Western Teacher - Volume 50.1 - January 2021

Volume 50.1 January 2021

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

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Celebrating 1971

1980s

1990s

1 2 0 2

years

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Volume 50.1 January 2021

In this edition Correspondence:

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

50

Celebrating 1971

In this edition

Features

2021 State Election.....................................7 Q&A with Member Assist............................8 Urgent need to guarantee preschool

2021

funding......................................................10

years

The power of the paper trail.....................12

2021 Publishing Dates

Deadline Distributed 30 November 22 January

Electing a safety rep.................................14 Western Teacher at 50...............................15 Golden milestone for magazine................16 Western Teacher through the decades......19

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

Member Benefits......................................26

18 October

26 November

Classifieds.................................................28

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. January 2021.

Cover: Western Teacher has turned 50. Since 1971 the magazine has chronicled the education and industrial issues that matter most to SSTUWA members. In 2021 we’ll be revisiting those moments. Start the journey on page 15.

Dates are subject to change

Valuing the teaching profession...............20 WAIRC: Kilner...........................................22

Regulars From the President.....................................5 Education and Training.............................24

Noticeboard...............................................31

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

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

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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.

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Western Teacher January 2021

What we’re asking for public education in WA

From the President

By Pat Byrne President

The upcoming state election is critical for public education in WA. Irrespective of which party is in office, our goal must be to ensure that public education is funded properly and is accessible to all students, no matter where in WA they choose to live.

This is even more important given the crucial role public education will continue to have in underpinning Western Australia’s economic recovery – not just in the immediate aftermath of COVID-19, but beyond that.

Ahead of the state election the SSTUWA has released a paper with a series of asks for the political parties.

It begins, unsurprisingly, with the question of salaries.

Educators recognised the need for restraint when the current Labor government came to power. We were not happy but, along with the whole of the WA public sector, educators did their bit and accepted the flat $1,000 pay rise per year.

In the first round, the 2017 agreements, any negotiated changes were required to be cost neutral. This changed in the second round where some extra costs were allowed.

We were told the policy was for four years.

Now COVID-19 has changed everything – and once again it is public servants asked to sacrifice pay rises.

In Queensland public sector pay rises have been deferred for six months, even for pay rises that have been negotiated in registered agreements. However, they have a commitment from their government to pay the agreed pay rises from the date of deferral.

In New South Wales, while there is no wage freeze, their Industrial Relations

Commission has set pay rises for nurses and public servants at 0.3 per cent.

Teachers have had the 2.5 per cent already agreed to in an EBA simply cancelled, with a new wages policy fixed at 1.5 per cent.

The NT government has learnt from WA and set its future pay rises at $1,000 per annum. Victoria, on the other hand, will pay at around three per cent.

In WA all public sector employees are yet again being asked to accept $1,000 per year for the first two years of a re-elected McGowan Government – followed by a review and potential adjustment for the second two years of government.

The union believes that this will hinder, rather than stimulate economic growth in WA, and will further distort wage relativities and see permanent reductions in superannuation growth. It is quite clear from many pieces of research that suppressing public sector pay has a negative effect on private sector pay as well. This is especially the case in private sector areas which are closely related to the public sector – private school teachers for example, many kinds of health workers, childcare workers, VET employees, to name a few, meaning that low wage growth will continue to be experienced much more widely than only in the public sector.

This has a flow on effect in depressing the amount of money being spent in the community.

It also runs the risk, if WA is indeed returning to a boom economy, of teachers leaving the profession to work in more profitable private industries and exacerbating existing shortages. It will also act as a major disincentive for

prospective teacher education students.

The SSTUWA is calling for a return to percentage-based wage increases and genuinely negotiated outcomes through bargaining processes.

In addition to wages, the SSTUWA will also be asking for a number of other things in the lead up to the election.

A guarantee of the state’s SRS component The union is seeking a written commitment from the major parties guaranteeing they will provide a minimum 85 per cent of the Schooling Resource Standard (SRS) for Western Australian schools.

The current funding model adopted by federal government legislates that the federal government will contribute 20 per cent of the cost of the SRS for public school students and 80 per cent of the SRS cost for private school students, while state governments must contribute at least 75 per cent of the total SRS cost for public school students.

The bi-lateral agreements, between each state/territory government and the federal government, specify how much money state governments must contribute to private schools.

The WA agreement sees the private school share drop from 26.30 per cent in 2018 to 20 per cent in 2023. That’s a good thing.

However, the WA agreement also specifically states that the WA government retains the flexibility to fund nongovernment schools above the minimum requirements for all or part of the term of the agreement.

(Continued on page 6) Western Teacher January 2021

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From the President (Continued from page 5) In addition to this, up to four per cent of the total SRS for the government sector each year can include (at the state’s full discretion) non-recurrent costs.

In other words, capital depreciation such as direct school transport and the costs of the education standards authority, the School Curriculum and Standards Authority (SCSA).

SCSA provides services across the board to the private sector as well. However, they are charged as expenses to the public sector only.

The majority of the four per cent is absorbed by the capital depreciation.

This means that the state government can reduce its SRS component by four per cent for public schools. This does not apply to private schools. They get the full SRS. This four per cent alone means approximately $650 per student per year in WA. It means more than $1,200 per student in the NT. By agreement we have a situation whereby all public school systems, except for the ACT, will be funded at somewhere between five and 20 per cent below the minimum SRS. At the same time all private school systems, except the NT, by 2022 will be funded greater than 100 per cent of SRS. This is public funding. This is on top of fees and charges.

This extraordinary situation is hidden from the public discourse. When you explain this to people, quite frankly they don’t believe it. It is beyond belief that we have a legislative funding system that says it is okay to fund public schools below the minimum SRS requirement.

Even worse, while only the minimum funding component is mandated, there is no hindrance to the government paying above 75 per cent.

In WA this is exactly what we were doing – paying more than 75 per cent because of the additional costs incurred in WA due to the size of the state and the small population.

However, since the WA bi-lateral agreement was signed, WA is now the only jurisdiction in Australia that is using the bi-lateral agreement to cut the state government’s share of funding.

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Western Teacher January 2021

This is masked by the message that government is spending more dollars than ever. That is true. However, that is about increased student enrolments, which in the public sector are increasing rapidly. It is the percentage cut to the SRS, which is the figure that we have to keep focusing on.

Over the period of the bi-lateral agreement 2018-2023, WA public schools will lose approximately $1.9 billion.

We urgently need the state government to stand up for public education by declaring unequivocally that it will return to funding public schools at 85 per cent of their SRS – not to continue with its proposed cuts that will take it down to 75 per cent of SRS. Without this commitment, make no mistake, the impact on public education will be catastrophic. In regional and remote areas, the consequences will be enormous. While this was already the case pre-COVID-19, the pandemic has made it much worse.

This is not a new campaign for us – we’ve gone through these figures before. I cannot emphasise enough how important this issue is for us – us as a union but also for us caring for students in our schools.

Safety in schools The SSTUWA will seek a written commitment that the next state government will provide the necessary additional funding to support the extension of the 10-point plan as part of making schools safer.

Schools IT

This will include addressing the needs of district high schools which for some years now have been in steady decline – to the point where most of them are now Level 3 schools rather than Levels 5 and 6. This, of course has a major effect on the school’s capacity to guarantee a broad curriculum, which in turn affects enrolment.

TAFE To its credit, the state government is positioning TAFE as the pre-eminent, crucial provider of COVID-19 recovery skills and training. However, without a broader position addressing the whole

The union will ask for pledges to specifically address the imbalance and inequities caused by lack of access of some students (and staff) to fast internet and required devices. One of the consequences of the pandemic has been to highlight the already existing inequities between private and state education as well as between city and regional schools.

issue of the market model in TAFE, as

Revitalising remote and regional education

economic recovery.

The SSTUWA will seek specific commitments to address core issues in remote and regional education, to restore support to schools through the employment of local people in bringing about community driven improvements in attendance and performance as part of a state-wide commitment to closing the gap.

TAFE will be the pre-eminent provider of

well as funding, this risks being yet another a short term response with no genuine structural reform.

The union will ask for guarantees to maintain all fee free and reduced fee TAFE courses, with others added to aid in WA’s

We will also seek a commitment that VET in schools as well as a broadening of the depiction of TAFE beyond traditional trades to embrace art, culture and performance, with an expansion of artsbased courses to allow access for those who cannot afford university fees.

Professional

We’re asking parties to Put Our Kids First in the 2021 state election by:

%

% Employing 500 additional teachers over four years, so our children get the individual attention they need and schools have the resources they need to support both at-home and at-school learning, should future lockdowns be required.

Ending salary caps and returning to negotiated percentage-based salary increases, so that we can attract and retain the best teachers at WA public schools.

Providing additional mental health services and counsellors in our public schools, including 100 FTE school psychologists, so that every child who needs support receives it.

Ensuring every school has fast broadband, modern IT and devices necessary to facilitate face-to-face and at-home learning, and dedicated IT staff for technical support.

You can help:

TAFE

Providing additional resources, including professional learning, to help teachers deal with extreme student behavioural problems, violence and mental health issues that have been exacerbated by the pressures of COVID-19.

1

Show your support at puttingourkidsfirst.com.au

2

Follow @puttingourkidsfirst, @tafeworks and @sstuwa on Facebook

3

Read our State Election 2021 position paper included with this edition of Western Teacher for further detail and our full compilation of asks

Through a range of asks, we’re seeking party commitments to ensure: • Quality teaching, training and learning • Professional development and training • Information technology • Counselling services Western Teacher January 2021

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Authorised by Mary Franklyn, General Secretary, The State School Teachers’ Union of W.A. (Inc.) 1 West Street, West Perth WA 6005.

QA Members’ matters

and

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

with Member Assist

Q

I have secured Government Regional Officer Housing (GROH).

What do I need to do now?

A

There are many things to do before moving in and when you move in.

Below are some things you must do to ensure a smooth transition.

Before moving in Your employer will advise when the GROH accommodation is available. Notify the Housing Authority of your move-in date and review the sign-up pack you are provided. Also read the tenant handbook, which can be found on the WA Housing Authority website.

Tenancy Agreement

Know Your Rights

KYR

A written Tenancy Agreement lays out the terms and conditions associated with your residency in GROH. Your housing officer will provide this to you in-person or via post. You should carefully read the document and ask any questions that arise before signing.

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Once you’ve moved in

Property Condition Report

You will be given a property condition report within a week of moving into your GROH home. Review the report and note any exceptions to the stated conditions.

Be sure to review all aspects of the report, including gardens and furniture, if applicable.

Return the signed property condition report to your local Housing Authority/ GROH office within seven days of receiving it. If you do not return the report within seven days of receiving it, it will be assumed that you accept that the report is accurate.

You should make and retain a copy of the report for yourself. It is also a good idea to take photos of the house, as well as appliances, furniture and gardens, if applicable.

can be found in your tenant handbook.

If any is in poor condition, ensure it is repaired/replaced as soon as possible.

Utilities Have your gas, water and electricity meters read on arrival. A small fee may apply.

If the property has gas, there should be two gas cylinders. If they are not there, first check with the local LP gas agent.

If the agent is not holding the cylinders, contact your local Housing Authority/ GROH office immediately.

Other tips Any dealings with your local Housing Authority/GROH office should be in writing. Be sure to keep a copy.

Furniture inventory

Maintenance requests to your local Housing Authority/GROH office should be completed within three weeks of the work order being issued. If there is any undue delay in having your maintenance requests carried out, contact the office.

Take a furniture inventory, if applicable, to ensure all furniture is present. The list

If issues continue, contact Member Assist at the SSTUWA.

If you do not receive your property condition report, ask your housing officer.

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

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

Western Teacher January 2021

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December 2020

To find out more about what we can do for you, head to teachershealth.com.au/promise

Western Teacher January 2021

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Early childhood education

Urgent need to guarantee preschool funding A call to increase the certainty of Commonwealth funding to guarantee access to preschool is welcome recognition of the critical role that early childhood education (ECE) has in providing equity of opportunity for all children to get the best start to their education.

A recent report by the Chifley Research Centre has called for a new approach to ECE in Australia, with governments considering the sector as a key part of the education continuum and providing sustainable funding to ensure that all Australian children have universal access to preschool.

Federal government funding for preschool is currently renewed for only 12 months at a time, with no guarantee of renewal.

The Chifley report has also called for increased investment in a skilled, stable workforce that has the opportunity to undertake professional development and achieve appropriate remuneration for their work.

Australian Education Union (AEU) Federal President Correna Haythorpe called on the federal government to immediately provide guaranteed ongoing Universal Access funding to preschool for all fouryear-olds and to extend this offering to three-year-olds nationally.

“Preschool education is crucially important to ensure that Australian children get the best start in life in those crucial formative years,” she said.

“It is unacceptable that the current annual funding cycles that the preschool sector is subjected to by the federal government denies certainty for staff, students and their families.”

Ms Haythorpe said the Chifley report highlighted the demonstrated need 10

Western Teacher January 2021

to invest in a skilled, stable preschool workforce.

“Public provision of ongoing highquality preschool education must be fully funded by governments to enable preschools to plan and invest in additional teaching time, support for children and professional development for early childhood staff,” she said.

“The Nous Report, which was prepared for the Education Council, also recommends that funding for high quality preschool education be continued beyond the annual National Partnership funding arrangements that are currently in place.

“A recent PwC report demonstrated that any such investment into the preschool sector pays for itself. For every $1 spent on early childhood education, $2 of benefits flow back to the economy.”

Ms Haythorpe said that the skills and abilities that children develop in preschool lead to stronger academic performance through school and a greater likelihood of

undertaking further education.

“Children who go to preschool are school ready, better at managing emotions and have better attention spans,” she said.

“Learning issues can be identified and support mechanisms put into place earlier, which benefits all children, because all children learn better when skill levels in the classroom are high – children influence each other.

“Governments need to understand that funding preschool is not only good for the economy but it is great for our children as it sets them up for life.

“The benefits of a structured early childhood education program for our children are compelling and proven. It’s time for the federal government to make this ongoing commitment for our children and families.”

The Chifley report can be read at bit.ly/37bBFQj

REASONS

10 1

New educators

Why new educators should be SSTUWA members

New Educator Network The New Educator Network (NEN) provides the advice, support and networking opportunities new educators need at the early stages of their careers.

Support and protection The SSTUWA looks after our members and their rights. If you run into problems at work, your

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Journey Accident Cover insurance If you have an accident whilst travelling to or from work, which results in your inability to work, you may be entitled to a benefit for any loss of income.

Available to all financial members.

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School/workplace branch Union membership means you are never alone at your school. When a group of members act and speak together, their employer listens. This is how unions improve workplaces.

7

Enterprise bargaining agreement The SSTUWA collectively negotiates the pay and conditions of all educators in WA public schools and TAFEs. The larger the membership base, the more powerful we are at the bargaining table.

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Discounted goods and services Members have access to a range of discounted products and services: educational resources, discounted health insurance with Teachers Health, travel bargains, movie tickets and more.

union has got your back.

2

Properly funded, accessible education Promoting the benefits of properly funded and accessible public education for all is a key area of our operations.

Join us in the campaign for fair funding of public schools.

4

Education and Training Centre (ETC) The SSTUWA ETC provides a range of high quality industrial and professional education opportunities, including short courses, conferences and online events, offered during term time and school holidays.

6

Important gains The SSTUWA has secured a number of achievements for members: class size limits, graduate entitlements, paid family and domestic violence leave, various allowances and much more.

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Tax deductible, pro-rata and casual/ relief rate Your union membership fees are tax deductible, and your fees are dependent on your salary scale and FTE. Casual/relief teachers access a reduced fixed rate.

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Western Teacher   January 2021

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Professional

The power of the paper trail

By Helen Olivieri Legal services case manager

Educators already have plenty of writing to do, on top of actually teaching classes.

The last thing we want to do is document every little thing that might be important in some way during the working day.

You need to rely on the accuracy of this information in order to make important decisions, like when to apply for leave for your next big holiday, or whether to ask about going part time.

However, it is important to do so if we want to protect ourselves from unnecessary trouble, make good decisions, or maintain our work relationships and our sanity.

Always send an email query and ask for a written response. If you need them to respond within a timeframe, say so in writing.

It doesn’t have to be onerous, and once you do it as a habit, it will make much of your teaching life easier in so many ways.

Many members can avoid a great deal of difficulty if they stop relying so heavily on what they were told, something they heard, or what was said in a meeting and get in the habit of writing things down.

We are not talking about essays here; in reality, it’s about taking brief notes, or sending short emails.

It also needs to be understood that this applies to many areas of our working lives, not just the business of asserting our rights or responding to allegations.

Getting good and timely information from payroll, staffing or employee support Everyone is accountable for what they put in writing in their professional capacity and as a government employee. A payroll officer must exercise due diligence and give correct information on people’s pay and other entitlements when asked.

However, only written information provides sure evidence as to what advice they gave. Putting advice in writing, therefore, usually makes people doublecheck and ensure their advice is correct.

What we hear over the phone is not always what the speaker intended you to understand, but also, they can get it wrong.

When you are seeking accurate information in relation to any aspect of your employment, never just ring.

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Western Teacher January 2021

There is nothing wrong with a phone query, but never make important decisions based on information only obtained verbally. Follow up with an email confirming – to check for understanding and accuracy.

Covering yourself – work instructions and directives These are usually given in writing anyway, and for a good reason: your line manager does not want the instruction to be forgotten or misunderstood, they want it to be followed.

A failure to follow a work instruction or directive can attract disciplinary action.

Therefore, if you find any part of an instruction is unclear or you find that, for whatever reason, the instruction cannot be followed, you must seek the required clarification (or explicitly point out your concerns with the instruction or directive) as early as possible.

Do this in writing and be very clear and specific. Do not just tell your boss there is a problem.

If you had to follow the instruction in a different way from what was asked for by your manager, you should note this in a brief email to them, including reasons why.

Covering yourself – workplace incidents If there is an accident in the workplace, where someone is, or could have been, injured, there is a form you should seek out to complete (commonly known as

an AIIR form – or Accidental Injury or Incident Report) as a requirement of any workplace occupational safety and health regime. This should apply regardless of whether the injured person is a staff member, student, parent or someone else.

However, other kinds of incidents are wise to document also, even if your school has not put in place a process for doing so already.

If you see, or are exposed to, difficult or escalated behaviour from any student, parent, staff member or other person at the workplace, you should document this in brief notes, including what steps you took to address the behaviour.

Seeing and stopping a student bullying another student is one example of this.

Depending on your school’s behaviour management policy, report it to the school if necessary.

It’s a good idea to document any irregularities that might give rise to a concern during the working day.

For instance, any incident in which you are aware you might have overstepped a boundary, or appeared to, ought to be documented – no employee has a perfect day, every day.

Keeping a regular diary is a good way of documenting all incidents, writing down the what, as precisely as you can, as well as the time and date and perhaps also why you consider it was important.

Every lecturer, every teacher, however competent, will come across students, parents or guardians who will be unhappy with how a matter was handled and may make a complaint, sometimes formally.

If you have been keeping notes on any irregularities or incidents of concern, however minor – perhaps in a daily diary – this will help if you are later required to provide a written response to any formal allegations.

Professional

However, it will also assist your memory and your discussions in addressing the matter less formally and, if appropriate, more proactively.

progress in written records allows you to demonstrate your awareness of the standards you are expected to meet and to show that you are working to meet them.

There may not even be a complaint; any diarised information will be helpful in terms of working with yourself or others to improve professional practices.

This written material is not just good professional practice. It is essential to demonstrating and developing your proficiency through the performance management process, and thus, to advancing or not advancing in your career or even, to keeping your job.

Productivity and professional development You know about the Australian Institute for Teaching and School Leadership standards, which are intended to capture, in essence, all the elements of what you are expected to be able to do competently as a teacher.

TAFE lecturers have their equivalents. All workers are expected to complete their work in specified ways and to particular standards.

There’s a difference between just doing your job and being able to, in addition, consciously track your progress against what you have planned and change practice wherever progress lags or workplace requirements change.

Documenting and updating your plans, documenting lessons, tracking student

It also allows to you to see and to express, in very clear terms, what professional development you need and why you believe this particular course, for instance, is worth doing for the benefit of your workplace and your own development.

Workplace relationships Your relationships with your colleagues, parents, students are all an important part of your working life. Their quality can be the difference between work satisfaction and misery.

So, if any of those relationships appears to you to be going awry – even if what you are observing your exchanges with them seems minor, but makes you

uncomfortable – keep your dialogue with those others as cordial as you can and start keeping a diary.

Use that information to get some advice from your union rep or line manager – or if that person is the source of conflict, the manager above them – about how best to address the situation.

If you later find you definitely need more assistance from your union, what you document is extremely important, because the union will be relying on relevant, detailed and accurate records to be able to give you appropriate advice as to next steps, which might include making a formal complaint or having to respond to a formal complaint yourself.

