Western Teacher - Volume 50.6 - August 2021

Volume 50.6 August 2021

SOS:

The State School Teachers’ Union of W.A. (Inc.)

81 per cent consider leaving profession because of workload and salaries pg 8 sstuwa.org.au

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Volume 50.6 August 2021

In this edition Correspondence:

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

50

Celebrating 1971

2021

years

2021 Publishing Dates

Deadline Distributed 30 November 22 January 25 January

19 February

Ph: 9210 6060 memberassist@sstuwa.org.au

2 March

26 March

Print post publication 100004470 | $4.95 ABN: 544 780 946 35

27 April

21 May

31 May

29 June

28 June

9 August

9 August

3 September

6 September

8 October

18 October

26 November

Member Assist:

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 James Street, Northbridge WA. August 2021.

Cover: The 2021 State of our Schools survey reveals member concerns about workload, their well-being and salaries. Read more on page 8.

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

Connect with us: @sstuwa

Dates are subject to change

In this edition

Features

Collegiate principals initiative underway...6 Overworked WA public educators consider quitting.........................................8 Union checks on members impacted by cyclone..................................................10 Advocating for public educators...............11 Casual staff seeker tool: what you need to know.............................................12 My week as an Anna.................................13 First Nations curriculum inclusion push supported.........................................14 Teachers’ Games comes to WA................16 Q&A with Member Assist..........................17 Wear it Purple Day 2021...........................18 Why union members earn more...............20

Regulars

From the President.....................................5 From the General Secretary.......................7 Education and Training.............................28 Member Benefits......................................30 Classifieds.................................................32 Noticeboard...............................................34

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.)

Barrie Bennett reference books Effective Group Work BEYOND COOPERATIVE LEARNING n

BARRIE BENNETT

Instructional Intelligence Building Instructional Expertise for the Classroom

An SSTUWA project in collaboration with Barrie Bennett © B. Bennett, The State School Teachers’ Union of W.A. (Inc.)

Instructional Intelligence

Effective Group Work

Classroom Management

Graphic Intelligence

Dr Barrie Bennett is an internationally renowned educational expert and emeritus professor at the University of Toronto. His books cover a range of interrelated topics that support effective teaching and learning. Members can access special pricing on the series.

Place your order at sstuwa.org.au/shop Western Teacher August 2021

3

Western Teacher August 2021

From the President

Time to lift cap on teacher pay

By Pat Byrne President

Western Australia’s economy is handling the impacts of COVID-19 better than anyone anticipated, and we’re expecting a multi-billion dollar surplus in the next budget.

But at the same time that our economy is booming, education funding per child is falling and teachers’ wages are stagnant.

Despite being in a budget position some other states could only dream of, WA is the only jurisdiction in the country that is cutting its proportion of the Schooling Resource Standard – the minimum cost of educating a child as set by the federal government – with WA funding set to fall to 95 per cent of this amount in 2022. This means WA students in public schools will each be funded by an average of $1,102 less than the minimum amount required.

The most obvious impact of this decrease in per capita funding in WA is that public schools will have less money available to spend on specialist programs and suitably qualified teachers to deliver those programs; classes on average will be larger, reducing teachers’ capacity to provide individual attention to students; specialist assistance will not be available; and schools will be unable to fund essential, up to date software and hardware which facilitate online learning.

Also cause for concern is that the education system will not be immune to the looming skills shortage.

We’re already seeing some early warning signs that teacher numbers are not keeping up. As reported in The West Australian, schools are already struggling to find relief teachers because they’re being offered longer term contracts to fill gaps in the system, where schools cannot find enough teachers.

In addition, the numbers of people completing a secondary school teaching qualification fell by 60 per cent last year, meaning far fewer graduates will be coming into the system in the next couple of years.

At the same time, student enrolments in public schools continue to increase, meaning WA will need approximately 4,500 additional teachers over the next five years.

With many businesses expanding, and overseas migration significantly curtailed, private companies are desperately seeking workers.

We need to do everything we can to ensure WA has a quality, well-staffed, well-resourced education and training system to deliver those workers.

Increasing the use of visas to bring in overseas workers to fill positions, as organisations such as the Chamber of Commerce and Industry WA are suggesting, while filling the immediate need, is short-sighted; we need to be educating, training and upskilling our young people to ensure that we have a skilled local workforce.

To do that well, it’s imperative we keep and attract the best teachers and TAFE lecturers in our schools and TAFEs. Attracting more students into TAFE through lower fees is an excellent strategy, but only if there are enough lecturers to teach them.

And to make sure of that, we need good salaries and conditions, in both schools and TAFEs. If we don’t, there is a risk that current teachers will be lured away from education by the higher wages being offered in other occupations.

Teachers, like other public sector workers, reluctantly accepted the state government’s $1,000 a year wage cap during uncertain times to relieve the pressure on the budget.

But I think we can all agree, the pressure is well and truly off.

As a result of the wages cap, WA teachers are now paid less than their counterparts in other states, increasing the chance of our teachers being tempted to move east for better paying positions.

WA public sector workers need to be able to return to a fair bargaining process that takes these competitive pressures and other factors into account when negotiating pay increases.

We are already seeing the beginnings of a teacher shortage. If the current wages policy continues, teacher shortages will become far worse, and our children will not get the support and skills they need for the future.

It’s time to lift the cap.

Skills Summit The SSTUWA was one of the few individual unions present at the state government’s Skill Summit on 30 July. This gave the SSTUWA the opportunity to emphasise the key role of public education in addressing long term skill shortages in the WA economy as well as representing our fellow unions of the Public Sector Alliance.

The SSTUWA strongly endorsed the vital role state schools and TAFE play in educating 70 per cent of WA’s future workforce and reinforced the need for full and fair recurrent funding for both of these crucial sectors.

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From the Senior Vice President

Collegiate principals initiative underway

By Matt Jarman Senior Vice President

The collegiate principals (CP) initiative has been moving along at a pleasing pace, with the more than 450 requests from school leaders (as of late Term 2) to be involved in the program, reflecting its importance.

The initiative is one originating from the SSTUWA and won as part of the 2019 Schools General Agreement, along with the expanded role of the Professional Learning Institute (PLI) in providing a range of professional learning opportunities for school leaders and teachers.

The CP initiative reflects the union’s commitment to build capacity of our schools and provide support for school leaders that enables them to do their job strategically and develop them into sophisticated leaders.

As Canadian educational researcher Michael Fullan states: “The key to systemwide success is to place educators and students at the centre.”

The SSTUWA’s position is to accept the research behind the four drivers for system improvement articulated by Fullan, namely: •

Capacity building for teachers and school leaders.

•

Group solutions for improvement.

•

Improving instruction.

•

Systemic strategies as opposed to fragmented strategies.

These drivers for improvement need certain characteristics and can be judged with four simple questions – Does the driver: 1. Foster motivation of teachers and students?

2. Engage educators and students in continuous improvement?

3. Inspire teamwork?

4. Affect all teachers and students?

Prior to 2013 positions similar to collegiate principals were in the public education system. They were known as 6

Western Teacher August 2021

principal consultants and were based across the state, in metropolitan and regional locations.

But in 2011 regional offices started to disappear as massive amalgamations and education budget cuts began to occur – and principal consultants disappeared.

Effectively for the past 10 years this kind of support has not been in the system for current and aspirant school leaders, leaving them more isolated and with fewer avenues to address issues.

While some school leaders have been able to push through and cope admirably, some have not.

The underlining issue to all of this has been the lack of systemic response that provides support. Whether school leaders have coped or burnt out has been at the whim of whether any regional or voluntary network support has been made available to them.

In my first decade of being a school leader, I had access to regional support people. They came into my school, not to look over my shoulder but to give feedback on the quality of my work and provide support where needed.

In my second 10 years, those positions no longer existed.

The 450 requests demonstrate that school leaders want to reach out for support that is outside of accountability mechanisms such as public school reviews.

School leaders want to do more than just cope. The CPs were never intended to help with band-aid solutions, but to help our school leaders be the best version of themselves as leaders for the school communities.

The SSTUWA is very encouraged by the high number of requests and the efforts of the PLI to assess the applications for support.

The collegiate principals themselves were merit selected at the end of last year and went through a six-week induction program throughout Term 1, 2021.

They had a significant role in co-designing what the program would look like as well, around their own strengths, which we see as a very smart and prudent move.

A triage system was being developed to match CPs with school leaders participating in the initiative, which commenced in Term 2.

It is too early to assess how the initiative is going so far. There is a review of the CP initiative that is slated to take place in Term 3. A time frame has not been given on when the review’s findings will come back.

The SSTUWA will be interested to find out how successful the triage model is, particularly in how resources are allocated in terms of regions or locations, which the union initially argued that provision be made to distribute resources this way.

We will also be keen to hear from school leaders who have sought support on how valuable they found it.

To this date all the chatter surrounding the CP initiative has been positive and we are satisfied with the transparency the Department of Education (DoE) has shown in terms of sharing progress about the CP initiative.

The SSTUWA will continue the dialogue with the DoE for this initiative to ensure that it is optimal for school leaders and delivered as intended for system and staffroom benefit.

From the General Secretary

Your voice crucial on Log of Claims

By Mary Franklyn General Secretary

As you read this article materials will have arrived at your workplace to assist your involvement in discussing the SSTUWA’s Log of Claims.

