
There are 12 Organisers to serve QTU members across the state. All former teachers themselves, they attend branch meetings where possible, liaise with district offices and take up members' concerns with departmental representatives and administrators.
The four QTU Trustees are members appointed by Council to manage the Union’s capital investments and ensure that they earn the best possible returns for the members.
Division elected by State Council. It manages Union affairs between State Council meetings. Its members chair and occupy positions on many Union committees and outside bodies.
Every year, the Queensland Teachers' Union Peace Awards challenge the state's budding artists to use their talents to bring that year's chosen theme to life. The theme of this year's awards, "Education for Peace", inspired a huge range of high quality graphic interpretations, making the judges' job tougher than ever. Well done to everyone who took part, with particular congratulations to our prize winners, whose work you can see here.
20 Queensland Teachers' Journal | Vol 119 No 1
Belle Palmer Category Years 10-12 Winner Special Award Years 7-9 Winner Special Award Years 4-6 Winner Special Award
Years 2-3 Winner Special Award Prep- Year 1 Winner Special Award Special Education Winner Special Award
Maddie Riley Lars Matthesen
Year 10, Nambour State High School Year 10, Pimlico State High School
Belle Palmer Jenaya Hockey
Year 7, Oakey State School Year 7, Waterford State School
Stephanie Wang Elijah Wang
Year 4, Broadbeach State School Year 4, MacGregor State School
Euan Tio Julie Bahyes
Year 3, MacGregor SPS Year 3, Mackay North State School
Elyssa Wong Jenna Costello
Year 1, MacGregor State School Prep, Mudgeeraba Creek State School
Stephanie Mabb Ashleigh McGlashan
Year 8, Ipswich West Special School Year 10, Special Education, Bremer State High School
Vol 119 No 1 | Queensland Teachers' Journal 21
Cultural connections: a professional obligation In all my years in education, my feelings have frequently alternated between sadness and extreme frustration with my colleagues, both within and outside of the classroom.
expertise and teaching to the best of their ability. And therein lies the dichotomy. If teachers are conduits of their personal learning experiences as students, how can they best understand the educational needs of Aboriginal and Torres Strait Islander students?
My sadness is largely due to the lack of knowledge in our teaching workforce about the First Peoples of this nation and their children, for who we are given duty of care. The same concern has been identified by AITSL. Yet there is a richness in understanding the living connections in these lands, sea and people and being able to integrate local, traditional knowledge into the classroom. My frustrations stem from the fact that our Aboriginal and Torres Strait Islander students are, more often than not, judged from a deficit viewpoint. I use the term deficit to stress the importance and responsibility of teachers, as professionals, to be knowledgeable within their field of
How are teachers to bridge this gap in their knowledge and understanding if not through ongoing professional development in Aboriginal and Torres Strait Islander perspectives? Time and again, calls for culturally appropriate induction into remote communities fall on deaf ears. Given Aboriginal students and Torres Strait Islander students make up 8.5 per cent of total state school enrolments, funded professional development of First Peoplesâ€™ culture is needed in all schools, remote and metropolitan. A key consideration would be that all PD be inclusive of Aboriginal and Torres Strait Islander presenters delivering their knowledge, views and understandings
of what constitutes effective education. I believe that we, representatives on the Gandu Jarjum committee, have a responsibility to address this issue and many more in identifying the real concerns underpinning the gap in educational outcomes for Aboriginal and Torres Strait Islander students. In advocating for increasing knowledge and understanding of Aboriginal and Torres Strait Islander perspectives, I would recommend www. shareourpride.org.au to members and their schools, a site developed by Reconciliation Australia that provides just one of many conduits into a world of knowledge about the First Peoples Nation of Australia. With each footstep forward we live, learn, grow.
Margaret Malezer Gandu Jarjum
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QTU and UQ Education Society: partners in supporting pre-service teachers Creating strong professional and social links with pre-service teachers is a priority for the QTU, ensuring that support can be delivered to them both while completing their studies and in the transition into the early years of their career. Since 2008, the QTU has provided significant support for pre-service teachers at the University of Queensland through a successful partnership arrangement with the Education Society, a student club set up by some inspirational students who care about their colleagues and the profession they have chosen to enter. The partnership with the UQ Education Society provides a number of professional and social networking opportunities, kicking off with “Prac Attack”, which takes professional development off-campus and into the more relaxed environment of the pub. It is timed to coincide with the eve of block practicum, and the executive of the society gets actively involved in the development of the topics delivered. The QTU is looking to strengthen links with associate members across all universities in 2014 by using some of the successful elements of this program in new locations. 2013 UQ Education Society President Grace Newman was instrumental in coordinating social and professional activities: “I had spoken with many of my pre-service colleagues and we all agreed that there
were some gaps in the information we were provided about the Australian Professional Standards at both the university and, depending on which school we were placed at, during prac or internship. I was able to work with the QTU to ensure that the topics covered at the “PD in the pub” were relevant and informative. It really filled a gap in our knowledge and gave us something to think about leading into our placement at a school. We also had a great time getting answers to many questions we had about employment that we could not easily get anywhere else.” Katherine Hart, who last year took on the role of Society Secretary, believes that all pre-service teachers should take up the opportunity of QTU associate membership and look for ways to engage with the Union: “The QTU is a valuable source of information for pre-service teachers. From the AITSL standards to navigating issues surrounding government reforms and policies, the team at the QTU are a great resource. My QTU associate membership and the relationship between the Education Society and the QTU have been incredibly valuable, particularly in my final year and during my internship.”
