Western Teacher - Volume 50.4 - May 2021

Volume 50.4 May 2021

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

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Volume 50.4 May 2021

In this edition Correspondence:

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

50

Celebrating 1971

2021

years

2021 Publishing Dates

Deadline Distributed 30 November 22 January 25 January

19 February

Ph: 9210 6060 memberassist@sstuwa.org.au

2 March

26 March

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

27 April

21 May

31 May

25 June

28 June

30 July

9 August

3 September

6 September

8 October

18 October

26 November

Member Assist:

Authorised by Mary Franklyn, General Secretary, The State School Teachers’ Union of W.A. (Inc.) 1 West Street, West Perth WA. Printed by Vanguard Press, 26 James Street, Northbridge WA. May 2021.

Cover: The AEU has launched a new campaign – Every School. Every Child. – calling on the federal government to ensure every public school is fully resourced so every student can succeed. See page 9.

Dates are subject to change

In this edition

Features

Why standing up and speaking out matters.................................................6 School funding a priority election issue: survey...............................................8 AEU new school funding campaign............9 Attaining senior teacher status................10 Preventing violence against women through school education.........................11 TAFE leave arrangements........................12 AEU welcomes Labor’s TAFE funding guarantee....................................13 Australia’s longest strike..........................14 Support for new educators.......................15 Best practice in early childhood education..................................................16

Regulars

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

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

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.)

Connect with us: @sstuwa

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

Barrie Bennett reference books Effective Group Work BEYOND COOPERATIVE LEARNING n

BARRIE BENNETT

Instructional Intelligence Building Instructional Expertise for the Classroom

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

Instructional Intelligence

Effective Group Work

Classroom Management

Graphic Intelligence

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

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

May 2021

3

Western Teacher

May 2021

Struggle for fair funding far from over

From the President

By Pat Byrne President

On 11 March this year the Federal Minister for Education Alan Tudge declared that he was “pleased the funding wars are now over”.

What a fascinating choice of language.

Exactly who does he think the funding wars were between? The states and federal government? State schools and private schools?

Whoever Mr Tudge might have thought were the combatants you can be sure that in wars there are always losers.

So who are the losers here in Mr Tudge’s funding wars?

Probably not the South Australian private school that is fighting the local council for the right to build a second orchestra pit.

Certainly not private schools in Western Australia, which will be funded to 103.3 per cent of the Schooling Resource Standard this year – and 104.1 per cent in 2023.

Definitely not private schools across the country, which will be overfunded by one billion dollars between 2020 and 2023.

Looking for the vanquished in the funding wars?

Try Western Australian state schools – funded to 93.8 per cent of their SRS in 2022 and 95 per cent in 2023.

Another set of losers in the funding wars?

State schools across the country will be under funded by 19 billion dollars from 2020 to 2023. Yes, 19 BILLION dollars.

Now that is a casualty of war.

How about individual students in WA? Do they come out as winners or losers in the funding wars?

Private school students definitely come out on the winning side. In 2023 each student will get $523 each above the SRS level.

State school students? Losers I’m afraid.

The per student payment for them in 2023 will be $965 below the minimum SRS. In 2022 it’s even worse: $1,102 below the minimum.

How telling it is when a Federal Education Minister celebrates the end of a ‘war’ which sees the sector that educates the majority of the nation’s students (primary and above) on the losing side.

Of course, the federal government has form for seeing school funding as a war.

Dare to question the endless largesse towards the private school system and the Morrison Government and its media allies will accuse you of waging class warfare.

Meanwhile the private system gets every possible advantage. Despite the federal government justifying its largesse to private schools on the grounds that it is making them more affordable, fees rise to the extent that only half the families with children in private schools can afford them. Hence it is estimated that about 60 per cent of private school students have their fees at least partly paid by their grandparents.

As if this is not enough, the Morrison Government recently nudged the door open for even greater funding of private schools, shifting to the Adjusted Taxable Income model to assess the level of ability families have to contribute to school income.

This ignores aspects such as grandparent contributions to fees, income from capital gains, non-disclosed income in Australia or in overseas bank accounts and tax havens.

This financial chicanery will see a net increase of $3.5 billion in funding to private schools over the next 10 years. As if they need even more government money

in addition to fees, donations, building funds and the like.

No wonder the federal government wants to shut down any discourse about school funding and claim the war is over.

The SSTUWA and the AEU though will not be running up any white flags. Mr Tudge is wrong. The struggle for fair funding is far from over.

As we stood in rain in Canberra in March to launch the Every School. Every Child. campaign (see page 9) I can assure you that union leaders from across the country are absolutely clear that the fight goes on.

I urge all members to sign up at everyschooleverychild.org.au There is no more important campaign in education right now. It is one we have to wage at the state and federal levels. It is one we cannot afford to lose.

Sources: Rorris Report (bit.ly/3vCNLwy); Save Our Schools (sstuwa.org.au/research) Western Teacher

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Issues

Why standing up and speaking out matters

By Samantha Schofield Vice President

In 2019, the Australian Institute of Health and Welfare, a government agency, released a report: Family, domestic and sexual violence in Australia: continuing the national story.

A national story?

What a shameful national story!

And while there are organisations, people and schools working to support people who have, or are, experiencing abuse, assault, neglect, violence and harassment, there is an uphill struggle to create meaningful, positive and societal change when there is still such dismissal, even vitriol against women who have been harassed, abused and assaulted, particularly when the perpetrator/ perpetrators have positional power.

Early in 2021, Grace Tame was named Australian of the Year – for her advocacy for survivors of sexual assault, particularly those abused in institutional settings. Most notable is her role in advocating changes to a Tasmanian law that prevented sexual assault survivors from speaking out; while perpetrators were able to talk to the media and provide the only narrative of events publicly.

In speaking out, Grace has prompted other women to publicly and formally report harassment, abuse, sexual assault and rape – with allegations made against high-profile Australian politicians.

The dismissive and lacklustre responses by the Prime Minister, Deputy Prime Minister and other high-profile members of parliament is indicative of the entrenched “beliefs and behaviours reflecting disrespect for women, low support for gender equality and adherence to rigid or stereotypical gender roles, relations and identities.”1 6

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Many were left flabbergasted when our Prime Minister acknowledged that he had to seek advice from his wife to understand rape allegations – from the perspective of a father who has daughters – and when Minister Linda Reynolds’ response to her staff member’s allegations of rape was to call her a “lying cow”.

Outrage and shock across the country, promoted the groundswell of a grassroots movement: March4Justice (march4justice.com.au), similar to #MeToo, #LetHerSpeak, #TimesUp, #BalanceTonPorc, #NotYourHabibti, #Teknisktfel, #QuellaVoltaChe, #YoTambien, where globally people have been calling out sexual harassment and gender inequality.

Rather than taking the opportunity to show leadership, compassion and a desire to eradicate harassment, violence, abuse and rape in Australia by speaking to, or at, the events – the Prime Minister offered to privately meet with a small delegation from the March4Justice organisers in what can certainly be viewed as publicly dismissive, and a means of silencing the voices of women.

The Prime Minister again completely failed to understand the issues

of gendered violence through his exceptionally ill-conceived choice of words when he proudly stated in parliament that day: “Not far from here, such marches, even now are being met with bullets, but not here in this country.”

The Deputy Prime Minister also declined to attend the march indicating he already had commitments that day.

Hundreds of thousands of women attended March4Justice events across Australia on 15 March (14 March in Perth) this year, signing petitions and having begun/continue conversations with family, friends and colleagues.

And while the crowds were huge, there were thousands more women who were unable to attend or chose not to attend for fear of their own safety, or for whom the issues of domestic and workplace violence, abuse and/or harassment are still too raw.

