Authorised by Mary Franklyn, General Secretary, The State School Teachers’ Union of W.A., 1 West Street, West Perth WA. Printed by Vanguard Press, 26 John Street, Northbridge WA. November 2025. Dr Carmen Lawrence with SSTUWA Facing the report launch in November 2023. Read what has happened since, starting
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General Agreements
2023
Schools and TAFE
Find all your rights, entitlements and conditions in this handy, searchable compilation.
The famous Red eBooks are now available! Find all your rights, entitlements and conditions in this handy, searchable compilation.
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Available now for schools, with the TAFE book coming soon, the Red eBook can be accessed in both PDF and e-reader forms, on mobile, tablet and computer, as well as through the SSTUWA app. Both versions are fully searchable, so all the information you need is available at the tap of a button.
By prioritising use of the Red eBook, we’re saving thousands of sheets of paper and significantly reducing the amount of books that need to be posted. That’s a lot of trees saved, and we’re reducing our carbon footprint.
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By Matt Jarman President
The latest Organisation for Economic Co-operation and Development (OECD) Teaching and Learning Survey (TALIS) has made for some disturbing reading.
TALIS revealed that Australia ranks third among the worst-performing countries for teacher shortages, particularly in public schools, posing serious risks to equity and quality education delivery.
As AEU Federal President Correna Haythorpe said, the findings are a stark warning about the impact of teacher shortages across the country.
The TALIS data also showed that shortages were most severe in schools with high levels of student disadvantage and special education needs, which are the very schools that rely most on stable, experienced teaching staff.
The data confirms Australian teachers are working an average of 52 hours per week, well above the OECD average of 40.8 hours, with almost two-thirds of teachers experiencing high stress and more than 80 per cent say their job negatively impacts their mental health.
The TALIS report states that: “Teachers are more likely to exhibit effective practices, experience high wellbeing and job satisfaction, and remain in the profession when they have sufficient support to face the challenges at hand”.
The TALIS 2024 findings for Australia included:
• Teacher shortages in Australia are significantly above the OECD average. 41.9 per cent of lower secondary principals in Australia report that a shortage of teachers in their school hinders the quality of instruction –almost double the OECD average of 23.1 per cent.
• 58.1 per cent of principals in public schools say they have a shortage of teachers (the third-highest rate in the
OECD) – more than double the OECD average of 24.9 per cent.
• Shortages in public schools are 33.3 percentage points higher than in private schools – only 24.8 per cent of private school principals report teacher shortages.
• Teacher shortages are far more prevalent in disadvantaged schools. In schools where more than 30 per cent of students come from socioeconomically disadvantaged homes, 66.9 per cent of principals report shortages – second only to Bahrain and more than double the OECD average of 31.7 per cent.
• 64.6 per cent of teachers in Australia say that they experience stress in their work “quite a bit” or “a lot”. This is significantly higher than the average of all TALIS 2024 countries of 43.4 per cent.
• 82.4 per cent of Australian lower secondary teachers and 81.4 per cent of Australian primary school teachers said that their job negatively impacts on their mental health, the second highest country.
At the SSTUWA we have been beating this drum for a long time.
Our own State of our Schools surveys have repeatedly shown the massive impact workload and a lack of respect for the profession is having on teachers and school leaders.
Additionally, the 120 per cent increase since 2020 of teacher resignations, as reported by the Department of Education (DoE) in its 2024/25 Annual Report, provides a timely reminder to government as to how far we still need to go until public educators feel a difference is being made.
Even as teachers are departing the profession more pressure is heaped on those who remain.
The SSTUWA fully agrees that every child has a right to access a quality education and our public schools have a long-standing, proven commitment of inclusion for all.
Our school leaders and teachers will cautiously welcome the intent and principles that the findings from the School Education Act Review released by the Minister have revealed, but like their union will insist on the funding and practical support that is critically required to actually deliver results.
The findings of the review have the potential to be transformative for our public education system if managed and resourced correctly.
However, the review is also another reminder of the ever-growing complexities in our classrooms and the increased demands being placed on already overloaded systems and people in our schools.
Unless there is a substantial investment of new funding into WA public schools, then our public education system is far from being able to accommodate many of the review findings.
There are a growing list of added pressures coming to bear on a creaking public education system that has been hamstrung by over a decade of underfunding and the removal of proper support services that our schools and staff so desperately need.
We must be mindful of the current workload crisis facing our teachers and school leaders when considering the recommendations.
A full, transparent and honest debate across both community and government is needed to ensure issues and concerns are completely understood and that the required investment and support services are fully costed and addressed.
By Sharmila Nagar Vice President
How many of us look over our shoulders, or walk hurriedly after an event, parent evening or when even going for a walk in a park?
This is me all the time. I do not feel safe. The first thing I do when I book any accommodation for work is to calculate how close it is to the venue. When I go for a walk, I carefully map out my route and make sure at least one person knows where I am. I seldom walk in the dark by myself and if I have to, I have a plan to protect myself.
I am sure I am not alone in these actions. We should all feel safe all the time. We know that statistically an estimated 736 million women globally – almost one in three – have been subjected to physical and/or sexual violence at least once in their lifetime. This statistic and the ones below are from UN Women Australia.
• It is unacceptable that an estimated 483 million women and girls aged 1549 years, have been subject to sexual violence from a non-partner.
• It is unacceptable that a woman or girl is killed every 11 minutes in her home by her family.
• It is unacceptable that the rates of depression, anxiety disorders, unplanned pregnancies and sexually transmitted infections are higher in women who have experienced violence compared to women who have not.
Alarmingly, according to the Australian Bureau of Statistics, in 2024, the number of victims of assault in Western Australia increased by 10 per cent (4,219 victims) to 47,045 victims, the highest recorded
across the 30-year time series. The assault victimisation rate also increased from 1,486 in 2023 to 1,580 victims per 100,000 persons in 2024.
For victims of assault, around three in five (62 per cent) were female (29,257 victims) and more than a quarter (26 per cent) were aged between 25 and 34 years (12,220 victims).
The number of sexual assault victims increased by nine per cent (292 victims) to 3,721 victims in 2024, the highest recorded number of victims in the 32year time series. The victimisation rate also increased to 125 victims per 100,000 persons in 2024.
For victims of sexual assault, most were female (86 per cent or 3,185 victims) and nearly half (45 per cent) were aged between 10 and 17 years at the date of incident (1,657 victims).
Most sexual assaults occurred at a residential location (74 per cent or 2,764 victims) and did not involve the use of a weapon (75 per cent or 2,780 victims).
Almost a third (31 per cent) of all recorded sexual assault incidents were family and domestic violence (FDV) related (1,142 victims).
When the SSTUWA conducted its genderbased violence (GBV) survey last year, it was concerning to read how many women members have experienced or witnessed GBV in their workplace. While half of the respondents felt that their workplace listened to concerns about overall safety, more needs to be done to hold student perpetrators accountable and to have a system that will not stand for any form of violence including GBV.
Every year from 25 November to 10 December, everyone across Western
Australia and beyond has the opportunity to recognise that we need to end violence against women. The International Day for the Elimination of Violence Against Women falls on 25 November, while 10 December is Human Rights Day globally.
We know that GBV continues to be one of the drivers of gender inequality, especially in areas of work and financial security. We also know that Aboriginal and Torres Strait Islander women, culturally and linguistically diverse women and people who are LGBTIQ+ are more at risk regarding GBV.
This is not the work for women, or those impacted, but the work of everyone New information from Our Watch states that four in five men surveyed want to change the alarming rates of violence against women, although 43 per cent say they personally can’t do anything to change this. Our Watch runs a campaign with strategies for how men can make a positive impact in the prevention of violence against women.
Your union will continue to work to advocate for safety for all, free from GBV, and stress the importance of policies from the Departments of Education and Training and Workforce Development to support this. At the time of writing, the SSTUWA is looking into the departments’ sexual harassment policies and also providing feedback for the code of practice on sexual harassment.
If you need support, help is available: 1800RESPECT (1800 737 732 | 1800respect.org.au), Women’s Domestic Violence Helpline (1800 007 339), Men’s Domestic Violence Helpline (1800 000 599) or Kids Helpline (1800 55 1800). If you’re in immediate danger, call 000.
By Natalie Blewitt Senior Vice President
Last month, the Minister for Education, Sabine Winton, released the final report of the review of the School Education Act 1999 (WA).
An independent review was commissioned by the state government in December 2023 and was led by an expert panel chaired by Professor Andrew Whitehouse, deputy director (research) and professor of autism research Angela Wright Bennett from The Kids Research Institute Australia, in collaboration with the Developmental Disability WA Advisory Council.
Engaging with advocacy organisations, individuals with lived experience of disability and members of the wider community, the panel received more than 200 formal submissions and heard from stakeholders at over 30 public consultation and information sessions held across the state.
The review identified a range of barriers experienced by students with disability within Western Australia’s education system. In response, the government has
identified first steps to be taken as part of a long-term disability reform plan.
As outlined by the minister, these include:
• Aligning the definition of “disability” in the Act with the social model of disability.
• Changing the Act to enable the formation of a single panel to consider a student with disability’s context holistically in discipline-related matters.
• Undertaking a review of enrolmentrelated regulations, policies, procedures and guidance to ensure all students are treated fairly in relation to enrolment.
• Developing a framework to guide equitable access to quality education for students with disability, including relevant definitions, principles and objectives that will empower all students to learn, participate and thrive.
