AEU Journal Volume 48 – Issue 01 by Australian Education Union (SA Branch)

Official publication of the Australian Education Union (SA Branch)

Vol 48 I No.1

February 2016

AEUJOURNAL SA

AEU Edcamp kicks off 2016! INSIDE: u Enterprise

Bargaining: Offer for preschools and schools endorsed

u Pinery

Bushfire: School communities press on after devastating blaze

FEATURES PRESIDENT’S VIEW

AEU UNION JOURNAL TRAINING One STAFF, One UNION!

015 2 EB 2015 EB Enterprise Bargaining 015 2 EB JOIN THE AEU AND HAVE A SAY IN THE page 5 FUTURE OF YOUR PROFESSION!

Offer for preschools 8272 1399 8 : www.aeusa.asn.au/join.html and schools endorsed.

Call our membership section on join online:

AEU Edcamp kicks off 2016! INSIDE:

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 11 March 30 #3 May 6 May 25 #4 June 10 June 29 #5 July 29 August 17 #6 September 2 September 21 #7 October 21 November 9

Subscriptions: Free for AEU members. Nonmembers may subscribe for $33 per year. Print Post approved PP 531629/0025 ISSN 1440-2971 Cover: Craig Greer Printing: Lane Print

u Enterprise

Bargaining: Offer for preschools and schools endorsed

u Pinery

Bushfire: School communities press on after devastating blaze

Edcamp gets the year off to a great start

Schools press on

pages 12 – 14 Graduate and beginning teachers took part in the AEU’s first ever Edcamp in late January.

pages 6 – 7 Pinery bushfires – the impact on communities.

Advertise in the AEU Journal. Reach over 13,500 members across South Australia.

8272 1399 journal@aeusa.asn.au

SACE AW AR DS

SACE Awards go beyond just academic achievement At a time when NAPLAN and other test results seem to be the primary benchmark by which education outcomes are measured, it was refreshing to see students recognised for more than just academic achievement at the SACE Merit Awards ceremony held at Government House on February 9. With his clearly proud Principal, Meredith Edwards, looking on, Year 11 SACE student Wathnak Vy stepped up to receive his award for Khmer (continuing). He was one of many students whose contributions beyond the classroom were strongly emphasised. Having arrived in Australia from Cambodia just over three years ago, without a single

word of English, Wathnak attended Adelaide Secondary School of English before transitioning to Woodville High School where within a short period of time he was elected as a student rep and then last year, the school’s centenary, Male Captain. “My school counsellor noticed my leadership skills and encouraged me to put my name forward,” said Wathnak, who has also spent a considerable amount of time working in local community organisations while completing his SACE. “I’m really passionate about young people and that’s why I volunteer at places like Shine SA, City of Charles Sturt and Headspace at Woodville,” he said. Asked about how difficult the SACE was having just transitioned from overseas Wathnak says it was challenging but he was well supported by Woodville High staff.

“The teachers at Woodville are fantastic and were always willing to help me whenever I asked. We also have a great Principal who is really supportive of the students at the school,” he said. Wathnak counts legal studies and workplace practices as his favourite subjects and has ambitions of moving into politics in the future. And he’s already made a start on that front by speaking at the recent Let Them Stay refugee rally, another issue which he is passionate about. n 3

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2016 SBS/WORKPLACE REPS’ CONFERENCE

2016 NEW EDUCATORS’ STATE CONFERENCE

...is the state or quality of mind or spirit that enables one to face danger, fear or vicissitudes with selfpossession, confidence and resolution; bravery.

FRIDAY 3 JUNE 9.30am – 4.00pm Open to:

Australian Education Union | SA Branch For further info or to register8: www.aeusa.asn.au>events&courses or email Lyn Hall on: lhall@aeusa.asn.au

FRIDAY 6 MAY 9.15am – 4.00pm

SATURDAY 7 MAY 9.15am – 2.00pm

Australian Education Union | SA Branch For further info or to register8: www.aeusa.asn.au>events&courses or email Ann Clarke on: aclarke@aeusa.asn.au

closE thE GaP – YaRninG on WoRKshoP

sExual hEalth in schools

18–19 april 2016 9.15am – 4.45pm AEU Conference Centre ~ 163 Greenhill Road, Parkside

this is a free 2-day professional development workshop for aboriginal school staff and educators who work with aboriginal students: 1. To provide all school workers with a strong understanding of, and confidence to talk about, sexual health 2. to showcase culturally relevant classroom resources that cover sexual health topics 3. linking sexual health lessons to literacy learning, acaRa and Keeping safe: child Protection curriculum sexual health topics include communication and feelings, healthy and unhealthy relationships, power and bullying, the body, puberty and reproduction, safer sex, media and technology, sexual and gender diversity, and more.

