Volume 55.6 September 2026
The State School Teachers’ Union of W.A.
Balance the Scales 2026 SSTUWA Women’s Conference
pg 29
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Western Teacher
September 2026
In this edition
Volume 55.6 September 2026
In this edition Correspondence:
The Editor, PO Box 212, West Perth WA 6872 editor@sstuwa.org.au | Ph: 9210 6000
Member Assist:
Ph: 9210 6060 memberassist@sstuwa.org.au Print post publication 100004470 | $4.95 ABN: 544 780 946 35 Authorised by Sally Dennis, 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. September 2026.
Cover: International author Bronwen Sciortino is one of the keynote speakers at this year’s SSTUWA Women’s Conference: Balance the Scales. Read more on page 29. To access the digital copy of Western Teacher, visit: sstuwa.org.au/westernteacher
Connect with us: @sstuwa
Features
2026 Western Teacher dates Edition
Deadline
February
8 December
March
2 February
April
9 March
May
7 April
July
2 June
August
6 July
September
10 August
October
14 September
December
2 November
Dates are subject to change
New educators gain union insight at State Council.........................................................8 Facing the Facts: Progress and the DoE’s strategic plan.....................................9 TAFE Know Your Rights: Hours of work and overtime................................................ 10 ACTU appoints new Secretary.................. 14 Sexism and misogyny worsening in Australian schools................................................. 15 Making it work: A new plan to help Indigenous Australian students............... 16 The growth of student disability adjustments in schools.................................... 18 Accounting tricks in bilateral funding agreements..........................................20 SSTUWA International Committee activities.........................................23 Elevate, support and invest in the teaching profession...........................................24 National education and union news...................................................................26
Regulars
From the President..................................................5 From the Senior Vice President..................6 From the Vice President.................................... 7 Education and Training...................................28 Member Benefits....................................................30 Classifieds....................................................................32 Noticeboard................................................................34
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Western Teacher is the official publication of The State School Teachers’ Union of W.A.
Acknowledgement of Country: We wish to acknowledge the traditional custodians of the land on which we live and work. We wish to pay respect to their Elders – past, present and future – and acknowledge the important role all Aboriginal and Torres Strait Islander people continue to play within Australia. We stand in solidarity. Artwork: This design was created for the SSTUWA by Tyrown Waigana, a Wandandi Noongar and Ait Koedal artist/designer and former WA public school student. Read more about the artist and the artwork at sstuwa.org.au/connections
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Western Teacher
September 2026
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When the whiteboard feels like a workout It’s why we have physio and remedial massage on all our Extras cover.
Scan or call 1300 900 301 Katie,
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Eligibility criteria and conditions apply. Teachers Federation Health Ltd ABN 86 097 030 414 trading as Teachers Health. A Registered Private Health Insurer. THF-SSTUWA-06/26
From the President
Significant challenges ahead to confront By Matt Jarman President
Both Schools and TAFE enterprise bargaining agreement negotiations are now underway.
What is not driving inflation is consumer spending – supply is driving inflation according to their latest research.
Should we need to mobilise our
For the Schools Agreement an e-vote approach to ballot member support for the draft log of claims was applied for the first time, with considerable success thanks to member engagement and the efforts of our organisers in what was a reduced consultation period.
Whilst business investment is growing, supported by government legislation changes, wage growth remains steady. It is corporate profits that are increasing and certainly not wages by the same rate.
Beyond the commencement of
Mortgage debt is now larger in Australia than business debt. West Australians have one of the highest mortgage debts per household when compared to the rest of the world and this too is causing cost of living pressures upon members and their households.
Violence, particularly in reference to the
Normally we can allocate about six weeks to engage members with the draft log of claims. A revised approach and proposed timeline to bargaining from the state government created a smaller window of opportunity for the length of member engagement. Despite this reduced timeframe, 92.8 per cent of eligible school members who engaged in the ballot provided their support. The Schools Log of Claims includes 103 issues raised by our members. The public education system is now being guided by a new strategic plan released by the Department of Education (DoE) and this round of bargaining provides government with an opportunity to address not only their priorities but also that of the SSTUWA membership. And there are significant challenges to confront. Cost of living pressures across WA, housing affordability across WA, a lack of consultation, workload, reporting to parents, class sizes, safety in our schools, access to quality GROH – 103 claims! According to the Centre for Future Work, there are many reasons why the cost of living in country and metropolitan WA is increasing.
Getting into the housing market is tough, beyond reach for a growing number. The median house price in WA ($1,017,698) is now ranked a close third just behind Brisbane ($1,101,151), compared to Sydney which remains the most expensive , just, at $1,295,387 [source: Aussie Home loans research data].
membership, now is the time to be preparing.
bargaining there are other matters the SSTUWA continues to focus upon and
advocate for on behalf of our members. increasing number of school lockdowns
and the rising costs to the DoE for teacher workers compensation payouts, have filled local media recently.
As recorded in Hansard there were more
than 1,300 lockdowns over the last year, a 130 per cent increase.
Teacher worker compensation has risen to just over $39 million per year, when it was $16 million just nine years ago.
Safety in the community must be a
priority for any government; schools are
As every adult West Australian knows, there is then the rental market, where supply and rental costs are at record levels, currently at $750 per week for a home and $700 for a unit.
critical members in every community.
At the same time, we have workforce retention concerns across almost every cohort of the SSTUWA membership.
If staff do not feel safe, they either reduce
Over the next few months, I urge all branches and their membership to advocate and communicate our Log of Claims.
preferred solution, or, do we as a
The greater we engage school communities the stronger our position will be at the negotiating tables. There is also no better time in the industrial cycle to make sure membership is informed and well prepared within our branches.
If students do not feel safe, their learning at the very least is affected, let alone interrupted such as by lockdowns. their time or they simply leave.
So, are more security guards the
statewide community want to value
public education and those who choose to dedicate their lives to it?
Every teacher and education leader is
an irreplaceable community resource, in
many ways they are much more valuable than critical minerals.
Safety in our schools must be addressed by all government leaders as a priority. Western Teacher
September 2026
5
From the Senior Vice President
TAFE bargaining,
member action and
opportunities ahead By Jonelle Rafols Senior Vice President
There is plenty happening across TAFE as we move into an important period of bargaining, advocacy and member engagement.
Bargaining is underway I would like to thank all TAFE members who participated in the consultation process for the development of our Log of Claims. Member input has been critical in identifying the issues that matter across our five TAFE colleges and ensuring our claims reflect the experiences of lecturers across WA. Meetings are held every Wednesday, bringing together representatives from the DTWD, Government Sector Labour Relations, TAFE employers and the eight-member SSTUWA negotiating team. The core team includes me, TAFE Organisers Ramona Mitussis and Marina Denn, and members representing each of the five TAFE colleges: Pat Burke (NMT), Gary Hedger (SMT), Rhonda Coffey (NRT), Daniel Badullovich (CRT) and Des Brooks (SRT). As bargaining progresses, the TAFE Committee and SSTUWA Executive will be kept informed, with regular updates provided to members. Bargaining is not only about what happens at the negotiating table. Our strength comes from an informed, engaged and active membership. The higher our membership numbers, the stronger we are. Members are encouraged to stay involved through communication, campaigning and workplace conversations. Attend your local branch meetings, keep up to date through Western Teacher and eNews, talk with colleagues about the issues affecting TAFE, and participate in local MP delegations and other campaign activities. Every conversation helps build understanding of our claims and demonstrates that TAFE lecturers are united in seeking
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September 2026
improvements to their working lives and the TAFE system.
ourselves and begin building a constructive
Adult Migrant English Program (AMEP)
and DTWD, making a strong relationship
Our union work continues beyond formal bargaining. Recently, SSTUWA delegates raised the issue of permanency for AMEP lecturers at the North Metropolitan TAFE Joint Consultative Committee, resulting in a significant win, with permanency secured for the many members. We have also raised the issue of permanency for AMEP lecturers at South Metropolitan TAFE on behalf of our AMEP members and are awaiting a response from SMT management. This is a great example of what can be achieved when members speak up, delegates advocate for their colleagues, and the union continues to pursue an issue with persistence and collective strength. Secure employment matters. A special thank you to our NMT delegates for raising this important issue and advocating strongly for their colleagues. Your work has made a real difference.
Building a relationship with the Minister I recently met with Minister for Skills and TAFE Amber-Jade Sanderson, along with TAFE Organiser Ramona Mitussis, to introduce
relationship. Minister Sanderson has
responsibility for all five WA TAFE colleges with her office important for our union
and our members. The Government has
also highlighted the central role of TAFE in building WA’s skilled workforce, including
significant investment in fee-free and lowfee training.
The Minister has a background in the union movement, and for SSTUWA, this is an
opportunity to ensure the voices of TAFE
lecturers are heard. We need to continue
advocating for quality public TAFE, secure
employment, fair conditions and recognition of the important work our members do every day.
TAFE voices heading to Parliament House Five WA TAFE lecturers will have the
opportunity to attend the TAFE Symposium at Parliament House in Canberra, with
representation sought from each of our five colleges. Members can apply through an Expression of Interest process by visiting bit.ly/3Sl38eh
Lastly, vale comrade Mark Normandale of CRT Kalgoorlie campus.
From the Vice President
Your voice matters By Sharmila Nagar Vice President
As bargaining commences, we carry both the privilege and the responsibility of presenting the schools Log of Claims to the employer and government on behalf of SSTUWA members. It is not simply a log of 103 claims; it is the collective voice of thousands of members whose concerns have been raised through the many motions, member forums, Member Assist calls and our visits to schools. When presenting each claim; we rely on member examples to ensure your position is not only explained but properly represented. One such example is claim seven regarding the workload attached to the Level 3 classroom application. While this issue has been raised by many members, I do want to thank Oakwood Primary School’s motion which provides a coherent argument on why a review of the Level 3 Classroom teacher application is necessary, including: • •
including tabling workload issues at the Workload Intensification Taskforce (WiT). Two issues formally presented at WiT include transitioning from provisional to full-time registration and the implementation of senior teacher duties.
