November 2023 Western Teacher

Volume 52.8 November 2023

The State School Teachers’ Union of W.A.

The future of public education is in our hands sstuwa.org.au

In this edition

Volume 52.8 November 2023

In this edition Correspondence:

The Editor, PO Box 212, West Perth WA 6872 editor@sstuwa.org.au | Ph: 9210 6000

Member Assist:

Ph: 9210 6060 memberassist@sstuwa.org.au Print post publication 100004470 | $4.95 ABN: 544 780 946 35 Authorised by Mary Franklyn, General Secretary, The State School Teachers’ Union of W.A. (Inc.) 1 West Street, West Perth WA. Printed by Vanguard Press, 26 John Street, Northbridge WA. November 2023.

Cover: The final report of the Lawrence review into public education has been released. The key findings of Facing the Facts: A review of Public Education in Western Australia can be found inside this edition.

To access the digital copy of Western Teacher, visit: sstuwa.org.au/westernteacher

Connect with us: @sstuwa

Features Road trip for funding...................................................9 OECD report highlights unmet need for Australia’s public schools.................................... 10 Make sure we’ve got you covered................ 11 Class sizes: State of our Schools 2023.....12

2023 Western Teacher deadlines Edition

Deadline

Celebrating 125 years.............................................. 14

January

28 November

Regulars

February

30 January

April

7 March

From the President........................................................5

May

24 April

June

29 May

From the Vice President..........................................8

August

17 July

September

21 August

Education and Training.......................................... 16

November

2 October

December

30 October

Dates are subject to change

From the Senior Vice President.........................7

Member Benefits........................................................... 18 Classifieds..........................................................................20 Noticeboard...................................................................... 22

Advertisements in Western Teacher are the responsibility of advertisers. While Western Teacher makes reasonable efforts to ensure that no misleading claims are made by advertisers, responsibility is not accepted by The State School Teachers’ Union of W.A. (Inc.) for statements made or the failure of any product or service to give satisfaction. Inclusion of a product or service should not be construed as an endorsement or recommendation by The State School Teachers’ Union of W.A. (Inc.)

Western Teacher is the official publication of The State School Teachers’ Union of W.A. (Inc.)

Acknowledgement of Country: We wish to acknowledge the traditional custodians of the land on which we live and work. We wish to pay respect to their Elders – past, present and future – and acknowledge the important role all Aboriginal and Torres Strait Islander people continue to play within Australia. We stand in solidarity.

Artwork: This design was created for the SSTUWA by Tyrown Waigana, a Wandandi Noongar and Ait Koedal artist/designer and former WA public school student. Read more about the artist and the artwork at sstuwa.org.au/connections

JOIN THE CAMPAIGN FOREVERYCHILD.AU

Authorised by Kevin Bates, Federal Secretary, Australian Education Union, 120 Clarendon Street, Southbank, Victoria, Australia 3006

Western Teacher

November 2023

3

From the President

It’s time to Fix Education

By Matt Jarman President

When the SSTUWA first discussed the option of commissioning a full review of public education in Western Australia it was with the intent of starting a conversation.

We knew that after every election, both state and federal, every post mortem cited education as a key issue for voters. Yet pretty much every time, the actual election campaigns barely featured education at all.

There is, arguably, no more important area for discussion in our state and our nation.

Education shapes individuals. Education shapes communities.

Education shapes Western Australia. Education shapes our nation. Education is the key to equity.

Yet all too often when some politicians talk about education, it is within the context of a culture war. Public versus private.

Too woke versus not woke enough. Why is this topic on the curriculum, why isn’t this subject included? Why haven’t teachers stopped kids vaping? Why aren’t teachers doing more to stop crime?

Dr Lawrence and her splendid team – Dr Scott Fitzgerald of Curtin University, Colin Pettit, former Commissioner for Children and Young People and Dr Robyn White, former principal of Perth Modern School, with Pamela Pollard, former principal of Victoria Park Primary School, as executive officer to the panel – have shown us where the truly important debate lies.

It all boils down to this. Do we, as a community, want a fullyfunded, thriving, dynamic, responsive public education system that delivers the best possible education to every student in Western Australia, or not?

Do Western Australians want an education system where every child, no matter their religion, creed or background, gets the same chance to be educated properly, to get a good job, with decent pay?

Do they believe people, whatever their background, should have the chance to go to university or TAFE or straight into work on their terms with the fundamental skills they need to be successful?

We know the answer, because when we asked Western Australians if children deserve a quality education, 94.4 per cent said yes. 94.4 per cent.

The Lawrence Review findings have shocked the SSTUWA – and when it comes to education issues we thought we were pretty much unshockable.

There is no escaping that we are at a pivotal point for education in this state and in this country.

The direction we take now, the decisions our leaders make now, direct us either to the position where we can deliver the quality

education that 9.5 out of 10 Western Australians believe students should get, or we are forever shackled to a system where some pupils get that education while many more are left by the wayside.

It is as simple as that. At a time of record budget surpluses

we either invest wisely and properly in the education of this generation of students and those to come, or we do not.

The Lawrence Review lays wide open the crisis we are facing: •

Not enough teachers.

•

Not enough time in the classroom.

•

Not enough expert teachers in crucial fields.

•

Not enough support for school leaders.

•

Not enough assistance for students with difficulties.

•

Not enough time.

•

Not enough care or respect for teachers.

•

Not enough funding.

This is not a situation created by the current government. Every member of every government that has preceded them has played their part in us reaching this position.

Every politician who has seen education as an arena for political point scoring, for sowing division and an easy target for lazy attacks is at fault.

We need to forgive that, but not forget it.

(Continued on page 6) Western Teacher

November 2023

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From the President (Continued from page 5) If we cannot come together across the political divide at a time of record budget surpluses and set aside party v party and federal v state blame games to Fix Education then it will never happen.

Only two groups of people can make that happen. Every parent, every relative, of the 72 per cent of primary students and 66 per cent of secondary pupils educated in the public system needs to let their local politicians know that enough is enough. We then need our politicians to act.

We need to Fix Education and we need to fix it now.

Proper investment, fully developed plans and strategically designed policies are what is required.

The SSTUWA is absolutely committed to ensuring this is not a review that sits forgotten on bookshelves. We are creating an action team to drive forward with the practical, sensible and eminently affordable solutions.

This is not a culture war – we are not asking for private schools to be penalised – we just want public schools fully funded and their staff looked after properly.

Many of you have already made a huge contribution to this process by making submissions to the review.

Lindsay Hale will lead the SSTUWA action team on behalf of our union’s Executive. Lindsay is well respected across education in WA and is a person who can work cooperatively to Fix Education.

Lindsay Hale is a hugely respected educator and public servant. He was recently acting Commissioner for Mental Health WA. Previously he has been acting Deputy Director General, Schools for the Department of Education.

As Executive Director, Statewide Services, Lindsay led provision of support to students and schools across WA to improve the educational outcomes for all students with a focus on teaching, assessment and reporting; attendance, behaviour, engagement, learning and wellbeing; Aboriginal education; and addressing the particular needs of students with complex needs, disability and health issues.

Lindsay has worked in metropolitan and regional public secondary schools including Belmont City College where he was principal. He held a variety of system leadership roles since 2008 and maintains a strong interest in school and system leadership focused on continual improvement.

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Let’s now all say: “Yes. It is time to face the facts and to Fix Education, and we will do it now.”

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18/09/2023 9:17:02 AM

Burnout and workload a concern

From the Senior Vice President

By Natalie Blewitt Senior Vice President

This issue of Western Teacher contains a summary document of the SSTUWA’s Review into Public Education.

It is the culmination of over 12 months of hard work, consultation and analysis into the current state of public education in WA. We want to thank all the school leaders across WA who made submissions to the review – your feedback and thoughts were invaluable and we hope you read the review’s findings with interest.

More recently, the SSTUWA conducted its State of our Schools survey, and the results, as always, were informative and alarming.

We polled union members across the state, with separate sections for teachers, school leaders* and principals.

Principals and school leaders overwhelmingly said they were burnt out from workload and work/life balance issues and more than half said they had concerns about their personal health and wellbeing.

More than 22 per cent said they had concerns about salary issues, which was a jump from the previous survey. Thirty per cent of principals cited salaries as a key issue.

more than 60 hours per week and 39 per cent more than 50 hours per week.

This meant 92 per cent of school leaders surveyed reported high to very high stress levels, a figure matched by principal respondents.

Almost 88 per cent stated that smaller class sizes would benefit them and their students through better learning outcomes, improved classroom behaviour and more time for individual students.

The teacher shortage is impacting on school leaders, with 44 per cent having to teach more hours than timetabled in the classroom due to shortages, while 58.2 per cent of principals are having to teach regularly in classrooms.

Regional principals and school leaders agreed that the main issues in their schools were staff turnover; lack of transfer opportunities back to metro areas, teacher shortages, lack of specialist teachers, GROH housing and community violence.

Almost 58 per cent of school leaders say their school is inadequately staffed, with 60 per cent stating there were shortages of specialist teachers. About 38 per cent said they did not have enough IT staff and 50 per cent were short in the area of student services.

These findings are all very disturbing and we implore authorities to listen earnestly to the concerns of our school leaders and principals and work with them and us to come up with solutions.

About 95 per cent of school leaders stated there had been a violent incident involving students at least once a term this year, with that figure at 89 per cent among principals.

Interestingly, almost a third (32.8 per cent) of school leaders stated they had not been offered professional learning on the School Curriculum and Standards Authority curriculum support materials.

