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. October 2025.
Cover: Hat’s off to you, this World Teachers’ Day! Read more on page 25.
To access the digital copy of Western Teacher, visit: sstuwa.org.au/westernteacher
Collective action the way forward
By Matt Jarman President
The first green shoots of recovery in Western Australia’s public education system are being seen and the SSTUWA believes the way to maintain that sense of improvement and optimism is in a cooperative way.
Full funding, including the return of the four per cent tax on public schools, is underway; perhaps too slowly, but at least the process has begun.
We are seeing a genuine commitment from the Minister for Education to workload reduction via the Ministerial Workload Taskforce.
But 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.
Intense and long-term lobbying by the SSTUWA saw a genuine discussion of education-related issues in the 2025 state election campaign, with that being reflected in the re-elected Cook Government’s subsequent state budget across areas ranging from air conditioning replacement, a trial of full service schools, increased funding for maintenance, guaranteed fee-free TAFE and extra (but not yet nearly enough) funding for Government Regional Officer Housing (GROH).
More subtle, but just as important, has been the recognition across government of how intricately linked education outcomes are with health and wellbeing.
I would suggest the roots of these more promising developments are linked to the findings of Facing the Facts
The review, commissioned by the SSTUWA and carried out with a crucial
commitment to independence by Dr Carmen Lawrence and her team, has been the absolute blueprint for promising improvements to public education.
As DoE Director General Jay Peckitt wrote to the SSTUWA recently, “Facing the Facts: A Review of Public Education in Western Australia report provides a valuable opportunity to strengthen public education”.
The great strength of Facing the Facts was that it sought input not only from the real experts, those working in our schools, but also from across the community.
The long list of peak bodies and community organisations that made written submissions to Facing the Facts included the WA Primary Principals’ Association (WAPPA), WA Secondary School Executives Association and the Western Australian Council of State School Organisations (WACSSO).
The submissions were detailed and in keeping with the report looked to make positive suggestions, not just list criticisms.
Constructive engagement with these organisations has followed. We will always have areas where our points of view diverge, but one belief we do share completely is that a better public education system will be produced by cooperation and collaboration rather than through division and empire building.
Sadly, the partly ego-driven approach we fell into a decade ago has, as the recent Agency Capability Review into the DoE said, led to a “lack of clarity about the difference between autonomy and being autonomous”.
What we have learned from those experiments is that a collegiate approach
to the issues facing public education is by far the most successful way to achieve change and improvement.
When SSTUWA members marched across WA on 23 April 2024, delivering a massively improved government offer on our General Agreement, it was incredible to see parents out there alongside and supporting teachers and school leaders.
There was also considerable support from WAPPA members even though they faced extra challenges leading schools that day.
We have also seen significant contributions by WACSSO members in the fight for full funding.
I am pleased to announce that we have agreed with WAPPA and WACSSO on five key principles to follow in a mutually supportive campaign to keep driving positive change in public education.
These embrace focused funding on key areas, a collaborative and supportive approach to restoring respect for teaching, teachers and school leaders, continued lobbying for the speeding up of the delivery of full funding and combined lobbying in areas such as GROH and workload reduction to retain the teachers and school leaders we have and attract the best people into teaching.
I agree with the words of Mr Peckitt: “Constructive engagement will be essential as we work together to address the challenges and opportunities outlined in the report [Facing the Facts] and shape a stronger, more sustainable future for WA public education.”
Collegiate, collective action is the way forward, otherwise we may witness the teacher resignation rate continuing to climb.
Mouldy old GROH
By Lindsay Hale School leader consultant
In late August I travelled north to see and hear first-hand how public educators are faring in Government Regional Officer Housing (GROH).
The themes that emerged were consistent across secondary, primary, district high, school of the air and remote community settings.
A chief concern was that when issues emerge responses are typically slow, inconsistent and remote.
Imagine, on your busy day waiting for 45 minutes on hold and sometimes still not getting a response. Imagine a system so unresponsive that you count yourself lucky if the GROH home is actually privately-owned and you get some cut through because you happen to know the owner.
On the other hand, you might be living with the uncertainty of when the private owner decides to sell up or there are disputes over repairs and maintenance.
Perimeter fences with holes, concerns about asbestos, verandah posts rusted and broken, leaking taps, broken security sensor lights, windows sealed shut … they’ll keep.
Imagine submitting the same request online to no avail – and with no record to prove it.
Imagine a week without running water.
Imagine the hanging risk posed to small children by cords on window dressings ignored; burns risk posed to small children by very hot free standing stoves ignored; the safety risk posed by smashed windows and useless security screens that are left without repair along with stolen keys ignored: the sorts of conditions that lead to fear and despair –and for some, a sense of shame that this is what they have brought their family to.
Often when a contractor does respond, there seems to be little recognition of the difficulty school-based staff face in
dealing with matters or being at home during school hours.
A simple phone call or email to arrange a suitable time doesn’t seem too much to ask – rather than multiple, time wasting, “missed you again” notes slipped under the door or into the letterbox.
Then there is the air conditioning: “You’re lucky to have it”.
Imagine being left with no air conditioning for eight weeks in conditions as hot and humid as our northern climate can provide (by the way, been there and done that!).
GROH groans: Mould, graffiti, termites damage and vandalism - just some of the issues GROH residents endure.
The sort of climate that might mean returning with your family from your Christmas break to find an uninhabitable mess of mould … it’s the weekend … what do you do?
If you put your family into temporary accommodation and clean up the mess yourself, no one seems to care – or they want to argue the toss – you bear all the cost. And good luck with your (very expensive) contents insurance if the cause of the problem is not remediated.
No cool air to the main living space of your home? No problem: leave it on all day in the bedroom and leave the door open … never mind the expense! Oh, and too bad there is no insulation.
Garden establishment and maintenance? Your problem! Really? Even when there is no retic, or the retic is broken, or the water tank has been installed but not connected.
Availability of housing remains a problem. And the “take it or leave it” and “you’re on your own” messaging.
Transition housing – especially for families – is challenging. Holing up in a hotel might be fun for a weekend or even a week but it is not much chop when the weeks or even months start to roll on. And there are hotels … and hotels.
There is the reality that families don’t all look the same – or stay the same. Then there are those areas where people simply do not and cannot feel safe.
Stories abound of break-ins and theft, vandalism, car theft, intimidation and the sense that no one cares. Imagine kids coming to school showing off your possessions!
Public school educators are bewildered by the variance in the size, quality
(Continued on page 8.)
Members’ experiences with GROH
In July this year my partner decided to change the job he was in and secured another job closer to the regional town we live and work in.
Due to this we had to begin looking for housing in town as our existing house we lived in was provided through his previous job. This housing was on a farm 68km from the town itself. I had lived in Perth before moving to this regional town when my employment began.
I contacted GROH via email and then phone call to investigate if I would be eligible for housing.
When I called, they advised me that they could only allocate housing upon appointment to a regional school and that as I had already been employed at the school for two years, I was now considered a local.