At the federal level the Morrison Government has made clear its disdain for public education at every level, from preschool through TAFE and university.

The feedback the union has received via the State of our Schools survey (see pages 8 and 9) leave us in no doubt that this is a crucial round of negotiations.

In state terms this round of enterprise bargaining follows the negotiation of two, two-year Agreements in which pay increases were a flat $1,000 per annum for each person covered by the General Agreement, as per the WA state government wages policy.

Workload, salaries and pressures associated with COVID-19 are causing great stress to members and we need to address these crucial issues. Our campaign (see page 5) around removing the state government’s salary cap, as well as raising awareness of the dangerous situation regarding recurrent funding of public schools is interlinked with the Log of Claims.

You will see some very detailed explanation of what we are seeking, as developed through discussions at the June State Council, which authorised this draft Log of Claims to be sent to branches for endorsement.

This Log focuses on a combination of matters which are cost neutral and those which will incur additional expenditure from government. It aims at improving existing conditions, providing greater system support, and improving attraction and retention incentives, as well as a number of general matters.

There will be NO trade-offs or any diminution of conditions and entitlements.

Your voice is crucial. We encourage everyone to have their say. If you are not already a member of the SSTUWA then complaining later will be of no use. Join now to have your voice heard.

It is arguably the most important set of negotiations the union has entered into. Our voice needs to be as strong as possible.

In addition, the 2019 General Agreement and updated Award included a number of cost-neutral changes as well as amendments requiring additional government expenditure.

The state government public sector wages policy is only minimally changed from that which applied to the 2019 General Agreement: $1,000 per year for the first two years of a state Labor government with the possibility of consumer price index rises for the next two years of government – subject to the outcome of an economic review.

State Council delegates in November 2020 resolved to reject government wages policy for the purposes of negotiating the 2021 General Agreement.

Given this, the SSTUWA has joined other WA public sector unions in a new alliance to work to reform the wage capping policy.

The cap to increases means a decline in real terms for six years for the vast majority of those we rely on to deliver education, essential health, community safety and other services.

For teachers and school leaders the existing wages policy fails to keep pace with the government’s own policy on government fees and charges, announced to increase by 1.6 per cent overall. A capped $1,000 wage increase would mean

rises of between 1.39 and 0.58 per cent for employees covered by this Agreement*.

A well-resourced and successful public sector is an important source of opportunity and growth, particularly during pandemic recovery; within that sector, the provision of quality public education ensures a future workforce able to thrive in a changing environment.

This Log of Claims includes a number of features for school leaders, including administrative time allocations, reduction of administration and compliance requirements, compensatory leave for principals, professional learning, assistance with data analysis by way of a newly created position, increased flexibility in staff placement including a guaranteed return pathway from country to metropolitan schools, and recruitment support within the IPS context. Features for directors include compensatory leave, regional housing subsidies, government vehicles/allowances and right of return entitlements.

Summary This Log of Claims puts “fair and proper” worker salary negotiations front and centre. We are not accepting wage capping/freezing. This Log has workload reduction and management solutions for all members. Our Log provides a comprehensive industrial and professional agenda to make working conditions better for all members and public education. I commend the delegates, Executive and staff for the work.

This needs to be on every staff meeting agenda. Be informed and be ready. *Percentages relate to salary grades 2.1 and 6.4, respectively.

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State of our Schools 2021

Workload drives public educators to consider quitting

By Minh Lam

About 81 per cent of respondents to the SSTUWA’s State of our Schools survey have considered leaving the teaching profession in the past four years as increased workloads have led to many fearing for their personal health and well-being.

Unsurprisingly, with long working hours and heavy workloads, public educators were feeling the stress. About 89 per cent of respondents said their work-related stress levels were high to very high.

The 2021 WA State of our Schools Survey took in 1,865 teachers, education support teachers, school leaders and school psychologists.

“I have zero work/life balance,” one respondent said.

More than 87 per cent of those surveyed who said they considered leaving said their workloads were a reason, with about 60 per cent of respondents stating concerns for their personal health and well-being were another reason for contemplating leaving the profession.

Salary issues (16 per cent) and safety concerns surrounding COVID-19 (8.1 per cent) and school violence (20.95 per cent) were also cited.

Four out of every five public educators who responded to the survey have considered leaving education.

“In order to obtain a tiny amount (of balance) I have taken a $40k pay cut and dropped to 0.6FTE but am still at school every day, working a 40-hour week to cope with the workload.

“My own children are suffering … seeing specialists because of this.”

The areas which contributed to a high workload for survey respondents were: • Compliance requirements.

• Lack of classroom support.

• Reporting and assessments.

Such a mass exodus would severely weaken public education and add the sector to the long list of industries in WA that are facing a massive skills shortage.

• Attendance and behavioural data collection.

Concerns about teacher salary come as the SSTUWA launches a campaign calling for an end to the state government’s cap on public school teacher and lecturer wages (see page 5).

• Technology issues and requirements.

“I’ve been teaching for almost five years now,” one respondent said.

Just over 65 per cent said they felt pressured to very pressured about attending all scheduled out of school meetings.

“Ever since I’ve started, there has been a cap of $1,000 pay increase per year for teachers. This represents a net pay decrease when considering inflation ... This is driving me out of the profession.”

When it came to resourcing for their schools, 35.24 per cent felt their school was under-resourced under the Student-Centred Funding Model (SCFM) to deliver education programs that their students needed. A further 21.78 per cent said their school was significantly under-resourced.

About 91 per cent rated their workload high to very high, with more than half (52.35 per cent) of respondents saying they worked more than 50 hours a week, including 18.5 per cent who said they worked more than 60 hours weekly.

About 31 per cent said they worked 40-49 hours a week.

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Western Teacher August 2021

• Lack of opportunity to collaborate with colleagues.

• Staff mental health challenges.

More than half of respondents (54.36 per cent) said funding raised through voluntary contributions and school funding raising (to ensure their school could offer the education programs students needed) ranged from important to very important.

State of our Schools 2021

State of our Schools 2021 Four out of five respondents have considered leaving the profession in the past four years

Reasons cited

87%

60%

21%

Workload

Health & well-being

School violence

91%

rated workload as high to very high

Stress

89%

said work-related stress levels were high to very high

I'm not paid enough for the amount of hours and stress, and I'm too tired to keep a healthy work and family life balance.

srotubirtnoc daolkroW

Workload

Compliance requirements Lack of classroom support Reporting and assessments Staff mental health challenges Lack of opportunity to collaborate Technology issues and requirements Attendance and behavioural data collection

Hours worked per week

60+

50-59

40-49

30-39 0%

10%

20%

30%

Western Teacher August 2021

40%

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Occupational safety and health

Union checks on members impacted by cyclone

By Antony Pearson Occupational safety and health organiser

Along with the SSTUWA’s Mid-West schools organiser Sam Yates, I recently visited schools and members badly affected by Cyclone Seroja which tore through the region in April this year.

Our aim was to check in on the health and well-being of our members and their colleagues in the schools and communities affected and provide support and help where we could.

We visited the following schools who were impacted by Cyclone Seroja: •

Binnu Primary School

•

Northampton District High School

•

Kalbarri District High School

•

Western Australian College of Agriculture – Morawa

•

Morawa District High School

We also learnt that union members at Carnamah District High School had been severely impact by Seroja through their personal property being badly damaged.

Many schools we visited received damage from the cyclone, with Binnu Primary School and Kalbarri District High School among the most severely hit.

Staff and students were not able to return to their schools until later in Term 2.

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Western Teacher August 2021

Many members have experienced damage to their properties with some even losing their homes completely.

Sam and I would like to thank all the

They are now in the process of constant communication with insurance companies to have assessments done and scopes of works completed.

on rebuilding their schools, homes and

Many have temporary roofs of timber battens and tarps to protect them from the elements which they will have until their houses are repaired permanently, which may not be until 2022.

Through all of this the SSTUWA’s role has been to assist and support members affected by this tragic natural disaster in every way we can – one being the National Disaster Relief Payment that members can access.

This payment was approved by senior officers and SSTUWA Executive. Members who either live in or work at a school in one of the designated postcode areas are entitled to a one-off payment to give them some financial assistance during this difficult time.

Members in areas that have been impacted should contact Member Assist if they require assistance or wish to claim the disaster relief payment.

SSTUWA members we spoke to. Our hats go off to them, they are actively working communities and are steadfast in their dedication to the education of their students.

And as they continue to do that, we’ll be there for them.

Advocating for public educators

Members’ matters

By Natalie Blewitt Growth Team coordinator

Calling for educators to be given priority vaccination against COVID-19 is just one way in which the SSTUWA is advocating for its members.

The SSTUWA is the only organisation recognised to represent the industrial and professional interests of all educators in WA public schools and TAFEs. When you join the SSTUWA you join a team of people dedicated not only to protecting every member’s industrial rights but who also are committed to promoting the value of public education to the community as a whole.

Log of Claims update Our senior officers – President Pat Byrne, Senior Vice President Matt Jarman, Vice President Samantha Schofield and General Secretary Mary Franklyn – work tirelessly for the members, leading the SSTUWA’s advocacy and lobbying processes, developing and implementing policy under the guidance of member-elected State Council Conference delegates and the SSTUWA Executive, ensuring your rights and entitlements are upheld.