A review will occur of the current
Transitioning from provisional to full-time registration was first raised by our New Educator committee. While the union knows that this transition affects returning teachers, disproportionately it is graduate teachers who are most impacted by the workload challenges associated with the evidence requirements (portfolios).
The workload impact of Senior Teacher
The SSTUWA ‘s report highlighted the discrepancies in what is accepted as evidence. Varying examples from SSTUWA members include: •
•
The excessive time and workload burden placed on applicants, and The equity and subjectivity of the current evaluation methods (written submission and presentation).
The motion also highlighted that as educators, classroom assessment practices are frequently moderated; thus it is timely that this occurs with the current Level 3 process. This claim does not seek to undermine the integrity of the Level 3 classification, but rather to strengthen it by advocating for a process that is accessible, fair, and representative of what great teaching looks like in practice. The branch also supported the restoration of 0.1 FTE time, as stated in claim six of the log. Apart from the bargaining cycle, your concerns are raised in other forums too;
•
•
guidance available regarding how
teachers transition from provisional to
full registration and the findings will be shared with the Taskforce.
(ST) duties was raised at WiT, due to the misunderstanding of the purpose and
intention of the ST role. While the content in the ST clauses (14.3 and 14.4) have
not changed, since the introduction of Senior Teacher 2 (ST2); issues around
what duties are determined at a school
site has seen teachers take on more roles and responsibilities than needed thus impacting workload.
Extensive written examples using the SAO structured method, plus evidence per AITSL standard.
When ST2 was introduced, the union
A single classroom observation in conjunction with contextual knowledge of the teacher’s day-today work as the only requirement for evidence.
to ST2 including navigating school-based
A PowerPoint presentation to the school’s leadership team in order to demonstrate how evidence is met for each AITSL standard. A 30-page portfolio with detailed reflections for each AITSL standard.
Other points made included:
worked with the Department of Education
(DoE) during the transition phase from ST1 issues. Now that this implementation phase has concluded, the SSTUWA
continues to field ST member issues
which often goes beyond the intent of the role. The negotiation required for each ST has impacted the workload of both
school leaders and teachers with many
left frustrated at the lack of clarity of roles. The agreed action from all parties is
that the DoE will work with the SSTUWA to develop clear communication outlining
•
Conflation of the Full Registration process with other employee issues.
the intended purpose and expectations of
•
Inconsistent understanding of the required process by an “appropriate person” for sign off.
Finally, I hope this article demonstrates
Workload and lack of clarity for “appropriate persons”.
possible without your participation and
•
ST duties.
the importance of your voice. Meaningful
progress in public education would not be feedback.
Western Teacher
September 2026
7
New educators
New educators gain union insight at State Council By James Youd and Ainslie Poon Growth Team Officers
New educators from across Western
Australia joined elected delegates at the
June 2026 State Council Conference as part
the broader industrial and political context shaping public education.
of the SSTUWA’s State Council New Educator
Guest delegate Madison Copeland said:
the union’s highest decision-making body in
of the SSTUWA New Educators Committee
Guest Program, gaining a first-hand look at
“Having the opportunity to be a member
action.
over the past two years has opened up so
Held over two days, State Council
having the chance to attend state council
Conference brought together delegates from every district to debate and determine the strategic direction of the union.
many amazing opportunities, which include as a guest. This was an excellent way to
observe the inner workings and democratic processes within the SSTUWA.”
For guest program participants, the
“The opportunity to connect with educators
to observe democratic union processes,
across Western Australia helped broaden
experience provided a unique opportunity connect with colleagues and deepen
their understanding of how the SSTUWA advocates for members and public education.
Guests were paired with experienced
delegate mentors, who guided them through proceedings, explained motions and shared insights into the role of State Council.
Many guests commented that the mentor program helped them feel confident and
from different schools, sectors and regions
my perspective and give me further insight into the diverse challenges facing public education,” she continued.
can really influence the union’s priorities
Front: Ciara Kerr, Kristen Kent. Absent: Brady
because it shows how individual members
Copeland, Samuel Sisti, Jack Finucane.
and contribute to improving conditions for
Rickert-O’Shea.
educators and students across the state.” By observing debate, speaking with
Alongside Council business, delegates and
understanding of how collective decision-
facing education in Western Australia and
from the program. Pictured above: Back row (L to R): Madison
delegates and engaging in structured
sessions. These sessions explored key issues
experience and benefited professionally
“State Council was an inspiring experience
included, even during complex debates.
guests engaged in professional learning
All guests reported that they enjoyed the
mentoring, guests developed a clearer
Expressions of interest for the 2027 State Council Guest Program will open during Term 1 next year. New Educator guests can use Trade Union Training (TUT) leave to be
making strengthens the profession and
released from school to attend. Visit the
Australia.
for more information and to apply.
protects public education in Western
New Educator tab on the SSTUWA website
Vale David Wynne The SSTUWA mourns the passing of David Wynne, Life Member and former officer of the New South Wales Teachers Federation. In his 50 years of involvement with the AEU, David was a champion for new educators, founding the inaugural New Educator Network and developing the
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September 2026
Growth Team model, initiatives which spread from New South Wales across the country.
this work until the very end, organising the
Without David’s help and guidance, the SSTUWA Growth Team, which has welcomed thousands of new educators into our union, would not exist in its current form. He remained committed to
during his final days.
first AEU Growth Team/Teachers Health Training Conference, which was held We are grateful to David for the decades of work and care he invested in generations of unionists.
Facing the Facts: Progress and the DoE’s strategic plan
Issues
By Lindsay Hale School leaders’ consultant
Our Plan for Public Education in Western Australia is out and many of us are cautiously optimistic about where public education could go. In two and a half years of campaigning we have seen some promising progress in relation to Facing the Facts. This plan could move things along considerably. So far, significant progress has been made on 13 recommendations* and some good progress has been made on a further 24 recommendations**. The new strategic plan responds quite directly to 20 Facing the Facts recommendations***, demonstrating that the SSTUWA continues to be heard through consultation processes and our lobbying. The emphasis on equity and inclusion, workforce wellbeing and capability, rebuilding some regional support and services, strong community partnerships and consistency across schools while maintaining local responsiveness are welcome. But it is troubling that there are still significant gaps in the response. There is limited real emphasis on Aboriginal education. The progress on education regions looks very modest. In addition, while the plan goes to respecting staff and professional growth, it is not explicit about increasing teacher autonomy and rebuilding professional authority and respect. And there are no specific performance targets nor time-bound milestones. Still, there could be a lot to celebrate here if good intentions are translated into reality. We have yet to see how these changes will be enacted and how they play out
– and a significant implementation gap persists. The Department’s strategic plan now incorporates considerable recognition of the intent and language of Facing the Facts and SSTUWA submissions in relation to agency capability, pathways to post school success, disability and regional education. However, it largely recasts response to the issues as a laundry list of programmatic initiatives rather than fully coherent and aligned system reform. It leaves key structural issues - especially resourcing, reform overload, workload, excessive compliance demands, governance, accountability, support and services only partially addressed. The question remains as to whether the Department can devise an effective workforce strategy and muster the leadership, organisational capability and culture that will be required to deliver. Happily, consultation on a strategic approach to workforce planning has finally begun. We can at least see some
progress on appreciation for change management with the planned provision of an additional school development day to support alignment of school planning to system planning and much strengthened consideration of disability and inclusion. Much more support will be required. It is also worth noting that while it falls short of the explicit change flagged in the ACT, the plan and the last Schools Agreement signify significant erosion of some aspects of the flaws and excesses of IPS. So, let’s be hopeful but let’s keep our focus on the facts that need to be faced. * (Recommendations 1, 3, 6, 10, 15, 17, 18, 19, 20, 21, 25, 26, 27) **(Recommendations 2, 4, 5, 7, 8, 11,12, 13, 16, 22, 24, 28, 29, 30, 31, 32, 33, 35, 37, 38, 39, 40, 45, 46) ***( Recommendations 3, 4, 5, 6, 7, 8, 13, 20, 21, 27, 29, 30, 32, 33, 35, 37, 38, 39, 40, 41)
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September 2026
9
TAFE
TAFE Know Your Rights:
Hours of work and overtime Main clauses and documents
Part 5 – Hours of Work and Overtime of the Western Australian TAFE Lecturers’ General Agreement 2023 includes the clauses relevant to a lecturer’s hours of work including: Clause 37 – Hours
This clause prescribes the overarching conditions relating to hours of work and defines the ordinary hours of work.
See this information sheet and Schedule L – Hours Chart.
Clause 38 – Averaging
Must be negotiated prior to implementation for the agreed averaging period.
See separate Information sheet – Averaging
Clause 39 – Additional Lecturing Hours by Agreement
Must be agreed to by the lecturer.
See Western Australian TAFE Lecturers’ General Agreement 2023 for details. The Union does not recommend members agree to do additional lecturing hours by agreement.
Clause 40 – Flexible Hours Arrangement
Must be agreed to by the lecturer.
See Western Australian TAFE Lecturers’ General Agreement 2023 for details. The Union does not recommend members agree to do a flexible hours arrangement.
Clause 41 – Right to Disconnect
This clause protects the right of lecturers to disconnect from work.
See Western Australian TAFE Lecturers’ General Agreement 2023 for details. See separate Information sheet – Right to disconnect.
