Western Teacher - Volume 50.5 - June 2021

Volume 50.5 June 2021

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

It’s time to fund public schools properly and fairly

pg 6

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Volume 50.5 June 2021

In this edition Correspondence:

50

Celebrating 1971

2021

years

Features

In this edition

June State Council......................................6 General Agreement 2019 updates..............8 New alliance for fair public sector pay.....10 Learning safety in schools a priority for all............................................12 School leader liability under new WHS laws..........................................14

2021 Publishing Dates

Stop to rest, recharge and reconnect.......16

Deadline Distributed 30 November 22 January

NAIDOC Week 2021: Heal Country!..........17 Making the most of your membership.....20

25 January

19 February

Ph: 9210 6060 memberassist@sstuwa.org.au

2 March

26 March

Tudge fudges school results and funding...............................................22

21 May

National education and union news.........24

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

27 April 31 May

29 June

Regulars

28 June

30 July

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

9 August

3 September

Education and Training.............................28

6 September

8 October

Member Benefits......................................30

18 October

26 November

Classifieds.................................................32

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

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. June 2021.

Cover: The SSTUWA is standing in solidarity with the AEU for fair and proper funding for public schools.

Read more on page 6.

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

Connect with us: @sstuwa

Dates are subject to change

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.)

We've got them covered And we've got you covered, too.

Welcome to all our new members who have joined since January, and congratulations to the winners of our We've Got You Covered competition: First

New member: Jessica Pagano Encourager: Lynda Melling

Second New member: Heidi Virgin

Encourager: Dillon Mason Third

New member: Melissa Jendrzejak Encourager: Claire Pierre

Fourth New member: Stefanie McCormick New member: Andrew Healey

Western Teacher June 2021

3

Western Teacher June 2021

From the President

Time for wages growth and schools funding

By Pat Byrne President

In many ways 2021 has continued the pattern of uncertainty, anxiety and loss that we saw in 2020.

In Term 1 we had two lockdowns, flooding in the Kimberley, fires in the Perth Hills and a cyclone in the Mid West. Added to this, flooding in Albany and Denmark to round off Term 2. Teachers in these areas have experienced loss and/or damage to their homes, not to mention their classrooms, causing significant disruption to their teaching programs.

At the national level we’re seeing the Morrison Government continuing to push an agenda of educational change which is not supported by the profession; one which promotes assessment driven curriculum and a regime of accountability; while at the same time ensuring that public schools’ resourcing is not required to meet the basic level of benchmark funding needed for every student to graduate from secondary school.

As if that wasn’t enough, federal parliamentarians are now debating what is to be included in our national curriculum. One Nation is at the heart of two proposals – one to ban the inclusion of critical race theory in the Australian Curriculum and the other to allow any one parent to seek court injunctions if a school failed to teach children that the holocaust might not have happened, or that climate change science is all some giant conspiracy.

Once upon a time curriculum was written by teaching professionals through a process of consultation with the profession!

We have seen, and continue to see, the WA Labor government, happily ploughing along with an inequitable funding system which benefits private schools and underfunds public schools.

The state government is also persisting with, and extending, a system of public sector wage suppression which will see all teachers and lecturers fall further behind inflation in real terms.

There is no doubt we have had some successes working with this state

government, particularly with TAFE fees and the expansion of alternative learning settings. All of that is good and should be acknowledged.

However, we also have areas of major disagreement in terms of the wages policy and schools funding, and we plan to lobby for change.

This government’s wages policy has been the most severe form of wage restriction that we have seen in WA for more than 40 years.

The first iteration of this policy was particularly severe – not only a $1,000 cap, but also a cost neutral requirement for any other changes in the General Agreement.

The reason given for that was the state of the coffers left by the previous government.

The second iteration was an improvement, in that there was still a $1,000 wage cap but there was ‘flexibility’ around the cost neutrality requirement – and we benefitted from that.

There wasn’t supposed to be a third iteration but that’s what we now have – allegedly because of COVID-19 – but now with a commitment to a review after two years and maybe a consumer price index increase depending on the review’s outcome.

The state government rationalises its position as being a consequence of COVID-19.

Well, no one actually believes that, and nor should they. WA’s employment figures are the best in the nation and we’re being told every day that business confidence is sky high.

We saw in the last boom what happened to many areas of the public service – people left and took jobs which paid more and were less stressful.

We are already seeing teacher shortages emerge. Principals are reporting problems with getting relief teachers across the board; secondary teacher supply is at high risk due to insufficient numbers of graduating students, with a 60 per cent drop in students completing a postgraduate

teaching qualification in 2020.

Public sector wages need to grow if we are to keep our teachers in the system, while the economy itself needs wages growth to expand.

Public sector unions have committed to work together to overturn wages policy.

We need to change public conversations and build understanding of why wage growth is so critical. You can read more about that on page 10.

Let’s now look at school funding.

We saw in the 2018 bi-lateral agreement, an increase of 6.5 per cent in funding for private schools from the federal government to the state government and the state Labor government then reducing its contribution to public schools, instead of using the additional funding to strengthen the public system.

This same agreement commits the state government to gradual funding cuts over five years, taking us from what it was under Colin Barnett (even after the 2013-14 funding cuts) 105 per cent of the Schooling Resource Standard to 95 per cent – while private schools get combined federal and state support of 104 per cent.

We need to continue to campaign vigorously for proper funding for education – for at least 100 per cent of the schooling resource standard for every school and every child.

We need to unite behind the national campaign for Every School Every Child.

This means spreading campaign news and urging colleagues at every opportunity to embrace and support this vital fight, to talk to politicians whenever we can.

Education is absolutely the key to developing the workforce Western Australia needs; a workforce that be the foundation for a manufacturing and services industry that keeps the state strong between booms.

United we are letting government know that what it is doing is simply wrong and we’re calling it out.

It’s time.

Western Teacher June 2021

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State Council Conference

June State Council

By Minh Lam

Protecting public education and the rights and conditions of those who work in the field were among the key messages delivered at June State Council Conference earlier this month.

The June conference made a return after COVID-19 forced its cancellation last year, and close to 70 State Council Conference delegates attended the event at the SSTUWA’s headquarters.

State Council Conference is the union’s highest decision-making body. Over two days delegates participated in professional learning and discussed and determined the union’s future activities.

They also heard from speakers such as SSTUWA President Pat Byrne and AEU Federal President Correna Haythorpe.

Ms Byrne said the SSTUWA had achieved some wins for public education in WA in the areas of TAFE fees being frozen or reduced, expansion of Alternative Learning Settings and increased spending for capital works for education facilities.

The focus for the union currently was the campaign to remove the state government’s cap on wage rises, schools funding and the start of new general agreement negotiations.

The SSTUWA has banded with some of WA’s biggest unions to form the Public Sector Alliance (see story on page 10) to campaign for the end of the public sector wage cap and more support for public services.

“We need public sector wages to grow if we are to keep our teachers in the system,” Ms Byrne said.

“The economy needs wages to grow if it is to grow. The current wage stagnation is actually acting as a brake on economic growth as people don’t have money to spend – economists across the country are telling us that.

“With no functioning opposition, it has never been more important for public sector unions to continue to speak up loudly and remind any state government, whatever party it may be, of its core responsibilities.”

One of these core responsibilities, Ms Byrne said, was to fund public education 6

Western Teacher June 2021

properly. For the SSTUWA, this means securing funding of at least 100 per cent of the School Resourcing Standard (SRS) from state and federal governments.

This will involve campaigning through the AEU’s Every School Every Child campaign.

“There is an opportunity to create strong foundations for this state with a fully

funded public education system, from early childhood education through to TAFE; a public education system that will underpin this state’s future by providing the opportunities that all of our students actually need, rather than just making do with what the iniquitous federal funding model allows governments to get away with,” Ms Byrne said.

State Council Conference

“To build an education system that will take all of its students along, lifting results across the board without leaving people behind, we need better-paid teachers and lecturers, we need proper recurrent funding in real terms, and we need an investment philosophy that places the value of people ahead of the value of infrastructure.

“I’m here, asking you as union leaders in your workplaces, to join me to stand up and continue to fight for public education, for a fairer society.”

Ms Byrne told State Council Conference that another round of General Agreement negotiations for both TAFE and schools were due to start in September this year.

“We will be using that to continue to address workload issues, safety, IT needs and class sizes as absolute priorities,” she said.

Ms Haythorpe told State Council Conference delegates that this year’s federal budget made scant provision for schools or TAFE funding, while private schools were continuing to spend recurrent funding on capital works.

“And yet it is public schools that have got the booming student enrolment growth, public schools that have a huge backlog of infrastructure needs,” she said.

“That inequity gap is equivalent to $8,000 per public school student per year since 2013.

“What the government is saying to you (is) deliver better outcomes, better student results and work harder (but) we are only going to give you 95 per cent of the funding you actually need.

“Our objectives are really clear, and that is to achieve a minimum of 100 per cent of that benchmark across public schools for Australia; to have a capital funding investment program established and to smash the 20 per cent cap on Commonwealth funding.”

Ms Haythorpe said the Every School Every Child campaign, as well as the Rebuild with TAFE campaign, would work towards addressing funding shortfalls in public education.

“Have courage and stay the course, because this is so important for our students and it is so important for our members and for our communities,” she said.

Ms Haythorpe said other upcoming issues for public educators to deal with included NAPLAN testing and a new form of online formative assessment, known as Spindle.