Many thanks to our school leader and principal members who completed the survey. The results will be used in our continued negotiations on the new Schools General Agreement and to ultimately improve the state of public education in WA. *For survey purposes school leaders were defined as deputy/associate principals, heads of department, heads of learning area and program coordinators.

All of this led 73 per cent of school leader respondents to state that they had considered leaving the profession in the past four years. Of principal respondents that figure was 63 per cent.

In terms of workload, among school leaders about 95 per cent said it was high or very high, with 40 per cent working over 40 hours a week, 37 per cent working over 50 hours a week and almost 16 per cent working more than 60 hours a week. Over 20 per cent of principals were working Western Teacher

November 2023

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From the Vice President

We will keep moving forward

By Sharmila Nagar Vice President

The Voice to Parliament referendum result was not the outcome we were wanting, but as a union we will continue to walk alongside our First Nations members and communities.

I want to thank you all for your work, commitment and solidarity in this campaign, and also for your support towards our Aboriginal and Torres Strait Islander educators, friends, students and broader community.

We are proud that we have supported the Yes campaign for the Voice to Parliament, as being behind the yes campaign aligned with the values of the union movement.

Unionism stands for a fair go, equity and equality, a fair and just society and doing what is right by everyone for everyone.

It is union business to lobby for collective action to ensure this fair and just society,

walking in solidarity and providing support to those living in inequity.

Over the years unions have fought for equality, Medicare, superannuation and better pay.

The Voice referendum was an opportunity for union members to recognise the history of Aboriginal and Torres Strait Islander people in our nation, a history which spans 65,000 years.

June 2023 State Council committed to supporting our Aboriginal and Torres Strait Islander education colleagues, members, friends and students to supporting a Voice to Parliament.

This followed a request by the SSTUWA’s Aboriginal and Torres Strait Islander Education Committee. It read: “We ask our members within the SSTUWA to walk with us and as educators, we are informed and accept the invitation that is at the heart of the Uluru Statement that specifically calls for a voice enshrined in the Australian Constitution. This request has come after decades of activism by our people who have fought for a fair go and say in our own communities and in our own affairs.”

All workers and all people deserve to be consulted about changes in the workplace and in society that affect us - and that by speaking up collectively we can make change that benefits us all, particularly in our education communities.

Now the nation has had its say and we respect the decision that has been made in regard to the Voice.

8

Western Teacher

November 2023

In the aftermath there will be a lot of commentary made about the significance of the result and what it means for our Indigenous communities.

We cannot let the fight for equity end with the last ballot being cast in the referendum.

It is now absolutely more crucial than ever to ensure equity in public education for our Aboriginal and Torres Strait Islander colleagues and students.

By the time you read this column the SSTUWA’s Review into Public Education would have been officially released.

The review canvassed all stakeholders across WA about the state of public education in our state.

It has made many recommendations targeted at ensuring our public education system is well-resourced, equitable and up to the standards our members and their students deserve.

We are keen to make sure that in addressing the shortcomings of our system we also ensure that there are no groups that miss out.

That is why we are calling on the government and other decisionmakers to read and consider the recommendations carefully and act upon them swiftly.

The Voice to Parliament referendum might be over but the efforts to ensure that nobody gets left behind are only beginning and won’t stop until that day when true equity is achieved.

Facing the Facts A review of Public Education in Western Australia

KEY FINDINGS AND RECOMMENDATIONS OCTOBER 2023

Panel: Dr Carmen Lawrence, Chair Dr Scott Fitzgerald Colin Pettit Dr Robyn White Pam Pollard, Executive Officer Facing the Facts - A Review of Public Education in Western Australia 1

Find the full report at sstuwa.org.au/review

CONSULTATION SESSION LOCATIONS COMMUNITY MEETINGS

SSTUWA DISTRICT COUNCIL MEETINGS

Albany

Manjimup

Albany

Katanning

Armadale

New Norcia

Broome

North Metro East (Belmont)

Broome

North Metro East (Belmont)

Bunbury

North Metro West (Hillarys)

Busselton

North Metro West (Hillarys)

Geraldton

South Metro East (Meadow Springs)

Esperance

Northam

Kalgoorlie

South Metro West (Fremantle)

Geraldton

South Metro East (Meadow Springs)

Karratha

Kalgoorlie

South Metro West (Fremantle)

Karratha

State-wide Zoom meeting x 2

Katanning

Yanchep

SCHOOL-BASED COMMUNITY MEETINGS Ashdale PS

WESTERN AUSTRALIA

Broome

Atwell PS

Broome SHS

Broome SHS Morley SHS Mt Lawley SHS Perth Modern School Safety Bay SHS

Karratha

SSTUWA MEMBER GROUP MEETINGS (HELD IN PERTH) Early Childhood Education Committee School Leaders Reference Group x 2 State Council, November 2022

PERTH METRO AREA Yanchep

North Metro West (Hillarys)

Ashdale PS

Morley SHS Perth Modern School Geraldton

Mount Lawley SHS North Metro East (Belmont) Perth

South Metro West (Fremantle) Kalgoorlie

Atwell PS

Armadale

New Norcia Northam

Safety Bay SHS

Perth SEE INSET MAP

Bunbury Busselton

Katanning

Esperance

Manjimup Albany

Facing the Facts - A Review of Public Education in Western Australia

2

South Metro East (Meadow Springs)

CONTENTS CONSULTATION SESSION LOCATIONS

2

FROM THE CHAIR

4

EXECUTIVE SUMMARY

5

THE REVIEW PROCESS

6

PANEL MEMBERS

6

KEY FINDINGS AND RECOMMENDATIONS

7

Facing the Facts - A Review of Public Education in Western Australia

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FROM THE CHAIR

Mr Matthew Jarman President SSTUWA

Dear Mr Jarman, Last year the SSTUWA commissioned an independent review into the state of public education in Western Australia, with a particular focus on the changes that have occurred since 2010 and the effects they have had on teachers’ professional standing, workload, roles, and responsibilities.

The explicit request was to suggest measures to improve teachers’ working environments and job satisfaction so that more choose to stay in the profession and others see teaching as an attractive career.

In addition to receiving submissions from teachers, school leaders, parents and professional associations, members of the Panel appointed to undertake the review travelled throughout Western Australia and met with staff, parents, and community members to discuss their responses to the terms of reference. We were impressed by the dedication teachers and school leaders showed toward their students and their deep concern about the detrimental effects of some recent education policies. They were keen to offer solutions. In addition, the Panel examined peer-reviewed research relevant to the terms of reference as well as numerous government documents and inquiry reports.

As Chair of the Panel appointed by the SSTUWA to conduct this review, I am pleased to present the final report, Facing the Facts: A Review of Public Education in Western Australia. You will find that we are agreed that significant change is urgently needed if we are to continue to provide quality public education suitable for all students and satisfying and rewarding careers for teachers in Western Australia. We also believe the recommendations we have made are practical and achievable.

I would like to place on the record my sincere thanks to my colleagues on the Panel: Scott Fitzgerald, Colin Pettit, Robyn White and Pam Pollard, Executive Officer to the Panel. Their commitment to the task and their invaluable educational experience made our deliberations engaging and productive.

Yours sincerely, Dr Carmen Lawrence

Facing the Facts - A Review of Public Education in Western Australia

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EXECUTIVE SUMMARY

B

y any measure, public school staff in Western Australia continue to deliver high standards of education for our children. Our discussions with teachers and school leaders also reveal their passion and dedication for the task of educating our children.

However, the significant and growing pressures they face mean that many have reached breaking point and are planning to leave the profession, which would exacerbate the existing teacher shortage.

While this conclusion may sound grim, the Panel was encouraged by the commitment teachers have to high quality education and the fact that many have given careful thought to how schooling could be improved for both them and their students. Many pointed to the need for a significant increase in public school funding, together with a better distribution of those funds to help teachers narrow the achievement gaps created by socio-economic disadvantage and disability. In teaching classes of children who are not developmentally ready for school or who display behavioural and mental health problems, teachers need smaller classes and adequate, locally available, professional support services. To deliver engaging classes for their students, they need access to quality curriculum materials, time to prepare and assess, and a minimum of time-consuming paperwork.

Recent discussions of flatlining national test results and declines in international test ranking have generated a flurry of national proposals to improve education standards in Australia.

Much of the discussion has focussed on teacher quality, including, most recently, teachers’ preparation and tertiary education. Even analyses of the chronic and growing teacher shortages have tended to focus on teacher attributes divorced from the environment in which teachers operate.

In our view, after reviewing the relevant literature and consulting with the education workforce in Western Australia, this focus is largely misplaced, although we agree that teachers are a most important influence – after their families – in shaping children’s lives. For the last two decades, at least, public school teachers have been subject to the twin pressures of declining real terms funding and the increasing volume and complexity of the teaching task. Public schools have been starved of funds and support while coping with accelerating demands on the curriculum and the challenge of educating many more disadvantaged students and students with increasingly complex needs. The cumulative impact of frequent policy changes, including the increased isolation of schools generated by the Independent Public Schools initiative, has steadily increased both the intensity and complexity of workloads, lowered morale, increased burnout and created an environment in which teachers feel undervalued and disrespected. Many teachers, particularly in disadvantaged schools, are paying a high personal price for staying in the profession.

Changes are also needed to the way appointments are made so that rural and remote schools, who often have the most difficult education tasks, are ensured access to the best and most experienced staff.

Guaranteeing teachers right of return to their previous, permanent positions would be a good place to start.

There is a clear need to improve teachers’ and school leaders’ access to quality professional development across the board and to reconnect schools with the central administration and regional offices, so they have a sense of belonging to a coherent system. Reducing the volume and complexity of teachers’ work is essential to ensuring their good health and to maintaining their commitment and invaluable experience to public school teaching. At the same time, such improvements will attract new entrants when they see teaching is a rewarding, creative and satisfying career. Critically, highly motivated teachers who feel respected and supported will also produce better outcomes for their students and for their communities.

