AEU Journal Vol 44 No. 1 by Australian Education Union (SA Branch)

Vol 44 | No. 1

February 2012

AEUJOURNAL SA Inside: u Enterprise

Bargaining 2012 Negotiations starting soon u Schools

Funding AEU awaits Gonski recommendations

u Mypolonga

PS The centre of a community

Salaries Conditions Secure Work Workload Attraction & Retention

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Features President’s View

AEU Union Journal Training

Inside: u Enterprise

Bargaining 2012 Negotiations starting soon u Schools

Funding AEU awaits Gonski recommendations

u Mypolonga

PS The centre of a community

Gonski Report page 7 The AEU awaits news on Funding Review recommendations.

Salaries Conditions Secure Work Workload Attraction & Retention Enterprise Bargaining 2012

Mypolonga PS

pages 12 – 13 AEU Industrial Coordinator Leah York explains the EB process and outlines some of the main issues.

pages 8 – 9 A country school in profile.

Australian Education Union | SA Branch 163 Greenhill Road, Parkside SA 5063 Telephone: 8272 1399 Facsimile: 8373 1254 Email: journal@aeusa.asn.au Editor: Craig Greer AEU Journal is published seven times annually by the South Australian Branch of the Australian Education Union. Deadline Dates Publication Dates #2 March 9 March 28 #3 April 27 May 16 #4 June 1 June 20 #5 July 20 August 8 #6 August 31 September 19 #7 October 19 November 7 Subscriptions: Free for AEU members. Nonmembers may subscribe for $33 per year. Print Post approved PP 531629/0025 ISSN 1440-2971 Cover: istock Printing: Finsbury Green Printing Advertise in the AEU Journal. Reach over 13,500 members across South Australia.

8272 1399 journal@aeusa.asn.au

Letters to the Editor

*Winner of top letter! Dear Editor, I read the “Workload – where will it stop?” article with some interest. The article concerned itself with Coordinator workloads and was quite justifiably concerned about the reduction in Coordinator 2 positions and the increasing work demands placed on coordinators in schools. As a former Assistant Principal, PC01 and PC02 Principal (now on LSL pending retirement) the issue of workload was one factor in my decision to leave DECD. PC01, 2 and 3 Principals have a face-to-face teaching load in addition to their leadership and administrative roles. In most cases that teaching load is in excess of 0.5 FTE. Added to that is the fact that in PC01, 2 and 3 schools there is no other leadership team – unless the Principal is able to delegate roles to already overworked staff, he/she must

carry the burden alone. Obviously, this has always been the case and for most of the time the tradeoff between less complexity and greater workload has been manageable. In recent years the rapid number of changes and demands on staff (Aust Curriculum, Child Protection, OHS&W, Federal Govt reporting requirements, local management, BER, mainstreaming of students with disabilities, bushfire action plans and training, step 9 classification to name but a few) have meant that workload has increased across the board and whilst there has been some support associated with these increasing demands, few would argue that it is adequate. In a site where there is no leadership team, this workload becomes the responsibility of the only leader, the Principal, who has, remember, a significant teaching role that carries with it the assessment and reporting responsibilities as well as the preparation and marking that go with day to day teaching but are, in the case of leaders, rarely supported with NIT provision.

In those (usually) less complex schools, the degree of community scrutiny is intense and the Principal is invariably in very close contact with community members to a much greater extent than is the case in a large school. It is also much more difficult to maintain community support and involvement without allowing much greater access to the Principal. This is very much a twoedged sword – when all is going well it is wonderful but when something goes awry, there is no respite and no immediate support – a professional network continued over page 3

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Running Head Letters to the editor continued from page 3 3 is not an immediate support – the Principal is very much alone. Having said all that, the job is still challenging and enjoyable except for the unrelenting increase in workload. As a member of the Small Schools Association of SA, I am aware of the hideously long hours and the intense pressure we all work under, but in particular, I am concerned for those leaders who do not have access to a leadership team. The AEU was successful in reclassifying the boundary between PC01 and PC02 schools and the next step is, I believe, to increase the leadership density in these schools. Any salary increases will not buy us time but it is time that we need most of all and that will come only from the appointment of Coordinator 2 positions in ALL schools. n Andy Bedford (formerly) Basket Range PS

Dear Editor, The new SACE has done immeasurable damage to the Humanities subjects,

especially at years 11 and 12. These deliberate attacks on the Humanities, need to be seen in a broader context, namely in the dumbing down of the school curriculum. Much of the new SACE is about reducing learning to bite-size assessment exercises, all homogenised to fit into a one size fits all approach to learning and assessment. This trend fits neatly into the rise of vocationalism within senior schooling. The ascendancy of skills-led pedagogy has killed off the authority of subjectbased academic liberal education. The new SACE is anti-intellectual and antiacademic. Its mission is to transform the school curriculum into an all-purpose political instrument of social policy, namely improving retention rates and social inclusion. Having taught academic subjects for over 30 years, I have found all students benefit from studying them. It equips students with the intellectual resources they need in order to make their way in life. The key is to provide additional

2012 New Educators State Conference Friday 16 March 9.15am – 4.00pm

Saturday 17 March 9.15am – 2.00pm

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Australian Education Union | SA Branch

8: www.aeusa.asn.au/events.html

Further info or to register

or email Sam Lisle-Menzel: slisle-menzel@aeusa.asn.au

resources, which helps remove the educational obstacles that stand in the way of attaining a decent academic education. Combine this with both developing emotional and processing intelligence [especially for boys] and you have built a solid educational foundation for all students. But this costs money. It’s much easier to dumb things down. Humanities subjects have been part of our school system for over a century, but are now heading toward extinction in our public school curricular. What sort of government and educational bureaucracy creates a school system without Humanities? As a community we need to ask some serious questions about the nature and purpose of schooling in the twenty first century. Unfortunately public debate on education rarely considers the fundamental question of its purpose. Far easier for our decision makers to focus on issues such as how education should be used, how it should be delivered, and how it should be organised. The new SACE was never intellectually informed or based on world’s best practice. Former Premier Rann and Education Minister White, stated that “the new SACE will provide our young people with the values, knowledge, skills and attitudes that can be the basis of their contribution to the social and economic capital of our state”. Well, it falls well short on all criteria and will not make us internationally competitive. How can our students advance, without them having any exposure to Humanities? Let’s hope the SACE review addresses, some of its major educational flaws, otherwise another generation of innocent children will be short changed by our educational bureaucrats. n Mike Wohltmann Retired Teacher

Best letter in each issue of the AEU Journal will receive two tickets to either Palace Nova Cinemas or the Adelaide Symphony Orchestra. Email to:

journal@aeusa.asn.au

OHS&W

President’s View

Time for government to act on Long Service Leave

DECD to end HSR training

AEU President Correna Haythorpe writes.

DECD will end the central provision of Health and Safety Representative training and their contract with SA Unions at the end of June. Until then, SA Unions will be providing the following HSR courses:

“Experienced education staff have so much to offer both students and new teaching recruits.”

ast week I caught up with a colleague who has taken a term of Long Service Leave this year to travel and “smell the roses”. While we were chatting the conversation inevitably turned to the issue of Kevin Foley’s horror 2010 State Budget where members’ rights to Long Service Leave where eroded by the removal of the additional six days accrued entitlement after 15 years of service. I say “inevitably” because on every worksite visit conducted by AEU officers and at every area meeting, it is generally the first issue raised by our members. The question at the forefront of most people’s minds is “What is happening with the Long Service Leave cuts?” As members would be aware, this is an issue that affects the entire public sector while having potential ramifications for the private sector. The AEU has joined with our public sector union colleagues at SA Unions and has been negotiating with the State Government for the return of this leave or its equivalent. There are 12 unions involved in these negotiations and the process is being managed by the SA Unions negotiating team on our behalf. The State Government has made the commitment that any resolution agreed between the parties would be backdated to July 1, 2011, the date on which the Foley budget cut took effect. While the negotiations are progress-

ing slowly, the unions involved are reassured that the State Government remains at the table, and has undertaken to seek a satisfactory outcome for members in all sectors. However, let me assure you that should these negotiations fail to deliver a return of this entitlement or its equivalent, AEU Branch Council has endorsed the call for action from the AEU membership. Further, we are now in the process of developing the AEU Log of Claims for Enterprise Bargaining and the reinstatement of the lost Long Service Leave days will be included if the matter is not resolved by the time this process begins in April, 2012. Long Service Leave is an important entitlement. Not only is it thanks for a job well done and a long-term commitment to the education profession but it also enables employees to take a decent break, regenerate and then return to the workforce. Experienced education staff have so much to offer both students and new teaching recruits. They’re experience is invaluable when it comes to providing the mentoring, training and support that is so desperately needed for new educators as they begin their careers. The sooner the State Government recognises the value of the experienced worker and the importance of retention mechanisms such as Long Service n Leave, the better! In solidarity, Correna Haythorpe AEU President

Level 1 19 – 23 March 10 – 11 April (split) 28 May – 1 June 18 – 22 June (incorporates April split)