Throughout the consultation process, numerous stakeholders highlighted
Education experts say that to address teacher shortages, Australia must develop stronger government policies focused on the retention and career development of early career teachers, particularly those in casual and shortterm contract roles.
In a new study – conducted in partnership with the University of South Australia, Western Sydney University, Griffith University, RMIT and Monash University – researchers examined education
induction policies for casual and contract early career teachers from 2016 and 2023, finding that while progress had been made, significant gaps and inequities remained.
UniSA’s Centre for Research in Educational and Social Inclusion chief researcher Professor Anna Sullivan said government policy makers and schools had to improve induction procedures for all teacher cohorts.
existing challenges within the education system that could hinder the successful implementation of any legislative reforms.
“These barriers were often grounded in matters relating to resourcing, funding, class sizes and a disconnect between legislation or policy, and practices, often attributed to a lack of understanding, cultural attitudes regarding disability and education, and insufficient access to useful and appropriate information and professional development opportunities,” the report noted.
As stated by SSTUWA President Matt Jarman earlier, the union remains steadfast in its belief that every child has a right to access a quality education and our public schools have a long-standing and proven commitment of inclusion for all.
The recommendations outlined in this report are regarded as a vital step towards achieving a more inclusive education system in Western Australia, but it needs funding and practical support to deliver results.
“Current teacher induction guidelines mainly cater for teachers with secure employment, creating systemic inequities for those in casual or contract roles,” she said.
“More than half of early career teachers are employed in casual or on shortterm contracts. If we don’t appropriately support new teachers entering the profession, retention issues will continue.”
The full paper can be found at bit.ly/4nEJK5r
By Simon Joachim Growth Team intern
As a democratic organisation, there are a number of checks and balances that exist within the SSTUWA to ensure members’ voices are at the heart of every decision.
Every year, you are entitled to vote for the union member colleagues you want to represent you as your branch representative, deputy representative, women’s contact officer, treasurer, secretary and District Council delegate.
Any member can also nominate to attend State Council Conference, held twice a year. State Council delegates are elected every two years at a district level. If there are more nominations than positions in a particular district, all SSTUWA members in that district are eligible to vote in the resulting election.
Individual branches have the opportunity to submit motions for discussion at District Council meetings and State Council Conference. Here, other democratically elected delegates
can speak for, or against, the motion before it is put to a vote. If passed, these motions guide the SSTUWA’s future direction. Important information about collective bargaining is also discussed at District Council meetings and State Council Conference, such as the union’s next Log of Claims.
This month, the second State Council Conference for 2025 will be held. Reports relating to every aspect of our union’s operation are discussed and can be debated by elected delegates. All portfolios are headed by a senior officer, each of whom is democratically elected every three years by financial members of the SSTUWA.
Through a collaborative effort involving members, elected delegates and the elected Executive team, we ensure that the decisions made at the SSTUWA represent each and every member. By electing your representatives, you are having a say in the direction of your union.
By Matt Jarman President
In 2022 the SSTUWA asked Dr Carmen Lawrence if she would be willing to chair an independent review into the state of public education in Western Australia.
Assured of independence, Dr Lawrence and a panel of experts comprised of Dr Scott Fitzgerald, Colin Pettit and Dr Robyn White (supported by Executive officer Pam Pollard) undertook the work.
The brief included a particular focus on the changes that had occurred in public education since 2010 and the effects they had had on teachers’ professional standing, workload, roles and responsibilities.
The explicit request was to suggest measures to improve teachers’ working environments and job satisfaction so that more chose to stay in the profession and others saw teaching as an attractive career.
Then began a consultative process that sought the views of teachers, school leaders, parents and professional education organisations, through formal submissions and face-to-face meetings.
Thirty-five meetings were held across the state from the Kimberley to Esperance. At least one panel member attended each of these meetings.
In most locations, two meetings were held - the first with SSTUWA District Council delegates, followed by a second meeting open to all staff and members of the
Dr Carmen Lawrence AO, Chair
Former WA Premier and Treasurer, Minister for Education and Aboriginal Affairs; former federal Minister for Health and Human Services; Professor emerita at the University of Western Australia.
Dr Scott Fitzgerald
Associate professor in the School of Management and Marketing at Curtin
local community. Two online state-wide meetings were held for participants who were unable to attend face-to-face meetings.
The review received 127 oral and written submissions from individuals and groups from metropolitan, regional and remote areas within the state.
These submissions came from all types of public schools and from all schoolrelated staff classifications as well as from parents, community members and university staff.
A further 27 written submissions were received from professional associations, SSTUWA school branches, unions, parent associations and universities.
One of the lasting memories from the process was the dedication teachers and school leaders showed toward their students and their deep concern about the detrimental effects of some recent education policies. They were there not just to identify faults, but to offer solutions.
In addition, the panel examined peerreviewed research relevant to the terms of reference, as well as numerous government documents and inquiry reports.
That process led the review to deliver a report that was titled Facing the Facts
That report declared significant change was urgently needed if we were to continue to provide quality public education suitable for all students as well
University. A key focus of Scott’s recent research has been the changing nature of governance, professionalism and work in the education sector.
Colin Pettit
Former Commissioner for Children and Young People of Western Australia and former Secretary of Education, Tasmania.
Dr Robyn White
Former secondary school teacher,
as satisfying and rewarding careers for teachers in Western Australia.
Facing the Facts also made recommendations that the panel felt were practical and achievable.
Over the years we have seen many reviews disappear onto bookshelves to never be heard of again.
I am delighted this was not the case with Facing the Facts
Even now we regularly see it mentioned in the media and in parliament. It is good to see that the report, based as it was in such a wide-reaching process, has been identified as placing public education front and centre in political and policy debates.
Many recommendations have seen significant direct actions implemented. Others still need following up. You can read a full summary in the following pages.
I remember one teacher at the SSTUWA’s State Council, where Dr Lawrence presented the report to delegates, very emotionally thanking the panel for making them feel heard for the first time in a very long while.
I hope Facing the Facts continues its developing legacy of ensuring those voices are consistently heard and acted upon into the future.
head of department, deputy principal, project manager (Central Office) and principal. Former lecturer and education consultant.
Pam Pollard, Executive officer
Former primary school teacher, former curriculum manager, former principal of independent public primary schools and principal fellow, Harvard Graduate School of Education.
By Lindsay Hale School leader consultant
On the second anniversary of the release of the Facing the Facts report, let’s look at what has been achieved in respect to its recommendations, as well as what still needs to be done.
Recommendation 1
Improving student outcomes should be the principal and explicit objective of any changes to education policies and practice.
The Director General has affirmed his commitment to this principle and reinforced it in “Aspirations for all”.
Recommendation 2
Policies should be routinely and regularly subject to independent evaluation.
Dialogue is continuing, primarily through consultation on the Department of Education’s (DoE) strategic plan.
Recommendation 3
The WA DoE’s priorities for school decision-making and expenditure should be made explicit and clearly communicated to schools.
Consistent with the findings of the agency capability review, the department is expected to more strongly exercise its leadership role to make expectations more explicit on key strategic matters, particularly through the next strategic plan.
Recommendation 4
The WA DoE should undertake annual reviews of each school’s spending to ensure that funds are appropriately spent and in compliance with Departmental priorities.
Dialogue is continuing, primarily through consultation on the department’s strategic plan. “Aspirations for all” provides insight into future directions.
Recommendation 5
With a view to identifying the key structural changes needed to improve the functioning of the school system in WA, a thorough independent review of the Independent Public School system should be undertaken.
The Director General has acknowledged the finding of the Agency Capability Review that greater clarity is needed around the flexibilities afforded to schools and that the department supports ongoing efforts to better understand how current arrangements may unintentionally contribute to administrative burden and workload and explore opportunities to remediate this.
In relation to staffing schools, there will be three trials for the life of the current Schools General Agreement.
Metro to regional secondmentsAttracting experience to our regional schools: Permanent teaching staff at metropolitan schools will have an opportunity to be temporarily deployed to a teaching position in an identified regional school, for a period of three years, with a guaranteed right of return to their substantive position.
Growing our leaders in country schools: Permanent deputy principals, heads of learning area, program coordinators or teachers appointed to a metropolitan school will have the opportunity to be temporarily appointed to a regional principal position for three years, with
a guaranteed right of return to their substantive position.
Level 3.3 Classroom Teacher: The trial aims to attract Level 3 Classroom Teachers to those schools in most need and provide additional support and expertise in the priority areas of curriculum, behaviour or disability. This position will include a salary increment, 0.1 FTE time and a guaranteed right of return when completing this role. Teachers will be released as agreed by their school for up to three years.
The WA DoE should redesign support services to ensure they are more accessible, more responsive to local needs and better resourced to support schools’ administrative and educational needs.
Through the General Agreement the department has committed to a specialist pool of relief teachers for The School of Special Educational Needs to improve continuity of service, an additional 64 FTE to expand the allocation of complex behaviour support coordinators across 192 schools and small group tuition to 13,000 students in 350 schools. The Director General has announced that some work, health and safety support for principals will be placed in regions. He has also committed that “The department shares the SSTUWA’s commitment to improving outcomes for students with disability, Aboriginal students, and those experiencing disadvantage. Equity in education is a core priority, and we are to ensure that resourcing and support align with student need.”
In conjunction with education authorities, the WA Government should design and fund dedicated, crossportfolio services to support the learning of children with special needs.