Clause 42 – Accrued Professional Development Time
This clause allows members to accrue time off by undertaking professional development.
See separate Information sheet – Accrued professional development time
Clause 43 – Overtime
This clause prescribes the overtime payments for work done outside of the ordinary hours of duty.
See separate Information sheet – Overtime and programmed overtime
Clause 44 – Travelling Time and Excess Travelling Time
This clause prescribes how travelling time, See separate Information sheet – between Monday and Friday, is managed Travelling time and excess travelling and compensated. time
It is imperative that members understand the provisions of Clause 37 – Hours.
Clause 37 - Hours 37.1.
Subject to Clause 38 – Averaging, the full-time ordinary hours of duty will be 37.5 hours per week to be worked between 7.30 am and 8:00 pm Monday to Friday.
37.2.
Where a part-time lecturer agrees to lecture beyond their regular
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part-time hours, the additional hours will be ordinary hours up to the maximum lecturing hours prescribed for a full-time lecturer and the fraction will alter accordingly. Professional Activities time and Activities Related to Delivery time will be allocated in accordance with Schedule L – Hours Chart.
37.3.
Lecturers will not be required to work for more than five (5) hours without being allowed a meal break of at least 45 minutes to be taken between 12 noon and 2.00 pm and will be entitled to take an evening meal break between the hours of 5.00 pm and 7.00 pm. Meal breaks are not working time.
TAFE
37.4.
37.5.
Unless otherwise agreed, lecturers will not be required to lecture on more than five (5) days in any week, or on more than two (2) nights commencing on, or after, 5.30 pm. By agreement with the Managing Director, a lecturer may elect to work on Saturday afternoon, or Sunday, as part of their ordinary hours. A lecturer may not be coerced into working on a Saturday afternoon or Sunday as part of ordinary working hours.
37.6. Where the College requires a lecturer to work ordinary hours between 8:00 pm and 10.00 pm from Monday to Friday, or between 7.30 am and 12.00 noon on Saturdays, the lecturer will be paid a loading of 50% for each hour worked. Time in lieu to compensate for the 50% loading may be agreed between the lecturer and Managing Director. Such time in lieu will be taken at a time agreed by the lecturer and the Managing Director. 37.7.
37.8.
Up to 21 ordinary lecturing hours may be worked in any one week, subject to Clause 38– Averaging. Other than for the purposes of averaging as per Clause 38 – Averaging, lecturers will not be
required to lecture in more than 40 weeks in a calendar year. 37.9.
Lecturers required to lecture for 21 ordinary hours in a week will be allocated 12 hours non-lecturing time for Activities Related to Delivery of vocational education/ training programs.
37.10. Lecturers required to lecture for less than 21 ordinary hours in a week will be allocated Activities Related to Delivery in accordance with Schedule L – Hours Chart. 37.11. Lecturers who are required to lecture programmed overtime above 21 hours are entitled to 34:00 minutes of Activities Related to Delivery for each additional hour. 37.12. A maximum of 7.5 hours nonlecturing Activities Related to Delivery time per week may be carried out off campus at the discretion of the lecturer. This applies to both full-time and part-time lecturers. The maximum 7.5 hours of Activities Related to Delivery is not to be applied pro rata to part-time lecturers. 37.13. Full-time lecturers will work Professional Activities time in excess of lecturing and Activities Related to Delivery time each week up to the balance of 37.5 ordinary hours.
37.14. Part-time lecturers will work Professional Activities time in excess of lecturing and Activities Related to Delivery (time each week up to the balance of their ordinary hours as prescribed for their fraction in Schedule L – Hours Chart. 37.15. Lecturers and managers will strive to reach agreement on the Professional Activities to be undertaken. 37.16. The emphasis of Professional Activities is on those duties which assist in the delivery of quality education/training. Subject to available time, this may include one or more of the duties listed in Professional Activities of Appendix A – Role Description and Duty Statement for Lecturers. Lecturers and managers will adopt a reasonable, mutual approach to the use of Professional Activities time. 37.17. A lecturer will be required to carry out Professional Activities between the range of hours 8.00 am to 5.00 pm Monday to Friday. Other than by agreement Professional Activities will be worked on campus. 37.18. Any remaining time beyond annual leave, professional allowance (continued on page 12) Western Teacher
September 2026
11
TAFE (continued from page 11) leave and lecturing weeks, will be
allocated to Professional Activities of 7.5 hours per day.
Mapping your Hours of Work
The following chart is an expansion of the
chart found in the Agreement – Schedule L – Hour Chart of the Western Australian
TAFE Lecturers’ General Agreement 2023. To use the chart first find your fraction
of employment in the first column (1:00
being full time), then work your way across the row to determine your weekly number of lecturing hours, ARD on-site, ARD off-site, and Professional Activities time. For more information about what is considered ARD and Professional Activities please refer to Appendix A – Role Description and Duty Statement for Lecturers in the Agreement. Working excessive hours is not in your interests in terms of your health and wellbeing or balancing family or personal ARD On Campus
Lecturing Hours
1.00
21
4:30
7:30
4:30
37:30
0.95
20
3:56
7:30
4:17
35:43
0.90
19
3:21
7:30
4:04
33:55
0.86
18
2:47
7:30
3:51
32:08
0.81
17
2:13
7:30
3:39
30:22
0.76
16
1:39
7:30
3:26
28:35
0.71
15
1:04
7:30
3:13
26:47
0.67
14
0:30
7:30
3:00
25:00
0.62
13
0:00
7:26
2:47
23:13
0.57
12
0:00
6:51
2:34
21:25
0.52
11
0:00
6:17
2:21
19:38
0.48
10
0:00
5:43
2:09
17:52
0.43
9
0:00
5:09
1:56
16:05
0.38
8
0:00
4:34
1:43
14:17
0.33
7
0:00
4:00
1:30
12:30
0.29
6
0:00
3:26
1:17
10:43
0.24
5
0:00
2:51
1:04
8:55
0.19
4
0:00
2:17
0:51
7:08
0.14
3
0:00
1:43
0:39
5:22
0.10
2
0:00
1:09
0:26
3:35
0.05
1
0:00
0:34
0:13
1:47
For strategies to deal with excess workload refer to the Information sheet – Workload management and Information sheet – Overtime and programmed overtime.
12
It is important that, from time to time, you check to see that you are not working excessive hours. Over a period of 1 or 2 weeks record every minute you spend working. Include work related travel, and all time spent on campus, other workplaces or at home. First record the hours you are required to do in accordance with the chart above and then record the actual hours you worked.
Fraction
Dealing with excessive hours of work
ARD Off Campus
responsibilities. Your employer cannot require you to work additional hours without paying for those hours. Your workload must be fair and reasonable.
Western Teacher
September 2026
Professional Activities
Total
As an SSTUWA member, you can contact Member Assist for industrial advice on: (08) 9210 6060 | 1800 106 683 memberassist@sstuwa.org.au
9th September 2026 N AT I O N A L TA F E DAY
Celebrating the heart of TAFE. SCAN:
Join the campaign to #RebuildWithTAFE for a positive future.
# n a t ion a l TA F Ed ay # Reb u i ld W i t h TA F E Authorised by Nicole Calnan, AEU Melbourne
Industrial
ACTU appoints new Secretary New ACTU Secretary Melissa Donnelly
The ACTU Executive has appointed Melissa Donnelly as the new Secretary of the ACTU, replacing Sally McManus, who stepped down on 30 August after a decade leading the union movement. Melissa was the National Secretary of the Community and Public Sector Union (CPSU) and at 44, is one of the youngest ever ACTU Secretaries. Her appointment became effective on 31 August. Melissa Donnelly led her union for seven years and has served on the ACTU Executive over this time. During her tenure the CPSU has grown by 23 per cent and she has overseen the reversal of the outsourcing of Government advice and services to big consultancy firms, secured groundbreaking work from home rights, delivered 18 weeks paid parental leave for both parents, improved pay and has protected jobs and services. As a young lawyer, Melissa led the fight against the Howard Government that sought to stop CPSU members participating in protest action against their WorkChoices laws which stripped rights away from workers. The appointment of a new ACTU President will occur later this year. ACTU Secretary Melissa Donnelly said it was a tremendous honour to have the support of the union movement as she took up this important role. “Following in the footsteps of Sally is no easy task,” she said. “She has dedicated her life to fighting for fairer, safer and more secure workplaces. I am eager to get to work delivering real outcomes for working people and advancing the interests of workers across the country. “Most of all, I am looking forward to meeting union members from every 14
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corner of Australia and serving alongside you as we work to lift living standards and secure a better future for all.” Former ACTU Secretary Sally McManus said Melissa Donnelly had strong, overwhelming support across all unions to become the ACTU’s eleventh Secretary. “She is smart, strategic and completely focused on the needs of working people,” she said. “The average union member is a 44-year-old working mother and so is Melissa. “She’s a year younger than I was when I took up the office and represents generational change. “With two school aged children and having led a large union she well knows the pressures working people are under.” Outgoing ACTU President Michele O’Neil said: “Melissa understands what matters to Australian workers and their families. “ “She brings her extensive experience of fighting for workers’ pay, job security and flexible work and winning better rights for workers to her new role as ACTU Secretary,” she continued.” “Melissa is strong, strategic and passionate about fairness and will be a great advocate for Australian workers and our movement. “I look forward to working with Melissa in the transition to a new ACTU leadership team between now and the end of the year.”
Statement from AEU President Correna Haythorpe On behalf of the AEU, I congratulate Melissa Donnelly on her election as the next Secretary of the ACTU.