“This is meant to be a tool for teachers but … this is all about connecting system data,” she said.

Ms Haythorpe said there was a strong possibility that the contract to build and support Spindle would go to a private corporation, thus involving edu-businesses directly in curriculum production and in the collection and storage of student data. This raises questions about the ownership and security of such data.

“This is really dangerous...It is not a tool that is useful for teachers,” she said.

Ms Haythorpe said one spot of good news for public education was the recent announcement of ongoing funding for universal pre-school access for children.

The government will fund pre-school access for four-year-olds for the next four years at a cost of $1.6 billion, with ongoing funding set to continue past 2025.

“This is a direct result of campaigning and pressure felt by the Morrison Government to settle this matter,” Ms Haythorpe said.

However, the conditions attached to such funding were vague and needed to be clarified urgently.

She said the AEU stood ready to go into election campaigning mode as soon as the date of the next federal election was confirmed.

Ms Haythorpe thanked educators for their tireless work since the COVID-19 pandemic began.

“It’s our members who have been on the frontlines, time and time and again,” she said.

“Lockdowns have not meant that all schools are closed, because it is teachers and education support staff that kept schools open for the children of essential workers even though being denied that status themselves.

“It’s our members who saw their workload escalate. Last year when we did our state of our schools survey, members told us they were working around 12 hours over and above their huge working hours, during the week trying to manage the multiple layers of remote learning.

“I want to thank you for your commitment to public education, for your commitment to your students and I want to acknowledge that this has been just an extraordinary time.”

Western Teacher June 2021

7

State Council Conference

General Agreement 2019 updates The following is a summary of a report, presented at June State Council Conference, updating the implementation of the General Agreement 2019 for schools.

Curriculum resources This is progressing well with all documentation relating to Years 3-10 being on track to be available to schools in an online format by the commencement of Semester 2 2021. Documents pertaining to the K year are anticipated to be ready by August, while the P, 1 and 2 years are due in early Semester 2.

The professional learning (PL) component of this commitment is underway with 70 teachers having been selected and trained to deliver the agreed half-day professional learning to all teaching staff.

The logistics of this task will mean that this PL is unlikely to be completed prior to the end of 2022.

Collegiate principals (CP) Sixteen positions have been established and

Schools ent 2019 m e e r g A General rd 1993 and Awa

became fully operational from the commencement of Term 2.

Principals have been invited to express interest in working with CPs and the response has been strong.

There will be an evaluation of the project prior to the end of 2021. It is the SSTUWA position that the number of positions be increased in the forthcoming EBA negotiations.

Western A ustralian TAFE Lect urers’ Gen eral Agreemen t 2019

Performance management The parties have agreed to a standardised performance management template. A final draft of this was made available at June State Council.

The other component of this commitment is a review of the Employee Performance Policy itself. This is currently underway.

Staff placement This commitment is contained in the Exchange of Letters and requires the department to actively work with the SSTUWA and the Principals’ Federation of WA to devise strategies aimed at increasing the movement of staff, including principals, across all regions.

While the Department of Education (DoE) has been slow to commence these discussions, its response to the SSTUWA proposal (of reserving 25 per cent of positions for transfer) has been quite positive.

Currently it is collecting data, sought by the union, in relation to the numbers of positions being filled through the existing transfer pool (RTS, ERPs).

In addition there are a number of current staffing practices which can be improved/

8

Western Teacher June 2021

Authorised

by Mary Fran

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Secretary,

The State

School Tea

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n of W.A. (Inc

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abolished/streamlined to improve the process as it is experienced by both teachers and school leaders, as well as to ensure greater movement of staff across regions.

Compassionate transfers The SSTUWA has tabled a draft set of principles for determining how compassionate transfers should be decided. These are currently being considered by the DoE.

Behaviour management The re-alignment of Statewide Services (SWS), which is currently underway, has meant a delay in discussions around the behaviour management strategy.

The department has proposed that these discussions be integrated into the broader review around the proposed SWS restructure; this also includes the issue of suspension and exclusion of students with disability (SWD). While expressing a level of frustration about the delay, SSTUWA Executive recognises the logic of such an approach and has agreed in principle to

State Council Conference this proposal though with specific, agreed milestones needing to be met.

In the meantime, we have sought a specific central message from the DoE about suspension and exclusion of SWDs – namely, that where an assault is NOT a manifestation of the student’s disability then the same rules apply as to any other student. This understanding is not widely shared among principals, resulting in a lack of consistency between schools. It needs to be much more clearly and firmly expressed from the centre.

Work on this is currently underway.

Discussions between the parties have also occurred in relation to the student exclusion process. In response to issues raised, the department is proposing changes to the current process which will ensure greater consistency of decisionmaking, better feedback to schools, and a stronger say for schools.

Long service leave (LSL) for casual employees This issue has arisen due to a legal re-interpretation of the LSL Act which finds that casual employees are in fact entitled to accrue LSL. As a result, the General Agreements for both schools and TAFE were amended in the last round of negotiations, to reflect the entitlement for casual teachers and lecturers. This issue applies across the public sector, with the public sector unions in discussions with Government Sector Labour Relations (GSLR) and Treasury to implement what is a very complex situation across the board, but particularly so for the education and health agencies who, between them, will account for almost 90 per cent of affected employees.

The parties are currently discussing a number of issues around retrospectivity, definitions of continuous service, the nature of the casual employment roles engaged in (as teacher, EA or combination), etc.

In addition, payroll systems need to reset to record leave accumulation for the future.

Any agreed position will need to be endorsed by Treasury and then Cabinet, given the significant costs this will impose across government.

Classification model for principals and deputy principals This project has been outsourced to Price Consulting and has seen widespread consultation among principals and deputies across the state. The proposed model will draw on a combination of the

stipulations of the Education Act and an agreed set of principal standards, derived from the Australian Council for Educational Research and the Australian Institute for Teaching and School Leadership.

Discussions are currently focused on the role of deputies and how, given the multiplicity of ways in which deputies are deployed in an Independent Public Schools (IPS) environment, a proper work value for these positions can be established. This is made more difficult by the range of position titles being used

in schools and the reprofiling which occurred when IPS was introduced and is still happening in new Independent Public Schools.

The SSTUWA position is that any attempt to create a valid work value exercise across deputy positions necessitates an element of centralisation as to the role in a particular school environment.

While all parties are in agreement with this concept, its practical implementation is complicated and is the main reason for the project having gone beyond its original timeline.

TAFE GA 2019 implementation The union has been working on implementing the key changes in the General Agreement TAFE 2019 via the work of TAFE Committee and branch union representatives, Know Your Rights training sessions, updating information sheets and directly with the employer through the five union-employer Joint Consultative Committees and SSTUWA-TAFE Employee Relations Committee (STERC).

Key areas of focus have been: 1. Union representative time – a new policy to allocate time off teaching for representatives to undertake their roles.

2. STERC working groups – examining issues such as class sizes, cuts to student curriculum hours (SCH) and workload.

3. Job security – there have been numerous examples of colleges requiring lecturers to reapply for their positions despite having been through several merit selection processes previously and despite changes to the Agreement making it clear that this is no longer allowed. The union has been able to stop these selection processes and has then focused on supporting members to achieve permanency.

4. Policy development – A number of key policies have been renegotiated or updated to reflect changes to the Agreement, in particular, Above Base Grade Policy to allow for prior hours of casual service to be taken into account when determining commencement salary and the Casual to Fixed Term Contract Policy which requires colleges to offer casual lecturers a contract when work is expected to exceed six weeks.

5. Progression – Ensuring members are aware of the removal of the bar to grade progression after completion of Certificate IV in Training and Assessment and that they receive their increment at their next anniversary date.

6. Activities Related to Delivery (ARD) for part-time lecturers – Ensuring members are aware that the 7.5 hours off-site ARD is not applied pro-rata to part-time lecturers.

7. Recognition of prior learning (RPL) – as this is now listed under teaching duties the union has been working with members and colleges to ensure that lecturers receive a fair and equitable number of teaching hours to perform RPL work. There have been attempts to restrict access to this entitlement.

Work has started on developing the 2021 Log of Claims in time for bargaining in Semester 2 2021.

Western Teacher June 2021

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Issues

New alliance for fair public sector pay Western Australian public sector unions have formed a new alliance, comprising public school teachers and support staff, health workers, prison officers, firefighters, engineers, community service workers and those in our rail system, among others.

The Public Sector Alliance (PSA) will work to reform the WA government’s wage capping policy. WA’s current state wages policy imposes a cap to salary increases, meaning a decline in real terms for six years for the vast majority of those we rely on to deliver essential health, education, community safety and other services.

The PSA was launched at an event hosted by the SSTUWA earlier this month, which was attended by union leaders and members. Leaders signed a statement outlining their cause and showing their commitment to the alliance.

UnionsWA secretary and PSA spokesperson Owen Whittle (pictured below) said the six years of pay rises, which failed to keep pace with cost-ofliving increases for the vast majority of the public sector workforce, was unacceptable to working people and their unions.

“It’s an unfair policy that undermines morale and goodwill at a time when we rely heavily on their commitment to keep us safe during the pandemic, as well as their leadership of our economic recovery,” he said.

“We can’t afford an economic recovery that fails to improve pay. We need to ensure that everyone’s pay improves during our recovery.

“By necessity, working people spend their pay to meet costs of living and pay increases are an important driver of our local economy.”

Mr Whittle said the existing wages policy contrasted unfavourably with government’s own policy on government fees and charges, announced to increase by 1.6 per cent overall.