Former UQ Education Society President Jessica Boyle, now a QTU member at Kingaroy SHS, recalls how her relationship with the QTU as a pre-service teacher set her up with a knowledge base and practical strategies for getting support: “The QTU has supported me in my beginning years of education by allowing me to ask questions. I was able to approach the Union Representative at school with questions relating to contracts, holiday pay and permanency, all of which were answered directly and if he couldn’t, he would call the QTU on my behalf. “I would strongly suggest to all pre-service teachers that they take up associate membership in their practicum years. Not only does the Union support you in your practicum, which gave me peace of mind while on prac, but it also takes away one cause of stress in your first year of teaching. As an associate member, I was able to meet Union Representatives through the Education Society at UQ, which was an environment that I was comfortable with. It allows you to seek information that you may not be able to ask of your university, and meant that the QTU was a known entity to me by the time I was a registered teacher.”
Brendan Crotty Brisbane South Organiser
Pictured from left at the QTU-sponsored UQ Education Society Graduation Ball 2013: Jessica Boyle (QTU member at Kingaroy SHS and former Education Society President), Gen Grey (former Education Society Executive member), Brendan Crotty, Grace Newman (2013 Education Society President), Katherine Hart (2013 Education Society Secretary) and Sam Pidgeon (QTU Honorary Vice-President).
Vol 119 No 1 | Queensland Teachers' Journal 23
Looking forward to an exciting 2014 Happy New Year to all retirees. At the start of the year we are all planning what to do during the coming months. Retirees seem to notice that the years just roll on by ever so quickly. Some say it is because we are having a wonderful time. This is mostly true. Now we have time to do many of things that were impossible when working. Time is now our own to organise how we wish. Some volunteer, some travel and others now have time for family, friends and activities such as learning new skills. Queensland Retired Teachers’ Association has branches in Toowoomba, Maryborough, Rockhampton and Townsville. Some of these groups organise specific outings for their members while others meet for lunch and a chat with friends. A full list of these activities is detailed in the 2014 program which retirees or near retirees receive at the beginning of each year. Look out for it
For those in Brisbane or within travelling distance, the committee has arranged a wonderful program for 2014. This includes visits to museums, Government House, State Library and Roma Street Parklands. For full details, check the 2014 program.
retirees and seniors. This will take the form of a conference, with guest speakers who will deliver information necessary for retirees to live safely in the 21st century. At present we envisage such topics as seniors’ health, security, volunteering and living with technology to name just a few. If you have any subject that you think should be included please let me know.
The first activity is our annual Morning Tea at the Irish Club on Elizabeth Street, Brisbane, at 10am on Tuesday 18 March. This year our guest speaker is author Hugh Lunn, who will stir our memories of early Brisbane. Cost is $10. Ring Pam Mackenzie on 3844 9660 or email firstname.lastname@example.org if you wish to attend.
The day will be open to all friends and relatives of members of the QRTA and other associations such as COTAH and National Seniors. There will be easy access to transport as we have been given the large room at the Brisbane City Library at North Quay to hold our activities. Watch this space for more information.
Date claimer: Conference, 18 November at 10am – 2pm
as you are welcome to join activities at any time.
We are asking you to save 18 November as a special day for activities relating to
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‘Grooming’ of children now a criminal offence in Queensland
New in the QTU library Expansive Education: Teaching learners for the real world Bill Lucas, Guy Claxton and Ellen Spencer ACER Press 2013
The Criminal Code of Queensland contains many offences in relation to sexual misconduct towards children. Many of these carry heavy penalties, for example 14 or 20 years imprisonment. Typical offences include unlawfully and indecently dealing with a child, exposing a child to an indecent act, exposing a child to indecent objects or films, photographs or records.
to the person’s own body or the body of another person”.
The purpose of this article is to draw attention to a recent amendment to the Criminal Code, namely Section 218B “Grooming children under 16”. The section runs for a page and a half so in this article it is only possible to indicate its essential provisions.
There are a number of other particular provisions in this section beyond the scope of this article, but one which is critical is that “it does not matter that the person is a fictitious person represented to the adult as a real person”. That will be particularly relevant in the context of internet grooming, especially where police officers and other adults replace and/or pose as children.
Fundamental to the scope of the section is the definition of the word “procure”, which reads “knowingly entice or recruit for the purposes of sexual exploitation”.