Facing the Facts - A Review of Public Education in Western Australia

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THE REVIEW PROCESS The Panel was established by The State School Teachers Union of Western Australia (SSTUWA) to independently review the state of public education in Western Australia. The terms of reference are outlined in Appendix 1. To address the issues detailed in the terms of reference, the Panel canvassed the views of teachers, school leaders, parents and professional education organisations through formal submissions and face-to-face meetings.

Thirty-five meetings were held across the state from the Kimberley to Esperance. At least one panel member attended each of these meetings, facilitating conversations based upon the terms of reference of the review. In most locations, two meetings were held - the first with District Council members of the SSTUWA, followed by a second meeting open to all staff and members of the local community. Two online state-wide meetings were held for participants who were unable to attend face-to-face meetings.

One hundred and twenty-seven oral and written submissions were received from individuals and groups from metropolitan, regional, and remote areas within the state. These submissions came from all types of public schools and from all school-related staff classifications as well as from parents, community members and university staff. Twenty-nine written submissions were received from professional associations, SSTUWA school branches, unions, parent associations and universities (see Appendix 2).

PANEL MEMBERS Dr Carmen Lawrence AO, Chair Former WA Premier and Treasurer, Minister for Education and Aboriginal Affairs; former Federal Minister for Health and Human Services; Professor Emerita at the University of Western Australia.

Dr Scott Fitzgerald Associate Professor in the School of Management and Marketing at Curtin University. A key focus of Scott’s recent research has been the changing nature of governance, professionalism and work in the education sector.

Colin Pettit Former Commissioner for Children and Young People of Western Australia and former Secretary of Education, Tasmania.

Dr Robyn White Former secondary school teacher, Head of Department, Deputy Principal, project manager (Central Office) and Principal. Former lecturer and education consultant.

Pam Pollard, Executive Officer Former primary school teacher, former Curriculum Manager, former Principal of independent public primary schools and Principal Fellow, Harvard Graduate School of Education.

Facing the Facts - A Review of Public Education in Western Australia

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KEY FINDINGS AND RECOMMENDATIONS 1.1

THE PURPOSE OF EDUCATION POLICY

Recommendation 1 Improving student outcomes1 should be the principal and explicit objective of any changes to education policies and practice.

Recommendation 2 Policies should be routinely and regularly subject to independent evaluation.

1.3

THE INDEPENDENT PUBLIC SCHOOLS (IPS) INITIATIVE

Findings: There is no evidence of a link between school autonomy in staffing and resource allocation and improved student outcomes.

There is no evidence that the Independent Public School (IPS) initiative has improved student outcomes.

The IPS system has amplified the growing inequality in the WA education system.

Local selection of staff is valued by some school leaders because they believe it enables them to better provide for their schools’ needs.

Local selection of staff has reduced teachers’ ability to move between schools, created difficulty in staffing regional and remote schools, and generated perceptions of unfairness in the recruitment process.

The decision to attach teachers’ positions (permanent or contract) to individual schools rather than to the WA Department of Education has produced inequities in schools’ access to experienced staff.

School leaders need more information about where and how school funds should be spent to achieve system priorities.

Current systems of school accountability do not adequately monitor the allocation of expenditure for specific student needs.

Recommendation 3 The Western Australian (WA) Department of Education’s priorities for school decision-making and expenditure should be made explicit and clearly communicated to schools.

1

The current Ministerial agreement proposes that schooling should result in students becoming (1) successful lifelong learners, (2) confident and creative individuals and (3) informed members of the community. In reality, measures of educational outcome are typically based in results in literacy, numeracy and science tests.

Students’ performance in the broader range of subjects and skills and indices of social development are less often referenced (See Section 5).

Facing the Facts - A Review of Public Education in Western Australia

7

Recommendation 4 The WA Department of Education should undertake annual reviews of each school’s spending to ensure that funds are appropriately spent and in compliance with Departmental priorities.

Recommendation 5 With a view to identifying the key structural changes needed to improve the functioning of the school system in W.A., a thorough, independent review of the Independent Public School (IPS) system should be undertaken to achieve: •

Improved student outcomes

•

Greater educational equality

•

Equity and probity in teacher and school leader selection and promotion

•

Accountability, including the use of funds for designated purposes

•

Better access to support services and curriculum resources

1.4 CHANGES TO REGIONAL AND SUPPORT SERVICES Findings: The centralization of services has not met the needs of schools for administrative and educational support.

Teachers and school leaders prefer well-resourced local services over centralized services to support schools; they are seen as more responsive and useful.

Recommendation 6 The WA Department of Education should redesign support services to ensure they are more accessible, more responsive to local needs and better resourced to support schools’ administrative and educational needs.

1.5 SUPPORT FOR CHILDREN WITH SPECIAL NEEDS Finding: More support for students with special needs is needed, especially in disadvantaged schools.

Recommendation 7 In conjunction with education authorities, the WA Government should design and fund dedicated, crossportfolio services to support the learning of children with special needs.

Recommendation 8 In the context of the W.A. Government’s disability strategy, the WA Department of Education should, after consultation with teachers and parents, provide clear system-wide guidelines and a process for making decisions on the optimum placement of students with special needs.

Facing the Facts - A Review of Public Education in Western Australia

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1.6 THE INTRODUCTION OF THE NATIONAL ASSESSMENT PROGRAM – LITERACY AND NUMERACY (NAPLAN) Findings: The introduction of NAPLAN has not resulted in any sustained improvements in aggregate educational outcomes or in reducing educational inequality.

The benefits for teachers from NAPLAN have not materialised and many have experienced increased workload and a loss of professional standing as a result.

Individual national testing has narrowed the curriculum for children while teachers spend more classroom time “teaching to the test.”

Recommendation 9 National, State and Territory ministers should consider replacing NAPLAN, a census assessment, with a sample assessment like PISA, conducting tests less frequently and without publicly identifying schools in the results.

1.7 SCHOOL REPORTS TO PARENTS Findings: Schools assess students frequently using a variety of testing regimes.

Parents now receive frequent and accurate reporting about their children’s progress.

Recommendation 10 The WA Department of Education should clarify what reporting to parents is expected by the Department and required by the state and national government policies.

1.9 THE EXTENSION OF COMPULSORY SCHOOLING AND VOCATIONAL EDUCATION IN SCHOOLS Finding: Vocational Education in Schools (VETiS) funding in schools is not adequate to meet the needs of students seeking vocational education.

Recommendation 11 The WA Department of Education should assess the quality of VET programs offered in schools and ensure they are funded to provide for all the students who choose to study VET courses.

Facing the Facts - A Review of Public Education in Western Australia

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1.10 CURRICULUM SUPPORT AND COMMERCIALISATION Findings: Over the period covered by this review, the WA curriculum has undergone extensive, continuous change.

WA teachers are critical of the widespread use of costly, commercial curriculum support materials and would prefer Department of Education or School Curriculum and Standards Authority (SCSA) designed, flexible curriculum materials to be made available.

Recommendation 12 The School Curriculum and Standards Authority (SCSA) should be given sufficient resources to create and extend the availability of quality, flexible curriculum resource materials in a form suitable for all schools.

Recommendation 13 SCSA should be funded to create appropriate programs of professional learning about curriculum and pedagogy for teachers at all stages of their careers.

Recommendation 14 This professional learning should be made available to teachers by the WA Education Department in face-to-face- settings at a local level.

1.11 DOCUMENTED PLANS Finding: Many teachers and school leaders are not being provided with adequate resources to develop and implement meaningful, individually tailored plans for students with special educational and behavioural needs.

Recommendation 15 The WA Department of Education should clearly define the criteria for documented plans, including for whom they are intended and how to manage an equitable distribution of the additional workload entailed. The Department should ensure that schools fully understand the requirements of the plans and consider the impact on teachers’ workloads.

Recommendation 16 Where a student with complex needs requires a Documented Plan, that student should “count” for 2 or 3 students when determining class size, thus reducing the numbers in the class.

Facing the Facts - A Review of Public Education in Western Australia

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1.12 YEAR 7 TRANSITION Findings: The transition of year 7 students from primary to secondary school resulted in increased costs, staff dislocation and additional workload for teachers and school leaders.

The costs and benefits to students of moving year 7 to secondary school have not been publicly evaluated.

1.13 THE EFFECTS OF THE COVID-19 EPIDEMIC ON SCHOOLING Finding: While teachers and school leaders responded effectively and co-operatively to the changes required during the COVID-19 epidemic, their workloads increased dramatically, and they felt undervalued.

2.1 RECURRENT FUNDING Findings: Real income per student has declined in public schools, which provide for more educationally disadvantaged students, and increased in private schools, which provide for more advantaged students.

Funding to public schools in Western Australia has been cut in real terms since 2010.

Measured against the Schooling Resource Standard, WA public schools are significantly underfunded while private schools are either fully funded or over-funded.

Recommendation 17 Using the opportunity presented by the National Schools Resource Agreement (NSRA) to determine funding over the next quadrennium, the Commonwealth and Western Australian governments should reach an agreement to increase per student funding to public schools to restore previous cuts and to reduce the inequitable underfunding of public compared to private schools.

Recommendation 18 WA public schools should be funded to 100% of the SRS as a minimum standard.

Recommendation 19 The discount for depreciation applied to public schools should be discontinued.

2.2 CAPITAL FUNDING Recommendation 20 A program to provide for additional capital works in public schools should be agreed between the Commonwealth and State and Territory governments, particularly for high needs areas.