Diarising exchanges which you found distressing can also do a lot to help reduce the distress and to maintain some objectivity in the situation, so you can make good decisions.

In other words, writing it down helps you to actually see the situation, rather than just suffer in it.

This alone can make it much easier to work out what to do about it.

Western Teacher January 2021

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Occupational safety and health

Why you should elect a safety representative Safety representatives and committees can be an effective mechanism for providing participation and improved consultation between the site manager and the staff on matters of occupational safety and health (OSH).

Safety representatives represent their fellow workers and carry out specific functions related to safety and health matters in the workplace, including identifying hazards, incident and hazard reporting and investigation.

One of the keys to good OSH leadership is getting your staff involved and taking ownership of what happens within the workplace.

OSH management is more likely to succeed if it encourages active involvement of staff and sets up a dialogue between employees and managers. This is best done through safety representatives and committees.

One of the challenges to developing a safe workplace, where staff are not afraid to report issues or accidents, is to create a no blame and positively responsible culture.

Managing safety and health well in your workplace, in consultation with your staff, will result in benefits to your school or college. You can expect fewer grievances, less conflict, reduced sickness absence, more efficient working methods and improved productivity.

• They encourage employees to use safe work practices.

• Safety representatives receive excellent training (at no cost to the school) to provide the skills and knowledge to help keep the workplace safe.

• They can identify hazards in the workplace that might otherwise go unnoticed – until an accident happens.

• They are elected by employees and therefore employees will feel more comfortable to approach them with their OSH concerns.

• They can bring your employees’ OSH concerns to your attention and help resolve any disputes at an early stage before they become more complex, protracted or someone becomes injured.

• They can help school leaders and managers to meet their duty of care and ensure compliance with the OSH legislation.

The legislation requires that safety representatives be elected every two years. There are also rules regarding the formation of an OSH committee, which need to be observed.

It is important that employees are not coerced into being a representative or committee member or “dobbed in for it” as many reps report to us at their introductory training.

There will be fewer student injuries, more time to focus on core business, a sense of pride amongst parents, students and improved relationships with the community.

The position of safety representative is a leadership role and the staff need to consider whether the person they nominate and elect (if election is required) has the required skills to represent them.

Safety representatives can be very beneficial in helping to create a safer workplace and a source of advice and assistance to the principal or line manager and their colleagues.

For safety representatives the key requisite is the time to carry out their functions and a commitment to the role by the leadership. It is a voluntary position and undertaken alongside normal duties.

• They can increase participation and constructive discussion about safety and health.

There are no examinations that need to be undertaken to qualify as a safety representative but the representative

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Western Teacher January 2021

needs to demonstrate the required competencies during the compulsory five day introductory course.

A rep must have undertaken the accredited training course in order to be qualified to serve Provisional Improvement Notices (PINs).

Once elected, a safety rep can commence carrying out all the other functions prescribed by the Act while awaiting training.

Safety representatives are not civilly liable for anything that is done or omitted to be done in their role. However, they can be disqualified under certain circumstances.

It is an offence for an employer to cause disadvantage to a safety representative if the reason is substantially because of their position, or for performing their legislated functions.

The safety representative is not answerable to the principal or manager for the way in which they carry out their function as long as they comply with the code of conduct and other related policy requirements.

Safety representatives must be consulted on all matters that might impact on the safety and health of staff and given an opportunity to provide input on such matters.

It is essential that site managers acknowledge the important role safety representatives play in improving safety in the workplace and respect the valuable work that they do in a voluntary capacity.

Western Teacher January 2021

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Western Teacher at 50

Golden milestone for magazine

By Minh Lam

The Western Teacher has hit 50 years of age.

The first issue of the union’s flagship publication was published on 15 October 1971.

It was a year where Neville Bonner became the first Indigenous Australian elected to national parliament and it was announced that Australian troops would be pulled out of Vietnam, even as the war expanded with the invasion of Laos.

Globally, the Apollo 14 lunar mission saw humans land on the moon for the third time, while the USSR launched the world’s first space station, Salyut 1. Greenpeace was also founded.

Sir John Gorton began the year as Australian Prime Minister before being replaced in March by Sir William McMahon following a leadership spill.

In WA the March 1971 state election, where 18-year-olds were allowed to vote for the first time, shifted power from the Liberal-Country Party coalition under Sir David Brand to Labor and John Tonkin.

July 1975 16

Western Teacher January 2021

Australia’s population was about 12.7 million, almost half of the country’s current population of 25.7 million.

Prior to Western Teacher, the WA Teachers’ Journal was the union’s published record of note, a distinction that it held for 60 years.

The introduction of the Western Teacher masthead also saw a move from a magazine-sized format to a tabloid, newspaper-style format in October 1971.

The then-SSTUWA General Secretary Bob Darragh said it was time to move to the bigger format.

“The latter has become popular with similar organisations so it has been decided to introduce it here on an experimental basis,” he wrote in Western Teacher Volume 1, Issue 1.

“This issue of ‘The Western Teacher’ is the first of two special publications undertaken to obtain an indication of member opinion.

August 1977

50

Celebrating 1971

2021

years

“To allow Executive to assess which format they prefer, the magazine or the newspaper format, any member who has an opinion on this matter is invited to write in before the end of the year to assist planning for 1972”.

The front page of the very first Western Teacher covered the adoption of a teacher’s charter, which outlined teachers’ working conditions such as class sizes, professional registration and the provision of adequate facilities and resources.

Elsewhere Western Teacher covered issues such as the continuing increase in costs of teaching degrees, worsening of student behaviour in schools and the controversy about whether to suspend boys coming to school with long hair.

“Of course all this may turn out to be of little value and interest,” the article concluded.

“Tastes change. Who knows that next year the craze will be for crew cuts or perhaps no hair at all.”

April 1987

Western Teacher at 50 Members responded well to the new publication and the second issue of Western Teacher reported that a November 1971 meeting of Executive resolved that: •

Western Teacher be published on a fortnightly basis during school time where possible.

•

The publication would include “serious articles, as well as materials highlighting the activities of the union and its members.”

•

A section of Western Teacher would be allocated to students so they could “appreciate the fact that they are members of the union and that the union is mindful of their needs.”

•

Teachers were able to express their opinions via a letters to the editor page.

•

Four issues of the existing Teachers’ Journal be still published in 1972, which would also contain union news alongside articles covering all aspects of education. The general secretary has discretion to publish special issues of the journal as required.

For over 50 years Western Teacher magazine has covered the most important issues and events affecting public educators in WA, nationally and across the globe.

From industrial campaigns, strikes, changes of governments, pay rises and education cuts, new education policies and philosophies, the Western Teacher has been there to document all.

May 1997

It has also been a record for all the changes within the union itself, through its leadership, Executive and relocation of headquarters from Murray Street in the city to Adelaide Terrace and then to West Street in West Perth in 2018.

overseas, industrial news, training and professional development updates. It will be published nine times per annum,” the union stated in its 24 November 2006 issue.

Western Teacher returned to its magazinestyle format at the start of 2007 following demand from membership to move back to a glossy A4-sized magazine.

Production also moved back in-house, overseen by the communications coordinator of the time, the late Don Rowe, who edited the magazine until his retirement in 2014.

“The magazine will include features about teachers in all areas of the public education system in Western Australia, education stories from interstate and

Technology has played a big role in shaping the Western Teacher, changing the way it was designed and laid out and how it is distributed to members.

September 2003

September 2008 Western Teacher January 2021

17

Western Teacher at 50 The magazine is now available in electronic format, able to be viewed on digital platforms such as PCs, tablets and smartphones.

Western Teacher’s incorporation of technological changes mirrors that of the SSTUWA, which went online in the late 1990s, firstly with a dedicated webpage at sstuwa.org.au (which is still the domain name to this day) and email addresses for the union and its staff members. The first email addresses for the SSTUWA were printed in the April 2000 issue of Western Teacher in a staff directory on page 3.

And of course, Western Teacher has been there to document the enormous influence technological change has had on teaching and school communities.

An article in the January 2007 issue of Western Teacher warned of the emergence of cyber bullying in schools through the use of mobile phones, via the mediums of text and multimedia messaging (SMS and MMS).

This was on the eve of the launch of the first iPhone, which has since ushered in the era of the smartphone and facilitated the growth of Facebook and Twitter.

“Consider the following scenario,” the article detailed.

“Ivy turns off her mobile for class and, when she turns it back on at lunch time for a call from her mother, picks up 30 different SMSs about her behaviour at a party on the weekend, all forwarded to other girls in the year level and to students at other schools.

May 2014 18

Teacher January 2021 Western Teacher

“Many of those on the periphery exclude Ivy or send her their own harassing SMS. By the end of lunchtime, Ivy is confronted by one girl and the altercation that follows is filmed by another student on her mobile, with the footage forwarded to other people via MMS, and later downloaded onto the recorder’s personal website for anyone in the world to view.

“When Ivy goes home after an exhausting day, she logs on to MSN (Messenger) to chat with her sister who’s overseas but is drawn into the MSN conversation of two girls she knows at school who are discussing her.

“She’s the hot topic on MSN that night as more people get involved in the conversations and the next morning, predictably enough, she doesn’t want to go to school.”

of keeping SSTUWA members informed on the most vital industrial, professional and educational issues through its nine editions a year.

During this golden anniversary year, Western Teacher will look back regularly at the last half century of Australian, SSTUWA and union history captured in print.

Successive redesigns may have kept the magazine’s look fresh, but the one constant has remained – the content has aimed to honour the foundational goal

We hope you enjoy this month’s retrospective at the past 50 years. Thank you for coming along this journey with us and we look forward to what another 50 years of Western Teacher will bring.

December 2017

May 2020

Western Teacher at 50

Western Teacher through the decades

1970s

1980s

1990s

2000s

2010s

2020s Western Teacher January 2021

19

Issues

Valuing the teaching profession

By Angelo Gavrielatos President, New South Wales Teachers’ Federation

The following is a closing submission given by NSW Teachers’ Federation (NSWTF) President Angelo Gavrielatos (pictured right) to the Valuing the Teaching Profession independent inquiry in NSW on its final day last November. The inquiry, headed by former WA Premier Geoff Gallop, has been tasked by the NSWTF to look into investigate changes in the policies, procedures, practices and regulation of teaching and their impact on the work of teachers and principals. It is due to report its findings in February this year. This submission has been edited for clarity and brevity.

Thank you for the opportunity to appear before you again today.

It is with great pride that I sit here having listened to all the evidence presented to this inquiry by teachers and principals, indeed representatives of the teaching service at large, working in settings across NSW. Their testimony reminds us that the teaching service is made up of passionate and committed professionals.

They are the difference makers. The glue that holds our public education system together.

As the evidence has shown, the period under review by this inquiry has been one of unprecedented change.

Change in: • Curriculum, assessment and reporting policy and practice that has altered what is taught and how it is taught.

• Technology, impacting on teaching practice, the curriculum and assessment, communication and administration.

• The needs of students and the complexity of those needs.

20

Western Teacher January 2021

• The role of schools in our society and in local communities.

• The resultant skills and expertise of teachers along with the responsibilities they have and the professional standards they are required to meet.

Local Schools, Local Decisions, billed as the biggest reform in 100 years, has been the biggest disaster in 100 years.

In an effort to cut costs and jobs, the department removed vital systemic support from schools in areas such as curriculum implementation, equity programs and student and staff welfare.

In their place came a dysfunctional and ever-changing system of compliance and control, reporting and red tape.

resource level. It would take an additional $2 billion a year to lift them to that standard.1

All this has made the job of principals and teachers more difficult, more complex and time consuming, as we have heard.

And while workloads are at record levels, salaries have continued to slide below the average level of other professionals.

We must also acknowledge that every single day principals and teachers are doing more than should be expected of them to compensate for the underresourcing of our public schools.

Does anyone seriously believe that teachers, entrusted with the responsibility of securing the nation’s future, should be paid less than a PR person as they are now?

It is an unfortunate reality that the funding policies of the Commonwealth and NSW government leave public schools indefinitely below the Schooling Resource Standard which is the accepted minimum

The growing gap was clearly set out in the evidence of Professor John Buchanan from the University of Sydney Business School.

Issues He said a minimum increase of 10 to 15 per cent in teachers’ salaries was required if they are to be competitive in the contemporary labour market.2 The case for a salaries reset is urgent and compelling.

Teachers need a professional salary that reflects their skills and expertise and the value of their work.

They also need additional release time for lesson planning and collaboration with their colleagues.

The non face-to-face contact time for secondary teachers hasn’t changed in over 70 years. The allocation of two hours a week for primary school teachers hasn’t changed since the 80s. They had no release time prior to that.

Effectively, there has been no additional non face-to-face contact time for the profession as a whole since the days of blackboards and chalk when the demands on teachers were significantly less.

There also needs to be a reduction in the administration, compliance and data collection work teachers and principals are increasingly forced to do.

It is a simple choice: Do we want teachers filling in forms or working on ways to best meet the needs of their students?

A reset is vital if we are to successfully address the growing shortages of classroom teachers in NSW. As the Education Minister Sarah Mitchell admitted earlier this year, teacher shortages are an issue across the state.

She added: “I do think money is part of it.

But it is not the only part.”3 We must also put a stop to the rising insecurity of the profession. The number of temporary teachers increased by 36 per cent from 2014 to 20194 and that is making it harder to retain teachers in the profession.

It is no coincidence that resignation rates are highest among young teachers who are the most likely to be on short term contracts.

Recent research by the NSW Education Standards Authority shows an increase in the rate of early career teachers leaving the profession. It found 13 per cent of graduate teachers or around one in eight who started in 2013 were not accredited six years later.5

Setting up the profession for the future Getting the right salaries and working conditions in place is also essential if we are to meet the future challenges we face and recruit the thousands of additional teachers we will need.

Student numbers in public schools are projected to increase by 25 per cent within the next 20 years.6 The complexity of students’ needs will also increase with that unprecedented growth.

The confidential disability strategy of the Department of Education shows that the number of students with disability alone may increase by 50 per cent in the next 10 years.7 Educating these children with disabilities will require up to 11,000 additional specialist staff at a time when there are increasing shortages and an ageing workforce.

In the years ahead we will find out how far reaching the impact of COVID-19 is on the learning and health of our students.

Already 91 per cent of teachers say the pandemic has led to an increase in the number of children with mental health issues at their school.8

As the OECD said in 2014, “countries have to pay their teachers well if they are to achieve excellence, justifying recent trends for increased teacher salaries”.11 It is with a sense of responsibility that I offer these final remarks to the panel on behalf of our members who are at the heart of our system.

The evidence is compelling. The teaching service must be genuinely recognised and tangibly rewarded with more time to concentrate on teaching and learning and a competitive professional salary that matches the complexity and intensity of the work they do every day.

On behalf of the NSW Teachers Federation, I want to thank you and commend you on your work so far.

References: 1. Rorris, A, The Schooling Resource Standard in Australia, October 2020.

2. Buchanan,J, Curtis, H, Tierney,S & Callus, R, NSW Teachers’ Pay: How it has changed and how it compares, 2020, p3.

3. Chrysanthos, N, Singhal, P, Hunter, F, ‘Boost incentives for rural teachers, say education sector leaders’, Sydney Morning Herald, February 21,2020.

The NSW government has also flagged “the biggest education shake up in 30 years” as it shifts to an entirely new curriculum by 2024.9

4. Portfolio Committee No. 3 – Education, NSW Legislative Council, Budget Estimates 2019-20, Supplementary questions, p28.

An acting deputy secretary of the Department of Education, who recently appeared before a NSW Upper House inquiry, acknowledged that would mean more work for teachers, then added “it is not as if that has not happened before”.10

5. NSW Education Standards Authority, Attrition of NSW Graduate Teachers, March 2020, p3

It defies belief that she would say that, ignoring the fact that the systemic expert support teachers relied upon in the past when implementing such significant curriculum change has been all but gutted by the Department of Education.

It also defies belief that the NSW government doesn’t understand that an arbitrary 1.5 per cent a year wages cap, that it wants to impose on all public sector workers, will make it impossible to successfully meet these challenges.

We know from evidence that improving salaries and working conditions will have a positive impact on the attractiveness of the profession and the performance of our education system.

6. Infrastructure NSW, State Infrastructure Strategy, 2018-2038, p190.

7. NSW Department of Education, Strategy for Students with Disability, unpublished, July 2018, slide 88.

8. NSW Teachers Federation, Mental health and school counselling survey, October 2020.

9. NSW Government, ‘Biggest education shake up in 30 years’, Media release, June 23, 2020.

10. Portfolio Committee No. 3 - Education, NSW Legislative Council, Review of the NSW School Curriculum, Jane Simmons, November 4, 2020, p36.

11. OECD Education Indicators in Focus, April 2014, p4.

Western Teacher January 2021

21

Legal services

WAIRC decision: Kilner

By John Theodorsen Legal services consultant

The Full Bench of the Western Australian Industrial Relations Commission (WAIRC) has dismissed an appeal against a decision to reinstate and compensate teacher and SSTUWA member Bill Kilner.

The decision brought a successful end to two-and-a-half-years of legal proceedings that the SSTUWA pursued to get a fair outcome for Mr Kilner, who was dismissed for reasons of medical incapacity in February 2018.

The union argued from the start that any medical problems suffered by Mr Kilner were linked to Busselton Senior High School and that he was fit to work at another school (or would soon become fit after an appropriate return to work program).

The union considered that the medical evidence relied upon by the Director General of the Department of Education (DoE) was not sufficient to justify the drastic decision to terminate Mr Kilner’s employment.

Commissioner Matthews heard the union’s application at first instance and decided that Mr Kilner had been unfairly dismissed. However, Commissioner Matthews declined to grant the union’s request that Mr Kilner should be reinstated, although a substantial amount of compensation was awarded.

While happy to have established that the dismissal was unfair, the union considered that reinstatement was the more appropriate remedy. The union appealed the decision to the Full Bench, which upheld the appeal and remitted the matter to Commissioner Matthews for further consideration of the question of reinstatement.

At a further hearing, which included receiving expert medical evidence, Commissioner Matthews determined that Mr Kilner should be reinstated with continuity of service in addition to compensation in respect of lost income.

22

Western Teacher January 2021

The Director General appealed the decision. The grounds of appeal included whether the Commission had given sufficient reasons for the decision, whether Mr Kilner had lost trust and confidence in his employer by expressing concerns about his employment, and whether the union had acted improperly at an earlier stage of the process by omitting a medical certificate from a bundle of documents provided to the Director General.

The Full Bench dismissed the appeal.

It found that the Commission’s reasons were not so lacking in detail as to result in an injustice to the Director General. The Full Bench found that Mr Kilner had not lost trust and confidence in his employer.

Furthermore, the Full Bench did not accept that the union’s omission of the medical certificate involved impropriety or an abuse of process.

Although the union should have disclosed the document earlier (which the union has acknowledged), there was no reason to doubt that this was an inadvertent

admission and earlier production of the medical certificate would not have been likely to affect the outcome.

There are two key aspects of Commissioner Matthews’ decisions in this matter that are of most importance for teachers.

The first was the decision that the dismissal was unfair, which was not challenged on appeal. In his reasons for decision, Commissioner Matthews emphasised some key principles that apply in cases of dismissal on medical grounds, most importantly that the medical evidence relied on by the employer must be sufficiently clear to justify dismissal.

The second was the Commissioner’s decision on reinstatement, which was affirmed by the Full Bench on appeal.

The fact Mr Kilner was unable to work at Busselton Senior High School did not prevent him being reinstated, on the proviso that he be placed at a school other than Busselton.

Legal services

It will hopefully be a rare case where a teacher is unfairly dismissed for medical reasons. But the SSTUWA stands ready to support teachers who are unfairly dismissed and will continue to support members who find themselves in this unfortunate position.

The union believes that these decisions support two very important propositions.

in discussions about the fitness for work process.

not thereby demonstrating a lack of trust and confidence in their employer.

The first is that a decision to dismiss a teacher for medical reasons will need to be supported by medical evidence of a high standard.

These discussions have been quite cooperative and while there will doubtless be disagreements in future around particular cases, the union believes that the Director General has taken positive steps to improve this process.

This is not a new or controversial principle, but it is certainly a helpful reminder that employees are entitled to raise concerns and present their views about workplace matters to their employer in an appropriate way.

It will hopefully be a rare case where a teacher is unfairly dismissed for medical reasons. But the SSTUWA stands ready to support teachers who are unfairly dismissed and will continue to support members who find themselves in this unfortunate position.

Ultimately, though, the dispute concerned the quality of medical evidence and whether it is unfair to dismiss a teacher who is unfit to work at one school but fit to work at another.

The second is that it will be unfair to dismiss a teacher on the basis they are unfit for work at a particular school, if they can safely and effectively work at another school.

Notwithstanding the legal disputes in this case, the DoE and the SSTUWA have continued to consult about improvements to the medical retirement process.