Most recently, the senior officers, State Council delegates and Executive endorsed a Log of Claims. This Log of Claims, if accepted by the membership, will form the basis for negotiations with the Department of Education.

The Log of Claims has been sent to union reps for discussion at branch levels during the first few weeks of Term 3.

Keep an eye out for this document at your worksite and via the SSTUWA website so you can have your say.

Only SSTUWA members are permitted to vote on their terms and conditions of employment. If you would like to have your vote counted, become a member today.

Every school should be provided with the resources to ensure every child gets the best education, regardless of their background or circumstances.

Across Australia, public schools are making a significant difference in the lives of Australian children, helping to level the playing field, overcome disadvantage and achieve excellence for all. That is despite governments failing to properly and fairly fund public schools.

It is not acceptable that less than half of all public schools across the country will ever reach 95 percent of the School Resource Standard (SRS) by 2023, denying public schools the vital resources needed for their students and entrenching school funding inequity across Australia.

In Western Australia alone, by 2023, public schools will only by funded to 95 percent of the SRS, while private schools will get combined federal and state funding support of 104 per cent.

Just imagine what your school could do if they were funded properly! The SSTUWA and Australian Education Union are campaigning for fair and proper funding for public schools via the Every School Every Child campaign.

Members are urged to get involved in the campaign and to raise awareness of the seriousness of the underfunding to public schools.

Find out more by visiting everyschooleverychild.org.au

Funding of public education

Public Sector Alliance

The SSTUWA strongly promotes the benefits of properly funded and accessible public education for all.

Being a member with the SSTUWA has never been more important. Your membership adds an important voice

to the growing call to end the current government wages policy.

The SSTUWA has joined with other public sector unions to form a new alliance that will work to reform the WA government’s fixed wage policy.

The policy imposes a cap to percentagebased wage increases, meaning a decline in real terms for six years for the vast majority of public sector workers.

The SSTUWA is calling on the WA government to return to negotiating percentage rate wage increases.

This ask is included in our Log of Claims and is the right path to take in light of the state’s expected budget surplus totalling into the billions of dollars.

As you can see, there are many issues facing public education currently that the SSTUWA is deeply involved in and committed to changing for the better.

Membership with the SSTUWA not only ensures coverage on an individual level but also on a state and national level, advocating for public education and acting on behalf of our members and fighting for what is right.

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Members’ matters

Casual staff seeker tool: what you need to know Casual teachers play an important role supporting students when their teachers are on leave, or a school requires additional support.

Supporting schools in this way also offers many professional and personal benefits including superannuation contributions, an additional 20 per cent pay loading and networking opportunities.

Teachers seeking casual/relief teaching opportunities can now apply and register their school preferences through a simple online process.

From Term 3, 2021, several public schools will be using the Department of Education’s (DoE) new Casual Staff Seeker tool.

As schools start to use this tool, casual/ relief teachers will no longer need to apply directly to them or maintain their details on individual relief lists. However, it is important to check with schools to see if they are opting into this new initiative.

An additional feature of this Casual Staff Seeker tool is that employee numbers will be generated for those applicants who do not have one. Therefore, individual schools will no longer need to generate employee numbers for new casual teachers.

How the new process will work Letting schools know you are interested in casual work is a simple, two-step process.

1. Apply to the Casual Teacher Pool, available on the JobsWA website. You must be eligible and qualified.

2. Update your online profile. When you have had your application accepted, you will be given access to the department’s Casual Staff Seeker

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Western Teacher August 2021

tool. This is where you update your availability, location preferences and other information. This will be used by schools to match you to available casual work opportunities.

Applying to the Casual Teacher Pool can widen opportunities for casual work.

While the DoE is transitioning to this new process, some schools will continue to engage casual staff using existing methods. Applying to this new pool does not guarantee that you will receive requests to work in your preferred schools. Eventually all public schools will use the Casual Staff Seeker tool to find, book and pay casual staff.

Who should apply?

If you are a qualified teacher looking for casual teaching work, the new Casual Teacher Pool will enable you to register your interest quickly. As the DoE implements this new system, all teachers who want access to the Casual Staff Seeker tool must first apply to the Casual Teacher Pool. This includes new teachers, current casual teachers and others looking for extra casual work.

It is important to read all the information about the Casual Staff Seeker tool on IKON. You can also find out more, including additional information about the application process via the JobsWA website: search.jobs.wa.gov.au And finally, casual appointments can range from three-hour engagements to four-week appointments at a single school or educational site. For employment of more than four weeks at one site, you would need to be employed in a fixed-term position.

Members’ matters

My week as an Anna

By Sarah Dawkins

Sarah Dawkins was the 2020 SSTUWA participant in the Anna Stewart Memorial Project. She shares her experiences below.

The Anna Stewart Memorial Project is so much more than a usual professional development course. I had an inspiring and moving week with a circle of women I admired and learnt so much from.

It became very apparent to me that gender equality is part of a broader context of equity and that it is not just for feminists.

It is about any minority group or vulnerable group having an equal playing field in the workplace and in being valued by society at large.

I met leaders in all industries, including a minister and multiple union leaders and activists.

I attended a rally that got a bill passed the next night for industrial manslaughter. I toured Parliament House and marvelled at the artworks on display from around Western Australia.

I particularly admired the Indigenous artwork in the rooms and corridors. I went out and met women holding important positions making differences everywhere.

A favourite was visiting Brentwood Primary School and meeting with principal Donna Bridge (pictured right with Sarah), whose school atmosphere was tangibly positive, creative and had visible evidence of students having a strong sense of identity and belonging.

The whole week was full of good surprises and networking with such interesting women, who were really making great strides in varied fields, including Indigenous cultural awareness programs and male-dominated industries.

It was also a great opportunity to meet all the SSTUWA staff members and see all the great work going on behind the scenes.

This program impacted on me in a profound way and I found new courage and confidence to tackle new goals and encourage those around me to do the same.

Nominations open for SSTUWA scholarship programs

The project is a memorial to former union official Anna Stewart, who passed away in 1983, aged 35.

The Lynette Virgona Scholarship is also open for applications. The annual scholarship of $1,500 is available to assist a member of the SSTUWA to take up training or professional development opportunities to develop their own skills and abilities in the areas of student behaviour and/or instructional strategies.

There is no charge for attending the course but participants do need to apply through their union for paid leave to attend or make other leave arrangements with the employer.

It was established by the SSTUWA in memory of Lynette, who died of cancer in 2013 while serving as an Executive member of the SSTUWA and a branch councillor of the AEU(WA) Branch.

This year’s Anna Stewart Memorial Project will run from 11-15 October.

As well as serving at Executive level, Lynette was a representative at branch level, District Council, State Council and on SSTUWA committees.

The Anna Stewart Memorial Project is a week-long development program, during which women from diverse workplaces and occupations spend time together discussing work and issues that affect them.

The deadline for expressions of interest is 4pm, 3 September 2021.

Lynette was trained as a Teacher Consultant under the Behaviour Management and Discipline (BMAD) project which morphed into the CMS Program.

This project evolved as an initiative between the department and the union and has been covered in Agreements since its inception.

The deadline for applications for the Virgona scholarship is 4pm, Friday 27 August 2021.

For more information and application forms for either scholarship program visit sstuwa.org.au/scholarships

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Issues

First Nations curriculum inclusion push supported More than 150 Indigenous education experts and practitioners have issued a statement responding to mistruths in relation to the Australian Curriculum review by the Australian Curriculum, Assessment and Reporting Authority (ACARA).

The signatories, who together represent over 2,168 years of teaching experience, agree that the proposed changes to the curriculum will assist teachers and educators to make the curriculum more culturally responsive and inclusive.

They are joined by a coalition of 10 education sector peak bodies, who have signed a joint letter to the Minister for Education expressing strong support for the inclusion of First Nations’ histories and cultures, and for greater truth-telling in the Australian Curriculum.

The Australian Education Union is proud to support the statement on the Australian Curriculum from First Nations Experts on Education.

National Aboriginal and Torres Strait Islander Principals’ Association President Dyonne Anderson said the goal was to improve the education system to ensure the best possible outcome for Aboriginal and Torres Strait Islander students, while at the same time ensuring all students have the opportunity to learn about the unique first cultures of this land.

“Our vision clearly reflects the national vision of ensuring all students learn about the diversity of Aboriginal and Torres Strait Islander cultures, and to seeing all young First Nations Australians thrive in their education, as agreed to by Ministers 14

Western Teacher August 2021

through the 2019 Mparntwe (Alice Springs) Declaration,” she said.

Reservoir East Primary School (Melbourne) prep teacher Alinta Iddles-Williams said: “The arguments being made by some education leaders that this review will ‘Indigenise’ the curriculum are utterly false. This is about broadening students’ perspectives, not narrowing them.”

“We need to give our students a lot more credit. They are keen to engage with different ways of looking at the world,” she continued.

“Even though most of the changes suggested by the review sit in the nonmandatory part of the curriculum, they still suggest ways teachers can use content to support students to understand First Nations perspectives.

“For example, if you are doing work on the seasons children can look at local Indigenous seasons and how they relate to the changes they are seeing in the weather. They might also walk on country with a local elder, which gives them a chance to build relationships, empathy and understanding.”