Recommendation 21 Funds provided to schools should be adequate to provide for regular repair and maintenance to a quality standard and should take account of the age and condition of the buildings.

Facing the Facts - A Review of Public Education in Western Australia

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2.3 THE DISTRIBUTION OF FUNDS TO PUBLIC SCHOOLS IN WESTERN AUSTRALIA Finding: Educationally disadvantaged schools are not receiving adequate funds to provide for the complex needs of their students and the additional educational support they require.

Recommendation 22 The loadings in the Student-Centred Funding Model (SCFM) for disadvantage and concentrations of disadvantage should be increased to better reflect the additional work required of teachers in these schools and to improve student outcomes.

2.4 ACCOUNTING FOR FUNDS Recommendation 23 Funds provided under the funding formula for children with disabilities should be quarantined and used for their education and support.

2.5 CLASS SIZE and 2.6 CLASS SIZE AND STUDENT-TEACHER RATIOS Findings: Class sizes are higher in WA than in other states and have not changed despite the increasing complexity of student needs.

Smaller class sizes result in better educational outcomes, particularly for disadvantaged groups.

Teachers’ workloads increase and their capacity to provide individual attention to students is diminished in larger class sizes.

Recommendation 24 To reduce teacher workloads and improve student outcomes, class sizes in WA public schools should be reduced, with the most substantial reductions to be made in the early years of schooling and in schools with significant proportions of students who are educationally disadvantaged.

2.7 SMALL GROUP TUTORING Finding: Small group tutoring run by experienced teachers provided with appropriate training and support may assist in improving student outcomes for disadvantaged students. These would need to be in addition to the normal staff complement.

Recommendation 25 Small group tutoring run by experienced teachers provided with appropriate training and support should be considered to assist in improving student outcomes for disadvantaged students.

These would be in addition to the normal staff complement.

Facing the Facts - A Review of Public Education in Western Australia

12

3.2 DEVELOPMENTAL READINESS FOR SCHOOL Finding: An increasing proportion of children are not developmentally ready for school and more of these children are from disadvantaged backgrounds.

Recommendation 26: Federal and State governments should ensure universal access to affordable, quality early learning opportunities.

Recommendation 27: Federal and State governments should develop policies to support the successful learning of children from disadvantaged backgrounds through play-based education in small groups conducted by qualified educators.

Recommendation 28 Federal and State governments should develop coherent policies to reduce family and child poverty and reduce educational disadvantage.

3.3 MENTAL HEALTH AND WELLBEING Findings: Both available evidence and teacher and student reports suggest that poor mental health is a significant and possibly increasing problem among young people.

Many teachers and school leaders feel poorly prepared and under-resourced to manage the increasingly complex mental health problems of their students.

Specialist support for teachers to provide for the needs of children with mental health difficulties needs to be improved.

Recommendation: See recommendations 6, 7, 8, 15, 16, 22, 23, 24 and 25.

3.4 ANTI-SOCIAL, AGGRESSIVE BEHAVIOUR AND BULLYING TOWARDS STUDENTS Finding: A significant number of young people feel unsafe at school.

Recommendation: See recommendations 6, 7, 8, 15, 16, 22, 23, 24 and 25.

Facing the Facts - A Review of Public Education in Western Australia

13

3.6 SOCIAL MEDIA USE AND SCREEN TIME Finding: Systematic research and teachers’ reports indicate that higher rates of social media use and increasing screen time are adversely affecting the academic performance and behaviour of many students.

3.7 ANTI-SOCIAL BEHAVIOUR AND AGGRESSION TOWARD STAFF Findings: A small, but apparently growing, number of children engage in aggressive and disruptive behaviour at school.

Teachers and school leaders exposed to such behaviour report elevated stress levels and poorer mental health.

Recommendation: See recommendations 6, 7, 8, 15, 16, 22, 23, 24 and 25

4.1 OVERVIEW: THE EFFECTS ON TEACHERS OF THESE CHANGES: WORKLOAD, SATISFACTION, TURNOVER AND PERFORMANCE Finding: Over the period covered by this review, concerns around workloads in WA schools have not been adequately addressed despite a raft of policy initiatives designed to “free up” the work of schoolbased staff.

Recommendation 29: The implementation of further change in public schools and the Department of Education should be based on more effective system-level planning and prior consultation with teachers to prevent imposing growing and competing workload demands on staff.

Recommendation 30: All policy changes should be assessed for possible impacts on staff workload before their implementation.

4.2 HOURS WORKED BY THE TEACHER WORKFORCE Finding: Workloads for the majority of the WA public school teaching staff have reached unsustainable levels.

This is having a detrimental impact on the attraction and retention of teaching staff to the public education system.

Facing the Facts - A Review of Public Education in Western Australia

14

Recommendation 31: To attract new employees to public schools and retain experienced staff, the Department of Education should implement measures to reduce teaching workloads.

4.3 WORKLOAD COMPLEXITY 4.3.1 Administrative and data related tasks as non-core work Finding: Over the period of this Review, WA teachers’ capacity to develop and sustain quality teaching has been adversely affected by time-consuming paperwork which is not viewed as core to the teaching role.

Recommendation 32: In consultation with teachers, the WA Department of Education should increase the proportion of their total working time available to focus on matters viewed as core to the job of teaching. Time devoted to general administration duties should be reduced to at least the international average for such tasks, as identified by the OECD.

4.3.2 Curriculum demands and support Finding: WA teachers’ workloads and workload complexity would be improved by free, WA based and highquality shared curriculum resources and well-supported professional development.

Recommendation: See recommendations 12-14.

4.3.3 Growing complexity of student cohorts Finding: WA teachers’ workloads and workload complexity has been increased by the growing complexity of student cohorts, including special learning needs and behavioural issues.

Recommendation 33: The WA Department of Education should provide adequate levels of local support to address the workload implications of the growing student complexity as a high priority strategy.

See also recommendations 6, 7, 8, 15, 16, 22, 23, 24 and 25.

Facing the Facts - A Review of Public Education in Western Australia

15

4.3.4 Challenges for teachers working out-of-field Finding: WA teachers’ workloads and workload complexity are exacerbated by the demands associated with out-of-field teaching, an issue that contributes to early career teacher attrition.

Recommendation 34: The Department of Education should approve the practice of out-of-field teaching only where it can ensure that adequate training, mentoring, and support is provided to teachers, irrespective of regional or remote status of the school where they work. The workload of teachers working out-of-field should properly reflect the added work demands associated with this practice.

4.4 HUMAN RESOURCE MANAGEMENT: STAFF SELECTION Findings: Frequent teacher and school leader movements between schools increase staff workload and disrupt student learning, particularly in rural, remote, and disadvantaged schools.

Staff instability has increased following policy changes which allow teachers and leaders to be replaced at any time in the school year.

School leaders and teachers can move from school to school without any requirement to fulfil a specified period of service to the school.

Current staff selection processes favour teachers “known” to school leaders rather than teachers from more diverse backgrounds.

The advent of teachers and other school officers being employed by the school (rather than the Department) has resulted in a decrease in the number of permanent appointments and many teachers feeling insecure in their employment.

Where school leaders and teachers or school officers feel unfairly treated in their school, there appears to be no clear process for independent mediation and resolution.

Recommendation 35: To enable education programs and student learning to be conducted without undue interruption or discontinuity, the WA Department of Education should require that, except in unavoidable circumstances, teachers and school leaders do not move schools during the school year and commit to a minimum of 2 years appointment in a given school.

Recommendation 36: Decisions on teacher appointments, conditions and entitlements should revert to central office administration in the WA Department of Education.

Recommendation 37: The Occupational Health and Safety Division and the Standards and Integrity Directorate of the WA Department of Education should work together and with teachers’ and school leaders’ representatives to devise a fair form of mediation to ensure a safe working environment for teachers, leaders and school officers.

Facing the Facts - A Review of Public Education in Western Australia

16

4.5 WORKLOAD: BURNOUT, SATISFACTION, AND INTENTION TO LEAVE Findings: During the period under the review, there has been an ongoing deterioration in the career intentions of teachers, driven by increased workload demands and by a decline in teachers’ mental health and wellbeing.

The attraction of staff to the WA public education system, including both new graduates and former teachers, will be greatly facilitated by the Department’s public support for a reduction of workloads and the championing of teachers’ professionalism.

The increased job demands experienced by education staff are surpassing the current level of job resources offered to staff by schools and the Department of Education, including mental resilience training and support.

The rising level of attrition among the teaching workforce – resignations and retirements – has both contributed to the reported teacher shortages and been driven by these workforce shortages.

Recommendation 38: As a high priority strategy, and in line with National Teacher Workforce Action Plan, the Department of Education should seek to significantly reduce teacher workload as a means to more effectively attract and retain teachers and school leaders.

Recommendation 39: Notwithstanding recent pilot initiatives announced by the Department to address “red tape” and provide attraction and retention payments, this strategy should include a systemic review and wideranging initiatives to provide sustainable workloads for teachers focused in the core job of teaching.

Recommendation 40: While providing remedial initiatives, the Department of Education should prioritise strategies that reduce workplace psychological hazards and the triggers of teacher burnout.

5.1 STUDENT ACHIEVEMENT AND SATISFACTION: OVERVIEW Finding: Many parents and educators are concerned that the way we measure achievement is too narrow.

Facing the Facts - A Review of Public Education in Western Australia

17

5.2 STUDENT ACHIEVEMENT: TEST RESULTS Finding: WA students’ performance on national and international tests has not shown any consistent improvement over the last decade.