This meant that I was ineligible for GROH accommodation, even though I was moving 68km into town and do not own a house within 50km of my workplace.
I did not know that GROH could only be allocated on appointment as it was not listed on any of the [online] information pages about GROH.
When I talked to my principal about this, she did not know that this was the case with GROH and called them to find out if anything could be done. She was given the same response.
With regards to GROH, although my issue is not related to maintenance, it relates to wellbeing and having a property on provisional lease.
If a family moves to town I am at risk of losing my property. Being in this situation,
and the past effects of being in a hotel room for seven months and then in a private property that was sold without notice, does not make me feel settled.
I am essentially waiting to be advised I will need to move again. The need to move me to place another teacher makes no sense to me.
Initially, I was unaware when signing my contract that GROH property was unavailable. This was told to me later and I was then advised I should have known because of the current housing market.
The only easy part was dealing with the removalists. The rest of my experience has been negative and stressful with very poor communication.
The above comments have been edited for clarity and to preserve members’ anonymity.
(Continued from page 7.)
and cost of housing across different government agencies – and can’t help but be particularly puzzled by those special folk who get high level security –or a swimming pool.
Some staff were frustrated by the paradox of completing an on-entry report including photos, that there had been no response because a maintenance request had not been submitted: the onentry report, they were told, is just for the record – not for any response.
Then there is the frustration of exit inspections conducted long after staff have cleaned up – even engaged professional cleaners – and left a home.
Meanwhile the leaves amass outside, the dust gets in, as do the rodents and the insects. Next comes the accusation that the property was not left in a fit state.
Principals and other school leaders often take up the cudgels in support of their staff. Many spend considerable time and energy on advocacy.
Some even find themselves boarding up the broken windows, or organising crisis accommodation, or being told they need to make staff accountable for looking after gardens – hardly their core business of leading teaching and learning.
It just isn’t anywhere good enough. The work of public educators is stressful enough.
The home should provide some sort of refuge. Instead, in sometimes very challenging environments, it often adds to the stress.
How are we going to retain – let alone attract – people in the regions when so many have a sense that there is no understanding of geography, climate or demographics and that there is no understanding, compassion or care for them?
Where is the focus on solutions we so desperately need? And without that focus, what value is there in any regional education strategy?
Our school leaders, teachers, school psychologists and TAFE lecturers are crying out for help. Most of all they want to be able to talk to a human being who understands and acts – and works in a properly resourced, fit-for-purpose housing provider.
Power in participation
By Natalie Blewitt Senior Vice President
Whether it is via committees, District Councils or State Council, members drive everything we do at the SSTUWA.
One of the reasons we have record member numbers is the drive and inspiration we draw from collective actions that work to protect and improve public education in WA.
It is our fundamental mission to protect and improve our industrial and professional rights and to promote quality public education for all – and that is not only the role of four senior officers and 15 Executive members – it is the core task for all members.
As we state repeatedly, the SSTUWA is as strong as its members. Through the collective strength, wisdom and engagement of members we are powerful and influential in the community.
Our democratic processes at branch level, District Council, Executive and State Council ensures that our decision making and our actions are inclusive, representative and powerful.
That’s why during Term 3 senior officers join with the school organiser team to meet with delegates from across the state as part of District Council industrial training and council meetings.
Twice a year delegates gather from as far as Broome in the north to Esperance in the south, east to Kalgoorlie and districts in between.
For me that meant heading to the districts of Goldfields-Roe (Katanning and Esperance), and meeting with delegates from the districts of Belmont, Kalamunda, Maylands, Swan, Fremantle, Jandakot, Perth, Riverton and Victoria Park.
Prior to attending District Council, delegates need to meet with their school branch to discuss items members would like to see included in their branch reports.
Members at a school branch level should know what their delegate will be reporting on.
Delegates will often include in their formal reports what is going well or what challenges their branch is facing, or even items they think need to be improved during negotiations.
District Councils are an excellent opportunity for delegates to ask questions, share their understandings, get to know colleagues in their districts, speak with their school organisers and senior officers as well as seek information that will assist their branch to understand
what is happening in the wider work of our union.
They are also a vital component of the work that we undertake as senior officers and all four of us prioritise these meetings and training days to hear directly from delegates across the state.
Connecting with SSTUWA members at District Councils is one of the ways we ensure we understand members’ concerns and issues affecting them on a daily basis.
The most recent tranche of District Council meetings saw a range of issues raised by members including the teacher shortage, curriculum changes, an increase in meetings, violence in schools, increased internal relief, increased parental demands, changes in information communication technology (Kaartdijin and sensitivity labels), workload, the Country Teaching Program, Government Regional Officer Housing, a lack of respect, reporting to parents and documented plans
Sometimes, issues such as these end up in a Log of Claims, are raised formally with the Department of Education, are the focus of a campaign (such as respect at work and Target 27) or they are even taken directly to discussions with ministers.
Where matters pertain directly to individual schools and are not felt district wide, our school organisers and if required, senior officers work directly with members involved at a branch level to assist in resolving the issue.
That’s why being part of the democratic process of our union is so important. Your voice, raised on an important issue, can start the process that leads to improvements for all.
Facing the Facts about strategic direction A new plan for public education
By Lindsay Hale School leader consultant
Let’s hope we see the development of a strategic plan for Western Australian public education that effectively responds to the findings and recommendations raised in three significant reports:
• Agency Capability Department of Education; Executive Summary (Public Sector Commission, 2024).
• Understanding and Reducing the Workload of Teachers and Leaders in Western Australian Public Schools (Hamilton and Robinson, 2023).
• Facing the Facts; A Review of Public Education in Western Australia (Lawrence et al, 2023).
There is strong alignment of many of the findings and recommendations of these reports and compelling evidence to support the SSTUWA’s position in them and many other reputable sources.
Department of Education (DoE) Director General Jay Peckitt’s commencement of a consultative process to develop the department’s next strategic plan was a promising and welcome sign. Here is the opportunity for the DoE to fully respond to Facing the Facts by:
• Re-committing to a system of public education.
• Providing direction, services and support to schools and educators.
• Focusing on student outcomes as the principal and explicit objective of any changes to policy and practice.
• Engaging in effective change management.
Now is the time to address the concerns affirmed in the Agency Capability Review:
• Confusion about autonomy and being autonomous.
• The lack of system leadership and support.
• The need for better change management and communications.
• The impact of complex student needs coupled with inadequate resourcing and support for teachers and school leaders.
• The need for a joined up human services response to complex needs.
• The need for a strategic approach for attraction and retention of public school educators.
In doing so, efforts to reduce the workload of teachers and school leaders must be front of mind.
Five coherent and aligned strategies could be the answer. Consistent with the three significant reviews cited, the current three priorities of quality teaching, behaviour management and mental health and wellbeing should be enhanced as complementary and mutually reinforcing strategies, implemented consistently with comprehensive systemfocused workforce and capability strategies:
1. Quality teaching strategy.
2. Behaviour management strategy.
3. Mental health and wellbeing strategy.
4. Workforce strategy.
5. Capability strategy.
Implementation of the five core strategies should be the shared responsibility of all levels of the public education system, with
the centre providing strong leadership and effective support.