Level 2 27 Feb – 2 March limited places available From July, HSRs can choose their own approved trainer and the site must arrange and pay for training and seek reimbursement. The OHSW legislation supports choice for HSRs, but for sites that are part of a system with one employer, DECD, this is simply a transfer of the administrative burden and a reduction in overall cost efficiency. The DECD decision flies in the face of the Industrial Relations Commission’s statement that workload at sites is excessive and unsustainable. The OHSW Act says that the employer, DECD, not the site, must pay all costs, so the policy changes seem a pointless exercise. SA Unions has provided high quality, relevant DECS HSR Training for the past six years and the AEU strongly recommends that all newly elected and ongoing Health and Safety Representatives register for the relevant training with SA Unions before July, and continue to utilise their training when sites begin choosing their own provider. SA Unions can provide training in some regional centres as well as in the city. If you require training later in the year, let SA Unions know as soon as possible to help them plan and work out whether bulk discounts can be made available. SA Unions’ HSR Conference will be held on April 30 and that can be taken as a training day for continuing HSRs. n

To book for Health and Safety Rep training go to:

8: www.saunions.org.au 5

Campaign

“... if I was permanent I could finally settle down and really become part of a local community.” “It’s really difficult when you come to a new country and you can’t get work. It’s a real emotional rollercoaster. You don’t have many support networks and then when you do make friends and build relationships with students in a community, you soon find yourself having to move on when your contract finishes. It’s really tough and has had serious ramifications on my close relationships,” she says. “It’s also very difficult for my family back in India, they worry a lot that I don’t have a secure job. If I’m not healthy and happy, they’re not happy. So it affects others too,” she adds. Having relocated from one place to another for the last six years Roma is now working as a PRT in the South East region, which she is really enjoying.

With an ACTU campaign on insecure work in full flight, AEU Journal speaks with Roma Harnal about her experiences as a contract teacher.

sk any contract teacher about the consequences of not having permanent work and they’ll usually mention the word “stress”. Not knowing if you have a position from one term or one year to the next, constantly changing workplaces, going without holiday pay and other entitlements, applying for hundreds of positions, going through constant interviews and facing regular knock-backs can all lead to severe stress and deteriorating health. Roma Harnal knows what it’s like. Sponsored by the South Australian government, she came to Australia from India as a skilled migrant in 2005. When she arrived she was surprised to find that despite having 20 years of teaching experience and a Masters Degree in English Literature, she had to jump through all kinds of hoops just to obtain registration to work – she says none of 6

the requirements were explained to her before she arrived and she struggled to survive for months until she was given the green light to teach. Applying for as many jobs as she could Roma got her first placement in Amata on the Anangu Pitjatjantjara Yunkunytjatjara Lands – a challenging posting for anyone, let alone an overseas trained teacher with no knowledge of Aboriginal culture. When the contract at Amata ended Roma applied for a permanent role but didn’t get the job – her first of many unsuccessful applications. During 2009 she applied for 109 positions and was shortlisted for 40. She didn’t win any. This is a common story for contract teachers but Roma says there are extra pressures for overseas trained teachers.

For further information go to

“It’s great meeting new people but if I was permanent I could finally settle down and really become part of a local community. I’m sure it would take away most of my stress, she says” Of course it’s not just teachers that are subject to insecure work. Workers in a wide range of industries experience many similar challenges. In fact the situation is so chronic that the Australian Council of Trade Unions has launched a national campaign called Secure Jobs, Better Future to highlight the problems with contract and insecure work. At the heart of the campaign is an independent inquiry into insecure work commissioned by the Australian trade union movement. The inquiry will travel to most major centres around Australia to hear evidence. A panel of experts and community members chaired by former Deputy Prime Minister Brian Howe will conduct the inquiry and report to the ACTU Congress 2012 on its findings. The Inquiry has already received over 500 submissions from unions and their members. We encourage AEU members to go to the website and make a submission. Follow the link below. 5

8: www.securejobs.org.au

Federal Schools Funding Review

In Profile

Name: Jan Murphy Role: New AEU Female Vice President Lives: Henley Beach. After twenty years living in Crystal Brook we’ve moved to the city so I can be closer to work.

Federal schools funding report in government’s hands

Family: Married to “Spud” aka Richard. I have two children – Doug, 14 and Alice, 12. Pets: I have a six-year-old Staffy-cross called Boof.

AEU Lead Organiser Howard Spreadbury reports on the national campaign for better public school funding.

Hobbies: We’re all into swimming, snorkelling, fishing and anything in or on the water (even Boof). So moving to Henley Beach has some great advantages. I’m also an avid reader of fantasy novels.

Reading at the moment: I’ve just started a book by Kate Miller called Cold Magic. Australians Sara Douglass and Fiona McIntosh are probably my two favourite authors.

fter an 18-month long inquiry the David Gonski-led Schools Funding Review panel provided its report on the current funding arrangements of Australian schools to Minister Garrett in December of last year. In what has constituted one of the most comprehensive investigations into federal schools’ funding, the panel received over 7000 submissions from public school communities. No doubt many of these have made a strong case for an overhaul of the current funding mechanism to provide greater equity of educational opportunity for students in public schools.

one from the outset. Throughout last year, South Australian AEU members made a significant contribution to the AEU’s national campaign through written submissions to the panel in Term 1, being part of the 15000 emails to David Gonski in Term 4 and most recently, sending a further email to Prime Minister Gillard and local MPs imploring them to support a new funding arrangement that provides fairness and equity to students in public schools.

Through interim reports and commissioned research papers, the Gonski panel made clear the need for a Schools Resources Standard which would deliver funding that meets the needs of all students, regardless of where they live and the school they attend.

At the time of this Journal going to print, the AEU is awaiting the public release of the Gonski report and recommendations, along with a response from Minister Garret.

The AEU submission to Gonski last year reinforced many of the messages from members in relation to recognition of the achievements of public schools and how such outcomes would be enhanced with improved levels of federal funding. The AEU campaign has been a strong

Most recently, AEU members in the eastern states have joined parents and AEU leaders on a bus tour of major cities.

AEU members in target electorates are set to take action on March 6 with a number of lobbying activities. Stay tuned for details. The Federal Government’s position in relation to David Gonski’s report will lay the foundation for the next stage in the political process which we hope will lead to the submission of new legislation in federal parliament later this year. n

Follow the AEU’s Schools Funding Review campaign on:

8: www.facebook.com/forourfuture

Favourite foods: Prawns, pasta and definitely chocolate! Union involvement: I’ve been a member of the AEU for 26 years. During that time I’ve been an active sub-branch secretary and have served on AEU Branch Council. I’ve attended lots of AEU rallies, events and courses. Hopes: I’m really looking forward to working on behalf of our members, particularly this year as we negotiate a new enterprise agreement. I would like to see our union get stronger through increased membership and active participation of both current and new members. Also, having just been a member of the project team looking at teachers and leaders work, I hope to be a strong advocate for change. Our members have sent a strong message to the Department that workloads are excessive and need serious attention. Along with the team here at the AEU, and of course our members, I’ll be working hard to ensure that the feedback received results in policies that will enable better work-life balance for education workers across the State. n 7

Country Focus Public Education Week

Update: Enterprise Bargaining 2008

3. 1 Members at Mypolonga PS: behind from left: Anne Martin, Jane Rumbelow and Principal Rita O’Brien. Front from left: Nicole Christian, Kerry Daniel and Marlene Newell

1 1. The School 1 2. The Shop 1 3. Students serving customers in The Shop

Mypolonga Primary School: the centre of a community AEU Organiser Stephen Miles recently visited a small country school that’s moving ahead in leaps and bounds

ituated approximately 100 kilometres from Adelaide on the banks of the Murray River, Mypolonga Primary School is setting new standards in educational excellence. Principal and long term AEU member Rita O’Brien has overseen the growth of a school with declining enrolments to one that’s nationally recognised for enterprise education and the hub of the local community. At the heart of Mypolonga’s success is the school shop, which helps students see the value of learning and forges integral links with the local community. About 10 years ago a student suggested as part of the school’s enterprise education program that a disused post office be turned into a shop to sell 8

“It is amazing what can be achieved when a community works so closely with a local school.” crafts that had been made by the students. Rita saw the potential of this innovative idea, but changed the focus to the students financially managing a shop that is stocked with items made by local crafts people. The shop program is mainly run by year 6/7 students, with younger students serving as trainees. Local crafts people provide the stock and the school makes 20% commission. Parents are also involved by supervising the chocolate coating of apricots which are also sold. Parents help out by bringing their chil-

For more information or to view a video of the school go to

dren to work at the shop when it is open during the holidays. The main customers of this booming enterprise are tourists from local Murray River cruises, who arrive by bus to a warm welcome every Friday at lunch time. Last year the shop turned over $16,000. The success of the shop is due to a range of contributing factors. The incredible determination of the school staff working collectively with their students and local community plays a large part in the long term success of the program. Students see the relevance of learning as they are explicitly taught how to run a business, provide good customer service and work cooperatively together. The motto of the shop is “O.K. isn’t Excellent”, and a culture of excellence pervades the program. The shop keeps evolving; the school community continually revisits the business plan to improve the outcomes for the students.

Recognition The school shop program has won a number of awards, from Australia Day

8: www.mypolongps.sa.edu.au

Sub-branch secretary profile

Q&A 4.

Nick Pizimolas Sub-branch Secretary of The Heights School speaks with the AEU Journal Journal: How long have you been teaching?