Soon after Commissioner Matthews’ first decision that held Mr Kilner’s dismissal was unfair, representatives of the union and the department engaged

In its reasons for dismissing the appeal against Mr Kilner’s reinstatement, the Full Bench also observed that a person who expresses concerns about their employment (as Mr Kilner had done) is

COMPLIMENTARY INITIAL CONSULTATION

The decisions of Commissioner Matthews and the Full Bench of the WAIRC in Mr Kilner’s matter will assist the union in challenging unfair decisions to dismiss teachers for medical incapacity and, importantly, obtaining orders for reinstatement of their employment.

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Western Teacher January 2021

23

Education and Training Centre

Education & Training Centre

Providing quality learning for educators at all stages of their careers

The SSTUWA Education and Training Centre team are committed to providing high quality learning opportunities in 2021. New graduates, early career teachers, experienced teachers, aspiring leaders and school leaders will find relevant, collaborative and empowering learning events available throughout the year.

We invite you to browse our calendar of events on a regular basis and join us for a seminar, workshop, conference, forum, network meeting, online course, industrial training or be part of a long-term project in 2021. All events are designed to support educators to keep up with the ever-changing educational landscape to ensure quality teaching and learning continues in schools.

Conferences and Forums In 2021 we will be committed to hosting outstanding conference and forum events for members.

Industrial Training for Delegates: Schools and TAFE Make good use of your Trade Union Training (TUT) leave in 2021.

Keep an eye out for the annual Women’s Conference in Term 4.

Join us to build your knowledge, skills and understandings of your union leadership role.

Our Early Childhood Education (ECE) members should look forward to two half-day forums during Term 1 and Term 2.

If you are a union delegate in your school, don’t miss out on attending relevant delegate training to support you in your role.

The ECE Conference will be held in Term 3. All events will be TUT approved.

Each term we will offer union representative training at various levels, OSH courses for OSH reps, Women’s Contact Officer training and oneday industrial topics of interest.

We look forward to offering a Safety in our Schools Conference in 2021 as part of the SSTUWA’s commitment to safety as a priority in all workplaces.

Online Professional Learning The SSTUWA is proud to continue to partner with the Teacher Learning Network in Melbourne to offer members an expanding library of online learning events across a range of topics.

A range of live events will connect you with educators from across Australia and allow you to directly interact with live presenters.

Choose from 60-minute sessions, three-hour sessions or five-hour events.

On-demand courses let you work through the materials at your own pace and at the best time to suit your lifestyle.

Browse the calendar of scheduled online events and choose from a wide range of contemporary topics to build your own online professional pathway for 2021.

24

Western Teacher January 2021

All courses have recently been revised, refined and updated.

Professional Learning Join us at the Education and Training Centre over the holiday periods to re-charge and re-energise. Each holiday schedule will be bursting with new events and provide an opportunity for some great learning and networking.

All events are conducted by highly-skilled, experienced and passionate educators and will address a range of topics.

If you are looking to extend your learning in behaviour management, special needs, information technology, personal development, curriculum, career advancement or instructional intelligence then visit our training calendar today.

Education and Training Centre

Term One 2021 Calendar of Events Industrial Training Events (TUT) Title

Date

Women’s Contact Officer Level One: Schools and TAFE

Monday & Tuesday 8-9 March

Union Representative Training Level One: Schools

Monday & Tuesday 15-16 March

Union Representative Training Level Two: Schools

Thursday & Friday 18-19 March

Union Representatives Training: Growth Coaching

Monday & Tuesday 22-23 March

Union Representative and Committee Delegate Training: TAFE

Thursday & Friday 25-26 March

OSH Education Specific Training Title

Date

Education Specific Five-Day Introductory Course for OSH Reps

Monday-Friday 22-26 February

Education Specific Two-Day Refresher Course for OSH Reps

Monday & Tuesday 22-23 March

Professional Events Title

Date

Writing Competitive Job Applications for Teaching Positions

Saturday 20 March

Conferences and Forums Title

Date

Early Childhood Afternoon Forum

Friday 26 March

Online Learning Events Title

Date

Setting Routines for Primary Classrooms

Tuesday 9 March

Setting Routines for Secondary Classrooms

Tuesday 9 March

Teaching in your First Year in Early Childhood – Q&A session

Tuesday 9 March

Looking After Yourself – a Mental Health Focus

Tuesday 9 March

Positive Education – Why it Might be Necessary in 2021

Tuesday 23 March

District Council Events Title

Date

Butler/Hillarys/Morley/Scarborough/Swan

Friday 5 March

Goldfields (Kalgoorlie)

Friday 5 March

Bunbury (Bunbury/Collie/Preston/Vasse)

Wednesday 10 March

Moore (Central Wheatbelt)

Friday 12 March

Goldfields-Roe (Katanning/Narrogin)

Tuesday 16 March

Belmont/Fremantle/Jandakot/Kalamunda/Maylands/Perth/Riverton/Victoria Park

Wednesday 17 March

Moore (Geraldton/Moore)

Friday 19 March

Murray/Rockingham

Wednesday 24 March

Stirling (Albany)

Thursday 25 March

Pilbara

Friday 26 March

Kimberley

Saturday 27 March

Goldfields (Roe-Esperance)

Tuesday 31 March Western Teacher January 2021

25

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

AutoBahn

Mechanical and electrical services.

Members receive $20 off any service or 5% off any repair.

Special offers throughout the year for members. A bank built by, and for, union members.

sstuwa.org.au/mebank

Mortgages, Money and Me

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

sstuwa.org.au/mmme

OFX Money Transfers

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

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Teachers Mutual Bank

Banking exclusively for the education community.

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

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Bayswater Mazda

The Good Guys Commercial

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

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Bob Jane T-Marts

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

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National fleet pricing on a range of products and services.

Educational Resources

easifleet

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

sstuwa.org.au/bobjane

Bose headphones or Bluetooth speaker, or a year’s worth of Magic Hand car washes with any easifleet procured novated lease.

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Fleet Network

Package your next car and save on tax.

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

Classroom Management

sstuwa.org.au/classroommgmt

Effective Group Work Beyond Cooperative Learning. By Barrie Bennett.

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Graphic Intelligence

Hertz

Possibilities for Assessment and Instruction. By Barrie Bennett.

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

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ME Bank

Motor Market by Union Shopper

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

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Thrifty Car and Truck Rental

10% discount on vehicle hire in Australia.

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tyresales.com.au

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

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Teacher Superstore 5-10% discount, in store and online.

10% discount on tyres.

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Western Motor Vehicle Consultants

Entertainment

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

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Computers Altronics

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

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Movie tickets

sstuwa.org.au/tmbank

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

Cars

sstuwa.org.au/altronics

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

Apple on Campus

sstuwa.org.au/movietickets

sstuwa.org.au/apple

Rockface

For details visit:

Allwest Fleet

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

sstuwa.org.au/allwestfleet

26

Massive discounts on products and services for SSTUWA members

Western Teacher

January 2021

Dell

Indoor rock climbing in Balcatta. $15 all day climbing pass with harness hire.

sstuwa.org.au/dell

sstuwa.org.au/rockface

Save up to 5% off selected items.

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 Campbells

Access wholesale prices with a complimentary day pass.

sstuwa.org.au/campbells

Cellar d’Or

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

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Cracka Wines

7.5% off online wine orders.

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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 St John

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

STA Travel Insurance

$20 discount for members.

sstuwa.org.au/statravelinsurance

Shopping Abacus Educational Supplies

10% discount, in store and online.

sstuwa.org.au/abacus

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

Dot Mall

WA Opticians

sstuwa.org.au/dotmall

sstuwa.org.au/stjohn

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

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Housing

BBQs, heaters and backyard kitchens.

5% discount for members.

Electrical buying

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

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Houspect

isubscribe

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sstuwa.org.au/isubscribe

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

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

Insurance and Legal ISinsured

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

sstuwa.org.au/isinsured

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

Jackson’s Drawing Supplies

10% discount in Jackson’s 12 shops and online.

sstuwa.org.au/jacksons

Petals Flowers & Gifts

20% off flowers and gifts. World-wide delivery available.

sstuwa.org.au/petals

Retravision

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

Nation-wide delivery available.

sstuwa.org.au/retravision

Teacher Superstore

5-10% discount, in store and online.

sstuwa.org.au/teachersuperstore

The Good Guys Commercial

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

sstuwa.org.au/thegoodguys

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

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

sstuwa.org.au/experienceoz

Inn the Tuarts Guest Lodge

Forest retreat, 4-star, with indoor pool, Jacuzzi, sauna and BBQ. Adults (12 years+) only. Five minutes to Busselton.

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

sstuwa.org.au/innthetuarts

Jarrah Grove Forest Retreat

Luxurious, self-contained accommodation in Margaret River.

Discounted rates for members.

sstuwa.org.au/jarrahgrove

Mandurah Houseboats

10% discount on houseboat holidays.

sstuwa.org.au/houseboats

Rottnest ferry tickets

Save up to $18 on Rottnest ferry tickets with WestClub.

sstuwa.org.au/rottnest

STA Travel

Exclusive discounts for members.

sstuwa.org.au/statravel

Western Teacher

January 2021

27

Classifieds

Classifieds 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: Mandurah (Soldiers Cove)

$339,000. Sought after area, short walk to Mandurah Foreshore. A touch of art deco in this 1950s era 3x1 home on 809m2 block.

Featuring high ceilings, decorative cornice and jarrah floor boards. Private street frontage with bus stop to Mandurah station out front. 6x4m workshop, 30 fruit trees, PV solar panels and solar hot water. buymyplace.com.au (property 5181804) 0449 183 499

Block for sale: Jurien Bay

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

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

Blocks for sale: Williams

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

0402 349 203

Albany (Little Grove)

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

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

Augusta

3x1 spacious holiday rental. One double, one queen, five singles. 200m from the river and town. Magnificent river views. One large living area, three sided veranda and BBQ. Provide own linen and towels. $150 per night plus $50 cleaning fee. gregrowl@iinet.net.au

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

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

Lee: 0412 902 932

Denmark

The Rise is a modern, comfortable, 3x2 fully equipped house close to town with elevated views. Located close to Scotsdale and Mt Shadforth drives and their many tourist attractions. Stay for 7 nights and pay for 6 nights.

Bookings.denmark.com.au (property The Rise) (08) 9848 2055, 9am to 5pm

Dunsborough (Quindalup)

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

0419 943 203 | 9448 5527 a_r_moore@bigpond.com

Dwellingup

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

Robert: 0419 954 079 dwellcottage.com.au

Floreat

Studio B&B. New, stylish single room.

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

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

Weekly and monthly rates available.

SMS: 0422 333 057

Fremantle

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

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

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

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

Kallaroo

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

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

Molly: 0428 166 559 mollysletters@gmail.com

Kalbarri

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

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

Russell: 0418 933 270

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

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

28

Western Teacher January 2021

Classifieds

Classifieds 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

Victoria (Jan Juc Beach)

Planning a holiday to Victoria? Stay on the beautiful Surf Coast, in between Torquay and the famous Bells Beach. Sleeps eight comfortably. Walking distance to the beach, golf club, shops and river mouth. Everything you need is already there. Large entertaining areas. Discount for Western Teacher readers.

0403 803 064

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

Are you recently retired or retiring soon?

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

Marriage celebrant

Marriage celebrant with 12 years of experience, working in the Peel, South West and Perth areas. Specialising in creating personalised ceremonies for couples at their chosen wedding location.

I’d love to help you plan your special day!

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

Marriage celebrant

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

Lee: 0404 655 567 leehalligancelebrant.com.au

Marriage celebrant

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

Mary: 0418 906 391 maryburke40@hotmail.com

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 1 starts 8 February.

Stan: 9330 6737 | stan@stansdancing.com

First aid training for students

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

Courses are curriculum mapped.

9334 1259 | youth@stjohnambulance.com.au

MAWA

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

Calling all retired teachers!

Are you a retired teacher with a spirit of adventure and time to spare? Would you like to assist families in remote areas of WA? You may like to join REVISE WA as a tutor. For more info, visit www.revisewa.com.au

Belly Rubs Boarding Kennels

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

Elisa: 0417 620 766 | FB: @bellyrubsboarding

Macramé is the new yoga

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

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

Western Teacher January 2021

29

Seen around

Seen around the SSTUWA Members of the Retired Teachers Association (RTA) convened last month for their annual Christmas morning tea, organised by the SSTUWA to thank them for their continued association with the union. You can find more information about the RTA and its activities on the following page (page 31) of this issue of Western Teacher and at sstuwa.org.au New members are always welcome.

RTA Xmas: Peter Hopper and John Moffet.

RTA Xmas: Members enjoy festivities.

RTA Xmas: Molly Worsnop and Sandra Blanchard.

30

Western Teacher   January 2021

RTA Xmas: Bert Berry and Pamela Valton.

RTA Xmas: Marion Moffet, Pat Spillman RTA Xmas: SSTUWA President Pat Byrne welcoming RTA members to the morning tea. and Kathryn Newmar.

RTA Xmas: Retired Teachers Association members partake of their morning tea.

RTA Xmas: Ann Strauss makes a speech.

RTA Xmas: Clare Gartner, Cherrie Searle and Dina Ponosh.

Noticeboard

Noticeboard

Email to editor@sstuwa.org.au

Retired Teachers’ Association The morning tea with the SSTUWA on Monday 7 December was as usual very enjoyable.

The hostesses were very attentive and I particularly noticed the decorative teapots in use. We appreciated the short talk given by Pat Byrne.

We are extremely grateful to Keith Davies, our conductor of the choir for many years. He has unfailing good humour and encouragement for our singers. We wish him and his wife June long life and happiness.

We need a new conductor.

The choir is small but keen.

Please phone the union or me if interested.

We expect to resume on 8 February at 10am.

Happy new year for 2021.

Ann Strauss: 9387 2906

State Council Conference Members/branches wishing to submit motions for June State Council must do so by 5pm Thursday 1 April.

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

Getting Organised for 2021

Join the RTA choir as our conductor

Are you interested in becoming a State Council delegate or joining an SSTUWA committee?

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

SSTUWA elections

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

More info: Find Getting Organised 2021 included with this edition of Western Teacher or visit sstuwa.org.au/GO21

Level 3 Classroom Teachers’ Association

Narragunnawali Awards 2021 Held biennially, the Narragunnawali Awards is the first national awards program that recognises and celebrates Australian schools and early learning services that are implementing outstanding reconciliation initiatives.

Finalists are acknowledged for the ways in which they strengthen relationships, build respect and provide meaningful opportunities in the classroom, around the school or service, and with the community. Nominations are now open for the 2021 awards and close on Friday 30 April.

For more information visit narragunnawali.org.au/awards

SSTUWA committee meeting dates:

Early Childhood Educators’ Committee

TAFE Committee

Time: 4.15pm 2021 dates TBC

2021 meeting dates: Saturdays, 10.30am-noon at the SSTUWA premises Term 1

Term 2

Term 3

Term 4

13 March

22 May

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: 5pm

Time: 4.30pm

Time: 4pm

2021 dates TBC

2021 dates TBC

2021 dates TBC

New Educator Committee

Women’s Committee

Psych Services Committee

ATSIE Committee

Time: 4.15pm

Time: 3.45pm

Time: 4.45pm

Time: 4pm

2021 dates TBC

2021 dates TBC

2021 dates TBC

23 March 15 June

7 September 23 November

Western Teacher January 2021

31

Getting Organised 2021

A support package for

Electing union reps and OSH reps Establishing branches Joining union committees Nominating State Council delegates

Please retain this document. It contains important information relating to: establishing branches, nominations for branch positions, nominations for State Council, occupational safety and health and other significant union information.

Authorised by Mary Franklyn, General Secretary, The State School Teachers’ Union of W.A. (Inc.) January 2021.

Getting Organised January 2021

1

Building your union branch At the start of each year, union members at your worksite should meet to organise your branch of the SSTUWA. It is generally the responsibility of the previous year’s union representative to arrange this meeting.

The rep (or other member) should use the information in this document to build the worksite branch for 2021.

First days 1) Set up the union noticeboard.

are included on page 17 of this document.

An OSH rep update form was included in the info pack posted to the SSTUWA representative at your worksite and is also available online at sstuwa.org.au/go21 3) Union communications •

Agree on the regularity and forms of communication for union-related information within your worksite.

•

Agree on and diarise future union meeting dates for the year.

•

Delegate a union noticeboard keeper.

2) Arrange to convene the initial union meeting, preferably during week one or two of 2021, or arrange to hold a ballot via email. (Note: all union members must be informed.)

After the meeting

Initial union meeting

Important jobs to do as the 2021 union rep and/or deputy union rep:

Materials for meeting: • The Nominations for branch office bearers form.

• Membership list.

• OSH rep update form.

• Getting Organised 2021 (this document).

• Agenda, venue and time.

These materials were posted to your worksite, attention of the SSTUWA representative, and the forms are also available online at sstuwa.org.au/go21 Meeting agenda

1) Return the Nominations for branch office bearers form to the union office. You must return this form every school year. We recommend you return this form by Friday 5 March. You may also submit this form electronically via sstuwa.org.au/go21 2) Review and update your membership list, and email the amended list to membership@sstuwa.org.au 3) Meet with your worksite’s leader to: •

Advise the leader of the union branch officers election outcome.

•

Raise, discuss and/or negotiate any immediate union member issues.

•

Schedule future meeting times for each term. (A minimum of two is suggested.)

•

Seek an agreement for union rep time.

1) Branch elections Conduct elections for branch positions and record the results on the Nominations for branch office bearers form. Refer to the box on the right of this page for role descriptors.

• Union rep • Deputy union rep • Treasurer • Secretary • Women’s contact officer • District Council delegate 2) Occupational safety and health (OSH) representative (two year role) Check whether your worksite has a currently elected OSH rep(s). If not, seek to identify staff members, preferably union members, to fill this role. The OSH rep position is a statutory role and must be open to all staff to nominate and subject to an election if required. Further details 2

Getting Organised January 2021

4) Contact your district organiser at the SSTUWA to touch base: call or email the office on (08) 9210 6000 or contact@sstuwa.org.au

Introduce yourself, outline your workplace issues, and/or invite your SSTUWA district organiser to visit your workplace.

5) Most importantly, register for union delegate training. Visit the training tab at sstuwa.org.au or call the Education and Training Centre on (08) 9210 6035.

Branch roles Union representative The main role is to be the first point of contact for members’ issues. The union rep may negotiate issues with management and assist with conflict resolution.

The rep is usually the first point of contact for union updates and responsible for distributing information to members.

Deputy union rep The deputy union rep assists the union rep to negotiate issues with management and assists with conflict resolution.

Treasurer The treasurer is responsible for claiming branch operating expenses.

They should complete the branch financial return form that was included in the info pack posted to your worksite (also available online at sstuwa.org.au/go21) Teachers Mutual Bank can establish an operating account for your branch with no account keeping fees. Call (08) 9421 8701 and visit tmbank.com.au Secretary The secretary records the items discussed at branch meetings and the outcomes/actions agreed to be taken by the branch.

Women’s contact officer The women’s contact officer works in conjunction with the union representative to encourage women’s involvement in union structures, disseminates information about women’s issues and gender equity, promotes women’s issues, and provides opportunities for women’s voices to be heard.

District Council delegate The District Council delegate represents the branch at District Council meetings. This is usually the union rep.

Authorised by Mary Franklyn, General Secretary, The State School Teachers’ Union of W.A. (Inc.) January 2021.

Forms needed to build your branch Return by Friday 5 March Some brief paperwork is required of your branch at the start of 2021. The forms pictured below must be completed every school year, even if positions have not changed.

Your worksite will receive a pack addressed to the SSTUWA representative containing these forms, and they may also be accessed and submitted online at sstuwa.org.au/go21

Please complete and return these forms by Friday 5 March.

1. Nominations for branch office bearers form Nominations for branch office bearers

3. OSH representative update form Safety and health representative update

Worksite code:

Worksite code:

Nominations for branch office bearers

Safety and health representative

Instructions: Record your worksite/branch and list the names and membership numbers of this year’s union delegates below, in line with their elected branch positions.

Branch/worksite: ________________________________________________________________________

Update 2021

Reference: Rule 21 Branches and Rule 33 Elections for office

Instructions: List all occupational safety and health representatives (OSH reps) at your worksite, regardless of whether they are SSTUWA members, non-members or belong to another union. If there are no currently elected OSH reps at your worksite, return this form stating “no current rep”.

Branch/worksite: ________________________________________________________________________ Position

2021 delegate Name

The SSTUWA maintains a database of all OSH reps in WA public schools so they may be kept informed of OSH matters and contacted in case an OSH concern arises at their workplace.

Membership no.

Union representative*

The position of OSH rep is not an SSTUWA branch position.