Aligned and coherent action is needed to implement these strategies across the six areas of school and system improvement identified in Facing the Facts:
1. Strengthen support for teaching and learning.
2. Deepen student engagement.
3. Improve behaviour and reduce violence and aggression.
4. Address complex needs.
5. Strengthen Aboriginal education.
6. Strengthen system leadership.
Reduction of teacher and school leader workload needs to be a key focus in each.
Truly strengthening system leadership will require a change in organisational culture and behaviours, real action in response to the Workload Ministerial Taskforce and facing the fact that the profession, and therefore the system, is at breaking point.
Work health and safety is union business
By Sharmila Nagar Vice President
The Insurance Commission of Western Australia’s annual report provides an overarching review of the objectives, performance and financial results by financial year. The report also identifies workers’ compensation claims by sectors.
The overall summary across public sector employees found that there was a 4.1 per cent increase from the previous year in new workers’ compensation claims.
Treatments for those on workers’ compensation claims included medical specialist appointments, physiotherapy, hospital visits and other services.
The average cost per finalised claim in 2025 was 3.3 per cent higher than 2024. Physical injury claims made up 84.9 per cent of new claims in this financial year, comprising of injuries caused by stress to the body and being hit by moving objects. Slips, trips and falls are still ranked as the top three causes in 2025 of new injury claims.
The 2025 report shows that in education there were 2,550 finalised claims with 2,351 new claims. The total number of lost hours in time paid was 962,307; of which 148,471 days were reimbursed. In the financial year this equated to 619 educators in the government sector that were absent from work. In total $97,007,213 was paid on finalised claims.
Mental health claims have increased 23.4 per cent since 2024, often showing more complex issues and challenges in supporting members to return to their worksites.
Common causes include exposure to traumatic events, exposure to workplace or occupational violence, work pressure, harassment and other factors.
The SSTUWA is not surprised at the increase in these claims, especially as
PCBUs (persons conducting a business or undertaking) are required to act on psychosocial hazards reported at a workplace; this is similar to physical risks presented.
This year has seen the SSTUWA embark on many firsts regarding work health and safety (WHS). We have dealt with several very complex member issues that have provided us with a blueprint on how to deal with similar issues going forward. We continue to support members individually, via the consistency at a Member Assist level, at a branch level and also advocate at a system level to ensure all educational settings are safe.
Our 2025 State of our Schools survey outlined the various forms of violence experienced by our members, which included psychological incidents, bullying, harassment in person and online, not forgetting about the physical and verbal abuse. What was concerning is the increase of these perpetrators being parents.
The SSTUWA has started its respect campaign with members being encouraged to placed posters with the following slogan: Students learn from adults. Please be polite and respectful when raising issues with teachers and school leaders.
We are currently working with the Department of Education on updating their Connect and Respect resources to help alleviate disrespectful behaviours and to clearly outline expectations from parents and caregivers when engaging with staff at a school site.
At the time of writing, the SSTUWA will be contacting the TAFE directors on the changes in legislation regarding diesel
fume particulates and how each campus should be mitigating risks.
What is key to our organisation is the role that staff members at the union play in mitigating work health and safety risks.
Our internal process allows us to triage all member issues at Member Assist or school organiser level before being passed on to our WHS organiser, Antony Pearson, and myself as the senior officer with WHS responsibilities. Part of this triaging includes legal advice from our Legal Team to assist in investigating relevant regulations in the WHS Act.
This year alone the union has dealt with, but not limited to:
• Infrastructure concerns.
• Biological hazards.
• Minimising zoonoses (excrement).
• Psychosocial hazards.
• Intruders at a workplace.
• Asbestos.
• Workplace violence and aggression.
• Coercive control.
• Electrical and water outages.
• Gendered violence/sexual harassment.
• Heat exposure.
• Classroom adjustments for staff.
• Welding fumes.
• Diesel fumes.
The SSTUWA is a strong, independent, democratic union of public educators protecting and improving our industrial and professional rights and promoting quality public education for all. This includes our aim to keep all schools and TAFE colleges as safe sanctuaries of learning.
Transitioning to full registration
By Chloe Hosking Growth Team coordinator
Once you finish university and are granted your provisional registration, you have three years (minus 28 days) to transition across to full registration with the Teacher Registration Board of Western Australia (TRBWA). To do this, you’ll need to show evidence to your principal (or their delegate) that you’re working at the proficient career stage of the Australian Institute for Teaching and School Leadership (AITSL) Standards.
There’s no need to rush into this process straight away, but it’s worth knowing what’s involved. A good first step is to download the Guide to Evidencing the Professional Standards at the Proficient Level from the TRBWA website. As well as outlining the entire process, it’s full of examples that might give you ideas about what you can use as evidence.
Next, set up a meeting with your principal (or their nominated delegate) early on. That way, you know what’s expected and you can be clear about the kind of evidence they’ll be happy to sign off on when you’re ready to apply.
If you are in your first 30 months of teaching, you can also opt into the InClass Coaching Program. It’s completely free, and you’ll be paired with a coach who gives you personalised, confidential support. That could include lesson observations, reflection, putting your graduate modules into practice and building towards full registration. To apply, just search “In-Class Coaching” on Ikon.
Even if you’re not planning to apply for full registration just yet, do your future self a favour and start collecting
evidence early. Snap a photo of a great assessment you designed, keep a copy of quality feedback you’ve written, or screenshot a record of a parent phone call.
It’s also smart to log your professional learning as you go. In the Department of Education’s (DoE) HRMIS (Human Resources Management Information System), you can update your professional profile by adding entries to the external training log (your DoE learning will show up automatically).
For SSTUWA training, you’ll find records in your member info hub on our website and app.
While there is no set number of hours required to transition to Full Registration, professional learning can be valuable evidence for many of the AITSL standards.
Other examples of evidence could be things like trying a new teaching approach based on self-reflection, handling a tricky situation with a student or family, joining a committee or running an after-school club.
However you choose to record evidence – notes on your phone, the back page of your planner, or a Word doc on your desktop – future you will be very thankful for that record when it’s time to apply.
One last thing: make sure you submit your application at least 28 days before your provisional registration runs out, so that you leave adequate time for processing. Without valid registration, you cannot teach.
Commission proposal must have teachers at its core
The Australian Education Union (AEU) has welcomed a proposal by Education Minister Jason Clare for the establishment of a new Teaching and Learning Commission as an opportunity for a national discussion about how to strengthen the national education architecture for the teaching profession.
However, AEU Federal President Correna Haythorpe said any proposal to bring together the functions of the Australian Curriculum, Assessment and Reporting Authority, Australian Institute for Teaching and School Leadership, Australian Education Research Organisation and Education Services Australia under one national body must be considered in genuine consultation with the teaching profession, represented by their unions.