Bwgcolman Community School Principal Beresford Domic highlighted the importance of the Aboriginal and Torres Strait Islander cross-curriculum perspective at his Palm Island school.

“We aim to help our students maintain a strong cultural identity while also developing the skills necessary to participate in the global community,” he said.

“Respect, responsibility and safety are at the forefront of everything we do. Ensuring our students have the opportunity to see themselves – their experiences – reflected in the curriculum is a critical element of this work.

“As a nation, we all have a role to play in helping to close the gap. There are clear opportunities through the Australian Curriculum to help ensure First Nations students have the opportunity thrive in their education, and at the same time help ensure all students in Australia have a better understanding of the diverse and unique Aboriginal and Torres Strait cultures.”

Ms Anderson urged members of the Australian public to support the modest changes proposed by this review and encourage all supporters of the changes to put in a submission to the ACARA curriculum review.

The AEU states that it: “Supports the Aboriginal and Torres Strait Islander cross-curriculum priority and the inclusion of Aboriginal and Torres Strait Islander perspectives into the mandatory key learning areas and non-mandatory content elaborations.”

“All students should have the opportunity to learn about the unique first cultures of this land. Including cross-curriculum priority is about broadening students’ perspectives and suggesting ways teachers can use content to support students to understand First Nations perspectives,” the AEU says.

The full statement from the First Nations Experts on Education can be read on the following page.

Statement from First Nations Experts on Education We, the undersigned experts in education, are teachers, education support professionals, principals, early childhood educators, lecturers, associate professors and professors. We are First Nations people who collectively embody a millennia of minutes, thousands of hours, and hundreds of decades of long, hard work in the Australian education industry.

We make this statement in response to the mistruths that are being spread in some sections of the Australian media in relation to the Australian Curriculum review with particular reference to the Aboriginal and Torres Strait Islander cross-curriculum priority and the modest inclusion of Aboriginal and Torres Strait Islander perspectives into the mandatory key learning areas and non-mandatory content elaborations.

We have spent our careers in the Australian education sector working with two key objectives in mind: 1) To improve the education system to ensure the best possible outcomes for Aboriginal and Torres Strait Islander learners; and 2) To improve the education system so it ensures that all students in Australia have the opportunity to learn about the unique diversity of Aboriginal and Torres Strait Islander cultures, as the first cultures of this land.

The attainment of these objectives for all Australian students is not just our vision – it is a vision shared by the whole nation – as articulated and signed by all Australian Ministers for Education in the 2019 Mparntwe (Alice Springs) Declaration, which states in its preamble: We recognise the more than 60,000 years of continual connection by the First Peoples of Australia as a key part of the nation’s history, present and future. Through education, we

are committed to ensuring that all students learn about the diversity of Aboriginal and Torres Strait Islander cultures, and to seeing all young First Nations Australians thrive in their education and all facets of life.

Issues

understanding of the richness and diversity of Aboriginal and Torres Strait Islander cultures and in the teaching and learning of the shared history of our country.

It is this vision for the Australian education system that is brought to life in classrooms every day through the mechanism of the Australian Curriculum.

We urge members of the Australian public to support the modest changes proposed by this review and encourage all supporters of the changes to put in a submission to the ACARA curriculum review.

In our expert opinion, the changes proposed in the current review of the Australian Curriculum do not “Indigenise” this version of the curriculum.

Signatories

In fact the proposed changes are modest in scope and will improve the current education workforce’s approach to achieving our shared objectives as a nation.

In particular, they will assist teachers and educators to respond more fulsomely to the needs of Aboriginal and Torres Strait Islander students, parents and communities by highlighting approaches that teachers can use to make the curriculum more culturally responsive and inclusive.

We further note that commentators in the Australian media are arguing that there has been an “elevation of Indigenous studies” throughout the curriculum, yet these commentators have failed to mention that the majority of the proposed changes are to the non-mandatory “Content Elaboration” section of the curriculum.

Content elaborations are “suggested learning experiences” and are designed to support teachers by providing clarity on Aboriginal and Torres Strait Islander content, with the aim of improving teacher responsiveness.

The changes proposed in the review will contribute to both closing the gap in Aboriginal and Torres Strait Islander educational attainment and closing the “why weren’t we told?” gap in knowledge and

Karel Williams, Palawa, Executive Director; Rod Little, Wilunyu and Wajuk of the Yamatji and Nyoongar Nations, Owner, Director; Shannai Clissold, Kamilaroi, Teacher; Annie Mitchell, Bundjalung, Teacher; Bel Crowley, Gamillaraay, Teacher/Pedagogy Coach; Chantal Brown, Barada Barna, Teacher; Saraya Stewart, Yidinji, Teacher; Mervyn King, Waanyi, Teacher/Trainer; Name withheld, Jingili, Curriculum; Samantha Ritchie, Mandandanji, Teacher; Chantal Brown, Barada Barna, Teacher; Name withheld, Yawuru, Teacher; Gulwanyang Moran, Birrbay and Dhanggati, Aboriginal and Cultural Diversity Officer; Anissa Jones, Boorooberongal Darug, Teacher, trainer and assessor; Carly Meares, Wiradjuri, Teacher; Alicia Morgan, Gumbayngirr and Bundjalung, Classroom teacher; Name withheld, Wiradjuri, Project Lead, Department of Education; Anna Renfrew, Wonnaruah, Awabakal, Darkinyung, Itinerant Teacher Hearing; Narelle Daniels, Murramurang/Yuin, Teacher; Kristy Davies, Gomeroi, Classroom teacher; Lauren Castino, Gamilaraay, English Teacher; Rachel Bos, Kaurna, Aboriginal and Torres Strait Islander Officer; Holly Sanders, Bundjalung, Classroom teacher.

The full list of signatories to this statement can be viewed at bit.ly/3z0pDWs

Western Teacher August 2021

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Members’ matters

Teachers’ Games comes to WA Education workers are invited to participate in a new sporting games event being held in Mandurah during the school holiday period in October.

The first ever WA Teachers’ Games will be held at various locations in the City of Mandurah from 5-7 October and encompass a range of sports and activities.

Sports include Aussie rules football, archery, baseball, basketball, cricket, soccer, golf, hockey, netball, rugby, tennis, and volleyball.

Participants can also be involved in other activities such as lawn bowls, orienteering, pool, sailing, stand-up paddle boarding and ultimate frisbee.

Events will be held during the day and social events such as a quiz night, river cruise and karaoke function, are planned for the evenings.

The games are open to any individuals employed in WA schools, which includes support and casual staff.

Department of Education (DoE) corporate staff, as well as event sponsors and registered volunteers are also invited to participate.

Retired teachers are invited to take part in the games.

The WA Teachers’ Games are organised

by School Sport WA (SSWA), which is an association of school teachers that promote, organise and coordinate sporting competitions for WA students within WA, nationally and internationally.

SSWA executive officer Robyn Brierley said it was modelled after the Victorian Teachers’ Games (as seen in pictures on this page), which have been held annually for the past 25 years and attracts 3,500 teachers each year.

“We had initial plans to run the event last year but it was postponed due to COVID-19,” she said.

“The motivation to initiating the games came from discussions with Victoria 16

Western Teacher August 2021

School Sport and the success of their games.”

Ms Brierley said the games would provide an opportunity for attendees to engage with like-minded people through sports and activities, reconnect with old friends and colleagues, be active and have an avenue for physical fitness and provide team-building opportunities for education workers.

“We have attempted to get a cross section of sports that will hopefully appeal to the masses,” she said.

“The State Sporting Associations that are conducting the sports have also the opportunity to expose teachers to modified formats that they may be able to implement back in their schools.

“A number of State Sporting Associations have indicated they would like to conduct some professional learning. These opportunities are still being finalised.

“Current indications are that there will be some coach upskilling for a number of sports and an opportunity for individuals to attain their Skipper’s ticket.”

Ms Brierley said the games have been organised with the support of the DoE and City of Mandurah.

Participants have until Friday 27 August to register for the games. They will also have to pay a $35 registration fee, as well as an activity fee, which varies depending on the sport/activity involved in.

For registrations, a full list of sports and activities and further information visit schoolsportwa.com.au/teachers-games

QA and

Members’ matters

The team in Member Assist answers some of members’ most commonly asked questions

with Member Assist

Q

Can you bring forward long service leave (LSL) but receive fewer days? My LSL accrues in Term 4 next year but I really need it in Term 1.

A

No, you must accrue the full entitlement.

Q

Can a contracted employee hold payout of accrued LSL when their contract ends in case they get another fixed term or permanent position in the following six months?

Q

A

A

Q

How many days of LSL can we bank, i.e. not have to use within the two years?

Five days.

Q

Can LSL be partially paid out? Do you have to wait until the end of two years?

A

Know Your Rights

KYR

Clause 38.13(a) states “An employee may by agreement with their employer, cash out any portion of an accrued entitlement to long service leave.”

Yes, you can. The Award allows for this, as breaks of up to six months

are not considered breaks in service.

Q

Can a mix of contracts and casual/relief be combined for LSL?

A

Yes. The Award allows for part time or casual employees to accrue LSL entitlements at the same rate as a full-time employee but paid on a pro-rata basis.