“Since 2003, the Australian Human Rights Commission has conducted four periodic surveys on the national experience of sexual harassment. [The] most recent survey conducted in 2018 showed that sexual harassment in Australian workplaces is widespread and pervasive.”2 (continued on page 7)

From the General Secretary

(continued from page 6)

“One in three people experienced sexual harassment at work in the past five years.”2 The 2020 Respect@Work: Sexual Harassment National Inquiry Report – undertaken by Sex Discrimination Commissioner Kate Jenkins – made 55 recommendations to improve “the coordination, consistency and clarity between the anti-discrimination, employment and work health and safety legislative schemes.”2 “Consultations and submissions [into this inquiry] described the complex and interconnected ways in which experiencing and reporting workplace sexual harassment can affect individuals, including through: • Negative impacts on health and wellbeing.

• Negative impacts on employment (both day-to-day and in relation to career progression).

• Significant financial consequences.”2 “The impact of workplace sexual harassment is not only limited to individual victims but extends to their families, friends, bystanders and other co-workers.”2

“Sexual harassment is not a women’s issue: it is a societal issue, which every Australian, and every Australian workplace, can contribute to addressing.”2 The time to act is now. The time to speak up is now.

“Workplace sexual harassment is not inevitable. It is not acceptable. It is preventable.”2 The 2020 Respect@Work report can be found at bit.ly/3sBKfAz

References Our Watch, Australia’s National Research Organisation for Women’s Safety (ANROWS) and VicHealth. 2015. “Change the story: A shared framework for the primary prevention of violence against women and their children in Australia.”

Our Watch, Melbourne. bit.ly/3bipO5Y.

1

Australian Human Rights Commission.

2020. “Respect@Work: Sexual Harassment National Inquiry Report”.

Sydney. bit.ly/3sBKfAz.

2

Respect vital for educators

By Mary Franklyn General Secretary

Taking a break from wasting nearly $4 million of taxpayers money on incomprehensible consent videos that looked like they were scripted and filmed in the 1950s, Federal Education Minister Alan Tudge has announced yet another review into teacher education.

In his media release the Minister said one of the key aims was to find out how to attract and select high-quality candidates into the teaching profession.

Well, how about showing teachers some respect, funding their schools properly, reducing workload to manageable levels and paying people a salary that makes teaching an attractive career?

Mr Tudge doesn’t need a review (yet more money down the drain), he can just come and talk to the teacher unions. In NSW, Queensland and here in WA unions have carried out extensive surveys and the answers are always the same – decent pay, action to reduce workloads, equitable funding and being safe at work.

Instead we have a schools and TAFE workforce burdened with ever more demands and fewer resources. The clear message we have been getting from members recently is what should be a rewarding and cherished career is becoming a sometimes dispiriting grind.

There is little sense of a fresh start bounce.

This should be a warning to employers and colleagues alike that people need to put health and well-being at the top of agendas. Less change, more care would be a sensible approach, especially as we have an 11-week term underway.

Look after yourselves and your colleagues. Be kind to each other.

Cyclone Seroja The SSTUWA has established a fund to support members directly affected by Cyclone Seroja to ensure they get the support they need. Many members have seen their lives severely disrupted by the cyclone, with some being left homeless and others with severe damage to their properties. The SSTUWA will be doing all it can, along with the Department of Education and other agencies, to assist those people.

There have also been a considerable range of issues around safety and health at workplaces where the cyclone caused damage. The SSTUWA’s OSH organiser, Antony Pearson and district organiser, Sam Yates coordinated our response. The safety of members is a top priority for the union.

Membership The SSTUWA is proud to see membership numbers steadily rising over the past year or so. We have some very active organisers out in the field working with union rep/ delegate teams at schools and TAFEs, with a focus on growing membership and building our profile and capacity for positive change at the workplace.

In a year when yet another round of General Agreement negotiations gets underway – as well as campaigns around salaries – our voice must be strong and united.

Rep packs Of course most crucial of all in attracting members is the work of our magnificent army of reps, deputy reps, women’s contact officers and OSH reps.

In recent weeks rep packs have been arriving at schools, with union rep training also in full swing.

I offer my thanks to all the experienced reps who are again looking after their colleagues, especially new reps. Our work is impossible without you and the members who get involved at district and State Council levels.

Western Teacher

May 2021

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Issues

School funding a priority election issue: survey More than eight in 10 Australians believe that increasing public school funding should be a priority issue at the next federal election, according to new polling released by the Australian Education Union.

The nationwide YouGov poll of more than 1,200 people showed that respondents believe that public school funding is too low and should be increased, and that public school funding should be a top priority federal election issue.

The AEU released the polling to mark the launch of the Every School. Every Child. campaign, which is targeting political parties to secure public school funding commitments (see story on next page).

Some of the key poll findings were:

• More than eight in 10 people (83 per cent) believe that increasing public school funding should be a priority issue at the next federal election.

• Almost six in 10 voters who currently have children attending a public school (57 per cent) said it should be the top priority issue to increase funding to public schools at the next federal election.

• Over three-quarters (77 per cent) agreed that the federal government has a responsibility to ensure that every school in Australia is fully funded to 100 per cent of the Schooling Resource Standard (SRS).

• In response to the $19 billion shortfall in Commonwealth funding for public schools over the next four years, more

than half (54 per cent) said that they believe that the federal government’s current share of funding for public schools is currently too low.

AEU Federal President Correna Haythorpe said this poll result showed that a majority of Australians believed that every school should be provided the resources it needs to ensure that every child gets the best education, regardless of their background or circumstances.

“This polling makes it clear that the public understands the importance of funding public schools properly,” she said.

“They want public school funding increased, and they want politicians to ensure that every school and every child gets the funding they need to succeed.”

New SSTUWA senior officer, Edd Black retires from education Matt Jarman has been elected as the new SSTUWA senior vice president.

He assumes the role from Paul Bridge, who has taken up a role as a regional executive director with the Department of Education.

Matt (pictured above) has been a public school educator for almost three decades, with 21 years as a school leader – the most recently as principal of Yanchep Beach Primary School.

He has also been involved with the SSTUWA at the committee (School Leaders Reference Group, School Leaders Committee) and Executive levels, as a member, and through numerous public education funding campaigns.

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The SSTUWA welcomes Matt to the senior officer leadership group and looks forward to his valuable insight and knowledge in advancing the interests of union members and public education.

The union would also like to acknowledge one of its most faithful and active stalwarts, Edd Black (pictured right), who has retired after more than 40 years in public education.

Edd, the outgoing principal of Huntingdale Primary School, has been active in the union since 1975 when he started as a school rep.

Since then Edd has served the SSTUWA’s members as a branch secretary and president, Executive member and on the School Leaders Committee, amongst many other roles.

SSTUWA Senior Vice President Matt Jarman represented the union at Edd’s farewell at Huntingdale PS earlier this year, which was also attended by

Education Minister Sue Ellery.

“Edd is a contributor who most reminds members and union employees why they are proud to belong to the SSTUWA and the union movement,” he said afterwards.

“His passion, his commitment and his ability to fire off a broadside with a twinkle in his eye is widely respected and known.

“The SSTUWA is a better union for his contribution and membership.”

We thank Edd for all his years of service to public education and the union movement and wish him all the best in his retirement.

Issues

AEU new school funding campaign The AEU has launched a new campaign calling for federal politicians to ensure every school is provided the resources it needs to ensure every child gets the best education, regardless of their background or circumstances.

The Every School. Every Child. campaign imagines the positive difference if every school was provided with the full funding they need for every child to succeed, asking all political parties to: • Fund public schools to a minimum of 100 per cent of the Schooling Resource Standard (SRS), which is recognised as the minimum funding requirement to give every child, regardless of their background, the greatest opportunity to achieve their full potential; including fully funded loadings for students with disabilities, Aboriginal and Torres Strait Islander students, students from low-SES backgrounds, rural and remote students, and students requiring English language support.

• Remove the legislated 20 per cent cap on the Commonwealth share of the SRS for public schools.

• Remove the four per cent capital depreciation tax in school funding bilateral agreements.

• Establish a capital fund for public schools to help meet rising enrolment growth and infrastructure needs.