5.3 STUDENT PARTICIPATION: SCHOOL ATTENDANCE Finding: WA students’ school attendance and retention rates have been declining.

5.4 EDUCATIONAL ATTAINMENT: YEAR 12 COMPLETION AND ATAR QUALIFICATIONS Finding: ATAR completion rates in Western Australia are significantly lower than the national average and are declining.

5.5 EDUCATIONAL DISADVANTAGE IN WESTERN AUSTRALIA Finding: A variety of measures point to increasing inequality and stagnating educational performance in Australia’s education system, including in Western Australia.

5.6 STUDENT SATISFACTION Finding: A significant minority of students report little enjoyment of and satisfaction with their school experience.

Please note: All the recommendations in the previous sections have been crafted with the goal of improving the educational and social outcomes for public school students and apply to findings in this section.

Facing the Facts - A Review of Public Education in Western Australia

18

5.7 ABORIGINAL EDUCATION Findings: Apart from influencing cultural responsiveness, the Aboriginal Education Teaching and Learning Directorate has a limited role in the selection and training of staff and the development of Aboriginal education.

Staff indicate that they have not had sufficient support, either prior to or after taking up appointments, to help them understand the cultural, emotional, and learning needs of diverse disadvantaged groups.

A variety of indicators show that Aboriginal students’ achievement has not improved despite a myriad of often expensive programs (frequently introduced without rigorous evaluation or consultation).

Staffing arrangements for remote and very remote locations require an immediate rethink of what is needed to train, attract, and retrain suitable teachers.

Recommendation 41: A dedicated Aboriginal Unit should be established as a matter of urgency. It should be well funded with the clear goal of supporting schools to implement the Aboriginal Standards Framework with appropriate resources and face-to-face support at the local level.

Recommendation 42: An elite Aboriginal Education Team comprised of experienced and highly trained educators should be developed to staff schools with significant numbers of Aboriginal students.

Recommendation 43: Teachers competitively appointed to this Team should have extensive cultural and educational training to understand and support local needs prior to taking up their roles.

Recommendation 44: Teachers in this Team should be highly paid while in situ and guaranteed placements in preferred locations after three years’ good service or, if they prefer, a return to their previous positions. They should also be provided with well-maintained accommodation and guaranteed regular flights to their usual hometowns or cities.

Recommendation 45: The WA Department of Education should report annually on the implementation and outcomes for Aboriginal students in line with the Aboriginal Cultural Standards Framework, including achievement and attendance levels of Aboriginal students by city, regional, remote and very remote indicators.

Facing the Facts - A Review of Public Education in Western Australia

19

A FINAL COMMENT Findings: The teaching profession is calling for immediate and sustainable change to the public school system.

The profession is at breaking point and requires immediate steps to support improved education delivery and morale.

Recommendation 46: To implement the recommendations suggested in this report, a Change Management Steering Committee, led by the Director General and the President of the SSTUWA, should be established to develop an implementation plan, agreed milestones, a timeline and establish a resourcing approach.

Facing the Facts - A Review of Public Education in Western Australia

20

Issues

Road trip for funding calling for him to deliver full funding for

ago they need to meet the needs of all

secure full funding for public schools.

“The road trip will culminate with the

“The Albanese Government must in the

The road trip is being undertaken as

House in Canberra in late November.

with state and territory governments that

On World Teachers’ Day 2023 - 27 October – AEU branches across the country

launched a national road trip to help

part of the For Every Child campaign.

public schools,” Ms Blewitt said.

delivery of the postcards at Parliament

Starting in Perth, Darwin, Adelaide, Sydney,

“Principals and teachers are delivering a

vehicles will travel through city, regional

schools, but they are being asked to do

students.

next 12 months sign funding agreements deliver 100 per cent of the SRS by 2028.

Melbourne, Brisbane and Hobart, branded

great education for our kids in our public

“Public school teachers need more than

and remote areas.

too much with too little.

need an end to the underfunding of

SSTUWA Senior Vice President Natalie

“Full funding will allow public schools to

Teachers’ Day is the perfect time to

one support for students with additional

of teachers and to launch the next phase

classroom assistance for teachers.”

Blewitt (pictured right) said World

reduce class sizes, increase the one-on-

recognise the efforts and achievements

needs and provide more time and

of the campaign for full funding of public schools.

President Correna Haythorpe said: “Only

1.3 per cent of public schools are currently

community members and getting them

Standard which is the minimum amount

to sign postcards to the Prime Minister

public schools.”

Australian Education Union Federal

“On this road trip we will be engaging principals, parents, teachers and

kind words on World Teachers’ Day. They

funded at the Schooling Resource

that governments agreed a decade

Western Teacher

November 2023

9

Issues

OECD report highlights unmet need for Australia’s public schools The latest Organisation for Economic Cooperation and Development (OECD) Education at a Glance report shows that Australia significantly underperforms against most OECD countries when it comes to investing in public schools.

The report, released in mid September, also finds that Australian teachers on average have much higher workloads, higher than average class sizes and confirms that the salaries of Australia’s teachers plateau much earlier than they do in most OECD countries.

Additionally, the report also notes that private schools in Australia receive some of the highest share of government funding in the cohort.

According to the report: •

Australia spends only 1.5 per cent of total government expenditure on upper secondary school education, 28.6 per cent lower than the OECD average of 2.1 per cent.

•

As a share of GDP, Australia spends only 0.8 per cent on upper secondary school education, 27 per cent lower than the OECD average of 1.1 per cent of GDP.

•

•

Australia’s expenditure on teaching staff per student is below the OECD average and below the investment made in many comparator countries including Belgium, Germany, Norway, France, United States, Canada, United Kingdom and Denmark.

“The Albanese Government must

Australian teachers have the third highest average instruction times amounting at over 1,000 hours each year, compared to an average of 805 hours in primary schools and 916 hours in secondary schools across the OECD.

continue to be left unsupported.

AEU Federal President Correna Haythorpe said that the OECD’s report was yet another indicator pointing to the urgent need for full and fair funding of public schools across Australia.

“This report makes it clear that Australia is a global outlier in its failure to fully fund public education,” Ms Haythorpe said.

“The chronic underfunding of Australia’s public schools has led to a chronic teacher shortage and a situation where schools struggle to provide our students with the individual support they need.

This must change.

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address the crisis facing our nation’s public education system with the urgency it deserves.

“Australia’s public school teachers

are some of the most dedicated and

hard-working across the world, yet they

“Currently only 1.3 per cent of Australian public schools are funded to meet

their Schooling Resource Standard

(SRS) entitlements. That means over 98 per cent of our public schools are not

funded to meet the most basic student requirements.

“Years of inaction and underfunding of

Australia’s public education system has

resulted in a situation where our students risk falling behind compared to their peers globally.”

Ms Haythorpe said that as part of the

new For Every Child campaign the AEU has released a national plan setting

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Western Teacher

November 2023

New educators

Make sure we’ve

got you covered

By Chloe Hosking Growth Team officer

As a new educator member, you know that your union has got your back with support, advice and protection.

However, for your membership to be valid it must be the correct type for your work or study situation.

There are different types of memberships for those studying to become a teacher, working as a relief teacher, working parttime or working full-time.

Plus, if you are working with limited registration, you can access our discounted untrained teacher membership rate.

If you’re studying to be a teacher, you’re eligible for a student membership.

This provides you with advice and support from Member Assist and the Growth Team, exclusive discounts and promotions, access to the New Educator Network, training and professional development opportunities and, of course, a subscription to the Western Teacher Magazine.

This level of membership also covers you during your unpaid practical placements.

However, once you start working in the classroom, your needs change and you’ll need to upgrade your membership.

Financial membership ensures you have access to legal advice, industrial support, workers’ compensation advice, free or discounted legal services and journey accident cover.

example, you’ll have the right to vote on the new Agreement.

If you are working as a relief teacher, even if you are still completing your degree, you need to have a casual membership with the SSTUWA. This is a special flat rate of $10.95 each fortnight (at time of publishing), that allows you to work as much or as little relief as you like, while still giving you the same coverage as any fully financial member.

If you are working on a full or part-time contract on Limited Authority to Teach, or are a Teach for Australia associate, you can access our special untrained teacher membership subscription rate.

Once you have completed your degree and have started work as a fully trained teacher you can transition again to a rate based on your work fraction and salary level, ensuring you have the correct level of cover.

For membership rate details and information on transitioning to financial membership, please get in touch with our Membership Team or Growth Team on 9210 6000 or via email: membership@sstuwa.org.au or neweducator@sstuwa.org.au All our subscription rates are flexible and can be adjusted to suit your changing working needs.

Just like health insurance, or home insurance, you need to join before you have an issue!

It is important that you keep in contact with us, updating your details as your circumstances change, so that we can ensure you have the best level of coverage at the correct subscription rate.

It also allows you to participate in the democratic processes of the SSTUWA, at a branch, district and state level. For

Not a member yet? What are you waiting for? Visit sstuwa.org.au to learn more and become a union member.

Western Teacher

November 2023

11

WA State of our Schools survey

Class sizes:

State of our Schools 2023 We asked members to share their stories about the impact of class sizes and what smaller class sizes would mean for them and their students.

The sheer number of responses received indicates just how significant

an issue class size is within our schools. The reduction of class sizes is a

key focus of negotiations for the new General Agreement, as instructed by members through the Log of Claims development process.

This is a mere snapshot of what members said:

Students at my school are keen to learn but get disheartened when I cannot help them as others have questions to ask, too. In lessons when I can’t make it to them, they give up and start falling further behind.

There is a significant boost in confidence and engagement when I am able to help them; the joy of understanding is very visible. But this then comes at the expense of another student’s learning. It would be nice for every child to be helped each lesson so they can walk out feeling positive about learning rather that frustrated about being stuck.