It is a defence to prove that the adult believed on reasonable grounds that the person was at least16 years or (where relevant) 12 years.
The key concepts are that any adult “who engages in any conduct in relation to a person under the age of 16 years” with the intent to “facilitate the procurement of the person to engage in a sexual act, either in Queensland or elsewhere” or “expose, without legitimate reason, the person to any indecent matter, either in Queensland or elsewhere commits a crime”.
Grooming has been a relevant concept in employer discipline and in professional registration cases for some time, and indeed features regularly in such cases. However, it is now a serious criminal offence with the potential for lengthy periods of imprisonment.
The maximum penalty is five years imprisonment, with the important proviso that if the child is under or believed to be under 12 years of age the maximum penalty becomes 10 years imprisonment. The definition of sexual act is expressly “not limited to sexual intercourse or acts involving physical contact” and is defined to include “allows a sexual act to be done to the person’s body” or “does a sexual act
This reinforces the critical importance of teachers exercising great care in their dealings with students, particularly outside their role, and emphasises also the importance of teachers communicating, seeking consent and discussing together what is and what is not appropriate behaviour in relation to students.
Andrew Knott Tresscox
Many teachers are becoming increasingly familiar with expansive education concepts such as learning dispositions, habits of mind, and expandable intelligence, and are striving to instil these valuable mind-sets into their pupils. This book consolidates and reinforces this revolutionary shift.
Character Compass: How Powerful School Culture Can Point Students Toward Success Scott Seider, foreword by Howard Gardner Harvard Education Press Scott Seider offers portraits of three high-performing urban schools in Boston, Massachusetts that have made character development central to their mission of supporting student success, yet define character in three very different ways: students’ moral character development, civic character development, and performance character development.
Creating Innovators: The Making of Young People Who Will Change The World Tony Wagner Simon & Schuster/Scribner Tony Wagner provides a rationale for developing an innovation-driven economy. He explores what parents, teachers, and employers must do to develop the capacities of young people to become innovators and identifies a pattern—a childhood of creative play leads to deepseated interests, which later blossom into a deeper purpose for career and life goals. In addition to books, the QTU library indexes journal articles, websites and other resources of interest. Check out www.qtu. asn.au/library for updates on library resources, or to send a library request form.
Vol 119 No 1 | Queensland Teachers' Journal 25
Queensland Teachers' Assist Desk 1300 11 7823 | email@example.com
Basic entitlements for teachers QTAD receives numerous enquiries from teachers in relation to their timetables at the beginning of the year. The QTU encourages members to be confident in knowing their professional rights and responsibilities and asserting them individually and collectively at the workplace or on a systemic level. The following information covers basic working entitlements on rostered duty time, non-contact time/preparation and correction time, meal breaks and playground duty.
•• The standard hours of instruction in schools fall between 8.30 am and 3.30 pm. Any changes to these hours must occur in accordance with the provisions of clause 6.7 of the Teachers Award State 2012 or clause 2.3 of the Department of Education, Training and Employment State School Teachers’ Certified Agreement 2012. •• A bus and playground duty roster will be developed in each school in consultation with the staff and the local consultative committee.
•• A full-time teacher will have 25 hours (1,500 minutes) of rostered duty time per week. •• An instrumental music teacher/instructor will have 30 hours (1,800 minutes) of rostered duty time per week. •• 10 minutes mid-morning rest pause must be provided each day – it cannot be averaged across a week.
form class, pastoral care, sport etc.
This must be provided in minimum half-hour (30-minute) blocks, and can be aggregated.
The following documents created by the QTU provide more detail on the above entitlements and can be obtained from the QTU website (www.qtu.asn.au) or by contacting QTAD on 1300 11 7823. •• Non-contact time for teachers in primary schools (including prep) and special schools
•• You are entitled to a 45-minute uninterrupted meal break per day – this can be modified through consultative arrangements to provide a minimum 30-minute uninterrupted meal break per day, provided that you access 225 minutes of uninterrupted meal breaks per week.
•• Preparation and correction time, secondary schools: a full-time teacher will be provided a minimum of three hours and 30 minutes (210 minutes) of preparation and correction time per week. This must be provided in units no less than the length of a regular school lesson.
•• The meal break should fall between the hours of 11.30am and 2pm, as per clause 6.1.3 of the Teachers’ Award State 2012. Any changes should only be made following consultation with the local consultative committee, in accordance with clause 11.1.1 of the Department of Education, Training and Employment State School Teachers’ Certified Agreement 2012.
•• Full-time secondary school teachers have a maximum 20 hours and 40 minutes (1,240 minutes) rostered face-to-face teaching and associated professional duties per week.
•• Meal breaks and bus and playground supervision
•• Full-time primary and special school teachers have a maximum 22 hours and 10 minutes (1,330 minutes) rostered face-to-face teaching and associated professional duties per week.