Q A

A complete entitlement can be taken on full pay or half pay. Pro-rata LSL can be taken at half, full or double pay.

I have reached the magic age where I can get LSL pro-rata. How do I access it as it does not show on my pay slip?

Q

A

A

You need to check with your payroll officer what entitlement you have

of pro-rata LSL and when you can access this leave.

Can we take LSL on half pay?

Is the LSL for casual employees going to be backdated?

The Department of Education is getting advice on this matter and will inform those affected in due course as to the decision.

Have a question? A full compilation of Know Your Rights information sheets are available on the SSTUWA website and app.

Schools: sstuwa.org.au/schoolsKYR | TAFE: visit sstuwa.org.au/TAFEkyr You can also speak with your union rep and contact Member Assist: (08) 9210 6060 | 1800 106 683 | memberassist@sstuwa.org.au

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Wear it Purple Day

Wear it Purple Day 2021 Wear it Purple Day on 27 August is about showing LGBTIQ+ young people that they have the right to be proud of who they are.

and that they have the right to be proud of who they are.

It is about creating safe spaces in schools, universities, workplaces and public spaces to show LGBTIQ+ young people that they are seen and supported.

“The power of storytelling and visibility enables our rainbow youth to hear from those who have gone before them, their struggles and triumphs, and know that no matter where they’re at right now, there is so much hope and a million possibilities awaiting them.

Every year thousands of schools, community organisations, universities and workplaces organise events across Australia, and through these actions, directly and indirectly, hundreds of thousands of young people are reached, meaning that young LGBTIQ+ people will benefit from seeing the respect, recognition, love and inclusion that surrounds them.

This year’s theme is “Start the conversation… keep it going”.

The 2021 theme focuses on the important and necessary conversations we have in our daily life; particularly those that centre around sexual orientation and gender identity.

It aims to remind people that the issues we reflect on during Wear it Purple Day should not only be considered on that particular day but every day.

If rainbow young people are to be empowered to be proud of who they are and who they might become, we need to encourage and support them each day in the classroom or workplace.

The importance of pronouns and gender affirmation, as well as the use of inclusive language, is a great place to start.

“We hear from young LGBTIQ+ people in our Wear it Purple Youth Action Council (YAC) and broader youth networks that they face fear of being rejected or discriminated against,” Wear it Purple president Ross Wetherbee said.

“Our schools, universities, and workplaces can play an active and visible role to change this statistic, making it clear that this behaviour is not tolerated, and by consciously including rainbow young people so they know they are safe, 18

Western Teacher August 2021

“That’s why we are inviting the community to wear purple on Friday 27 August, and to start the conversation, and keep it going.”

Today 75 per cent of LGBTIQ+ youth in Australia will be bullied because of their identity. 80 per cent will experience it at school.

Because of this, LGBTIQ+ youth are up to 12 times more likely to experience depression and up to five times more likely to experience anxiety.

Wear it Purple is a community organisation and run entirely by volunteers.

It was founded in 2010 after several rainbow young people took their own lives following bullying and harassment resulting from the lack of acceptance of their sexuality or gender identity.

One of Wear it Purple’s priorities is to support schools to run Wear it Purple Day events to show LGBTIQ+ youth that they are supported and that they belong.

Wear it Purple provides free resources to schools and supports as many as possible with guest speakers from Wear it Purple’s Youth Action Council.

All donations and funds raised by Wear it Purple go to supporting LGBTIQ+ youth.

Find out more and obtain resources at wearitpurple.org

Issues

Why union members earn more $1,450/week

$1,100/week

Union members

By David Balfour

Author’s note: It is important to note that all the figures presented in this article come directly from the Australian Bureau of Statistics (ABS). In all the reports in this article everything is referred to as “on average”. The ABS is not concerned with individuals. But it does differentiate between age, gender, education, occupation or industry and – most importantly – between trade union members and non-trade union members – when recording these remarkable numbers.

There is a measurable advantage in being a union member. This point is fundamental to everything that follows.

In the May 2009 edition of the Western Teacher, then-ACTU President Sharan Burrow advised us that union members earn, on average, $96 a week more than non-members.

The evidence for this intriguing piece of information came straight from the ABS (6310.0, August 2008) where it stated that the average weekly earnings of a union member was $1,026 compared with $930 for non-members. That is a 10.3 per cent difference!

With these 2008 figures, Ms Burrow was echoing her predecessor, former ACTU President Jennie George, who said in 1998, that:

Non-union workers

Median weekly earnings (ABS 2020) timers who were not. Casuals were $48.30 (14.9 per cent) better off.

4. Young unionists (aged 20-29) earned 14 per cent more than those not in unions.

5. That’s just on the wage front. Unionists were ahead on other employment conditions too. These included superannuation, sick leave, annual leave and long-service leave. This was particularly the case with casuals.

6. The average gain to all union members was $89.40 a week, which was well above the average cost of union dues of $4.25 a week. It clearly paid to belong to a union.

On 27 April 2012, the union received the latest figures from the ABS on the comparative wages of union members and non-union members.

Nothing had changed except that the differences were larger than before.

There continued to be major differences between the wages received by unionists and those received by non-unionists.

Here are some figures for Australia and WA in 2012: Mean weekly earnings for all employees nationally:

1. Union members, on average, earn $90 a week more than non-union employees, according to the ACTU. Its figures came from the Australian Bureau of Statistics.

•

National trade union members in main job: $1,189

•

National non-trade union members in main job: $1,029

2. The biggest difference was between female workers. Female unionists earned a massive $95.10 (26.3 per cent) more than female non-members. Male union members were $54 (8.1 per cent) ahead of their non-union counterparts.

•

Earnings gap: $160 (15.5 per cent)

Mean weekly earnings for all Western Australians: •

a. The gap widened again when it came to casual and part-time work.

WA trade union members in main job: $1,312

•

3.

Part-timers in the union earned $65.10 (26.2 per cent) more than those part-

WA non-union members in main job: $1,158

•

Earnings gap: $154 (13.3 per cent)

20

Western Teacher August 2021

It’s now much more difficult to break down figures for men and women or casual or part-time as I was able to do for earlier material.

In March 2016, I contacted David Colley, the federal industrial officer for the Australian Education Union (AEU). He provided me with an update on some of the salaries of unionists and nonunionists, which continued to demonstrate that the original story remains true.

Unionists consistently and significantly are earning more than non-unionists.

However, David noted that the ABS had made extracting this crucial information much more difficult. He advised me that the ABS had discontinued the original source (the 6310 series – Employee Earnings, Benefits and Trade Union Membership).

It has now been replaced with a new one, the 6333.0 series – Characteristics of Employment, which was released in December 2015 for data from 2014. This has made the relatively easy comparisons of the past more difficult and timeconsuming.

A paper by David Peetz, professor of industrial relations at Griffith University, added to our concern. He said: “The Australian Bureau of Statistics (ABS) has made major changes to its union membership series, which complicate comparisons with previous years.”

This was before the complete change over to the new 6333.0, June 2014 document.

2014 figures 1. The weekly earnings of trade unionists against non-trade unionists across Australia: Trade unionists: $1,342 Non-trade unionists: $1,200 This is an 11.8 per cent differential!

Issues 2. The weekly earnings for the education and training industry across Australia: Trade unionists: $1,268

•

They do not have access to a Member Assist phone line or email address.

It’s not a one-off event but incremental and cumulative

•

They are not the beneficiaries of the ongoing dialogue that unions have with the employer on behalf of their union employees on both individual and system-wide issues.

•

They have no access to a union organiser or a specialist in occupational safety and health, advocacy, equal opportunity and union training.

The benefits of being a unionist can all be taken for granted. In so doing, we often fail to recognise just how much industrial information and support is being received and how much non-members are missing out on.

Non-trade unionists: $1,010 This is a 25.5 per cent differential!

People are often puzzled by these statistics, as it is not immediately obvious why there are such large differences, or indeed any differences.

In 1991, when I researched this question for a Masters paper on labour economics, everyone – unionist and non-unionist – were entitled to receive exactly the same wages and conditions.

Awards did not differentiate between the union affiliations of employees. But I had found the same ABS results as Ms George and Ms Burrow quoted in 1998 and 2009 – major differences between the salaries and conditions of union members and non-members.

The answer to this conundrum becomes clearer if the right question is asked.

Asking why unionists get more is not the question because that is not the case.

Unionists only get what they are entitled to because their union ensures it.

The answer comes from the question why do non-unionists get less than they are entitled to?

And this is why!

•

They don’t get ongoing union advice about their working conditions.

•

They don’t have a union to go to when they are being cheated or bullied.

•

They don’t get specific advice when something goes wrong that relates only to them.

•

They don’t receive protection from their employer when they are threatened.

•

A union cannot represent them when they are accused over a matter of performance or discipline.

•

They are unaware of the benefits of having union representatives at their worksites who are highly significant in the two-way dissemination of information and in assisting members when issues arise. Union reps get extensive training from the SSTUWA.

•

They do not receive a copy of their Agreement and Award from the union.

This union offers the best industrial and professional education and training in Australia.

•

They have no access to the SSTUWA Growth Team which assists new teachers.

•

They have no access to a union lawyer.

It is ignorance of conditions of work and the ability of the employer to ignore you when things are not right that makes discrepancies in wages and conditions possible.