Melissa brings an outstanding record of
leadership and advocacy for workers to the role, and her experience representing public sector workers as CPSU National Secretary for the past seven years will be invaluable as she takes on this important position. This is also a major moment for women in the Australian union movement, with Melissa continuing a remarkable period of women’s leadership at the ACTU, and will continue the significant path laid out by Sally McManus. The AEU has worked closely with Sally throughout her time as ACTU Secretary, and we thank her for her extraordinary contribution to Australian workers and the union movement. Sally has been a strong and principled advocate for working people, including through the pandemic, the campaign to restore workers’ rights and collective bargaining, and the significant workplace reforms achieved over recent years that have worked to build a strong and effective union movement. Despite these advances, there are still enormous challenges ahead in this rapidly changing world to ensure every worker has secure employment, particularly in the face of the AI revolution, wages that reflect the increasing cost of living, and conditions that reflect today’s working environment. For teachers and education support staff, that means a properly resourced and valued public education system with the pay and conditions that education workers deserve. We warmly congratulate Melissa and look forward to working with her as we continue to build a stronger union movement and a better future for working people across Australia.
Issues
Sexism and misogyny worsening in Australian schools From lurid innuendos to verbal abuse and physical assault, female teachers are bearing the brunt of a new wave of sexism and misogyny in Australian schools, according to research from Adelaide University. Published in Gender and Education, the study points to the influence of the online manosphere – which frames masculinity around dominance and claims that gender equality has disadvantaged men – alongside policy gaps and systemic issues that researchers say are contributing to extreme incidents of gendered abuse in classrooms. The research characterises the behaviour as deliberate and predominantly enacted by boys and young men who are attempting to gain status, impress their peers or challenge female authority. Adelaide University researcher Associate Professor Sam Schulz said this behaviour isn’t just disrespect – it’s learned gendered power dynamics. “Sexism and misogyny in schools are not new problems, but what we’re seeing now is more overt, more extreme and more animated expressions of gendered abuse,” Associate Professor Schulz said. “These moments don’t come out of nowhere; they are the predictable result of long term policy neglect. “For years, schools have treated gendered power behaviours as ‘being disruptive’ or ‘acting out’, but with female teachers increasingly on the frontline of what is fundamentally a safety issue, this is no longer something that can be ignored.” In 2024, Prime Minister Anthony Albanese declared that Australia faced a “national
crisis” of violence against women, with one woman killed every four days by a current or former partner. The qualitative study draws on 160 survey responses and 14 in-depth interviews with Australian secondary school teachers across a range of school settings and geographic locations. With schools being a core part of life for almost every young Australian, they are powerful places to shape attitudes. Researchers say that schools have a clear responsibility to help prevent harmful gender norms. Recent incidents underscore the urgency of the issue, including a Brisbane school where a teacher alleged a “culture of misogyny” after being surrounded by hundreds of students and pelted with food, with her concerns reportedly dismissed as “boys will be boys’. Researchers say such cases highlight how harmful behaviour can be minimised, reinforcing the need for clearer, systemwide responses. Accounts from secondary school teachers in this research include reports of overt sexualise aggression towards female staff by both parents and students and a systemic failure by their employers to acknowledge, address or provide support when such incidents were reported. Co-researcher from Adelaide University, Dr Sarah McDonald, said that the lack of institutional support compounds the harm. “We know that misogynistic behaviours are not only increasing in schools but becoming more overt and extreme. Yet when female teachers speak up, they are
too often told they misinterpreted what happened, that they should manage it better, or that they are overreacting,” Dr McDonald said. “This shifts responsibility away from systems and onto individual women, which is both unjust and unsustainable. “What we’re really seeing is a systemic failure in how schools respond to misogyny, with a lack of clear frameworks, inconsistent responses and limited recognition of the gendered dynamics at play.” The study calls for system-wide action in schools, including strong policy frameworks that prioritise gender literacy, strengthen the government’s Consent and Respectful Relationships Education initiatives and recognise sexism and misogyny as structural problems rather than isolated behavioural issues. “Gender justice cannot be an optional extra or left to the goodwill of individual educators,” Dr McDonald said. “It must be embedded in policy, curriculum and accountability mechanisms. “At the same time, we must ensure that teachers truly understand gender literacy – both through Initial Teacher Education when they commence their careers, and professional development as they progress. “Every graduate teacher should leave university equipped to recognise, respond to and prevent sexism and misogyny. This is not specialist knowledge – it is core professional capability – and the learnings are lifelong.” Western Teacher
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Indigenous focus
Making it work: A new plan to help Indigenous Australian students By Ren Perkins and Natalie Bryant
The federal government is promising a new policy to guide First Nations students right throughout their education careers. It will cover from the time they are in early childhood education right through to after they leave school. The First Nations Education Policy has the potential to significantly influence outcomes for First Nations students, their families and communities. It brings together years of commitments and policies in many different places into a shared national direction. What is it meant to achieve? And what would meaningful success actually look like?
What is the policy trying to do?
The last First Nations-specific education policy was released in 2015. But this only aimed to improve educational outcomes and strengthen cultural inclusion across Australian schools. And while the policy established national priorities, progress since then has been uneven and significant gaps remain. As the most recent Closing the Gap data shows, there are ongoing disparities between Indigenous students and their non-indigenous peers. At the end of 2025, the government announced it was developing a new policy in 2026. Rather than introducing a single new program, it aims to set common priorities across early childhood, schools, vocational education and higher education. It seeks to: •
16
Define shared priorities for First Nations education and establish how Western Teacher
September 2026
Translate existing national
The government has committed to consulting with First Nations communities across metropolitan, regional and remote contexts.
Education Declaration (which sets
What are the positives so far?
change will be implemented and evaluated. •
commitments, such as the Mparntwe out a vision for all Australian students), school funding agreements, the
national Indigenous early childhood strategy, Universities Accord and
Closing the Gap, into tangible action. •
Improve educational outcomes in
early childhood, schooling and postschool pathways.
At its core, the First Nations Education Policy aims to improve educational outcomes for Indigenous learners. For the first time the policy will span the full education life cycle. This matters because students do not enter school or university in isolation. Their learning is shaped by families,
Indigenous focus communities, culture and earlier education experiences. It also signals a move from broad aspirations to more concrete actions, including how progress will be measured and evaluated. The discussion paper emphasises cultural safety, self-determination and recognising the strengths, knowledges and aspirations of First Nations peoples. It also acknowledges that a “onesize-fits-all” approach will not work, committing to flexibility across systems and locations. These are positive signs. This suggests, if done well, the policy could shift reform away from deficit narratives about “closing gaps” and towards systems that work with First Nations communities. But of course, ambition alone does not guarantee change.
What are the risks?
Australia has seen ambitious First Nations education policies before. One danger is confusing consultation with shared decision-making. While community input matters at the start, past reforms have often stopped short of shifting real authority. Research has repeatedly shown that decades of Indigenous education policy have produced limited systemic change in Australia. Research consistently shows meaningful and sustained improvements for Indigenous students are only possible when communities are partners in decision-making, not just consultees. First Nations voices have informed education policy in the past, but rarely shaped outcomes. Too often, First Nations expertise is sought through consultation rather than embedded within the systems that implement policy. Shifting this requires more First Nations teachers and leaders, but also greater First Nations authority within education departments and decision-making roles.
What is ‘success’?
There is also a risk “success” is defined too narrowly. If progress is measured mainly through attendance or test scores, the policy may miss what many communities value most: cultural safety, belonging and local control.
In other words, are students coming to school? Are they graduating? This means curriculum (what they are learning), workforce capability (who is teaching them and with what skills), governance (who is making decisions) and institutional racism are often left untouched.
decisions about First Nations education are made and who makes them.
This limits the impact of even well-funded programs.
If not, it risks becoming another wellintentioned policy that falls short of meaningful change.
So for this policy to succeed, it needs structural change. This includes clear accountability, long-term investment and sustained support for First Nations leadership across education systems. Without that shift, Australia risks repeating a familiar cycle of promise without delivery.
What happens next?
Governments and education providers now have an opportunity to rethink how
Then the real test will be how the policy is funded, implemented and evaluated over time. If it leads to stronger First Nations authority, this new policy could be seen as a real turning point for Indigenous students.
Ren Perkins is a lecturer in Indigenous Education at the University of Queensland. Natalie Bryant is a PhD candidate at the Centre for Indigenous Policy Research at the Australian National University. The opinions expressed in this article are that of the authors 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.
Education reform in the past has also tended to focus on students rather than systems. Western Teacher
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Issues
The growth of student disability adjustments in schools By Linda J. Graham and Callula Killingly
New data shows 27.2 per cent of Australian students are receiving an adjustment for disability at school. This is up from 25.7 per cent in 2024 and 18 per cent in 2015. An educational adjustment helps students participate on the same basis as their peers without a disability. Adjustments can include a wide range of measures, such as allowing rest breaks or noise-cancelling headphones. It could also include extra support staff or tools such as voice-to-text software. This comes as the federal budget included a A$463 million compliance “crackdown” on how disability funding is allocated to schools to ensure support is targeted based on need. But this is unlikely to work because the real problem lies in the design of the model itself.
How does disability funding work in schools?
All schools receive a base amount of funding for each student. There are extra loadings based on school size and location, and whether students are Indigenous, come from disadvantaged backgrounds, have low levels of English or disability. The disability funding then has different levels, depending on the types and frequency of adjustments needed. In 2018, Australia introduced a new disability funding allocation method based on a national reporting system. Schools report the number of students who need adjustments to participate in education and the types of adjustments being providing. There are four levels of adjustment. 18
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1.
Quality differentiated teaching practice: teachers use everyday strategies to help everyone learn in different ways. Examples include visual schedules or breaking tasks into steps.
2.