You should check your understanding of the contents of the information contained in the relevant material above with your Union Representative or colleagues and attempt to negotiate a suitable outcome at the local level (principal/manager) in the first instance. If further assistance is required, contact the QTU.
•• Non-contact time, primary and special schools: a full-time teacher will be provided a minimum of two hours (120 minutes) of non-contact time per week. 26 Queensland Teachers' Journal | Vol 119 No 1
•• Associated professional duties include times when teachers have contact with students in forums such as assembly,
•• Non-contact time (preparation and correction) secondary teachers •• Specialist teachers in primary and special schools – working conditions •• Administration and non-contact time for HOSES
•• Timetabling issues for teachers – A QTU Guide.
2013 Australian Education Union’s New Educators Conference Chris Smith: When I was asked to attend the Australian Education Union’s New Educators Conference in Sydney, I could not have guessed that the flight would be so eventful, with turbulent weather conditions forcing the plane to turn around to fly back to Brisbane as it was about to approach Sydney airport. Could this be an analogy describing our collective thoughts on the direction of public education in the hands of current state and federal governments? The two-day conference was a chance for beginning teachers and new union activists from across the nation to get together. Eight new educators from the QTU were asked to represent our state and highlight the issues currently affecting public education in Queensland. Despite the weather trying to keep the Queensland delegation away, we arrived keen and excited, although somewhat sleep deprived, to learn about the state of public education around the nation. Margery Evans, the CEO of the Australian Institute for Teaching and School Leadership (AITSL), spoke on the National Professional Standards for Teachers and her concern that some state governments – including the Queensland Government – are using the standards to damage professional collegiality by using them to rank teachers and implement performance pay schemes. Rob Randall, Deputy CEO of ACARA, talked about the Australian Curriculum and NAPLAN. He identified several possible changes to NAPLAN, including efforts to make it less of an “event” by making testing times and conditions more flexible, as well as administering it electronically. It was clear that we are not alone in fighting off neo-liberal efforts to defund and disadvantage our schools. In fact, the Western Australian, Victorian and even New Zealand experience clearly shows that teacher ranking, performance pay and independent public schools do not improve the outcomes of students and destroy professional collegiality. Like the turbulent aircraft, the direction of public education in Queensland faces a similar struggle. Just as we were able to reboard and land safely, with persistence, I am sure that “QTU Airlines” will guide us through the clouds of political uncertainty. Welcome aboard, it’s probably going to be a turbulent ride!
Laura Crump: The conference began with an invigorating speech by Angelo Gavrielatos, who, while speaking about the effect we as a union can have, uttered one of the most memorable lines of the conference: “They may have a bulldozer, but we have thousands of shovels.” Angelo outlined the successes and lessons that could be learnt from the Gonski campaign and encouraged us to keep digging! The inspiration continued with state reports from New South Wales and Queensland. In his speech, Giau Nguyen reported on the Queensland campaign, his personal experiences as a teacher in Queensland, and the issues he and many other Queensland teachers are facing, especially in relation to educational disadvantage. The workshops had similar themes. One had the specific focus on the role social media and new technologies have in connecting and communicating with educators. We discussed which social media are currently being used and how they could be best utilised to engage and communicate with members. In another workshop, we were asked to identify issues that we have faced during our time as Union Reps and possible ways to overcome them. It was clear that all education unions are facing many similar issues. These included difficulties with building membership engagement, overcoming apathy, anti-union sentiments, opposing political ideologies, misinformation and ensuring effective communication. The second day included a session on neo-liberal attacks and the challenges for new educators. During this session, Queensland was represented by Lasni Perera, who discussed what neo-liberalism actually means in relation to teaching and being a new educator, and how we need to remain aware of these issues encroaching on our profession. Attending the New Educators Conference has been one of the most valuable experiences I have had. I am now better prepared to face the challenges that we will face in the coming year. While it may be tough, together, united, we will as a collective weather this storm. After all, we have 43,000 shovels with which to keep digging. Vol 119 No 1 | Queensland Teachers' Journal 27
Get smart with your salary. Salary packaging may enable you to spend more on the things you love and less on income tax. So you may enjoy tax savings on items like:
Novated Car Leases
Laptops & iPads
There is no longer a minimum KM requirement, which means more people may enjoy great tax savings.
If you use either of these devices for work, why not salary package them?
Make the most of your super by making pre-tax contributions into your super fund.^
Call 1300 218 598 www.qld.smartsalary.com.au
Disclaimer: Salary packaging is only available to eligible employees of the Queensland Government as per the Queensland Government Salary Packaging Arrangement QGCPO 250/10. Actual savings will vary depending on your income tax bracket and your individual circumstances. The Queensland Government strongly recommends prior to employees entering into or changing their Salary Packaging Agreement, that they seek financial advice and read the Queensland Government Salary Packaging Information Booklets and Fact Forms available the 119 Queensland Queensland Teachers' Journalvia | Vol No 1 Contracts Directory (QCD) at http://qcd.govnet.qld.gov.au/Pages/Details.aspx?RecID=839. ^Pre-tax superannuation contributions are not eligible for the Government Co-contribution.