“The reality for teachers on the ground is that they are facing a recruitment and retention crisis, escalating workloads and increased complexity of student needs,” Ms Haythorpe said.
“The question we have is whether the national education architecture is fit for today’s teaching and learning needs.
“All education ministers across the country should be asking: how does the current architecture fit the actual needs of teachers, what is the teaching profession’s connection to these four bodies, and how do they support teachers to provide high quality teaching and learning for all students including those with high-level complex needs in the classroom?
“We welcome a national discussion facilitated by the Minister for Education... however we seek the formal commitment from government that the voices of teachers and unions will be central to the development of any proposals going forward, because it is teachers who deliver education every day in classrooms across the country.”
Ms Haythorpe said a significant piece that is missing from the current architecture is a teaching workforce arm.
“Any proposals for a new body must have a priority focus on the issues that are facing teachers every day in regard to recruitment and retention and decent working conditions,” she said.
“With a new proposed Commission, we need to be reassured that those matters are a priority for government.”
Ms Haythorpe said the proposal aligns with the UN Secretary-General’s HighLevel Panel on the Teaching Profession, released in February 2024, which has outlined a clear roadmap for transforming the teaching profession to meet the needs of the future.
Recommendation 5 states: “Governments should establish national commissions or other mechanisms, which should include relevant financial authorities, representatives of teachers’ organizations and other relevant stakeholders, to assess and tackle shortages of adequately trained teachers. Such commissions or mechanisms should address labour market analyses, recruitment, teacher migration, attrition and retention, compensation, status and rights, workload and wellbeing, equity (including the ratio of qualified teachers to students), equality and infrastructure.”
and working conditions they need to do their jobs well. It is about giving teachers the respect they deserve and the tools they need to ensure every child gets the education they are entitled to.”
Ms Haythorpe said: “For teachers, a stronger framework must be backed with the resources, competitive wages
“Teachers are calling for a public education system that values their expertise, reduces administrative burden and delivers the resources they need in the classroom. The AEU will engage constructively in this process to ensure that any proposed new Commission delivers for teachers, students and the future of public education in Australia.”
Truth-telling resources now available online
By Joel Scanlan
Reconciliation Australia’s new community truth-telling resources online hub is now live.
Truth-telling encompasses a range of activities, initiatives and processes that enable a fuller and more accurate account of Australia’s history, an account that recognises the strength and contributions of Aboriginal and Torres Strait Islander peoples.
Developed through Reconciliation Australia’s Community Truth-telling Pathways program, the resources aim to promote practices that respect Aboriginal and Torres Strait Islander peoples and cultures.
They are informed by research, case studies, partnerships and other knowledge sharing opportunities undertaken with communities involved in local truth-telling processes.
Fact sheets and guides are available to support the development of collective understandings of truth-telling by answering questions such as: What is truth-telling? What can it look like in practice? How can non-Indigenous people engage appropriately?
The Respecting and Protecting Indigenous Cultural and Intellectual Property (ICIP) guide and fact sheet – developed in partnership with Terri Janke and Company Lawyers and Consultants – provide practical guidance for First Nations peoples on their ICIP rights, and how all people can respect and protect ICIP while engaging in truth-telling processes.
Truth-telling has always been at the heart of reconciliation and will continue to be a keystone of attempts to create a more just and equitable Australia.
Guide – Truth-telling: Ways for Everyone to Participate
complementary tool to help extend the impact of RAPs and support truth-telling as a vital aspect of reconciliation.
Through Reconciliation Action Plans (RAP), organisations can start working to embed reconciliation within their systems and
Reconciliation Australia will continue to produce a growing collection of resources that support organisations,
their understanding of truth-telling and to undertake it using culturally appropriate and supportive practices.
Explore the hub by visiting reconciliation.org.au/truth-telling/resources
10 reasons to support truth-telling
Reconciliation Australia: Community Truth-telling Pathways
1 Respect the call: Aboriginal and Torres Strait Islander peoples have long called for truth-telling. Respect this call and support the process in whatever way you can.
2 History matters: Truth-telling expands our shared understanding of Australia’s past and present. It acknowledges the historical silencing of injustices. It corrects an incomplete record and honours First Nations voices.
3 Disrupt racism: Research shows that learning about history from the perspective of racial minorities can significantly shift discriminatory attitudes and behaviours.
4 Advance healing: Acknowledging the truth validates painful experiences, addresses trauma and supports healing and wellbeing for individuals and communities.
5 Honour lived experience: Deep listening to Stolen Generations and all Elders shows respect and preserves knowledge before vital voices are lost.
6 Deepen respect: Honouring the survival, strength and contributions of First Nations peoples acknowledges the shaping of our nation. We should be inspired by the courage and legacy of leaders upon whose shoulders we stand.
7 It’s a human right: The right to truth and undertaking First Nations led truthtelling processes is essential for advancing justice and reconciliation in Australia.
8 Better outcomes: Fairer and more effective policies and practices are possible when we better understand each other, our history of colonisation, and its impacts.
9 Connect with communities: Truth-telling helps build more respectful and meaningful relationships and deepens our connection to place.
10 A better future: Supporting this process contributes to a stronger and more just Australia responding to the Uluru Statement from the Heart invitation to walk together for a better future.
Explore our truth-telling resources hub to learn more.
TAFE Know Your Rights: Above base grade
Above base grade appointments and applications
Main clauses and documents
• For information on above minimum commencement salaries and base grade appointments see clauses 30.1 (b) and 30.1 (c) of the Western Australian TAFE Lecturers’ General Agreement 2023
• For more details information read the STERC – Memorandum of Understanding – Above Base Grade (ABG) in full before applying for an ABG. A copy of this MOU can be found on the college intranet or through the union via Member Assist.
• Each college will have process and application documents on their intranet. College documents must adhere to the requirements of the Agreement and the STERC – Memorandum of Understanding –Above Base Grade (ABG).
Applying for an ABG
• A new lecturer must be given a copy of the STERC – Memorandum of Understanding – Above Base Grade (ABG) no later than four weeks following their appointment to the college.
• If a lecturer wishes to be appointed further up the grade scale, they will need to submit an Above Base Grade (ABG) application. Lecturers need to organise an ABG application as soon as possible after being appointed. Lecturers have six months to submit an application.
Minimum commencement salaries
The minimum required qualifications and experience for appointment to salary grade 1 and grade 2 are detailed in
Clause 30 – Salaries and classifications, specifically in the table in clause 30.1 (a) as found on the adjacent page. Note that lecturers can be appointed to grade 2, as a minimum, with seven years of relevant industry experience.
Recognition of casual service
A lecturer’s prior hours of casual service must be taken into account in determining the commencement salary, in accordance with the provisions of the STERC Above Base Grade Policy.
Casual service claimed must:
• Equate to a minimum of 500 lecturing hours for one grade, or 100 days, whichever is the lesser time; 1000 lecturing hours, or 200 days, whichever is the lesser for two grades and so on, and
• Be continuous in nature (no break of more than six months between lecturing dates).