“As a practical example, someone on an annual salary of $65,000 or more is worse off if their pay only rises by $1,000 while their overall costs of living rise by the 1.75 per cent predicted to be the rate of inflation in 2021-22,” he said.

“The state wage policy pay rise cap at $1,000 means that many low, all average or higher income working people in the

10

Western Teacher June 2021

public sector are worse off – their pay is going backwards compared with their costs of living, and for at least six years.

“Of course, many essential health, education and community safety workers with professional skills and qualifications are on an income around or above the average.

“At a time of skills shortages, we need their skills and to keep those skills and experience, pay needs to be competitive.

“Our public sector workforce and their unions are calling on the government to enter into good faith negotiations and abandon its wage fixing policy and return to genuine enterprise bargaining with the public sector.

“No other working people in WA have their pay decided by their employer without any bargaining or negotiation.”

Recent data from the Australian Bureau of Statistics shows pay rises have been modest over the past year, nationally at 1.5 per cent and with WA lagging behind that at only 1.4 per cent.

“This data also shows that while the private sector wage growth is at a low 1.5 per cent, WA’s public sector pay is the

Issues

weakest in the nation rising at only 0.9 per cent,” Mr Whittle said.

“The pandemic and economic recovery have posed challenges requiring governments to be quick-footed, decisive and effective.

“WA can’t be safe and strong with a poorly paid workforce that loses skills to the private sector because of a wages policy set four years ago in a different era.

“The original intention of the pay rise cap – announced after the 2017 election – was to repair budget finances.

“Partly at the expense of the public sector workforce, that budget repair job is now done.

“The Public Sector Alliance has succeeded in aligning a wide range of public sector Enterprise Bargaining Agreements (EBAs) covering over 100,000 working people in the WA public sector that are due to end in 2022.

“These EBAs cover public school teachers and support staff, health workers, prison officers, firefighters, engineers, community service workers and those in our rail system, among others.

“In the past public sector campaigns have included industrial action, TV and radio advertising, door-knocking and phone calls.

“No campaign strategies are off the table at this point.

“The Public Sector Alliance has committed to an industrial and political campaign for fair pay that will continue as long as needed.”

The membership of the Public Sector Alliance includes UnionsWA, United Workers Union, CPSU/CSA, United Firefighters Union, WA Prison Officers Union, State School Teachers’ Union of WA, Health Services Union WA, Professionals Australia and the Rail Tram and Bus Union. Other unions are expected to join this growing alliance.

Western Teacher June 2021

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Keep schools safe sanctuaries of learning

Learning safety in schools a priority for all

By Matt Jarman Senior Vice President

When Minister for Education Sue Ellery launched a violence in schools policy position in 2018 there could no longer be any doubt safety in the classroom was not only a priority and shared responsibility but, perhaps more worryingly, had become such a cause for concern that ministerial intervention was now needed.

challenging and complex in ways never before seen.

learning regime that has clear purpose and resourcing.

Creating safe learning environments through our pedagogy will lead to less disruption and at the other end of that scale, impact physical insecurity within the school grounds.

Safety in our schools and classrooms is critical to not only keep students, staff and visitors physically safe but also to help create suitable learning environments for learning to succeed.

Learning and physical safety in the classroom has never been more at risk or more important than now.

Teachers have a much greater likelihood of creating and sustaining safe learning environments where their approaches are supported by school-wide policy, backed by appropriate school leadership support.

They have the opportunity to self-reflect with their peers on what works, what they are doing and planning together for the next steps.

Securing this safety also falls into line with one of the SSTUWA’s strategic goals: Keep schools safe sanctuaries of learning.

So what is required at the classroom, school, network and system level to create safe learning environments?

Firstly, safety in the classroom is not a new thing but it does have dual meanings. For instance, there is the safety of students feeling comfortable in the classroom which encourages their learning, such as answering questions well, thanks to feeling safe which was actually noted by educational researchers as far back as 1897.

Then there is the need for education systems and schools to take steps to assure physical safety in the classroom, something much more modern day and the justification for the Minister’s 2018 policy.

Casualised workforces, helicopter parenting, social media and other negative influences now bear down on student mental health, making the role of the teacher and that of the school

12

Western Teacher June 2021

If we only implement a responsive approach, we will be ignoring what we know - which could easily lead to increasing complaints and dissatisfaction and also invite criticism from neoliberal education reformers who like nothing more than the opportunity to argue for public education to become a cheaper and residualised platform.

A learning safe environment is easy to identify, there’s lots going on!

Students are asking questions, there is focused work underway, the teacher is not stopping or pausing lessons to manage disruptive contributions, completed work is successful and regular, a good energy is always present, staff are calm and take little leave, smiles are common, parent support is often higher in these classrooms, attendance is high and much more.

But these successful spaces are not only a consequence of students coming from “good homes” or academically select compositions or even postcodes, these are the consequence of deliberate and skilful choices by teachers that are often borne from the school’s strategic agreements and a targeted professional

John Hattie’s research supports this very point stating that teachers working together to evaluate their impact can have an effect size of 0.93. (Effect size is a measure of positive effect on student outcomes, with anything greater than 0.4 considered worthwhile doing.)

Creating positive learning frameworks is the jurisdiction of the school leadership team but is even more powerful when the classroom, student and parent voice is present.

Everyone on board, everyone in agreement and everyone clear; that is the school leadership’s responsibility and challenge.

Policy and procedure must be clear – from the classroom door to the Director General’s office – as to what happens to students who are physically disruptive or violent, or require support to succeed in a mainstream setting.

Some students at their current point in life cannot succeed in a classroom and systemic intervention must be immediate to minimise the interruption to the regular classroom.

Keep schools safe sanctuaries of learning Whilst positive steps have occurred since Minister Ellery’s 2018 policy announcement, our system is well short of delivering a rapid response and most certainly is not delivering a system-wide approach to help classroom staff create safe learning environments.

Too often we continue to see cases drag on whilst the correct audit is completed, the part time staffer is unavailable to meet, the interagency personnel are on leave or the system personnel are simply so overworked they can’t meet for a few more weeks. All the while the disruption and risk to learning and physical safety continues.

Parent communication charters are of value to help everyone understand their rights and responsibilities, and they become critical when complex cases emerge. (The DoE is working collaboratively with the SSTUWA, redesigning a systemic approach to complaints management.)

System complaint resolution is far from consistent and this needs immediate attention if for no other reason than to provide the greatest opportunity for those at the coalface to not be distracted from attending to the needs of all the other learners who want to learn.

Prevention is better than response. It’s the cost-effective approach. A coordinated, system-led approach to managing mental

health in schools through a boosted school psychology workforce is the other much needed injection to help the Minister’s policy have greater likelihood of success.

It’s arguable the primary responsibility of a principal is to identify the context of their school and deliver conditions to help learning succeed.

The 2021 election commitment of 100 FTE of school psychologists, with 40 FTE in 2022, is most welcome.

If they correctly assess the context, implement the right programs, resource it well and make the right appointments learning success is much more likely and a safer school will follow.

Recognising and implementing a mental health framework for schools could enable the teacher to focus on the business of the classroom and ensure students who need specialised and expert support receive it.

By addressing mental health we minimise classroom distractions, students feel safer in the classroom and are more likely to be engaged and maximise their attention during learning.

There are currently no system approaches for students aged up to 12 years in WA, it is up to individual schools and parents to act.

The smaller the school, the less they can act. The bigger the school the more choice they have as to what they will prioritise their funds towards.

If only we were achieving the Schooling Resource Standard in WA! A system-led response to mental health should be separated from the one-line budget, with incentive available to local schools who build or enhance a shared network model.

Key criteria for a safe learning environment: •

Teachers trained and skilled at creating safety in lessons.

•

Inclusion and belonging strategically invoked by the teacher and across the school as part of a shared approach.

•

Individual accountability for oneself and for the success of other learners being evident.

•

Active participation of the highest number of learners in the classroom as a classroom goal.

•

Continuously building respect for one another in the classroom as a teacherstudent and student-student goal.

•

Wherever possible learning being meaningful and interesting.

•

Novelty and variety of instructional methods being evident.

(Source: Barrie Bennett)

Key questions for securing learning and physical safety The following are key questions (and the SSTUWA’s position), that need to be addressed to make any change happen to learning and physical safety in classrooms: Question: Do we want to adopt a preventative approach?

SSTUWA position: There are currently underfunded systemic responsive measures in place. There is also an opportunity to reaffirm the importance the links between learning and physical safety of students and staff through the pedagogical choices made at the school level.

Q: Can we coordinate system-wide such an approach?

SSTUWA: Yes, but despite the Minister’s policy release in 2018 these are well underfunded given the scope of the challenges being confronted by schools.

Q: Can school leaders lead their school context and build a sustainable approach?

SSTUWA: Yes. Identifying accurately what will work successfully in your school as a leader is fundamental to the solution’s success. Selecting solutions that have the best chance of sustainable success

becomes the next challenge for the school leadership team. Systemic professional learning on whole school practices should be available as a priority.

Q: Are we willing to accept that mental health must be recognised and resourced appropriately?

SSTUWA: It is currently accepted but inadequately underfunded.

Q: Perhaps most importantly, how much do we value safe and focused classrooms?

SSTUWA: This is best answered through action and evidence.