Smaller class sizes are more manageable; there are less behavioural issues as you have more time and awareness of your class.

Students are happier and your relationship building is better.

12

Western Teacher

November 2023

I moved from Year 6 to Year 3 because I didn’t want to have 32/33 students in my class.

I have 12 in split 1/2 and it is perfect. With all the additional needs, and an EA for one day per week, I would not be able to be an effective practitioner with more students. I consider myself lucky.

It is rare that I get a chance to provide individualised learning support and feedback to every child in class. I constantly worry about the students who fly under my radar due to others with greater behavioural/ academic/social/ emotional needs that take time from them.

If I were to spend equal time with every child in my class, it would still be less than two minutes an hour.

It will allow for easier behaviour management, as it would possibly result in fewer behaviour management problems and at-risk students in each class.

The large class sizes are impossible, probably one of the things that makes me feel like leaving teaching the most.

Attending to one student when there are 31 others.

Smaller class sizes would reduce workload and increase one-onone time for each student. With an increasing range of learning and mental health challenges, smaller classes would allow for more individual support tailored to the individual students’ needs and ensure teachers are not burning out from impossible workload demands.

It would mean I have less marking and less follow up on behaviour, giving me more time to plan meaningful lessons and fun and engaging activities for my lessons.

It would be feasible to sit with individual students and have conversations about goal setting on a regular basis.

Smaller class sizes would reduce the workload and therefore stress, creating a more pleasant and supportive classroom environment.

WA State of our Schools survey

It’s difficult to provide the required level of teaching instruction to individual students. This leads to overwork, stress, burnout, less effective teaching. The problem gets worse. Teachers leave, then there are even fewer teachers.

Communicating effectively and maintaining a vigilant watch on 22 students in a mechanical workshop environment is extremely challenging and stressful. It often leaves me feeling quite anxious and uneasy knowing that I have duty of care over these students, when a potential hazardous situation could arise at any moment.

I barely get through the content I need to. I cannot support students who have additional needs properly.

Having smaller class sizes would mean that I can get through the content I need to and in a better way. I can also support my students who need more help.

I have 31 students all with a range of abilities. I am unable to get around the class to help the students that need the individual support. The students find it hard to concentrate as there are so many students that even low voices while working get very loud. The children do not have enough room on their desks to work well.

Larger classes, coupled with the growing individual needs of students (academic, social and behavioural) has resulted in high stress levels, no work life balance and resenting choosing teaching as a career.

Enough tables and chairs in the classroom.

I can’t possibly give students in my class the attention they need, so many fall through the cracks.

It’s difficult to support the extremes within a classroom - i.e. extension students and support students.

Smaller classes might even allow specialist teachers to have a recess and lunch break, instead of this time being used to clean and prepare for the next class.

Aside from socioeconomic influence, class sizes are the biggest factor affecting student achievement (for all non-A students), in my opinion. Nearly every teacher I know spends at least a quarter of their weekends marking. Most teachers at my school want to leave because of workload, not because they don’t enjoy teaching.

Quotes are member responses provided in the WA State of our Schools survey, 2023. Responses have been edited for brevity/clarity.

Western Teacher

November 2023

13

Celebrating 125 years

Celebrating 125 years

125 Years: SSTUWA members rally in huge numbers down St Georges Terrace, 2003.

125 Years: Union members and staff with the Log of Claims, 2000.

125 Years: Members at the Putting our Kids First Conference, 2015.

125 Years: AEU Federal President Correna Haythorpe joins former SSTUWA president Pat Byrne to champion more Gonski funding with members at Cloverdale Primary School, 2016.

14

Western Teacher

November 2023

125 Years: SSTUWA members go on strike to protest education cuts, April 2014, with former SSTUWA president Anne Gisborne leading from the front.

125 Years: Union organiser Frank Herzog helps out a member with a query at Governor Stirling SHS.

125 Years: The SSTUWA recognises members of who have been with the union for 40 years or more.

Celebrating 125 years

125 Years: The last State Council Conference convened at the Adelaide Terrace building, November 2017.

125 Years: The SSTUWA moved into its current premises in West Perth at the start of 2018.

125 Years: Members, socially distanced, return in mid-2020 for the first training events at the SSTUWA since the Covid-19 pandemic began earlier in the year.

125 Years: The SSTUWA lends its support to a campaign to give the public sector wage cap, the boot.

125 Years: Supporting the yes vote for the Voice to Parliament referendum.

125 Years: Campaigning for fair funding for every child in Australian public schools.

Western Teacher

November 2023

15

Education and Training Centre

Education & Training Centre The Education and Training Centre (ETC) is an important part of the SSTUWA, and our goal is to have educators from K-TAFE feeling rejuvenated, relaxed, valued and having fun, all while experiencing powerful learning outcomes.

The ETC is a not-for-profit training provider and in 2023 offered around 200 learning events for members, both face-toface and online. These courses ranged from industrial training and professional development courses to conferences and forums, work health and safety courses and career development sessions.

If you didn’t get the chance to join an event in 2023, we encourage you to keep up-to-date with a wide range of opportunities for next year. Keep an eye out for weekly socials on Facebook and Instagram, eNews training announcements, visit the training page on the SSTUWA website and watch out for an email to your inbox letting you know about upcoming events.

In the meantime, read below to find out more about the range of training opportunities available to you and your branch members for the new school year.

Industrial training for delegates All industrial training courses on offer are designed and delivered by highly-skilled SSTUWA staff who are experienced either as a rep themselves or as an organiser here at the SSTUWA. A range of outstanding two-day courses for delegates at all stages of experience in their role, are available. So, if you are new to the role of a union representative or a women’s contact officer in 2024, you can join us for a level one course. Experienced reps should also look out for level two, level three or advanced rep training opportunities.

Financial support for travel and accommodation is available by application for delegates wishing to attend from regional locations.

Professional learning courses at the SSTUWA We acknowledge that the school holidays are an important time for educators to rest and relax. However, we do find people requesting opportunities to pursue their own professional learning pathways during the breaks.

As a result, the SSTUWA is still committed to offering a variety of face-to-face professional learning opportunities during each of our holiday breaks. Commencing in mid-January, and then during the April, July and September breaks, the ETC usually have at least 10 professional events on offer.

Join one of our events if you are looking to follow your passion, interest or your own improvement pathway. We can guarantee the highest quality facilitators of learning. The ETC and presenters will value your precious time and help you feel rejuvenated, relaxed and valued.

Online professional learning If you prefer the comfort of your own home or learning space, then the ETC has you covered. A long-term partnership with the Teacher Learning Network (TLN) in Melbourne allows the SSTUWA to offer a plethora of online professional learning opportunities for members. During 2023 over 70 online professional learning events were on offer. The sessions were live and via Zoom and varied in duration; 60 minute, 90 minute, three hour and even full-day events were on offer in the following categories: •

Leadership

•

First Nations curriculum

•

Wellbeing

•

Instructional practice

•

Classroom management literacy

•

Secondary literacy

•

Learning diversity

•

Primary literacy and numeracy

16

Western Teacher

November 2023

Education and Training Centre

Education & Training Centre

Conferences and forums Each year the SSTUWA offers a variety of conferences and forums for different audiences across our membership. The ETC always ensures they source amazing keynote speakers and high-quality presenters, for all conferences and forums. We keep each event lively, contemporary, practical and upbeat.

Each event is TUT approved, so we encourage you to consider using one of your Trade Union Training days in 2024 to join us on one of these outstanding days of learning and networking. This year we offered the following: •

ECE Conference

•

ECE Forums

•

Women’s Conference

•

Climate Change and Sustainability Forum

•

LGBTIQA+ Forum

Visit our website in early in 2024 to see the conferences on offer for the year.

Work health and safety education-specific training Elected work health and safety reps (HSR) can attend HSR training in a range of locations. However, the SSTUWA is the only place that offers a course that is education specific. The SSTUWA has partnered with Unity Training at Unions WA to customise the regular work health and safety (WHS) course to be education specific.

HSRs from schools will engage in many Department of Education WHS policies, procedures and support documents and also enjoy a school inspection. several five-day introductory education-specific courses will be available throughout 2024. Registrations are now open for Term 1 2024. Courses fill quickly; register today so that you don’t miss out!

Career development training The SSTUWA is proud to offer ongoing support for educators looking to advance their career or to make a move in a different direction within the system. Many members have benefitted from their engagement with Vanessa Herbert from PDT Consultancy, through the courses offered at the SSTUWA. Vanessa has worked with many members to refine their written job applications.

Whatever stage of your career you might be at, the SSTUWA is here to support you with your next move.

Thanks to all those members who attended training with us in 2023. We look forward to welcoming you back to the building or joining you online for some further powerful learning opportunities in 2024.

Register today: sstuwa.org.au/training Western Teacher

November 2023

17

Member Benefits

Member benefits Accountants and Financial Advisers Aston Accountants

10% discount on personal income tax returns for members. sstuwa.org.au/aston

Industry Fund Services

Specialist financial products for union members. sstuwa.org.au/ifs

LIFE Financial Planners

$1,200 off your statement of advice fee plus a free financial health check for members. sstuwa.org.au/lifefinancial

AutoBahn

Mechanical and electrical services.