Unions spend a lot of time and effort negotiating new awards and agreements.

But once that is over, there remains the reality of policing what the employer has agreed to.

For the 10 per cent or so of a union’s energies in actually getting an agreement, the other 90 per cent of its time is devoted to keeping what has been agreed to.

It is the day-to-day work of a union that creates these impressive ABS differences.

These salaries and conditions differentials are being created every day of the week as: •

Worksite representatives put in hours of unpaid work for their fellow members.

•

Organisers go out to worksites on both minor and major issues.

•

Thousands of emails, letters and phone call requests are answered.

There are many cases that come to the union where a teacher is on the wrong salary scale or is in dispute with the Department of Education about housing or long service leave, sick leave and a host of other areas that come up every day.

The union is there to assist its members each time, simply to ensure that the members receive their entitlements and nothing less.

There are still other unions who don’t believe these numbers relate to them.

Well who else is looking after the interests of their members? They are! There’s no one else. It’s their unions that are making the difference.

Here are some key statistics from the ABS for August 2020.

•

14 per cent of employees (1.5 million) are trade union members.

•

Since 1992, the proportion of employees who are trade union members has fallen from 40 per cent to 14 per cent.

•

The education and training industry (31 per cent); the public administration and safety industry (28 per cent); and health care and social assistance industry (24 per cent) are those with the highest proportion of employees who are trade union members.

•

The education of trade union members looks like this: Graduate diploma or graduate certificate (26 per cent); bachelor’s degree (17 per cent); postgraduate degree (13 per cent); no non-school qualifications (10 per cent).

In the year 2020, here is the ABS’s main story for earnings: The median weekly earnings for employees who were trade union members in their main job was $1,450 per week, compared with $1,100 for employees who were not trade union members.

That’s an average 31.8 per cent increase!

If teachers knew about these salary differences, there would be 100 per cent membership. We need to tell them.

There are three very important words, which are a direct consequence of union membership: Representation, advice and protection.

Whenever you feel moved to ask what your union has done for you lately, remember these ABS figures, consistent for at least 30 years, and hold onto these three words that refer exclusively to union members and to no others.

Western Teacher August 2021

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International education

Privatised education: the virus exposed by the pandemic

By Shelley Morse President, Canadian Teachers’ Federation

As COVID-19 continues to reap havoc and draw the public’s attention, governments across Canada are sharing a privatisation playbook as they use the pandemic as cover to transform publicly funded public education.

A few years back at Aldershot elementary, at my school in Kentville, Nova Scotia, a fundraising drive kicked into full gear to finance a new playground. The old equipment had, due to a lack of funding for upkeep, deteriorated over time and was in desperate need of replacement.

The community came together, as it so often did, to raise the money needed to back the modest project.

Soon after the construction was completed, a sign appeared before the playground. Instead of a plaque thanking the collective efforts of the people and organisations that made the initiative possible, it was an ad placement for Google. In fact, Google signs were everywhere. Mounted all over the equipment, the signs encouraged children to visit Google, all in an effort to mine personal information about them and their families. So much for no screen time.

It turned out that the school board had allowed the tech giant to install the signs.

Though, after some sustained pressure, the ads were removed. At the time, I was shocked, and I must admit, naïve, to see such blatant privatisation, but, as it turns out, this was only child’s play.

Education clearance sale Today, under the shadow of the pandemic, governments across Canada are busily working away to flip the switch on publicly funded public education. Instead of focusing on concrete ways to keep students, teachers and support personnel 22

Western Teacher August 2021

safe in order for school buildings to remain open and maintain education of the highest quality, ministries of education are focusing efforts on bringing their systems down from the inside.

playbook, following the cues of my home province of Nova Scotia, which pushed the first domino a few years ago with the elimination of school boards and the splintering of the union.

What began as a slow creep toward privatisation has, because of the crisis that endures, accelerated at an alarming rate. For these vultures, Naomi Klein’s Shock Doctrine was not a warning but a business plan.

Most recently, Ontario announced that, starting this September, online learning will become the norm. Offered as an alternative to in-school learning, a child will have the opportunity of completing kindergarten through Grade 12 without ever having to step foot in a school.

For all of the sickness, death, economic and personal destruction of COVID-19, one of its side effects may prove to be the most damning long-term. As a privatisation accelerant, the pandemic has provided the perfect combination of fuel and oxygen, emergency rationale and political cover, for causing the kind of harm that could impact generations to come, not to mention the irreparable damage caused by tearing away the very foundation of our social fabric.

Despite Canada’s reputation as a leader of strong, quality public education systems, the early days of the pandemic quickly laid bare the cracks. Formed over years and decades of government neglect, only to be repeatedly triaged by the education community, and too often at their own expense, the COVID-19 crisis has pressured the levies to their breaking point. And without adequate measures to ensure physical distancing, testing and contact tracing, schools in most parts of the country went online, leaving children without proper support or the technology needed to participate.

The domino effect More than a year after life as we knew it came to a sudden halt, the provinces of Quebec, Ontario, Manitoba and Alberta have pulled out the privatisation

Of course, what is presented as an educational choice is, in fact, the big play to encourage all financially-abled families to opt for private schools, while those excluded from fee-paying options will be left scrambling for stable internet connections and digital devices to learn at home. It is also an “innovative” way to eliminate teaching positions.

In Quebec, over a year of hardball bargaining tactics and the elimination of school boards has left teachers exhausted as they continue to contend with keeping students as safe as possible while trying to maintain quality teaching.

In Manitoba, the government is following the union busting script written in Nova Scotia, with the help of some of the same consultants, and is in the early stages of passing legislation that would dismantle democratically elected school boards and remove principals from the teachers’ union. The province’s education system may soon be unrecognisable.

Farther west, in Alberta, the name of the game is to cut, cut, cut while the province promotes educational choice that will see the flood gates open to an increase in charter schools. These moves have led to a drop in public school enrolment and an

International education

increasing number of families opting to place their children with private providers.

routines that can be considered part of a bygone era, known as pre-March 2020.

doubling down on what we know delivers in our modern world.

For some, these actions could be mistaken as pure incompetence, although they are anything but. Appointing education ministers with no experience in education may seem like folly, failures in leadership, but rather it should be viewed as part of an effort to create chaos, causing the public to lose confidence in a system that was not broken and was not in need of fixing.

Just think that a little more than a year ago very few knew what Zoom was. Now it’s considered a verb. But in this rush towards digital immersion, we cannot afford to abandon what works.

Just like the new playground at Aldershot elementary school, it was the public that made its conception and construction possible after years of neglect.

Despite the actions being made to paint publicly funded public education as ineffective and redundant, in fact, the opposite is reality.

More public, less private The pandemic has shown how important well-funded public institutions are, from health care to education, for our communities, our children and youth, and their families. Yet it has also dramatically pushed us all out of old habits and

What the pandemic has proven is that inperson teaching and learning remain the bedrock of a quality education, but that doesn’t prevent us from acknowledging areas where virtual learning has opened doors and kept people safe.

It is time to begin a collective conversation focused on where we go from here, on how we can strengthen our public education systems, for the current generation and the generations to come.

The answer to building a better, more equitable, more just society will not be found through a fire sale of our most precious public assets. Rather, it is about

By showing up after the fundraising and work was complete, Google was looking for recognition without any of the effort, to bask in the success of the project.

Even though that incident was minor in the global push to go private, it is an example of what we have long known: private interests are not making longterm investments for the betterment of a community, but rather short-term bets for quick bucks. We cannot let that gamble continue with Canada’s publicly funded public education, or we will all lose.

This article was first published at the Education International website. It is reproduced here with permission.

Western Teacher August 2021

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Western Teacher at 50

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Western Teacher August 2021

Western Teacher at 50

Western Teacher August 2021

25

Issues

Classroom investment would lift student outcomes A new report shows investment in public school capital works would help lift student performance and could generate over $5 billion every year in economic stimulus due to increased employment and improved student outcomes.

The report, from respected economist Adam Rorris, draws on a decade of local and international evidence that shows modern facilities with good lighting, temperature and acoustic controls and appropriate furniture affect learning opportunities and student outcomes.

“The Investing in Schools – Funding the Future report is unequivocally clear,” said Australian Education Union Federal President Correna Haythorpe (pictured right).

“When children are learning in modern classrooms that are well maintained and equipped for the future, they can thrive and reach their full potential.”

The report shows a capital investment gap of over $8,000 between 2009 and 2018 per public school student, compared to their private school peers.

Private schools have received two to four times the level of investment of public

schools per student, every year since 2013, a funding gap which the report describes as a “ratio of shame and inequity”.

“Australian public schools are one of our nation’s greatest institutions. Every school should be a place where every child can have their needs met, find the opportunity to thrive and meet their full potential,” Ms Haythorpe said.

“Public school enrolments have grown by 300,000 over the last decade and there will be an additional 200,000 students entering public schools in the next 10 years, but we don’t have the classrooms we need to cater for this growth.

“The federal government’s under investment in public school capital works is leaving children behind.

“The Australian Education Union is calling on the federal government to make a real investment in school buildings and modern facilities like science labs, libraries, gyms and 21st century learning environments.