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Industrial

School leader liability under new WHS laws

By Daniel Stojanoski Slater and Gordon Lawyers

In early November 2020 the Parliament of Western Australia passed significant changes to Western Australia’s work and health safety laws with the introduction of the Work Health and Safety Act 2020 (WA) (WHS Act).

The focus of this article is whether any of the new laws will affect the personal obligations and liability of school leaders under the new laws.

The new laws do not necessarily impose significantly greater responsibility on school leaders than is the case under the existing legislation.

The new criminal offence of industrial manslaughter would only apply where it was proved beyond reasonable doubt that a person was so knowingly negligent in their duty so as to cause the death or serious injury of an employee. It is difficult to imagine this occurring in a school context.

Overview of the new law and expected time frames The majority of the new WHS Act is expected to come into operation in the latter part of 2021 and some parts in 2022.

The new WHS Act will replace the existing Occupational Safety and Health Act 1984 (WA).

The new laws make a raft of changes to WA’s existing health and safety laws, but the most notable and publicised of those is the introduction of the crime of industrial manslaughter, which includes hefty penalties of up to $5 million for an individual, and a maximum prison sentence of 20 years.

In other words, a person could be criminally charged and sent to jail in cases of a death or serious injury at work.

The introduction of a criminal charge for causing a death at work is one that almost all workers will furiously agree with, and it is hoped that this drastic change is a 14

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step in the right direction toward having no deaths at work, period.

2. The person engaged in conduct that causes the death of a person; and

Other changes include the work health and safety laws now extending to contractors and casual workers, something which was lacking in the old laws, and a new term “person conducting a business or undertaking” (PCBU) will be introduced.

3. The conduct was a failure to comply with the person’s health and safety duties; and

It is the introduction of this new term “PCBU” that may have an effect on school leaders’ obligations to staff.

So, what is the effect of the new term “persons conducting a business or undertaking” on school leaders?

Essentially the new PCBU term places a primary duty of care on persons conducting a business or undertaking to take steps and ensure as is reasonable as possible the health and safety of workers.

Although school leaders are not the employer of teachers and other staff at schools, under the new WHS Act they are potentially “officers” or PCBUs and have a duty of care in relation to safety at the workplace.

This is not dissimilar to existing obligations.

Industrial manslaughter There has been a large amount of media attention on the new criminal offence of industrial manslaughter in the WHS Act. It is important to note that the offence is targeted at the most serious breaches, where it is appropriate to assign criminal culpability for the offence.

A person will only be convicted of the criminal offence of industrial manslaughter where it is proved, beyond reasonable doubt, that: 1. The person had a health and safety duty as a person conducting a business or undertaking; and

4. The person engaged in the conduct: a. knowing that the conduct is likely to cause the death of or serious injury to a person; and b. disregarding the likelihood of death or serious injury.

(WHS Act s 30A) It will be apparent that to be liable for a contravention of this offence, a person will have to have knowingly engaged in conduct that they knew would likely result in death or serious injury, and to have done so with a disregard for that likelihood. It seems most unlikely that this would occur in a school setting.

Summary In brief, the new laws are largely aimed at broadening the range of persons with safety responsibilities and introducing criminal punishment for the most egregious breaches.

School leaders have always had a duty to take an active role in ensuring health and safety at the school level. The new WHS Act will not necessarily place a greater burden on school leaders than the former legislation, and they can be reassured that the offence of industrial manslaughter only applies in circumstances where a person causes another’s death through conduct that is so egregious as to warrant a criminal sanction.

Daniel Stojanoski is the head of the WA Industrial and Employment Law Department at Slater and Gordon Lawyers. He is a staunch union member and a strong advocate for workers’ rights and has been a legal advisor to the SSTUWA for almost a decade.

Farewell to a much loved colleague There are few people who have had such a positive impact on education and educators in Western Australia as Kim Dullard. We grieve his loss as a friend, colleague and mentor to many.

Prior to joining the SSTUWA in 2015 as leadership organiser, Kim already had a wonderful track record in developing, mentoring and leading teachers and system leaders in best practice since 1977 when he began his union membership and teaching career.

In 2015 Kim had just completed three years as principal of Woodlands Primary School. His leadership saw Woodlands PS grow as a teacher development school in the areas of English and the Early Years Learning Framework; using Kagan structures for guided practice sessions and a coaching approach based on the GROWTH (Goal, Reality, Options, Will do, Tactics and Habits) Model to support staff.

Immediately before that Kim had been a private consultant specialising in Educational Leadership and working predominately in the East Kimberley mentoring and coaching principals in the Catholic sector.

As an accredited coach Kim also worked for GROWTH Coaching, supporting teachers and leaders across Australia, as well as running professional learning sessions.

Before working as a consultant, Kim was a director in the West Coast and Fremantle/ Peel Education Districts. He was also principal at Middle Swan PS, Beckenham PS and Katanning PS over a period of 14 years; all of which gave him both a school and system perpsective on the work of principals.

As a school leader Kim was widely respected and acknowledged for his pedagogical innovativeness in areas such as multi-age grouping, implementing the Curriculum Framework, learning safety and instructional intelligence.

When the SSTUWA decided to implement a different approach to working with school leader members, through the

In memoriam

school leader organiser, Kim was the natural choice. His commitment to, and experience in, collaborative approaches was the perfect vehicle for resolving the tension which sometimes arises between principals and teachers in schools.

A key part of his role was to support leadership team members of the SSTUWA, as well as ensuring the union gave an opportunity to those leaders not in the union to fairly present their side of a dispute within their school. He led and deeply believed in collaborative school cultures.

Among Kim’s aims was to increase leader membership in the SSTUWA and to make sure more training and support was provided to school leaders.

He succeeded in every sense. Kim’s work was absolutely crucial in establishing the base from which the SSTUWA, through his work and that of others, could secure recognition from the department and government of the vital need for better mentoring, broader networks and improved support for leaders across the WA education system.

Kim said of himself: “Leadership for me is the ability to work collaboratively and cooperatively with staff to provide the best possible learning environment for the students. Good leaders build the effectiveness of their staff by utilising processes and strategies to develop whole of school approaches that provide a consistent and continuous learning environment from one year to the next.

“They empower staff to make decisions based upon current research that reaffirm the principles of teaching, learning and assessment from the School Curriculum and Standards Authority.

“My advice to leaders is to stay connected to your staff, trust them and most importantly, support and guide them.”

This wisdom was imparted not only to teachers and leaders across the education sector; it resonated with everyone he worked with.

Whenever you passed Kim’s desk you saw pictures of his children and grandchildren.

There was no doubting who was at the centre of his life.

We were privileged to know him. He will be remembered as a fierce and passionate public education leader who genuinely left a legacy and we will miss him dearly.

Vale Kim Dullard.

A tribute from Barrie Bennett: I’ve been teaching in classrooms now for 48 years. In that time I’ve met a lot of great teachers, school administrators, ministers of education, change agents, parents, etc and I would say unequivocally that Kim was the best of the lot. He got it all; he sensed the big picture, the grand quilt, the players, the politics.

He could smell schlock a mile away. He never shied away from confronting bad decisions or no decisions.

He was always willing to confront and resolve conflict. He was assertive, but always guided by powerful beliefs and values. His passion for kids and the classrooms was genetic and groomed by observation and conversations.

Kim understood that if not for kids we would have no faculties of education, no ministries of education, no teacher unions...he understood the need for them to all work together to make a difference in the lives of kids.

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Members’ matters

Stop to rest, recharge and reconnect

By Natalie Blewitt Growth Team coordinator

You are almost there! Holidays are just around the corner and now, more than ever, is an important time to stop, rest, recharge and stay connected to others.

Teaching is a demanding but very rewarding career, and it is vital you look after yourself throughout your career.

Whether you are just starting out and learning your craft or you have been teaching for a few years, self-care is so important.

There are loads of other actions you can take to look after your mental and physical health. Some ideas of things you can do may be as simple as: •

Going for a walk.

•

Spending time with a furry friend.

•

Catching up for coffee with a mate.

•

Singing or dancing to your favourite song.

•

Eating healthy foods.

•

Spending some time in the garden.

•

Creating something.

•

Taking some time to do something you enjoy.

There is no shame in reaching out for help, talking to someone outside your usual support network of close family and friends, seeking advice from a trusted professional or having a phone conversation with someone in the know.

According to Beyond Blue, during 2020, people in Australia accessed their services “more than 254,000 times to discuss concerns – both big and small – and you can too.” All calls and chats with Beyond Blue are one-to-one with a trained mental health professional and completely

confidential. You can reach out to someone from Beyond Blue 24 hours/seven days a week on 1300 22 4636.

“Sometimes it helps to know that someone is listening and that you don’t have to face problems alone,” according to Lifeline WA. Contact Lifeline on 13 11 14, 24 hours a day. Head to their website to find out more: wa.lifeline.org.au Healthy WA advocates for “having something to look forward to, (to) promote positive mental health and wellbeing.

Everyone is different, so find out what works for you.”

Some of the ideas you can find on their website include giving to others by volunteering, practicing relaxation techniques such as meditation or yoga, going shopping, riding a bike, playing a sport you like, and so much more.

It is also important to remember to get enough sleep. We have all had sleepless nights thinking about aspects of our classroom and professional practice, but if you are tired, you are more likely to feel stressed, worried and/or even anxious.

Ensure you establish a night-time routine which could include going to sleep and getting up at the same time each day, winding down by reading a book or listening to relaxing music, etc. The Healthy WA website (healthywa.wa.gov.au) has a great list of ideas and things for you to try.