While it is preferable that the rep is a union member, all staff – teaching and non-teaching – are eligible to nominate for this position

Deputy representative* Secretary

Name

OSH reps are elected for a period of two years; after that time the election process must be repeated. Should your worksite not have a currently elected rep or if the election needs to be repeated, refer to pages 18-19 of the Getting Organised 2021 supplement in January Western Teacher.

Email

Treasurer SSTUWA membership number

Women’s contact officer

Date of election

Union membership

(if applicable)

District Council delegate

Name SSTUWA membership number

2. Membership list update

Signature: ________________________________________________ The Date: ____________________________ State School Teachers’ Union of W.A. (Inc.) 1 West Street, West Perth WA 6005 PO Box 212, West Perth WA 6872 (08) 9210 6000 | 1800 199 073 contact@sstuwa.org.au | sstuwa.org.au ABN: 544 780 946 35

Email: membership@sstuwa.org.au Online: sstuwa.org.au/GO21

Recommended submission date: Friday 5 March 2021 9999 Monkey Mia High School

Nominations close: 5pm, Friday 26 March 2021. Late nominations will be endorsed by Executive.

Member number 0123456 0123457 0123458 0123459 0123460 0123461 0123462 0123463 0123464 0123465 0123466 0123467 0123468 0123469

First Name Margaret Dale Rebecca Adeline Helen Brian Archer Joycelin Allen Jeremy Lacey Lynn Caitlyn Michael

Surname Leonard Guereca Mola Lurz Brzycki Cranshaw Montrone Flinck Tilney Cezeaux Matsukata Schossberger Cruz Vetter

Authorised by Mary Franklyn, General Secretary, The State School Teachers’ Union of W.A. (Inc.) November 2020.

No

OSH rep training required

SSTUWA

UWU

Yes

CPSU/CSA

Non-member

No

4. Branch financial return form

Name: ___________________________________________________ Membership number: ______________

Submit completed form:

Yes

Non-member

Union membership

Name

I declare that the above financial members of the SSTUWA were duly elected at a branch meeting held according to the SSTUWA Constitution and have accepted their nominations.

UWU

CPSU/CSA

Email Date of election

(if applicable)

*Rule 21 (a)(v): The positions of Union Representative and Union Deputy Representative shall not be held concurrently by the same person.

OSH rep training required

SSTUWA

1

SSTUWA membership number

Email

Date of election

Union membership

(if applicable) Branch financial return and claim for operating expenses

OSH rep training required

Worksite Yes code:

SSTUWA

UWU

CPSU/CSA

Non-member

Branch financial return Submit completed form Queries

and claim for operating Contact expenses Email: contact@sstuwa.org.au the SSTUWA occupational

No

Training and more info

Training: visit the OSH tab at safety and health organiser sstuwa.org.au/training Online: sstuwa.org.au/GO21 (08) 9210 6000 | 1800 199 073 Info: visit sstuwa.org.au/osh Branch/worksite: _________________________________________________________________________ Click: contact@sstuwa.org.au Branch address: __________________________________________________________________________ Authorised by Mary Franklyn, General Secretary, The State School Teachers’ Union of W.A. (Inc.) November 2020.

Branch financial return:

Office use only

Funds Opening bank balance (as at 1 January)

___________

Opening cash balance (as at 1 January)

___________

Operating budget received

___________

Other income

___________

Total funds

___________

Expenditure

(photocopying, bank fees, etc) Total expenditure

___________

Closing balances Closing bank balance (as at 31 December)

___________

Closing cash balance (as at 31 December)

___________

Claim for operating expenses

Complete one payment method below. Where no branch bank account exists payment may be made to the branch treasurer or other nominated office bearer. If no details are entered a cheque will be made out to the branch.

Payment to branch

By cheque

By bank deposit

BSB ________________ Account number _____________________ Bank ___________________________ Account name _____________________________________________________________________________

Payment to office bearer

Authorised by Mary Franklyn, General Secretary, The State School Teachers’ Union of W.A. (Inc.) January 2021.

By cheque

By bank deposit

Office bearer’s name: ______________________________________________________________________

Getting Organised January 2021

BSB ________________ Account number _____________________ Bank ___________________________ Account name _____________________________________________________________________________

Checked and payment arrangement authorised by: Form must be authorised by two office bearers

3

Support for union reps Union reps play a vital leadership role at the workplace. The union rep is often the first point of contact for members in schools and TAFE colleges seeking information or advice about their working conditions or entitlements.

unreasonably affect the operation of the organisation and is in accordance with normal Departmental protocols. (c) A noticeboard for the display of Union materials including broadcast email facilities.

On receipt of the Nominations for branch office bearers form the union office will mail a union rep kit to your worksite’s elected representative. This introductory pack will enable the rep to establish themself in the workplace.

(d) Paid access to periods of leave for the purpose of attending Union training courses in accordance with Clause 62. – Leave to Attend Union Business of the Award. Country representatives will be provided with appropriate travel time.

Schools: Union representative legislative rights and responsibility Teachers Award 1993 Clause 61

(e) Notification of the commencement of new employees, and Industrial Relations Advice 5 / 2020 as part of their induction, time to discuss the benefits of

membership them.representatives Guidelines –Time Allocation for Union SSTUWA andwith PFWA

61. Union Facilities for Union Representatives

(1) The Employer recognises the rights of the SSTUWA and PFWA to organise and represent its members.

(2) The Employer will recognise SSTUWA representatives and the members of the PFWA Council as the representatives of the PFWA and will allow them to carry out their roles and functions.

(3) SSTUWA representatives in the Department have a legitimate role and function in assisting the SSTUWA in the tasks of recruitment, organising, communication and representing members’ interests in the workplace, Department and SSTUWA branch.

(4) The Employer recognises that, under the SSTUWA’s rules, SSTUWA representatives are members of a branch representing members within a SSTUWA electorate. A SSTUWA branch may cover more than one workplace.

D20/0305070

Guidelines – Union Representative Time Allocation (Schools) Industrial Relations Advice Number 5 of 2020 This advice replaces Industrial Relations Advice Number 6 of 2009.

Principals should budget for and must provide union representatives/delegates of the State School Teachers’ Union of WA (SSTUWA) and Principals Federation of WA with paid time off for union related duties.

Clause 61 of the Teachers (Public Sector Primary and Secondary Education) Award 1993 (Award) requires that union representatives in schools are provided with paid time off to perform their duties, that is, organising, recruiting, individual grievance handling and collective bargaining.

To ensure the Department of Education (Department) meets its obligations under the terms of the Award, the Department and the SSTUWA agree that the table below will be used as a guide when allocating paid time off.

Paid Time Off from Normal Duties Total FTE of employees at the School who are eligible to be members of the SSTUWA and PFWA 1-20 21-40 41-70 Greater than 70

(5) The SSTUWA will advise the Employer in writing of the names of the SSTUWA representatives in the Department.

(6) The Employer must recognise the authorisation of each the SSTUWA and PFWA representatives in the Department and must provide them with the following. (a) Paid time off from normal duties to perform their functions as a Union representative such as organising, recruiting, individual grievance handling, collective bargaining, involvement in the branch and to attend Union business in accordance with this clause and the Department’s Industrial Relations Advice 6 of 2009. The Department will consult with the Unions regarding any proposed changes to this Industrial Relations Advice. (b) Access to facilities required for the purpose of carrying out their duties. Facilities may include but not be limited to, the use of filing cabinets, meeting rooms, telephones, fax, email, internet, photocopiers and stationery. Such access to facilities must not 4

Getting Organised January 2021

Primary/District High Schools

Senior High Schools

40 minutes per fortnight 60 minutes per fortnight 60 minutes per week

40 minutes per fortnight 40 minutes per week 80 minutes per week 120 minutes per week

Please note the above times: •

exclude the time to attend Union Business as per clause 62 of the Award;

•

are the maximum allocations – not prescriptive to the point of being a weekly or fortnightly entitlement;

•

provision is given to Union Representatives to negotiate additional agreed time with the Principal to manage complex issues eg grievances; and

•

are non-cumulative unless there is express agreement with the Principal to work the time in another manner which provides the same allocation.

Further advice relating to the industrial entitlement to union representative time, and for planning your school’s salaries expenditure, is now available on Ikon.

Authorised by Mary Franklyn, General Secretary, The State School Teachers’ Union of W.A. (Inc.) January 2021.

(f) Access to awards, agreements, policies and procedures. (g) The names of any Equal Employment Opportunity and Occupational Health, Safety and Welfare representatives.

(7) The Employer recognises that it is paramount that Union representatives in the workplace are not threatened or disadvantaged in any way as a result of their role as a Union representative.

TAFE: Union representative facilities TAFE General Agreement 2019 Clause 88 88. Union Facilities for Union Representatives 1 The Managing Directors recognise the rights of the Union to organise and represent its members. Union representatives in Colleges have a legitimate role and function in assisting the Union in the tasks of recruitment, organising, communication and representing members’ interests in the workplace, at the College and on Union committees.

2 The Managing Directors recognises that, under the Union’s rules, Union representatives represent members in a branch, which may cover one or more workplaces or may cover part of a workplace.

3 The Managing Directors recognises that, under the Union’s rules, a TAFE Committee representative represents members in a branch at the TAFE Committee.

4 The Managing Directors will recognise Union representatives in Colleges and will allow them to carry out their role and functions.

5 The Union will advise the employer in writing of the names of the Union representatives in the College.

6 The Managing Directors shall recognise the authorisation of each Union representative in the College and shall provide them with the following:

(a) Paid time off from normal duties to perform their functions as a Union representative such as organising, recruiting, individual grievance handling, collective bargaining, involvement on Union committees and to attend Union business in accordance with Clause 65 Leave to Attend Union Business of this Agreement. (b) Access to facilities required for the purpose of carrying out their duties. Facilities may include but not be limited to, the use of filing cabinets, meeting rooms, telephones, fax, email, internet, photocopiers and stationery. Such access to facilities shall not unreasonably affect the operation of the organisation and shall be in accordance with normal College protocols. (c) A noticeboard for the display of Union materials including broadcast email facilities. (d) Paid access to periods of leave for the purpose of attending Union training courses in accordance with Clause 66 - Trade Union Training Leave of this Agreement. Country representatives will be provided with appropriate travel time. (e) Notification of the commencement of new employees, and as part of their induction, provide time for the Union representative to discuss the benefits of Union membership with them. (f) Access to awards, agreements, policies and procedures. (g) Access to information on matters affecting employees in accordance with Clause 11 – College Consultation and Clause 14 – Notification of Change of this Agreement. (h) The names of any Equal Employment Opportunity and Safety and Health representatives.

7 The employer recognises that it is paramount that Union representatives in the workplace are not threatened or disadvantaged in any way as a result of their role as a Union representative.

Every school/college has a designated organiser to support union reps and members with managing school/branch matters. Find your workplace’s organiser on page eight. From left: Sam Yates, Sally Dennis, Frank Herzog, Robyn Parker, Ian Daw, Natalie Swinbourn, Simona Zachariassen. Not pictured: Ramona Mitussis (TAFE).

Authorised by Mary Franklyn, General Secretary, The State School Teachers’ Union of W.A. (Inc.) January 2021.

Getting Organised January 2021

5

State Council Conference elections

2021 SSTUWA State Council/AEU WA Branch Council dates: 11-12 June and 12-13 November The decision making structures of the SSTUWA and the AEU WA Branch now reflect each other.

Persons elected to the AEU WA Branch Senior Officer, Executive and Branch Council positions are deemed to be elected to the corresponding positions within the SSTUWA. For State Council Conference delegates, the equivalent position in the AEU WA Branch is Branch Councillor. Delegates elected as AEU WA Branch Councillors will be deemed to be SSTUWA State Council Conference delegates.

Elections will be conducted by the Australian Electoral Commission (AEC) in accordance with the rules of the AEU WA Branch.

their branch to nominate to ensure branch views are heard.

Branches may forward motions to State Council Conference.

Closing dates for motions to State Council Conference is determined by Executive and published in the Western Teacher.

State Council is held twice a year in Term 2 and Term 4.

SSTUWA structure The SSTUWA, which was founded in 1898, has more than 17,000 members making it one of the largest public sector unions and one of the oldest white collar unions in Western Australia.

The foundation of the SSTUWA is you – the membership.

Please refer to the election notice on page seven of this document. Nomination forms are also available from the AEC, the SSTUWA office and the SSTUWA website at sstuwa.org.au/go21 It is important to remember that nominees and their proposers and seconders must be financial members of the SSTUWA and attached to the district for which representation is being sought. It is therefore critical that prospective candidates are aware of which district they belong to.

A list of districts together with the worksites contained within each state electorate may be found on pages 9 – 14 of this document.

Districts changed at the start of 2017 due to a realignment of state electoral boundaries. In some instances electorate names have remained but boundaries have changed. Members are advised to check the list of worksites to determine their district, and to be aware that it may have changed in 2017.

State Council Conference Any member may nominate as a delegate to State Council Conference. Such delegates represent the district.

Branches are not required to endorse nominations; however, it is in the interests of the branches to encourage members of

6

Getting Organised January 2021

Authorised by Mary Franklyn, General Secretary, The State School Teachers’ Union of W.A. (Inc.) January 2021.

State Council election notice At the time of publication the SSTUWA/AEUWA was awaiting notification of a proposed election timeline from the Australian Electoral Commission (AEC). In the event of an election not being able to be completed prior to the holding of State Council, elected delegates from 2020 will retain their positions. Members will be notified as soon as this information is received.

This delay is due to the AEC COVID-19 shutdown.

Authorised by Mary Franklyn, General Secretary, The State School Teachers’ Union of W.A. (Inc.) January 2021.

Getting Organised January 2021

7

District structure and organisers 2021 SSTUWA/AEU WA Branch

Find your SSTUWA/AEU WA Branch district below by locating the electorate of your workplace. (Casual members should locate the electorate of their home address.) Ensure you nominate for the correct district by also locating your workplace within the list on pages 9-14.

Every school/college has a designated organiser to support union reps and members with managing school/branch matters. Find your district’s organiser below.

District 1 - Belmont

Electorates: Bassendean, Belmont, Forrestfield Union organiser: Sam Yates

District 9 - Kimberley-Pilbara

District 16 - Rockingham

District 10 - Maylands

District 17 - Scarborough

Electorates: Kimberley (FH), North West Central (FH & RP), Pilbara (RP) Union organisers: Frank Herzog (FH), Robyn Parker (RP)

District 2 - Bunbury

Electorates: Bunbury, Collie-Preston, Vasse Union organiser: Sally Dennis

District 3 - Butler

Electorates: Burns Beach, Butler, Joondalup Union organiser: Simona Zachariassen

District 4 - Fremantle

Electorates: Bicton, Fremantle, Willagee Union organiser: Ian Daw

District 5 - Goldfields

Electorates: Balcatta, Maylands, Mount Lawley Union organiser: Sally Dennis

District 11 - Moore

Electorates: Central Wheatbelt (SZ), Geraldton (SY), Moore (SY & SZ) Union organisers: Simona Zachariassen (SZ), Sam Yates (SY)

District 12 - Morley

Electorates: Kalgoorlie (RP), Roe (VT) Union organisers: Robyn Parker (RP), Vicki Turner (VT)

Electorates: Girrawheen, Mirrabooka, Morley Union organiser: Vicki Turner

District 6 - Hillarys

District 13 - Murray

Electorates: Hillarys, Kingsley, Wanneroo Union organiser: Simona Zachariassen

District 7 - Jandakot

Electorates: Cockburn, Jandakot, Southern River Union organiser: Ian Daw

District 8 - Kalamunda

Electorates: Armadale (NS), Darling Range (VT), Kalamunda (VT) Union organisers: Natalie Swinbourn (NS), Vicki Turner (VT)

8

Getting Organised January 2021

Electorates: Dawesville, Mandurah, Murray-Wellington Union organiser: Sally Dennis

District 14 - Perth

Electorates: Cottesloe, Nedlands, Perth Union organiser: Vicki Turner

District 15 - Riverton

Electorates: Bateman, Riverton, Thornlie Union organiser: Natalie Swinbourn

Electorates: Baldivis (SD), Kwinana (SD), Rockingham (SY), Warnbro (SY) Union organisers: Sally Dennis (SD), Sam Yates (SY)

Electorates: Carine, Churchlands, Scarborough Union organiser: Simona Zachariassen

District 18 - Stirling

Electorates: Albany, Warren-Blackwood Union organiser: Ian Daw

District 19 - Swan

Electorates: Midland, Swan Hills, West Swan Union organiser: Sam Yates

District 20 - Victoria Park

Electorates: Cannington, South Perth, Victoria Park Union organiser: Ian Daw

School leaders

Electorates: State-wide Union organiser: TBC

TAFE

Electorates: State-wide Union organiser: Ramona Mitussis Contact your SSTUWA district organiser: 9210 6000 | contact@sstuwa.org.au

Authorised by Mary Franklyn, General Secretary, The State School Teachers’ Union of W.A. (Inc.) January 2021.

District 1 – Belmont

Electorates: Bassendean, Belmont, Forrestfield

Bassendean

Anzac Terrace Primary School Ashfield Primary School Bassendean Primary School Beechboro Primary School Cyril Jackson Senior Campus Cyril Jackson Senior Campus Education Support Centre East Beechboro Primary School Eden Hill Primary School Hampton Senior High School Kiara College Lockridge Primary School Reid Street Engagement Centre West Beechboro Primary School

Belmont

Belmay Primary School Belmont City College Belmont Primary School Carlisle Primary School Cloverdale Education Support Centre Cloverdale Primary School Kewdale Primary School Redcliffe Primary School Rivervale Primary School South East Metropolitan Language Development Centre

Forrestfield

Darling Range Sports College Dawson Park Primary School East Kenwick Primary School Edney Primary School Forrestfield Primary School High Wycombe Primary School Kenwick School Maida Vale Primary School Orange Grove Primary School Wattle Grove Primary School Woodlupine Primary School

District 2 – Bunbury

Electorates: Bunbury, Collie-Preston, Vasse

Bunbury

Adam Road Primary School Bunbury Primary School Bunbury Senior High School Carey Park Primary School College Row School Cooinda Primary School Dalyellup College Dalyellup Primary School Djidi Djidi Aboriginal School Greater Bunbury Engagement Centre Maidens Park Primary School Manea Senior College Newton Moore Education Support Centre Newton Moore Senior High School Picton Primary School South Bunbury Education Support Centre

South Bunbury Primary School South Regional TAFE - Bunbury Southwest Regional Education Office Tuart Forest Primary School

Collie-Preston

Allanson Primary School Amaroo Primary School Australind Primary School Australind Senior High School Balingup Primary School Boyanup Primary School Capel Primary School Clifton Park Primary School Collie Senior High School Dardanup Primary School Donnybrook District High School Eaton Community College Eaton Primary School Fairview Primary School Glen Huon Primary School Kirup Primary School River Valley Primary School South Regional TAFE - Collie Wilson Park Primary School

Vasse

Busselton Primary School Busselton Senior High School Cape Naturaliste College Cowaramup Primary School Dunsborough Primary School Geographe Education Support Centre Geographe Primary School South Regional TAFE - Busselton Vasse Primary School West Busselton Primary School

District 3 – Butler

Electorates: Burns Beach, Butler, Joondalup

Burns Beach

Clarkson Community High School Clarkson Primary School Currambine Primary School Joondalup Education Support Centre Joondalup Primary School Kinross College Kinross Primary School Mindarie Primary School Mindarie Senior College North Metropolitan TAFE - Clarkson Somerly Primary School

Butler

Alkimos Beach Primary School Alkimos College Alkimos Primary School Butler College Butler Primary School East Butler Primary School John Butler Primary College Merriwa Education Support Centre Merriwa Primary School Quinns Beach Primary School

Authorised by Mary Franklyn, General Secretary, The State School Teachers’ Union of W.A. (Inc.) January 2021.