While no overarching strategy for cross-portfolio services has been established, there have been various commitments such as the Safe Spaces program in the Pilbara, education partnerships with mining and energy companies in the Pilbara, an Aboriginal Community Controlled Organisationrun Early Learning and Family Centre in Derby, reform of child development services through the cross-agency Child Development Services System Reform Program, Connected Community Schools pilot, and the At Risk Youth Strategy. The SSTUWA continues to lobby for interagency collaboration at all levels.
In the context of the WA Government’s disability strategy, the WA DoE should, after consultation with teachers and
parents, provide clear system-wide guidelines and a process for making decisions on the optimum placement of students with special needs.
Then-Education Minister Buti instigated the School Education Act (1999) Review: Access and inclusion for students with disability in 2023. The SSTUWA was consulted and made a submission in 2024. The State of Our Schools survey, the Ombudsman report on Western Australia’s Reportable Conduct Scheme: A review of systems to protect children and Understanding and Reducing the Workload of Teachers and Leaders in Western Australian Public Schools reinforced concerns. In July 2025 current Education Minister Winton said the SEA review was “a significant piece of work that requires careful consideration”.
National, State and Territory ministers should consider replacing NAPLAN, a census assessment, with a sample assessment like PISA, conducting tests less frequently and without publicly identifying schools in the results.
Debate continues in relation to the value and unintended consequences of NAPLAN.
The WA DoE should clarify what reporting to parents is expected by the Department and required by the state and national government policies. Some progress has been made, but the changes were made without proper consultation, there is not a consistent system-wide approach and the burden of determining what change to enact and defending any change has been transferred from the system to each principal. Discussions with the DoE continue.
The WA Department of Education should assess the quality of VET programs offered in schools and ensure they are funded to provide for all students who choose to study VET courses.
A renewed focus on VET for school students is still needed. The SSTUWA included this concern in responding to both the Pathways to Post School Success Review and the Regional Education Strategy consultation.
SCSA should be given sufficient resources to create and extend the availability of quality, flexible curriculum resource materials in a form suitable for all schools.
Improved resourcing for SCSA (the School Curriculum and Standards Authority) and optimal use of existing resources have not yet been achieved.
SCSA should be funded to create appropriate programs of professional learning about curriculum and pedagogy for teachers at all stages of their careers.
(continues on page 12)
(continued from page 11)
See Recommendation 12. As per Clause 59 of the 2023 Agreement, the Professional Learning Advisory Group is required to meet in relation to professional learning for curriculum, pedagogy, beginning teachers and school leadership and the first meeting occurred in September.
This professional learning should be made available to teachers by the WA DoE in face-to-face settings at a local level.
See Recommendation 13.
The WA DoE should clearly define the criteria for documented plans, including for whom they are intended and how to manage an equitable distribution of the additional workload entailed. The Department should ensure that schools fully understand the requirements of the plans and consider the impact on teachers’ workloads.
Significant progress has been made through the General Agreement, which clarifies that a documented plan is for a student who: identifies as requiring substantial or extensive adjustment through the Nationally Consistent Collection of Data (NCCD); or receives an Individual Disability Allocation; or has persistent absences; or is in the care of the CEO of Department of Communities; or has chronic, long term or significant health care conditions; or has complex and challenging behaviours; or presents a risk of harm to themselves or others. English as an Additional Language/Dialect progress maps will be considered as a documented plan. A documented plan is not required for students: who have their learning needs met by differentiation or requiring supplementary adjustments through NCCD process; or who are on D or E grades, unless there are other supports or educational adjustments required; or whose academic, personal, social and wellbeing needs are met through regular school and classroom programs.
Ongoing work to reduce workload and support change management continues to be overseen by the Workload Ministerial Taskforce .
Where a student with complex needs requires a Documented Plan, that student should ‘count’ for 2 or 3 students when determining class size, thus reducing the numbers in the class.
Some progress through the General Agreement: The principal, in consultation with teacher/s affected, will provide additional support to ensure workloads are distributed as equitably as possible; and, in determining the allocation of additional support, the principal will consider the notional class size, the proportion of students in the classroom on an individual plan, the number of individual plans and the degree of student need.
Using the opportunity presented by the NSRA to determine funding over the next quadrennium, the Commonwealth and Western Australian governments should reach an agreement to increase per student funding to public schools to restore previous cuts and to reduce the inequitable underfunding of public compared to private schools.
Full funding of 100 per cent of the Schooling Resource Standard (SRS) has been agreed and confirmed in the Federal budget, March 2025. Timing of full implementation is yet to be resolved.
The bi-lateral agreement second period is yet to be signed off. This is the four per cent for WA. We are at 96 per cent at the end of the year. The complication is that part of this four per cent (1.8 per cent) is tied up on four-year-old education funding (Federal project). The WA Minister recognises that this needs to be returned to schools and the 1.8 per cent found elsewhere. Timeframes around the return of the four per cent to schools is still an issue.
WA public schools should be funded to 100 per cent of the SRS as a minimum standard.
See Recommendation 17.
The discount for depreciation applied to public schools should be discontinued.
See Recommendation 17.
A program to provide for additional capital works in public schools should be agreed between the Commonwealth and State and Territory governments, particularly for high needs areas.
While there has been no new Commonwealth or joint capital works funding, the WA government has committed to 11 new schools (five builds, six to be planned), dozens of school upgrades, classroom refurbishments,
play equipment, sports facilities and upgrading evaporative air conditioners in 45 schools.
Funds should be provided to schools for regular repair and maintenance to a quality standard and should take account of the age and condition of the buildings.
The SSTUWA continues to advocate for school funding for repair and routine maintenance.
The loadings in the Student-Centred Funding Model (SCFM) for disadvantage and concentrations of disadvantage should be increased to better reflect the additional work required of teachers in these schools and to improve student outcomes.
There has been limited progress to date, however, it should be noted that SCFM is to be adjusted to improve the Enrolment Linked Base in 128 schools with fewer than 100 students. In 2025 this only will provide on average just over $30k per school and even doubling it from 2026 is unlikely to seriously impact outcomes.
The SSTUWA continues to lobby for reform as part of the next strategic plan and notes the Director General’s commitment that, “The department shares the SSTUWA’s commitment to improving outcomes for students with disability, Aboriginal students, and those experiencing disadvantage. Equity in
education is a core priority, and we are to ensure that resourcing and support align with student need.”
Recommendation 23
Funds provided under the funding formula for children with disabilities should be quarantined and used for their education and support.
See Recommendation 22.
Recommendation 24
To reduce teacher workloads and improve student outcomes, class sizes in WA public schools should be reduced, with the most substantial reductions to be made in the early years of schooling and in schools with significant proportions of students who are educationally disadvantaged.
No progress has been made on the major reform required. [The General Agreement provides for the review of the School of Isolated and Distance Education, including class sizes, to continue and some consideration for face-to-face teachers - see Recommendation 16.]
Recommendation 25
Small group tutoring run by experienced teachers provided with appropriate training and support should be considered to assist in improving student outcomes for disadvantaged students. These would be in addition to the normal staff complement.
Some progress was achieved through the General Agreement: A targeted initiative (TI) to address classroom support and workload reduction. The TI will provide small group tuition to 13,000 students in the 350 schools. Schools will receive between 0.1FTE and 1.0FTE to appoint additional teacher FTE, commencing in 2025.
The new funding agreement covers this.
This continues to be a focus for the rebooted Workload Ministerial Taskforce Taskforce.
Federal and State governments should ensure universal access to affordable, quality early learning opportunities.
A trial of free full-time kindy for fouryear-olds will commence in 2026 and a dedicated Office of Early Childhood Education has been established.
Commitments have also been made to the Regional Child Care Workers Program Supporting Children in Early Childhood Education and Care WA, guaranteed eligibility for three days of subsidised early education a week for children who need it and building more child care centres.
Federal and State governments should develop policies to support the successful learning of children from disadvantaged backgrounds through play-based education in small groups conducted by qualified educators.
See Recommendation 26.
Federal and State governments should develop coherent policies to reduce family and child poverty and reduce educational disadvantage.
While both governments continued to target cost of living there is no coherent strategy to reduce child poverty.
WA families could again claim the WA Student Assistance Payment in 2025 but without means testing or direct funding to schools that would target children most in need.
The WA government has committed to building school canteen capacity, expanding school breakfast programs and providing assistance for school camps and Country Week.
The implementation of further change in public schools and the Department of Education should be based on more effective system-level planning and prior consultation with teachers to prevent imposing growing and competing workload demands on staff.
The agency capability review of the DoE requires the department to improve change management and to clarify and support strategic direction. The Director General has committed to workload reduction. The department has embarked on consultation on the next strategic plan and the Workload Ministerial Taskforce is monitoring workload demands and seeking to reduce workload. Some progress has been made on reporting to parents and through the General Agreement progress has been made on individual plans, professional learning and the creation of Senior Teacher Level 2 with salary increment, for Senior Teachers performing two or more agreed duties. In addition, Understanding and Reducing
(continues on page 14)
(continued from page 13)
the Workload of Teachers and Leaders in Western Australian Public Schools provided 24 recommendations in relation to workload reduction.
All policy changes should be assessed for possible impacts on staff workload before their implementation.
See Recommendation 29.
To attract new employees to public schools and retain experienced staff, the Department of Education should implement measures to reduce teaching workloads.
See Recommendation 29. In addition, the agency capability review calls on the Department to develop a deliberate, future focused workforce strategy to address significant attraction and retention issues.