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

Federal school funding legislation and bilateral funding agreements between Commonwealth, state and territory governments mean that less than half of all public schools will reach 95 per cent of the SRS by 2023, denying public schools the vital resources needed for their students and entrenching school funding inequality across Australia.

According to a report by economist Adam Rorris, public schools face a $19 billion funding shortfall over the next four years.

In addition, the report highlights the need for capital investment for public schools, given the federal government provides zero funding.

The report shows that the cumulative capital investment gap between private and public sectors was $21.5 billion between 2013-2018.

Ms Haythorpe said the Every School.

Every Child. campaign will target political parties to secure public school funding commitments in the lead up to the next federal election.

“We will be active across Australia, mobilising parents, teachers, principals and school communities to ensure that they understand the positive difference a truly needs-based school funding model would deliver for every school and every child, and that they consider this when they vote,” she said.

“It is public schools that make the significant difference in the lives of Australian children, helping to level the playing field, overcome disadvantage and achieve excellence for all.

“The positive difference that addressing the Commonwealth funding shortfall will make for public schools and students is immense.

“It would mean extra literacy and numeracy help for students who need it, and specialist support, more teachers and more one-on-one attention in every public school.

“The public school system is the fastest growing school sector and it urgently requires additional funding to meet the demand of rising enrolments.

“It is public schools that must receive additional funding for classrooms, gyms, libraries, new technology, art centres and science laboratories so that every child can learn in outstanding, modern facilities.

“All political parties must understand the critical importance of funding every public school properly and fairly to ensure that every child has the best education, regardless of their background or circumstances.”

To join the campaign visit everyschooleverychild.org.au Western Teacher

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Members’ matters

Attaining senior teacher status

By Natalie Blewitt Growth Team coordinator

In the last issue of Western Teacher we looked at applying for Level 3 Classroom Teacher status as a way to increase your salary and recognise your commitment to public education.

prior to reaching the top increment of the automatic progression salary scale.

to your school context as part of your TRBWA registration.

To obtain senior teacher status, teachers must complete pathway one or choose an option from pathway two.

In this edition we will examine the application process for senior teacher status, which will also enable you to progress in your teaching career but remain in the classroom.

Pathway one

So, if you meet the other eligibility criteria and complete the online learning session, you can apply for senior teacher status through pathway one.

Senior teacher Senior teacher status was developed after it was recognised there was a need to retain competent experienced teachers in duties directly associated with classroom teaching and learning and to reward the excellent work and professionalism of experienced classroom teachers who do not wish to move into an administrative role.

To be eligible to apply for senior teacher classification, teachers must complete a minimum of 12 months’ service, performing duties directly associated with classroom teaching and learning at the top increment of automatic progression on the teacher salary scale; and undertake relevant professional development as agreed between the parties; or one unit of relevant study at a university or TAFE college or agreed professional learning. Teachers may make application to commence required professional learning within two years

Complete the Senior Teacher Individual Professional Learning Program. In the program, teachers will complete an online information session. This will take approximately two hours and is aimed to develop your skills and knowledge for the senior teacher role and will count two hours towards the 42 hours of required professional learning.

To enrol in the information session, visit the Professional Learning Information System (PLIS) and search “senior teacher information session”.

In addition, you will need to complete a professional learning record as part of the senior teacher application form. The record must outline 42 hours of relevant and recent professional learning. The professional learning must be valid and applied in a school context. Professional learning must relate to the senior teacher role, as described in clause 14.3 of the School Education Act Employees’ (Teachers and Administrators) General Agreement 2019.

Many of you would have accrued 42 hours of professional learning that will be recent, relevant, valid and can be applied

Pathway two In this pathway, you will need to choose one of these options: • Complete a unit or course at a university which aligns to the Australian Professional Standards for Teachers.

• Undertake an approved research proposal. This can be a masters or doctorate, related to an education qualification.

• Hold a Certificate IV in Training and Assessment from a registered training organisation.

• Have a senior teacher status from another educational provider, comparable to the department’s senior teacher status.

• Have experience acting as a school administrator in a temporary higher duties role. This must be for at least two terms or six months, within the past five years.

• Have regressed from a school administrator position within the past five years.

You can access the senior teacher application form via IKON and if you have completed pathway one, your principal or their delegate must sign the form to confirm that the professional learning is complete and that it is valid and applied in the school context.

Once your application for senior teacher has been approved, your pay will be updated to reflect your new status. The salary will start from the first full pay period, on or after the receipt of your successful application.

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Preventing violence against women through school education Challenging gender stereotypes, embedding positive role-modelling in schools and promoting gender equality are some of the ways the education system can help prevent gender-based violence, according to new reports from anti-domestic violence campaigners Our Watch.

Our Watch’s new policy brief provides guidance tailored to policy makers on designing, implementing, coordinating and monitoring evidence-based approaches to respectful relationships education.

Drawing on international and national evidence on violence prevention in schools, the brief sets out the different roles that governments and stakeholders can play in this work.

The findings show that to be effective, respectful relationship education must take a whole-of-school approach and schools can do this by supporting staff through professional learning and having a long-term vision and commitment.

Best-practice approaches to respectful relationships education also address the drivers of gender-based violence, such as by challenging gender stereotypes in teaching materials, through rolemodelling in the school, and taking a whole-of-school approach to promoting gender equality.

Our Watch chief executive officer Patty Kinnersly said that with over 9,500 schools, four million students and 290,000 teachers across Australia, schools provide a tremendous opportunity to reach children and young people during their early development and can help shape their attitudes, beliefs, knowledge and behaviour around gender and respect.

“The evidence continues to show us that this education needs to be long-term and age-appropriate throughout primary and secondary school,” she said.

“We need to support young people to develop skills and knowledge for what respectful and equal relationships look like, as well as transform the environments in which young people learn to ensure that they are safe.”

Ms Kinnersly said it was also important to ensure that respectful relationships education goes beyond the classroom.

“Taking a whole-of-school approach to respectful relationships education that incorporates an in-class education while embedding gender equality in the school’s culture, policies and procedures is what we know from the evidence works best,” she said.

“Not only should we be embedding respectful relationships education in all schools, we must also reinforce these messages across society, so we are promoting gender equality and nonviolence in all the places we spend our time.”

To read the Our Watch policy brief in full visit bit.ly/3dxzZVT Our Watch is an independent not-forprofit organisation established in 2013 by the Victorian and Commonwealth governments. Since then, all state and territory governments have joined as members.

The body is a national leader in the primary prevention of violence against women and their children in Australia and works to embed gender equality and prevent violence nationally.

If you or someone you know is impacted by sexual assault, family or domestic violence, call 1800RESPECT on 1800 737 732 or visit www.1800RESPECT.org.au In an emergency, call 000.

Issues

Common myths about domestic violence and the workplace MYTH 1: Domestic and family violence doesn’t have anything to do with the workplace.

REALITY: Domestic and family violence is a workplace issue. If an employee is living with, or using, domestic and family violence, it will have an impact on the workplace.

MYTH 2: There aren’t any “perpetrators” or “victims” at our workplace.

REALITY: There is no “typical” or “standard” person who uses or experiences domestic and family violence.

MYTH 3: It’s not that bad, he doesn’t hit her.

REALITY: Violence can take many forms, and physical violence is only one of them.

MYTH 4: I don’t want to get involved – it’s none of my business.

REALITY: Violence is everyone’s business, including workplaces. If you see it, or hear about it, it becomes your business.

MYTH 5: We aren’t therapists or lawyers, there’s nothing we can do.

REALITY: Human resources departments or managers can often be first responders to disclosures or revelations of domestic and family violence.

MYTH 6: Domestic and family violence only happens to [straight-cisgender] women.

REALITY: Men can be victims of domestic and family violence. However, women and gender diverse people experience domestic and family violence at rates much higher than men.

MYTH 7: If anyone at our organisation did that, we would just fire them.