Lecturers should request a statement of casual hours from their college/s (or other such proof of casual hours worked) and email this to their manager and human resources just prior to, or as soon as possible after, appointment as a fixed term contract or permanent lecturer. Lecturers need to be persistent to ensure their casual service has been counted in determining their starting salary. Contact the union through Member Assist if the matter is not progressed in a timely manner.
Other criteria
In addition to recognising casual service, the commencement salary of new lecturers can be negotiated beyond the minimum rate having regard to the skills, knowledge and experience the future lecturer brings to the position.
The STERC – Memorandum of Understanding – Above Base Grade
(ABG) states that the “skills, knowledge and experiences of the employee should be the primary focus of an ABG assessment and not the past remuneration of an employee”.
According to the STERC MOU, an application for an ABG should address one or more of the following:
• Higher levels of skills, knowledge and/ or industry experience in relation to the years of service in the industry area.
• Recruitment difficulties (e.g. a few suitable applicants from an externally advertised position).
• Prior teaching at a school or university.
• Market forces (higher remuneration) in specialised areas – it is recognised that the workforce from which a college can recruit potential lecturers who have specialised qualifications, skills and experience may, at a particular point in time be limited due to market demands and normal business cycles. Managers should be satisfied that the prospective employee was earning in excess of that on offer and equivalent or greater than that requested by obtaining written proof of the sustained level of remuneration previously held (could be in the form group certificate, tax statement, formal pay slips or the documents that may provide sufficient evidence to support and application).
• Possession of very specialised expertise unavailable elsewhere.
• Prior lecturing service at the college. Salary classification grades (other than Principal Lecturer) will be maintained between appointments at the same college where the interval between appointments is no greater than two years, provided up to date knowledge and skills are maintained.
• Prior lecturing service at another college/s. Salary classification grades (other than ALSs appointed after 31 December 1998 and Principal Lecturer) will be maintained between appointments at different colleges where the interval between appointments is no greater than two years, provided up to date knowledge and skills are maintained.
Clause 30 – Salaries and classifications
30.1. Lecturer
a) A lecturer’s minimum commencement salary grade will be in accordance with the following: [see table below]
b) A lecturer’s prior hours of casual service will be taken into account in
determining the commencement salary, in accordance with the provisions of the STERC Above Base Grade Policy.
c) At the discretion of the Employer the commencement salary of new Employees may be negotiated beyond the minimum rate having regard to the skills, knowledge and experience the future Employee brings to the position.
5 years industry experience and; a) certificate level qualification, or b) basic qualifications and/or criteria deemed as necessary by the college to perform the position. OR Diploma / Advanced Diploma OR Tertiary Degree
Higher teaching qualification (e.g. Bachelor’s Degree, Graduate Diploma, Masters); or 7 years relevant industry experience.
AEU 2025 Heart of TAFE photography competition national winner: The Heart of Philomathēs by Valerie Walker, South Metropolitan TAFE Murdoch
The Heart of Philomathēs highlights a student experiment at South Metropolitan TAFE Murdoch. TAFE student Brigette Fauntleroy is shown creating a ‘Lava Lamp’ using Fluorescein, a compound that fluoresces under UV light and is widely used in science and medicine. The image demonstrates how TAFE brings complex scientific concepts to life through practical, hands-on learning.
Teachers want a profession worth staying in
By Glenys Oberg
Queensland’s public school teachers walked off the job in August in their first statewide strike in 16 years.
The state’s teaching union asked parents to keep their primary and high school children home for the day.
While some media reports have framed this as a pay dispute, teachers insist this is about unsafe working conditions, excessive workloads and not enough resources.
Why are teachers striking?
There are, on average, 119 violent incidents in Queensland schools per day.
Teachers describe being punched, kicked and spat on by students and not given any support by their schools.
Particularly since 2018, inclusion policies have brought more students with complex needs into mainstream classrooms. Although the benefits of inclusion are proven, in Queensland this has not been accompanied by extra support.
How rare is a teachers’ strike?
This strike is unusual. Queensland teachers haven’t staged a full-day, statewide walkout since 2009.
Across Australia, such large-scale action is also rare but not unprecedented. New South Wales teachers took part in a strike in 2021 over similar issues: staff shortages, heavy workloads and stagnating pay. [Editor’s note: The SSTUWA held its own stop work meeting over such issues and more in April last year.]
Victorian teachers are also reported to be considering a strike over their latest pay deal.
What’s on the table?
In negotiations this year, the Queensland government has offered teachers an eight per cent pay rise over three years – with some allowances like $100 for overnight camps.
But teachers say this won’t keep pace with inflation or with NSW, where a recent deal lifted starting teacher salaries to $87,550 and “experienced” teacher salaries to $125,723. Victorian classroom teachers earn from $79,589 to $118,063.
By comparison, Queensland’s teachers start at $84,078. A “senior” teacher earns $116,729.
Still, this isn’t just about salaries. As Queensland Teachers’ Union president Cresta Richardson says, “pay is important – but it’s not the only issue.”
Teachers want class sizes capped at sustainable levels – they are currently capped at 25 students per class until Year 3 and 28 students per class for Years 4 to 10. The Organisation for Economic Cooperation and Development average is 21 for primary students.
Teachers also want more time for planning and more support staff – teacher aides and counsellors – to help meet student needs.
These are the conditions that will let them do their jobs. This has been echoed
Photo: QTU/Facebook
by research in the United Kingdom and Australia, which found increasing workloads are a leading reason teachers give when they leave the profession.
Media coverage has missed the point
Some recent media coverage has portrayed teachers as greedy or out of touch. Lines like teachers “strike over pay […] how do they compare to nurses, police and retail workers?” create a misleading comparison that ignores the growing complexity of teachers’ roles.
Other articles focus on the inconvenience to parents, casting the strike as selfish.
The emotional toll: what the research shows
My own research, drawn from a national study of nearly 2,000 teachers, found alarmingly high levels of compassion fatigue, secondary traumatic stress and burnout.
Compassion fatigue occurs when ongoing exposure to students’ trauma and distress erodes teachers’ emotional resilience. Over time, it leads to exhaustion, disengagement and leaving the profession.
Secondary traumatic stress is the emotional distress that results from
indirect exposure to trauma – when teachers repeatedly support students dealing with abuse, neglect or hardship. It mirrors post-traumatic stress symptoms, including intrusive thoughts, emotional numbing and hypervigilance.
In my study, more than 72 per cent of teachers scored in the moderate-tohigh range for secondary traumatic stress, and more than 75 per cent were at moderate or high risk for burnout. Teachers described feeling emotionally drained, detached from their work and on the verge of leaving the profession due to cumulative emotional demands.
A national issue
This is not just a Queensland problem. Across the country, teachers face rising expectations without the time, training or systemic support to meet them. When asked what would help, teachers say they want better staffing, stronger leadership, professional autonomy and policy reform.