In consultation with teachers, the WA DoE should increase the proportion of their total working time available to focus on matters viewed as core to the job of teaching. Time devoted to general administration duties should be reduced to at least the international average for such tasks, as identified by the OECD (Organisation for Economic Cooperation and Development).
See Recommendation 29.
The WA DoE should provide adequate levels of local support to address the
workload implications of the growing student complexity as a high priority strategy.
Complex needs and the complex behaviour project are under consideration by the rebooted Workload Ministerial Taskforce. The SSTUWA is advocating for stronger system and inter-agency support through the strategic plan consultation. See Recommendation 6.
The DoE should approve the practice of out-of-field teaching only where it can ensure that adequate training, mentoring and support is provided to teachers, irrespective of regional or remote status of the school where they work. The workload of teachers working out-of-field should properly reflect the added work demands associated with this practice.
The SSTUWA continues to lobby for more support for out-of-field teachers.
Decisions on teacher appointments, conditions and entitlements should revert to central office administration in the WA DoE.
See Recommendation 5.
To enable education programs and student learning to be conducted without undue interruption or discontinuity, the WA DoE should require that, except in unavoidable circumstances, teachers and school leaders do not move schools during the school year and commit to a minimum of two years appointment in a given school.
Recommendation 5 is related. High turnover continues to be a concern.
The Occupational Health and Safety Division and the Standards and Integrity (S&I) Directorate of the WA Department of Education should work together and with the teachers’ and school leaders’ representatives to devise a fair form of mediation to ensure a safe working environment for teachers, leaders and school officers.
SSTUWA representatives have met with DoE heads of Workforce and S&I. It was agreed that the intention sought is to provide and promote opportunities to access mediation to resolve interpersonal conflicts, with a focus on early intervention to preserve positive workplace relationships. It was noted that some schools with the financial means have engaged mediation services directly. However, smaller schools or those with budget constraints do not have this option. DoE advised that mediation services are available through the existing Employee Assistance Program contract and funded centrally. It was agreed that the department would review the content on IKON. DoE also committed to streamlining and simplifying the mediation referral form include these in the plan for digitised forms and consider linking a resource that more fully explains what mediation is and how the mediation process is conducted.
As a high priority strategy, and in line with the National Teacher Workforce Action Plan, the DoE should seek to significantly reduce teacher workload as a means to more effectively attract and retain teachers.
See Recommendations 29 and 31.
Notwithstanding recent pilot initiatives to address “red tape” and provide
attraction and retention payments, this strategy should include a systemic review and wide-ranging initiatives to provide sustainable workloads for teachers focused on the core job of teaching.
See Recommendations 29 and 31.
Recommendation 40
While providing remedial initiatives, the DoE should prioritise strategies that reduce workplace psychological hazards and the triggers of teacher burnout.
Under the General Agreement, the department has committed to consult with unions to effectively implement the Work Health and Safety Act 2020, including the implementation of the three Codes of Practice associated with psychosocial health and safety. In addition, the agency capability review calls on the department to develop a deliberate, future focused workforce strategy to address significant attraction and retention issues.
Recommendation 41
A dedicated Aboriginal Unit should be established as a matter of urgency. It should be well funded with the clear goal of supporting schools to implement the Aboriginal Cultural Standards Framework with appropriate resources and face-to-face support at the local level.
No progress as yet. The SSTUWA continues to advocate for reform in Aboriginal education and has submitted advice in relation to the next strategic plan.
Recommendation 42
An elite Aboriginal Education Team comprised of experienced and highly
trained educators should be developed to staff schools with significant numbers of Aboriginal students.
See Recommendation 41.
Recommendation 43
Teachers competitively appointed to this team should have extensive cultural and educational training to understand and support local needs prior to taking up their roles.
See Recommendation 41.
Teachers in this team should be highly paid while in situ and guaranteed placements in preferred locations after three years’ good service, or if they prefer, a return to their previous positions. They should also be provided with well-maintained accommodation and guaranteed regular flights to their usual hometowns or cities.
See Recommendation 41.
Recommendation 45
The WA DoE should report annually on the implementation and outcomes for Aboriginal students in line with the Aboriginal Cultural Standards Framework, including achievement and attendance levels of Aboriginal students by city, regional remote and very remote indicators.
See Recommendation 41.
To implement the recommendations suggested in this report, a Change Management Steering Committee, led by the Director General and the President of the SSTUWA, should be established to develop an implementation plan which
includes the identification of resources, agreed milestones and a timeline.
Discussions have been ongoing through a range of forums including the Employee Relations Executive Committee and its sub-committees, the Workload Ministerial Taskforce and strategic plan consultation.
The Director General has noted that “the drivers and goals of the SSTUWA and Department of Education are well aligned” and “Overall, the (Facing the Facts) report’s recommendations reflect important priorities that are shared by the SSTUWA and the department”, including workload, attraction and retention – especially in the regions, and the “importance of clearer direction across the system.”
He further confirmed that the report “has played an important role in guiding sector-wide discussion and informing strategic planning activities. It is also one of the many reports being considered by the department in the development of our next strategic plan as we focus on taking action after a period of several reviews. I would like to take this opportunity to reiterate that the SSTUWA is a close and valued stakeholder of the department. Ongoing consultation through forums including EREC, EREC sub committees, Workload Intensification Taskforce, Professional Learning Advisory Group, System Alliance meetings and a series of regular updates from business areas, directorates and senior officers will ensure our future strategic plan gives fulsome consideration to your priorities and perspectives. I look forward to consultation and collaboration with the SSTUWA, especially throughout the development and implementation of the department’s strategic plan.”
In 2022, Western Australia and the rest of the nation were still dealing with the Coronavirus pandemic and its impact on everyone’s lives. Public educators, already overworked and stressed prior to the pandemic, were pushed even more to the limit during these times. WA’s State of Emergency and the Public Health State of Emergency, in place since March 2020, were officially ended in November 2022. A month earlier an even more significant event saw the SSTUWA announce the Lawrence review into public education. This is what we said at the time:
The State School Teachers’ Union of WA has appointed Dr Carmen Lawrence to head an independent review into the issues currently being faced by the public education system in WA.
The review will identify and examine the problems in the system, what effect they are having on teachers and school leaders and how those staff can be supported to improve public education in WA.
Dr Lawrence, who is a former Premier and Education Minister, will be joined on the expert panel by Dr Scott Fitzgerald from Curtin University, former Commissioner for Children and Young People Colin Pettit, and former Perth Modern principal Robyn White. Former Victoria Park Primary School principal Pamela Pollard will serve as the panel’s executive officer.
(Then) SSTUWA President Pat Byrne (seen to the right with Dr Lawrence and then Senior Vice President Matt Jarman) said public education was at a crossroads and the inquiry was necessary to provide a positive way forward.
“There are many serious challenges facing the public education system including teacher and school leader shortages, disillusionment and excessive workloads,” she said.
“We need to listen to what our teachers and school leaders are saying and have a close look at what is happening in our schools, why it is happening and what can be done to address it.
“The public system educates the majority of the children in WA and those children deserve the very best from a quality education system.
“I am confident the review panel will pinpoint the issues in the system and deliver workable solutions.”
The review will examine factors such as the effect of State Government policies on schools, the impact of COVID-19 and changes in reporting, expectations and accountability.
The panel will take evidence from national and international experts, as well as canvassing views from relevant
stakeholder groups, including parent bodies.
The SSTUWA will also make a submission to the review.
“Red flags are flying. The warnings are clear. Those who know best realise public education is at a crossroads,”
Ms Byrne said.
“There is a sense … that the voice of teachers and principals has been lost with the imposition of business and market models of education.
“This review is an opportunity for WA professionals to regain that voice.”
The panel is currently reviewing material and developing its reporting timeline and is expected to start taking written and face-to-face submissions in the new year.
The federal government’s announcement of a $10 million package to support schools in tackling bullying is an important step forward, but support for teachers must not be overlooked, according to the Australian Education Union (AEU).
The suite of anti-bullying measures announced last month, including $5 million for new resources for teachers, students and parents, is welcome news, however, the AEU has emphasised that without meaningful systemic support for teachers, the broader goals of safer schools cannot be realised.
“Schools are reporting far higher levels of student mental health, wellbeing and behavioural issues,” AEU Federal President Correna Haythorpe said.
“Teachers are on the front line when it comes to preventing and responding to bullying and they must be fully supported by governments in this important work.
“Providing materials and resources is important, but without investing in the people who deliver them through professional development and training, staffing, reduced workloads and proper support, the risk is that those resources will not be able to be used effectively in schools.”
Overall, the AEU welcomes the Albanese Government’s commitment to foster safer classroom environments.
All governments must work with teachers and education support staff to ensure they are adequately resourced to respond appropriately to bullying, especially given the increasing complexity of online and AI-mediated harassment.
This includes ensuring that all schools have a qualified school counsellor to support students and staff, along with allocation of time to address these issues, so that teachers, who are already overworked, are not expected to take on additional burdens.
In addition, proper allocation of funding to public schools more broadly is essential, so that schools already under resource strain can take on anti-bullying initiatives without undermining core teaching and learning.
“From our members’ experience, many schools are stretched to the limit,” Ms Haythorpe said.
“Teachers are balancing large class sizes, increased administrative load, behaviour issues and wellbeing demands. Any new anti-bullying initiative must not add to that burden, it must relieve it.
“The AEU stands ready to work with the federal government, state and territory authorities and communities to roll out this new initiative. But to succeed, this must be backed with full funding and a clear commitment to supporting teachers and education support staff, as well as students.”