REALITY: There is no “one-size-fits-all” approach to perpetrators.

Western Teacher

May 2021

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TAFE

TAFE leave arrangements

By Ramona Mitussis TAFE organiser

Colleges sometimes bulk book leave periods for lecturing staff.

The Western Australian TAFE Lecturers’ General Agreement 2019 requires lecturers to apply for leave as per Part 6 – Leave of Absence and Public Holidays.

Annual leave must be taken at a time agreed to between an employer and employee and the employer cannot direct a lecturer to take annual leave at a particular time.

You should not work while on leave, yet many lecturers take leave and then work on preparing for the next semester or term. Why not change the leave prebooked by your employer and instead work some, or all, of the suggested leave period?

A lecturer can opt to take less leave during suggested leave periods during the year to, for example, deal with workload, accommodate personal leave preferences or to ensure leave to cover other suggested leave periods.

Under no circumstances can a lecturer be placed on leave without pay (LWOP) during a bulk leave period, suggested college leave period or Christmas closedown, without the express permission of the lecturer.

If a lecturer does not have sufficient leave to cover the full leave period suggested by the employer – that lecturer cannot be placed on leave for that full leave period and cannot be required to take LWOP. When a lecturer does not have sufficient leave to cover the full leave period suggested by the employer, that lecturer must be allowed to attend work, or an alternative place of work, or work from home must be negotiated.

All non-accrued entitlements should be utilised prior to taking annual leave. Professional allowance leave, Easter Tuesday, accrued professional

development time and time off in lieu (TOIL) hours should be taken prior to any annual leave being booked.

Lecturers should check any leave booking made on their behalf to ensure that the leave period, and the type of leave booked, is correct and according to the lecturer’s wishes.

If you have not put in your Accrued Professional Development Time Plan for 2021, do so without delay (see Clause 39 Accrued Professional Development Time of the Agreement and STERC Policy).

You can accrue up to 37.5 hours of time this way (pro-rata for part-time lecturers) and these accrued hours must be taken by the end of the year.

Make sure you apply to take these accrued hours prior to using annual leave.

Clause 64 – Leave for Emergency Services For all those members who volunteer in an emergency service, for example, State Emergency Services, St John Ambulance Brigade and Volunteer Fire and Marine and Rescue Brigades, remember you may be granted special leave with pay.

Read Clause 64 – Leave for Emergency Services for details.

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TAFE

AEU welcomes Labor’s TAFE funding guarantee The Australian Education Union (AEU) welcomes Labor’s commitment to guarantee at least 70 per cent of all public funding for vocational education to TAFE. AEU Federal President Correna Haythorpe said that Labor’s commitment acknowledged TAFE’s crucial role in helping Australia address its persistently high youth unemployment rate and its national skills gap.

“Labor’s commitment to guarantee at least 70 per cent of all public funding for vocational education to TAFE, if it wins government at the next election, acknowledges TAFE’s central role in addressing systemic inequality, the critical skills crisis and persistent high youth unemployment in Australia,” she said.

“With a national skills gap and 200,000 fewer apprentices than when the Federal Coalition came to government, TAFE is more important than ever.”

A D D YO U R VO I C E AT

Ms Haythorpe said this was underlined by new National Centre for Vocational Education Research figures, which show total apprentice and trainee commencements decreasing by 23 per cent compared to the same time last year.

“TAFE has always been fundamentally important as Australia’s public provider of vocational education, and it must be the primary choice of government to help rebuild the economy and provide people with the skills needed for their future,” she said.

“The AEU calls on Prime Minister Scott Morrison to guarantee at least 70 per cent of total government funding to TAFE, to provide social and economic opportunities for our nation post-COVID. “Generations of Australians have successfully gained high-quality qualifications through TAFE.

“TAFE is trusted by the community, as demonstrated by a 2020 national survey in which 94 per cent of Australians said they wanted to see more federal funding for TAFE. “TAFE has changed the lives of millions of Australians by offering a clear pathway from school to work.

“Today, it stands ready to help millions more young people and older workers seeking to retrain, reskill and rebuild with TAFE by offering an unmatched range of nationally accredited qualifications and experienced teachers.

“However, TAFE must be supported to do so by government.

“We will engage in campaign actions in the lead up to the next federal election to ensure that TAFE is at the centre of funding and policy commitments for the next federal government of Australia. It’s time to #RebuildwithTAFE.”

for students for teachers for the community for the economy

© AEU 2021 Authorised by Susan Hopgood, Federal Secretary, Australian Education Union 120 Clarendon Street, Southbank, Victoria, Australia 3006

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Industrial

Australia’s longest strike Aboriginal and Torres Strait Islander readers are advised that the following article may contain names of people who have died.

The longest strike in Australian history began on 1 May 1946. This year, 2021, marks the 75th anniversary of the strike.

The planning had begun during the war and required sophisticated organisation to coordinate hundreds of workers across vast stretches of WA’s Pilbara region. The victories were numerous and far-reaching.

So why is this event almost forgotten and rarely taught or talked about today?

There should be no doubt that the reason for this is that the 800 striking pastoral and station workers were Indigenous Australians.

At the time the remote Pilbara region relied heavily on wool and cattle, not mining as is the case today.

Indigenous Australians were the backbone of the workforce for what the papers of the day called “squatters”, universally European Australian land holders.

The Native Affairs Act 1936 both severely restricted the rights of Indigenous people and allowed them to be exploited by owners, many of whom paid only in rations.

The story leading up to the strike is an intriguing one that also reflects the culture of the peoples indigenous to the Pilbara as well as the world of 1940s European Australians.

The strike was conceived in 1942 at a six-week gathering of over 200 Indigenous lawmen representing 23 language groups.

It was decided to delay the strike until the end of the war. 1 May was chosen as it represents both the internationally recognised day for workers and the beginning of the Pilbara shearing season.

Over 800 workers left the stations and paralysed the sheep farming stations spread over about 10,000 square kilometres of land.

The strikers developed an innovative way to coordinate themselves. There were 14

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no phones or radios on the stations and many of the Aboriginal workers couldn’t read or write. Dooley Bin Bin visited each of the stations posing as a relative and distributed calendars made from labels on jam tins. They then marked off each day so they would know when to start the strike.

Daisy Bindi had, prior to the strike, demanded and received wages from her white employer at Roy Hill station and saved up to hire a truck that collected local workers when the strike began on May Day, 1946.

There were three main leaders driving the strike. Indigenous lawmen Dooley Bin Bin and Clancy McKenna and Don McLeod, an active unionist and member of the Communist Party of Australia.

Don McLeod, a European Australian, was well respected by Indigenous communities having saved an Indigenous man in the Pilbara while prospecting there in the early 1940s. McLeod was initiated into one of the local Indigenous groups and lived in the region until his death in 1999.

At the beginning of the strike Don McLeod was a delegate of the Australian Workers’ Union at Port Hedland. He was instrumental in getting the support of the Seamen’s Union and the 26 other unions and Trades and Labour Councils. By 1949 the Seamen’s Union banned the export of wool from the Pilbara.

Many of the Aboriginal strikers were put in chains before being jailed. Don McLeod was jailed seven different times during the three years of the strike. All were eventually pardoned years later by the WA government.

Don McLeod said of his fellow organiser Dooley Bin Bin: “It is difficult to exaggerate the intelligence and courage of men like Dooley. He was a highly motivated man who dedicated himself utterly to his task. What he may have lacked in knowledge of the white man’s system he made up for by his absolute resolve and fearlessness” (McLeod, D. How the West was Lost, self-published, Port Hedland (WA), 1984. p.51).

1946 ‘NATIVES’ DISPUTE.’, The West Australian (Perth, WA: 1879 - 1954), 3 May, p.6, http://nla.gov.au/nla.news-article50339211 The strikers gathered at strike camps and hunted bush tucker for their supplies.

The strikers also developed small surface tin mines, sold hides and gathered pearl shells to support themselves.