5. 1 4. Active participants in the school community garden 1 5. Students preparing chocolate apricots for sale in The Shop

recognition to SA Great awards, The Advertiser’s Excellence in Education award and the DECD Teaching is Inspiring award for enterprise education. Community recognition is equally important and the school’s values of Teamwork, Integrity, Generosity of Spirit, Excellence and Respect are now also used by the local football club and scout group. This helps to promote a sense of oneness in the community, which is incredibly proud of its school.

Challenges The school faces many challenges. Rita has a 0.4 teaching load, coordinates special education and runs early intervention programs. The lack of leadership time and support makes life quite difficult in a small school. However as leadership at Mypolonga is shared between staff, students and the community, more is readily achieved. Mypolonga doesn’t have the economy of scale of larger schools, but the innovative way learning is approached overcomes this. The OECD recognises the school as an “Innovative Learning Environment.” With Year 7 numeracy results well above the national average, 42% of Year 7 students selected for the SHIP class at Murray Bridge High and no students in years 5–7 rated as “making low progress”, the outcomes for students at Mypolonga are easy to see. It is amazing what can be achieved when a community works so closely with a local school. Mypolonga Primary School is certainly a tremendous example of the strength of public education. n

Nick: I’ve been teaching for around 30 years, mostly in the western, northern and north-eastern suburbs of Adelaide. Journal: What subjects do you teach? Nick: I teach SOCE, legal studies and geography. This year I have four legal studies classes. The mix tends to fluctuate. Each year there are more students enrolled in some courses than others. That will probably change again with the full introduction of the Australian Curriculum. While the courses will be called something else, the content will be very similar. Journal: What are your initial perceptions of the Australian Curriculum? Nick: At the moment we’re in the developmental phase of the new curriculum and trialling various units of work. It looks good on paper but there’s a considerable increase in the amount of work for teachers and staff. The introduction is complicated by the fact that many of the resources we’ve been given are only in draft format so it’s hard to be sure about what we’ll be teaching. Journal: How long have you been a sub-branch secretary? Nick: Ten years. I took on the job after assisting the previous Sub-branch Secretary and haven’t looked back. Journal: What do you enjoy about the role? Nick: I really like the collegiality that comes with being in the union. As Subbranch Secretary I enjoy being able to communicate with other members about important issues and to help out where I can. It’s a great role to have. Journal: Is there a recent union campaign that you think has made a big difference to education staff?

Nick: The SSO permanency campaign is one that comes to mind. SSOs are extremely valuable; they do so much around the school. They deserve to be recognised for this. It’s important for both students and teachers that we have working relationships that are consistent and making our SSOs permanent is one way of achieving that. Journal: What are some of the big issues concerning your colleagues at the moment? Nick: We need to see more staff being converted to permanent. We’ve had some PATs and some contract teachers converted recently, which is great, but we need to look at succession planning. Schools, I think, have been scared to make some staff permanent because of the potential for displacement due to fluctuating enrolments. However, we need to ensure that good teachers, both new and experienced, don’t leave the public system due to lack of job security. Journal: What do you hope will come from the upcoming EB? Nick: The two main issues raised at our recent area meeting were no surprise – working conditions and nationally competitive salaries. The loss of long service leave days is another major issue and members are very angry about it being taken. They want to see it returned as soon as possible, but I think that will be dealt with separately. Journal: Where can we improve as a union? Nick: It’s concerning that there are still worksites that don’t have a Sub-branch Secretary. I’d encourage people to take on the role; it’s very rewarding. You get to meet a lot of nice people and you get great support from your members and AEU organisers. Most importantly, we need to work hard to recruit new members. I see people retiring but there’s not always someone there to take on the work they were doing. n 9

Leaders’ Focus Running Head

Contact Virginia Gill

): 8172 6346 8: vgill@aeusa.asn.au

Another big year ahead for leaders AEU Leaders Focus Organiser Virginia Gill talks about what’s in store for AEU leader members in 2012.

elcome to 2012, and congratulations to all the newly appointed leaders in our schools and preschools.

This year is an extremely important one for all education workers as we commence negotiations for a new Enterprise Bargaining Agreement. As you know, we spoke widely with leaders in 2011 to gain first-hand perspectives into what is needed to support leaders work. The DECD/AEU review of teachers’ and leaders’ work has given us a lot of information, as has the input from leaders in a range of forums including the AEU Leaders Conference, regional and metropolitan leader meetings and discussions with the Principal Associations. Some of the key issues raised by leader members that need addressing include: • Addressing workload demands, particularly for those leaders in preschools and small schools • Increased leadership density including more support for management of human, financial and physical resources • Simpler and more streamlined accountability practices, particularly in ICT (better bandwidth too!), OHSW and auditing (enough of the deluge into emails requesting/insisting upon survey completion and compliance demands)

Framework in preschools, Australian Curriculum, NAPLAN/MySchool • HR practices that remain cumbersome and time-consuming at site level e.g. VSP and merit selection/ placement • Particular demands for rural/remote leaders e.g. on call 24/7, community conflicts impacting on schools, coping with being ‘in the fishbowl’ when living and working in small communities • Salaries commensurate with the demands and complexity of the role • Buses!

Act (SA) 1994 we will do our very best to support our members’ needs.

Our Principals’ Consultative Committee members for 2012 Chairperson: Ian Kent | Principal Kangaroo Island Community Education Virginia Gill | Organiser Leaders Focus AEU Staff Correna Haythorpe | AEU President AEU Staff Pam Kent | Principal Woodcroft Primary School Marcus Knill | Principal Northfield Primary School Ray Marino | Principal Cleve Area School Paul Rowe | Principal Loxton Primary School Roberta Spreadbury | Principal Linden Park Junior Primary School Helen Talbot | Deputy Principal Elizabeth East Primary School Chris Turrell | Principal Hewett Primary School Jan Webber | Principal Evanston Primary School

• SACE! • Cleaners! This list is by no means exhaustive and some items can’t be addressed through enterprise bargaining negotiations; they will be taken up by the AEU via other means. There are so many other issues that have been raised with us. Let’s face it not everything will be changed for the better in one year and we must be strategic in how we produce and present our Log of Claims. However, as the only organisation formally registered with the Industrial Relations Commission of South Australia pursuant to the Fair Work

The Principals’ Consultative Committee, will be forming working parties to ensure our preschool leaders and other senior leaders are represented in our work.

WILD The first year of the Women in Leadership Development Program (WILD) wound up in November with a celebration including participants and mentors. Funding has been granted again for 2012. The AEU welcomes and congratulates Jennie-Marie Gorman as the new Project Officer (see page 20).

Australian Education Union | SA Branch

Forum for Senior Leaders Wednesday 29 February | 4.30pm – 6.30pm

• Greater support for Student Behaviour Management and Students with Disabilities

@ the AEU: 163 Greenhill Road, Parkside

• Provision of funded sabbatical leave

Q: What would you like to see in the Enterprise Bargaining Log of Claims?

Q: What are your burning issues?

• Improved induction and mentoring for new and aspiring leaders

Q: How can the AEU and the Department for Education and Child Development support your leadership role and further leadership aspirations?

• Support for addressing national demands e.g. National Quality

Presenters Virginia Gill: AEU Organiser Leaders’ Focus & Dr. Kaye Johnson: Manager, Quality Leadership, Workforce Development, DECD

8: www.aeusa.asn.au/events.html

Tafe Focus

Leaders Events A reminder to place the Sunday evening of June 3 and Monday June 4 in your diaries in order to attend the 2012 AEU Leaders Conference. Speakers already confirmed include Trevor Cobbold, National Convenor of Save our Schools and the Federal AEU President, Angelo Gavrielatos. We will also be running special forums throughout the year for principals, senior leaders, coordinators and preschool directors in both city and country locations. We are exploring effective use of Centra and Skype to link in with members in rural and remote areas. Do also read and contribute to the AEU Leaders Network chat line when you have time and of course contact me directly with any issues, concerns or ideas to support our leaders in 2012 n and beyond.

YAP

YAP, an initiative of the Don Dunstan Foundation, is aM touring archshow 9 orw caseNof Young oo AweConcer d some People Ha t (YAPs) who work inllAustralia and overseas to make the world a better place. check out dunstan.org.au It is aimed at High School Students for more info them to and will inspire and motivate think about the ways that they can make a positive contribution to the society they live in and will help students to understand what drives them. Each event will feature a group of YAPs who will share their stories, and provide practical examples of how they achieved their goals. The YAPS will engage with students in both a formal Q&A session, and do an informal meet and greet.

Young. Awesome. People.