These reforms include a reduction in administrative burdens, which would allow more time for lesson planning and direct support of students. They want adequate school-based mental health
services, so emotional care of students does not fall solely on teachers acting as de facto counsellors.
Teachers also seek fair and consistent supports for students with extra needs, including access to specialist staff. In addition, they want protection from violence, including legal reforms that acknowledge the risks they face in their workplaces.
Finally, teachers want dedicated time for professional learning – that does not get overtaken by bureaucratic reporting tasks.
Ultimately, they are asking for a profession worth staying in. One where they’re not afraid at work. One where they have time to teach and where doing your job doesn’t mean burning out.
Glenys Oberg is a PhD candidate in education and trauma at The University of Queensland. 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.
Photo: QTU/Facebook
More funding increases needed following new NAPLAN results
By Trevor Cobbold
The latest National Assessment Program Literacy and Numeracy (NAPLAN) results reveal the enormity of the challenges facing Australia’s school system.
They show vast achievement gaps between rich and poor, a huge proportion of equity group cohorts not achieving national proficiency standards and a very large proportion in need of additional support in their learning.
Unfortunately, the education equity targets and new funding agreements between the Commonwealth and state and territory governments provide little prospect that the gaps can be reduced. Urgent action is needed to ensure that
public schools are fully funded in the near future.
Year 9 students of parents with a bachelor’s degree or higher achieved much higher average scores in reading, writing and numeracy than students of parents who only completed Year 11 [See chart 1 below].
The gaps were 98 points for reading, 107 points for writing and 111 points for numeracy. They represent a learning gap of four to five years because Year 9 students of parents with only a Year 11 education achieved average literacy and numeracy scores below that of Year 5 students of highly educated parents.
Note: The achievement gap is the difference between the mean score between different student cohorts. For example, the mean reading score of students whose parents have a bachelor’s degree is 96.5 points higher on the NAPLAN scale than that of students whose parents have a Year 11 education.
In addition, Year 9 students of parents in the highest occupational group (Occupational Group 1: elected officials, senior executives/managers, management in large business organisation, government administration and defence, and qualified professionals) scored 63-71 points more than students of parents in the lowest occupation group (Occupational Group 4: machine operators, sales/office/service/ hospitality staff, assistants, labourers, and related workers).
This represents a learning gap of nearly four years. Students from the highest occupation group achieved 83-96 points more than those of parents not in paid work and which represent over four years of learning.
The gap between Indigenous students and those of highly educated parents remain very large: 98 points for reading, 114 points for writing and 116 points for numeracy. These gaps represent over four
years of learning for reading and nearly five years for writing and numeracy. The equivalent gap for remote area students is about four years while that for very remote area students is nearly six years.
The NAPLAN results also reveal that very large proportions of disadvantaged students are not achieving national proficiency standards in reading, writing and numeracy. For example, over half to two-thirds of disadvantaged Year 9 students do not achieve the standards as shown by the following percentages [See Chart 2 above]:
• Students whose parents have a Year 11 education: 64-65 per cent.
• Students whose parents are in the lowest paid occupation group: 49-51 per cent.
• Students whose parents are not in paid work: 58-59 per cent.
• Indigenous students: 65-67 per cent.
• Remote area students: 56-60 per cent.
• Very remote area students: 77-80 per cent.
By contrast, only 16-23 per cent of students of highly educated parents and 18-24 per cent of students with parents in the highest occupation group did not achieve the standards. The proportion of disadvantaged students not achieving the standards is about three times that of more advantaged students.
There was little change in the proportion of disadvantaged students not achieving the proficiency standards since 2023. The only exception is a small increase in the proportion of Indigenous students achieving the reading and writing standards.
Many disadvantaged students are not achieving at the basic minimum standards and are only achieving at the lowest proficiency level. For example, the following percentages of Year 9 students need additional learning support in reading, writing and numeracy [See Chart 3 on page 24]:
• Students whose parents have a Year 11 education: 29-31 per cent.
• Students whose parents are in the lowest paid occupation group: 17-19 per cent.
• Students whose parents are not in paid work: 25-27 per cent.
• Indigenous students: 31-35 per cent.
• Remote area students: 27-32 per cent.
• Very remote area students: 54-59 per cent.
By contrast, only three to five per cent of students of highly educated parents and four to five per cent of students with parents in the highest occupation group need additional learning support.
These are massive differences between advantaged and disadvantaged students. The proportion of disadvantaged students needing additional support is generally four to seven times that of advantaged students, and even more in the case of students in very remote areas.
The proportions of disadvantaged Year 9 students in need of additional support are similar to those in 2023. There was a small reduction in the proportion of Indigenous students needing additional support in reading and writing.
The large majority of disadvantaged students attend public schools. A study by Save Our Schools shows that the large majority of students from low socioeducational advantage (SEA) families attend public schools.
In 2023, 81 per cent of all low SEA students attended public schools and 91 per cent of all schools with over 50 per cent of their students in the lowest SEA quartile were public schools. Nearly one-third of all students in public schools are from low SEA families.
Other data drawn from the My Schools data set show that public schools enrol 82 per cent of Indigenous students, 79 per cent of remote area students and 87 per cent of very remote area students.
The Heads of Agreement of the Better and Fairer Schools Agreement specifies targets to increase equity in school outcomes by 2030. However, the agreement lacks a clear definition of equity. This means that the targets are too weak to make Australian school education fairer.
For example, there is no requirement to reduce the proportion of disadvantaged students in the NAPLAN level Needing Additional Support. This is an incredible oversight and it could even worsen inequity.
Despite this heavy concentration of disadvantaged students in public schools, government funding increases, adjusted
(Continued on page 24.)
(Continued from page 23.)
for inflation, have strongly favoured Catholic and Independent schools since 2009.
Between 2009 and 2023 government funding (Commonwealth and state) for Catholic schools increased by $3,101 per student and by $2,708 in Independent schools compared to $2,091 for public schools. In percentage terms, the 34.8 per cent increase for Catholic schools at was double the 17.5 per cent increase for public schools, while funding for Independent schools increased by 21.2 per cent.
Private schools have also received increased income from fees and other sources which provide them with a significant resource advantage over public schools.
Public schools have long been underfunded for the learning challenges they face. In 2024, they were only funded at an average of 88 per cent of their Schooling Resource Standard (SRS) across Australia.
By contrast, private schools were overfunded on average at 104 per cent of their SRS.
New funding agreements with the New South Wales, Queensland, South Australian, Western Australian and Tasmanian governments reveal that public schools will not be funded at 100 per cent of their SRS by 2034 despite a significant planned boost in funding over the decade.
Public schools in these states, and also likely in Victoria when its agreement is finally published, will be under-funded because the states can continue to use non-SRS expenditures as part of their SRS funding share.
They can claim expenditure on school transport up to 1.8 per cent of their SRS (1.5 per cent for WA and Tasmania) share and all expenditure on regulatory authorities, such as curriculum and standards, relating to public schools.