As outlined in our previous edition, remember that you also have access to the trained staff via the Employee Assistance Program, PeopleSense. This service provides confidential counselling services for Department of Education employees.

These services can be accessed for personal or work-related issues and are designed to provide short-term psychological assistance for employees and their immediate family.

Further information about PeopleSense can be found at peoplesense.com.au or by phoning 1300 307 912.

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Connect with other teachers from outside your school/network, by attending some professional learning through the SSTUWA Education and Training Centre.

There are always fantastic courses on offer for members and perhaps your concerns can be alleviated by learning more about your students’ needs or how to deal with difficult situations.

You can access our courses either face to face or online, so connect with others through upskilling yourself.

Find out more at sstuwa.org.au/training Remember, we have all been through a very long term and a challenging start to 2021.

Be kind to yourself and take some time these upcoming holidays just for you.

NAIDOC Week

NAIDOC Week 2021: Heal Country!

NAIDOC Week celebrates the history, culture and achievements of Aboriginal and Torres Strait Islander peoples. It runs from 4-11 July.

All Australians are invited to celebrate NAIDOC Week and it is a great opportunity to learn more about Aboriginal and Torres Strait Islander communities.

Attend or organise a NAIDOC event in your area. Ideas on how to celebrate NAIDOC Week can be found at naidoc.org.au and there are also resources for classroom lessons on the website.

It is about hearing and actioning the aspirations of Aboriginal and Torres Strait Islander peoples which are the culmination of generations of consultation and discussions on a range of issues and grievances.

After 250 years, our children and our future generations deserve better.

We cannot afford to let pass the very real opportunity that now presents itself for reform based on a fundamental change in the relationship Australia has with Aboriginal and Torres Strait Islander peoples.

The NAIDOC 2021 theme is Heal Country!

The theme calls for all of us to continue to seek greater protections for our lands, our waters, our sacred sites and our cultural heritage from exploitation, desecration and destruction.

2021 NAIDOC Week poster

It’s a country that is more than a place and inherent to our identity. A country that we speak about like a person, sustaining our lives in every aspect – spiritually, physically, emotionally, socially and culturally.

Her entry – Care For Country – was chosen from 260 entries in the national competition.

NAIDOC 2021 invites the nation to embrace First Nations’ cultural knowledge and understanding of Country as part of Australia’s national heritage and equally respect the culture and values of Aboriginal peoples and Torres Strait Islanders as they do the cultures and values of all Australians.

For generations there have been calls for stronger measures to recognise, protect and maintain all aspects of Aboriginal and Torres Strait Islander culture and heritage – and the wait for those robust protections continues.

This year’s NAIDOC theme seeks substantive institutional, structural and collaborative reform – something generations of Elders and communities have been advocating, marching and fighting for.

Healing Country means finally resolving many of the outstanding injustices which impact on the lives of Aboriginal and Torres Strait Islander people.

Heal Country, heal our nation.

Maggie-Jean Douglas – a Gubbi Gubbi artist from South East Queensland – is the winner of the prestigious national NAIDOC poster competition for 2021.

The 21-year-old artist said her first thoughts on hearing the 2021 NAIDOC theme “Heal Country” was about how country has cared for and healed First Nations people in all senses of the meaning for so long.

“I wanted to create an artwork that told that story and made me hopeful for what’s to come in future years,” she said.

“When creating Care for Country I kept in mind that this meant spiritually, physically, emotionally, socially and culturally.

“I chose to create a bright and vibrant artwork that included the different colours of the land but showed how they come together in our beautiful country and to make people feel hopeful for the future.

“I’ve included communities/people, animals and bush medicines spread over different landscapes of red dirt, green grass, bush land and coastal areas to tell the story of the many ways country can and has healed us throughout our lives and journeys.“

Ms Douglas, who grew up on Goreng Goreng country, currently lives on Ngunnawal Country where she works as an advisor in the Commonwealth public service.

“Appreciating Indigenous art is something that is highly valued within my family, we were always taught that it was a way our people were able to share their stories between generations and now, with people of different cultures,” she said.

“My cultural heritage is something I’m extremely proud of and to be able to express myself through this medium means a lot to me. Telling my own stories and the stories of others is something I find deeply valuable because of the impact it can have.”

Ms Douglas has also been commissioned for artworks for the Pharmacy Guild of Australia Queensland branch and Department of Foreign Affairs and Trade’s Office of the Pacific. In 2020, she won the Ruby Olive Jewellery Women for Women lanyard design competition.

Each year, Aboriginal and Torres Strait Islander artists aged 13 years or older are invited to submit an entry to the national NAIDOC poster competition.

The winning entry is awarded a $10,000 cash prize and the artwork recognised across the country on the national NAIDOC poster.

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Western Teacher June 2021

facebook.com/NAIDOC

@naidocweek

@naidocweek

When creating ‘Care for Country’ I kept in mind that this meant spiritually, physically, emotionally, socially and culturally – I chose to create a bright and vibrant artwork that included the different colours of the land but showed how they come together in our beautiful country and to make people feel hopeful for the future. I’ve included communities/people, animals and bush medicines spread over different landscapes of red dirt, green grass, bush land and coastal areas to tell the story of the many ways country can and has healed us throughout our lives and journeys.

Artwork: Care For Country by Maggie-Jean Douglas (Gubbi Gubbi)

#NAIDOC2021 #HealCountry

Acknowledging the 50th Anniversary of the Aboriginal Flag. Reproduced with kind permission and copyright of Harold Thomas. Torres Strait Islander flag reproduced by kind permission of the Torres Strait Island Regional Council. Designed by Mr Bernard Namok.

NAIDOC Week 4-11 JULY 2021

Members’ matters

Making the most of your membership

By Natalie Blewitt Growth Team coordinator

Being a member of the State School Teachers’ Union of WA is certainly a great investment in your career. Educators work hard to achieve our qualifications and give our all for our students, so it is reassuring to know that the SSTUWA has got you covered.

On one level, union membership offers peace of mind. If a problem ever arises, members know the SSTUWA has got them covered.

But being a member with the SSTUWA is so much more than just a form of work insurance. Have you ever considered what union membership means and how you can make the most of your membership?

It is empowering to know that as a member, you are part of a collective voice, standing in solidarity to ensure industrial and professional rights are upheld at worksites.

Supporting each other through good times and bad, standing shoulder to shoulder, we can collectively make change happen.

You are also the voice for public education.

Your passion and dedication to our profession ensures we fight for the students most in need, ensuring proper funding and resources are available for all at public education facilities.

The SSTUWA is part of a larger union voice, the Australia Education Union, with all branches across the country working together to improve public education for the common good.

But on a more individual level, your membership with the SSTUWA provides you with unprecedented support and benefits.

From access to expert advice at your fingertips to fantastic industrial and professional development, whether you are a beginning teacher or a school leader, you cannot afford to be without union membership.

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If you have a question or are seeking advice, our Member Assist Team is there for you. Three full-time staff are supported by a team of organisers and legal advocates offering advice to members when you need it.

If your issue is more complex, then you will be referred to a case manager. Our experienced case managers will give your issue the attention it deserves.

As a financial member of the SSTUWA, your membership also provides access to a range of legal services that are provided at either no cost, or with significant discounts on the standard legal fees.

These can include a free consultation, representation in performance and conduct matters, or a free simple will.

If you are looking for high quality industrial and professional development opportunities, look no further than the SSTUWA Education and Training Centre.

Your membership with the SSTUWA means you can access quality learning opportunities developed and delivered by highly-skilled, passionate and experienced educators.

All training is offered at low cost or no cost to our members. Both face-to-face and online options are available so find out what is on offer via the training section on our website: sstuwa.org.au/training Many other benefits and discounts are also available to members of the SSTUWA. These range across areas such as financial advice to shopping and entertainment. A range of member benefits can be found on page 30 with more details at sstuwa.org.au/benefits Being a member of the SSTUWA also provides you with the opportunity to join Teachers’ Health. Teachers Health provides cost-effective private health insurance for union members in the education industry and their families.

With options for both hospitals and extras cover, they have a reputation of providing excellent benefits at competitive rates.

Find out more at teachershealth.com.au Your SSTUWA membership is tax deductible. You will be receiving a statement of contribution shortly, so don’t forget to include this with your deductions this year.

Remember to make the most of your SSTUWA membership, because after all, we’ve got you covered.

Member support How can we help you?

The first step is to speak to your school union rep for advice. They can contact the union district organiser for further advice if needed.

Many issues can be settled at the local level as an individual matter or branch matter. Informing and consulting your union rep as a protocol is encouraged.

If you need further assistance then your Member Assist Team is available to offer prompt, professional industrial advice.

to Friday. During term breaks, Member Assist is available 10am-2pm Monday to Friday.

When contacting Member Assist, please have the following ready: •

•

Your membership number – Member Assist support is available to financial members only.

A brief summary of your issue – write down some dot points to either include in your email or discuss during your call.

Member Assist can be contacted on 9210 6060 or 1800 106 683. You can also reach the team via email: memberassist@sstuwa.org.au

•

During school terms the Member Assist Team is available from 10am-4.30pm Monday and 8.30am to 4.30pm Tuesday

Member Assist will then be able to offer prompt, professional advice and if necessary, refer you to specialist staff.

A summary of what you have done to try and resolve your issue. (eg email trail, contact with the Department of Education, etc).

Members’ matters

Remember if you have already been allocated a case manager or advocate it is crucial that you speak to them in the first instance about any material relating to your case.