Members receive $20 off any service or 5% off any repair. sstuwa.org.au/autobahn

Bayswater Mazda

Exclusive offer including fuel card, servicing and more. sstuwa.org.au/bayswatermazda

Bob Jane T-Marts

National fleet pricing on a range of products and services. sstuwa.org.au/bobjane

easifleet

$110 tax returns for members. sstuwa.org.au/teachertax

$250 Magic Hand Carwash voucher with any easifleet procured novated lease. sstuwa.org.au/easifleet

TIPS Financial Services

Europcar

Teacher Tax

$1,100 discount on your TIPS Transition to Retirement strategy or Retirement plan. Exclusive to members. sstuwa.org.au/tipsfs

Banking ME Bank

Special offers throughout the year for members. A bank built by, and for, union members. sstuwa.org.au/mebank

Mortgages, Money and Me

Complimentary advice, property reports, finance tools and more for SSTUWA members. sstuwa.org.au/mmme

OFX Money Transfers

When it matters, OFX it. Save with the experts in international money transfers. sstuwa.org.au/ofx

Teachers Mutual Bank

Banking exclusively for the education community. sstuwa.org.au/tmbank

Allwest Fleet

Vehicle salary packaging – save time, money and tax. Receive a $300 gift card with your new car. sstuwa.org.au/allwestfleet

Western Teacher

10% discount on vehicle hire in Australia. sstuwa.org.au/europcar

Fleet Network

Package your next car and save on tax.

Bonus gift with vehicle delivery. sstuwa.org.au/fleetnetwork

Motor Market by Union Shopper

You choose the car, then we find you the lowest price. sstuwa.org.au/motormarket

Western Motor Vehicle Consultants

We’ll find a car you’ll love. Save time and money when sourcing your next vehicle. sstuwa.org.au/westernmotors

Computers Altronics

Build it yourself electronics centre. VIP trade discount in store and online. sstuwa.org.au/altronics

Apple on Campus

Cars

18

Massive discounts on products and services for SSTUWA members

November 2023

For details visit: sstuwa.org.au/apple

Dell

Save up to 5% off selected items. sstuwa.org.au/dell

HP Computers

Huge savings for members on laptops, accessories, printers and more. sstuwa.org.au/hp

PLE Computers

Save on your IT with access to the PLE Computers academic portal. sstuwa.org.au/ple

The Good Guys Commercial

Online access to live discounted pricing on The Good Guys’ range. sstuwa.org.au/thegoodguys

Educational Resources Classroom Management

A Thinking and Caring Approach. By Barrie Bennett and Peter Smilanich. sstuwa.org.au/classroommgmt

Effective Group Work

Beyond Cooperative Learning. By Barrie Bennett. sstuwa.org.au/effectivegroupwork

Graphic Intelligence

Possibilities for Assessment and Instruction. By Barrie Bennett. sstuwa.org.au/graphicintelligence

Instructional Intelligence

Building Instructional Expertise for the Classroom. An SSTUWA project in collaboration with Barrie Bennett. sstuwa.org.au/instructionalintelligence

Teacher Superstore

5-10% discount, in store and online. sstuwa.org.au/teachersuperstore

Entertainment Movie tickets

Discounts on physical tickets (greater savings) and instant digital tickets. sstuwa.org.au/movietickets

Outback Splash

Featuring both water and year-round attractions. Discounted tickets for members. sstuwa.org.au/outbacksplash

Rockface

Indoor rock climbing in Balcatta. $15 all day climbing pass with harness hire. sstuwa.org.au/rockface

Member Benefits

*Terms & conditions apply.

Please visit our website for full details.

For more information visit sstuwa.org.au/benefits and the benefits tab of the SSTUWA App Food and Wine

Insurance and Legal

Access wholesale prices with a complimentary day pass. sstuwa.org.au/campbells

For details visit: sstuwa.org.au/journeycover

Campbells

Cellar d’Or

Best value winery tour in the Margaret River Region. 10% discount for members. sstuwa.org.au/cellardor

Taste Bud Tours

Swan Valley “Speed Grazing” – 20% discount. Good Food, Wine & Cider (am) or Good Food, Wine & Beer (pm). sstuwa.org.au/tastebudtours

Health and Well-being Goodlife Health Clubs

20% discount on platinum 12 month memberships. Includes access to all Goodlife Health Clubs in WA. sstuwa.org.au/goodlife

St John

First aid saves lives. Discounted first aid courses and kits for members. sstuwa.org.au/stjohn

WA Opticians

20% discount on spectacle frames and lenses. Perth and East Perth. sstuwa.org.au/waopticians

Housing Houspect

Journey Cover insurance SSTUWA Legal Services

Access to quality legal services for both work-related and personal matters. sstuwa.org.au/legal

Teachers Health Fund

Join the thousands of teachers who have already made the switch. sstuwa.org.au/teachershealth

Teachers Health – Travel

Travel and Accommodation Accor Hotels Great savings for teachers at Accor Hotels in the Asia Pacific region. sstuwa.org.au/accorhotels

Choice Hotels Choice Hotels welcomes SSTUWA members with exclusive rates at locations in Australia and NZ. sstuwa.org.au/choicehotels

For details visit: sstuwa.org.au/travelinsurance

Experience Oz

Wills for members

across Oz + NZ.

Members can access a complimentary simple will, where appropriate. For more information or details about a complex will, visit: sstuwa.org.au/wills

Shopping Dot Mall

BBQs, heaters and backyard kitchens.

5% discount for members. sstuwa.org.au/dotmall

Electrical buying

Let Union Shopper find the best deal on your electrical purchases. sstuwa.org.au/electricalbuying

isubscribe

Save 10% on over 3,000 experiences sstuwa.org.au/experienceoz

Inn the Tuarts Guest Lodge Forest retreat, 4-star, with indoor pool, Jacuzzi, sauna and BBQ. Adults (12 years+) only. Five minutes to Busselton. Studios and rooms. 22.5% off rack rate or best available rate. sstuwa.org.au/innthetuarts

Jarrah Grove Forest Retreat Luxurious, self-contained accommodation in Margaret River.

Buy, build and invest with confidence. $50 discount on building inspections. sstuwa.org.au/houspect

Up to an extra 10% off any print and digital magazine subscription; over 4,000 titles. sstuwa.org.au/isubscribe

Discounted rates for members.

Johns Building Supplies

Jackson’s Drawing Supplies

10% discount on houseboat holidays.

Trade prices on paint and painters’ hardware. Builders prices on all other hardware lines. sstuwa.org.au/jbs

SkylightsWA

Specialising in skylights and roof ventilation, servicing all regions of WA. 7% discount off selected products. sstuwa.org.au/skylightswa

Wattyl

15% off Wattyl paints, stains and accessories at Wattyl Paint Centres in WA. sstuwa.org.au/wattyl

10% discount in Jackson’s 12 shops and online. sstuwa.org.au/jacksons

Petals Flowers & Gifts

20% off flowers and gifts. World-wide delivery available. sstuwa.org.au/petals

Teacher Superstore

5-10% discount, in store and online. sstuwa.org.au/teachersuperstore

The Good Guys Commercial

Online access to live discounted pricing on The Good Guys’ full range. sstuwa.org.au/thegoodguys

sstuwa.org.au/jarrahgrove

Mandurah Houseboats sstuwa.org.au/houseboats

Metro Hotel Perth City 15% discount on the best available rate. Located in East Perth near the WACA and Gloucester Park. sstuwa.org.au/metroperth

Rottnest ferry tickets Save up to $15 on Rottnest ferry tickets with WestClub. sstuwa.org.au/rottnest

Western Teacher

November 2023

19

Classifieds

Classifieds Block for sale: Jurien Bay

700sqm fully serviced, ready to build on, one block back from beach. Close to schools, town centre, marina and recreational water activities. Perfect holiday, retiree or sea-change locale. $108,000 (negotiable).

Peter: 0437 377 361 | westside@tower.net.au

Augusta

3x1 spacious holiday rental. One double, one queen, five singles. 200m from the river and town. Magnificent river views.

One large living area, three sided veranda and BBQ. Provide own linen and towels. $150 per night plus $50 cleaning fee. gregrowl@iinet.net.au

Dunsborough (Quindalup)

Large 4x2 holiday home on Geographe Bay Rd. Swimming beach 30m away.

Free use of private boat mooring. Room to park boats with boat ramp a minute away. Slow combustion wood heater and reverse-cycle air-con. Available all year except for leavers’ vacation. No pets.

0419 943 203 a_r_moore@bigpond.com

Dwellingup

Après Huit and Dwell Cottage provide luxury self-contained accommodation set in beautifully landscaped gardens. Can be rented separately or together. Après Huit: 2x2, main house. Dwell Cottage: 1x1, furnished in a French theme.

Robert: 0419 954 079 dwellcottage.com.au

Dwellingup

In need of a tree change? Time out to reconnect with nature? Time for a vacation in Dwellingup’s Jarrah forest, 90 minutes from Perth. Chuditch Holiday Home is perfect for couples, groups and families. It’s centrally located and sleeps up to eight people.

Shani: 0402 615 235 shanivore@hotmail.com

Floreat

Studio B&B. New, stylish single room.

Fridge, kitchenette, TV, aircon in lovely peaceful Floreat house and garden. Linen, tea/coffee, continental/cooked breakfast ingredients supplied. Suit mature person wishing to enjoy quiet accommodation.

Close to city, buses, shops, hospitals and beaches. $85 per night, min two nights.

Weekly and monthly rates available.

SMS: 0422 333 057

Frankland River

Escape to the country. Imagine waking up to uninterrupted views of paddocks and trees with peace, quiet and tranquility.

Choose a 3 bedroom house or a cosy cabin set on picturesque 83 acres.

A great place to relax and unwind. franklandriver.com.au Jade: 0430 450 093 | Sam: 0413 160 093

Fremantle

Short term accommodation in central Fremantle. Recently refurbished with all conveniences for modern living.