Supplementary adjustments: extra support is added when a student needs more help than usual to join in or learn. Examples include changed test conditions or short term, small group programs.
3.
Substantial adjustments: regular, personalised support is provided because a student often faces learning barriers. Examples include major curriculum changes across several subjects.
4.
Extensive adjustments: intensive, ongoing support is needed throughout most of the school day. Examples include continuous one to one help or specialised health or personal care support.
Why do we have the current model? Previous models for disability funding in schools required a medical diagnosis within a narrow range of disability categories. There were also differences between states. For example, some did not include autism or speech language impairment. None included Attention Deficit Hyperactivity Disorder (ADHD).
This created a perverse incentive for existing diagnoses to be changed or supplemented by additional diagnoses (for example, swapping ADHD to autism), so a student who needed support would qualify for funding. This approach was also inequitable as highly educated, wealthier parents have more capacity to secure a diagnosis for their child through private assessments.
Issues
What is the current approach? The current model seeks to address these issues by adopting the same broad, inclusive definition of disability as used in the Disability Discrimination Act. It allocates funding on the basis of observed need, irrespective of disability type. Students’ educational needs are determined by educational professionals, not doctors, and substantiated with evidence of the adjustments provided over a 10-week period. Students or their families do not personally receive funds. The disability loading gets added to overall government funding to “approved authorities”, which include independent schools, Catholic dioceses and state education departments. But this new model has flaws of its own. This has become more evident over time and is reflected in uneven patterns of growth.
Which numbers are growing? We have seen a large increase in students receiving adjustments over the past 11 years. The increase differs by the level of adjustment.
The percentage of students with disability whose needs are being met through basic classroom teaching (level 1) has gone from 5.5 per cent to 7.4 per cent, an increase of 35 per cent.
models to the national model at different points in time. For example, Queensland only changed to the national model in 2023, potentially contributing to the later uptick. Another potential explanation for the overall pattern of increase is the disability loadings themselves. The first level attracts no additional funding and is not evaluated for quality or accessibility. Schools are then allocated about $6,000 additional funding for each student receiving “supplementary” adjustments, $21,000 for “substantial” and $45,000 for “extensive” adjustments.
Why does this matter?
Students receiving supplementary adjustments (level 2) went from 8.2 per cent to 11.7 per cent, an increase of 43 per cent.
The new needs-based model was inspired by a tiered prevention and intervention framework first developed in public health. This framework relies on the idea that basic healthcare should be high quality and accessible to all.
The greatest increases have been in substantial and extensive adjustments (levels 3 and 4), which have risen by factors of 86 per cent and 87 per cent, respectively.
This thinking is important when it comes to students with disability. If basic classroom teaching is not accessible to these students, then they will need more adjustments.
Why are we seeing this growth?
This is not a surprise
Further research is needed to unpick exactly why these increases are occurring. But there is likely to be a range of factors. For example, growth appears to accelerate from 2020 and it is well known Covid-19 lockdowns impacted young childrens’ readiness for school and mental health and wellbeing. Various state education departments have also aligned their disability funding
The patterns emerging are no surprise to researchers who warned of this possibility some years ago. There is no incentive for schools to meet children’s needs through accessible quality universal teaching – in fact, there’s a perverse incentive not to. Meeting children’s needs at level 1 currently means forgoing the additional funds that could be gained by providing adjustments later.
The government’s bid to increase compliance in disability funding does not adequately address this flaw.
What needs to change?
In the health system, we reserve hospital places for those who really need them. If too many people are arriving at emergency departments, it is a sign other levels of the system are not working as they should. Increases in the proportions of students receiving supplementary, substantial and extensive adjustments should likewise prompt scrutiny of the first level of support we are providing. The current system turns basic practices, like providing extra time and accessible materials, into “adjustments” children must wait to receive. Even though these can benefit all learners. The emphasis on making adjustments, rather than designing for accessibility from the outset, is what needs to change. This will require critical evaluation and redesign of the model itself. And funding will be needed to evaluate and improve the quality and accessibility of everyday classroom teaching. Linda J. Graham is Professor and Director of the Centre for Inclusive Education at Queensland University of Technology. Callula Killingly is a Postdoctoral Research Fellow at the Centre for Inclusive Education at Queensland University of Technology. The opinions expressed in this article are that of the authors 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. Western Teacher
September 2026
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Issues
Accounting tricks in bilateral funding agreements By Trevor Cobbold
The bilateral school funding agreements between the Albanese and state/ territory governments allow the states and the Northern Territory to claim several expenditures as part of their share of funding the Schooling Resource Standard (SRS) of public schools which are specifically excluded from how the SRS is estimated. The Gonski Report of 2011 rejected inclusion of these expenditures in the calculation of the SRS. They were excluded from original funding agreements that implemented the Gonski funding model in 2014 and were first introduced in the Morrison Government agreements in 2019. These provisions allow state and Northern Territory governments to artificially boost their claimed funding shares for public schools. They can pretend they are spending more on public schools than they are in reality. The provisions allow governments to defraud public schools of legitimate SRS funding. These non-SRS expenditures include capital depreciation, direct school transport and regulatory expenditures on various curriculum, assessment, standards and registration authorities as they relate to public schools. In sharp contrast with the treatment of public schools, these same expenditures cannot be claimed by governments as part of their share of funding private schools. The Gonski Report in 2011 analysed the case for including what it called “sector costs”, “system costs”, “adjunct service costs” and capital expenditure in the estimation of the national school resourcing standard. It rejected their inclusions. A critical point in the discussion of these costs was the purpose of the national resource standard. The report made it clear that the purpose was to estimate the recurrent funding required directly 20
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by schools to provide effective student outcomes. It stated that the resource standard: “… form the basis for general recurrent funding for all students in all schooling sector.” Further: “The per student amount plus loadings would represent the total resources required by a school to provide its students with the opportunity to achieve high educational outcomes for their students over a sustained period of time. It would be funded from public funding from all levels of government, as well as any private sources.” A document published by the Commonwealth Department of Education states: “The Schooling Resource Standard (SRS) is an estimate of how much total public funding a school needs to meet its students’ educational needs. It is based on recommendations made in the 2011
Review of Funding for Schooling led by Mr. David Gonski AC.” The document also states that the funding needs of schools refers to recurrent funding.
Sector (regulatory) costs
Sector costs are those relating to all schools regardless of whether they are public or private schools. The report noted that they include the regulation of schools, certification of teachers, national school testing and development of curriculum. The Gonski Report rejected inclusion of these costs in the resource standard because they are not incurred by schools. It stated: “As these costs are largely met by governments and are not incurred by schools directly, it is not appropriate to include them in the resource standard.”
Issues
System overheads
System overheads include administrative costs at the sector level, such as the cost of keeping system headquarters. System overheads can include administrative costs (e.g. finance and human resources) and the provision of services across schools within a system, such as program development and co-ordination. The Gonski Report supported inclusion of these costs in the resource standard to ensure consistency across different types of schools. It recognised that a number of system functions taken on behalf of system schools are undertaken at the school level in non-system schools: “It is important for the sake of comparability in setting the resource standard across different types of schools that it recognises the full costs of delivering schooling services, regardless of whether these are performed within a stand-alone school or centrally or regionally as part of a system.” It is notable that a research report on the resource standard prepared by the Allen Consulting Group for the panel recommended against including these costs in the resource standard because
it “may create significant cost allocation challenges”. It also said that it may detract from the school-level focus of resource standard. However, it noted that exclusion of these costs from the standard may create incentives to shift functions to the school level which is not optimal. The Report also said that another option could be to include defining a set of school functions and taking into account their costs, regardless of where the function is performed. In the event, the implementation of the funding model followed the recommendation of the Gonski Report and allowed inclusion of system level costs in the estimation of the SRS.
Adjunct service costs
Adjunct service costs refer to expenditures that are not consistently incurred by schools across jurisdictions and sectors and are often provided by other areas of government. They include health and welfare costs, teacher housing and student transport subsidies, which are largely funded through agencies other than departments of education.
The Report recommended that such costs not be included in the resource standard: “…. including these costs in the resource standard could lead to cost shifting between government portfolios and different levels of government. The panel’s preferred approach is that these costs are dealt with outside the resource standard and estimated as a separate resourcing requirement on funding bodies akin to a community service obligation.” The Allen Consulting Group report acknowledge the significance of some adjunct services costs to student outcomes in rural and remote regions. It recommended that they be separately identified outside the resource standard. It said that one option would be they are: “…. estimated as a separate resourcing requirement akin to a community service obligation. Such a community service organisation would be separately calculated and paid to jurisdictions, systems or schools. Adjunct costs should only be treated in this way when they fall outside the government’s education budget.” (continued on page 22)
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Issues (continued from page 21)
Depreciation and capital expenditure
Under the current bilateral funding agreements, all states and the Northern Territory can claim depreciation expenditure up to four per cent of the SRS as part of their share of funding public schools. This claim was introduced in 2019 in the Morrison Government agreements. Capital costs are not included in how the SRS is estimated. The Gonski Report was emphatic in excluding capital expenditure and depreciation from the SRS. For example, its Finding 12 stated: “For the purposes of developing future recurrent funding arrangements, it would be appropriate to continue to exclude the user cost of capital, depreciation, capital expenditure and payroll tax. “ It noted that depreciation is not a cash payment to schools and is excluded from the financial data collected by [the Australian Curriculum, Assessment and Reporting Authority] ACARA for the My School website The Victorian education minister, Ben Carroll, has claimed that the Gonski Report recommended that capital expenditure be included in the resource standard. This is incorrect. The report also strongly recommended that capital expenditure be excluded from the resource standard because the standard refers to recurrent funding only. Recommendation 10 stated that the resource standard should: “be a recurrent resource standard, which includes a provision for general maintenance and minor acquisitions below an established capitalisation threshold but does not include capital costs.” Further, “… capital and infrastructure costs (other than maintenance and minor works) will not be funded through the recurrent schooling resource standard … instead of including capital expenditure in the resource standard, the report proposed that national capital resource standard, and other cost benchmarking options, to assist with future monitoring and design of capital expenditure programs.”