These expenditures are specifically excluded from how the SRS is measured. As a result, public schools will continue to receive less funding than they should.
Continuing under-funding of public schools for another decade means there is little prospect of removing, indeed even reducing, the large achievement gap between rich and poor and increasing the proportion of disadvantaged students achieving the national literacy and numeracy proficiency standards. This is a disaster for the future learning and life prospects of disadvantaged students. It also has broader consequences for individuals’ health and social outcomes.
Reducing the achievement gaps between rich and poor students is critical to improving work force skills and productivity.
In fact, the achievement gaps are a measure of the potential for productivity improvement and higher living standards. Fully funding public schools is fundamental to increasing national productivity.
Public schools face a funding crisis. Governments have to be forced to fully support public education. It demands an organised response from public school and community organisations.
Teacher, parent, principal and community groups must collectively organise and campaign at the school, district, state and national levels to demand a better deal for public schools.
A better deal should include:
• The Better and Fairer School Funding Heads of Agreement should be revised to include a target to halve the proportion of disadvantaged students needing additional support by 2029.
• The Commonwealth should accelerate the increase in its funding share of the SRS for public schools to achieve 25 per cent by 2029.
• The bilateral funding agreements should be revised so that:
o State and territory governments remove the four per cent rort by 2029.
o Immediately remove all allowances for state and territory governments to include nonSRS expenditures such as school transport and regulatory agencies as part of their share of funding the SRS of public schools.
Trevor Cobbold is the convenor of Save our Schools Australia. The opinions expressed in this article are that of the author and does not necessarily reflect any official policies or positions of the AEU or SSTUWA. This article was first published on the Save our Schools Australia website and has been reproduced here with permission.
National education and union news
Australia lags behind in public school funding
The AEU has welcomed the release of the Organisation for Economic Co-operation and Development’s (OECD) Education at a Glance 2025 report, warning that its findings show the urgent need to tackle teacher shortages and that full funding of Australia’s public schools must remain a government priority.
AEU Federal President Correna Haythorpe said the report makes clear that Australia is falling behind on key measures because historically governments have not been investing enough in public education.
The report shows that government investment in non-tertiary education in Australia remains below that of many leading nations, with Australia spending just 1.7 per cent of gross domestic product (GDP) on secondary schooling, lower than the OECD average.
Investment in public primary schools is also below the OECD average, while government funding for private schools far exceeds international norms at 29.5 per cent higher than the OECD average.
Early childhood education is another area where Australia lags behind. While OECD countries dedicate on average 0.5
per cent of GDP to preschool education, Australia spends just 0.3 per cent, and parents are forced to shoulder far more of the cost than in comparable nations.
“This report makes clear how important it is that the full funding of Australia’s public schools remain a priority for governments,” Ms Haythorpe said.
“All governments, state and federal, have committed to full funding in bilateral agreements, which needs to be delivered on the ground to address the inequity the OECD has highlighted.
“The report also shows that more needs to be done to address the growing inequity between Australian public and private schools. Our public schools are carrying the greatest responsibility for educating students from disadvantaged backgrounds, yet they remain the least resourced.
“Every child deserves access to a highquality education, no matter their background or postcode. The OECD confirms that when we fail to invest properly in public education, it is students and their teachers who suffer the consequences.”
The report also confirms Australia has
among the worst reported teacher shortages in the OECD, referencing PISA data that shows between 2018 and 2022 the proportion of Australian students in schools where principals reported that learning was hindered by teacher shortages jumped from 26 per cent to 47 per cent.
Australia’s above average class sizes and high compulsory instruction hours compound the pressures on teachers. Disappointingly, the report confirms growth in teacher salaries has lagged behind the OECD average.
“It is no surprise that teacher shortages are worsening when Australian teachers are working longer hours in larger classes with fewer resources than their colleagues overseas,” Ms Haythorpe said.
“Governments must deliver on their commitments and invest in the teaching workforce through better pay, manageable workloads, and schools that are fully funded and properly resourced.
“The OECD has made it clear that if Australia is serious about equity and excellence, we must invest in our public schools and the teachers who change lives every day.”
Seizing the opportunities of AI but protecting the fair go
Australian Unions are continuing to pursue regulatory guardrails to steer the future roll-out of artificial intelligence (AI) in workplaces.
The ACTU last month hosted a symposium on AI in Canberra’s Parliament House, with Melbourne
University’s Centre for Employment and Labour Relations and the Centre for Future Work.
Workers across finance, transport, health, education, creative industries and the tech sector shared how AI was affecting the way they work, how their employers
are treating them and how it is changing their industries.
Ride share drivers, actors and performers, retail workers, nurses, bank employees and software developers were at the symposium calling for a pro-job proworker agenda to give workers a stake in
the gains from AI, while being transparent and fair.
Assistant Minister for Science Technology and the Digital Economy Dr Andrew Charlton and Industry and Innovation Minister Tim Ayres addressed the symposium.
The Assistant Minister for Productivity, Competition and Treasury Dr Andrew Leigh spoke on a panel on making the most of AI as part of a productivity agenda.
Australian Unions are calling for fair safeguards that would require employers to consult with their staff before new AI technologies can be introduced into workplaces.
AI agreements would include guarantees around job security, skills development and retraining, transparency over the use of AI technology, as well as genuine
privacy and data collection protections. Workers are also calling for the protection of their creative output from content theft and for regulation of AI through a national artificial intelligence authority.
ACTU Assistant Secretary Joseph Mitchell said: “We want Australia’s digital future to be one where working people have a voice in the uptake of AI and get the skills and training needed to seize the opportunities AI can bring.”
“What we don’t want is Australia following a United States style ‘let it rip’ approach, where the benefits of the new technology and productivity flow through to multinational tech companies, leaving workers without a say or a meaningful stake in the potential gains.
“Workers showed that AI can bring benefits, if brought in with workers who
have a fair say in how AI is used and are trained to work with it.
“As we heard from a broad range of industries today, it won’t happen effectively without the knowledge, experience, creativity and skills of workers to drive the process.
“Working people need to know their key concerns, such as job security, are not going to be left unprotected.
“We heard from workers that there are good employers [who] grasp this and are consulting their workforce, but we need protections for all workers. A national regulatory framework will mean that all employers follow their lead and engage in the uptake of AI responsibly and one which protects Australian industries.”
Productivity reforms must support teachers
The McKell Institute’s Freeing Teachers to Teach report, which shows that productivity gains in education come from freeing teachers from unnecessary administration, not from hollowing out their profession, sends a strong message to governments that any productivity reforms must support teachers and not reshape their profession.
This report, in response to the Productivity Commission’s inquiry Building a Skilled and Adaptable Workforce, outlines how supporting teachers, particularly when there is a teacher shortage crisis, is critical for national productivity and that any productivity reforms must support teachers, not reshape their profession.
The AEU strongly rejects the Productivity Commission’s attempts to frame lesson planning as “administration”. This is particularly concerning when this directly contradicts the Productivity Commission’s own 2023 review of the National School Reform Agreement, which argued for teachers’ administrative burden to be reduced so they could have more time available for lesson planning.