When should you contact the Department of Education first?

Questions about issues such as salary and leave entitlements should first be raised with the department.

If you contact the department by phone, get the name of the person you speak to.

Note the time and date of the call. Make notes of the conversation and if necessary, ask for a written response.

To ensure a written response, send an email or letter that outlines your issue and ask for a response to specific questions.

Western Teacher June 2021

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Issues

Tudge fudges school results and funding

By Trevor Cobbold National convenor, Save our Schools

The Minister for Education Alan Tudge has claimed the UK as the new benchmark for education performance while ignoring serious flaws in the reporting of its results.

He has also misrepresented data on school funding and student results in Australia.

Mr Tudge told The Age education summit in April that the UK has dramatically improved its education results in the Organisation for Economic Co-operation and Development’s (OECD) Programme for International Student Assessment (PISA) over the past 10 years despite cutting school funding.

However, the UK PISA 2018 results are significantly over-stated because of several flaws, most notably very low school participation and high student exclusions from the tests.

The flaws are exposed by Professor John Jerrim of the University College of London in a paper to be published in the academic journal Review of Education.

His analysis comprehensively refutes Mr Tudge’s claim. Professor Jerrim says: “There is clear evidence of an upward bias in the PISA 2018 data for England and Wales, with lower-achievers systematically excluded from the sample”.

Professor Jerrim estimates that the combination of student exclusions, school non-response, student non-response and technical details about eligibility criteria meant that about 40 per cent of the target UK student population did not participate in PISA 2018.

This was the fourth lowest participation rate of the 79 countries participating in PISA 2018. Only Panama, USA and Brazil had lower rates.

He shows that the PISA 2018 data for England (which accounts for 84 per cent of the UK sample) clearly under-represents lower achieving students and overrepresents higher achieving students.

For example, 21 per cent of the PISA sample were low achievers compared to 29 per cent for the total population of the age group.

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Another issue analysed by Professor Jerrim is the school response rate. The OECD requires that 85 per cent of sampled schools agree to take part in the study.

The UK failed to meet these standards. The within-school exclusion rate was 3.3 per cent and the total exclusion rate was 5.5 per cent.

However, both England and Northern Ireland failed to meet this standard with only 72 per cent and 66 per cent respectively participating.

Professor Jerrim notes that a strict application of PISA’s data quality criteria would have led the UK to be removed from the study, as it was from PISA 2003, for similar breaches.

The overall rate for the UK was 73 per cent. While there is provision to include replacement schools, the PISA technical criteria require a very high participation rate from such schools which was not met by the UK. Even the UK Department of Education admits that the UK “did not fully meet the PISA 2018 participation requirement” [Achievement of 15-year-olds in England: PISA 2018 results, p. 188] because of the high school non-response.

These exclusion rates are much higher than for many other countries participating in PISA 2018. The average within-school rate was 1.4 per cent and the total exclusion rate was three per cent.

The total exclusion rates in Japan and South Korea were 0.1 per cent. Such differences are likely to bias cross-country comparisons of PISA performance.

However, the OECD waved this through and agreed that the UK data should be included as fully comparable to other countries.

The overall high non-participation in the UK has clear potential to bias its PISA results.

It creates large uncertainty about the results. This is likely to affect the reliability of comparisons to other countries and how results have changed over time.

Professor Jerrim says the OECD has a very weak adjudication process to decide whether to include a country’s data in the PISA results.

Professor Jerrim estimates that the average PISA scores in England and Wales were inflated by the high non-participation rate in PISA 2018.

Professor Jerrim also shows that the UK had a high rate of student exclusion from the tests. Students can be excluded from the tests in various ways.

The average PISA mathematics score for England was 504 points – significantly above the average across OECD countries.

Schools may decide not to test some students included in the sample, others may be declared ineligible because they moved school between the time the sample was designed and the time the test was implemented, parents may not consent for students to participate and some students in the sample may be absent on test day.

The OECD technical standards state that within-school exclusions should total less than 2.5 per cent of the target population and that the combination of school-level and within-school exclusions should not exceed five per cent of the target population.

He estimates that had a truly representative sample of the population taken the tests England’s score would have been about 494. This is roughly the same as the OECD average and Australia’s score.

Professor Jerrim concludes that the OECD adjudication process for deciding whether a county’s results should be accepted in a PISA cycle should be more transparent. “ … the OECD needs to reconsider its technical standards, the strictness of which these are applied, and its data adjudication processes...the processes currently in place flatter to deceive and are nowhere near robust enough to support the OECD’s claims

Issues that PISA provides truly representative and cross-nationally comparable data,” Professor Jerrim noted.

His analysis of the dodgy PISA results in the UK raises the broader issue of the validity of international comparisons when there are so many loopholes for countries to rig their results.

He states: “There remain many ways for countries to not test pupils who are technically part of the target population, with lower-achievers disproportionately likely to be removed from the sample.”

Apart from using the dodgy UK PISA results, Mr Tudge also fudged school funding data in Australia in claiming its school funding per student, adjusted for inflation, increased by 60 per cent since 2000.

This is far from the truth. After adjusting for flaws in data from the Report on Government Services, we estimate the actual increase for all schools from 2001-02 to 2018-19 was only 19 per cent, that is, an average increase of just over one per cent per year.

The increase for private schools was over double that for public schools. Government funding per student in private schools increased by 34 per cent compared to only 15 per cent for public schools.

If school funding is failing to deliver better results as Minister Tudge claims, this is mainly because money is being wasted on more privileged private schools instead of helping schools to overcome disadvantage in education.

Mr Tudge also fudged Australia’s school results by highlighting the decline in PISA results for 15-year-old students and ignoring improving results in Year 12.

The decline in PISA results is questionable because student motivation and effort is likely to be a factor in the decline.

In contrast to Year 12 assessment, the PISA tests have no consequences for students as

they don’t even get their results.

The OECD says that 73 per cent of Australian students participating in PISA 2018 did not fully try in the tests.

While there is no direct evidence of an increasing proportion of students not fully trying in the PISA tests over time, there is indirect evidence.

PISA data show that student dissatisfaction at school amongst 15-year-olds in Australia increased four-fold from eight per cent to 32 per cent between PISA 2003 and 2018.

This large increase in student dissatisfaction may have led to lower motivation and effort in PISA over time.

The OECD says that the relationship between a feeling of belonging at school and performance in PISA is strong for students with the least sense of belonging [OECD 2016, p. 122].

Students who feel they do not belong at school have significantly lower levels of achievement in PISA than those who do feel they belong.

Mr Tudge’s claim of declining school results is contradicted by other more significant data. The percentage of the estimated Year 12 population that completed Year 12 increased from 68 per cent in 2001 to 79 per cent in 2018, although there is an unexplained drop-off in 2019 [Report on Government Services 2007 & 2021].

The proportion of 20 to 24-year-olds who attained a Year 12 Certificate or equivalent increased from 79 per cent in 2001 to 89 per cent in 2019 [ABS, Education and Work, 2011 & 2020].

OECD data also shows that Australia had one of the larger increases in the OECD in the proportion of 25-34 year-olds who attained at least an upper secondary education.

Minister Tudge’s fudges are designed to deny public schools the funding increases needed to ensure all students received an adequate education and to improve equity in education.

Instead, the Morrison Government has provided billions of dollars in special deals for private schools and conspired with state governments though bilateral funding agreements to continue to under-fund public schools.

It increased by 19 percentage points from 71 per cent in 2001 to 90 per cent in 2019 [Education at a Glance 2002 & 2020].

These are indicators of an improving education system, not a deteriorating one.

They are clearly inconvenient for Mr Tudge because he ignores them and relies solely on questionable figures that misrepresent Australia’s education performance.

Minister Tudge’s fudges are designed to deny public schools the funding increases needed to ensure all students received an adequate education and to improve equity in education.

Instead, the Morrison Government has provided billions of dollars in special deals for private schools and conspired with state governments though bilateral funding agreements to continue to underfund public schools.

No more fudges, Mr Tudge. Your fundamental task as the Commonwealth Minister for Education is to better support public schools and disadvantaged students to deliver improvements in equity in education.

Western Teacher June 2021

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National education and union news

National education and union news Proposed NAPLAN replacement would put students first The Australian Education Union has welcomed a new report from UNSW’s Gonski Institute for Education proposing a NAPLAN replacement that puts students at the heart of assessment.

“The vision for a new national assessment system outlined by the Gonski Institute puts the needs of students, teachers and parents at the centre of assessment, which is precisely where the focus needs to be,” Australian Education Union Federal President Correna Haythorpe said.

The proposed model would shift assessment to a comprehensive program of classroom-based and teacher-led assessments and sample-based testing.

“We must address the competitive, high

stakes nature of NAPLAN,” Ms Haythorpe said.

to drive student learning and school improvement.

“This report makes clear that NAPLAN’s census-based approach is deeply problematic and not fit-for purpose.

It is a one size fits all approach that is detrimental to students, teachers and parents.”

“Australia needs a new national assessment framework and this report clearly steps out the critical need for governments to commit to a new national assessment system,” Ms Haythorpe said.

Leading education systems in highperforming jurisdictions such as Finland, Ontario, Scotland and Singapore have all moved away from standardised testing, instead focusing on assessment for learning.

They are focused on building trust and capacity in the teaching profession to harness the potential of assessment

“We have no doubt that this proposal will enjoy broad support nationally, from teachers, principals, parents and many other education stakeholders.