Financial data to estimate the resource standard A methodology appendix to the Gonski Report noted that the financial data collected by ACARA for the My School 22
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website is a “sufficiently robust” to estimate the resource standard as it provides materially comparable financial data by school on a national basis. ACARA uses net recurrent income per student (NRIPS) as the measure of recurrent funding of schools. Depreciation, school transport, regulatory costs and capital expenditure are all excluded from the NRIPS as outlined in ACARA’s My School: Key Principals and Methodology (2024). For example, in relation to regulatory expenditure, it states: “These funds have been deemed to be outside schools’ recurrent operations”
Conclusion
The provisions in the current bilateral funding agreements that allow the states and the Northern Territory to claim depreciation, school transport and regulatory expenditures as part of their share of funding public schools clearly is contrary to the recommendations of the Gonski Report. They were excluded from the implementation of the Gonski funding model and from the initial Commonwealth/ state funding agreements. These allowances were first included in the funding agreements between the Morrison and state/territory governments in 2019 and applied only to state/territory funding shares for public schools. They did not apply to funding shares for private schools. It was another element of the sabotage of the Gonski funding model by the Coalition Government. The allowances were continued in interim funding agreements between the Albanese and state and Northern Territory governments for 2023 to 2025. They remain in the new agreements that determine funding shares to 2034. The
four per cent allowance is to be phased out by 2034 but the allowance to claim regulatory expenditures will remain. These allowances are very convenient for state and Northern Territory governments because they can restrict funding for public schools by artificially boosting their funding shares. It helps government budget bottom lines while feigning higher funding of public schools than they actually receive. Public schools are being swindled out of legitimate Gonski funding. SOS estimates that public schools were defrauded by $13.2 billion in funding over six years from 2019 to 2024 inclusive because of these “accounting tricks. The loss over the 10 years from 2025 to 2034 inclusive is estimated at $23.2 billion. And this is an underestimate because Victoria is yet to sign a long-term agreement and the Northern Territory agreement is for 2025-2029. Thus, the projected funding loss for public schools over 17 years from 2019-2034 inclusive is at least $36 billion. Public schools have been and continue to be robbed by what can only be described as a disgraceful conspiracy between successive Commonwealth and state/ territory governments to deceive the public. The fraud subverts the intent of the Gonski Report to fully fund public schools on the basis of need and increase equity in school outcomes. Trevor Cobbold is the convenor of Save our Schools Australia. 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 Save Our Schools website and has been reproduced here with permission.
International education
SSTUWA International Committee activities By Jonelle Rafols Senior Vice President
The SSTUWA International Committee has continued to participate in a range of educational and community events that align with the union’s commitment to international solidarity, human rights and global awareness.
Cuba After Castro film screening Saturday, 27 June 2026 Members of the International Committee attended a screening of Cuba After Castro, a documentary following Miguel Díaz-Canel, Cuba’s first President born after the Revolution. Through an in-depth interview, the film explores his journey to leadership and examines contemporary challenges facing Cuba, including United States sanctions, the Covid-19 pandemic, domestic protests and Cuba’s future. The documentary also provided insight into Cuba’s political system, society and its
Cuba After Castro film screening
evolving relationship with the United States.
Wall of Tears exhibition – Fremantle Sunday, 28 June 2026 Members of the International Committee attended the Wall of Tears exhibition in Fremantle with family and friends. During the visit, members spoke with doctors presenting the exhibition, who shared first-hand accounts of providing humanitarian medical assistance in Gaza.
team. However, they were detained at the border for several days before being separated, with only one member ultimately granted entry. This severely limited the assistance they were able to provide, as surgeons were left without anaesthetists or theatre nurses.The doctors also explained that medical equipment brought to support their work was routinely confiscated. Even when teams attempted to carry only essential humanitarian supplies, such as baby formula, these
Earth’s Greatest Enemy film screening and discussion
Tuesday, 21 July 2026 Members of the International Committee attended Earth’s Greatest Enemy, a film screening and discussion featuring journalist Abby Martin. The documentary follows Abby Martin and her husband, an Iraq War veteran, as they investigate the environmental impacts
Their stories highlighted the significant obstacles
items were also confiscated. The exhibition provided
of the United States military. The film examines pollution,
faced by international medical teams. One example
a powerful reminder of the humanitarian challenges
environmental damage and the lack of accountability
described West Australian medical personnel travelling
experienced by civilians and aid workers in conflict
associated with military operations, highlighting the
together so they could work effectively as a coordinated
zones.
broader consequences of armed conflict on the planet.
Wall of Tears exhibition – Fremantle
Earth’s Greatest Enemy film screening and discussion
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International education
Elevate, support and invest in the teaching profession By Anand Singh
We need 44 million more teachers globally by 2030. In Asia-Pacific alone, that figure is more than 16 million. This is not a projection to worry about later - it is an emergency we are living right now. There is a crisis unfolding in education across the Asia-Pacific - and it is one of our own making. For years, governments have underfunded schools, allowed teacher salaries to stagnate and stripped away job security. Now, as the consequences mount, we are scrambling to fill the gap. The answer is not more stopgap measures. The answer is to fundamentally change how we value, invest in and support the teaching profession. The Global Education Monitoring Report 2026, offers a sobering picture. Some 273 million children and young people - one in six - are out of school. For the seventh consecutive year, that number has risen. The share of qualified primary teachers in our region has fallen from 89 percent in 2013 to 78 percent today. More than half of countries have cut their education funding since 2015. These are not abstract figures. Behind each one is a child who deserves better and a teacher stretched far beyond what any system should ask.
A profession under siege
What troubles me most is that this crisis is not accidental. It is the predictable consequence of choices of governments that have chronically underfunded education, frozen salaries and taken away job security. More than half of countries in our region have cut education funding since 2015. And we wonder why fewer young people are choosing to teach and why so many who do are quietly walking away. 24
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Photo: Education International
What also troubles me is the culture of exclusion that has taken root in too many education systems. Reforms are designed without consulting teachers. Curricula are changed, assessments overhauled, new technologies rolled out - and teachers are informed after the fact, expected to simply adapt. This is not just disrespectful. It is counterproductive. Policy built without the profession’s voice will always fall short. Institutionalised social dialogue is not a courtesy extended to teachers - it is a precondition for policy that actually works. And yet, even in these difficult circumstances, teachers continue to demonstrate remarkable commitment and resilience. In 2025 alone, we witnessed coordinated action across the region - in Nepal and Mongolia, in Indonesia, the Republic of Korea and Australia - where teachers organised and mobilised, including through industrial action, to call for greater investment and recognition. The teacher in Mongolia who walked out did not do so out of selfinterest. She did it because she believed
collective action could change her government’s mind. And it did. That kind of moral courage deserves not just our admiration, but our solidarity.
A roadmap already exists
The good news is that we do not lack direction. The United Nations HighLevel Panel on the Teaching Profession, convened by the Secretary-General in 2024, provides a clear roadmap: fair salaries, decent working conditions, job security, professional autonomy, social protection and meaningful support for teachers’ well-being. These are not radical demands. They are the basic conditions under which any professional can be expected to thrive. These recommendations were reinforced by the Santiago Consensus, adopted at the World Summit on Teachers in August 2025, which commits governments to stronger public investment in education, effective teacher policies and genuine social dialogue. The Asia-Pacific Regional Forum on Teachers, convened in Bangkok in April, was the first regional gathering
International education since both of those landmark moments. That gives us both an opportunity and a responsibility: to move from commitments to implementation and to do so with urgency and accountability.
What the forum is calling for Over three days, more than 100 participants from across the region came together to shape a stronger, more equitable, future-ready teaching profession. Among the key recommendations emerging from the Forum were: •
•
•
•
•
•
Strengthen teacher preparation and career pathways — improving initial teacher education, ensuring quality and relevance, and establishing coherent systems for continuous professional development and career progression, so that teaching remains an attractive and sustainable vocation. Improve teacher working conditions and well-being ensuring competitive compensation, reducing administrative burdens and making teacher wellbeing a funded, monitored policy priority — not an afterthought. Teachers who are stretched thin and undervalued cannot give their students what they need. Strengthen inclusive, evidenceinformed teacher policies aligned with SDG 4.c - addressing quality, equity and future system needs, including climate readiness and technological change, while urgently prioritising pre-primary education, which remains chronically underserved across the region. Improve teacher data systems aligning indicators with international frameworks, expanding meaningful disaggregation and closing persistent data gaps, particularly for preprimary teachers. We cannot fix what we cannot see and too many teachers remain invisible to the systems that are supposed to support them. Institutionalise coherent legal and policy frameworks for teacher education - ensuring alignment across the full career continuum from initial preparation to ongoing professional development, so that no teacher is left behind after their first year in the classroom. Expand equitable access to professional development - scaling
Photo: Education International opportunities for teachers in rural and underserved areas through flexible, relevant and responsive pathways, supported by mentoring, middle-tier structures and sustained follow-up that ensure policies translate into real improvements in classroom practice. These were among the key recommendations, alongside many others spanning digital governance, financing, resilience, inclusion and the safeguarding of teacher agency in an age of AI. Taken together, they represent a comprehensive call to action, one that must now be answered.