Register online at: www.aeusa.asn.au/events.html Enquiries: Elisa Resce: 8300 5369 or elisa.resce@shinesa.org.au This workshop has been referenced to the following National Professional Standards for Proficient Teachers: 1.4, 1.5, 3.4, 7.2, 7.3

PRESIDENT’S VIEW

Enterprise Bargaining Offer endorsed by Branch Executive AEU President Howard Spreadbury writes

s you will now be aware, AEU Branch Executive has met and endorsed the Offer for a new preschools and schools enterprise agreement with the state government. Our union has reached this point after nine months of solid meetings and discussion with state government negotiators and I’m pleased to say that the package being presented addresses many of the concerns raised throughout the course of negotiation. At the time of writing, negotiations are continuing for a new enterprise agreement in TAFE. The Offer for preschools and schools provides for salary increases of 2.5% for each of the three years of the Agreement with retrospectivity to October 2015. In addition, the government is offering additional resources to address leader and teacher workload and some new and adjusted classification levels. Key elements include: • Additional leadership administration time for principals and preschool directors, additional per-capita allocation for primary school leadership, additional administration allocation for school-based preschools and improved classification criteria for some Area and R-12 schools • Additional resources to support teacher workload including extra special options places for students currently enrolled in mainstream and increases in the Students with Learning Difficulties grant and Preschool Support program • Commitment to develop new work level definitions for SSOs and ECWs

and a review of the recruitment and selection policy and classification structure for AEWs • Creation of highly accomplished teacher (HAT) and lead teacher (LT) classifications • Improvements to paid maternity and adoption leave, partner leave as well as family and domestic violence leave entitlements • Country incentives allowance to be a consistent rate across the five-year appointment • Strengthening of the role of the PAC including re-wording of the clause which states that the PAC “will have regard to the PAC Handbook” to the PAC “will act in accordance with the PAC Handbook.” The PAC must also decide on the deployment of additional resources to address teacher workload, particularly in relation to students with additional needs in mainstream classes. Enterprise Agreements always deliver some new gains and fall short in achieving everything members want in an ideal industrial world. The additional leadership allocation for preschools is a significant win for members in this sector where leader workload has not been recognised in previous offers. Schools with school-based preschools also receive additional time to support the efficient running of the preschool program. There is more to be achieved in relation to face-to-face contact hours for preschool teachers. Throughout the period of pre-negotiation consultation, members consistently told AEU officers that workload for leaders and teachers was the major issue which required the attention of DECD and the government. This became the focus of discussion on the part of AEU negotiators. In particular, members highlighted the level of work which results from providing individualised programs for students with additional needs in mainstream settings. Leaders in both preschools and schools also

“Let’s work together at the sub-branch level to ensure that the gains we have achieved in this enterprise agreement are delivered to members where they are needed most.” identified the pressures on their time in relation to administrative, data and parent related matters when what they really wanted was to be educational leaders providing pedagogical support to teachers in their sites. This Offer goes some way to addressing both through the extra resources for teacher time to support those students with additional needs and time for leaders to undertake their complete role as educational leaders. This resource is provided through an additional 0.1 teacher salary to all schools and preschools for this purpose and an extra $3 million to primary schools in recognition of the general lack of leadership density in those sites. There is also a recognition of the complexity of leading an area school or R-12 school with some adjustments to the enrolment thresholds to provide a higher classification in some sites. This is a win for those leaders. Negotiations for a new agreement are never conducted in isolation from the membership. I want to thank members for their contribution throughout the bargaining period. Once the Agreement is settled, we will enter the phase of implementation which for members in schools will include information on changes to PAC requirements and operation and updating of the PAC Handbook and training format. Let’s work together at the subbranch level to ensure that the gains we have achieved in this enterprise agreement are delivered to members where they are needed most. n In unity, Howard Spreadbury 5

PINERY BUSHFIRES

1 The Pinery bushfire looms large over Mallala Primary School which was safely evacuated at the height of the massive blaze.

Photos: NANCY KELSH

Bushfire recovery will take time Sue Fenwick talks to two school leaders about the effects of last November’s huge Pinery fire.

he ferocity of the Pinery Gap bushfires on 25 November 2015 shocked us all. AEU members are at the heart of communities in the mid-north that are struggling with its aftershock. In Term 4 of 2015, Luke Shepley was Acting Principal at Mallala Primary School. He felt calm on the day the bushfire began. “A teacher was with a class at the pool in Owen. We were first notified when she was told to stay there because of the threat to Mallala. We were then contacted officially and immediately put the emergency procedure in place,” he said. “Evacuating to the gym helped to calm the children because they couldn’t see the fire. We rang parents to let them know they could collect their children if it was safe to do so and many did. The severity of the fire struck me when the grandparents of some of our students came to collect them with the news that both their home, and the children’s homes, had been destroyed. When SAPOL came into the gym and said it