The program is free to teachers and students. 5 March PORT LINCOLN 6 March WHYALLA 6 March PORT AUGUSTA 7 March PORT PIRIE 8 March KADINA 8 March ELIZABETH 9 March NORWOOD 13 March RENMARK 14 March BORDERTOWN 15 March MOUNT GAMBIER 16 March NOARLUNGA

for more information go to

8: dunstan.org.au

7 TAFE members and supporters rally at Tom Kenyon’s office in December 2011

Too good to be true? DFEEST and State Government officials are now distancing Skills for All from the failed Victorian TAFE reforms. But is it all just empty rhetoric? “Under Skills for All there are great opportunities for TAFE to grow the business because TAFE is a quality product.” This and similar assertions are becoming part of the all too familiar rhetoric coming from DFEEST bureaucrats and government ministers in their eagerness to convince South Australians that TAFE under Skills for All will be bigger and better than ever before. What is most noticeable though is the way these same individuals are now distancing Skills for All from what happened across the border in Victoria under their “skills reforms”, reforms we were told earlier last year were very much the basis upon which Skills for All was developed. With headlines such as “Skills reform stoush”, “Victorian TAFE’s shocked at cuts”, “Students, TAFEs feel the squeeze” and “Spin, slogans, scandals and statistics”, it is little wonder that TAFE lecturers and the wider community in South Australia are somewhat concerned about where Skills for All is going to take TAFE. The AEU’s approach has been to demand that the government goes public with details on how Skills for All is different from the Victorian reforms. To this end, the Union has campaigned hard against moves to fully contestable funding in VET and the establishment of TAFE as a statutory authority. Activities such as a forum for state

politicians in Parliament House and a seminar for members at the AEU where Federal TAFE Secretary Pat Forward spoke about the Victorian experience, and an e-mailed letter to State MPs, all seemed to generate a greater awareness of where TAFE might be heading under these reforms. The year ended with a rally in Waymouth Street on December 14 where members presented a giant Christmas card to the TAFE Minister, Tom Kenyon. The card, signed by scores of TAFE members, included several critical questions that we believe the government needs to answer before implementing the Skills for All reforms. We will continue to oppose Skills for All until the government provides honest answers to our questions. Members are encouraged to get involved in the campaign. This will involve lobbying politicians to push for a full and independent analysis of what went wrong in Victoria before introducing similar legislation here in South Australia. With people like Brian MacDonald, CEO of one of Victoria’s larger TAFEs saying things like, “avoid the Victorian model at all costs” why wouldn’t the state government here want to carry out a detailed analysis first, before taking the plunge? n Alan Wilson AEU Organiser [TAFE] 11

Cover story

EB2012 – your union, working for you The 2008 Enterprise Bargaining process and subsequent arbitration seems like only yesterday, but in April this year it all starts again as we negotiate another three year agreement with DECD, DFEEST and the State Government. AEU Industrial Coordinator Leah York spells out the process.

Timeline Developing the AEU’s Enterprise Bargaining claims Area meetings Term 4 | 2011 Area meetings Term 1 | 2012

Consultation with members

Term 4 | 2011 Term 1 | 2012

TAFE Divisional Council and consultation with members.

2011 and early 2012

Consultation with AEU Consultative Committees.

February/March 2012

AEU Branch Executive consideration of consultation feedback and endorsement of claim issues.

16 March 2012

TAFE Divisional Council consideration and recommendation of TAFE Claim.

24 March 2012

Branch Council consideration and endorsement of Preschool, School and TAFE Claims.

Negotiating Enterprise Agreements for 2012

30 March 2012

Under the terms of the current arbitrated awards, negotiations may commence from 30 March 2012.

30 June 2012

Nominal expiry date of the current Arbitrated Awards.

October 2012

Anniversary date of last salary increase.

he development of the AEU’s Claims for new Enterprise Agreements in preschools and schools, and TAFE is well underway. As the above timeline shows, consultation has been and continues to be an integral part of the process of development.

An extensive arbitration before a Full Bench of the Industrial Relations Commission of South Australia resulted in the 2010 arbitrated awards that are currently in place, providing many gains for members across all sectors of public education, including:

Preschools And Schools • Step 9 for teachers in preschools and schools • Industrial protection for recruitment and selection processes in Schools • Higher classifications for over 160 principals • New Principal PCO9 classification • New Deputy Principal PC05 classification • New PSD4 classification gained for 26 Preschool Directors • Conversion of Assistant Principal classification to Senior Leader (with increased salary equivalent to PC01 to PC04 classifications) • Removal of Coordinator 1 level and translation to Coordinator 2 • NIT and face-to-face teaching workload provisions for teachers and leaders • Workload Review for leaders and teachers • Minimum of one SSO present while class in special school, special unit or special small class is being taught • Improved Overtime provisions for SSOs & ECWs • New School Services Officer SSO6 classification • Increased permanency for SSOs, ECWs and AEWs • Resourcing Commitment • Salary Increases for all classifications.

TAFE • Conversion of 376 temporary employees to ongoing employment • Modes of Employment definitions to limit the use of temporary employment and maximise ongoing appointments • Improved regulation of workload, through definition and role descriptors. Therefore, the focus in the forthcoming enterprise bargaining negotiations will be to refine and enhance these provisions which are integral to the work of However, this is not to say that the 2012 will be ‘light on’ in seeking improvements to the employment conditions of education workers at all classifications and levels. But, the AEU’s claims, and we anticipate the Government’s offers, will need to have regard to the conclusions reached by the Industrial Relations Commission of South Australia in its decisions from the

Cover story 2009–2010 arbitration. The negotiation process is governed by provisions of the Fair Work Act 1994 which require the parties to use their best endeavours to resolve the issues in question. Best endeavours bargaining means that the parties will, among other things, act openly and honestly, disclose relevant and necessary information, and state and explain their position on issues in question. In the event that a party is not considered to be using their best endeavours, the Industrial Relations Commission of South Australia can assist the parties to attempt to come to a resolution. In relation to Preschool Teacher (incl. Preschool Directors), Teacher (including Band 2 and Band 3 classifications) and TAFE classifications, the AEU is the only association formally registered under the Fair Work Act 1994 to represent members, and thus a party to Enterprise Agreements approved by the Industrial Relations Commission of South Australia. Therefore the bargaining for these sectors will occur between the AEU representatives and the Government. Although the nominal expiry date of the current arbitrated awards is 30 June 2012, current entitlements remain in place until new Enterprise Agreements are approved by the Industrial Relations Commission of South Australia. This follows an extensive process of informing and explaining the terms of the proposed Enterprise Agreement, and a ballot of employees in which a majority must vote in favour. Of course, the AEU’s final claims for new enterprise agreements in preschools, schools and TAFE include the preservation of existing entitlements and rights (e.g. modes of employment, regulation of workload) that are protected by the current 2010 arbitrated awards. Although not exhaustive, the following outlines a number of issues to be raised during enterprise bargaining negotiations:

Preschools, Schools and TAFE Salary: Nationally competitive salaries which recognise the productivity improvements in the rapidly changing early childhood, education and VET sectors. Long Service Leave: Unless resolved through prior negotiation, entitlement and accrual of 15 days long service leave following 15 years of service. For further information go to:

Paid Maternity Leave: Increased paid maternity leave with no diminution emanating from the Federal Government’s paid parental leave (PPL) scheme.

Special Leave: Improvements to the special leave policy, including provisions for the taking of special leave in instances of domestic violence, partner leave for birth and adoption, and enhanced cultural leave arrangements.

Redeployment and Retrenchment: Fair and reasonable treatment provisions protected in an industrial agreement.

Preschools And Schools • Workload, NIT and class/group sizes in schools and preschools • National Standards for Teachers and Leaders and the impact these may have on current classification structures and salary levels • National Partnership Programmes and the potential impact these may

have on employment conditions (e.g. Universal Access in preschools, Empowering Local Schools) • Refinement of classification structures to more accurately reflect leaders’ workload and responsibilities in preschools and schools • Permanency • Attraction and Retention Incentives.

TAFE Generic Lecturer Level Descriptors – Student Services Officers Amendment to the Scope and Complexity, Indicative Tasks and Key Competencies for Lecturer Levels 1 – 6 to include reference to tasks and competencies more relevant to the role of Student Services Officers.

Hourly Paid Instructors (HPIs) Incorporation of any agreed outcomes of the joint Review of HPIs currently being undertaken by the AEU and TAFE SA. n

The AEU encourages members to attend Area meetings and any delegates meetings that arise during the course of negotiations in order to fully participate in consultation and feedback on the issues and processes of enterprise bargaining. The AEU will provide regular updates throughout the process, so please make sure your email and mobile phone details are up-to-date. Contact membership

8: membership@aeusa.asn.au ): 8272 1399

on:

8: www.aeusa.asn.au>Issues>EB2012

Policy

Empowering Face-to-Face Teaching and Non-Instruction Time Local Schools Make sure you access your entitlement

he current arbitrated award provides a maximum weekly amount of Faceto-Face Teaching and a minimum weekly amount of Non-Instruction Time. The weekly maximum Face-to-Face Teaching Time and the minimum NonInstruction Time for teachers appears in the table below. Increases to a teacher’s weekly Faceto-Face Teaching time or decreases in a teachers weekly Non-Instruction Time can only be implemented if the teacher, the principal and the school PAC agree. Averaging is to be the exception rather than the rule. We encourage members to ensure they have been provided with their correct weekly Face-to-Face Teaching and Non-Instruction Time allocation. If your allocation is less than that prescribed then write to your school PAC requesting your award entitlements. If the matter is not addressed then please contact the AEU Information Unit.

Face-to-Face Teaching is defined in the award at clause 5.2.2 and includes:

a) Rostered teaching sessions in a documented approved course of study for which the teacher has the primary responsibility for education delivery b) Tutoring or special needs support c) Relief teaching lessons d) Pastoral care/home group activities involving student supervision, student counselling or consultation in which at least some of the activities are designed to enhance personal development e) Rehearsals, practices, presentations, performances which are part of the curriculum

f) Work experience and vocational education program delivery and/or supervision in secondary schools. g) School excursions and camps which are part of the curriculum.