Main clause and documents
• Clause 42 – Accrued Professional Development Time of the Western Australian TAFE Lecturers’ General Agreement 2023
• STERC – Memorandum of understanding – Accrued professional development time
• Western Australian TAFE Lecturers’ General Agreement 2023 –Implementation Guidelines – 2023, specifically clause 42 – Accrued Professional Development Time (APDT).
Clause 42 – Enables members to accrue time off by undertaking professional development.
42. Accrued Professional Development Time
42.1 A lecturer may elect to accrue up to 37.5 hours of time worked, in a calendar year, undertaking recognised Professional Development approved by his/ her college and without relief, to be taken as accumulated time off during non-teaching weeks.
42.2 The parties acknowledge the STERC Accrued Professional Development Time policy, which is to be applied consistently across colleges, provides the guidelines for the operation of this clause.
42.3 It is not the intention of the parties that time worked on professional development in accordance with this clause should be the total of professional development time worked by lecturers. Professional development may also be worked in Professional Duties time in
accordance with Clause 37– Hours and Appendix A – Role Description and Duty Statement for Lecturers.
The 37.5 hours referred to in sub-clause 42.1 will be allocated to each lecturer at the commencement of each year by the Training Sector Employment Services (Shared Services – TSES).
It is important that members fill in and submit the appropriate college forms as early as possible, prior to undertaking the professional development.
Members should update the APDT records as soon as professional development is undertaken during the year.
Accrued PD time is to be taken as accumulated time off during nonteaching weeks, which would include suggested leave periods.
APDT time off must be taken in the calendar year in which it accrues and does not accrue from year to year. Colleges must ensure that time is available for lecturers to take the APDT time off within the calendar year.
Professional development undertaken in the lecturer’s own time and in professional activities (PA) time can count towards accruing time off. In order to claim accrued time off, at least an equivalent amount of professional development must be undertaken in the lecturer’s own time as in PA time.
For a full time lecturer the 37.5 hours may be split into 18.75 hours in a lecturer’s own time and 18.75 in PA time, or a greater proportion may be done in a lecturer’s own time.
For example:
• One hour of professional development claimed in PA time and one hour of professional development claimed in the lecturer’s own time equals two hours accrued towards time-off.
• Two hours of professional development claimed in own time and no hours in PA time equals two hours accrued towards time off.
• Two hours of professional development claimed in PA time and no hours in own time equals zero hours accrued towards time off (however this will be banked for when two hours in the lecturer’s own time is completed).
When professional development is undertaken and relief is provided for lecturing hours, then those hours will not count for the purpose of accruing time off.
According to the Western Australian TAFE Lecturers’ General Agreement 2023 – Implementation Guidelines – 2023, college registered PD is recognised as PD for the purpose of the STERC – Memorandum of understanding –Accrued professional development time.
Other appropriately promoted internal and external training, once authorised by the manager, can also be claimed as ADPT.
A lecturer should:
1. Apply for Trade Union Training Leave if using usual leave application processes.
2. Complete a college professional development application if they wish
to have their trade union training added to their training record at the college. Details of the course, such as outcomes, should be attached.
3. Add details of the course to the Accrued Professional Development Time record noting hours of training done in PA, or own time. Remember that when professional development is undertaken and relief is provided for lecturing hours, then those hours will not count for the purpose of accruing time off.
4. Update the APDT record regularly and have the manager sign off once training is completed.
Further information, including details of what is recognised as professional development for the purposes of accrued professional development time, can be found in the STERC – Memorandum of understanding – Accrued professional development time. This policy should be able to be accessed via the college intranet, the union website, or by contacting the union via Member Assist.
By Lisa M. Given
The Australian government has released regulatory guidance on the social media minimum age law, which comes into effect on 10 December. The law will restrict individuals under 16 from holding accounts on many social media platforms.
This guidance follows a self-assessment guide for technology companies recently released by the eSafety Commission. Companies can use this to determine whether their services will be age restricted.
That guidance included details on the types of platforms to be excluded from the age restrictions, such as those whose “sole or primary purpose” is professional networking, to support education or health, or to enable playing of online games.
The guidance is aimed at services likely to be age-restricted, such as Facebook, Instagram and TikTok. It sets out what the government considers “reasonable steps” technology companies must take to “ensure they have appropriate measures in place” to comply with the legislation.
Social media platforms will be expected
to “detect and deactivate or remove” accounts from existing underage users. The government advice says this should be done “with care and clear communication”, which suggests account holders will be notified.
However, it remains unclear whether companies will delete a user’s content. Nor is it clear whether an underage person’s account could be reactivated once they turn 16.
Preservation options may demonstrate a level of “care” expected by the legislation. This may be important for young people concerned about losing their creative content and social media history.
Tech companies will also need to “prevent re-registration or circumvention by underage users whose accounts have been deactivated or removed”.
This suggests companies may need to put measures in place to counter attempts to use virtual private networks (VPNs), for example, which allow users to hide their country of residence. They may also need strategies to check whether underage users are accessing accounts due to errors made by age-assurance technologies.
For users over 16 who are erroneously restricted from accessing accounts,
technology companies must “provide accessible review mechanisms”.
Companies are also expected to take a “layered approach” to age assurance to minimise error rates and “friction” for users. They must also give users choice on how age will be assured, as they “cannot use government ID as the sole method”.
This may allay some data-privacy concerns. However, the number of users who need to provide some form of personal information to assure their age will be significant.
The government guidance makes clear companies must ensure they are “avoiding reliance on self-declaration alone” (that is, simply asking users their age). Companies must also be “continuously monitoring and improving systems” to demonstrate they are effective in limiting underage account access.
Will the legislation achieve its goal?
The guidance provides clarity on many practical questions about how the legislation will be implemented. It also demonstrates that Australians under 16 are not being banned, completely, from accessing social media content.
Under-16s will still be able to view social media content online without logging into an account. This means things such as watching YouTube on a web browser.
Young people may still access content through accounts held by older people. Think of when adult accounts remain logged in on shared devices.
Parents and other caregivers will need to ensure they understand the new rules and continue to guide young people accessing content online. The eSafety Commissioner will also provide further resources to support people to understand the new laws.
Importantly, the government “is not asking platforms to verify the age of all users”. The guidance explains such a blanket verification approach “may be considered unreasonable, especially if existing data can infer age reliably”. Some young people may keep their accounts, such as in cases where facial scanning technology estimates them to be over 16.
The government “does not expect platforms to keep personal information from individual age checks” or retain “user-level data”. Rather, companies will be expected to keep records that “focus on systems and processes”.
This suggests individual cases of young people accessing accounts may not mean companies have failed to comply with legislation.
However, the eSafety Commissioner has said that companies will be expected to “make discoverable and responsible reporting tools available”. Where some young people’s accounts are missed, the government will “talk to the companies about the need to retune their [age assurance] technologies”.
Technology companies are likely to start implementing restrictions using data they already have for account holders, to ensure compliance from 10 December. If a person signed up to Facebook in 2004, when the platform launched, for example,
that could demonstrate the account holder is over 16 without additional checks.
However, the government is not prescribing specific approaches or technologies companies must use. Each service will need to determine its own strategy. This means Australians could face differing expectations for age assurance from each platform.
What the government has made clear is there will be no delay in the start date for compliance. Communications Minister Anika Wells has said there is “no excuse for non-compliance”.
The next steps are now in the social media companies’ hands.
Lisa M. Given is professor of Information Sciences and director, Social Change Enabling Impact Platform at RMIT University. The opinions expressed in this article are that of the author and do not necessarily reflect any official policies or positions of the AEU or SSTUWA. This article was first published on The Conversation website and has been reproduced here with permission.
By Anna Cristina D’Addio
Although the global majority of teachers are women, the Gender Report of the 2025 Global Education Monitoring (GEM) Report, Women lead for learning, confirms that the “glass ceiling” still blocks women from top positions in education.
The report also shows that when women do lead, they often drive inclusion, tackle barriers that hit girls hardest, support teacher development and foster collaboration.
Women dominate schools as teachers but vanish from leadership positions
Globally, women make up the bulk of teachers, especially in early grades. As of 2023, women comprised 93 per cent of pre-primary teachers, 68 per cent of primary teachers and 52 per cent of upper secondary teachers. A situation that contrasts what is observed in leadership roles.
In 70 countries for which the data is available, the share of female principals trails the share of female teachers by 20 percentage points. This gap exceeds 30 percentage points in Bhutan, Vietnam and South Africa. In Cambodia, just 18 per cent of pupils attend schools led by women even though most teachers are female.
The gender gap widens in higher education. Women now outnumber men in university enrolments in many countries, yet they hold less than 30 per cent of top academic leadership positions worldwide.
Only 27 per cent of the world’s top 200 universities had a female president or rector in 2025, a mere two-point increase from the previous year. India, Bangladesh and Saudi Arabia count virtually no
women at the helm of higher education institutions.
Even in high-income regions such as Europe and the United States, leadership skews male among university presidents, deans and department heads especially in science, technology, engineering and mathematics (STEM) fields.
For instance, in the United States, fewer than one in three college presidents are women and only 10 per cent of physics department chairs are female.
The 2025 GEM Gender Report highlights the demonstrated links between female leadership in education and stronger community engagement, as well as the positive impact in terms of inclusion. In many settings, schools headed by women often demonstrate a more collaborative leadership style, higher staff morale and better student outcomes, particularly for girls.