AEU Federal President Correna Haythorpe said lesson planning was at the core of the teaching profession.
“It is intellectual, creative, collaborative and essential to tailoring teaching and learning for students,” she said.
“Australia is in the midst of a teacher recruitment and retention crisis, driven by escalating workloads and more than a decade of under funding for public schools. What is needed is investment in better wages and conditions and more resources for public schools.”
The McKell Institute report also emphasises that reforms proposed by the Productivity Commission risk reshaping the role of teachers into content deliverers rather than skilled educators, which Ms Haythorpe warns would worsen attrition and demoralise the profession.
“We cannot let ‘productivity’ become code for deskilling teachers. Teachers are highly skilled professionals, not content deliverers. Removing teaching autonomy from lesson planning would see more teachers leave the profession,” she said.
The report explicitly highlights that redeploying genuine administrative and compliance work away from teachers could free up between 67 million and 106 million hours annually for lesson planning, collaboration and teaching. This could restore up to 334 hours a year to each teacher in Australia for planning/ collaboration and improved work/life balance.
It also states that supporting teacher wellbeing, reducing workload pressures and creating pathways for long-term
careers must be government priorities, as they are essential to student success and broader productivity.
“Genuine solutions to increase productivity include better pay and conditions, reducing administrative load, expanding support staff in schools, respecting teachers as professionals and fully funding our public schools so that teachers can teach in and students can learn in modern, safe environments,” Ms Haythorpe said.
Education & Training Centre
Featured events
Last chance training opportunities for delegates and members. Don’t miss out on joining the team here at the SSTUWA for some outstanding training – get yourself ready to continue to succeed in your important role in 2026.
Union Representative Training Level One: Schools (TUT)
Monday-Tuesday, 20-21 October
This training provides essential knowledge and skills to support reps and deputy reps in their important role. Learn the roles and responsibilities and build confidence to succeed in your union leadership role.
EBA 2026: Online Consultation Forums for School Leaders via MS Teams
Monday 3 November or Thursday 6 November
Last chance to join SSTUWA President Matt Jarman to share your insights, feedback and ideas to help shape the 2026 Log of Claims. Your voice matters and we would value your participation in this important conversation.
General Agreement 2023 (Schools) Sessions via Zoom, 3.30-4pm
Thursday 6 October Topic: Documented plans.
Thursday 20 October Topic: Get the facts - school development days, curriculum support, class sizes, DOTT, staff meetings and more.
Thursday 4 December Topic: Duty of care for teachers - roles and responsibilities.
Education Specific WHS for School Leaders (TUT)
Wednesday 26 November
This one-day course has been specifically developed to support school leaders to become more familiar with key components of the Work Health and Safety (WHS) Act, legislation and DoE policies in the WHS space. Developing your understanding will assist in the successful management of WHS in your school.
Education-Specific: Five-Day Introductory Course for Health and Safety Reps (HSRs)
Monday-Friday, 3-7 November
This course has been created based on the new WHS Act 2020 and will provide updated information regarding new definitions related to the legislation and the expanded duties of parties including their functions and powers.
Education-Specific: Refresher Courses for HSRs
Monday 24 November (Level One), Wednesday 3 December (Level Two)
If you did your five-day course in 2024 - join us for your Level One refresher. If you did your five-day course in 2023 and have completed the Level One refresher, join us for your Level Two refresher.
Member benefits
Accountants and Financial Advisers
Aston Accountants
10% discount on personal income tax returns for members.
sstuwa.org.au/aston
Industry Fund Services
Specialist financial products for union members.
sstuwa.org.au/ifs
LIFE Financial Planners
$1,200 off your statement of advice fee plus a free financial health check for members.
sstuwa.org.au/lifefinancial
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
Massive discounts on products and services for SSTUWA members
Cars
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
HP Computers
Huge savings for members on laptops, accessories, printers and more. sstuwa.org.au/hp
PLE Computers
Save on your IT with access to the PLE Computers academic portal. sstuwa.org.au/ple
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
Food and Wine
Campbells
Access wholesale prices with a complimentary day pass. sstuwa.org.au/campbells
Cellar d’Or
Best value winery tour in the Margaret River Region. 10% discount for members. 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
Health and Wellbeing
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
Housing
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
Travel and Accommodation
Accor Hotels
Great savings for teachers at Accor Hotels in the Asia Pacific region. sstuwa.org.au/accorhotels
Choice Hotels
Choice Hotels welcomes SSTUWA members with exclusive rates at locations in Australia and NZ. sstuwa.org.au/choicehotels
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
Classifieds
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.
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.
Classifieds
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 4 starts Monday 20 October. 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
Noticeboard
Retired teachers
The next meeting of the Retired Teachers’ Association of the SSTUWA will be Wednesday 15 October at 10am at the SSTUWA premises. All retired members are welcome. Save the date for the Christmas function: Monday 1 December.
Stay in touch: Join the RTA Facebook Group – search “Retired Teachers’ Association of the SSTUWA”.
Level 3 Classroom Teachers’
Association:
2025 meeting dates
Term 4
AGM: Sat 29 Nov 10am
Venue: Various and/or online via Zoom. More info: www.l3cta.org.au or contact@l3cta.org.au
Anti-Poverty Week 2025
Anti-Poverty Week will be held from 12-18 October 2025. In 2025 we are reminding governments that there are three things they can do to unlock poverty for individuals, families and children: end child poverty, raise income support rates and invest in social housing. For more information visit antipovertyweek.org.au
Joy Barrett Work Health and Safety Award
The inaugural Joy Barrett Work Health and Safety Award recognises exceptional work carried out on health and safety matters in the workplace. Nominations are open from 28 August to 16 October.
More info: sstuwa.org.au/scholarships
New website and app security
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
2026 wall planner
The 2026 wall planner will be distributed with the print version of the November Western Teacher.
Digital edition subscribers can order a planner at sstuwa.org.au/wall-planner
State Council Conference
November 2025 State Council Conference will be held on 14-15 November.
Visit sstuwa.org.au/ statecouncilconference for further information.
World Teachers’ Day 2025
World Teachers’ Day will be marked in Australia on 31 October. Let’s celebrate the amazing teachers across Australia who inspire, support and empower our children and young people every single day. Whether it’s a classroom shout out, sending a heartfelt thank you card message, or posting a creative selfie in your best hat, there are many simple ways to show your appreciation. For more suggestions visit wtd.edu.au
Arthur Hamilton Award
Presented annually to an educator/group of educators who demonstrate a commitment to the provision of high-quality education to Aboriginal and Torres Strait Islander students.
Deadline: 17 October 2025 sstuwa.org.au/scholarships
Rosemary Richards Scholarship
This $10,000 scholarship supports innovative projects, research or study experiences that empower women and strengthen union activism at state, national or international levels.
Deadline: 3 November 2025 sstuwa.org.au/scholarships