“This report must be viewed as a clear warning to federal, state and territory governments. It is time to take the steps required to implement a system that meets the needs of students, teachers and parents.”

Wage rises vital to growing economy Wage increases for working people are essential for the recovery from the pandemic and the arguments being made against them are in bad faith and dangerous to the economy, according to a new report from think tank group Per Capita.

The report notes that the Morrison Government has projected a miraculous recovery to 5.5 per cent growth in consumer spending in 2021-22, a target which cannot be reached without strong growth in wages, and after nearly a decade of record-low wage growth.

The report notes that profits grew by 14.9 per cent in the June 2020 quarter alone, but the employer groups representing Australia’s biggest businesses – Australian 24

Western Teacher June 2021

Industry Group and Australian Chamber of Commerce and Industry – are arguing for a 1.1 per cent minimum wage increase (a cut in real terms) for a quarter of the workforce.

ACTU Secretary Sally McManus said the report showed the brutal reality of the position being taken by big business groups and the Morrison Government.

“Cuts to the minimum wage mean lower standards of living for millions of workers, and employers are pressing ahead with this in the midst of a pandemic, while the economy is recovering from a recession,” she said.

“You’d think that a 14.9 per cent increase in profits over a quarter would be enough for some of these employers, but they

will always try to squeeze more out of the working people who carried this country through the worst of the pandemic, and the Morrison Government is cheering them on.

“It doesn’t come as a surprise to workers that a government which has overseen a record-setting stretch of low wage growth now has an economic plan which does nothing to increase wages.

“We are nearing a decade of record low wage growth. A pay increase for wage earners is in the national interest. We need the Morrison Government to put ideology aside and support a wage rise which will strengthen the economy and secure the recovery.”

National education and union news

More needed on work safety laws despite recent gains The ACTU supports a recent vote by state and federal WHS ministers to regulate psychosocial hazards.

This decision is a huge step forward for the prevention of mental illness and towards addressing sexual harassment and gendered violence in the workplace.

Regulation on psychosocial hazards will place a positive obligation on employers to minimise and eliminate hazards to mental health from the workplace – just as they are required to in relation to physical hazards.

Unfortunately, several ministers representing coalition governments voted to prevent action on industrial manslaughter in our model Work Health and Safety laws.

Millions of workers will not have this important protection and employers will not be held accountable for preventable workplace deaths.

New South Wales, Tasmania and South Australia will continue to lag behind the rest of the country on industrial manslaughter laws.

ACTU Assistant Secretary Liam O’Brien said Australia was one of the only developed nations in the world to not have equal protections for physical and mental health and safety.

“Up to 45 per cent of mental health issues are attributable to work – requiring employers to take preventative action on this is a massive step forward,” he said.

“This will include tackling the causes of sexual harassment at work, a key step in making work safe for women.

“Years of campaigning from working people and their unions, along with the support of mental health and gender equality organisations have gone into winning this regulation – it will make Australian workplaces safer for future generations of workers.

“We will continue to fight for industrial manslaughter legislation. Workplaces in Tasmania, SA and NSW would be safer for workers if employers could be held accountable for preventable deaths. It should not matter what post code your loved one dies in as to whether you receive justice.”

Federal budget fails public schools and TAFE again The Morrison Government’s 2021-22 federal budget has been another profound fail for public school and TAFE staff, students and parents across the nation.

“Australia’s public education system is one of the only institutions that touches the lives of Australians in every community, and as such should be a source of immense pride and celebration,” Australian Education Union Federal President Correna Haythorpe said.

“Instead, across primary, secondary and TAFE, this federal budget fails students in every corner of our nation.

“A federal budget that delivers for public

“Since 2013, TAFE has suffered over $3 billion in funding cuts. These cuts have had a devastating impact on TAFE.

funding directed to the public TAFE

“Public schools face a $19 billion funding shortfall over the next four years. This is a direct result of the federal government’s failure to put public education first.

COMPLIMENTARY INITIAL CONSULTATION

education would include a guarantee of a minimum 70 per cent of all government system, a commitment to fund public schools to a minimum of 100 per cent of the Schooling Resource Standard and the establishment of a capital fund for public schools to help meet rising enrolment growth and infrastructure needs.”

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Western Teacher June 2021

25

Seen around

Seen around the SSTUWA

June State Council Conference was recently held at the SSTUWA’s headquarters in West Perth.

State Council is the union’s supreme decision-making body, with the conference being held in June and November each year.

State Council delegates gathered for the two-day event to participate in professional development, vote on motions directing the SSTUWA’s future activities and hear from speakers such as AEU Federal President Correna Haythorpe.

Last year’s June conference was cancelled due to COVID-19 restrictions. You can read more about June State Council on page 6 of this issue of Western Teacher.

Also this month the SSTUWA hosted a group of union leader, members and supporters for the launch of the Public Sector Alliance (PSA), a group comprising of unions representing workers such as public educators, health workers, prison officers, firefighters and many others.

As reported on page 10 of this issue of Western Teacher, the PSA will campaign to reform WA’s public sector

wage policy, which has capped salary increases to $1,000, a decline in real wage terms for six years.

UnionsWA Secretary Owen Whittle spoke at the event, alongside union representatives from the Community and Public Sector Union/Civil Service Association, Health Services Union of WA and United Workers Union about the effect of capped wages on workers.

At the conclusion of the event union leaders signed a statement outlining their cause and showing their commitment to the alliance.

State Council: Sarah Barrett, Nghia Nguyen and Simon Hitchens.

State Council: Brendon Nutt, Chris Spencer and Tracy Priest.

State Council: Renee Chapple and Graham Jaeckel.

State Council: Kim Annear and Bruce Banyard.

26

Western Teacher June 2021

Seen around

State Council: Sue Smith, Paul Noble and Sheena Chaplin.

State Council: Joey Wright, Heather Riseberry, Danielle Boyd and Caitlin McKerchar.

PSA: Launch event speakers CPSU/CSA Vice President Lewis Stevens, Cindy Logan (UWU), HSUWA Secretary Naomi McCrae and UnionsWA Secretary Owen Whittle.

PSA: UnionsWA Secretary Owen Whittle speaks to the audience, including members from The United Professional Firefighters Union of Western Australia in the front row.

PSA: UnionsWA Secretary Owen Whittle signs the statement.

PSA: SSTUWA President Pat Byrne signs the statement.

Western Teacher June 2021

27

Education and Training Centre

Education & Training Centre The SSTUWA welcomes the return of Instructional Intelligence Facilitators in 2021 In September 2019, 70 additional Instructional Intelligence Facilitators, from 20 different schools, began their exciting 10-day journey with Professor Barrie Bennett.

These participants would be trained as Instructional Intelligence practitioners, presenters and follow-up support providers for their own schools. This group, known as Cohort Four, joined a total of 270 previously trained Instructional Intelligence Facilitators.

Cohort Four commenced four days of their learning in late September 2019 and headed back to school with plans for working with their students. The 70 facilitators left the training eager to refresh their effective group work skills in the classroom, to work on helping students to be more accountable and safer, or to experiment with a new instructional strategy of interest.

In Term 1 2020, the facilitator school groups returned for a planning and implementation day at the SSTUWA. The goal was to reflect on their learning over the past months and to begin to consider a whole-school approach and a plan to share information with other teachers across their school. Once again, a successful day was completed, and plans were created.

Shortly after this date COVID-19 came into our lives, creating an interesting year full of change and uncertainty for all. As a result in 2020 the Cohort Four project was put on hold as we awaited the possibility of Barrie Bennett returning to Perth from Canada. That is unlikely to happen soon, as we now know.

There have been a series of challenges along the way, none that on their own were a problem, but combined have prevented us from completing the work begun with Cohort Four. This year, the SSTUWA is committed to completing the training days. We are excited to welcome Cohort Four facilitators back to the SSTUWA during August and November.

The training obviously will not be face-to-face with Barrie, but will include the use of Zoom from Canada, as much as the 12-hour time difference will allow.

Barrie is busy on Prince Edward Island preparing recorded sessions of chapters 9-14 from his Instructional Intelligence publication. Chapters to be covered are: •

Four Complex Group Structures.

•

Concept Attainment.

•

Concept Formation.

•

Picture Word Inductive Model (PWIM).

•

Graphic Organisers.

•

Socratic Dialogue.

Barrie’s recordings will provide the group with the theory and explanation for each chapter. Input and support will be provided by selected Instructional Intelligence Specialist Coaches who have worked with the content in their own schools for several years. Coaches will conduct the practical activities as documented in the facilitator notes. They will also field questions and facilitate discussions around each topic.

We look forward to some fantastic learning in 2021.

28

Western Teacher June 2021

Barrie Bennett at the SSTUWA in 2019.