Women leaders may offer perspectives on the challenges encountered by marginalised students and contribute to policy development concerning gender-based violence, school safety and inclusive curricula. In Ethiopia, female leadership in the education ministry steered equity drive reforms, that emphasised rural girls and STEM.
Female leaders also serve as powerful role models for students, especially girls, signalling that authority is not gender-bound.
Beyond measurable outcomes, equal representation in leadership is a question of rights. Letting women rise to leadership roles affirms their talent and upholds the principles of justice that education seeks to promote.
Progress stalls on different fronts.
Persistent gender norms still code leadership as “male,” linking it with assertiveness and authority and casting women as nurturers better suited to the classroom than school governance or strategic decision-making. In higher education, institutional cultures can be particularly resistant to change.
Hidden bias seeps through promotion pipelines: male-dominated selection panels, opaque criteria and penalties for career breaks hold women back, while the double burden of unpaid care work shrinks the time they can invest in advanced qualifications and networking.
Restrictive policy frameworks compound the problem. In Pakistan, for example, women may apply only to principal roles in girls’ schools; in Eritrea and Chad they hold barely 6.5 per cent and five per cent of head-teacher posts—stark evidence of how rules and culture keep the door shut.
Finally, lack of readily available genderdisaggregated data make it difficult to track progress and design effective policies. While data on teacher numbers is often available, data on principals, deans and vice-chancellors, especially in private or rural institutions, are far less complete.
The GEM Gender Report highlights several key strategies that governments, education systems and institutions should adopt to foster balanced representation in leadership roles and close the gap. These include:
Improve data and transparency: Publish gender-disaggregated figures for principals, deans and vice-chancellors.
Train and inspire: Mentorships, fellowships and targeted leadership courses build confidence and can help close the gap. These initiatives matter most where women lack professional networks or advancement opportunities. Showcasing women leaders changes perceptions. Media campaigns, case studies and speaker events help normalise women’s presence in leadership.
Reform recruitment and promotion practices: Transparent, gendersensitive hiring and promotion are crucial. Institutions should review current processes to eliminate bias, set diversity goals and train committees on gender equity. Flexible work, maternity leave and childcare policies help women balance career and family without hindering advancement.
Champion a commitment to female leadership at all levels. Effective change in gender dynamics within education leadership depends crucially on toplevel commitment. Ministries, boards and university councils should prioritise balanced leadership representation and demonstrate inclusivity in their appointments and decisions.
1. Challenge stereotypes publicly using #SheLeads.
2. Celebrate female education leaders at all levels and tiers - students,
school leaders, system leaders and policy makers.
3. Mentor younger girls who may aspire to be leaders.
4. Involve the GEM Report in leadership discussions to present the evidence on the gaps and solutions.
Download the 2025 GEM Gender Report at unesco.org/gem-report/en/ publication/2025-gender-report
Anna Cristina D’Addio is an economist by background and has worked as a senior policy analyst in the GEM Report team at the United Nations Educational, Scientific and Cultural Organisation (UNESCO) since March 2017. Prior to this position, Anna worked at the Organisation for Economic Cooperation and Development on a list of issues including financial education and literacy, inequality, poverty and the intergenerational transmission. Anna has also been a research professor in microeconometrics applied to labour market/ education issues. She holds a Ph.D. in Quantitative Economics (European Doctoral Program) from the Center of Operations Research and Econometrics (CORE) and IRES (the Catholic University of Louvain-la-Neuve), a Doctorate in Public Economics from the University of Pavia and a Master in Quantitative Economics from CORE. The opinions expressed in this article are that of the author and do not necessarily reflect any official policies or positions of the AEU or SSTUWA. This article was first published on the Education International website and has been reproduced here with permission.
The SSTUWA has honoured those who have held a long-standing commitment to the union.
The annual ceremony to recognise those who have been SSTUWA members for 40 years was held recently at the union’s building.
The most recent cohort of members to pass this milestone were presented with a certificate of recognition for the commitment to the union movement and public education. To see more photos visit bit.ly/4qyXnG0
The union office was also the setting for the 2025 SSTUWA Women’s Conference.
This year’s conference theme was
March Forward, the UN’s International Women’s Day theme, which emphasises the need for action to unlock equal rights, power and opportunities for all women and girls.
Conference attendees heard from speakers such as refugee advocate Noor Azizah, pharmacist Bo Youn Kim and former WA Premier Dr Carmen Lawrence.
They also attended workshops on varied topics such as voice care for teachers, work health and safety risks for women and strategies for financial empowerment. To see more photos visit bit.ly/4hBfff2
The AEU is calling on the Albanese Government to lift its ambition on climate action, warning that the recent announcement of an emissions reduction target of 62 to 70 per cent by 2035 is not aligned with the goals of the Paris Agreement and will likely result in more than two degrees of warming, with dire consequences.
The AEU is urging the government to adopt a higher, more ambitious target to deliver the strong and urgent action Australia needs.
Extreme weather events, including flooding, cyclones, bushfires and prolonged heatwaves, are increasingly forcing schools, early childhood centres and TAFEs to close, displacing students.
Many schools, early childhood centres and TAFEs across Australia are struggling with inadequate infrastructure including classrooms without air-conditioning, portable buildings unable to withstand extreme weather conditions and communities left without safe learning spaces after disasters.
AEU Deputy Federal President Meredith Peace said the government must recognise that climate change is an education issue as well as an environmental one.
The economic, social and health costs of inadequate action will impact on the learning opportunities of children and young people for generations to come, with greater impact felt by vulnerable students and communities.
“Teachers and students are on the frontline of climate change,” Ms Peace said.
“Every time a school, early childhood centre or TAFE is closed because of extreme weather, students’ learning is
disrupted and communities are thrown into crisis.
“The government’s 62 to 70 per cent target is woefully inadequate. We need bold, ambitious goals that will genuinely reduce emissions, protect our communities and safeguard the future of today’s students.
“We are calling for urgent investment in school and TAFE infrastructure to deal with the current reality of climate change and the growing occurrence of climate related extreme weather events and their impacts.
“With thousands of schools, early childhood centres and TAFEs across the country, there is also a missed opportunity to invest to decarbonise and drive climate action.
“Specific investment in education settings to reduce energy use and adopt renewable energy like solar power would have a significant impact on emissions and provide vital learning opportunities for students.”
The AEU is calling for:
• A clear, ambitious target beyond 70 per cent – not a range – that locks in stronger emissions reductions.
• A roadmap to net zero that recognises the impact of climate change on schools, early childhood settings, TAFEs, teachers and students.
• Urgent investment in infrastructure to ensure every child/student has a safe, climate-ready learning environment, including investment to decarbonise and drive climate action.
“Students deserve a future where their education is not at the mercy of extreme weather events,” Ms Peace said.
“The Albanese Government must listen to the community and step up to show real leadership on climate action, so that our children can have a more certain future, and educators can work in safe environments.”
Australian Unions are voicing their alarm at attempts by employer groups to exploit the popularity of working from home to sweep away longstanding workplace rights.
Employer groups are pursuing broad changes in the Fair Work Commission that threaten rights to overtime and penalty rates in exchange for greenlighting new work from home agreements.
The employers’ lobby, led by the Ai Group, wants to let employers’ new work from home arrangements for administrative workers wipe out rights to overtime, penalty rates and allowances if they sign on.
The Fair Work Commission initiated the case to insert a “work from home” clause in the Clerks Award. According to research it commissioned, nearly 66 per
cent of employees employed under this Award were able to work from home, with 52 per cent agreeing to do so.
The employers’ proposals also arguably conflict with recently passed Federal Government laws to protect penalty and overtime rates.
Australian Unions are concerned the test case could impact thousands of admin workers and set a new low benchmark for other modern awards if adopted in other sectors.
ACTU Secretary Sally McManus said the ACTU was alarmed by the sheer scale of the proposals from employers to remove overtime and other entitlements from admin workers.
“Overtime and penalty rates form part of people’s take-home pay and also
protect workers from expectations from employers that they work unusual or excessive hours,” Ms McManus said.
“None of the employer groups put up any real evidence as to why they need the changes. In our view, they are using this as an opportunity to gain control over workers and to cut their pay.
“Employers are asking for an astonishing number of basic protections to be stripped away from workers, particularly part-time workers who are largely women and this will worsen the gender pay gap.
“The basic protections at stake here are too important to have taken away and unions are calling on the Fair Work Commission to stop this employer bid to cut rights in exchange for work from home arrangements.”
To read more visit bit.ly/46Uiivp
A record 2.8 million working Australians are now covered by collective bargaining agreements, delivering higher annual wage increases – an increase from 2.68 million in the previous quarter.
More than a million extra workers have the benefit of a collective agreement since the Secure Jobs, Better Pay laws passed in December 2022, or around a thousand extra workers a day.
The Trends in Federal Enterprise Bargaining report shows that workers covered by union negotiated collective agreements get higher wage increases than those on agreements without unions.
Union negotiated collective agreements delivered average annual wage increases of 4.2 per cent, compared to wage increases of three per cent under agreements where no unions were involved, according to the Department of Workplace Relations’ report.
With inflation now at 2.1 per cent, workers on collective agreements are seeing strong real wages growth, to make up for nearly a decade of wage stagnation and the recent cost of living crisis.
Private sector workers led the pay uplift, winning average annual wage rises of
4.3 per cent, up from 3.9 per cent in the March quarter – the highest level of wages growth on this measure since 2009.