Quinns Rocks Primary School Two Rocks Primary School Yanchep Beach Primary School Yanchep Lagoon Primary School Yanchep Rise Primary School Yanchep Secondary College

Joondalup

Beaumaris Primary School Beldon Education Support Centre Beldon Primary School Belridge Secondary College Belridge Secondary Education Support Centre Clarkson Engagement Centre Connolly Primary School Eddystone Primary School Edgewater Primary School Heathridge Primary School Mullaloo Beach Primary School Mullaloo Heights Primary School North Metropolitan TAFE - Kendrew North Metropolitan TAFE - McLarty Ocean Reef Primary School Ocean Reef Senior High School Poseidon Primary School

District 4 – Fremantle

Electorates: Bicton, Fremantle, Willagee

Bicton

Attadale Primary School Bicton Primary School Melville Primary School Melville Senior High School Palmyra Primary School Richmond Primary School

Fremantle

Beaconsfield Primary School East Fremantle Primary School East Hamilton Hill Primary School Fremantle College Fremantle Primary School Hilton Primary School John Curtin College Of The Arts Phoenix Primary School South Metro Education Regional Office South Metropolitan TAFE - Beaconsfield South Metropolitan TAFE - Maritime Southwell Primary School Spearwood Primary School White Gum Valley Primary School Winterfold Primary School

Willagee

Bibra Lake Primary School Caralee Community School Coolbellup Community School Coolbellup Learning Centre Fremantle Language Development Centre Kardinya Primary School Lakeland Senior High School North Lake Senior Campus Samson Primary School South Lake Primary School South Metropolitan TAFE - Murdoch Getting Organised January 2021

9

District 5 – Goldfields Electorates: Kalgoorlie, Roe

Kalgoorlie

Boulder Primary School Central Regional TAFE - Kalgoorlie Coolgardie Primary School East Kalgoorlie Primary School Eastern Goldfields College Eastern Goldfields Education Support Centre Goldfields Education Regional Office Goldfields Engagement Centre Hannans Primary School Kalgoorlie Primary School Kalgoorlie School of the Air Kalgoorlie-Boulder Community High School Kambalda Primary School Kambalda West District High School Laverton School Leinster Community School Leonora District High School Menzies Community School Mount Margaret Remote Community School Ngaanyatjarra Lands School Norseman District High School North Kalgoorlie Primary School O’Connor Education Support Centre O’Connor Primary School South Kalgoorlie Primary School Tjuntjuntjara Remote Community School

Roe

Borden Primary School Braeside Primary School Broomehill Primary School Cascade Primary School Castletown Primary School Condingup Primary School Cranbrook Primary School Darkan Primary School Dumbleyung Primary School East Narrogin Primary School Esperance Education Support Centre Esperance Local Education Office Esperance Primary School Esperance Senior High School Frankland River Primary School Gnowangerup District High School Hopetoun Primary School Jerdacuttup Primary School Katanning Primary School Katanning Senior High School Kojonup District High School Kukerin Primary School Kulin District High School Lake Grace District High School Lake King Primary School Munglinup Primary School Narrogin Local Education Office Narrogin Primary School Narrogin Senior High School Newdegate Primary School 10

Getting Organised January 2021

Nulsen Primary School Nyabing Primary School Ongerup Primary School Pingrup Primary School Ravensthorpe District High School Salmon Gums Primary School Scaddan Primary School South Regional TAFE - Esperance South Regional TAFE - Katanning South Regional TAFE - Narrogin Tambellup Primary School WA College of Agriculture - Narrogin Wagin District High School Wickepin Primary School Williams Primary School Woodanilling Primary School Yealering Primary School

District 6 – Hillarys Electorates: Hillarys, Kingsley, Wanneroo

Hillarys

Bambara Primary School Craigie Heights Primary School Hillarys Primary School Padbury Primary School School of Special Education Needs: Behaviour and Engagement School of Special Education Needs: Disability School of Special Education Needs: Sensory Sorrento Primary School South Padbury Primary School Springfield Primary School Statewide Services Centre West Coast Language Development Centre

Kingsley

Creaney Education Support Centre Creaney Primary School Dalmain Primary School Goollelal Primary School Greenwood College Greenwood Primary School Halidon Primary School Hawker Park Primary School North Woodvale Primary School Warwick Senior High School West Coast Secondary Education Support Centre West Greenwood Primary School Woodvale Primary School Woodvale Secondary College

Wanneroo

Carramar Primary School East Wanneroo Primary School Hocking Primary School Pearsall Primary School Spring Hill Primary School Tapping Primary School Wanneroo Primary School Wanneroo Secondary College

District 7 – Jandakot

Electorates: Cockburn, Jandakot, Southern River

Cockburn

Beeliar Primary School Coogee Primary School Jandakot Primary School Newton Primary School South Coogee Primary School South Metropolitan TAFE - Munster Spearwood Alternative School Success Primary School Yangebup Primary School

Jandakot

Aspiri Primary School Banksia Park Primary School Canning Vale Education Support Centre Canning Vale Primary School Forrestdale Primary School Hammond Park Secondary College Harrisdale Primary School Harrisdale Senior High School Leeming Primary School Leeming Senior High School Leeming Senior High School Education Support Centre North Harrisdale Primary School Piara Waters Primary School Ranford Primary School South Metropolitan TAFE - Jandakot West Leeming Primary School

Southern River

Ashburton Drive Primary School Bletchley Park Primary School Caladenia Primary School Campbell Primary School Canning Vale College Excelsior Primary School Huntingdale Primary School Seaforth Primary School Southern Grove Primary School Southern River College Yarralinka Primary School

District 8 – Kalamunda

Electorates: Armadale, Darling Range, Kalamunda

Armadale

Armadale Education Support Centre Armadale Senior High School Cecil Andrews College Challis Community Primary School Grovelands Primary School Gwynne Park Education Support Centre Gwynne Park Primary School Kelmscott Primary School Kelmscott Senior High School Kingsley Primary School Neerigen Brook Primary School Seville Drive Engagement Centre South Metropolitan TAFE - Armadale Westfield Park Primary School Willandra Primary School

Authorised by Mary Franklyn, General Secretary, The State School Teachers’ Union of W.A. (Inc.) January 2021.

Darling Range

Armadale Primary School Beenyup Primary School Byford Primary School Byford Secondary College Clifton Hills Primary School Jarrahdale Primary School Marri Grove Primary School Mundijong Primary School Pickering Brook Primary School Roleystone Community College Serpentine Primary School West Byford Primary School Woodland Grove Primary School

Kalamunda

Darlington Primary School Falls Road Primary School Glen Forrest Primary School Gooseberry Hill Primary School Kalamunda Primary Education Support Centre Kalamunda Primary School Kalamunda Senior High School Kalamunda SHS Education Support Centre Lesmurdie Primary School Lesmurdie Senior High School Mundaring Primary School Parkerville Primary School Walliston Primary School

District 9 – Kimberley-Pilbara Electorates: Kimberley, North West Central, Pilbara

Kimberley

Bayulu Remote Community School Broome North Primary School Broome Primary School Broome Senior High School Cable Beach Primary School Dawul Remote Community School Derby District High School Djugerari Remote Community School East Kimberley College Fitzroy Valley District High School Halls Creek District High School Jungdranung Remote Community School Kalumburu Remote Community School Kimberley Education Regional Office Kimberley Engagement Centre Kimberley School of The Air La Grange Remote Community School Looma Remote Community School Muludja Remote Community School Ngalapita Remote Community School North Regional TAFE - Broome North Regional TAFE - Derby North Regional TAFE - Halls Creek North Regional TAFE - Kununurra North Regional TAFE - Wyndham One Arm Point Remote Community School Roebuck Primary School Wananami Remote Community School Wangkatjungka Remote Community School Wyndham District High School

North West Central

Blackstone Campus (Ngaanyatjarra Lands School) Burringurrah Remote Community School Carnarvon Community College Carnarvon School Of The Air Central Regional TAFE - Carnarvon Cue Primary School Exmouth District High School Gascoyne Junction Remote Community School Jameson Campus (Ngaanyatjarra Lands School) Kiwirrkurra Campus (Ngaanyatjarra Lands School) Meekatharra District High School Mount Magnet District High School North Tom Price Primary School Onslow Primary School Pannawonica Primary School Paraburdoo Primary School Pia Wadjarri Remote Community School Shark Bay School Tjirrkarli Campus (Ngaanyatjarra Lands School) Tjukurla Campus (Ngaanyatjarra Lands School) Tom Price Primary School Tom Price Senior High School Useless Loop Primary School Wanarn Campus (Ngaanyatjarra Lands School) Warakurna Campus (Ngaanyatjarra Lands School) Warburton Campus (Ngaanyatjarra Lands School) Wiluna Remote Community School Wingellina Campus (Ngaanyatjarra Lands School) Yalgoo Primary School Yulga Jinna Remote Community School

Pilbara

Baler Primary School Baynton West Primary School Cassia Education Support Centre Cassia Primary School Christmas Island District High School Cocos Islands District High School Dampier Primary School Hedland Senior High School Jigalong Remote Community School Karratha Primary School Karratha Senior High School Marble Bar Primary School Millars Well Primary School Newman Primary School Newman Senior High School North Regional TAFE - Karratha North Regional TAFE - Newman North Regional TAFE - Pundulmurra Nullagine Primary School Pegs Creek Primary School Pilbara Education Regional Office Pilbara Engagement Centre

Authorised by Mary Franklyn, General Secretary, The State School Teachers’ Union of W.A. (Inc.) January 2021.

Pilbara Secondary Behaviour Centre Port Hedland Primary School Port Hedland School Of The Air Roebourne District High School South Hedland Primary School South Newman Primary School Tambrey Primary School Wickham Primary School Yandeyarra Remote Community School

District 10 – Maylands

Electorates: Balcatta, Maylands, Mount Lawley

Balcatta

Balcatta Primary School Balcatta Senior High School East Hamersley Primary School Glendale Primary School North Metropolitan Education Regional Office Osborne Primary School Takari Primary School Tuart Hill Primary School West Balcatta Primary School

Maylands

Bayswater Primary School Durham Road School Embleton Primary School Hillcrest Primary School Inglewood Primary School Instrumental Music School Services John Forrest Secondary College Maylands Peninsula Primary School

Mount Lawley

Coolbinia Primary School Mount Lawley Primary School Mount Lawley Senior High School North East Metropolitan Language Development Centre North Metropolitan TAFE - Mount Lawley Sir David Brand School Sutherland Dianella Primary School West Morley Primary School Yokine Primary School

District 11 – Moore

Electorates: Central Wheatbelt, Geraldton, Moore

Central Wheatbelt

Avonvale Education Support Centre Avonvale Primary School Babakin Primary School Bakers Hill Primary School Beacon Primary School Bencubbin Primary School Beverley District High School Boddington District High School Brookton District High School Bruce Rock District High School Cadoux Primary School Central Regional TAFE - Merredin Central Regional TAFE - Northam Getting Organised January 2021

11

Corrigin District High School Cunderdin District High School Dowerin District High School Goomalling Primary School Hyden Primary School Kellerberrin District High School Kondinin Primary School Koorda Primary School Meckering Primary School Merredin College Moorine Rock Primary School Mukinbudin District High School Narembeen District High School Northam Primary School Northam Senior High School Nungarin Primary School Pingelly Primary School Quairading District High School Southern Cross District High School Tammin Primary School Trayning Primary School WA College of Agriculture - Cunderdin Wandering Primary School West Northam Primary School Wheatbelt Education Regional Office Wheatbelt Engagement Centre Wongan Hills District High School Wundowie Primary School Wyalkatchem District High School York District High School

Geraldton

Allendale Primary School Beachlands Primary School Bluff Point Primary School Central Regional TAFE - Geraldton Champion Bay Senior High School Geraldton Primary School Geraldton Senior High School Holland Street School Meekatharra School Of The Air Midwest Engagement Centre Mount Tarcoola Primary School Rangeway Primary School Waggrakine Primary School Walkaway Primary School Wandina Primary School

Moore

Badgingarra Primary School Bindoon Primary School Binnu Primary School Bolgart Primary School Calingiri Primary School Carnamah District High School Central Midlands Senior High School Central Regional TAFE - Moora Cervantes Primary School Chapman Valley Primary School Coorow Primary School Dalwallinu District High School Dandaragan Primary School Dongara District High School Eneabba Primary School Gingin District High School Jurien Bay District High School 12

Getting Organised January 2021

Kalannie Primary School Kalbarri District High School Lancelin Primary School Leeman Primary School Miling Primary School Mingenew Primary School Moora Primary School Morawa District High School Mullewa District High School Northampton District High School Perenjori Primary School Three Springs Primary School Toodyay District High School WA College of Agriculture - Morawa Watheroo Primary School Yerecoin Primary School Yuna Primary School

District 12 – Morley

Electorates: Girrawheen, Mirrabooka, Morley

Girrawheen

Ashdale Primary School Ashdale Secondary College Carnaby Rise Primary School Girrawheen Senior High School Hudson Park Primary School Landsdale Primary School Madeley Primary School Marangaroo Primary School Rawlinson Primary School Roseworth Education Support Centre Roseworth Primary School

Mirrabooka

Alinjarra Primary School Balga Primary School Balga Senior High School Boyare Primary School Burbridge School Dryandra Primary School Gladys Newton School Illawarra Primary School Koondoola Primary School North Balga Primary School North Metropolitan TAFE - Balga Redcliffe Avenue Engagement Centre Waddington Primary School Warriapendi Primary School Westminster Education Support Centre Westminster Junior Primary School Westminster Primary School

Morley

Camboon Primary School Dianella Heights Primary School Dianella Primary College Dianella Secondary College Dianella Secondary College Education Support Centre Hampton Park Primary School Morley Primary School Morley Senior High School Nollamara Primary School Noranda Primary School North Morley Primary School Weld Square Primary School

District 13 – Murray Electorates: Dawesville, Mandurah, Murray-Wellington

Dawesville

Dudley Park Primary School Falcon Primary School Glencoe Primary School Halls Head College Halls Head College Education Support Centre Halls Head Primary School Ocean Road Primary School South Halls Head Primary School

Mandurah

Coastal Lakes College Coodanup College Greenfields Primary School John Tonkin College John Tonkin College Education Support Centre Lakelands Primary School Mandurah Local Education Office Mandurah Primary School Meadow Springs Education Support Centre Meadow Springs Primary School North Mandurah Primary School Oakwood Primary School Riverside Education Support Centre Riverside Primary School South Metropolitan TAFE - Mandurah

Murray-Wellington

Brunswick Junction Primary School Carcoola Primary School Dwellingup Primary School Harvey Primary School Harvey Senior High School Kingston Primary School North Dandalup Primary School Parkfield Primary School Pinjarra Primary School Pinjarra Senior High School Treendale Primary School WA College of Agriculture - Harvey Waroona District High School Yarloop Primary School

District 14 – Perth Electorates: Cottesloe, Nedlands, Perth

Cottesloe

Cottesloe Primary School Freshwater Bay Primary School Mosman Park Primary School Mosman Park School For Deaf Children Mount Claremont Primary School North Cottesloe Primary School North Fremantle Primary School Swanbourne Primary School

Authorised by Mary Franklyn, General Secretary, The State School Teachers’ Union of W.A. (Inc.) January 2021.

Nedlands

Bob Hawke College Dalkeith Primary School Hollywood Primary School Jolimont Primary School Nedlands Primary School North Metropolitan TAFE - Oral Health Perth Modern School Rosalie Primary School School of Special Education Needs: Medical & Mental Health Shenton College Shenton College Deaf Education Centre Subiaco Primary School

Perth

Central & District Staff Head Office Highgate Primary School Kyilla Primary School Mount Hawthorn Education Support Centre Mount Hawthorn Primary School North Metropolitan TAFE - 12 Aberdeen North Metropolitan TAFE - 19 Aberdeen North Metropolitan TAFE - 25 Aberdeen North Metropolitan TAFE - 30 Aberdeen North Metropolitan TAFE - East Perth North Metropolitan TAFE - Leederville North Perth Primary School School of Isolated & Distance Education Secondary Staffing Department of Education

District 15 – Riverton

Electorates: Bateman, Riverton, Thornlie

Bateman

Applecross Primary School Applecross Senior High School Ardross Primary School Bateman Primary School Booragoon Primary School Brentwood Primary School Mount Pleasant Primary School Winthrop Primary School

Riverton

Bull Creek Primary School Burrendah Primary School Castlereagh School Oberthur Primary School Riverton Education Support Centre Riverton Primary School Rossmoyne Primary School Rossmoyne Senior High School Rostrata Primary School Shelley Primary School Willetton Primary School Willetton Senior High School

Thornlie

Bramfield Park Primary School Dellar Road Engagement Centre East Maddington Primary School Forest Crescent Primary School

Gosnells Primary School Maddington Education Support Centre Maddington Primary School South Metropolitan TAFE - Thornlie South Thornlie Primary School Thornlie Primary School Thornlie Senior High School Wirrabirra Education Support Centre Wirrabirra Primary School Yale Primary School Yule Brook College

District 16 – Rockingham Electorates: Baldivis, Kwinana, Rockingham, Warnbro

Baldivis

Baldivis Primary School Baldivis Secondary College Bertram Primary School Makybe Rise Primary School Pine View Primary School Rivergums Primary School Settlers Primary School Sheoak Grove Primary School Tuart Rise Primary School Waikiki Primary School Wellard Primary School

Kwinana

Atwell College Atwell Primary School Aubin Grove Primary School Calista Primary School Gilmore College Hammond Park Primary School Harmony Primary School Honeywood Primary School Leda Education Support Centre Leda Primary School Medina Primary School North Parmelia Primary School Orelia Primary School Ridge View Secondary College South Metropolitan TAFE - Henderson South Metropolitan TAFE - Kwinana

Rockingham

Benjamin Way Engagement Centre Bungaree Primary School Charthouse Primary School Cooloongup Primary School East Waikiki Primary School Hillman Primary School Malibu School Rockingham Beach Education Support Centre Rockingham Beach Primary School Rockingham Senior High School Rockingham Senior High School Education Support Centre Safety Bay Primary School Safety Bay Senior High School South Metropolitan TAFE - Rockingham

Warnbro

Baldivis Gardens Primary School

Authorised by Mary Franklyn, General Secretary, The State School Teachers’ Union of W.A. (Inc.) January 2021.

Comet Bay College Comet Bay Primary School Endeavour Education Support Centre Endeavour Primary School Golden Bay Primary School Koorana Education Support Centre Koorana Primary School Peel Language Development School Port Kennedy Primary School Rockingham Lakes Primary School Secret Harbour Primary School Singleton Primary School Warnbro Community High School Warnbro Community High School Education Support Centre Warnbro Primary School

District 17 – Scarborough Electorates: Carine, Churchlands, Scarborough

Carine

Carine Primary School Carine Senior High School Davallia Primary School Duncraig Primary School Duncraig Senior High School Glengarry Primary School Karrinyup Primary School Marmion Primary School North Beach Primary School Poynter Primary School

Churchlands

Churchlands Primary School Churchlands Senior High School City Beach Primary School Floreat Park Primary School Kapinara Primary School Lake Monger Primary School Wembley Downs Primary School Wembley Primary School West Leederville Primary School Woodlands Primary School

Scarborough

Deanmore Primary School Doubleview Primary School Lake Gwelup Primary School Newborough Primary School Scarborough Primary School Yuluma Primary School

District 18 – Stirling

Electorates: Albany, Warren-Blackwood

Albany

Albany Local Education Office Albany Primary School Albany Secondary Education Support Centre Albany Senior High School Bremer Bay Primary School Flinders Park Primary School Gairdner Primary School Great Southern Engagement Centre Jerramungup District High School Getting Organised January 2021

13

Little Grove Primary School Mount Lockyer Primary School Mount Manypeaks Primary School North Albany Senior High School South Regional TAFE - Albany South Stirling Primary School Spencer Park Education Support Centre Spencer Park Primary School Wellstead Primary School Yakamia Primary School

Eastern Hills Senior High School Ellen Stirling Primary School Ellenbrook Primary School Ellenbrook Secondary College Gidgegannup Primary School Malvern Springs Primary School Mount Helena Primary School Sawyers Valley Primary School Upper Swan Primary School Wooroloo Primary School

Warren-Blackwood

West Swan

Augusta Primary School Boyup Brook District High School Bridgetown High School Bridgetown Primary School Denmark Primary School Denmark Senior High School East Manjimup Primary School Greenbushes Primary School Karridale Primary School Kendenup Primary School Manjimup Education Support Centre Manjimup Local Education Office Manjimup Primary School Manjimup Senior High School Margaret River Primary School Margaret River Senior High School Mount Barker Community College Nannup District High School Northcliffe District High School Pemberton District High School Rapids Landing Primary School South Regional TAFE - Denmark South Regional TAFE - Manjimup South Regional TAFE - Margaret River WA College of Agriculture - Denmark Walpole Primary School

Ballajura Community College Ballajura Primary School Banksia Grove Primary School Brabham Primary School Caversham Primary School Caversham Valley Primary School Grandis Primary School Herne Hill Primary School Joseph Banks Secondary College South Ballajura Education Support Centre South Ballajura Primary School

District 20 – Victoria Park

Electorates: Cannington, South Perth, Victoria Park

Cannington

Bannister Creek Primary School Beckenham Primary School Brookman Primary School Cannington Community College Cannington Community Education Support Centre

Gibbs Street Primary School Lynwood Senior High School Parkwood Primary School Queens Park Primary School Sevenoaks Senior College

South Perth

Collier Primary School Como Primary School Como Secondary College Curtin Primary School Kensington Primary School Kensington Secondary School Kent Street Senior High School Manning Primary School South Perth Primary School

Victoria Park

Bentley Primary School Canning College Carson Street School East Victoria Park Education Support Centre East Victoria Park Primary School Lathlain Primary School Millen Primary School South Metropolitan TAFE - Bentley South Metropolitan TAFE - Carlisle Victoria Park Primary School Wilson Primary School You can also find your district online.