Non-Instruction Time is defined in

the award at clause 5.2.5 and includes the time during school hours allocated to teachers to enable them to undertake preparation of lessons, assessment of student work, report writing and curriculum development and shall include leadership time for coordinators, counsellors, senior leaders, deputy principals and principals. Source: Clause 5.2.5

Julia Gillard is very good at turning on the rhetoric tap, and the education bath has been a major recipient.

oes the rhetoric, begun by Julia Gillard when she was Deputy PM and Minister for Education, have any purpose?

DECD has also stated that PACs are able to make local decisions as to how to deploy their resources to best meet the needs of their site, consistent with the Arbitrated Award.

A study sponsored by the Australian Primary Principal’s Association and conducted by Professor Max Angus and Harriet Olney concluded that for the Literacy and Numeracy National Partnership “schools were selected in order to maximise their eligibility for reward payments rather than on the basis of student need … there were cases of principals who were directed to focus support on students close to the cut points linked to the reward payments.”

AEU Sub-branches are encouraged to seek information on the amount of FIR allocated to their school for the 2012 school year and to make decisions as to how this money can be allocated to address workload concerns. If this information has not been made available to your school then a proforma a letter can be provided by the AEU.

It reported that “a quarter of the primary schools selected for a National Partnership did not report any students below the minimum standards in NAPLAN Reading or Numeracy … and there were schools not selected … with significant proportions of students below the minimum standards…”

If you believe that your school has not been provided with funding to meet the award entitlements, contact the AEU immediately. n

So what can we expect when the Commonwealth begins to fund schools to participate in the Empowering Local 3

FIR: It is the DECD position that FIR has been incorporated into the SCFM funding model as part of the total allocation of funds. The employer claims that $35,491,899 of FIR has thus been allocated to schools for 2012.

Teachers Classification

Face-to-face teaching Non-Instruction time

Secondary school teacher

21h per week

5h 40m per week

Primary school teacher

22h 30m per week

4h 10m per week

Secondary school beginning teacher

18h 54m per week

7h 46m per week

Secondary school beginning teacher ATSI

16h 48m per week

9h 52m per week

Primary school beginning teacher

20h 15m per week

6h 25m per week

Primary school beginning teacher ATSI

18h per week

8h 40m per week

Source: AEU/DECS 2010 Arbitrated Enterprise Bargaining Award (Clause 5.2.8)

For more information contact the AEU Information Unit on 14

) 8272 1399

Vice Pr esident’s Report 3 Schools (ELS) National Partnership? The very term raises the spectre, well and truly embedded in Gillard rhetoric, of so-called “independent” public schools (IPS) of the Victorian and Western Australian types. The independent monthly Education Review (Feb 2011) front-paged the concerns of the WA Primary Principals Association and the WA Secondary Schools Executives Association about the emergence of a “two-tiered public education system” as a result of the State Liberal government’s IPS program. The WA State School Teachers Union strongly opposes the IPS program. In SA a filter of sorts exists between the federal tap and the local bath. An ELS Implementation Steering Group has been established by DECD with the participation of the AEU and principal associations. The steering group has agreed that applications from SA schools to participate in funded ELS projects under the three (abbreviated) headings of Governance, Funding and Workforce, must be cognisant of existing Awards and industrial agreements. Within that framework, schools will be encouraged to make innovative decisions at the local level.

Teachers say new SACE not educationally better AEU Vice President David Smith reports

Late last year the AEU and IEU, in a welcome display of union cooperation, conducted an online survey followed by a twilight seminar to reflect on the SACE. Over 560 members answered the survey and 50 attended the seminar. The responses and attendance were evenly spread over SACE teachers in Government, Catholic and Independent schools. There were some positive features of the SACE recorded but the overwhelming reaction of teachers was negative. These responses centred on the excessive workload and teacher stress of the SACE, as well as real concerns about the processes, structure and content.

AEU sub-branches should seek to be involved in the development and planning of applications for involvement in the ELS project. Principals will welcome the contributions of staff to the development of proposals for funding.

The survey and seminar gave rise to the same range of issues. That so many of the most experienced and dedicated teachers across the three school systems raised such deeply felt concerns is a major worry. It should be taken very seriously by all involved in senior secondary education.

The tap is flowing and it is up to the profession to decide the characteristics of the “baby” in the bath.

A majority of respondents expressed concerns that reflect a lack of confidence in the SACE as it now stands.

For example, a recent study published in the Australian Education Researcher found that cross-age peer teaching was a highly effective strategy in teaching students to manage a range of conflicts in schools and to re-engage with their learning.

84% of survey respondents believed that the assessment process is not an improvement. Those concerns covered a range of issues including: confusion over Performance Standards and the consequent additional time for preparing and assessing work, the extreme workload involved in paperwork and clerical tasks, the lateness of some subject forums, and the difficulty in getting feedback on courses during the year.

This is a worthy baby – funding for teachers to engage in cross-age peer teaching to improve student engagement. The ELS project should be approached in the spirit of: “Whose profession? Our profession! n Who decides? We decide!” Mike Williss AEU Research Officer

88% of respondents expressed the view that the SACE is not educationally better for students. Comments included: too few Year 12 subjects, reduction in academic breadth, loss of some important subjects – e.g. languages and

Geography, a lack of academic rigour, less teaching time and more assessing time, and the value of the Research Project is questionable and should be optional. One of the major concerns was the extra workload for teachers. 86% of respondents said it was “more work” (30%) or “a great deal more work” (56%). Respondents spoke of a “workload explosion”, and a “ridiculous”, “horrendous” or “massive” workload. Others remarked that the paperwork is extreme in planning, meeting the performance standards, marking, recording and reporting. 63% of survey respondents said they were allotted no extra time to accommodate that. It was sad to note that many staff said they were exhausted and not willing to teach the course again. Respondents found that there are some causes for satisfaction with the SACE. Fewer were listed but are worth noting here. They included: students developed better research skills, fewer Year 12 subjects could lead to a greater depth of learning, Performance Standards suit some, and lead to thoughtful preparation, the 30% external assessment led to greater consistency, more students can achieve the SACE and the more flexible Stage 1 Literacy and Numeracy courses assist NEP students to achieve those compulsory components. As a result of this conclusive member survey, the AEU has called for a thorough review in which we, alongside our IEU colleagues, will be able to contribute to an improvement of the SACE. Our recommendations will include the Research Project, workload, the number of subjects required at Stage 2, the Performance Standards and the transition to the Australian Curriculum. The survey came at a very difficult time for our members, and we are deeply grateful that they made such a serious, helpful and considered contribution to the debate on such a critical issue in South Australian education. n 15

Running Early Childhood Head 7 Betty Elsworthy and Andrzej Markiewicz • Be flexible and open in your expectations. We may want every child to produce a self-portrait, but there will always be one who will draw a bison or a helicopter. Accept all efforts graciously when they are the product of sincere effort and thought. • Learn to enjoy being surprised and plan for the unexpected to happen. • Be attentive. Watch closely to see what children are doing, or trying to do. Question them to understand or confirm if you are not sure of their aims. Or even if you are, these types of questions will open up a conversation. • Meet the children where they are. For example, if they are stuck because they started to write their name and ran into the edge of the page, give some suggestions about where they could write the remaining letters, or encourage them to start again. Emphasize the range of solutions and not the mistake. • Sometimes we need to teach children specific techniques to enable their creativity: developmentally appropriate pen grip, how to use scissors etc.

Fostering creativity in the early years Andrzej Markiewicz and Betty Elsworthy from Prospect Kindergarten reflect on their experiences leading up to the children’s recent art exhibition.

t is not important to decide whether a particular piece of work is creative or not, or whether it is “Art”. As educators, what is important is to set up an environment where creativity is supported and fostered.

• Get onto the child’s level rather than standing over them.

So, how do we do that?

• Use a quiet, accepting voice.

Language is one of the most important things here, including body language. Here are 12 tips for fostering creativity in early childhood settings.

• Work alongside the child. Comment on your work as you go, thinking aloud, revealing your own processes. Admit your mistakes.

• Converse with the child. Don’t just instruct or direct or correct - try to find out what they are thinking; be ready to learn from them.

• Keep firmly in mind that the technique is not an end in itself. Ideally, that is not what we are teaching. We are helping the child to unlock their own creativity. Over-emphasis on the “rules” of painting, e.g. “wear a smock, don’t drip paint, don’t use your hands, you’ll get dirty” and so on will severely inhibit the child until they are not capable of being creative while you are there. • At times we may need to advocate for the child with other adults around them, especially if they are engaged in a technique which is unusually energetic, messy or otherwise unconventional. • It can be a good idea to introduce and demonstrate techniques and media to a larger group. This way you don’t interrupt an individual child when they are engaged creatively. Most importantly, be an interesting person yourself! Find what you love in the creative arts and pursue it as a fan and a practitioner, at whatever level. Be engaged and you will be better at engaging children. n

Teacher Exchange program

Bound for South Australia Educators from around the world trade places with SA teachers as part of the DECD Interstate/International Exchange program

his year a group of fifteen teachers and language assistants from France, Germany, Canada, Japan, the United States and United Kingdom were welcomed to South Australia by DECD and AEU staff at an induction day at Flinders Street. Apart from Japan’s Yu Horio, who came to SA in August last year, the group arrived in the state at various times during January and have started their placements in a range of metro and country schools. The AEU Journal had a quick chat with three of the participants. Tim Worthy is a middle school teacher from Kingston, Ontario and a shop steward (equivalent to our sub-branch secretary) with the Elementary Teachers’ Federation of Ontario. Tim will be teaching at Marryatville Primary School this year. In his 25th year as a teacher, this is Tim’s first teaching exchange. He says he’s looking forward to a new experience. “Like sharks, if we stopped moving we might not survive. I think in this profession you need to keep moving forward and trying different things. I’ve seen a lot of change in my time and I’ll see a lot more. I’m quite interested in technology and how it can help you reach children in different ways. In this school it’s quite abundant, compared to what I’m used to.” Tim says Ontario shares some of the same issues we face here in Australia. “Class size is a big issue for us. We’d like to see class sizes come down. In our Board of 52 schools I think the average is around 25 but that can vary quite a bit. We’ve also had a recent push by Charter Schools who want to establish themselves, not unlike the moves here to bring in independent public schools.” “I’m a strong advocate for government schools and am thrilled to be working in one here,” he adds. Lin Wareham-Morris is a teacher librarian from Colorado and a member of her union, the Jefferson County Teachers’ Association. She’s excited about being in Australia.