"The elaborate welcome pack that I envisaged developing for my junior students remains in pieces in my folder and may well be wedged in behind a roll of carpet that needs to be dropped off at the tip"
New year, another blank canvas... The long stretch of holiday luxury that stretched out before us as the end of the 2013 school year drew to a close seemed like a relief, a reward for a challenging year (every year seems to be “challenging”) and almost infinite in length and possibility. Now, as we dutifully rearrange our desks and scan class lists, the 2014 school year is well and truly upon us in all its glory. It would be easy to lament the high aspirations and goals we set as we embarked upon the festive season – so many school-based tasks were going to be accomplished. I also had grand ideas about the amount of work that would be achieved on our seemingly never-ending house renovations. Both sets of expectations fell far short of the reality. I still live in renovation chaos, power tools engulfing my study, and I have ignored any preparation that could have helped me out in the first weeks of the school year. Why read the novel for Year 10 English? I’m sure I can catch up on that before the class reaches the end of the third chapter. Plus, there are always study notes available online
if I need to do a quick refresher… Nobody heard me say that, did they? The elaborate welcome pack that I envisaged developing for my junior students remains in pieces in my folder and may well be wedged in behind a roll of carpet that needs to be dropped off at the tip. There is nothing that can truly be done to prepare effectively for the start of a new school year. No matter how organised you think you are, there will always be a curve ball thrown at the last minute – thought you were teaching Year 8 Drama? Actually, you now have Year 10 English. Happy with your new sandal purchases to wear at school? Actually, the school now has a closed-toe shoe policy. So, my philosophy is rapidly becoming that the best preparation is to show up with an open mind and positive attitude. Hopefully, these can both be maintained, even after the first staff meeting.
of them – maybe it is his “welcome back to school” tie? It doesn’t look welcoming… now you are just distracted and verging on negativity. Even the best laid intentions can be short-lived. Once you are back in with your classes, struggling in the blazing heat that goes hand in hand with the return to school, there will be moments of remembering why you started teaching in the first place. That sea of expectant faces at the start of the year is a blank canvas (hopefully not too blank) on which you can work your magic. All the best for a wonderful 2014!
You have a clear memory of discussing the same key issues at the first staff meeting of the year for the last four years. In fact, your principal was wearing the same tie for all Vol 119 No 1 | Queensland Teachers' Journal 29
Women undervalue their financial contribution While nearly 80% of women comprehensively insure their car, only a third has life insurance. This is despite recent statistics showing that women are making a greater financial contribution to households than ever before.
happen if they were no longer around, the sobering thought of who would look after the family if you were unable to work through illness or serious injury is also a very real consideration. That’s why insurance cover is so vital.
Half a million Australian households now rely on a female breadwinner and nearly 60% of families with children have both parents in the workforce. Surprisingly, women remain critically underinsured when it comes to income protection and life insurance.
There are two main types of insurance to consider - income protection, which pays a regular income if you are temporarily unable to work, and death and total and permanent disability insurance, which pays a lump sum.
This poses a significant financial risk to many Australian families. With more women as breadwinners than ever before, the loss of one salary, even temporarily, could make it very difficult to cover the bills, especially in single-parent families. While people often focus on what would
Even short term loss of income can have a lasting effect. We know that women are generally retiring with much less super than men. Lower salaries and less time on average in the workforce than men, adds another financial hurdle that can make life very difficult in retirement, especially considering women usually retire younger and live longer than men.
Most superfunds offer life insurance that is cost-effective and simple to obtain. QSuper has made some recent changes to help protect members in greater ways than ever before. The changes include: •• Automatic provision of death and Total and Permanent Disability (TPD) insurance to more members - even those without an employer contributing to their super account •• Increased value of death and TPD insurance for many members - meaning individuals will be automatically insured for more •• Continued cover for most members when they leave employment. Visit qsuper.qld.gov.au for the full details of the life insurance options, or call QSuper on 1300 360 750. Article supplied by
Is anxiety interfering with your life? Do you experience anxiety that’s so overwhelming it interferes with your ability to function from day to day? You may be suffering from an anxiety disorder. The good news is there’s a range of treatments to help you. How do you know if you have an anxiety disorder? People with an anxiety disorder feel distressed a lot of the time for no apparent reason. An episode can be so severe it’s immobilising. You might experience: •• persistent, excessive or unrealistic worries •• compulsions and obsessions which you can’t control •• intense anxiety about social situations •• panic attacks 30 Queensland Teachers' Journal | Vol 119 No 1
•• an intense, irrational fear of everyday objects or situations. The physical effects might include a pounding heart, difficulty breathing, upset stomach, muscle tension, sweating, choking, or feeling faint or shaky.