Visit sstuwa.org.au/findmydistrict

District 19 – Swan

Electorates: Midland, Swan Hills, West Swan

Midland

Clayton View Primary School Governor Stirling Senior High School Greenmount Primary School Guildford Primary School Helena Valley Primary School Middle Swan Primary School Midland Learning Academy Midvale Primary School Moorditj Noongar Community College North Metropolitan TAFE - Midland Swan View Primary School Swan View Senior High School Woodbridge Primary School

Swan Hills

Anne Hamersley Primary School Arbor Grove Primary School Aveley North Primary School Aveley Primary School Aveley Secondary College Bullsbrook College Chidlow Primary School 14

Getting Organised January 2021

Authorised by Mary Franklyn, General Secretary, The State School Teachers’ Union of W.A. (Inc.) January 2021.

SSTUWA committee nominations Closing date: Thursday 25 February 2021 Nominations are called for the following committees for 2021: •

Aboriginal Education Committee

•

Country Matters Working Party Committee

•

Early Childhood Educators Committee

•

International Committee

•

LGBTIQ Committee

•

New Educators Committee

•

School Leaders Committee

•

School Psychology Services Committee

•

Women’s Committee

5. Evaluate SSTUWA rules, policies and other positions as examples of “best practice”.

6. Consider and make recommendations on matters referred by the Administrative Committee and Executive.

7. Make recommendations to Executive on matters considered by the committee.

Nominations are called for TAFE Committee Branch Representatives for 2021 Branch representatives of the TAFE Committee should be nominated by TAFE branches during the first branch meeting of the calendar year, which must be held before the end of February.

Members from all sectors are invited to nominate and, as an affirmative action strategy, equal representation of male and female delegates will be ensured as far as possible.

The committees generally meet at least once a term. The term of office is 12 months and will end on completion of the 2022 committee elections.

The terms of reference of the committees, as endorsed by Executive, are as follows: 1. Review and revise relevant union policy.

2. Assist in the formulation of position papers.

3. Assist in the planning and organisation of seminars, conferences and other membership activities.

4. Monitor government and employer actions under relevant legislation.

Please note: Where there is only one nomination, the branch needs to endorse the member as the TAFE Committee Branch Representative for 2021. Where there is more than one nomination, the members’ names should be forwarded to the Returning Officer who will make arrangements with the branch secretary to conduct an election.

Additional information Committees are restricted to a maximum of 15 people with the exception of the TAFE committee. Nominations must be dated, signed by the nominator and seconder and bear the written consent of the nominees or his/her agent, all of whom must be financial members of the union.

A nomination form is included on the following page of this document. Forms can also be downloaded at sstuwa.org.au Nominations open on Monday 18 January 2021. Nominations close at 5pm Thursday 25 February 2021 and must be received in the union office by this time. Facsimile and email copies will be accepted, with originals to follow in the mail as soon as possible.

Download the SSTUWA app

Hold your phone camera over this QR code

Access Know Your Rights and more in the palm of your hand.

Authorised by Mary Franklyn, General Secretary, The State School Teachers’ Union of W.A. (Inc.) January 2021.

Getting Organised January 2021

15

Nomination form

In accordance with rule 33(a) of the Rules of The State School Teachers’ Union of W.A. (Inc.)

Position_________________________________ Closing date/time_________________________ Candidate details Given names______________________________ Surname___________________________________ Union membership number______________________________________________________________ Name for ballot paper___________________________________________________________________ Postal address_________________________________________________________________________ Suburb___________________________________ Post code__________________________________ Mobile phone______________________________ Home phone________________________________ Work email____________________________________________________________________________ Home email___________________________________________________________________________ I am a financial member of the SSTUWA and I hereby signify my willingness to accept the office if elected.

Signature_________________________________________________ Date________________________ District___________________________________ Worksite branch ____________________________

Nominator details We, the following nominators, being financial members of the SSTUWA, hereby nominate the above named candidate for the position indicated at the top of this form.

Nominator one Name_____________________________________ Union membership #_________________________ Signature_____________________________________________________________________________

Nominator two Name_____________________________________ Union membership #_________________________ Signature_____________________________________________________________________________

Submitting the nomination Submit your completed nomination form to: The Returning Officer The State School Teachers’ Union of W.A. (Inc.) PO Box 212, West Perth WA 6872 returningofficer@sstuwa.org.au Fax: (08) 9210 6001

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Getting Organised January 2021

Scanned/emailed copies and fascimile copies will be accepted, though originals must be posted without delay as confirmation.

Nominations and candidate statements (where applicable) must reach the returning officer no later than the time and date set for close of nominations. The candidate is responsible for lodging the nomination form with the returning officer. If no acknowledgment is received within seven days, contact the returning officer.

Authorised by Mary Franklyn, General Secretary, The State School Teachers’ Union of W.A. (Inc.) January 2021.

Becoming an OSH rep in 2021 The role of occupational safety and health representative (OSH rep) is a highly important leadership role within the workplace. To assist OSH reps to carry out their role effectively they are required to attend a mandatory five day training course.

Functions of the OSH rep The OSH rep has a number of responsibilities, including the following: •

To liaise with the employees regarding matters concerning their safety and health.

•

To inspect the workplace at least every 30 days. If there has been an accident, the area should be inspected immediately and an investigation of the reasons for the accident should be carried out.

•

To report hazards at the workplace to the principal/manager.

•

Be informed by the employer of hazards, dangerous situations and accidents at the workplace.

•

Be provided with safety information by the employer and to seek safety information from other sources.

•

To consult with the employer over matters that relate to occupational safety and health, and undertake training as specified in the regulations.

The election process

•

It is important that the formal processes set out in the Occupational Safety and Health Act 1984 regarding election and the lead-up to the election are followed. If this is not done, the validity of the representative’s election may be challenged at a later date and the powers and protection provided by the Act may be lost. Refer to the graphic on the following page.

OSH reps can be re-elected after their two-year term of office has lapsed, but the formal election procedure as laid down by the Occupational Safety and Health Act 1984 must be followed.

Any employee is eligible to become an OSH rep if they work at the workplace they want to represent. The OSH rep is not an SSTUWA branch position.

Important things to do following the OSH rep election 1) Advise the SSTUWA. Use the form posted to the SSTUWA representative at your worksite, or access the form online at sstuwa.org.au/go21 This is important so that: •

The union has a record of the OSH rep’s name for contact purposes.

•

An application form for training and an SSTUWA OSH manual can be forwarded to the OSH rep.

•

The union can put the OSH rep on the email distribution list for OSH information.

•

Schools may have more than one OSH rep.

2) Advise WorkSafe WA. The person conducting the election must notify WorkSafe WA of the election on the specified form available on the WorkSafe website: www.commerce.wa.gov.au

•

An OSH rep represents all those in a workplace.

Re-election of OSH reps

•

A school or college could be one workplace, or it may be made up of a number of workplaces with an OSH rep for each one (scheme).

Points to consider prior to election

•

The SSTUWA does not recommend that the union representative take on the position of OSH rep as the workload may be too heavy.

Re-election of one or more OSH reps may be necessary at your worksite if: •

The previous OSH rep’s term of office has expired. (Term of office is two years.)

•

The OSH rep has transferred out of the school/college or the area of the school/college for which elected.

Authorised by Mary Franklyn, General Secretary, The State School Teachers’ Union of W.A. (Inc.) January 2021.

The previous OSH rep has resigned.

If it is envisaged that the school will be left without a representative for a substantial period – for example, the OSH rep takes parental or long service leave – then a request should be made through the principal to approve a further election in accordance with the Act. The original rep will resume the OSH functions on return to the workplace (provided the two-year term has not expired) and functions will be shared between the elected representatives.

Training of OSH reps It is a requirement under the OSH Act that an OSH rep attend an accredited safety course within 12 months of being elected and within six months where possible.

A new representative will find it beneficial to attend training as soon as practicable to understand their role and carry out their functions. The course runs for five full days and OSH reps are entitled to paid leave to attend.

Courses run frequently in the metropolitan area. There are education specific courses for Department of Education employees, or you may choose a general course where participants will be from mixed industries.

If you are based in a country region the department requires you attend a course at the closest regional centre, if available.

For country employees: After you have been elected, please contact the OSH Team at the Department of Education by phone: 9264 8509, or by email: oshteam@education.wa.edu.au for information on training options.

Getting Organised January 2021

17

If you are in the metro area, you can make a booking to attend SSTUWA educationspecific courses via the training tab at sstuwa.org.au Country based reps will require permission from the department to travel to Perth.

If you have already attended an introductory course in a previous term of office, you are eligible to attend a two day refresher course.

Course costs and reasonable actual expenses are covered by the department, not your individual school.

Keep an eye on eNews and sstuwa.org.au for information on the new Work Health and Safety Act and how it will impact OSH reps.

Education-specific OSH courses in the metro area, 2021 Term One

Term Two

Term Three

Term Four

Five day intro 22-26 February

Five day intro 10-14 May

Five day intro 9-13 August

Five day intro 25-29 October

Two day refresher 22-23 March

Two day refresher 31 May - 1 June

Two day refresher 23-24 August

Two day refresher 4-5 November

OSH rep election procedure Employee gives notice to employer to elect OSH representative

Employer calls for election of OSH representative

or

Within 21 days of an employee giving notice, employer invites employees to appoint delegates for consultation

Employer invites employees to appoint delegates for consultation

Employer and delegates consult to determine: • Number of OSH representatives to be elected.

• Matters or areas in which the OSH representative is to exercise function.

• Who will conduct the election.

• What time and facilities will be made available to the elected OSH representative.

• What will happen if a vacancy arises during the term of office.

• Any scheme to deal with additional matters.

Call for nominations

Election

Recommended that OSH representative notifies the union

18

Getting Organised January 2021

If only one candidate is nominated no ballot is required and the nominated person is deemed to be elected

Where a question relating to an election arises, any interested person may refer the matter to the Commissioner

Person conducting the election notifies WorkSafe via the election notification and registration form found on the WorkSafe website, and sends copy of form to oshteam@education.wa.edu.au

Authorised by Mary Franklyn, General Secretary, The State School Teachers’ Union of W.A. (Inc.) January 2021.

Contacting the SSTUWA How can we help you?

Reception

For general enquiries and to speak with a particular staff member at the union office.

(08) 9210 6000 | 1800 199 073 contact@sstuwa.org.au

Member Assist

Your first point of contact for any industrial, legal and workers’ compensation matters.

(08) 9210 6060 | 1800 106 683 memberassist@sstuwa.org.au

Membership

Contact the team in membership for payment queries and to update your details including changes to contact info, work fraction and pay scale. You can also join the union and update your details online.

(08) 9210 6000 membership@sstuwa.org.au sstuwa.org.au/join sstuwa.org.au/updatemydetails

Education and Training Centre

Offering you industrial and professional courses, conferences and forums to better understand your rights, further your career, and enhance your wellbeing.

(08) 9210 6035 training@sstuwa.org.au sstuwa.org.au/training

Branch expenses

Contact the Accounts Team for expense enquiries related to courses, worksite branches and unionrelated travel.

(08) 9210 6000 accounts@sstuwa.org.au

App and website support

For technical support with app and website issues.

sstuwa.org.au/contact

President Pat Byrne Senior officers

Senior Vice President TBC Vice President Samantha Schofield

(08) 9210 6000 contact@sstuwa.org.au

General Secretary Mary Franklyn

School/TAFE organisers

Every school/college has a designated organiser to support union reps and members with managing school/branch matters. Organisers visit branches, attend meetings, provide information and advice and assist with dispute management, amongst many other activities.

(08) 9210 6000 contact@sstuwa.org.au

Specialists

Specialists are available to help with issues in areas including Early Childhood Education, New Educators, OSH, School Leaders, TAFE, Women and Equity.

(08) 9210 6060 memberassist@sstuwa.org.au

News

Get the latest union news and updates via our website, app, eNews, Facebook, Instagram, Twitter and Western Teacher magazine.

(08) 9210 6000 editor@sstuwa.org.au

Member benefits

Receive exclusive discounts and promotions on the things you use every day, including insurance, banking, educational resources and more.

(08) 9210 6000 sstuwa.org.au/benefits

Authorised by Mary Franklyn, General Secretary, The State School Teachers’ Union of W.A. (Inc.) January 2021.

Getting Organised January 2021

19

State Election 2021: The SSTUWA’s Position

State Election

2021

The position of The State School Teachers’ Union of W.A. (Inc.) Authorised by Mary Franklyn, General Secretary, The State School Teachers’ Union of W.A. (Inc.), 1 West St, West Perth WA 6005. November 2020. Printed by the SSTUWA.

State Election 2021: The SSTUWA’s Position

We are a strong, independent, democratic union of public educators protecting and improving our industrial and professional rights and promoting quality public education for all.

At the SSTUWA, we focus on:

2

•

Protecting and improving our industrial and professional rights.

•

Promoting high quality public education for all.

•

nsuring the current and long term interests of our members E are at the centre of everything we do.

Authorised by Mary Franklyn, General Secretary, The State School Teachers’ Union of W.A. (Inc.), 1 West St, West Perth WA 6005. November 2020. Printed by the SSTUWA.

State Election 2021: The SSTUWA’s Position

Preamble The State School Teachers’ Union of Western Australia (SSTUWA) is the industrial and professional organisation representing more than 17,000 school leaders, teachers, TAFE lecturers and school psychologists working in WA public schools and TAFE colleges.

This discussion paper outlines the commitments and recommendations that will be sought from all political parties in the 2021 Western Australian state election. The issues outlined in this document reflect the views of SSTUWA members, Executive and the broader public education and TAFE communities in WA.

Introduction Every state election presents an opportunity for the SSTUWA to influence the public education agenda for the benefit of our members working in public schools across the state. It is also an opportunity to generate positive change for public school students, staff and the sector generally.

WA schools are still feeling the burden of previous funding and staffing cuts from successive state governments (2013-14 and 2017-18); our TAFEs continue to be asked to deliver increased numbers of student contact hours with fewer resources.

As the world continues to emerge from and deal

with the health and economic outcomes of the COVID-19 pandemic, it is now more crucial than ever to ensure that there is a strong investment in our public schools and TAFEs. Public education is critical to the success of rebuilding Australia’s economy and society. To support this we need additional funding, increased support for teachers and school leaders, and improved education infrastructure, particularly IT requirements which support the integration of emerging technologies with on-site teaching and learning.

Authorised by Mary Franklyn, General Secretary, The State School Teachers’ Union of W.A. (Inc.), 1 West St, West Perth WA 6005. November 2020. Printed by the SSTUWA.

3

State Election 2021: The SSTUWA’s Position

Issues/positions 1.

Investing in every child’s future

The SSTUWA endorses a public education system that is fully supported by government and underpinned by the principles of equity and the notion that all students should have the same right to a high quality education accessible in their local community. Our focus must be on high standards, not minimum benchmarks or funding levels.

The recent and on-going pandemic has highlighted the valuable and essential role that public education plays in and across our communities.

There is now a greater understanding of the complexity and value of the work that teachers do and of the importance of social interaction between students themselves and students and teachers. It is beyond doubt that teachers, school leaders and TAFE lecturers have gone above and beyond to provide stability to their students and their communities in the face of significant adversity.

The COVID-19 pandemic has also revealed fundamental inequities in our education system.

The huge variation in systems’ capacity to respond

to the demands of remote learning were laid bare over the COVID-19 period. The transition back to more normal forms of education must not be a transition back to undervalued, underfunded and deeply unequal education systems – rather, we now have opportunities to address those issues.

It is now more critical than ever that our public education staff, systems and infrastructure are fully funded and supported to provide the highest quality and accessible education to students across WA, which will ultimately support the recovery of the WA economy.

Investing in public schools and TAFEs now will ensure that we will have a local, highly skilled workforce which is essential for the recovery of our economy as we navigate our way through and out of this pandemic. Our public education institutions, properly resourced, can provide the avenue for our state to build on the educational attainment of all WA students from the early years of education through to tertiary levels and throughout their lives.

Preschool funding The Rudd Federal Government introduced Universal Access National Partnership (UANP) funding in 2009. The current government has seen fit to fund that national partnership on an annual basis since 2016.

A recent report from the Nous Group (2020) on a review of universal preschool funding for the Australian Education Council highlights the positive impact of federal preschool funding. In particular, the rate of participation in preschool education has increased significantly (Figure 1) since 2008.

The report also documents the negative consequences of failing to lock in ongoing funding for pre-schools and for parents.

The report also highlights that “A recent analysis of the UANP found that every dollar invested produces a $2 return to the economy. Australian governments benefit from their spending on preschool through increased workforce participation, greater overall consumption and higher tax revenues. Considerable savings are 4

also realised in the health, education and justice budgets” (Nous Group 2020).

The latest OECD PISA report, released in late September 2020 and covering the 2018 school year, found that Australian students are almost twice as likely to start school without attending kindergarten or preschool than the OECD average (OECD 2020). These low attendance figures are likely to be the result of low government subsidies in most states and a fractured childcare system.

The PISA test also found that students who had not attended preschool or who had attended for less than a year scored lower in reading at the age of 15 than students who had attended for between one and three years – before and after accounting for student and school socio-economic profiles (OECD 2020).

The SSTUWA believes that the continued failure of the federal government not to guarantee ongoing Universal Access to Preschool funding creates significant uncertainty in the sector – thereby making it significantly harder for it to recruit and

Authorised by Mary Franklyn, General Secretary, The State School Teachers’ Union of W.A. (Inc.), 1 West St, West Perth WA 6005. November 2020. Printed by the SSTUWA.

State Election 2021: The SSTUWA’s Position keep qualified staff – which has a consequential effect for the children involved.

As long as the federal government continues to prevaricate on this matter, the certainty required for the sector to be able to properly plan and develop is absent and the effect will be felt across the country.

While in Western Australia, the provision of preschool as part of the formal school system is much more desirable than the mix of privatised and community childcare which exists in much of the rest of Australia, it remains crucial that schools are funded for the full fifteen hours of preschool.

The SSTUWA calls on the state government to guarantee funding for Universal Access to Preschools, in the event that the federal government withdraws its funding.

Figure 1: Highlights of the UANP’s impact since 2013

(Nous Group 2020) Authorised by Mary Franklyn, General Secretary, The State School Teachers’ Union of W.A. (Inc.), 1 West St, West Perth WA 6005. November 2020. Printed by the SSTUWA.

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State Election 2021: The SSTUWA’s Position

Schools funding In 2018 the federal government abandoned the Gonski funding model and endorsed a legislative change allowing the combined federal and state funding for public schools to be 95 per cent of the Schooling Resource Standard (SRS); while requiring the combined federal and state funding for private schools to be 100 per cent of the SRS. That 100 per cent is not inclusive of fees – they are additional.

The federal government funds 20 per cent of the SRS for public schools, therefore combined state and federal government funding would total 91 per cent of the SRS.

The 95 per cent for public schools is made up of 20 per cent from the federal government and 75 per cent from state and territory governments.

The new funding model represents a shortfall of 14 per cent of the minimum amount required to properly fund WA public schools.

The bi-lateral agreement signed by the federal and WA governments in 2018 also allows the state government to include up to four per cent of its total SRS contribution for items that were originally funded over and above the SRS. The WA government has taken up this offer, meaning that effectively it will be contributing 71 per cent of the SRS by 2023.

This reduction in percentage is a significant loss of funding to public schools. Over the next four years the combined loss of state and federal funding for WA public schools will be almost $2 billion dollars.

WA public schools have previously been funded at 105 per cent of the SRS, which is required due to the geography and remoteness of the state, plus the additional four per cent for other items.

The SSTUWA seeks a commitment that public schools will receive 85 per cent of their SRS funding from the state government.

The SSTUWA seeks a commitment from the state government to reinstate, as additional funding, the four per cent allocated to items not previously included in the SRS.

6

Authorised by Mary Franklyn, General Secretary, The State School Teachers’ Union of W.A. (Inc.), 1 West St, West Perth WA 6005. November 2020. Printed by the SSTUWA.

State Election 2021: The SSTUWA’s Position

2.

Wages

Successive state government wages policies have been seen by our members as a poor reflection on the important role they provide to our community.

Over many years, there has been increasing complexity of teacher, school leader and TAFE lecturer roles. A combination of budget cuts and the introduction of the Independent Public School (IPS) program have seen school leaders being subjected to reduced levels of resourcing and increased levels of accountability. This has had a flow on effect to the work of teachers.

The enormous expectations placed on teachers and leaders during the COVID-19 pandemic have added to the mental health and well-being concerns of SSTUWA members. There is no doubt that the planned COVID-19 recovery will incorporate changes to the way in which schools and colleges are expected to provide for students and young adults.

The SSTUWA firmly believes that public sector wage policies must reflect the important role that the public sector has and continues to provide to the wider community, not just during the pandemic but at all times. Investment in the public sector will aid the economic recovery of WA and indeed the country.