1 From left: Tim Worthy (Ontario), Yu Horio (Japan) and Lin Wareham Morris (Colorado) “This exchange is a great opportunity not only to experience life in Australia but also to interact with other teachers and educators, people I would have some similarities with. Hopefully when I go back home I can take some of these experiences and ideas with me and share them with my colleagues.” Not unlike Australia, Lin says teacher librarians in the US are facing tough times. “There have been tremendous budget cuts in the US and in my district teacher librarians have been cut to half time. We have to divide ourselves between two schools, which unfortunately means we are doing much more administration and management and much less teaching within the library”. “I don’t think people understand that the librarian teaches students how to access information and how to research topics. We also play an important role in teaching students to improve their thinking. I wouldn’t like to see teacher librarians in Australia face the same problems as us,” she says. Yu Horio from Japan has been teaching at Golden Grove Primary School since she arrived in August last year and will stay until March 2o13. She’s already noticed some significant differ-

ences in the way Australian schools operate. “Australian teachers try to encourage the students to be confident and outspoken. In Japan the students are shy and the system is very structured and strict also,” she says. Yu hopes to learn more about Australia and improve her skills – in her prefecture of Okayama (near Hiroshima) she teaches English to junior high school students. “I’m hoping that I can learn some new techniques to assist my teaching when I go back to Japan. I’ve never been overseas before so I hope my perspectives can be broadened,” says Yu. AEU Organisers’ Coordinator Bill Hignett presented the exchange participants with honorary AEU membership, a kit bag containing information about the union and even a recipe for ANZAC biscuits! We hope our visitors enjoy their stay and wish them all the best. n

Interested in a DECD teacher exchange in 2013? Download the application form at:

www.leadersdesktop.sa.edu.au

For more information, contact International Exchanges and Accreditation manager Louise Skull, E: louise.skull@sa.gov.au

Women’s Focus

Contact Tish Champion:

8: tchampion@aeusa.asn.au

A guide to leave entitlements for DECD employees Perhaps the least understood of the leave types is Special Leave.

SPECIAL LEAVE is defined as any type of leave to which other leave categories such as Sick Leave, Family Carer’s Leave, Maternity Leave, Adoption Leave, Recreation Leave and Long Service Leave do not apply. It is designed to “enable employees to meet individual needs and responsibilities that cannot be attended to outside of normal working hours”. It is the employee’s responsibility to ensure they are asking for Special Leave With Pay and into which category this leave falls. Special Leave includes: • urgent pressing business • compassionate • care of a sick family member • holy days • bereavement • moving house

• pre-retirement seminars • cultural leave for Aboriginal employees. It is important to note that leave for Care of a Sick Family Member is considered Special Leave With Pay while Family Carer’s Leave is taken from any accrued sick leave entitlement. When a Special Leave form has been completed it is not necessary to complete and submit a n sick leave form. For more information about Special Leave and to understand your specific employee entitlements visit:

8: www.decd.sa.gov.au/

docs/documents/1/Hr04.pdf

Maternity LEAVE There have been some wonderful changes to the DECD Maternity Leave policy which not all employees (including those in lead-

ership) are aware of. Knowing your leave entitlements is the best way to ensure that you are not disadvantaged or innocently misled. Maternity Leave now consists of 14 weeks of full pay which can be taken half pay for 28 weeks or even split to straddle two financial years. Most women employed are now also entitled to the Federal Government’s Paid Parental Leave Scheme which provides the basic minimum wage for a further 18 weeks. This leave can be taken separately or concurrently with the Department entitlement and is administered by the department. Most significantly, contract teachers no longer need to take their paid maternity leave entitlement within the life of their existing contract. This allows women to see their contract through and then follow on with paid maternity leave when the contract ends. n For more information about maternity leave entitlements call the AEU Information Unit on: T: 8272 1399

The department has different forms of leave and knowing which one to use is important.

Cut along the red dotted line and remove page to use as reference for your leave entitlements and to remind you of these upcoming events. 3

Jean Pavy Awards

International Women’s Day 2012

Thurs 1 March | 5.00pm

IWD March

Open to: Everyone AEU Conference Room, 1st Floor 163 Greenhill Road, Parkside

Thurs 8 March | 5.00pm

Upcoming Ev ents

Jean Pavy was an educator and union activist who was instrumental in the Equal Pay campaign for women teachers in the 1970s. The AEU continues to honour Jean Pavy with an annual award to those students who achieve a merit in Women’s Studies Stage II in year 12. This year’s recipients and their teachers will be recognised at a ceremony following the Member Seminar. The evening will conclude with a light supper. RSVP by contacting: Tish Champion (details right).

Open to: Everyone Meet at City West UniSA, march to Parliament House then on to the Library Lawns.

UN WOMEN BREAKFAST Fri 9 March | 6.30am for 7am start

Open to: ALL Women MEMBERS Adelaide Convention Centre North Terrace The UN Women IWD breakfast contributes to a nation-wide effort to empower women and end poverty. Today, women make up 70% of the worlds poor. Empowering these women is the key to ending poverty.

This year’s MC is 891 ABCs Deb Tribe with special guest Melbourne-based writer, lawyer and teacher Alice Pung. The AEU will host a table of guests. If you wish to attend, email an expression of interest to Tish Champion (details below) stating the reasons for your interest before Thursday 1 March.

IWD Happy Hour

Fri 9 March | 5.00pm

Open to: Everyone AEU Courtyard 163 Greenhill Road, Parkside

Following the success of the 100 years of IWD celebrations in 2011, the AEU will again host an IWD Happy Hour/ Sausage Sizzle. For info or to RSVP contact Tish Champion (details below). For further info or to RSVP contact: Tish Champion | AEU Women’s Officer

T: 8272 1399 E: tchampion@aeusa.asn.au

Empower Women, Empower a Nation

Women’s Project

She’s ‘WILD’ about the project Jennie-Marie Gorman is the 2012 Project Officer for the Women in Leadership Development Program. Her union involvement includes being Sub-branch Secretary, a member of Branch Council, a former member of Branch Executive, a past participant in the Anna Stewart Memorial Project and a Rosemary Richards Award Winner. She currently teaches in the IELP at Clovelly Park Primary School and will be working at the AEU Thursdays and Fridays. Jennie-Marie has a strong commitment to women’s issues and is looking forward to working with the women on the WILD program while helping them develop their union leadership profile n for 2012 and beyond.

Equal pay for community workers! In May 2011, a Fair Work Australia full bench found that Social and Community Service employees were receiving less remuneration than state and local government workers performing similar work and that gender played a large part in creating the gap. On 1 February 2012, an historic decision by Fair Work Australia will see community workers receive a long awaited pay rise. In this first ever equal remuneration ruling under the Fair Work Act, up to 150,000 social and community service workers will receive pay increases from 19% to 41% with an eight-year phase-in period until 2020. Prime Minister Julia Gillard said the case was “the first ever successful pay equity claim in the national system and a significant advance for equal pay for women”. This is a victory for those working in the social and community sector and the individuals and families that benefit from the amazing work they do. n

AEU Election Notice

Australian Education Union | SA Branch

Election Notice

Nominations are called to fill the following positions on AEU Committees.

Legal Defence Appeals Committee The Legal Defence Appeals Committee determines appeals arising from the Union’s Legal Defence Rules. Four positions for a term of office ending March 2013. Nominees must be 2012 Branch Council Delegates who are not members of Branch Executive.

Administrative Officer Review Committees Administrative Officer Review Committees consider applications for Administrative Officer vacancies and recommend preferred candidates for appointment. Four female and four male positions for a term of office ending March 2013. Nominees must be 2012 Branch Council Delegates.

Curriculum and Professional Development Management Committee The Committee is responsible for policy development in relation to curriculum and professional issues and oversees the AEU professional development program. One vacancy for a member working in the schooling sector for a term of office ending March 2013.

Standing Committees: Country Conditions: The Committee monitors country working conditions and makes recommendations to Branch Executive on appropriate policy and action. One male position for a term ending December 2013

Finance: The Committee is chaired by the Treasurer and prepares the AEU budget and reviews expenditure on a quarterly basis. Two female positions for a term ending December 2013 One female position for a term ending December 2012 One male position for a term ending December 2012 Occupational Health Safety and Welfare: The Committee monitors OHS&W issues and advises on matters relating to the working environment and health of members and students. One female position for a term ending December 2012

Consultative Committees: Consultative Committees provide advice to Branch Executive on matters affecting their membership sector. All positions are for a one year term of office ending December 2012.