What must change
The path forward is clear, even if it demands political will that has so far been in short supply. Governments must commit to education financing benchmarks by allocating at least 20 percent of public budgets and six per cent of GDP to education as a bare minimum. They must offer teachers competitive salaries, genuine job security and the kind of professional development and autonomy that makes a career in teaching both sustainable and rewarding. Real reform is built with teachers, not imposed on them. Social dialogue is not a bureaucratic formality, it is the mechanism through which policies gain the credibility and trust required to succeed. When I think about what is at stake, I return to the human faces behind these conversations. The teacher in a remote Philippine island who stays until dark, wondering quietly whether she can afford
to remain in the profession she loves. The young person in Vanuatu with the potential to be an extraordinary educator who looks at the working conditions and asks: is it worth it? And consider every child in every classroom who has the right to a qualified, supported and motivated teacher every lesson, every day. Teachers are not instruments of policy. They are agents of change. But they can only act as agents of change if they are empowered with decent conditions, job security, professional respect and genuine social dialogue. The Santiago Consensus and the UN High-Level Panel recommendations must not become documents on a shelf, nor should the recommendations emerging from the Teacher’s Forum. They must travel back with every delegate, every minister, every union leader into ministries, classrooms and union halls and become policy enacted, budgets allocated and conditions improved. This is the moment to choose investment in teachers, dialogue with teachers and action taken with teachers. Not another forum, not another declaration but a genuine turning point for the teaching profession and for the millions of children whose futures depend on it. Anand Singh is Regional Director of Education International’s Asia-Pacific Region. 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. Western Teacher
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National education and union news
National education and union news Public funding should support public education
The AEU has rejected Independent Schools Australia’s (ISA) attempt to reframe the national debate on school funding, saying the real issue is not school choice, but inadequate funding of Australia’s public schools.
AEU Federal President Correna Haythorpe said taxpayer funds for education must be directed where they deliver the greatest public benefit: public schools. The ISA’s School Choice Counts campaign ignores the growing inequity in Australia’s education system, where many private schools continue to receive generous Government funding while public schools remain under-resourced. “Australia has one of the most inequitable school funding systems in the OECD. Many private schools receive millions of dollars in taxpayer funding while also collecting substantial fees,” Ms Haythorpe said. “At the same time, public school teachers are working incredibly hard with limited resources to provide the education and support students need. Governments have a responsibility to ensure every child has access to high-quality public education, regardless of where they live or their family’s income. That means
prioritising investment in Australia’s public schools.”
per cent and 843 schools have already transitioned to 80 per cent.”
This call from ISA comes at a time when private schools are now publicly subsided to a greater extent than ever before.
“These facts expose a deeply unfair school funding system, with government funding growth continuing to favour private schools over public schools despite rising student need,” Ms Haythorpe said.
Over the last decade private schools in Australia have benefited from a number of special deals from the Commonwealth, including the $1.2 billion Choice and Affordability Fund, $3.2 billion in overfunding through to 2029 to transition down to 100 per cent of the Schooling Resource Standard (SRS), and over $1.6 billion from the Commonwealth for capital works. The ISA itself says over 30 per cent of private schools were overfunded by the Commonwealth in 2025: As of 2025, 857 schools have already transitioned to 80 per cent and there are 383 Independent schools still above 80 per cent. Of the schools funded above 80 per cent in 2025, 73 of them are funded less than 81 per cent. ISA says over 30 per cent of private schools were overfunded by the Commonwealth in 2024 and more schools than 2023: “As of 2024, there are 385 Independent schools still above 80
“That is not equitable, and it is not delivering the outcomes students deserve. That public responsibility should be reflected in government investment.” The AEU recognises the Albanese historic investment to fully fund public schools, with $20 billion of Commonwealth funding going to public schools over the next decade. Ms Haythorpe said these Better and Fairer Schools Agreements were an important step towards ensuring public schools are fully funded, but governments must resist calls to divert scarce education funding away from the public system. “Public education is the foundation of Australia’s education system. It deserves to be funded as the national priority rather than taxpayer dollars continuing to subsidise already well-resourced private schools,” she said
Unions welcome new Fair Work Court for workers Australian Unions have welcomed the Prime Minister’s announcement of a new Fair Work Court to make it easier, faster and cheaper for workers to access justice and recover unpaid wages.
from pursuing claims. Under the current
The new court will provide Australians with a simpler means to enforce their workplace rights, rather than the current system, where well-resourced employers can drag out cases and deter workers
money they are owed.
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September 2026
system, workers who pursue wage
underpayment claims can wait up to two years to get a ruling and in some cases,
the cost of going to court outweighs the
Lengthy delays also deny workers justice when they urgently need to recover
wages when they have lost their jobs.
A hospitality worker, who raised underpayment concerns, and was then sacked by their employer in March 2026, is still waiting for a court date and will wait one to two years for a final ruling. A retail worker, who was sacked from a café after being injured at work, will have to wait more than 12 months for an initial mediation court date and even longer for a court decision.
National education and union news
The new federal Fair Work Court will be staffed by specialist judges with employment law expertise and work with the Fair Work Commission to support faster, easier and cheaper access to dispute resolution. Unions have been pursuing a national employment court since the Howard Government abolished the Industrial Relations Court of Australia in 1997, transferring its functions to the Federal Court of Australia. ACTU Secretary, Sally McManus said the new court would make it simpler, easier
and faster to get justice so Australians could enforce their workplace rights.
underpayments and get other matters dealt with without waiting for years.”
“Justice delayed is justice denied,” she said. “If your boss owes you money, you should not have to wait one or even two years to get it back. Too many employers can drag out court cases and grind workers into the dust while making them wait to get a fair hearing.
Ms McManus said the announcement recognises that workers’ rights matter and justice is not only there for companies that can afford law firms from the big end of town.
“We all know someone who was ripped off at work but didn’t think it was worth the time, the stress or the money to go after their wages. This court will make it simpler for workers to recover wage
“The new Fair Work Court will make it harder for dodgy employers to operate outside of the law because they think they won’t get caught, which is hardly fair for all of the businesses that do the right thing and pay their workers properly and on time,” she said.
New tough laws to combat modern slavery Australian Unions have welcomed the
a defence available for companies that
legislate a new criminal offence for large
modern slavery. This will reward responsible
Albanese Government’s announcement to companies that fail to prevent modern slavery in their supply chains, a long-
overdue reform that will improve corporate accountability and help prevent labour exploitation.
The strengthened laws are a significant
step towards stamping out slavery, forced labour and debt bondage. It will help
ensure that responsible businesses are
not undercut by less scrupulous operators throughout domestic and international supply chains.
The new offence will apply to companies
with annual revenue over $100 million, with
have taken reasonable steps to tackle
businesses while holding to account those that turn a blind eye.
Unions also welcome the Government’s
commitment to consult on the design of the new offence, including enforcement
options and remedies for victims. Unions
see the need for the new criminal offence to be complemented by a civil right
for workers and their unions to make
a complaint against companies that
fail to combat modern slavery in their supply chain, ensuring more effective enforcement.
ACTU President Michele O’Neil said modern
slavery was a gross violation of human rights.
“An estimated 50 million people are
trapped in modern slavery worldwide, and
Australians rightly expect that the products they buy aren’t made with slave labour,” she said.
“The Albanese Government’s
announcement is a significant positive
step. Holding big companies accountable for preventing modern slavery in their
supply chains is good for workers and
good for the many Australian businesses
that do the right thing. We look forward to
working with the Government through the
consultation to make these laws as strong and effective as possible.”
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Education and Training Centre
Education Education& & Training TrainingCentre Centre
Last chance industrial training events – Term 4 Don’t miss out on using your Trade Union Training (TUT) leave allocations for the year and joining us online or in person for a great opportunity to expand your industrial knowledge and skills.
Face-to-Face Opportunities Union Representative Training Level Three: Ethical Leadership in Your Union Role for Schools and TAFE (TUT) Thursday-Friday 15-16 October.
2026 Women’s Conference for Schools and TAFE (TUT) Tuesday 20 October. Union Representative Training Level One: Schools (TUT) Monday-Tuesday 26-27 October. Know Your Rights- Schools 2023 General Agreement for General Membership (TUT) Tuesday 10 November. WHS Five-Day Education Specific Introductory Course Monday-Friday 9-13 November.
Online Know Your Rights Sessions for TAFE 4-5pm - All members •
Session 12: Personal Leave - Tuesday 20 October.
•
Session 13: Calculating Teaching Hours for Online Delivery - Tuesday 3 November.
•
Session 14: Hours of Work and Averaging - Tuesday 10
•
Session 15: Tips When Applying for Leave - Monday 16
November. November.
Online Know Your Rights Sessions for Schools 3.30-4.15pm - All members •
Session 9: EBA Schools Update - Thursday 5 November.
•
Session 10: EBA Schools Update - Thursday 19 November.
•
Session 11: EBA Schools Update - Thursday 3 December.
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Education and Training Centre
Women’s Conference (TUT) Balance the Scales Tuesday 20 October
About the Conference This TUT-approved conference is an opportunity for members who identify as female within our union to come together. The focus for this conference is based on the United Nations International Women’s Day theme, Balance the Scales. Our Balance the Scales conference is an opportunity to support the promise that every woman and girl, regardless of background or identity, should be safe, heard, and free to shape their own lives. In 2026, too many across Australia and the world are still denied that fair go. Discriminatory laws, policies, and practices persist. Gender-based violence remains widespread and structural barriers block too many from seeking or receiving justice. Equality is not about advantage for some. It’s about dignity, safety and fairness for all. Join our event to support this promise and be inspired by a range of speakers.