Education and Training Centre

Term 3 Schedule of training events Industrial Training Events (TUT) Title

Date

Know Your Rights: General Agreement Schools 2019

Monday 26 July

Women’s Contact Officer Level One: Schools and TAFE

Thursday 29 - Friday 30 July

Union Representative Training Level One: Schools

Thursday 5 - Friday 6 August

Union Delegate Zoom Webinar

Wednesday 11 August

Keeping Educators Skilled Up and Safe

Monday 16 - Tuesday 17 August

Know Your Rights New General Agreement: TAFE Part B

Friday 27 August

TAFE Union Representative and Committee Delegates Training

Thursday 2 - Friday 3 September

Union Representative Training Level Two: Schools

Monday 6 - Tuesday 7 September

Union Delegate Zoom Webinar

Wednesday 8 September

Know Your Right: General Agreement Schools 2019

Wednesday 15 September

Union Representative Training Level Three: Schools

Thursday 16 - Friday 17 September

Conference Events (TUT) Title

Date

Early Childhood Educator Conference

Friday 10 September

Online Learning Professional Events: One-hour live sessions Title

Date

Managing Challenging Conversations as a Classroom Teacher

Tuesday 20 July – 2.30pm

Mental Health First Aid

Tuesday 20 July – 4pm

Managing Challenging Behaviours in Early Childhood

Tuesday 3 August – 3pm

Identifying and Supporting Students with Anxiety

Tuesday 3 August – 4pm

Leading Effective Classrooms – What teachers need to know and do: Five-hour Event

Thursday 26 August – 8am

Managing Complex Workloads

Tuesday 31 August – 2.30pm

Supporting Students Struggling with Literacy in Years 6-8

Tuesday 31 August – 4pm

Supporting Students Struggling with Numeracy in Years 6-8

Tuesday 31 August – 5.30pm

Transitioning Students from Early Childhood to School

Tuesday 31 August – 6pm

Narrative Leadership: Three-hour Event

Tuesday 28 September – 7.30am

Leading for Well-Being: Your Own and Your Team: Three-hour Event

Tuesday 28 September – 8am

OSH Education-Specific Training Title

Date

Education Specific Five-Day Introductory Course for OSH Reps

Monday 9 – Friday 13 August

Education Specific Two-Day Refresher Course for OSH Reps

Monday 23 – Tuesday 24 August

Professional Events Title Instructional Intelligence Facilitator Training – Cohort Four: Barrie Bennett

Date Wednesday 18 – Friday 20 August

Level 3 Classroom Teacher Stage Two

Saturday 28 August

Writing Competitive Job Applications for Teaching Positions

Saturday 4 September

Visit sstuwa.org.au/training to register for all events Western Teacher June 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.

sstuwa.org.au/ifs

LIFE Financial Planners

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

sstuwa.org.au/lifefinancial

Teacher Tax

$99 tax returns for members.

sstuwa.org.au/teachertax

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.

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

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

Western Teacher June 2021

PLE Computers

Save on your IT with access to the PLE Computers academic portal.

sstuwa.org.au/ple

sstuwa.org.au/bobjane

sstuwa.org.au/thegoodguys

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.

sstuwa.org.au/easifleet

Fleet Network

Classroom Management

A Thinking and Caring Approach. By Barrie Bennett and Peter Smilanich.

Package your next car and save on tax.

Bonus Samsung 8” tablet or Dash Cam with vehicle delivery.

sstuwa.org.au/classroommgmt

Hertz

sstuwa.org.au/effectivegroupwork

sstuwa.org.au/fleetnetwork

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

sstuwa.org.au/hertz

Motor Market by Union Shopper

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

sstuwa.org.au/motormarket

sstuwa.org.au/thrifty

When it matters, OFX it. Save with the experts in international money transfers.

sstuwa.org.au/hp

The Good Guys Commercial

Mortgages, Money and Me

OFX Money Transfers

Huge savings for members on laptops, accessories, printers and more.

National fleet pricing on a range of products and services.

Thrifty Car and Truck Rental

sstuwa.org.au/mmme

HP Computers

Bob Jane T-Marts

sstuwa.org.au/mebank

Complimentary advice, property reports, finance tools and more for SSTUWA members.

30

Massive discounts on products and services for SSTUWA members

10% discount on vehicle hire in Australia.

tyresales.com.au

10% discount on tyres.

sstuwa.org.au/tyresales

Western Motor Vehicle Consultants

Effective Group Work

Beyond Cooperative Learning. By Barrie Bennett.

Graphic Intelligence

Possibilities for Assessment and Instruction. By Barrie Bennett.

sstuwa.org.au/graphicintelligence

Instructional Intelligence

Building Instructional Expertise for the Classroom. An SSTUWA project in collaboration with Barrie Bennett.

sstuwa.org.au/instructionalintelligence

Teacher Superstore

5-10% discount, in store and online.

sstuwa.org.au/teachersuperstore

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

sstuwa.org.au/campbells

sstuwa.org.au/isinsured

Access wholesale prices with a complimentary day pass.

Cellar d’Or

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

sstuwa.org.au/cellardor

Cracka Wines

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

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

SSTUWA Legal Services

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

sstuwa.org.au/legal

Teachers Health Fund

Join the thousands of teachers who have already made the switch.

sstuwa.org.au/teachershealth

Teachers Health – Travel For details visit:

sstuwa.org.au/travelinsurance

Shopping Dot Mall

BBQs, heaters and backyard kitchens.

5% discount for members.

sstuwa.org.au/dotmall

Electrical buying

Vet Products Direct 10% discount on pet products, plus advice from professionals.

sstuwa.org.au/vetpro

Travel and Accommodation Accor Hotels Great savings for teachers at Accor Hotels in the Asia Pacific region.

sstuwa.org.au/accorhotels

Choice Hotels Choice Hotels welcomes SSTUWA members with exclusive rates at locations in Australia and NZ.

sstuwa.org.au/choicehotels

Comfort Hotel Perth City Rooms from $145 per night including Light Start Breakfast for two. Located near the WACA in East Perth.

sstuwa.org.au/comfortperth

Experience Oz

First aid saves lives. Discounted first aid courses and kits for members.

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

WA Opticians

isubscribe

sstuwa.org.au/waopticians

sstuwa.org.au/isubscribe

Forest retreat, 4-star, with indoor pool,

Jackson’s Drawing Supplies

Jacuzzi, sauna and BBQ. Adults (12

sstuwa.org.au/stjohn

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

Housing 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/electricalbuying

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

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

Retravision

Cost plus 5% on all products. Osborne Park location only; in store or via phone.

Nation-wide delivery available.

Save 10% on over 3,000 experiences across Oz + NZ.

sstuwa.org.au/experienceoz

Inn the Tuarts Guest Lodge

years+) only. Five minutes to Busselton.

Studios and rooms. 22.5% off rack rate or best available rate.

sstuwa.org.au/innthetuarts

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

Discounted rates for members.

sstuwa.org.au/jarrahgrove

sstuwa.org.au/retravision

Mandurah Houseboats

Teacher Superstore

10% discount on houseboat holidays.

5-10% discount, in store and online.

sstuwa.org.au/teachersuperstore

The Good Guys Commercial

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

sstuwa.org.au/thegoodguys

sstuwa.org.au/houseboats

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

sstuwa.org.au/rottnest

Western Teacher June 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: Cooloongup

3x2 plus large utility room, fully powered workshop set amongst a quiet street and bushland. Large patio area and backyard for entertaining and family time. Offers from $350,000.

EOI: 0401 847 317

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

Block for sale: Jurien Bay

700sqm fully serviced, ready to build on, one block back from beach. Close to schools, town centre, marina and recreational water activities. Perfect holiday, retiree or seachange locale. $94,500 ono.

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

Blocks for sale: Williams

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

Dunsborough (Quindalup)

Large 4x2 holiday home on Geographe Bay Rd. Swimming beach 30m away. Free use of private boat mooring. Room to park boats with boat ramp a minute away. Slow combustion wood heater and reversecycle air-con. Available all year except for leavers’ vacation. No pets.

0419 943 203 | 9448 5527 a_r_moore@bigpond.com

Dwellingup

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

Robert: 0419 954 079 dwellcottage.com.au

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

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 with your phone and union membership numbers. Free for members.

32

Western Teacher June 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

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Noticeboard

Noticeboard

State Council Conference

Retired Teachers’ Association We hope to arrange a visit to the Greek Exhibition at the museum in the next few months.

Peter Edmonds spoke on Joan London’s book The Golden Age on 28 June; it was very interesting as it was locally based.

On 12 July and 26 July we will read and discuss essayists, including

Email to editor@sstuwa.org.au

Download the SSTUWA app

Walter Murdoch. On 9 August Sylvia Davidson will speak of her own writing. On 23 August Peter Edmonds will tell us of The Ballad of the HMS Calliope.

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

The event will be held on Hold your phone camera over this QR code

We meet at 11am and the session begins at 11.30am and runs until 12.30pm. Please join us.

12-13 November at the SSTUWA.

Ann Strauss: 0458 625 520

Research and studies

Join the RTA choir as our conductor

Did you know we have an extensive collection of research and studies on our website?

The Retired Teachers’ Association choir is in search of a conductor.

If you’re interested, or for more information, contact SSTUWA reception: (08) 9210 6000 contact@sstuwa.org.au

To view these, visit sstuwa.org.au/research

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

International Committee

LGBTIQ Committee

Time: 4.15pm

Time: 5pm

Time: 4.30pm

Time: 4pm

2021 dates TBC

19 August 18 November 16 September 16 December 21 October

2021 dates TBC

2021 dates TBC

Women’s Committee

ATSIE Committee

Time: 4.15pm

Time: 3.45pm

Time: 4pm

7 September 23 November

2021 dates TBC

2021 dates TBC

New Educator Committee

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

Western Teacher June 2021

Download the SSTUWA app Access Know Your Rights, your tax statement, membership card and more in the palm of your hand

Get the app!

Hold your phone camera over this QR code

Available now in the App Store and Google Play Authorised by Mary Franklyn, General Secretary, The State School Teachers’ Union of W.A. (Inc.) September 2020.

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