“As the Investing in Schools – Funding the Future report shows, not only would this investment leave a lasting legacy

COMPLIMENTARY INITIAL CONSULTATION

of improved public school facilities and improved learning outcomes, it would also stimulate economic growth by over $5 billion per year and create 37,000 full time construction jobs.

“It is time for the government to ensure that every child has a high quality, wellresourced public school in their local neighbourhood.”

The Investing in Schools – Funding the Future report is available at bit.ly/3xWOMkE

Let Marijana, Mei & the Team help you take control of your financial future We can help you:

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26

Western Teacher August 2021

Elections

CALL FOR NOMINATIONS ELECTION OF MEMBERS TO SSTUWA COMMITTEES AND DELEGATES TO UnionsWA AT NOVEMBER 2021 STATE COUNCIL Nominations for positions on the following SSTUWA Committees and delegates to UnionsWA are now open: (a)

UnionsWA Council (1 year term) Fifteen (15) Delegates to be elected plus the President and General Secretary who are automatic ex-officio members.

(b)

Education Committee (2 year term) Nine (9) Committee members to be elected. If fewer than nine nominations are received the Executive will appoint additional members to bring the total elected or appointed to nine.

(c)

Dispute Resolution Committee (1 year term) Twelve (12) Committee members are required to form the basis of the Dispute Resolution Committee from which three members’ names will be drawn by lot to form the Committee as and when required. No member of the Executive may nominate.

Nominations open: 9.00am 3 August 2021 Nominations close: 5.00pm Friday 24 September 2021

Nominations must be in the hands of the Returning Officer by 5.00pm Friday 24 September 2021.

Should more nominations than vacancies be received, a draw for ballot positions will occur at 12 noon, 4 October 2021 at the Union Office, 1 West St. West Perth WA 6005. Nominees or scrutineers wishing to attend must give the Returning Officer 24 hours notice.

If a ballot is necessary, State Council members will vote on Saturday 13 November 2021 between 8.00am and 8.45am during the 2021 State Council meeting.

All nominees must be financial members of the Union and must be proposed and seconded by financial members. Nominees must sign their acceptance of nomination and date their nomination form or letter. Nomination forms can be downloaded at sstuwa.org.au/nomination or obtained from the Union Office.

All names must be supported by union identification numbers (ID), written clearly, and show worksite. Gender and preferred name for ballot paper should be shown by nominee.

Facsimile nominations are acceptable, provided originals are forwarded without delay as confirmation.

Ian Stringall SSTUWA RETURNING OFFICER 3 August 2021

Western Teacher August 2021

27

Education and Training Centre

Education & Training Centre Join us for online professional learning in Term 3 Online on-demand 30-minute events Eight questions about ASD and how to Understand Your Students.

Eight questions about ADHD and how to Understand Your Students.

Seven questions about Dyslexia and how to Understand Your Students.

Available from 1 August

Eight questions about EAL.

Online live 60-minute events Managing Complex Workloads

Tuesday 31 August 2.30-3.30pm

Supporting Students Struggling with Literacy in Years 6-8

Tuesday 31 August 4-5pm

Supporting Students Struggling with Numeracy in Years 6-8

Tuesday 31 August 5.30-6.30pm

Transitioning Children from Early Childhood to School

Tuesday 31 August 6-7pm

Online live three hour events Narrative Leadership

Tuesday 28 September 7.30-10.30am

Leading for Well-being – Your Own and Your Team’s

Tuesday 28 September 8-11am

Online live five hour event Leading Effective Classrooms - What Teachers Need to Know and Do

Thursday 26 August 8am-1pm

A core responsibility for all teachers is to create an environment in which all students can learn and thrive. An effective classroom environment does not happen by accident or magic; the skills and knowledge need to be learned and then practiced and refined over many years. Schools place great responsibility and trust in teachers in middle leadership roles, including year level coordinators, heads of department, Level 3 Classroom Teachers and deputies.

Teachers in these leadership roles need to work with colleagues to build skills and knowledge, model effective teaching practices and be available to respond when things do not go right.

In this session, Australia’s leading classroom management specialist, David Vinegrad, will take you through his “seven steps to success”.

This session is for middle leaders in schools and for those who aspire to those roles. This is an essential course for those who are on a leadership journey in schools.

Visit sstuwa.org.au/training to read further details about the above events.

28

Western Teacher August 2021

Education and Training Centre

Early Childhood Educator Conference: K-2 (TUT) Friday 10 September 2021

Leading Happy, Healthy Lives in ECE Students and teachers with well-developed social and emotional skills find it easier to manage themselves, relate to others, develop resilience and a sense of self-worth, resolve conflict, engage in teamwork and feel positive about themselves. This is the foundation for learning and for life. Join your fellow early childhood education (ECE) educators for a day of learning and development, and ensure all aspects of your life and your students’ lives are happy and healthy.

Keynote speaker: Professor Helen Milroy, Telethon Kids Institute and UWA Growing up as a descendant of the Palyku people of the Pilbara, Helen embarked on a career in science which saw her become a GP, forensic medical officer and psychiatrist. Now she works as a researcher and co-director of the Embrace mental health team at the Telethon Kids Institute. Embrace brings together a network of researchers and partners to find new ways to help kids at the lowest times in their lives – when they’re experiencing trauma, depression or anxiety.

Don’t miss out on meeting this incredibly successful individual with a myriad of achievements to her name. Helen was Australia’s first Indigenous doctor and named as WA Australian of the Year 2021, as well as the joint winner of the 2020 Australian Mental Health Prize.

Featured speakers: Mandy Hudson and Rose Smith – School Curriculum and Standards Authority (SCSA) Included in the most recent Schools General Agreement was the development of new support curriculum materials designed by SCSA to assist teachers with the WA Curriculum and Assessment. Hear from the developers of the new K-2 curriculum support materials. You will have an opportunity to explore exemplar documents, unpack the materials and take away sample documents.

Workshops: Mental Fitness Re-Charge for Educators – Louise Rabbone A Paradigm in Schools Where Play Becomes Real – Donna Berry Keeping Yourself Skilled Up and Safe – Andrew Richardson Happy, Confident and Connected – Ensuring the Well-being of Children with ADHD – Chantalle Chapman

Afternoon Keynote Speaker: David Koutsoukis The Power of Positive Energy in the Classroom – Find Your Kefi Kefi is a Greek word that means zest for life. Most people would agree that Kefi is a desirable attribute for school leaders and teachers, but few would know the science behind it or how to maximise it. This fun presentation will highlight the importance of developing positive mindsets in classrooms and reveal a field of science that explains the contagion effect of positive and negative emotions. Importantly, it will show you how to find your Kefi quickly and how to snap out of bad moods when the dark shadow of negativity appears. Enjoy this fascinating, fun and high-energy ending to the conference that will help you find your Kefi and harness the power of positive energy in your classroom. Opa! Western Teacher August 2021

29

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.

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 $500 fuel card, 4 years free service and more.

sstuwa.org.au/bayswatermazda

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

Bob Jane T-Marts

The Good Guys Commercial

$1,200 off your statement of advice fee plus a free financial health check for members.

sstuwa.org.au/bobjane

sstuwa.org.au/thegoodguys

Teacher Tax

sstuwa.org.au/easifleet

sstuwa.org.au/teachertax

Package your next car and save on tax.

Bonus Apple Watch with vehicle delivery.

sstuwa.org.au/ifs

LIFE Financial Planners

sstuwa.org.au/lifefinancial

$99 tax returns for members.

TIPS Financial Services

$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

Cars Allwest Fleet

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

sstuwa.org.au/allwestfleet

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Massive discounts on products and services for SSTUWA members

Western Teacher August 2021

National fleet pricing on a range of products and services.

Online access to live discounted pricing on The Good Guys’ full range.

easifleet

Educational Resources

$250 Magic Hand Carwash voucher with any easifleet procured novated lease.

Fleet Network

sstuwa.org.au/fleetnetwork

Hertz

5-10% discount on vehicle hire in Australia, NZ, USA and Canada.

sstuwa.org.au/hertz

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

Motor Market by Union Shopper

Possibilities for Assessment and Instruction. By Barrie Bennett.

sstuwa.org.au/motormarket

Instructional Intelligence

You choose the car, then we find you the lowest price.

Thrifty Car and Truck Rental

10% discount on vehicle hire in Australia.

sstuwa.org.au/thrifty

tyresales.com.au

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

sstuwa.org.au/instructionalintelligence

10% discount on tyres.

Teacher Superstore

Western Motor Vehicle Consultants

sstuwa.org.au/teachersuperstore

sstuwa.org.au/tyresales

5-10% discount, in store and online.

We’ll find a car you’ll love. Save time and money when sourcing your next vehicle.

Entertainment

Computers

Save up to $14.50 on Adventure World tickets with Westclub.

sstuwa.org.au/westernmotors

Altronics

Build it yourself electronics centre. VIP trade discount in store and online.

sstuwa.org.au/altronics

Apple on Campus For details visit:

sstuwa.org.au/apple

Dell

Save up to 5% off selected items.

sstuwa.org.au/dell

Adventure World

sstuwa.org.au/adventureworld

Movie tickets

Discounts on physical tickets (greater savings) and instant digital tickets.

sstuwa.org.au/movietickets

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

Campbells

ISinsured

Access wholesale prices with a complimentary day pass.

sstuwa.org.au/campbells

Cellar d’Or

advice from professionals.

sstuwa.org.au/isinsured

Travel and Accommodation

SSTUWA Legal Services

Cracka Wines

sstuwa.org.au/legal

7.5% off online wine orders.

sstuwa.org.au/cracka

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 Wellbeing 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

10% discount on pet products, plus

Insurance for union members. Home, contents, car, landlords.