By August 1949 agreements for improved conditions and pay were negotiated with the Mount Edgar and Limestone stations and the strike was effectively ended.

Wages and conditions were finally won but many Indigenous workers refused to go back to working at their old jobs.

Some pooled their funds to buy or lease stations they had formerly worked on and ran them as cooperatives.

The Pilbara strike is still significant as it set the stage for the beginning of fairer working conditions for Aboriginal workers and for events such as the Wave Hill Walk Off in 1966.

This article was first published on the UnionsWA website and it reproduced here with permission.

Support for new educators

New educators

By Natalie Blewitt Growth Team coordinator

Commencing your teaching career can be very challenging. Even after a few years in the classroom, you may still be trying to find your way. Remember though, there are several places and people you can go to for support, information and advice.

The SSTUWA offers several areas where you can access additional information, advice and support.

As we always say, it’s better to be part of a school than to try to swim alone.

Member Assist Three full-time Member Assist staff are supported by a team of organisers offering prompt and professional union advice to members.

They are just a phone call or email away, providing information when you need it.

The team can be contacted via email: memberassist@sstuwa.org.au or by phone: (08) 9210 6060/1800 106 683.

No question is too small to ask. Even if you want to clarify information you have heard, get in touch with the team.

The SSTUWA Growth Team The Growth Team has all the information and support you need to make it through those difficult early years of your career.

The team (see picture right) also attends graduate modules and visits schools, so keep an eye out for them. They can be contacted at neweducator@sstuwa.org.au or you can connect with them on Facebook.

Our New Educator Network offers an environment where you can talk to people who have been through, or are having, the same experiences as you.

Education and Training Centre Perhaps some additional professional development will assist you and support

your needs. After all, having the right information and knowledge places you in a better position.

All courses on offer through the ETC are developed and delivered by highly-skilled, passionate and experienced educators.

You will always find relevant, collaborative and empowering learning opportunities on offer through the ETC. Industrial, professional, online learning or conferences, there really is something on offer for everyone.

You can find additional information about what is available by visiting sstuwa.org.au/training Remember, all members are eligible for five days of paid leave per year to attend Trade Union Training (TUT).

Employee Assistance Program The Employee Assistance Program, PeopleSense, provides confidential counselling services for employees.

Coaches engage graduates in conversations aimed at maximising professional growth.

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 in need.

These experienced teachers provide targeted support, prompt deep reflection and challenge graduates to develop and refine their classroom practice.

Department of Education employees can access up to six sessions each year, all of which are confidential and free of charge.

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

In-Class Coaching Program The DoE also provide assistance to new educators through their In-Class Coaching Program.

After attending module one graduates may engage with a trained graduate teacher coach for one semester of individualised support (if in your first or second year of teaching).

The support of a coach is part of the entitlements for graduate teachers and is offered at no cost to schools.

This coaching program is confidential and non-evaluative.

Additional information can be found on IKON by searching for “In-Class Coaching Program”.

You can submit an online request form and requests for Semester 2 close at 4.30pm on Friday 4 June (Week 7, Term 2).

You can also email the ICCP Program Coordinator at InClassCoachingProgram@ education.wa.edu.au or phone 0491 218 668.

And remember, 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.

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Early childhood education

Best practice in early childhood education Western Teacher asked members in early childhood education (ECE) to share their thoughts about best practice in ECE. In this issue we hear from Applecross Primary School deputy principal Judith James (pictured right).

own observations of learners.

What is your teaching and school leader background?

We have found that by respecting the experience of teachers in the face-to-face teaching environment and understanding the importance of observing individual children’s learning experiences we are more effectively selecting the best strategies to improve every child’s learning opportunities.

I am currently a deputy principal at Applecross Primary School. I have been in this role for three and a half years. Prior to that I have worked in three other school as a deputy principal and before that as an early childhood teacher for over 20 years in schools across the state.

What does connected practice look like in your classroom or school?

Connected practice at Applecross Primary is a combination of common language and recognition of teachers’ professional knowledge and judgement.

We encourage staff to meet with colleagues to discuss best practice, reflecting on expert research and their

We provide collaborative opportunities for year levels and the K-2 team alongside an expectation of informal interactions when required.

How do you gather information about your class?

In Kindergarten and Pre-Primary we use a detailed survey to collect initial information about the child and their family.

In 2020 our early childhood leader took us on a journey to consider the difference between parent involvement and engagement.

As an outcome of these discussions, we are reviewing these surveys, updating

the questions to gain more insight into the family perspective to learning and education, and providing versions of the survey for our Year 1 and 2 families too.

Following on from that decision we are also planning to offer individual parentteacher chats rather than large year-level parent meetings.

We are hoping by meeting the parents individually we will be making them feel more comfortable to communicate with the teacher, learn more about the child and family and build a rapport that encourages an interest in how home and school can support each other to give the children the best chance at success.

How do you cater for the students interests in a balanced curriculum?

This has been one of the big challenges for early childhood teachers since the introduction of the Australian Curriculum, including Pre-Primary, although it has always been a challenge for the Year 1 and 2 teachers.

We continue to discuss this and try out our ideas. We have been on quite a journey in this regard at Applecross Primary School.

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Early childhood education A few years ago we introduced the Walker Learning Approach, with Investigations four mornings a week.

While this provided opportunity for playbased experiences and children developed social and emotional skills, we found it difficult to really provide a balanced curriculum we were all happy with.

It did however provide the impetus for us to consider how we engage children in all of our learning experiences and that has led us to investigating how we can better integrate learning areas and use projects and inquiry to both cater for students’ interests and link learning to real life situations.

How would you describe best practice ECE? Best practice in ECE caters across the Kindy to Year 2 phase of learning in our school.

We aim to provide a smooth transition across this phase from the home and preschool experiences into the rest of primary school.

Knowing each child and identifying their individual learning journey provides the foundation for helping them access the curriculum at the correct point.

Providing an indoor and outdoor learning environment that allows all children to be actively involved in their learning is also a key feature in best practice.

We have continued to modify classroom spaces and open up new outdoor learning spaces to create engaging opportunities for our children.

How do the EYLF or the NQS influence your practice?

The Early Years Learning Framework (EYLF) and National Quality Standards (NQS) have provided a strong foundation for ECE, supporting what many teachers felt was important.

It provides a common language and support from the highest levels to encourage discussions among teachers.

It is important for us to come back to these documents as other influences can often sway our practice in the wrong direction.

How does your school implement the EYLF and NQS? The Kindergarten teachers use the Kindergarten Curriculum Guidelines (based on EYLF) for planning and reporting purposes.

Can you describe an example of integrated play-based learning in your classroom/ school?

One day I walked through the quadrangle to see all of the Year 1 children and their Year 5/6 buddies playing together!

The Year 1 children had been using the story of The Three Billy Goats Gruff to learn about narrative writing structure (cue the handmade puppets) and worked in pairs to build a bridge with junk materials (design technologies, collaborative learning).

First, they retold the story to their buddies but that wasn’t the end. They collaborated with their buddies to create a new story with the same characters (creative thinking).

No doubt that this play-based learning had an impact on the learning of both the Year 1 and Year 5/6 students as they enjoyed themselves while taking risks and putting learning into action.

As a K-2 team we review the NQS annually and make decisions on what are our focus areas for the year ahead.

We use the NQS Guidelines book to inspire discussions about a variety of topics that come up through the year.

It is important to go back to these documents when staff have differing opinions on some topics as it brings us back to a common understanding or guides us to investigate why our ideas differ.

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& R E P O R P G N I D N U F R I A Y F R E V E R FO OL & O H SC CHILD Y R E V E Authorised by Susan Hopgood, Federal Secretary, Australian Education Union, 120 Clarendon St, Southbank 3006

Issues

Reconciliation requires more than words National Reconciliation Week (NRW) is marked every year from 27 May – 3 June.

It is an opportunity for Australians to learn and reflect upon our shared histories, culture and achievements and our part to play in achieving reconciliation in Australia.