“Public service jobs produce value-added, contribute to GDP, generate incomes, and drive consumer spending and government tax revenues as surely as any private sector activity… when public servants (like teachers) get paid, a

significant portion (typically between one-quarter and one-third) goes right back to government in the form of income taxes…Considering all these multiplier effects, government gets back in excess of 35 cents for every dollar it spends on public services, and often more” (Stanford 2019).

“The public sector workforce is highly trained and is concentrated in growing occupations that are vital to the state’s economic future and social fabric. Around 63 percent of public sector workers are employed in Education and Training, Healthcare and Social Assistance, two of the four largest employers in the state. Both industries have continued to expand to meet WA’s needs for these essential services, provide a welcome source of job-creation despite the state’s overall economic challenges” (Murray and Henderson 2018).

According to Murray and Henderson (2018), “continuing growth in public sector compensation generates positive spillover effects for the rest of the economy.”

For these reasons the SSTUWA believes that the recently announced state government wages policy is ill-considered and will hinder rather than stimulate economic growth in WA. Two more years of $1,000 per annum will further distort wage relativities as well as seeing permanent reductions in superannuation growth.

The SSTUWA seeks: •

A return to percentage-based wage increases.

•

A return to genuinely negotiated outcomes through bargaining processes.

Authorised by Mary Franklyn, General Secretary, The State School Teachers’ Union of W.A. (Inc.), 1 West St, West Perth WA 6005. November 2020. Printed by the SSTUWA.

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State Election 2021: The SSTUWA’s Position

3.

Staffing, student growth and class sizes

Various academic and evidence based research has demonstrated that student outcomes are linked to the amount of individual classroom attention a child receives. It is generally accepted that the more individual attention a student receives, the better chance they have at achieving their best results.

more enrolments over the same period, or 11.6 per cent growth.

Despite this growth in enrolments, and an additional 29 new public schools over the past decade, there have only been 2,856 more teachers, 209 more head of departments (HODs)/head of learning areas (HOLAs)/program coordinators (PCs) and 174 more deputy principals employed between 2011 and 2020.

WA public school enrolments across the state continue to see regular growth. Over a decade, the WA public school sector has seen 59,253 more students enrolled in WA public schools, a growth of 23 per cent in student numbers. In contrast, non-government schools have only seen 15,614

And by 2023, another 18 public schools are scheduled to open.

Table 1: Public school staffing figures, Semester 1 census data, 2011-2020 Year

Principal

Deputy principal

HOD/PC

Teacher

2011 2012 2013 2014 2015 2016 2017 2018 2019 2020

771 766 770 776 781 782 781 793 795 800

1,115 1,123 1,158 1,172 1,167 1,195 1,222 1,260 1,253 1,289

783 785 793 791 849 878 905 946 972 992

13,957 14,249 14,552 14,423 14,823 15,587 16,133 16,158 16,295 16,540

The combination of successive budget cuts, increasing school enrolments and changes to the schools funding model has seen class sizes reaching full capacity. The 2020 Report on Government Services highlights WA public schools in 2018 as having the highest ratio of students to teachers in Australia – 14.4 (Productivity Commission 2020). This is compared to NT public schools, which have the lowest studentteacher ratio in the country, at 12.4 (Productivity Commission 2020).

The lack of specialist teachers across the system continues to be felt across the state. This means an inability to provide vital support to teachers and school communities. Even in those schools lucky enough to have a degree of specialist support, without sufficient additional time allocated, the potential gains from such specialised help are not realised.

While the most recent loss of specialised support has been the Level 3 Classroom Teacher time component, there has been a significant loss 8

Ed support Teacher

Total number of active staff

697 17,323 710 17,633 731 17,974 736 17,899 778 18,398 843 19,285 951 19,992 971 20,128 981 20,296 970 20,591 (Department of Education 2020)

of system support to teachers through the loss of specialist teachers such as – Getting It Right Literacy (GIRL) and Getting It Right Numeracy (GIRN) specialist teachers.

With the legacy of the COVID-19 pandemic and the periods of time students have been disengaged from education, as well as additional pressures students may be experiencing due to disrupted home lives/reduced family income, many schools require additional support to ensure that each child is fully re-engaged in education. This includes specialist teaching staff and school psychologist time.

In addition to the return of Level 3 Classroom Teacher time, the SSTUWA believes it is crucial to invest in literacy and numeracy specialists to support a variety of students at varying educational needs. Prior to the 2013 education budget cuts, schools had funds to be able to provide GIRL and GIRN specialist teachers.

Authorised by Mary Franklyn, General Secretary, The State School Teachers’ Union of W.A. (Inc.), 1 West St, West Perth WA 6005. November 2020. Printed by the SSTUWA.

State Election 2021: The SSTUWA’s Position

The SSTUWA seeks an increase in teaching and support staff to lower class sizes and decrease teacher-student ratios.

The SSTUWA seeks to ensure that funding increases in each state budget will: •

Properly meet the increase in student growth.

•

Take into account the greater increase in student share being experienced in public schools in comparison to the private sector.

The SSTUWA seeks to ensure that there is an adequate number of teaching staff so that the student-teacher ratio in WA public schools can be reduced to at least 12.4.

The SSTUWA seeks a commitment to the provision of additional teachers for specialist support in literacy and numeracy.

The SSTUWA seeks the reinstatement of the 0.1 time allocation for every Level 3 Classroom Teacher.

The SSTUWA seeks an increase of 100 FTE in the number of school psychologists.

Authorised by Mary Franklyn, General Secretary, The State School Teachers’ Union of W.A. (Inc.), 1 West St, West Perth WA 6005. November 2020. Printed by the SSTUWA.

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State Election 2021: The SSTUWA’s Position

4.

The status of teaching

The gradual decline in the status of the teaching profession over the last three decades is reflective of a number of factors.

One of these has been the willingness of universities to accept entrants to the teaching profession with very basic ATAR scores – as low as 30 in some institutions! While the SSTUWA is cognisant of the risks of making assumptions as to potential teaching capacity based on ATAR scores alone, the fact remains that with such low ATAR entry requirements, one of the consequences has been to contribute to a fall in the status of the profession.

Australian Education Union (AEU)/SSTUWA policy is to support the establishment of a minimum ATAR score of 70 for entry into Initial Teacher Education (ITE) courses in any Australian university.

The Literacy and Numeracy Test for Initial Teacher Education (LANTITE) students that is currently taken at the end of a university teaching course is flawed for a number of reasons:

• It fails to serve as a tool for improvement; • By conducting this test at the end of an individual’s ITE course it leads to the accrual of a HECS debt with uncertain prospects of being able to enter the profession at the conclusion of the course.

• It allows the university to attract government funding for students with reduced prospects of success.

The AEU/SSTUWA believes that it is far more beneficial to ensure that minimum entrance standards are in place prior to commencing ITE, with a rigorous support system to ensure that beginning teachers are successful in their early years of teaching.

While the SSTUWA acknowledges that there may be exceptional circumstances for alternate pathways into ITE, such as illness, these should be the exception and not the norm. It is not clear how many students entered WA teaching courses with ATARs below 70.

The SSTUWA seeks a commitment from the state government to support a minimum ATAR entrance score of 70 into Initial Teacher Education courses.

The number of Aboriginal and Torres Strait Islander teachers, school leaders and TAFE lecturers in our public system is shamefully low because of the inactions of the Barnett Government. In 2020, there are 26,688 students who have identified as Aboriginal or Torres Strait Islanders.

Successful engagement of Aboriginal and Torres Strait Islander people in the teaching profession is essential to educational success for children/ young people, their families and communities.

Clear pathways and partnerships to enhance the attraction, retention and success of Aboriginal and Torres Strait Islander teachers in pre-service teacher education, setting them on course for various careers within the public school system, requires systemic actions.

The inclusion of Aboriginal and Torres Strait Islander peoples in the leadership of initiatives

10

and projects is crucial and currently the Department of Education – with its cultural responsive leadership and a real desire to increase the number of Aboriginal educators and leaders within the public school system – is in a unique position to make this happen.

We acknowledge the work of the Department of Education, particularly in relation to the Aboriginal Aspirant Leadership Program, the AIEO on Country teaching course through Curtin University and support of the Follow the Dream cadetship.

However, despite these initiatives and the development and introduction of the Aboriginal Cultural Standards Framework to support Aboriginal students, more needs to be done to support current and future Aboriginal and Torres Strait Islander teachers, school leaders and TAFE lecturers, and attract more Aboriginal and Torres Strait Islander people to the profession.

Authorised by Mary Franklyn, General Secretary, The State School Teachers’ Union of W.A. (Inc.), 1 West St, West Perth WA 6005. November 2020. Printed by the SSTUWA.

State Election 2021: The SSTUWA’s Position

The SSTUWA seeks a commitment to a continued focus on improving: •

Specific mentoring programs for Aboriginal and Torres Strait Islander people wishing to become teachers, school leaders and TAFE lecturers.

•

Attraction, recruitment and retention of Aboriginal and Torres Strait Islander teachers, school leaders and TAFE lecturers to the public school system.

The SSTUWA seeks a fully-funded strategy to encourage culturally responsive leadership and develop concrete actions to support the implementation of the Aboriginal Cultural Standards Framework.

Authorised by Mary Franklyn, General Secretary, The State School Teachers’ Union of W.A. (Inc.), 1 West St, West Perth WA 6005. November 2020. Printed by the SSTUWA.

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State Election 2021: The SSTUWA’s Position

5.

Attraction and retention

In its 2017 state election position paper, the SSTUWA made the following observations about attraction and retention of staff in rural areas: Attracting quality teachers, school leaders and other staff to schools in rural and remote areas has been an ongoing challenge over many years. Due to geographic, job quality or perceived disadvantages, remote schools are not seen as an attractive employment option for the majority of education staff. State government should be highlighting the qualities of rural employment, ensuring that rural schools are attractive worksites and providing the right incentives to retain experienced staff. The attraction and retention of school leaders in regional locations also continues to be an issue. In many cases, there is a lack of leadership and support for new school leaders in remote schools. Professional development and coaching for new school leaders is not resourced sufficiently, and often leaves leaders to face situations without experience or support.

There are several impediments, either real or perceived, which contribute to a lack of enthusiasm from education staff to take up positions in regional areas. The current, very limited, staff transfer system offers little incentive or reward for regional school placement and makes transfers back to metropolitan schools challenging. This is a major impediment to attracting experienced teachers to regional schools.

Support for regional schools continues to be an issue. The closure of district office level support

has had a significant impact on the level of support available for regional schools, including curriculum support, professional development, student services, operations management, professionally consultancy, etc. It is recognised that for rural areas the networks model is not suited because of geographic challenges. In particular, SSTUWA members note the lack of relief teacher availability in regional schools.

Additionally, funding for maintenance in ageing schools and access to tradesmen in rural locations continues to be a challenge.

Government Regional Officer Housing (GROH) standards have declined significantly over the last decade. Housing and rent assistance, particularly in regional locations in the Pilbara and Kimberley, does not adequately cover rental and living costs. The sale of the GROH portfolio and its assets, as flagged in the 2015 state budget, will further limit affordable housing options. If GROH is privatised, the service will be forced to cut costs in order to ensure a profit, which will further reduce standards. (SSTUWA 2017) The SSTUWA reiterates its position on providing appropriate, affordable, clean and regularly maintained accommodation in regional and remote communities for teachers and school leaders.

While there have been some small improvements as a result of the most recent General Agreement negotiations, the basic problems identified in 2017 remain.

The SSTUWA seeks broader policy that aims to attract and retain quality staff in rural schools including: •

Housing and allowances in country locations.

• Incentives.

•

Addressing selection process issues in both being appointed to rural areas and returning to the metropolitan area.

• Retraining.

•

Attracting experienced teachers.

•

Ensuring rural worksites are of high quality.

The SSTUWA calls for the following specific policy changes in regard to regional schools and teachers: • 12

Greater flexibility in the staff transfer system to guarantee a pathway of return from Authorised by Mary Franklyn, General Secretary, The State School Teachers’ Union of W.A. (Inc.), 1 West St, West Perth WA 6005. November 2020. Printed by the SSTUWA.

State Election 2021: The SSTUWA’s Position

regional to metropolitan school placement and the capacity to maintain permanency on return.

•

Recognition amongst metropolitan merit selection panel chairs of the complexities and subsequent skill sets of country-based teachers and leaders.

•

Positive affirmation professional learning.

•

Recognition that leadership should be assessed primarily on skill set and endeavours more so than accomplishments over time.

•

A review of the Regional Transfer System application process.

•

Permanency offered to all regional teaching appointments.

•

Reversal of funding cuts and sale of GROH, and adequate rent allowances for regional teachers that are increased at the rate of the consumer price index (CPI) annually.

•

A review of the Tenant Rent Setting Framework Policy, specifically in regards to the calculation of GROH rents based on Perth median rental prices, age of the house, quality of the house, distance from major centres and capped increases.

•

Increased spending on GROH maintenance to ensure a targeted program of improvements.

•

Expansion of the five days of additional sick/carers leave, currently included in the CTP and RTS, to all regional locations.

•

An extension of the period for which air conditioning allowances are payable.

•

An increase in the air conditioning allowance.

•

Introduction of funded mentor positions for new teachers appointed to regional locations.

•

The reinstatement of district office level support to increase access for regional teachers to support services.

•

Expansion of the relief teacher flying squad to ensure access to relief teachers in regional schools.

•

Increased funding for regional school maintenance and greater access to tradespersons in regional areas.

•

Parity in allowances for school psychologists in regional areas.

•

That the Department of Education investigate the feasibility of salary packaging options, including mortgages, for employees in regional areas.

The SSTUWA calls for: •

A continuation of the freeze of the 2017 GROH rent increases for teachers and school leaders and a commitment that there will be no further increases for the term of this state government.

Authorised by Mary Franklyn, General Secretary, The State School Teachers’ Union of W.A. (Inc.), 1 West St, West Perth WA 6005. November 2020. Printed by the SSTUWA.

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State Election 2021: The SSTUWA’s Position

6.

Buildings maintenance and repairs

Maintaining a clean, safe and engaging learning environment in every school is critical to the health, well-being, safety and performance of all students and staff. It is commonly accepted that school infrastructure must be maintained to a high level and that all students and staff have the right to a safe and clean environment.

maintenance totalling $16 million (2013 Building Condition Assessment, 2014). In addition, five schools needed over $1 million each to address maintenance issues and many were in rural locations (2013 Building Condition Assessment, 2014). More recent information could not be located.

A school environment where staff and students struggle with issues such as poor lighting, ageing infrastructure, unhygienic lavatory conditions or general maintenance problems is unlikely to be safe, let alone engaging. Ensuring adequate funding is invested in the school maintenance program is a basic, core function of the state government’s education portfolio.

The SSTUWA acknowledges and welcomes the injection of $456.23 million of new funding announced by the McGowan Government in the 2020-21 state budget as part of the WA COVID-19 Recovery Plan.

Infrastructure conditions in many Western Australian public schools are currently below standard. The Department of Education Building Condition Assessment (BCA) report, which is released every two years and provides a detailed cost analysis of school maintenance required for each school, listed a $136 million backlog in 2013. Over two thirds of public schools are listed as risk level one, or in need of urgent

However, a continuing investment is required, over and above the $456.23 million, as the amount allocated for maintenance is insufficient.

Many ageing WA schools remain in chronic need of maintenance funding. For example, roof replacements alone for the majority of secondary schools which are older than 50 years requires a major financial expenditure.

As the COVID-19 recovery proceeds, we call on the state government to allocate further funds to maintenance across the public school system.

The SSTUWA seeks a commitment that capital funding for the maintenance and repairs of WA public schools remains a priority of the state government and calls for a properly resourced, planned program of school maintenance which: •

Prioritises immediate funding to clear priority level one (serious) maintenance backlog issues.

•

Articulates a plan to clear the full backlog of identified maintenance issues in a timely manner.

•

Is preventative in the nature, rather than reactive.

•

Ensures all school sites meet health and safety standards.

•

Addresses IT infrastructure issues in older buildings, with a focus on rural and remote areas.

The SSTUWA seeks a commitment that new-build schools include appropriate areas to accommodate external specialist support teams, working with students in need.

The SSTUWA further seeks a state government commitment to replace temporary classrooms with purpose built permanent facilities.

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Authorised by Mary Franklyn, General Secretary, The State School Teachers’ Union of W.A. (Inc.), 1 West St, West Perth WA 6005. November 2020. Printed by the SSTUWA.

State Election 2021: The SSTUWA’s Position

7.

Digital inclusion

Information and communication technologies (ICT) have become fundamental in the digital world of the 21st century; our 21st century children have had a good start. Many students enter school being familiar with the basic operations of computers, tablets and other mobile devices.

However, teachers need to be able to deliver the curriculum using this technology to adequately inform, motivate and interest students.

Technological infrastructure, resources and support across WA’s public schools are both inadequate and inequitably distributed. In addition, recent research (Preston 2020) has highlighted significant barriers students face in accessing technology in their home environments: • “Digital inclusion requires intentional strategies and investments to reduce and eliminate historical, institutional and structural barriers to access and use technology” (US National Digital Inclusion Alliance 2020, quoted in Preston 2020).

• In 2016, over 12,000 WA public school students did not access the internet. Over half of these students (6,297 students) came from the Perth Metropolitan area; 2,070 students from Perth’s South East. (Preston 2020) • In 2016, 15 per cent of all WA public school students who lived in unsuitable housing did not have internet access. Unsuitable housing is based on an “insufficient number of bedrooms for the number and demographics of dwelling residents. Such unsuitable housing makes it difficult for students to have the space and quiet to successfully study, complete homework or undertake schoolwork at home” (Preston 2020).

• In 2016, 29 per cent of WA Aboriginal and Torres Strait Islander public school students did not have internet access. (Preston 2020) Public education provides a pivotal role in providing high quality education to current and future Western Australian students. It is essential that capital funding and recurrent funding is provided for the Education and Training departments to support the management, distribution, maintenance, repair and replacement associated with ICT infrastructure and utilities for our public schools and TAFEs.

The SSTUWA has significant concerns that the reliance and success of ICT infrastructure and integration is overly dependent on the knowledge, expertise and enthusiasm of school leadership rather than systemic support and processes. This is not an adequate or appropriate solution to the provision of equitable and sustainable high quality public education across WA. The SSTUWA notes that the Australian curriculum contains an ICT component embedded across the curriculum and ICT is specifically referenced in the general capabilities. However, without the funding for ICT infrastructure, teaching resources, ongoing professional development for teachers and school leaders, and systemic support, schools can only offer what is within their limited resources and capabilities.

The SSTUWA believes that the current funding arrangements for public schools have not accounted for: • The increasing costs of ICT infrastructure (including maintenance/replacement/support) or associated utility costs.

• Dedicated ICT support staff for the management of equipment and infrastructure at the school/TAFE site.

• Dedicated ICT support staff for teachers, school leaders and TAFE lecturers.

• Funded ongoing professional development required for teachers, school leaders and TAFE lecturers to keep up with emerging technology and/or its use an educational tool.

The COVID-19 pandemic has also highlighted the inadequate infrastructure capabilities across WA schools and TAFEs and the resources needed to support remote learning.

In addition recent research has indicated that “even if students and their families have full digital inclusion, there are other reasons why remote learning was difficult or impossible for many students...including domestic violence (in many cases arising from new circumstances of sudden unemployment and isolation at home, even if employed (Taub 2020, referenced in Preston 2020) overcrowded or insecure housing, and lack of proficiency in English” (Preston 2020).

Authorised by Mary Franklyn, General Secretary, The State School Teachers’ Union of W.A. (Inc.), 1 West St, West Perth WA 6005. November 2020. Printed by the SSTUWA.

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State Election 2021: The SSTUWA’s Position

The SSTUWA seeks:

16

•

The funding of ICT in schools to be by way of a targeted initiative in addition to the Student Centred Funding Model (SCFM) and specifically included in state government budgets.

•

The provision of dedicated ICT support staff for the management of equipment and infrastructure at school/TAFE sites.

•

The provision of dedicated ICT staff to support teachers, school leaders and TAFE lecturers.

•

Funded, ongoing professional development necessary for teachers, school leaders and TAFE lecturers to keep up with emerging technology and/or its use as an educational tool.

•

Technological resources to be made available to students free of charge, including regular maintenance and replacement [no bring your own device (BYOD)].

Authorised by Mary Franklyn, General Secretary, The State School Teachers’ Union of W.A. (Inc.), 1 West St, West Perth WA 6005. November 2020. Printed by the SSTUWA.

State Election 2021: The SSTUWA’s Position

8.

Strengthening system support for our public schools and staff

The SSTUWA position in relation to the Independent Public Schools (IPS) initiative has been well documented over the last decade. In WA there are now in excess of 600 IPS worksites. As stated in our 2017 state election position paper the degree to which the IPS model is now embedded in the system has revealed significant flaws, the most significant of which is the tendency towards individualism and competition between schools rather than collaboration and support for each other. This tendency is magnified in particular by staffing practices designed to reinforce the rhetoric of school choice and autonomy at the expense of building and supporting system capacity for the benefit of all.