Townhouse has three queen-sized bedrooms plus provision for two singles.

Enjoy time in the rear garden, complete with BBQ. Secure parking for two cars, access controlled by electric gates.

9430 4458 | 0407 083 174 info@westerley.com.au

Fremantle

Staycation? Attending a function?

Cosmopolitan getaway? Fremantle is the place. Cafes, restaurants and breweries.

Markets, beach, art galleries, museums, theatre, events, shopping, skate park, Ferris wheel, whale watching... What more could you want? Eco-Gallery Apartment is stylish, centrally located, sleeps three and has secure parking.

(08) 6323 2339 admin@smartstaywa.com.au

Kallaroo

Serenity Escape is a 2x1 apartment with full kitchen, offering comfort and convenience. 20 min walk to beach, 5 min drive to train station, walking distance to Whitfords Brewing Co, cinema and shops.

Toiletries, slippers and coffee machine provided. Min 2 nights. Sleeps 4, or 5 with mattress. No pets. $125/night for 3 people; $10/night per extra person.

Molly: 0428 166 559 mollysletters@gmail.com

Kalbarri

Clean, tidy, self-contained family-friendly 3x1 brick house at the top end of a quiet cul-de-sac. Sleeps 8: 2 x queen beds and 2 x bunk beds. Close to Blue Holes Beach, 15 min walk to town. kalbarriwa.net.au | 0435 845 504

Lancelin

Large 5x2 holiday home. Everything within walking distance, close to beaches and town centre. Sleeps 14. Large wrap around verandah with outdoor seating/eating and bbq. Heaps of parking for boats or quads. $45/night/person (min 6). Min 2 nights.

SMS: 0412 804 345

Margaret River

Two bedrooms, private, comfortable, fully equipped stone cottage with fireplace, located amongst the forest opposite Boranup National Park, 17km south of Margaret River on Caves Road. Close to beaches, wineries, caves and galleries. $150 per night for two people, or provide own linen and towels for $120 per night.

Russell: 0418 933 270

Nannup

Seraphim Retreat is a pet friendly 3x1 character farm cottage, five minutes from friendly Nannup. Set in acreage, with established gardens and stunning valley views. Air conditioned and wood heater. Horse riders can bring their horses to access our arena and trails. Teacher discount: $159 weekends, $149 midweek.

See website for details. seraphimretreatnannup.com SMS 0420 832 510

Safety Bay

Very clean and tidy, traditional style 3x1 duplex in Safety Bay. Fully furnished and equipped. One street from beach.

Presently a minimum stay requirement (this may change). cnjn@aapt.net.au

Trigg

Self contained accommodation. Kitchen, laundry, queen sized bed plus fold out double couch in lounge. Free WiFi and Netflix. Own entrance. Find us on Facebook.

Kerry: 0409 884 330 | FB: @justriggin 67justriggin@gmail.com

Email 50 words or fewer to editor@sstuwa.org.au along with your union membership number. Free for members.

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Western Teacher

November 2023

Classifieds Yallingup

Rammed earth cottage, 2x1, nestled amongst bushland. Well located, short walk to Studio Gallery Bistro, two-minute drive to Caves House. Beaches, galleries, wineries and restaurants close by. Sleeps six. No dogs. stayz.com.au (property 136151) Kirsty: 0419 927 660

Tranquillity Counselling, Psychotherapy and Career Development

I provide holistic, confidential practical counselling to help you deal with an array of issues, some being: general relationship, mental health, anger issues/management, anxiety, depression, self-harm, grief and trauma, addiction, abuse, palliative care.

Milica Robinson, MCnsig&Psychthpy, GradCertCareerDev, BEd. 0422 358 187

Retirement coach

receive a discount.

Lee: 0404 655 567 leehalligancelebrant.com.au

Marriage celebrant

Experienced professional celebrant available, all areas. Formal or informal, large or small weddings. A Beautiful Ceremony will help you design an unforgettable and uniquely personal ceremony.

Mary: 0418 906 391 maryburke40@hotmail.com

Funeral celebrant

I am an experienced funeral celebrant. It will be my honour to assist you in the cocreation and presentation of a ceremony that serves to honour your loved one, by revealing their essence through a uniquely constructed and presented combination of spoken word, rituals, symbols, audio and visual displays.

0449 075 001 Kc.fcelebrant@gmail.com

Are you recently retired or retiring soon?

You probably have a financial plan in place but developing a plan for the non-financial side of retirement can be as important as preparing financially. I offer support and guidance for the transition from work to retirement, helping you to find purpose and meaning in retirement. Contact me to arrange an obligation free chat. retirementcoaching01@gmail.com

Learn to social dance

Marriage celebrant

First aid training for students

Learn jive, waltz, rumba, samba, tango and other dances for social events (ball, wedding, cruise, etc). A fun and easy course with quality instruction. Join with or without a partner. Melville (LeisureFit) Recreation Centre. Mondays 7.30-9pm. $118/8 weeks. Beginners’ course held every term. Term 1 2024 starts 12 February.

Stan: 9330 6737 | stan@stansdancing.com

Marriage celebrant with 12 years of experience, working in the Peel, South West and Perth areas. Specialising in creating personalised ceremonies for couples at their chosen wedding location. I’d love to help you plan your special day!

Meridith: 0400 312 535 meri.lake4@gmail.com

St John Ambulance WA offers free first aid training to all school aged students, ranging from Triple 000 Hero for Kindergarten students to Road Trauma First Aid for secondary school students.

Courses are curriculum mapped.

(08) 9334 1259 youth@stjohnambulance.com.au

Marriage celebrant

Brownes Dairy invites your classroom to join a free curriculum-linked tour of the dairy in Balcatta. Students from Kindergarten to Year 6 get a unique hands-on experience and see how our

Heart Centered Ceremonies for couples wanting a personalised wedding. Lee will help you design your dream wedding – a memorable occasion. Mention this ad to

Free dairy excursions

Classifieds

dairy operates and produces award winning dairy products enjoyed in WA for 130 years. school.tours@brownesdairy.com.au

Actors reading to kids: it’s Storyville!

Storyville is a free literacy initiative run

by Australian performers through the Media Entertainment & Arts Alliance.

The program harnesses the talent of performers to encourage children to read and specifically targets primary schools with socio-economic disadvantage or where for a majority of students English is a second language. diane.cameron@equityfoundation.org.au

Road safety education for schools

RAC offers free curriculum aligned road safety workshops and online resources for primary schools (pre-primary to Year 6) and secondary schools (Years 10 to 12), covering a range of road safety topics designed to keep young people safe on and around the roads.

(08) 9436 4471 | rac.com.au/education communityeducation@rac.com.au

MAWA

The Mathematical Association of Western Australia offers professional learning opportunities, conferences and consultancy services to teachers and schools and networks. MAWA members receive 10 per cent discount on MAWA shop resources. For more information: mawainc.org.au 9345 0388 | eo@mawainc.org.au

Macramé is the new yoga

I'm a teacher running small group macramé classes in a cosy home studio.

Join me and discover the power of mindfulness as you learn to engage your mind and your hands in a fun supportive environment. It's a powerful way to calm a busy mind. marcia@knotinlove.com.au

Western Teacher

November 2023

21

Noticeboard

Noticeboard

Email to editor@sstuwa.org.au

Retired teachers

State Council Conference

Next meeting: The next meeting of retired teacher members is Wednesday 8 November at 10.30am, at the SSTUWA premises.

The guest speaker will be Alex Illich of Eureka Lawyers, who will speak about the will service available to members. Zoom facilities are available. All retired teacher members are invited.

The upcoming State Council Conference will be held on 10-11 November.

Double celebration: We invite all RTA members to keep Monday 11 December free for a combined Christmas and union 125th anniversary celebration.

Further information is available at sstuwa.org.au/statecouncil

Stay in touch: Join the RTA Facebook Group – search “Retired Teachers’ Association of the SSTUWA”.

International Day for the Elimination of Violence Against Women

International Day of People with a Disability

This day falls on 25 November and is preceded by White Ribbon Day in Australia on 18 November. Violence against women and girls is one of the most pervasive and widespread human rights violations globally and the fight against it must remain steadfast. For more information on what you can do visit un.org/en/events/endviolenceday and whiteribbon.org.au

Held annually on 3 December, the day aims to increase public awareness, understanding and acceptance of people with a disability, while celebrating their achievements and contributions. For more information visit idpwd.com.au and idpwd.org

Kojonup DHS 160th anniversary celebration 17 November, Noon-4pm

Join us for an afternoon of fun to celebrate our great school’s 160th anniversary. The day will include guided tours, games and activities, and a shared lunch. Please bring a plate of finger food to share.

2024 wall planner The 2024 wall planner will be distributed with the December edition of Western Teacher. It will be available for download from our website in November.

Level 3 Classroom Teachers’ Association: 2023 meeting dates Venue: SSTUWA, 1 West St, West Perth Time: 4.30pm | Zoom option available

Term 4

Thurs 30 Nov (AGM) Week 8 More info: www.l3cta.org.au contact@l3cta.org.au

All welcome. RSVP: 9831 3300.

SSTUWA committee meeting dates: Venue: SSTUWA office | Contact: (08) 9210 6000 or contact@sstuwa.org.au Teleconference facilities are available

New Educator Committee

LGBTIQ+ Committee

28 November

2024 dates TBC

Time: 4.30pm

Women’s Committee Time: 4pm

2024 dates TBC

22

Western Teacher

November 2023

Time: 3.30pm

Aboriginal and Torres Strait Islander Education Committee Time: 4pm

2024 dates TBC

Early Childhood Educators’ Committee Time: 4pm

2024 dates TBC

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