How can anxiety be helped? With treatment and support, most people can successfully get on with their lives. Treatment can help people to manage, reduce or even eliminate the symptoms associated with anxiety disorders. Diagnosis is usually made by a psychiatrist with clinical psychologists, mental health nurses, social workers or counsellors managing ongoing treatment. Effective treatments include medication, cognitive behaviour therapy (learning new and effective ways to cope with your symptoms) and community support and recovery programs.
How to help yourself The first step is to see a doctor. Ask a support person to go with you to make this first step. Ask for a longer appointment so that there is time to talk to the doctor about your concerns. It’s helpful to write some notes to help you explain what’s happening.
How to help others If you have a loved one or friend who needs help, offer to be that support person to make the journey easier for them. To learn more about anxiety disorders call Beyond Blue on 1300224636 or visit their website at www.beyondblue.org.au.
This column supplied by TUH.
Queensland Teachers Union of Employees Election Notice - List of Positions
The Queensland Industrial Registrar has issued Decisions, pursuant to the Industrial Relations Act 1999, that the Electoral Commission of Queensland conduct an election for positions of office within the Queensland Teachers Union of Employees.
No. of Positions
No. of Positions
Branch Delegates to Area Council (cont)
Member of Executive ............... 12
North Queensland Area Council Lower Burdekin ........................... 1
Member of Executive from the TAFE Division ...................................... 1
Peninsula Area Council Cape and Gulf ............................. 2
Member of TAFE Executive ........ 6
Redlands Logan Area Council Springwood ................................. 1
Casual / Unfilled Vacancies Branch Delegates to Area Council Brisbane South Area Council Mt Gravatt ................................... 1 Sunnybank ................................. 2 Runcorn ...................................... 1 Brisbane North Area Council Brisbane Central ......................... 1 Geebung .................................... 1 North East Brisbane .................... 1 Pine Rivers North ........................ 1 Pine Rivers South ....................... 1 Redcliffe ...................................... 1 Windsor ...................................... 1 Central Queensland Area Council Central Highlands ........................ 1 Curtis Coast ............................... 1 Keppel ........................................ 1 Rockhampton North .................... 1 Rockhampton South ................... 1 Gold Coast Area Council Beaudesert ................................. 1 Coomera .................................... 1 Merrimac .................................... 1 Moreton Area Council Ipswich Central ........................... 2 Ipswich West .............................. 1
South Queensland Area Council Warrego ..................................... 1 Warwick ..................................... 1 Western Downs .......................... 1 Wide Bay Area Council Hervey Bay ................................. 1 Sunshine Coast Area Council Coolum ....................................... 2 Maleny ....................................... 1 Nambour .................................... 1 State Council Representative of a Branch Caboolture ................................. 1 Cape and Gulf ............................ 1 Centenary .................................. 1 Coolum ...................................... 1 Coomera .................................... 1 Curtis Coast ............................... 1 Deception Bay ........................... 1 Geebung .................................... 1 Inala District ............................... 1 Ipswich West ............................. 1 Mackay ...................................... 1 Maryborough .............................. 1 North Burnett ............................. 1 Pine Rivers South ...................... 1 Redlands .................................... 1 Southport ................................... 1 Wynnum .................................... 1
No. of Positions
State Council Representative of TAFE Division TAFE Division ............................. 1 TAFE Council Representative in a Branch or group of Branches MSIT - Bayside .......................... 1 MSIT - Logan ............................. 1 MSIT - Mount Gravatt ................. 1 BIT - Ipswich .............................. 1 WBIT - Maryborough .................. 1 SBIT - Southbank ....................... 1 SQIT - Southern Queensland ..... 1 SCIT - Sunshine Coast .............. 1 BNIT - Brisbane North ................ 1 CQIT - Gladstone ....................... 1 Area Council Officers Brisbane North Area Council President .................................... 1 Vice President ............................ 1 Secretary .................................... 1 Treasurer .................................... 1 Brisbane South Area Council Vice President ............................ 1 Secretary .................................... 1 Treasurer .................................... 1 Moreton Area Council Secretary .................................... 1 Treasurer .................................... 1 Peninsula Area Council Secretary .................................... 1 Treasurer .................................... 1 South Queensland Area Council Treasurer .................................... 1 JACINTA HYNES
Returning Officer 23 January 2014
ELECTORAL COMMISSION of QUEENSLAND
Level 6 160 Mary Street, Brisbane, QLD 4000 GPO Box 1393 BRISBANE QLD 4001 Telephone (07) 3035 8057 or 1300 881 665 Facsimile (07) 3221 5387 www.ecq.qld.gov.au
Vol 119 No 1 | Queensland Teachers' Journal 31
Queensland Teachers Union of Employees Election Notice - Information for Candidates The Queensland Industrial Registrar has issued Decisions, pursuant to the Industrial Relations Act 1999, that the Electoral Commission of Queensland conduct an election for positions of office within the Queensland Teachers Union of Employees.