The dates for NRW also commemorate key milestones in reconciliation in Australia, the successful 1967 referendum (27 May) and the 1992 High Court Mabo decision (3 June).

National Reconciliation Week started as the Week of Prayer for Reconciliation in 1993 (the International Year of the World’s Indigenous Peoples) and was supported

by Australia’s major faith communities.

In 1996, the Council for Aboriginal Reconciliation launched Australia’s first NRW. In 2000, Reconciliation Australia was established to continue to provide national leadership on reconciliation.

In the same year, approximately 300,000 people walked across Sydney Harbour Bridge as part of NRW, to show their support for reconciliation.

Today, NRW is celebrated by businesses, schools and early learning services, organisations, and individuals Australiawide.

NRW 2021 theme The theme for NRW 2021 is More than a word. Reconciliation takes action, which urges the reconciliation movement towards braver and more impactful action.

We are seeing more people speaking up, speaking the truth, asking the hard questions, seeing the hard facts, and informing themselves about issues affecting Aboriginal and Torres Strait Islander peoples.

The 2021 theme calls on others to follow their lead by reflecting on their own contributions and striving to do more.

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NRW 2021 artwork This year’s NRW artwork has been produced by artist Jessica Johnson, a descendent of the Warumungu/Wombaya people north of Tennant Creek.

Born on Larrakia Country, Jessica spent her formative years among the diverse community of Canberra on Ngambri/ Ngunnawal Country.

Now residing in Sydney, Gadigal country, Jessica is an established designer, artist and owner of Nungala Creative.

Her work often reflects the nostalgia of her youth, an era of passionate united community committed to realising equality and justice for First Nations peoples.

Jessica attributes much of her creative practice to her late father who was a contemporary Aboriginal artist and a political activist. She belongs to an extended creative family who use art through all aspects of life.

As an artist, Jessica works across mediums and methodologies. Renowned for her experimental aesthetic, Jessica uses her work to address issues of injustice and celebrate culture and people through her recognisably bright positive aesthetic.

The artwork reflects our connection and mutual obligation to one another, community and country. Through commonality and difference, we have the ability to come together and achieve real change.

National Sorry Day

Generations survivors and reflect on how we can all play a part in the healing process for our people and nation. While this date carries great significance for the Stolen Generations and other Aboriginal and Torres Strait Islander peoples, it is also commemorated by Australians right around the country.

We cannot begin to fix the problems of the present without accepting the truth of our history. Sorry Day asks us to acknowledge the Stolen Generations, and in doing so, reminds us that historical injustice is still an ongoing source of intergenerational trauma for Aboriginal and Torres Islander families, communities and peoples.

Moving forward For reconciliation to be effective, it must involve truth-telling, and actively address issues of inequality, systemic racism and instances where the rights of Aboriginal and Torres Strait Islander peoples are ignored, denied or reduced.

While there is greater support for reconciliation from the Australian people than ever before, we must be more determined than ever if we are to achieve a just, equitable, reconciled Australia.

As history tells us, this will only happen through continued and concerted action from those who are already part of the reconciliation movement to those who are yet to join.

Moving towards a braver reconciliation requires a vision for what a just, equitable and reconciled Australia looks like.

NRW is preceded by National Sorry Day on 26 May, which remembers and acknowledges the mistreatment of Aboriginal and Torres Strait Islander people forcibly removed from their families and communities, which is now known as the “Stolen Generation.”

Reconciliation must live in the hearts, minds and actions of all Australians as we move forward, creating a nation strengthened by respectful relationships between the wider Australian community, and Aboriginal and Torres Strait Islander peoples.

National Sorry Day is a day to acknowledge the strength of Stolen

For more information visit reconciliation.org.au

20 years of Reconciliation Australia

National Reconciliation Week 2021 27 May – 3 June nrw.reconciliation.org.au #MoreThanAWord #NRW2021

Western Teacher

May 2021

Issues

Teachers putting on a brave face

By Saul Karnovsky Curtin University

Australian universities enrol thousands of people to become teachers. Some who choose to study education are motivated by a desire to make a difference to the lives of young people, while others are looking for job security and intellectual fulfilment.

A course in education encompasses a broad range of cognitive and technical skills aligned to professional teacher standards. Yet, what is largely missing from a teaching degree is what to do with emotions as a teacher.

Despite all the theory, training and practical experience, research shows teachers’ professional lives can be highly demanding, pressured, stressful and at times, emotionally exhausting.

In doctoral research, I followed preservice teachers throughout their course.

I found there exists an invisible rule book that defines what teachers can and cannot do with their emotions.

Emotional labour is hard work Our teachers recently started the school year. Many are likely facing a range of emotional challenges including working with difficult students and communities, managing increasing administrative control over their work and standardisation reforms. All these can result in substantial mental health issues.

One Australian study found increasing numbers of teachers suffer from persistent anxiety and depression. Up to 50 per cent burn out or simply leave in the first five years of their career.

Early studies are showing the COVID-19 lockdowns of 2020 are further exacerbating the stresses facing Australian teachers.

Because teaching is emotionally demanding, teachers experience what 22

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is known as “emotional labour”. This is when teachers have to manage, suppress or feign their emotions as part of the work. Like other forms of labour, doing so can become exhausting.

Understanding these facts is a fundamental part of learning to become a teacher. I’ve come to know this through years of researching teacher emotions, specifically focused on those learning to teach.

Putting on a mask I spoke with and collected questionnaires from almost 100 education students in a large Western Australian university.

I wanted to find out how someone who wants to become a teacher learnt what they should or should not be doing with their emotions in secondary schools.

I found pre-service teachers learnt about the rules for emotional behaviour from expectations and assumptions about teachers’ work, which was confirmed when they began training in school placements.

From interviews, focus groups, diary entries and questionnaires, I have summarised some of the unwritten rules these teaching students spoke of: • Don’t ever cry in front of students, because if you do, they will see you as weak and eat you alive.

• Don’t lose your temper, shout or get angry, because if you do, students will lose respect for you.

• Don’t show your emotional vulnerability, especially not to other

Issues teachers, because if you do, they might think you are not right for the job.

Many pre-service teachers explained they worked at “hiding” or “suppressing” their vulnerable emotions from students and other teachers.

Some said they put on a “mask”, “a brave face” or “façade” to show they were “professional” and could “control” their emotions.

One participant experienced “intense frustration” during school placement in trying to manage and engage a group of behaviourally difficult students, which led to her feeling “emotionally overwhelmed”.

She hid these emotions from her supervising teacher, telling me she did not want to “appear weak”.

So she held back her tears because she would “hate” being the “little woman that cries at work, who gets upset”.

This shows there exists a demand for teachers to behave in ways they believe to be acceptable. All these pre-service teachers have learnt to keep a hold of their “inappropriate” emotions in front of other teachers or risk being perceived as incompetent and unprofessional.

Let’s talk about it Navigating the emotional rules of learning to teach is a significant aspect of becoming a teacher, yet it goes largely unrecognised in an initial teacher education course.

If we are to ensure thousands of newly enrolled teachers are to thrive in their courses and careers, we must make the invisible emotional rules of the profession seen and heard.

I believe if pre-service teachers can come together with teacher educators to explore these emotional rules, they could build resilience to confront the many emotional challenges of modern teaching.

If this article has raised any issues for yourself, you can contact the following numbers: Mental Health Emergency Response: 1300 55 788 (Metro); 1800 676 822 (Peel) or 1800 552 002 (Ruralink)

Lifeline: 13 11 14 Beyond Blue: 1300 224 636 Call 000 in an emergency.

If you are experiencing difficulty due to workload or workplace issues you can contact SSTUWA Member Assist: 9210 6060 | memberassist@sstuwa.org.au Saul Karnovsky is a lecturer and the Bachelor of Education (Secondary) course coordinator at Curtin University. This article was first published at The Conversation website and is reproduced here with permission.