There were 839 new union negotiated agreements registered in the June quarter, delivering wage increases for an extra 177,500 workers.
The industries with the highest wages growth were construction (5.7 per cent), health care and social assistance (4.5 per cent) and electricity, gas, water and waste services (4.5 per cent).
The new laws are delivering for workers on multi-employer agreements, with 247,500 workers on a current multi-employer agreement in June 2025, up from just 46,200 in December 2022.
More than 200,000 workers have been added to multi-employer agreements since the Secure Jobs, Better Pay laws passed. Workers on a current multiemployer agreement saw a wage increase of 5.1 per cent in June 2025.
Of the states, New South Wales recorded the highest average annualised wage increase of five per cent, followed by the ACT on 4.4 per cent, South Australia 4.3 per cent, Victoria 4.2 per cent, Western
Australia four per cent, followed by Queensland and Tasmania on 3.5 per cent.
ACTU Secretary Sally McManus said:
“More workers than ever are securing good wage increases through collective bargaining. The statistics clearly show that the biggest pay increases are won through union negotiated agreements. If you negotiate as a union the average pay rise is 4.2 per cent and if you do not it is three per cent.”
“Union members are going about addressing cost-of-living pressures by demanding and winning pay increases that are much better than inflation,” she added.
“The revival of collective bargaining has occurred because of the new laws the Labor Government bought in two and a half years ago. These laws were essential to kick start wages growth as collective bargaining is the engine of wages growth.
“If you want a decent pay rise, join your union. When workers are members of a union they get better pay rises, which should not be surprising as banding together gives people much more bargaining power and expertise than they would have by themselves. There has never been a better time to join a union.”
The Education and Training Centre is pleased to announce two very exciting programs that will be on offer in 2026. Anyone interested in finding out more about the following two programs in 2026 are invited to submit an expression of interest. Email your name and school to training@sstuwa.org.au to be the first to receive more details, the scheduled dates and notification of when registrations are open.
Due to the success of the 2025 program, the SSTUWA is proud to re-offer The Ethical School Leader Program in 2026. The program will consist of three days of professional learning for school leaders, spaced over the year and will be facilitated by a range of SSTUWA presenters alongside Ben Calleja and David Price from CC Solutions.
• Day One: Leading for Good – Practical Pathways for Morally Informed Leadership.
• Day Two: Leading from Strength –Understanding and Harnessing the Powers and Protection of Legislation, Policy, Agreements and the Law.
• Day Three: Leading for Each Other – Shared Goals of our General Agreement and Award.
“Fabulous. One of the best PLs I’ve participated in.” - Deputy Principal
“You have definitely tapped into a wide gap in school leader training and PL.” - Principal
In 2026, we are delighted to work alongside Dr Amie Fabry to bring you a three-day program, spaced over the year. Join Dr Fabry for this program to embark on a journey that equips you with insights needed to thrive as a leader in this crucial and ever evolving landscape. Grounded in the research-informed Lead with Intention Framework, this program offers a practical yet empowering path for participants to explore and expand their understanding and confidence as early childhood leaders in their schools. Through interactive workshops, collegial discussions and practical experiences, our program provides early years leaders with actionable strategies that can be seamlessly integrated into their everyday practice as they grow alongside and with the support of others. This program is suitable for aspiring, emerging and experienced leaders of K-2, who are leading pedagogy, programs and practice. Send your EOI now to training@sstuwa.org.au
The SSTUWA is pleased to offer the last three sessions in this series of live online learning opportunities for all interested members and elected delegates around the General Agreement 2023.
Join us via Zoom to unpack specific clauses that may impact you or your branch the most. You will have the opportunity to interact with other participants from across the state and engage with SSTUWA presenters online. There will be time for Q&A and often an SSTUWA senior officer will join the session. Register today at sstuwa.org.au/training
General Agreement 2023 (Schools)
Series via Zoom – Session 11:
Working Within Your Agreement
Thursday 20 November, 3.30-4.15pm
Get the facts: School development days, curriculum support, class sizes, duties other than teaching (DOTT), trade off, staff meetings and more.
Join Cherry Bogunovich and Natalie Swinbourn to explore the key elements of each of these matters.
Bring along all your questions to ensure you have a clear understanding of the facts.
Thursday 11 December, 3.30-4.30pm
This new online discovery experience is designed to support union members who are planning to nominate for a union delegate position in 2026. Participants will leave with knowledge of what being a delegate involves and the types of ongoing support available to help succeed in the role. Union staff will work with aspiring representatives to explore and unpack what they need to know.
Whether you are a relatively new member or have been an active member for some time and just need a nudge, this session will support you in your decision making to step into a delegate role in 2026.
General Agreement 2023 (Schools) Series via Zoom – Session 12:
Thursday 4 December, 3.30-4.15pm
Teachers and principals have significant responsibilities for student care.
These responsibilities come from common law and legislation.
They cannot be avoided or minimised, so the union’s focus is to ensure that teachers and principals are aware of their obligations and are appropriately trained, resourced and supported to provide the required standard of care.
Join Mario Schmidt, SSTUWA assistant legal services coordinator, as he unpacks important elements of duty of care.
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
TIPS Financial Services
$1,100 discount on your TIPS Transition to Retirement strategy or Retirement plan. Exclusive to members. sstuwa.org.au/tipsfs
Banking
ME Bank
Special offers throughout the year for members. A bank built by, and for, union members.
sstuwa.org.au/mebank
Mortgages, Money and Me
Complimentary advice, property reports, finance tools and more for SSTUWA members.
sstuwa.org.au/mmme
OFX Money Transfers
When it matters, OFX it. Save with the experts in international money transfers.
sstuwa.org.au/ofx
Teachers Mutual Bank
Banking exclusively for the education community.
sstuwa.org.au/tmbank
AutoBahn
Mechanical and electrical services. Members receive 10% off any AutoBahn service or repair, capped at $100. sstuwa.org.au/autobahn
Bayswater Mazda
Exclusive offer including fuel card, servicing and more. sstuwa.org.au/bayswatermazda
Bob Jane T-Marts
National fleet pricing on a range of products and services. sstuwa.org.au/bobjane
easifleet
$250 Magic Hand Carwash voucher with any easifleet procured novated lease.
sstuwa.org.au/easifleet
Europcar
10% discount on vehicle hire in Australia. sstuwa.org.au/europcar
Paywise
Fleet Network is now Paywise. Package your next car and save on tax. Bonus gift with vehicle delivery. sstuwa.org.au/paywise
Western Motor Vehicle Consultants
We’ll find a car you’ll love. Save time and money when sourcing your next vehicle. sstuwa.org.au/westernmotors
Computers
Altronics
Build it yourself electronics centre. VIP trade discount in store and online. sstuwa.org.au/altronics
Apple on Campus
For details visit: sstuwa.org.au/apple
Dell
Save up to 5% off selected items. sstuwa.org.au/dell
Huge savings for members on laptops, accessories, printers and more. sstuwa.org.au/hp
Save on your IT with access to the PLE Computers academic portal. sstuwa.org.au/ple
Educational Resources
Effective Group Work
Beyond Cooperative Learning. By Barrie Bennett. sstuwa.org.au/effectivegroupwork
Graphic Intelligence
Possibilities for Assessment and Instruction. By Barrie Bennett. sstuwa.org.au/graphicintelligence
Instructional Intelligence
Building Instructional Expertise for the Classroom. An SSTUWA project in collaboration with Barrie Bennett. sstuwa.org.au/instructionalintelligence
Teacher Superstore
5-10% discount, in store and online. sstuwa.org.au/teachersuperstore
Entertainment
Movie tickets
Pre-order your movie tickets and save. sstuwa.org.au/movietickets
Outback Splash
Featuring both water and year-round attractions. Discounted tickets for members. sstuwa.org.au/outbacksplash
Rockface
Indoor rock climbing in Balcatta. $15 all day climbing pass with harness hire. sstuwa.org.au/rockface
For more information visit sstuwa.org.au/benefits and the benefits tab of the SSTUWA App
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. sstuwa.org.au/cellardor
Taste Bud Tours
Swan Valley “Speed Grazing” – 20% discount. Good Food, Wine & Cider (am) or Good Food, Wine & Beer (pm). sstuwa.org.au/tastebudtours
Teachers Health Fund
Join the thousands of teachers who have already made the switch. sstuwa.org.au/teachershealth
WA Opticians
20% discount on spectacle frames and lenses. Perth and East Perth. sstuwa.org.au/waopticians
Houspect
Buy, build and invest with confidence. $50 discount on prepurchase building inspections. sstuwa.org.au/houspect
Johns Building Supplies
Trade prices on paint and painters’ hardware. Builders prices on all other hardware lines. sstuwa.org.au/jbs
SkylightsWA
Specialising in skylights and roof ventilation, servicing all regions of WA. 7% discount off selected products. sstuwa.org.au/skylightswa
Wattyl
15% off Wattyl paints, stains and accessories at Wattyl Paint Centres in WA.