Best value winery tour in the Margaret River Region. 10% discount for members.

sstuwa.org.au/cellardor

Vet Products Direct

Access to quality legal services for both work-related and personal matters.

Teachers Health Fund Join the thousands of teachers who have already made the switch.

sstuwa.org.au/teachershealth

Teachers Health – Travel

sstuwa.org.au/vetpro

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.

For details visit:

sstuwa.org.au/choicehotels

sstuwa.org.au/travelinsurance

Comfort Hotel Perth City

Shopping

Rooms from $145 per night including

Dot Mall BBQs, heaters and backyard kitchens.

5% discount for members.

sstuwa.org.au/dotmall

Electrical buying

Light Start Breakfast for two. Located near the WACA in East Perth.

sstuwa.org.au/comfortperth

Experience Oz Save 10% on over 3,000 experiences

Let Union Shopper find the best deal on your electrical purchases.

across Oz + NZ.

sstuwa.org.au/electricalbuying

Inn the Tuarts Guest Lodge

sstuwa.org.au/waopticians

isubscribe

Forest retreat, 4-star, with indoor pool,

Housing

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

years+) only. Five minutes to Busselton.

WA Opticians

20% discount on spectacle frames and lenses. Perth and East Perth.

Houspect

Buy, build and invest with confidence. $50 discount on building inspections.

sstuwa.org.au/houspect

Johns Building Supplies

Trade prices on paint and painters’ hardware. Builders prices on all other hardware lines.

sstuwa.org.au/jbs

Kleenheat

In appreciation of teachers’ support of the community, Kleenheat is offering SSTUWA members bigger savings on natural gas.

sstuwa.org.au/kleenheat

SkylightsWA

Specialising in skylights and roof ventilation, servicing all regions of WA. 7% discount off selected products.

sstuwa.org.au/skylightswa

sstuwa.org.au/isubscribe

Jackson’s Drawing Supplies 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/experienceoz

Jacuzzi, sauna and BBQ. Adults (12 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.

Discounted rates for members.

sstuwa.org.au/jarrahgrove

Mandurah Houseboats 10% discount on houseboat holidays.

sstuwa.org.au/teachersuperstore

sstuwa.org.au/houseboats

The Good Guys Commercial

Rottnest ferry tickets

Online access to live discounted pricing on The Good Guys’ full range.

Save up to $15 on Rottnest ferry tickets with WestClub.

sstuwa.org.au/thegoodguys

sstuwa.org.au/rottnest

Western Teacher August 2021

31

Classifieds

Classifieds For sale: Albany

Set on 2.2 hectares, 22km from Albany, this double story 3x1 mudbrick house has solar power and abundant rainwater.

There’s a cottage, workshop, selfcontained carriage, yoga room and orchard. School buses service both Albany and Denmark. $750,000-$820,000.

0456 702 559

For sale: York

Secluded lifestyle block, A-grade bush and semi-cleared 34 hectares, west of York. Straw-bale cottage with outdoor entertaining area and separate studio.

Potential studio area/third bedroom.

Battery ready PV solar panels and solar hot water system. Water tanks and sheds.

Composting toilet. Established orchard and garden. $595,000 negotiable.

0408 101 571

Dunsborough (Quindalup)

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 seachange locale. $94,500 ono.

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

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 reversecycle air-con. Available all year except for leavers’ vacation. No pets.

0419 943 203 | 9448 5527 a_r_moore@bigpond.com

Blocks for sale: Williams

Dwellingup

Block for sale: Jurien Bay

Two blocks of land, side-by-side, 1,000sqm each. Walking distance to shops, school and all amenities. Buy both or just one – your choice. Easy getaway, close to Perth and Boddington. $27,500 each or better deal if you snap up both.

0402 349 203

Albany (Little Grove)

Silent Grove Cottage. Self-contained two bedroom (queen/two singles) on two hectares of bushland. Undercover parking. Close to yacht club, walking/ bike trails, national park and beaches.

Teachers’ rate: $150 per night. Stay seven, get one free. www.silentgrove.iinet.net.au 9844 4950 | merron@iinet.net

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

Cowaramup (Margaret River Region) Private B&B within newly built home.

Parkland setting. Private queen bedroom, bathroom and breakfast room. Private entry and dedicated parking. 10 mins to Margaret River, Gracetown, central to wineries/breweries and beaches. $120 per night per couple including breakfast.

Lee: 0412 902 932

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

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

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

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

32

Western Teacher August 2021

Classifieds

Classifieds Mt Lawley/Dianella

Newly built 1x1 self-contained extension, furnished, with laundry, dining, lounge, kitchen and one undercover parking bay.

Aircon, TV, fridge, washing machine and microwave included. Quiet residential area close to city, buses, Galleria Morley, Mt Lawley cafe strip and Northbridge. 10 min walk to Terry Tyzack Aquatic Centre; golf course across the road. $80 per night, min two nights. $50 per night for weekly and monthly rentals.

0439 964 239 | cymbie.burgoyne@gmail.com

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

Northam

Renovated, self-contained 30s-style three bedroom house with beautiful river views.

Short walk across the bridges to town.

Sleeps six-eight.

Kevin: 0414 446 431

Prevelly

One bedroom private spa apartment in quiet Prevelly cul-de-sac. Two minute walk from beach. Suits couples. $165 per night for Western Teacher readers.

Lucy: lcartell@iinet.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

Yallingup

Marriage celebrant

Tranquillity Counselling, Psychotherapy and Career Development

Learn to social dance

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

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

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

Marriage celebrant

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

Marriage celebrant

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

Lee: 0404 655 567 leehalligancelebrant.com.au

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 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 3 starts 26 July.

Stan: 9330 6737 | stan@stansdancing.com

First aid training for students

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.

9334 1259 | youth@stjohnambulance.com.au

Belly Rubs Boarding Kennels

Personalised approach to boarding your canine companion. $25 per dog – mention you’re a teacher to receive a 10 per cent discount. Located in Southern River.

Elisa: 0417 620 766 | FB: @bellyrubsboarding

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

Teaching resources: Italian & French Italian and French teaching resources, free to anyone who may be able to use them.

Lots of unit curriculum and other themed topics with worksheets and activities.

Melinda: 0435 579 206

Western Teacher August 2021

33

Noticeboard

Noticeboard

Email to editor@sstuwa.org.au

Log of Claims Schools

Retired Teachers’ Association At the quarterly meeting at the SSTUWA at 10am for a 10.30am start on Wednesday 22 September, the speaker will be Steve Lofthouse from the Friends of Bold Park group.

Wright will be talking on the poetry of DK Chesterton. On 20 September, we will speak on our favourite books as a child and as an adolescent.

Hope to see you there.

Call for nominations

SSTUWA committees/UnionsWA council elections Are you interested in becoming a UnionsWA Council delegate, Education Committee member or Dispute Resolution Committee member?

Nominations are open until 5pm Friday 24 September.

Life membership nominations Executive has endorsed a proposal for life membership of the SSTUWA for: Kim Dullard

no later than 9am Friday 27 August 2021.

Bill Kilner

Level 3 Classroom Teachers’ Association 2021 meeting dates: Saturdays, 10.30am-noon at the SSTUWA premises Term 3

Term 4

21 August

27 Nov (AGM)

Venue subject to change. Visit www.l3cta.org.au for venue information and to confirm attendance, or email contact@l3cta.org.au

SSTUWA committee meeting dates: Early Childhood Educators’ TAFE Committee Committee

Applications are now open for the Lynette Virgona Scholarship. The deadline for applications is Friday 27 August.

More info: sstuwa.org.au/scholarships

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

Time: 4.15pm

Time: 5pm

ATSIE Committee

2021 dates TBC

19 August 18 November 16 September 16 December 21 October

2021 dates TBC

Western Teacher August 2021

Please mark the envelope “Private and Confidential”.

Lynette Virgona Scholarship

Time: 4pm

Time: 4.15pm

34

The President State School Teachers’ Union of W,A. PO Box 212 West Perth WA 6872

Edd Black

Any member having an objection to these nominations for life membership should write to:

More info: sstuwa.org.au/elections

7 September 23 November

Members at branches without a rep and casual/relief teachers: Visit sstuwa.org.au/GA21

Ann Strauss: 0458 625 520

We manage, despite the weather, to continue our literature talks. On Monday 6 September, Josephine

New Educator Committee

Voting has commenced on the proposed Log of Claims Schools 2021. Speak with your union rep for details.

Teleconference facilities are available

Anna Stewart Memorial Project 11 October - 15 October

Applications are now open for the Anna Stewart Memorial Project. The deadline for applications is Friday 3 September.

More info: sstuwa.org.au/scholarships

State Council Conference Items for November State Council must be received by 5pm Friday 24 September.

The event will be held on 12-13 November at the SSTUWA.

Know Your Rights, tax statement, membership card and more Introducing the SSTUWA super app

pp a w e N e releas Get the app

Western Teacher August 2021

35