Such labour in teaching can have personal costs and lead to emotional exhaustion, depression and anxiety.

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May 2021

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Western Teacher at 50

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Western Teacher at 50

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National education and union news

National education and union news Continued inaction despite review of workplace deaths Workers Memorial Day 2021 has been marked as the federal government continues to fail to act on a single recommendation of the Boland review, which was released in February 2019.

Almost 400 people have died at work since the report was released.

The Boland review of model Work Health and Safety (WHS) legislation handed down 34 recommendations including that the model WHS Act be amended to introduce an offence of industrial manslaughter.

Other than in Queensland, Victoria, the Northern Territory and Western Australia, when companies are found responsible

for the death of a worker they pay only a small fine, which can be claimed against insurance.

This is no justice for the families, friends and workmates who have lost loved ones and is no deterrence for unsafe work practices which kill roughly four workers a week.

The ACTU calls on the Morrison Government to act on the Boland review and urgently introduce an industrial manslaughter offence in the model WHS laws.

Industrial relations minister Michaelia Cash will be the deciding vote at an

upcoming meeting of federal and state ministers, which will decide if industry manslaughter is adopted federally.

ACTU Assistant Secretary Liam O’Brien said: “We need industrial manslaughter legislation in every state and territory.

It should not matter what postcode your loved one dies in that determines the justice you receive. Industrial manslaughter will not only provide an avenue for true justice for the families of those killed at work, but it will also force cultural change that will hopefully lead to fewer deaths at work.”

Thousands of additional teachers needed in NSW NSW needs to recruit a minimum of 11,000 teachers by 2031 to meet record enrolment growth and the number rises to almost 14,000 if the student to teacher ratio is lowered to the national average, new research recently released reveals.

The report by education economist Adam Rorris shows the size of the recruitment challenge posed by the expected surge in the number of students enrolled in NSW public schools.

It also reveals NSW has more students per teacher than any other state or territory in public primary and secondary schools.

NSW Teachers Federation President Angelo Gavrielatos said: “Even if NSW maintains student to teacher ratios at the highest level in the country an estimated 26

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11,095 additional teachers will be required to meet enrolment growth to 2031.”

“That number rises to 13,724 if we have a student to teacher ratio that is equivalent to the national average. Teacher numbers would increase from 54,502 full time equivalent (FTE) in 2020 (ABS figures) to 68,225 FTE in 2031 – an increase of 25 per cent,” he continued.

“This additional number of teachers would still be below the required numbers considering the projected rise in student needs and complexity in NSW schools.”

Mr Gavrielatos said recruiting the additional teachers will be a major challenge given there are growing shortages of teachers across NSW affecting public and private schools.

“NSW is facing a classroom crisis. The independent Gallop Inquiry was clear that the NSW government won’t fix the shortages or recruit the additional teachers required without a significant increase in salaries,” he said.

“While the workloads of teachers have increased every year, their salaries have fallen every year in comparison with other professions. If we don’t pay teachers what they are worth, we won’t get the teachers we need.

“The proposed 1.5 per cent salary increase per year for the next three years is going to make the profession even less attractive – particularly given the increasingly complex and challenging work teachers do every day.”

National education and union news

New support to fight wage theft In the fight to stop wage theft, UnionsWA has launched a new website and an associated supported referral service, Pay Rights.

UnionsWA Acting Secretary Owen Whittle said wage theft could take many forms – unlawfully low or no pay for work, extra hours of work not paid or unpaid superannuation, among them.

“We know from the WA Inquiry into Wage Theft that not only is it widespread, but that it hits many vulnerable working people hardest, such as young people, migrants with only temporary work rights and those in sectors such as harvest work as well as parts of the hospitality and retail sectors,” he said.

“At the heart of wage theft is an unfair balance of power exploited by dodgy employers.

“The new website and associated supported referral service is one part of

trying to address this problem by providing clear, accurate and accessible information backed up with support for referrals for legal advice, action against dodgy employers and redress.”

“This work also includes support for victims of wage theft to aid them in clarifying options, sometimes complex, for action such as recouping stolen wages or prosecution of employers.

Site content has been translated into community languages including Mandarin, Korean, Thai, Spanish and French, which reflects migrants who may have a limited understanding of Australian workplace rights, particularly those with temporary work rights such as overseas students, work-tourist and Class 4 visa holders.

“While the option to join a union is provided, information and supports are not conditional upon union membership.

“Audio-description files of the site in English and community languages is provided both as a downloadable file and playable on site – essential for those with literacy difficulties or those with a vision impairment, or who are blind, and convenient for those who prefer to listen to recordings of content in their own time and place, often young people,” Mr Whittle said.

“This work, and similar projects including those at employer peak bodies, came out of recommendations from the Wage Theft Inquiry and is supported by a grant from the WA Department of Mines, Industrial Relations and Safety.”

“Any working person who has suffered wage theft will be able to access information and referrals support freely and confidentially.

Visit payrights.com.au for more information.

Time for NAPLAN to go The annual NAPLAN tests are simply not fit for purpose, according to public school teachers and principals.

AEU Federal President Correna Haythorpe said an overwhelming majority of public school teachers and principals questioned the effectiveness of NAPLAN testing.

“NAPLAN does not effectively measure student’s learning outcomes or correctly identify where teachers should focus to improve student performance,” Ms Haythorpe said.

“It does not give parents an accurate assessment of their child’s educational achievements, nor does it take into account a teacher’s informed judgment or the daily learning that takes place in schools.

“What NAPLAN does is increase student stress and anxiety, cut into precious teaching time and add to teachers’ already overburdened workloads.

“This is in addition to problems rolling out online testing in recent years along with the interruptions of COVID in 2020.”

The AEU’s 2020 State of our Schools survey of 12,000 public school staff (teachers, principals and education support staff) found: • Three-quarters (75 per cent) of teachers do not believe NAPLAN is effective for school comparison.

• Seventy-four per cent of teachers do not believe NAPLAN is effective for measuring school performance.

• A figure of 85 per cent of teachers do not believe NAPLAN improves student outcomes.

• Fifty-six per cent of teachers do not believe NAPLAN is effective in helping to identify areas to focus to improve student outcomes.

• Ninety-four per cent of teachers believe NAPLAN contributes to student stress and anxiety.

• Seventy-four per cent of teachers say the publication of NAPLAN data has led to increased pressure on teachers.

• A figure of 66 per cent of teachers say that NAPLAN increases their workload.

• Seventy-three per cent of school principals do not believe NAPLAN is effective for school comparison.

• Eighty-seven per cent of school principals believe NAPLAN contributes to student stress and anxiety.

• A figure of 78 per cent of school principals believe NAPLAN increases teacher workload.

• Three quarters (75 per cent) of school principals do not believe NAPLAN improves student outcomes.

“NAPLAN is simply not fit for purpose.”

Ms Haythorpe said.

“The Australian Education Union once again calls on the federal government to scrap NAPLAN and develop a new assessment framework based on sample testing in consultation with the teaching profession and its union.”

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Education and Training Centre

Education & Training Centre The Education and Training Centre invites you to join us during the July holiday break for some powerful learning opportunities. Ten essential topics are on offer.

Why you should join us: 1. You will be welcomed to the SSTUWA and looked after by our amazing administration staff.

2. You will be re-charged and re-energised through engaging with our outstanding presenters.

3. You will be inspired by the new people you meet and the networking opportunities.

Tuesday 6 July

9am – 12.30pm

Tuesday 6 July

11am – 2pm

Writing Competitive Job Applications for Teaching Positions

Instructional Leadership: Online live – three-hour event (K-TAFE)

If you are considering applying for a teaching position in the near future, increase your competitiveness through attending this highly recommended half-day course.

An essential skill for leaders in education settings, and at the heart of our work as teachers, is the ability to lead instructional practice. This involves understanding various approaches to instructional practice; and when and why a particular practice is more likely to be effective. It is important to be able to articulate what instructional practice is and to model it effectively.