sstuwa.org.au/wattyl
Insurance and Legal
Journey Cover insurance
For details visit: sstuwa.org.au/journeycover
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 Teachers Health members who are planning a trip away, Teachers Health travel insurance offers comprehensive cover at competitive rates. sstuwa.org.au/travelinsurance
Wills for members
Members can access a complimentary simple will, where appropriate. For more information or details about a complex will, visit: sstuwa.org.au/wills
Shopping
isubscribe
Up to an extra 10% off any print and digital magazine subscription; over 4,000 titles. sstuwa.org.au/isubscribe
Jackson’s Drawing Supplies
10% discount in Jackson’s 12 shops and online. sstuwa.org.au/jacksons
Petals Flowers & Gifts
20% off flowers and gifts. World-wide delivery available. sstuwa.org.au/petals
Teacher Superstore
5-10% discount, in store and online. sstuwa.org.au/teachersuperstore
Union Shopper
Save on cost-of-living expenses with some of Australia’s biggest brands. Free access with your SSTUWA membership. sstuwa.org.au/unionshopper
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
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
Metro Hotel Perth City
15% discount on the best available rate. Located in East Perth near the WACA and Gloucester Park. sstuwa.org.au/metroperth
Rottnest ferry tickets
Save up to $15 on Rottnest ferry tickets with WestClub. sstuwa.org.au/rottnest
Augusta
3x1 spacious holiday rental. One double, one queen, five singles. 200m from the river and town. Magnificent river views. One large living area, three sided veranda and BBQ. Provide own linen and towels. $150 per night plus $50 cleaning fee. gregrowl@iinet.net.au
Dunsborough (Quindalup)
Large 4x2 holiday home on Geographe Bay Rd. Swimming beach 30m away. Free use of private boat mooring. Room to park boats with boat ramp a minute away. Slow combustion wood heater and reverse-cycle air-con. Available all year except for leavers’ vacation. No pets. 0419 943 203
a_r_moore@bigpond.com
Dwellingup
Après Huit and Dwell Cottage provide luxury self-contained accommodation set in beautifully landscaped gardens. Can be rented separately or together. Après Huit: 2x2, main house. Dwell Cottage: 1x1, furnished in a French theme. Robert: 0419 954 079 dwellcottage.com.au
Dwellingup
In need of a tree change? Time out to reconnect with nature? Time for a vacation in Dwellingup’s Jarrah forest, 90 minutes from Perth. Chuditch Holiday Home is perfect for couples, groups and families. It’s centrally located and sleeps up to eight people.
Shani: 0402 615 235 shanivore@hotmail.com
Frankland River
Private secluded retreat. Choose from three different types of separate accommodation. Three bedroom homestead: two king beds, two single beds – sleeps six (no pets). Two adults $195/night, children under 13 $25/night, extra adult guests $50/night. One bedroom chalet: one queen bed – sleeps two. $139/night, adults only. One bedroom cabin: one queen bed – sleeps two. $169/night, adults only. franklandriver.com.au
Jade: 0430 450 093 | Sam: 0413 160 093 Fremantle
Short term accommodation in central Fremantle. Recently refurbished with all conveniences for modern living. Townhouse has three queen-sized bedrooms plus provision for two singles. Enjoy time in the rear garden, complete with BBQ. Secure parking for two cars, access controlled by electric gates. 9430 4458 | 0407 083 174 info@westerley.com.au
Fremantle
Staycation? Attending a function? Cosmopolitan getaway? Fremantle is the place. Cafes, restaurants and breweries. Markets, beach, art galleries, museums, theatre, events, shopping, skate park, Ferris wheel, whale watching... What more could you want? Eco-Gallery Apartment is stylish, centrally located, sleeps three and has secure parking. (08) 6323 2339 admin@smartstaywa.com.au
Kallaroo
Serenity Escape is a 2x1 apartment with full kitchen, offering comfort and convenience. 20 min walk to beach, 5 min drive to train station, walking distance to Whitfords Brewing Co, cinema and shops. Toiletries, slippers and coffee machine provided. Min two nights. Sleeps four, or five 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 eight: two x queen beds and two 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
Nannup
Seraphim Retreat is a pet friendly 3x1 character farm cottage, five minutes from friendly Nannup. Set in acreage, with established gardens and stunning valley views. Air conditioned and wood
heater. Horse riders can bring their horses to access our arena and trails. Teacher discount: $159 weekends, $149 midweek. See website for details. seraphimretreatnannup.com SMS 0420 832 510
Safety Bay
Very clean and tidy, traditional style 3x1 duplex in Safety Bay. Fully furnished and equipped. One street from beach. Presently a minimum stay requirement (this may change).
cnjn@aapt.net.au
Trigg
Self contained accommodation. Kitchen, laundry, queen sized bed plus fold out double couch in lounge. Free WiFi and Netflix. Own entrance. Find us on Facebook.
Kerry: 0409 884 330 | FB: @justriggin 67justriggin@gmail.com
Yallingup
Rammed earth cottage, 2x1, nestled amongst bushland. Well located, short walk to Studio Gallery Bistro, two-minute drive to Caves House. Beaches, galleries, wineries and restaurants close by. Sleeps six. No dogs. stayz.com.au (property 136151) Kirsty: 0419 927 660
Tranquillity Counselling, Psychotherapy and Career Development
I provide holistic, confidential practical counselling to help you deal with an array of issues, some being: general relationship, mental health, anger issues/management, anxiety, depression, self-harm, grief and trauma, addiction, abuse, palliative care. Milica Robinson, MCnsig&Psychthpy, GradCertCareerDev, BEd. 0422 358 187
Retirement coach
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
Email 50 words or fewer to editor@sstuwa.org.au along with your union membership number. Free for members.
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
Funeral celebrant
I am an experienced funeral celebrant. It will be my honour to assist you in the cocreation and presentation of a ceremony that serves to honour your loved one, by revealing their essence through a uniquely constructed and presented combination of spoken word, rituals, symbols, audio and visual displays.
0449 075 001
Kc.fcelebrant@gmail.com
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. (08) 9334 1259 youth@stjohnambulance.com.au
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 2026 starts Monday 9 February. Stan: 9330 6737 | stan@stansdancing.com
Messines Bee Farm Incursions
Four bee/sustainability themed incursions for primary, K - 6. Play based, engaging, hands on, live bees, honey tasting. messines.com.au workshops@messines.com.au
Road safety education for schools
RAC offers free curriculum aligned road safety workshops and online resources for primary schools (pre-primary to Year 6) and secondary schools (Years 10 to 12), covering a range of road safety topics designed to keep young people safe on and around the roads. (08) 9436 4471 | rac.com.au/education communityeducation@rac.com.au
Jump Rope for Heart
Looking for a ready-to-use program for your health and physical education plan? The Heart Foundation’s five-week Jump Rope for Heart program is just what you need! This easy-to-run primary school program, supported by an online teacher portal full of helpful resources, makes incorporating skipping into your school’s activities a breeze. It inspires kids to move more, have fun and develop heart-healthy habits, all while raising funds to save Aussie hearts. Discover how you can support your students in becoming Heart Heroes at jumprope.org.au
MAWA
The Mathematical Association of Western Australia offers professional learning opportunities, conferences and consultancy services to teachers and schools and networks. MAWA members receive 10 per cent discount on MAWA shop resources. For more information: mawainc.org.au 9345 0388 | eo@mawainc.org.au
Macramé is the new yoga
I'm a teacher running small group macramé classes in a cosy home studio. Join me and discover the power of mindfulness as you learn to engage your mind and your hands in a fun supportive environment. It's a powerful way to calm a busy mind.
marcia@knotinlove.com.au
Rainbow Reading (New Heights) Rainbow Reading supports struggling readers, including neurodiverse, delayed, or new English learners, without changing school programs, instead, adding to support. The Reading pen motivates, while activities help students catch up on missed reading and comprehension. Need support with group work or extra reading mileage? Rainbow Reading has effective solutions.
rainbowreading.com.au | Di: 0407 490 253
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
The Retired Teachers’ Association of the SSTUWA will be meeting for its Christmas function on Monday 1 December from 11.30am at the SSTUWA premises. All retired members are welcome. RSVPs essential: (08) 9210 6035 or training@sstuwa.org.au
Stay in touch: Join the RTA Facebook Group – search “Retired Teachers’ Association of the SSTUWA”.
Association:
AGM: Sat 29 Nov 10am
Venue: Various and/or online via Zoom. More info: www.l3cta.org.au or contact@l3cta.org.au
While we don’t store credit card details or other financial data on our website or app, we are always conscious of making our online home as secure as possible, so we have updated our password protocols and introduced twofactor authentication. If you haven’t reset your password yet, you will need to do so next time you visit the website or app, so please allow a little longer for the log-in process. For more information visit bit.ly/4f4TlQa
The 2026 wall planner was distributed with the print version of this Western Teacher.
Digital edition subscribers can order a planner at sstuwa.org.au/wall-planner
The 16 Days in WA campaign runs from 25 November (International Day for the Elimination of Violence Against Women) through to 10 December (Human Rights Day) each year. Violence against women and girls is one of the most pervasive and widespread human rights violations globally and the fight against it must remain steadfast.
For more information visit bit.ly/3BKxkXq
Held annually on 3 December, this day aims to increase public awareness, understanding and acceptance of people with disability, all the while celebrating their achievements and contributions. For more information visit: idpwd.com.au and idpwd.org
November 2025 State Council Conference will be held on 14-15 November.
Visit sstuwa.org.au/ statecouncilconference for further information.
Did you know we have an extensive collection of research and studies on our website?
To view these, visit sstuwa.org.au/research
International Volunteer Day (IVD) is held each year on 5 December. It is viewed as a unique chance for volunteers and organisations to celebrate their efforts, to share their values and to promote their work among their communities, nongovernmental organisations (NGOs), United Nations agencies, government authorities and the private sector. Visit: un.org/en/ observances/volunteer-day