Opening Keynote Speaker
Tracey Cave, Founder and CEO of Sister Project West Australian of the Year Finalist Start your conference day by meeting Tracey Cave, the founder and CEO of Sister Project Ellenbrook. With a rich background in teaching and community work, Tracey has always been driven by a passion for working with and finding ways to empower women. Sister Project is supported by a small team and a strong volunteer network. Tracey’s leadership is underpinned by a belief that when women are supported to thrive, entire families and communities’ benefit.
Special Guest Speaker
Hon Simone McGurk MLA, Minister for Women
Closing Keynote Speaker
Bronwen Sciortino, International Author and Speaker and Wellness Coach Bronwen Sciortino is an International Author and Simplicity Expert who spent almost two decades as a high-powered, award-winning executive before experiencing a life changing event that forced her to stop and ask the question “What if there’s a better way to live?” Finish your conference day focusing on balancing your own scales. Bronwen will share her story and guide you through the noise that modern life brings. She will gently challenge some outdated beliefs creating space for healthier thinking. During this final workshop session you will learn and use some practical tools that will create immediate momentum.
Register Today at sstuwa.org.au/training Western Teacher
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Member Benefits
Member benefits Accountants and
Financial Advisers Aston Accountants
10% discount on personal income tax returns for members. sstuwa.org.au/aston
Industry Fund Services
Specialist financial products for union members.
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
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 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
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.
Teachers Mutual Bank
Banking exclusively for the education community. sstuwa.org.au/tmbank
September 2026
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
Instructional Intelligence Building Instructional Expertise for the Classroom. An SSTUWA project in collaboration with Barrie Bennett. sstuwa.org.au/instructionalintelligence
Fleet Network is now Paywise. Package your next car and save on tax. Bonus gift with vehicle delivery. sstuwa.org.au/paywise
Teacher Superstore
Western Motor Vehicle Consultants
Entertainment
5-10% discount, in store and online. sstuwa.org.au/teachersuperstore
We’ll find a car you’ll love. Save time and money when sourcing your next vehicle. sstuwa.org.au/westernmotors
Movie tickets
Computers
Outback Splash
Altronics
Featuring both water and year-round
Build it yourself electronics centre. VIP trade discount in store and online. sstuwa.org.au/altronics
Apple on Campus
sstuwa.org.au/ofx
Western Teacher
Cars
Bob Jane T-Marts
sstuwa.org.au/ifs
30
Massive discounts on products and services for SSTUWA members
For details visit: sstuwa.org.au/apple
Dell
Save up to 5% off selected items. sstuwa.org.au/dell
Pre-order your movie tickets and save. sstuwa.org.au/movietickets
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
Member Benefits
*Terms & conditions apply. Please visit our website for full details.
For more information visit sstuwa.org.au/benefits and the benefits tab of the SSTUWA App Food and Wine Campbells
Access wholesale prices with a complimentary day pass.
sstuwa.org.au/campbells
Cellar d’Or
Best value winery tour in the Margaret River Region. 10% discount for members.
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.
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
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
Forest retreat, 4-star, with indoor
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
across Oz + NZ. sstuwa.org.au/experienceoz
Inn the Tuarts Guest Lodge 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
20% off flowers and gifts. World-wide delivery available. sstuwa.org.au/petals
Metro Hotel Perth City
Teacher Superstore
rate. Located in East Perth near the
Union Shopper
sstuwa.org.au/wattyl
Hotels in the Asia Pacific region.
Wills for members
Wattyl
in WA.
Great savings for teachers at Accor
Save 10% on over 3,000 experiences
sstuwa.org.au/jbs
accessories at Wattyl Paint Centres
Accor Hotels
For Teachers Health members who are planning a trip away, Teachers Health travel insurance offers comprehensive cover at competitive rates. sstuwa.org.au/travelinsurance
5-10% discount, in store and online. sstuwa.org.au/teachersuperstore
15% off Wattyl paints, stains and
Travel and Accommodation
Save on cost-of-living expenses with some of Australia’s biggest brands. Free access with your SSTUWA membership. sstuwa.org.au/unionshopper
15% discount on the best available 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
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Classifieds
Classifieds 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
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 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
Email 50 words or fewer to editor@sstuwa.org.au along with your union membership number. Free for members. 32
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September 2026
Classifieds Lee: 0404 655 567
First Aid for secondary school students. Courses are curriculum mapped. (08) 9334 1259 youth@stjohnambulance.com.au
leehalligancelebrant.com.au
Learn to social dance
memorable occasion. Mention this ad to receive a discount.
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
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 2026 starts Monday 19 October. 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
constructed and presented combination
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
of spoken word, rituals, symbols, audio
Jump Rope for Heart
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
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
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
Classifieds
Mathematical Association of WA
MAWA 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 in a fun supportive environment. 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. Need support with group work or extra reading mileage? Rainbow Reading has effective solutions. rainbowreading.com.au | Di: 0407 490 253
Teaching resources
From a retired teacher, the following resources are available: English, media, literature (Years 7 -12); ESL: primary and secondary; Aboriginal education: DHS; First Steps presenter books; science upper primary and lower secondary. Dave: 0438 579 689
Primary school resources
Retired teacher with valuable primary school resources for most year levels. Phone Susanne and leave a voice message please. 0417904043
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? Join REVISE WA as a tutor. For more info, visit www.revisewa.com.au
Now available for SSTUWA members:
Union Shopper A four-person household can save over $2,500 a year just by using Union Shopper. Register today to start saving! Register today
sstuwa.org.au/UnionShopper
Free access with your SSTUWA membership
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Noticeboard
Noticeboard Retired teachers The next meeting of the Retired Teachers’ Association of the SSTUWA will be at 10am Wednesday 21 October at the SSTUWA premises. All retired members are welcome. Stay in touch: Join the RTA Facebook Group – search “Retired Teachers’ Association of the SSTUWA”.
R U OK Day: 8 September Life’s ups and downs happen to all of us. So chances are someone you know might be struggling. Your genuine support can make a difference whatever they are facing, big or small. Make a moment meaningful and ask them how they’re really going. Are they really OK? Ask them today. Your conversation could change a life. For more resources visit ruok.org.au
Email to editor@sstuwa.org.au
Research and studies
State Council Conference November 2026 State Council Conference will be held on 6-7 November 2026.
Did you know we have an extensive collection of research and studies on our website?
Visit sstuwa.org.au/ statecouncilconference for further information.
Call for nominations
National TAFE Day 9 September Celebrate the achievements of the public TAFE system, which has supported and provided opportunities for individuals, communities and employers for decades. More info: rebuildwithtafe.org.au and aeufederal.org.au/National-tafe-day
2026 World Mental Health Day and WA Mental Health Week
To view these, visit sstuwa.org.au/research
SSTUWA dispute resolution committee/delegates to UnionsWA Are you interested in becoming a UnionsWA Council delegate or Dispute Resolution Committee member? Nominations are open until noon Friday 18 September. More info: sstuwa.org.au/about/governance-1/ sstuwa-governance/sstuwa-elections
Anti-Poverty Week: 11-17 Oct
World Mental Health Day on 10 October raises awareness of mental health issues around the world and to mobilise efforts in support of mental health. WA Mental Health Week runs 4-11 October. The theme for this year’s events is: Taking control in the face of change. Have power to take charge of your own mental health journey and recovery; to support yourself and others in your community. For more information and resources visit: who.int/campaigns/world-mental-health-day and mentalhealthweek.org.au
Anti-Poverty Week supports the Australian community to have an increased understanding of poverty and to take action collectively to end it. Poverty exists. Poverty hurts us all. We can all do something about it. In 2026, Anti-Poverty Week will be held from 11-17 October. It runs to coincide with the United Nations Day for the Eradication of Poverty on 17 October. For more information visit: antipovertyweek.org.au
SSTUWA committee meeting dates: Venue: SSTUWA office | Contact: (08) 9210 6000 or contact@sstuwa.org.au Videoconference facilities are available
New Educators Committee
Early Childhood Educators Committee
TAFE Committee
Time: 4pm.
Aboriginal and Torres Strait Islander Committee Time: 4pm.
Dates: 19 Oct.
Dates: TBC
Dates: 29 Oct.
Women’s Committee
LGBTIQ+ Committee
International Committee Time: 4.30pm.
Time: 3.45pm.
Education Committee Time: 4pm.
Dates: 24 Nov.
Dates: 21 Nov.
Dates: 20 Oct.
Time: 4.30pm.
Time: 4pm.
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Western Teacher
September 2026
Dates: 17 Sept, 22 Oct, 12 Nov, 3 Dec.
Dates: 27 Oct
All dates and times are subject to change.
Industrial
Access the Red eBook
Red eBook now available The famous Red eBooks are available now for famous Red eBooks are now available! bothThe schools and TAFE. Find all your rights, entitlements and Findconditions all your rights, entitlements and conditions in in this handy, searchable this compilation. handy, searchable compilation. now for–schools, with the TAFE book PDF,Available eBook or app you choose!
coming soon, the Red eBook can be The Red eBook can be accessed in both PDF accessed in both PDF and e-reader forms, on and e-reader formats on your device of choice, mobile, tablet and computer, as well as including mobile, tablet and computer, as well as through the SSTUWA Boththe versions are through the SSTUWA app.app. Choose options that fully searchable, so all the information you work best for you! need is available at the tap of a button.
Fully searchable
The Red eBook is linked and fully searchable, so all the information you need is available with a quick tap or a keyword search.
General Agreements 2023 Schools and TAFE
Environmentally sustainable
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.
Accessing the eBook
Visit the Schools Hub or TAFE Hub on the SSTUWA website. Type sstuwa.org.au/redbook into your browser. Tap Know Your Rights (Schools) or Know Your Rights (TAFE) on the app. Scan the QR code above. Western Teacher
September 2026
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#GoPublic #FundEducation