You will gain an understanding of the current requirements for demonstrating competitiveness when applying to specific schools via a covering letter and curriculum vitae/resume.

This course will be conducted by PDT Consultants, who are the most experienced team in the field.

Tuesday 6 July

7.30am - 10.30am

This session will summarise key approaches of instructional practice, enable you to reflect on your own teaching practice and explore skill development with your team.

Wednesday 7 July

9am - 3pm

Challenging Conversations as a Leader: Online live – three-hour event (K-TAFE)

Behaviour Education in K-6 Play is the Way® A high-demand event. Register early!

In a formal leadership role, there is pressure to respond to, and resolve, conflict situations with parents, students and colleagues with whom we also have a collegial relationship as teachers.

Games help children to habituate patterns of behaviour that are socially effective and culturally appropriate. This one-day workshop gives you the opportunity to experience a range of classroom games just as you would deliver it to your students – by doing it!

It is important for new leaders to develop the social and emotional competencies required to move between their teaching role and their leadership role.

The presenter will focus on practical conflict resolution skills to manage these challenging conversations.

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Western Teacher

May 2021

You will participate in games that develop self-motivation and perseverance. Games that address the social and emotional capabilities of self-awareness, self-management, social awareness and social management. An outstanding, practical hands-on course.

Education and Training Centre

Holiday Professional Learning Opportunities Starting 6 July 2021 Thursday 8 July Wednesday 14 July

9am – 12.30pm

Writing Competitive Application for Advanced Skills Lecturer (ASL) 1 and 2 (TAFE)

Register today!

Wednesday 14 July

9.30am – 1pm

Police and Nurses (P&N) - Pre-Retirement Seminar

These half-day courses are designed to provide participants with an awareness of current job application techniques and how to create successful applications.

This free pre-retirement seminar will be hosted by the P&N Financial Planning team. It will cover a range of relevant topics such as:

You will gain an understanding of the current requirements for demonstrating competitiveness when applying for an Advanced Skills Lecturer Level 1 or Level 2 classification.

• • • • •

Time will be provided to work on your own application and to begin drafting or refining material to demonstrate your skills and experience in relation to the selection criteria.

Facilitators will be available to support you during this process.

Friday 9 July

9am – 1pm

Super rules Centrelink benefits Transition to retirement Portfolio construction Managing debts

The session will conclude with an open Q&A session.

Thursday 15 July

9am – 3pm

Dealing with Difficult People and Difficult Situations (K-TAFE)

Mental Fitness Recharge for Educators (K-TAFE)

This course will explore the nature of difficult situations. It will unravel the factors that prevent us from having difficult conversations and provide techniques to create positive outcomes in difficult or challenging situations.

We have all experienced a significant number of challenges to our well-being over the past 12 months. This interactive program is designed to take you through the steps required to rebuild and enhance your mental fitness. The program’s focus will facilitate change by rewiring your internal structure and enhancing the required skills to manage stress, burnout, relationship breakdown, anxiety or depression.

A course for everyone!

You will examine how you and others look at and react to different situations in the workplace. You will have the opportunity to analyse what works and what doesn’t when dealing with difficult situations.

Learn assertiveness techniques that allow you to respond without damaging relationships.

Tuesday 13 July

9am – 12.30pm

Friday 16 July

9am – 3pm

Interview Skills for Teaching Positions

Keeping Educators Skilled Up and Safe: One-day event (K-TAFE)

This half-day session will help you with key aspects of preparing for and performing effectively at interviews for teaching positions.

This one-day, skills-based course is suitable for any person working in an education environment. You will learn valuable skills that will ensure you have the confidence to keep you and your students safe in the event of a verbal or physical encounter while at work.

You will learn how to consider the needs of the school, as well as the specific role and interests of panel members.

Understand how to make a favourable first impression and what to avoid during the interview process.

This course has been specifically designed to give you the tools needed to deal with a wide range of incidents that may occur in low-risk education settings. It is a practical, fast-paced course providing the opportunity to build knowledge and to also develop and practice new skills in meaningful scenarios.

Register at www.sstuwa.org.au/training Western Teacher

May 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 May 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.

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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 May 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: Dunsborough caravan

Spend holidays at Dunsborough Lakes Caravan Park in your new onsite van!

Freedom caravan with 9m hard annexe, sleeps 8. Fully refurbished inside and out - new painting, windows/security grill, concrete driveway pad with improved drainage. 16m frontage, great for boat/ jetski. WIWO. $36,000 ono.

Sharyn: 0419 908 002

Augusta

For sale: York

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

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

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)

Dunsborough (Quindalup)

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

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

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

0419 943 203 | 9448 5527 a_r_moore@bigpond.com

Blocks for sale: Williams

Dwellingup

Block for sale: Jurien Bay

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

0402 349 203

Albany (Little Grove)

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

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

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,

Email 50 words or fewer to editor@sstuwa.org.au with your phone and union membership numbers. Free for members.

32 Western Teacher

May 2021

Classifieds

Classifieds 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

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

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

Rammed earth cottage, 2x1, nestled amongst bushland. Well located, short walk to Studio Gallery Bistro, two-minute drive to Caves House. Beaches, galleries, wineries and

restaurants close by. Sleeps six. No dogs. stayz.com.au (property 136151) Kirsty: 0419 927 660

Tranquillity Counselling, Psychotherapy and Career Development

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

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

Retirement coach

will help you design an unforgettable and uniquely personal ceremony.

Mary: 0418 906 391 maryburke40@hotmail.com

Learn to social dance

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

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

First aid training for students

Marriage celebrant

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

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

Marriage celebrant

Experienced professional celebrant available, all areas. Formal or informal, large or small weddings. A Beautiful Ceremony

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

Macramé is the new yoga

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

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

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

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

Melinda: 0435 579 206

Western Teacher

May 2021

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Noticeboard

Noticeboard

Email to editor@sstuwa.org.au

State Council Conference

Retired Teachers’ Association We continue to need a conductor for the choir. It is a great disappointment.

On 17 May at 11.30am, at literature, Peter Hopper spoke about Sir Joseph Banks. On 31 May, Shirley Gollagher will read stories of young adolescents. On 14 June, Richard le Sevre will discuss love poetry.

State Council Conference will be held on Friday and Saturday 11-12 June.

Ann Strauss: 0458 625 520

Items for November State Hold your phone camera over this QR code Council must be received by 5pm Friday 24 September.

Public Education Day – 27 May

Join the RTA choir as our conductor

On Public Education Day we recognise and celebrate public education and acknowledge and thank principals, teachers and education support staff in our public schools, preschools and TAFEs. Governments have a central role in strengthening public education systems through long-term investment focused on overcoming inequality. This requires increasing education funding and targeting resources to where they are needed most. Join the AEU on Twitter and Facebook and at aeufederal.org.au to celebrate this day.

World Day Against Child Labour World Day Against Child Labour (WDACL) is a focal point of the International Labour Organisation’s push to end child labour worldwide. Each year on 12 June, WDACL brings together governments, employers and workers organisations, civil society, as well as millions of people from around the world to highlight the plight of child labourers and what can be done to help them. For more information visit bit.ly/2ZUXDp1

SSTUWA committee meeting dates:

Early Childhood Educators’ TAFE Committee Committee

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

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

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

International Committee

LGBTIQ Committee

Time: 4.15pm

Time: 5pm

Time: 4.30pm

Time: 4pm

2021 dates TBC

17 June 21 October 22 July 18 November 19 August 16 December 16 September

2021 dates TBC

2021 dates TBC

Women’s Committee

ATSIE Committee

Time: 3.45pm

Time: 4pm

2021 dates TBC

2021 dates TBC

New Educator Committee Time: 4.15pm 15 June 7 September

34

Download the SSTUWA app

There will be a quarterly meeting on Wednesday 23 June at 10.30am. The speaker is expected to be Sherryn Reid on Adopt a School.

Western Teacher

23 November

May 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.

Western Teacher

May 2021

35