School Services Officers – 9 positions. School Services Officers in DECD. Contract and TRT – 6 positions. Unemployed, Contract and TRT members. Special Education – 2 positions. Teachers and School Services Officers involved in Special Education.

Early Childhood – 2 postions. Members working in Early Childhood Education. Closing Date: Nominations for these Committee vacancies must reach the Returning Officer, 163 Greenhill Road, Parkside 5063, no later than 12.00 noon on Thursday, 22 March 2012. A nomination form is available at: www.aeusa.asn.au and from the AEU. Nominations may be accompanied by a supporting statement of not more than 200 words.

Election Procedure: Ballots for contested positions will be conducted at Branch Council on Saturday 24 March 2012.

Peter Norman Returning Officer

Running Head Opinion

Educators can bridge the generation gap Kristy Do from Craigmore High School says teens are more in touch than we might think

n the eyes of some educators, adolescents are considered to be out of touch and inept at communicating with older generations, particularly nursing home folk. One thing is for sure – being surrounded by the elderly for long periods of time would not feature high on a teenager’s agenda. However, many of us underestimate teenagers and assume they disregard certain groups within the community because of their obsession with materialism. While this may be valid to some extent, there is definitely an onus on all teachers to support students in providing opportunities to connect with their community. We cannot expect teens to automatically find their niche in a particular field of the community and connect with strangers like auto pro robots. School should be an establishment where students are given opportunities to acquire the necessary skills and tools to be agents and connectors within the community. During terms 3 and 4 of 2011, students from Craigmore High School participated in a six-week volunteer programme at Resthaven Craigmore Nursing Home as part of a service learning assessment in Literacy for Work and Community Life. Students attended the nursing home for two hours twice a week on Tuesdays and Thursdays and engaged with the elderly through a range of activities which included assisting in art and craft, reading to the residents, playing board games and teaching basic computer skills. Students were initially apprehensive about the program – some had never stepped foot in a nursing home or communicated with elderly people but eventually, they all rose to the occasion. On the first visit some students were noticeably petrified and extremely uncomfortable. As they introduced 20

themselves to the residents there were some stutters, awkward silences and a nervous glance in my direction pleading ‘What now?’ Then the scrabble board was brought out and it became clear that not all the students knew what it was. Humbly and patiently, the students listened to the residents’ confusing instructions and played on behalf of those who could not read due to poor eye sight. As a teacher, watching some students who struggled with literacy forming complex words in a game with complete strangers, was an extremely proud moment. On another visit the students were given a task to interview one of the residents and write a short biography on their lives. This proved to be both challenging and comical as some of the residents forgot basic facts like their age, occupation, partner’s name, place of birth and although the students were extremely patient and empathetic – one could only laugh. One student was horrified at the fact that a widow had been ostracised by her family and denied meeting her grandchildren. After learning this he vowed to ring his grandmother more often. Another student reminisced with a woman who recently lost her husband of sixty years to illness and daughter to breast cancer. For one sweet moment in time the younger generation listened with understanding, respect and a sense of comfort for an older generation scarred by life’s profound hardships.

As the visits progressed it was clear that the students’ confidence levels increased dramatically and friendships were developing. I suddenly saw boys who appeared ‘rough’ in the schoolyard treating old ladies like grandmothers, kissing them on the cheek and speaking with impeccable manners. Students who found communicating a challenge suddenly found themselves articulating their thoughts with confidence and freedom from criticism. Of course there were inklings of discomfort. Let’s face it – it’s not easy for young people to engage with the elderly. However we can’t dismiss the undeniable truth that one day we will be old too. It’s important as teachers that our students have opportunities to connect and give back to the generations that went before them. I think sometimes we avoid these opportunities because we are petrified about how students may behave or perhaps they might embarrass us. However, this experience has changed the way I see teenagers; It’s highlighted that they are much deeper than many of us might imagine. Those hard exteriors that teens so often embellish at school are merely veneers desperately waiting to be broken. n Kristy Do, Teacher Craigmore High School

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AEU 2012 Training and Development Program

Council Dates for 2012

Union Education Courses 2012

Branch Council Meetings

Fri 24 Feb

9:15am – 4:00pm

Growing the Union: TAFE

Open to: Active AEU members working in TAFE. This workshop is TUEF Accredited for Trade Union Training Leave.

Thurs 8 & Fri 9 March

9:15am – 3:30pm

New Country Workplace Reps

Open to: All AEU members working in country sites who have not attended AEU 2-day union education courses. Strongly recommended for newly elected workplace reps/SBS and members of WOCs.

New Workplace Reps: Metro Areas 2-Day Courses COURSES 1 and 2: Open to: All new workplace reps in the following AEU metro areas – Central, Eastern, Western & Southern Urban, Mitcham, Le Fevre, Torrens, Noarlunga & Southern Vales. [Register for one course only]

Wed 4 July – Fri 6 July 9:15am – 4:00pm

Conflict Resolution through Mediation

A 3-day course facilitated by Professor Dale Bagshaw and practising mediators covering the theory and practice of mediation. Open to: All educators, particulary those in leadership positions.

Mon 9 July & Tues 10 July 9:15am – 4:00pm

Advanced Conflict Resolution through Mediation

This 2-day advanced course builds on Professor Dale Bagshaw’s ‘Conflict Resolution through Mediation’ course. It covers the theory and practice of mediation in complex conflict situations. Open to: Educators who have completed the 3-day AEU “Conflict Resolution through Mediation” course.

Wed 6 June or Fri 20 July

9:15am – 3:30pm 9:15am – 3:30pm

COURSE 1: Day 1: Mon 27 Feb | 9.15am – 3.30pm Day 2: Thurs 3 May | 9.15am – 3.30pm

PAC Roleplay: Tricky Issues

or COURSE 2: Day 1: Thurs 27 March | 9.15am – 3.30pm Day 2: Tues 8 May | 9.15am – 3.30pm

Fri 27 July

COURSES 3 and 4:

1-day day course for AEU SSO Contact Officers and non-teaching PAC reps on resolving workplace issues effectively through various school decision making structures and processes and their role in supporting and informing non-teaching members. Open to: Non-teaching staff reps on PAC and SSO Contact Officers.

Open to: All new workplace reps in the following AEU areas: Metro Nth, North East & TTG, Far West, KI, Fleurieu, Hills. [Register for one course only]

COURSE 3: Day 1: Wed 21 March | 9.15am – 3.30pm Day 2: Mon 14 May | 9.15am – 3.30pm or COURSE 4: Day 1: Thurs 22 March | 9.15am – 3.30pm Day 2: Tues 15 May | 9.15am – 3.30pm Fri 23 March

9:15am – 3:00pm

New Branch Council Delegates

1-day course to develop members’ confidence in being an active participant as a delegate in AEU Branch Council. Open to: Newly elected delegates to AEU Branch Council.

Mon 7 May

9:15am – 3:30pm

Women’s Contact Officers

1-day course for women members on the role of the AEU Women’s Contact Officer and how to support women in their workplace. Open to: All AEU Women’s Contact Officers who have not attended this course.

Mon 28 May

9:15am – 3:30pm

AEU Activists’ Conference

1-day conference featuring workshops on current and difficult issues in education, democratic educational practices, how to energise the teaching profession and how to engage the next generation of AEU members. Open to: AEU members interested in issues of equity, justice and fairness.

Open to: Members elected on PAC and AEU leaders.

9:15am – 3:30pm

Non-teaching Staff and SSO Contact Officers

Mon 30 July

Upcoming dates for 2012 are:

Saturday, March 24 Saturday, May 26 Saturday, August 11 Saturday, November 17

TAFE Divisional Council Meetings Upcoming dates for 2012 are:

Friday, March 16 Friday, May 18 Friday, August 3 Friday, November 9

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9:15am – 3:30pm

Growing the Union:

Early Childhood Educators, SSOs and New Educators Open to: Active AEU members working in early childhood or as SSOs or New Educators.

Fri 10 Aug

9:15am – 3:30pm

Meetings and Public Speaking

1-day day course to develop members’ confidence in decision-making forums. Learn about meeting procedures, assertive communication and public speaking. Open to: All AEU members.

Fri 20 Aug

9:15am – 3:30pm

OHS Conference: Toxic Workplaces This conference creates an opportunity to network and explore the issue of toxic workplaces through an OHS lens. Open to: All AEU members.

Tues 18 Sept

9:15am – 3:30pm

Advanced Women’s Contact Officers 1-day course for women members who wish to learn more about how to support women in their workplace. Open to: All AEU women who have completed the “Women’s Contact Officer” course.