As stated in the 2017 document, the focus on the rhetoric of school choice comes at the expense of those schools which are not able to attract applicants due to the nature of the student cohort and/or their geographic location. As predicted by the SSTUWA this is beginning to have consequences for the capacity of some schools to attract and keep staff, which has the further consequences of limiting curriculum choice and developing a toxic culture of competition between public schools.

The SSTUWA continues to seek changes to staff placement processes.

The SSTUWA seeks: •

An immediate review of staff placement procedures, with a focus on redeployment protocols, to ensure fair placement for all public school staff.

•

The implementation of a centrally provided change management process to ensure minimal risk in the introduction of mandated policies and practices.

•

The reintroduction of school support mechanisms, including specialist staff, through regional offices, noting that a variety of models may be appropriate to ensure that schools’ needs are met.

•

An adjustment to the Student Centred Funding Model which ensures students in district high schools have access to a broad and comprehensive secondary curriculum.

•

The re-establishment of localised district level support, especially in rural areas.

Members of the SSTUWA have repeatedly raised concerns about their increasing workloads which: • Affect their ability to prepare, teach and follow up properly.

• Have a detrimental effect on their health and well-being.

• Have deterred many from pursuing higher career aspirations, including leadership, due to fears of more stress.

Workload issues for teachers, school leaders and TAFE lecturers have been mounting for some considerable time. These have been further exacerbated during the COVID-19 pandemic, with the expectation and pressure for educators to prepare resources for their students in anticipation of widespread school and TAFE closures.

In a 2018 survey conducted by Curtin University senior lecturer and discipline lead, Scott

Fitzgerald, in conjunction with researchers from the University of Sydney and the University of New South Wales, 42.9 percent of SSTUWA respondents felt their workload demands conflicted with their family responsibilities (Fitzgerald et al. 2019).

More than 91 percent of SSTUWA respondents indicated that their administrative tasks had increased and that these tasks take them away from their core teaching and learning responsibilities (Fitzgerald et al. 2019).

More worryingly, a large number of these tasks were felt to be system compliance tasks with little or no relevance to the core business of teaching.

Dr Fitzgerald’s research highlighted the need for schools to be properly resourced to meet the diverse needs of student cohorts, which are increasingly complex in nature, and to whom public schools are increasingly being called upon to provide support.

Authorised by Mary Franklyn, General Secretary, The State School Teachers’ Union of W.A. (Inc.), 1 West St, West Perth WA 6005. November 2020. Printed by the SSTUWA.

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UNDERSTANDING WORK IN WA PUBLIC SCHOOLS

State Election 2021: The SSTUWA’s Position

Figure 2: Top five ranked strategies to support educators in their work

Top Five Rankedwere Strategies Survey respondents provided with 14 strategies that may assist with their work; they were asked to rank the strategies in order of priority. These are the five highest ranked support strategies: 1. Providing more specialist teacher support for students with special needs.

2. Reducing face-to-face teaching time for teachers, HODS, HOLAs, Deputy Principals and Principals to increase collaboration on planning, programming, assessing, and reporting.

3. Ensuring that there is consultation prior to any significant change, reform or initiative to ensure it has educational value & to determine the time & resources necessary to support effective implementation in schools.

4. More effective system-level planning to prevent imposing competing workload demands on schools and/or unrealistic time frames.

5. Alternative program and settings for students with behavioural/emotional/mental health issues

(Fitzgerald et al. 2019)

Table 11: Top 5 strategies

K-10 curriculum resources as called for in the Since 2017 there have been small improvements in the levels of support provided to schools. Some lead up to the 2017 state election and negotiated PROVIDE SUPPORT in the 2019 General Agreement should alleviate a of these have been a direct result of General The topgains, ranked was: significant amount of the time currently taken for Agreement suchstrategy as the curriculum planning and preparation. For this to be the case documents, the collegiate principal position and we for believe it is important that theneeds.

Department the1. expansion of the Leadership Centre to include Providing more specialist teacher support students with special the provision of professional learning for all of Education mandates the documents as the principal mechanism for the delivery of the WA employees covered by the General Agreement. requirements.

It was not surprising that this was the top curriculum ranked strategy given that, in Table 7, The SSTUWA anticipates that the provision of

‘developing other strategies to meet the learning needs of students (e.g. those with

special needs, low-engagement/ attainment etc.)’ was ranked by the largest percentage of respondents as the work activity that required more time and resources. The diversity of student needs within classrooms, and the requirement for teachers to differentiate learning for particular students means many teachers feel they are spread too thinly and seek additional specialists and teacher aides for support. Comments from respondents about the complexity of supporting special need students were exemplified in the following comments: “The extra work load associated with having special needs children has drastically increased. You get no extra provision in your DOTT but are expected to complete a lot of extra tasks for one child”. (#10364745607) 18

Authorised by Mary Franklyn, General Secretary, The State School Teachers’ Union of W.A. (Inc.), 1 West St, West Perth WA 6005. November 2020. Printed by the SSTUWA.

State Election 2021: The SSTUWA’s Position

The SSTUWA calls for: •

The development of a positive health and well-being framework that recognises the vastness of WA and the contextualised challenges of its schools and their staffs.

•

Professional learning to build positive school environments, managing complex and developmental trauma and preventative, restorative and responsive teacher training.

•

Sufficient additional FTE of trained professionals to support schools and teachers for students exhibiting challenging and complex behaviours.

•

Funding to cover the allocation of trained, dedicated finance professionals, to assist principals in managing their one-line budgets.

•

The reinstatement of funding for Level Three Classroom Teacher positions and professional learning support.

•

Clear direction regarding the use of the curriculum documents agreed to in the Schools General Agreement 2019.

•

An expansion in the numbers of collegiate principals.

•

A clear commitment to the role of the collegiate principal being to build and support principal capacity.

Authorised by Mary Franklyn, General Secretary, The State School Teachers’ Union of W.A. (Inc.), 1 West St, West Perth WA 6005. November 2020. Printed by the SSTUWA.

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State Election 2021: The SSTUWA’s Position

9.

Safety in schools

The SSTUWA acknowledges the state government and Department of Education in supporting and developing resources to make schools safer workplaces for staff with the Let’s Take a Stand Together – 10 Point Plan.

The 2013 “Keeping Our Workplaces Safe” agreement between the Department of Education, the Police Department and the SSTUWA builds on previous examples of collaborative approaches to dealing with challenging student behaviour.

In 2008, the Behaviour Management and Development (BMAD) funding and clauses in the Schools General Agreement provided funding for specialised support staff and reduced class sizes in recognition of the increased supports needed to deal with challenging behaviour.

The need for systemic resources and infrastructure to support students who exhibit extreme or defiant behaviour is on-going and a learning program or resource cannot simply be created and expected to meet the needs of future students challenging behaviour.

The 2019 KPMG report into Alternative Learning Settings (KPMG 2019), has highlighted the need for specialised support programs for students exhibiting extreme and violent behaviour.

Initial Alternative Learning Settings (ALS) pilot sites in North Metropolitan, South Metropolitan and Southwest education regions were established from Term 1 2019, with specialised teaching staff receiving training prior to term commencement.

A fourth site is due to open in the Kimberley – Broome during Term 4 2020.

The SSTUWA also recommends resourced strategies to support management of a range of challenging student behaviour. Student defiance, refusal and other at risk behaviours are not conducive to that student or others’ learning.

Programs and support services need to be available to students and staff to tailor programs and support to those students.

Prior to the 2013 budget cuts across education and many community organisations, schools and parents/carers had access to a range of community services to support child and adolescent mental health and well-being.

The SSTUWA believes that it is particularly important that support services within the school and those community services available for the school and parents/careers to access are able to be accessed and supported through government funding to ensure the mental health and wellbeing of our students.

It is not clear what on-going impact the COVID-19 pandemic will have on the mental health and wellbeing of students, particularly if they experience trauma and/or domestic violence as a result of their families’ loss of employment or income, family health and deaths.

Recent media reports have highlighted varying defiant and violent behaviour of students as they have returned to school throughout this pandemic.

The social isolation and family pressures have and will continue to create a pressure point that will manifest in negative student behaviour, without adequate and on-going support structures in place.

The SSTUWA seeks an increase in mental health and well-being support services for staff – within the school environment and externally.

The SSTUWA seeks practical strategies and additional resources to enact points nine and 10 of the Let’s Take a Stand Together – 10 Point Plan, and recognition of the importance of the provision of access to a range of community services to support child and adolescent mental health and well-being.

The SSTUWA seeks an investment to support system needs for professional learning specifically to deal with extreme student behaviour issues such as violence, refusals, defiance and other at risk behaviours.

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Authorised by Mary Franklyn, General Secretary, The State School Teachers’ Union of W.A. (Inc.), 1 West St, West Perth WA 6005. November 2020. Printed by the SSTUWA.

State Election 2021: The SSTUWA’s Position

The SSTUWA calls for an expansion of programs designed to address student behavioural issues and at-risk students. This includes additional specialist teaching staff.

The SSTUWA calls for an expansion of Alternative Learning Settings, including at least one ALS in each education region.

The SSTUWA calls for a Complex Response Team to be developed and properly resourced to support all schools across WA. The SSTUWA calls for a reduction in class sizes where students with known complex and developmental trauma issues are present.

The SSTUWA calls for a renewed commitment to the Minister’s Let’s Take A Stand Together – 10 Point Plan to address violence in schools. In particular, additional funding and support is required to address these points: 1.

Principals to suspend students who attack other students or start fights.

2.

Principals to automatically move to exclude any student who physically attacks school staff.

3.

New alternative learning settings for the most violent students.

4.

Clear advice for principals, teachers and education assistants on authority and responsibility to take action.

5.

Provide training and support for school staff.

6.

New ‘good standing’ requirements to be added to school behaviour policies.

7.

Free parenting program for parents of young children.

8.

Review critical incident reporting and monitoring.

9.

Spark a community conversation about violence in schools – with community leaders and others.

10. Premier’s Youth Forum to give young people a voice and let them identify actions they believe could address violence in the community.

Authorised by Mary Franklyn, General Secretary, The State School Teachers’ Union of W.A. (Inc.), 1 West St, West Perth WA 6005. November 2020. Printed by the SSTUWA.

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State Election 2021: The SSTUWA’s Position

10.

COVID-19: Implications for the future

The SSTUWA acknowledges the commitments already made by the state government as part of the WA Recovery Plan.

The SSTUWA commends the introduction of additional cleaning staff in schools in 2020, which has contributed to higher student and staff attendance rates, reducing commonly witnessed winter illnesses.

The SSTUWA acknowledges the agreement between the state government and the federal government to deliver Pandemic Leave Disaster Payments. However, the SSTUWA believes that paid pandemic leave should be provided to public school teachers, school leaders and TAFE lecturers; employees who are essential in supporting the economic stability during this pandemic and beyond.

• Paid at 100 per cent of the employee’s pay, so workers are not financially penalised for being sick and therefore not incentivised to attend work whilst sick or infectious.

• Funded by government but administered by the employer (such as the JobKeeper wage subsidy scheme). Australia already has several examples of government subsidisation of employee leave and wages including COVID-19 specific JobKeeper and apprentice wage subsidies, and paid parental leave where the Commonwealth Government pays qualifying parents $740 per week for 18 weeks. The economic cost of providing paid pandemic leave is modest compared to the economic costs of a pandemic.

The SSTUWA is seeking paid pandemic leave that is:

The SSTUWA requests that a centralised and coordinated plan be developed in the event of future pandemic restrictions/closures of our state’s public schools and TAFEs.

• Comprehensive: up to two weeks on each occasion a worker is required to self-isolate or quarantine and not able to attend or perform work as a result.

The SSTUWA believes that TAFE is well positioned to provide the education, skills and development to Western Australians as we navigate our way through and out of the COVID-19 pandemic.

• Universal: covers all workers, regardless of contract status or employment relationship.

The SSTUWA strongly recommends paid pandemic leave be incorporated into future Schools General Agreements and TAFE General Agreements.

The SSTUWA recommends the retention of improved cleaning standards at worksites, which contribute to higher student and staff attendance rates.

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Authorised by Mary Franklyn, General Secretary, The State School Teachers’ Union of W.A. (Inc.), 1 West St, West Perth WA 6005. November 2020. Printed by the SSTUWA.

State Election 2021: The SSTUWA’s Position

TAFE TAFE has been a well established and trusted symbol for Technical and Further Education in Western Australia. It has a long history of positive outcomes and is a vital institution within our society. We all know someone who has benefited from receiving an education through TAFE or is in the process of receiving one.

Subsequent funding deficits have placed this most valuable institution at risk. A recent report by the Centre for Future Work (Pennington 2020) highlights the profound and valuable benefits of the vocational education and training (VET) sector, that produces outcomes above and beyond its economic costs to both federal and state governments. It is a sector that has been decimated by previous policy failures.

The world has been rocked by the recent effects of the global pandemic and the economic and social impacts of this pandemic are becoming apparent; as we move beyond the initial impact we need to look towards recovery. TAFE is well placed to positively contribute to help our society meet these challenges.

The TAFE system continues to be a valuable institution within Western Australia and it is vital that it is resourced fully to continue to provide

1.

high quality public training and education to help Western Australians prepare for their working lives, retrain to start a new career or further develop their skills and knowledge whilst being a conduit to increased economic recovery post COVID-19.

It is not only in the direct outcomes and value that the TAFE sector provides economic and social benefits: “Despite years of significant funding pressure and policy confusion, the TAFE system continues to make a strong and disproportionate economic and social contribution to the Australian economy” (Pennington 2020). It makes economic and fiscal sense to fund a system that continues to punch above its weight in terms of outcomes versus funding.

We congratulate the state government for the recent $57 million recovery package for the WA TAFE and training sector through the reduction in fees and short courses, which will enable many in the community to access TAFE. The investment of $167.4 million in TAFE infrastructure is also welcomed. However, this also brings new challenges of meeting the subsequent increase in activity. We have four key areas that will enable TAFE to meet these challenges and continue to play its special role in supporting the WA economy.

Quality teaching, training and learning

If the Western Australian government wants to support quality delivery and learning experiences, funding must be provided to ensure that learning and skills development is to the depth and breadth required by the key stakeholders: students, communities, industries, employers and the government.

To understand the need to adequately fund delivery and learning it is critical to have an awareness of what it takes to:

• Create and maintain quality learning experiences.

• Cater for students with special needs.

• Ensure appropriate and safe class sizes.

• Develop and implement blended modes of delivery where appropriate based on course content and student cohort.

• Support delivery and assessment in face-toface classes for positive outcomes for all.

The SSTUWA seeks funding to support quality teaching, training and learning.

The SSTUWA seeks sufficient qualified staff to meet increased student enrolment.

The SSTUWA seeks a commitment that TAFE is the priority VET provider in Western Australia.

The SSTUWA seeks the return of TAFE course fees to their pre-2013 levels and an expansion of subsidised courses, particularly for vulnerable communities.

Authorised by Mary Franklyn, General Secretary, The State School Teachers’ Union of W.A. (Inc.), 1 West St, West Perth WA 6005. November 2020. Printed by the SSTUWA.

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State Election 2021: The SSTUWA’s Position

2.

Professional development and training

Professional development for lecturers is not adequately funded under the current resource allocation model despite growing needs and compliance requirements.

• Funding needs to be allocated to support lecturers developing innovative delivery and learning initiatives. These funds needs to provide lecturers with time, resources and relevant assistance.

• Funding to be provided to adequately support teacher qualifications.

• There needs to be greater funding to support professional development in specialist industry areas and support for return-to-industry programs.

The SSTUWA calls for systemic professional development and teacher training to assist with the design and delivery of a high quality TAFE curriculum. Funding for this professional development is to be above and separate from the current funding formula for TAFE. 3.

Information technology

Substantial additional funding is required for systemic ICT infrastructure (hardware and software), support (immediate on-campus support availability), maintenance, connectivity

and training. This is vital to the provision of high quality education, especially with new and emerging industries requiring a highly skilled workforce.

The SSTUWA seeks funding for information technology including: •

ICT infrastructure

•

Support (immediate on-campus support availability)

• Maintenance • Connectivity • Training The SSTUWA seeks:

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•

The funding of ICT in TAFE colleges to be by way of a targeted initiative and specifically included in state government budgets.

•

The provision of dedicated ICT support staff for the management of equipment and infrastructure at TAFE sites.

•

The provision of dedicated ICT staff to support TAFE lecturers.

•

Funded, ongoing professional development necessary for TAFE lecturers to keep up with emerging technology and/or its use as an educational tool.

•

Technological resources to be made available to students free of charge, including regular maintenance and replacement [no bring your own device (BYOD)].

•

Properly equipped libraries, resource centres and computer laboratories on campus.

Authorised by Mary Franklyn, General Secretary, The State School Teachers’ Union of W.A. (Inc.), 1 West St, West Perth WA 6005. November 2020. Printed by the SSTUWA.

State Election 2021: The SSTUWA’s Position

4.

Counselling services

Adequate and guaranteed funding needs to be provided for professional psychological, counselling, social welfare and career support services for students. TAFE organisations are now of a size to accommodate a small team of professionals, led by a qualified psychologist, to undertake a range of counselling and support functions such as: • Career counselling and transition support • Psychological counselling • Personal counselling • Social welfare support

The SSTUWA seeks provision of professional counselling services and career support for students

Authorised by Mary Franklyn, General Secretary, The State School Teachers’ Union of W.A. (Inc.), 1 West St, West Perth WA 6005. November 2020. Printed by the SSTUWA.

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State Election 2021: The SSTUWA’s Position

References 2013 Building Condition Assessment. 2014. Department of Education, Western Australia.

Department of Education. 2020. “School Information: Statistical Reports”. Government of Western Australia. http://det.wa.edu.au/schoolinformation/detcms/navigation/statistical-reports/?page=2#toc2.

Fitzgerald, Scott, Susan McGrath-Champ, Rachel Wilson, and Meghan Stacey. 2019. “Understanding Work In WA Public Schools”. Perth: Curtin University. https://espace.curtin.edu.au/handle/20.500.11937/76092.

KPMG. 2019. “Final Report: Evaluation Of Three Alternative Learning Setting Pilot Programs”. KPMG. https://www.parliament.wa.gov.au/publications/tabledpapers.nsf/ displaypaper/4013658ccf65e0b32fec3ccf482585280004a631/$file/tp-3658.pdf.

Murray, Cameron, and Troy Henderson. 2018. “The Consequences Of Fiscal Austerity In Western Australia”.

Canberra: Centre for Future Work at the Australia Institute. https://www.tai.org.au/sites/default/files/WA_ Report_Formatted_FINAL.pdf.

Nous Group. 2020. “UANP Review: Final Review Report”. COAG Education Council. http://www. educationcouncil.edu.au/site/DefaultSite/filesystem/documents/Reports%20and%20publications/ UANP%20Review%20Report.pdf.

OECD. 2020. “PISA 2018 Results (Volume V): Effective Policies, Successful Schools”. PISA. Paris: OECD Publishing. https://doi.org/10.1787/ca768d40-en.

Pennington, Alison. 2020. “An Investment In Productivity And Inclusion: The Economic And Social Benefits Of The TAFE System”. Canberra: Centre for Future Work at the Australia Institute. https://d3n8a8pro7vhmx. cloudfront.net/theausinstitute/pages/3339/attachments/original/1597213653/An_Investment_in_ Productivity_and_Inclusion.pdf?1597213653.

Preston, Barbara. 2020. “Digital Inclusion For All Public School Students”. O’Connor: Barbara Preston Research. http://www.aeufederal.org.au/application/files/5315/9372/9335/DigitalInclusion_BPreston.pdf.

Productivity Commission. 2020. “School Education”. Report On Government Services. Australian Government. https://www.pc.gov.au/research/ongoing/report-on-government-services/2020/child-careeducation-and-training/school-education.

Stanford, Jim. 2019. “Australia’s Upside-Down Labour Market...And What To Do About It”. Western Teacher, volume 48.1, January 2019.

The State School Teachers’ Union of W.A. (Inc.). 2017. “State Election 2017: The Position Of The SSTUWA”.

Perth.

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Authorised by Mary Franklyn, General Secretary, The State School Teachers’ Union of W.A. (Inc.), 1 West St, West Perth WA 6005. November 2020. Printed by the SSTUWA.

The State School Teachers’ Union of W.A. (Inc.) 1 West Street, PO Box 212, West Perth WA 6872 (08) 9210 6000 | sstuwa.org.au

Authorised by Mary Franklyn, General Secretary, The State School Teachers’ Union of W.A. (Inc.), 1 West St, West Perth WA 6005. November 2020. Printed by the SSTUWA.