Candidates Notes Candidates for election must be financial members of the Union at the close of nominations. All nominations must be in writing and signed by the nominee. Nomination forms must also be signed by at least two (2) financial members of the Union, provided that: Nominees for Member of Executive must be a Branch or Area Council Council Representative at the time of nomination and/or be a person elected to take office as a Branch or Area Council Council Representative on the date on which the ballot is scheduled to be conducted. Wherever possible, no fewer than half shall be female if sufficient nominations from females are received. Nominees for Member of TAFE Executive and Member of Executive from TAFE Division must be a member of TAFE Division and be a TAFE Branch member of the TAFE Council, and/or be a person elected to take office as a TAFE Council Representative on the date on which the ballot is scheduled to be conducted and be signed by at least two (2) financial members of the Union of the TAFE Division. Nominees for TAFE Council Representative of a Branch must be a member of the respective TAFE Branch and that nominations must be signed by at least two (2) financial members of the relevant TAFE Branch. Nominees for State Council Representative of a Branch & Branch Delegates to Area Councils must be a member of the relevant Branch and signed by at least two (2) financial members of the relevant Branch. Wherever possible, at least one of the representatives from each Branch for Area Council representatives of a Branch shall be female if sufficient nominations from females are received. Nominees for State Council Representative of TAFE Division must be a member of TAFE Division and signed by at least two (2) members of the relevant TAFE Branch. Nominees for Area Council Officer positions must be Branch Delegates to the relevant Area Council and signed by at least two (2) Branch Delegates to the relevant Area Council. Candidates who wish to withdraw their nomination may do so five (5) clear days after the close of nominations. Prospective candidates and their nominators should verify their financial status and other qualifications required by the Union (refer to Union Rules 6.4 & 6.5).
Acknowledgement correspondence from the Commission will be sent via email. Please ensure your email address has been provided on the nomination form.
Nominations close at midday on Thursday, 6 March 2014 Nominations open at midday on Friday, 7 February 2014. Nominations must be in writing, comply with the registered rules of the Union and reach the Electoral Commission of Queensland no later than midday on Thursday, 6 March 2014. A nomination form suitable for use in this election is printed with this Journal. Nomination forms are also available from your Union’s office, the Electoral Commission and the Commission’s website; www.ecq.qld.gov.au. Any form of nomination that complies with the Union’s rules is acceptable. Nominations may be received by means of hand delivery, post, facsimile or any other electronic means that includes the signatures of the nominees and nominators. Nominees should ensure that their nomination is received by the Commission and can be clearly read.
JACINTA HYNES Returning Officer 23 January 2014
ELECTORAL COMMISSION of QUEENSLAND
Level 6 160 Mary Street, Brisbane, QLD 4000 GPO Box 1393 BRISBANE QLD 4001 Telephone (07) 3035 8057 or 1300 881 665 Facsimile (07) 3221 5387 www.ecq.qld.gov.au 32 Queensland Teachers' Journal | Vol 119 No 1
Winedown With the festivities over, now is a time for austerity and budget repair. All the wines reviewed were bought by panel members for under $10, but represent good quality and excellent value for money. First up was a clean skin Chardonnay 2012, marketed by WOW Brands. Straw yellow in colour, with citrus on the nose leading into a tropical fruit palate, with balanced acidity providing a very clean, refreshing finish. It is a simple, straight forward and easily drinkable in a warm wet season climate. Rosemount Estate Diamond Label wines have come back to full strength and the 2012 Chardonnay is a great wine from start to finish. Light straw in colour, on the nose peach and melon with a hint of citrus that leaps out of the glass, the palate is mouth
filling and offers a subtle oak contribution, while the wine is held together by balanced acidity that helps bring it to a crisp and lingering finish. This is a modern, very food friendly Chardonnay. From McWilliamsâ€™s Wines, who have a long tradition of providing quality wine at affordable prices, the panel tasted the J J McWilliam Merlot 2013. In the glass the colour is intense, with purple-red hues. The nose offers red and black berries with a hint of spice, leading into a very fresh palate with rich fruit flavours and very smooth tannins. Maturation was in French and American oak, bringing balance and complexity to the wine. Very easy to drink, and would partner a range of food styles. Jamiesons Run provided the classic Australian blend of Cabernet, Shiraz and Merlot, made from fruit sourced from the Limestone Coast. The 2011 vintage is
currently available. Very intense purple colour in the glass, a largely fruit driven nose with a touch of white pepper. On the palate the fruit, redolent of plum and cherry, and soft tannins complement each other. The finish is firm but nicely balanced. This is a medium bodied wine that loves food. From Penfolds, the Koonunga Hill Shiraz 2012 is a tribute to their mastery of blending. Most of the fruit has come from the Barossa, but there are contributions from other premium South Australian wine regions. The result is generous red berry fruit flavours in a very well balanced package. The outstanding structure and length of this wine means that though it is drinking well now, it will reward short term cellaring for up to four years. It also will go well with a range of foods.