8: training@aeusa.asn.au

For further info email Lynn Hall on

8: www.aeusa.asn.au>events & courses

or to register go to

NOTICE BOARD

Member’s Market VICTOR HARBOR Holiday House & Studio Apartments:

suites frm $70. Whole house (offpeak) $190 (half price in winter). Southern Escape 3BR fully s/cont. sms or T: 0402 922 445 a/h or family friendly hse. Walk to beach, T: (08) 8338 2316 a/h parks, shops, restaurants and Hol. Rental: Yorke Peninsula: town centre. Lge enclosed yard, New up-market esplanade beach BBQ. Rates from $150/n. hse ‘Manyana’ at Wool Bay (near Studio Apts: s/cont, open plan Edithburgh). Spa, plasma TV, DVD, w. kitchenette, bath, living area. stereo, dishw. Tastefully ff, 3BR, Sleep 2 upstairs with sea views sleeps 7. Panoramic views, walks, OR sleeps 3 ground level. Rates fishing. T: (08) 8832 2623 $135/night. T: 0413 920 554 www.countrygetaways.info E: crupi@chariot.net.au

Holiday House, ‘North Bay’, Victor Harbor: Carrickalinga: Arch. designed All Seasons Lakefront Getaway:

new 2 storey beach hse. 4BR, 3 bath, 2 living areas, European kitchen, decking & views. Suits 2 families. Sleeps 10. Play equip. for kids. T: 0403 015 964 www.stayz.com.au>North Bay, Carrickalinga

CARRICKALINGA COVE HOL. UNIT RENTAL Sleeps 6, dishw,

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own carport & entrance w. galley kitchen, TV, DVD etc. 5 min walk to Stirling restaurants, cafes. 15 min drive to wineries, Hahndorf and Hills towns. From $90-$120/ night. T: 0431991431 E: windswept@pacific.net.au www.windsweptcottage.webs.com

KI Holiday Cottage: Vivonne Bay, close to beach & Harriet River, wildlife, exc. location for KI attractions. 2BR. s/cont, air, BBQ. Sleep 4, $95. T: (08) 8341 9185 HOLIDAY RENTAL WALLAROO: E: enquiries@ravencottage.com.au Arch. designed new 2-storey beach www.ravencottage.com.au hse, bay views. 3BR, 3 bath, open plan living, modern kitchen, sleeps KI holiday hse, Kangastay 7. DVD, CD, dishw. Safe beach for Harriet River, Vivonne Bay, 3BR fully equipped. Close to Seal Bay, kids, great walks, fishing. www.stayz.com.au>Bayview, Remarkables, Admiral Arch and North Beach more) relax, swim, fish. Linen prov. winter discounts, sleeps 6. HOL. RENTAL NORMANVILLE: Frm $100/night. T: 0407 215 345 South Shores Holiday Villa #25. kangastay@gmail.com 3BR (sleeps 8). Secure behind dunes at Normanville. Golf, horse KI Queenscliffe Cottage Kingscote, recently restored 2BR, riding, pools, beach, lawns, cafes. period decor, gdn. Walk to beach, T: 0413 155 460 www.stayz.com.au/23983 cafes, jetty, pubs. Sleeps 6. Exc. location to explore island. PORT ELLIOT HOLIDAY ESCAPE T: 08 8553 9007 Stunning new, a/c, 4BR, s/cont. www.kangarooislandholiday Close to Main St. cafes, shops, accomodation.com.au/property. restaurants, galleries. Horseshoe php?p_id=232 Bay, swim, surf and fish. Walk/ bike trails, markets, wineries, ‘WINDSWEPT COTTAGE’ Steam Ranger Cockle train. SpeOvernight & short-stay accom. in Adel. Hills (Stirling). Suit couples cial rates. E: jack.k@live.com.au (no children due to steep stairs to www.allseasonsescape.spaces. mezz. BR). Quiet, botanic setting, live.com

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Sleeps 8. Self contained. Peaceful and very relaxing. From $700/wk. T: 0410 054 059 E: khatchley82@bigpond.com

GOOLWA HOLIDAY HOUSE

15 min from beach, shops and river. Sleeps 9, in-ground pool, decking with BBQ, fully equipped, to beach & farmland views, secl, 4 BRs, full kitchen, BBQ, DVD/ VCR/ Go SCUBA Diving with Elite Moonta bay holiday rental: AC, etc. $100 night. T: 0403841031 TV, billiards, fishing. Peaceful & Dive Academy: Are you a diver, 3BR, sleeps 8, 350m to beach, E: leonday@adam.com.au relaxing, great for kids. Contact but haven’t been in the water for CD/DVD, PayTV, games for kids, Brenton: T: 0409 864 682 a while?! Get $50 off a PADI Tune- modern kitchen. VEGAN CERTIFIED ANIMAL E: bjejstevens@bigpond.com Up program to refresh your skills. T: 0404 717 720 or 0406 429 040 FREE ANTI-AGEING SKIN T: (Steve) 0413 134 827 E: prislodge@yahoo.com.au PRODUCTS Oystalavista, Stansbury: E: info@elitediveacademy.com.au Botanical based Swiss skincare 2 new luxury houses, cliff top Aldinga Beach House that rejuvinates and safely takes location, 4BRs, 2 bath. Each sleeps www.elitediveacademy.com.au From: $680 Week your skin to its best! Free from 10-12. Balcony views, BBQ, air, spa, For Rent: ff private apartment 5 minute walk from beach, opp. animal by-products and testing, plasma TV, dishw. Winter specials. in Glenelg for hols. or wkds. Spa, National Park, sleeps 8, ff, TV, petrochemicals, mineral oil, dyes T: 0418 849 101 (Alan) heated pool, steam-rm, sauna, gym DVD, Microwave, Air Con. and fragrances and is dermatoloE: oystalavista@bigpond.com etc. Plasma TV, 100m to beach. T: 0418 843 711 www.oystalavista.com T: 0403 606 052 E: acaciahouse@optusnet.com.au gist tested. Also available are pure Baby Skincare, light and lead-free CEDUNA BEACH HOUSE: S/cont, France – South: New Book: Cosmetics, hair-protective Shampoos beachfront, BBQ/DVD/ LCD/ TV, Lovely Village House. Languedoc “WHEN GRANDPA SANG” and pimple skincare that does r/c air. Sleeps 6. Corp. rates AEU region. T: 0403 314 928 (Julie) Written by Adelaide teacher not further aggravate teen skin members. Main st and jetty 5 min www.myfrenchhome.com.au Margaret Just. Read the story but improves it. T: 0412 950 017 walk. T: (08) 8625 3343 CIVIL CELEBRANT: Dr Tom Haig: online and also discover many E: theresap1123@hotmail.com GLENELG NTH/TOWNHOUSE weddings, renewal of vows, com- activities for Book Week and a www.ArbonnePureSafeSkin. competition for students to enter. myarbonne.com.au RETREAT: Rent for short/long/ mitment ceremonies, funerals www.whengrandpasang.com or and baby namings. First class hols. Good, quiet, peaceful locaE: whengrandpasang@gmail.com for sale: personalised services with AEU tion, mins frm Jetty Rd, close to Subaru Forester 2000 members receiving a 10% distram/bus stops. Secl. T-Hse feat. Cape Tribulation Good condition, $7999 o.n.o count on services upon request. 3 BRM, new kitchen, 2 toilets, Far North Queensland T: 0428 760 624 T: 85311726 or 0439 687 529 ldry, bath, sep. dining, lounge, Gorgeous hilltop B&B surr. by rain- E: humanrace2000@yahoo.com E: tomhaig@internode.on.net a/c, gas heating, patio area, carforest, 5mins to beach. Ensuite Walking Matilda: www.tomhaig.com.au port, garden. T: 0437 847 034 double & fam rms from $80/dble Walking and Canoeing Holidays E: wendyvoight@bigpond.com HOLIDAY HOUSE, WALLAROO: (with AEU member discount). PO Box 4 Kangarilla SA 5157 T: (07) 4098 9039 WORKSHOP: Stress manageNew house with 4 BRMs, just a T: 08-8383-7198 E: www.rainforestbb.com www.walkingmatilda.com.au ment, personal dev. and learning five minute walk to the beach.

AN INVITATION TO RETIRED OR RETIRING TEACHERS & SSOs Have you retired or are about to retire? Are you seeking opportunities to maintain or increase your level of fitness and want to learn more about your city and surrounding hills and bushland? Are you seeking companionship with other retired teachers and their partners as well as other walkers from a range of backgrounds (not just teaching!)? The R.T.A. Walking Group is a sub-group of the Retired Teachers’ Association and is affiliated with Walking SA. Walks are organised at several levels. Rovers walk from 14–18 kms, Walkers – up to 10kms, and the Strollers and Amblers – up to 5 kms. We walk in conservation and national parks within the Mount Lofty Ranges and Fleurieu Peninsula, suburban beaches, and along the six creeks of the Adelaide Plains, the River Torrens Linear Park and other suburban trails. It’s a great way to get to know your city and surroundings! A camp is also organised each year in country areas within South Australia or Victoria.

If you are interested in finding out more about our walking group, you are invited to contact: our Secretary, David Tassell | T: 8293 4320 email: dtassell@internode.on.net or our Convener: Tony Nichol | T: 8396 1682

adelaide symphony orchestra

Soundscapes

Benjamin Northey Conductor

20 & 21 June 10am − Preschool and lower primary 20 & 21 June 11.30am − Upper Primary A performance inspired by the natural world and our environment. Our planet and its environmental challenges will be evoked as we hear music from Beethoven, Sculthorpe and Stravinsky. Preschool and lower primary school children (age 4-7) will be immersed in a musical adventure, while upper primary children (age 8-12) will have the opportunity to participate in a piece which they’ll perform with the ASO! For school bookings call 8233 6253 www.aso.com.au like us on facebook

ASO SEASON 2012 SUBSCRIPTIONS STILL AVAILABLE

Artists and program subject to change without notice