Jenni Holmes, Keryn Archer and Warwick Jull
Queensland Teachers Union of Employees Election Notice - Information for Candidates The Queensland Industrial Registrar has issued Decisions, pursuant to the Industrial Relations Act 1999, that the Electoral Commission of Queensland conduct an election for positions of office within the Queensland Teachers Union of Employees.
Ballots Should a ballot be necessary to elect State Council Representative of a Branch, State Council Representative of TAFE Division, Branch Delegates to Area Councils or TAFE Council Representative of a Branch position, the Commission will conduct a secret postal ballot of financial members of the Union in the respective Branch/TAFE Branch. The above ballots, if required, will open on Thursday, 27 March 2014 and close at midday on Thursday, 24 April 2014. Should a ballot be necessary to elect the successful candidates for Member of Executive, the Commission will conduct a secret ballot of State Council at the meeting of State Council following the close of nominations. Should a ballot be necessary to elect the successful candidates for Member of TAFE Executive and Member of Executive from TAFE Division, the Commission will conduct a secret ballot of TAFE Council at the meeting of TAFE Council following the close of nominations. Should a ballot be necessary to elect the successful candidate for State Conference Delegate of an Area Council, State Council Representative of an Area Council or an Area Council Officer position, the Commission will conduct a secret ballot of Branch Delegates to the relevant Area Council at the meeting of Area Council following the close of nominations.
JACINTA HYNES Returning Officer 23 January 2014
ELECTORAL COMMISSION of QUEENSLAND
Level 6 160 Mary Street, Brisbane, QLD 4000 GPO Box 1393 BRISBANE QLD 4001 Telephone (07) 3035 8057 or 1300 881 665 Facsimile (07) 3221 5387 www.ecq.qld.gov.au Vol 119 No 1 | Queensland Teachers' Journal 33
Queensland Teachers Union of Employees Nomination Form Nominations close at midday on Thursday, 6 March 2014. We the undersigned financial members of the Queensland Teachers Union of Employees, hereby nominate Member No:
(Print the full name of the person you are nominating)
for the position/s of : (Tick the box/es to indicate the position/s of office that the nominee is standing for election to) Member of Executive
TAFE Council Representative
Member of Executive from TAFE Division
Area Council President
Member of TAFE Executive
Area Council Vice President
Branch Delegate to an Area Council
Area Council Secretary
State Council Representative of a Branch
Area Council Treasurer
State Council Representative of a TAFE Division Membership No.
Consent to Nomination And I,
(Candidate to Complete)
(Print your name as you would like it to appear on the ballot paper)
Teachers Union of Employees from
a financial member of the Queensland
(Branch name / Area Council name - if nominating for Area Council officer position)
Council, do hereby agree to be nominated and to act if elected. Address: Postcode Telephone: (Home)
Acknowledgement correspondence will be sent via email. Please ensure your email address has been provided.
ELECTORAL COMMISSION of QUEENSLAND
Level 6 160 Mary Street, Brisbane, QLD 4000 GPO Box 1393 BRISBANE QLD 4001 Telephone (07) 3035 8057 or 1300 881 665 Facsimile (07) 3221 5387 Email: firstname.lastname@example.org 34 Queensland Teachers' Journal | Vol 119 No 1
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)
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 or a/h (07) 4151 8178 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 Legal 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. 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 firstname.lastname@example.org, 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) email@example.com or Linda Tran firstname.lastname@example.org 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.
Submit your events to: email@example.com or fax 3512 9050
Classifieds RESOURCES MATHS WORDED PROBLEM WORKSHEETS FUN, TOPICAL, COOL, AUSSIE, RELEVANT Suitable for Years 4-6. Ready-to-use! Save HOURS of prep time. Mid-primary, Upperprimary, and Extension/Gifted. Worksheets emailed direct to YOU each weekend. Ideal for teachers, CRTs. GREAT as homework sheets. Just $79 per school year for 3-level pack. FREE sample worksheets and more at www.edshop.net.au or firstname.lastname@example.org School orders accepted. VOLUNTEERS RETIRING SOON? Volunteers For Isolated Students' Education recruits retired teachers to assist outback families with their distance education program. Travel and accommodation provided in return for six weeks teaching. Register at www.vise.org.au Vol 119 No 1 | Queensland Teachers' Journal 35
Once a QSuper member, always a QSuper member. 1
Even if you no longer work for the Queensland Government, you can 2 still contribute to your QSuper account. qsuper.qld.gov.au/changingjobs 1300 360 750
1 You must be an existing QSuper member to be eligible to receive contributions from a non‑Queensland Government employer. 2 In some circumstances, members may be ineligible to have their employer contribute to QSuper. Please check with your employer. This product is issued by the Board of Trustees. Please consider the PDS on our website to see if it’s right for you. © QSuper Board of Trustees 2014. 7240 01/14