“When you are in a state of severe shock or trauma, you can only deal with what is before you, one day at a time.” was time to go now it suddenly became very real.” Staff were worried about their own families and properties but they undertook their tasks with exceptional professionalism. Team work, getting on with what needed to be done and constant communication between officials, staff and parents, got them through the initial crisis. “It was the first time we had been in this situation and we were reviewing our processes at the same time. For example, we identified gaps in our contacts lists, correcting as we went.” The fire missed the school. It was decided to open the next day to continue serving the community by giving stu-

dents stability and parents the chance to go home and begin the cleanup. The school community were well looked after in the first weeks by services, counsellors, local clubs and groups. “Everyone pulled together,” Luke said. “Our gratitude and thanks go out to the community and across the state for its generosity.” Luckily, Tarlee Primary School had a scheduled pupil free day on 25/11/16. Staff closely monitored the progress of the fire and by the afternoon it was impossible to think about anything else. The town of Tarlee was surrounded by fire but it did not reach the school. The school also stayed open on the following day to give parents and students the chance to drop in for support and information. Normal programs were gradually brought back during the following weeks but the school continued to provide support and information to the local community. “In the first few weeks we were inundated with helpers, counsellors and continued over page 3

VICE PRESIDENT’S REPORT others offering support said Principal, Allison Tilley. “We were managing this on top of dealing with our own issues. I was worried that the support and intense attention would fall away to nothing over the long holidays. People now have to go looking for the help they need.” “Some people are refusing help or don’t think they need any,” she said. “When you are in a state of severe shock or trauma, you can only deal with what is before you, one day at a time.” On return to school, Allison has noticed that students are tired and lack concentration and motivation. They talk about nightmares and disturbed or little sleep. Some have become highly anxious and are reluctant to leave the school grounds even for events like the swimming carnival or a school camp. Frequent red and black dust storms filled with ash and debris have alarmed children now sensitive to the signs of an approaching fire. There are no fences, sheds or stock. The clean up and recovery process will take years. “We haven’t wanted to dwell on it during the first week back to school,” said Luke. “We are trying to make school as normal as possible for the children. They are reminded of the devastation every day.” “The school is often the only thing resembling a government department in regional areas,” said Allison. “People in our area will look to us. We will always focus first on our students but to help them we need to know more about how to deal with the effects of traumatic events. Whole communities are still in a state of shock.” n

PINERY FIRE FACTS • 80+ km winds, temperatures in the high 30s • Fire burning on a 45km front • 2 fatalities, many hospitalised • 91 homes destroyed • More than 85,000 ha burnt • Tens of thousands of livestock killed • 300 farm sheds and outbuildings destroyed • Estimated 60,000 tonnes of debris and rubble.

Activist. Advocate. Action. Dash Taylor Johnson introduces himself and discusses his priorities as AEU Vice President. 29 March 1988 was the day I joined the teachers’ union and the day I joined the fight for improvements in wages, conditions and curriculum entitlements. This is the day I recognised the strength in unity, the day I realised that inequity needs to be challenged. Port Pirie High was where I found my voice and action quickly followed with a spirited contract teacher campaign that resulted in permanency for many country members. With the largest and most representative body of education professionals in the state, I understand the responsibility of representing over 13,000 members and there is much for me to learn; educational leadership since 1990 has prepared me well. I identify with the complexities of the learning environments that our members are immersed in every day. Fair and reasonable – this phrase will be the ongoing reference point for all of my work. As Sub-branch Secretary, Area Council President, WOC member, AEU panelist and PAC member I have worked to support members at a branch level. As Branch Council Delegate and Executive member this has embraced state and national perspectives. I will continue to champion the simple fact that every child is entitled to access a quality education regardless of socioeconomic background, gender, culture or sexual persuasion. It is you who nurtures, develops, engages and sets the learning tone for this to be achieved. It is you who have given me the responsibility to support this practice and it is to you to whom I’m accountable. Work Health and Safety, Curriculum and Professional Development, Country Conditions, New Educators and leadership of the Environment Action Group are core areas of responsibility in my new role as AEU Vice President. As public education advocates, social justice is at our core, and effecting

“...every child is entitled to access a quality education regardless of socioeconomic background, gender, culture or sexual persuasion.” social change through unionism, an important goal. Along with fighting for members’ industrial rights and defending public education, advocating for aspects of our world not immediately connected to worker conditions is a mark of a mature union; an environmental platform connects us to our comrades across the globe, just as our recent comments about the mistreatment of refugees do. Our use of social media is an aspect I intend to explore with gusto and the creation of the new Environment Action Group facebook page is a foray into this realm. I believe the connection with our membership can continue to be strengthened. As Vice President I want to be part of a culture of transparency and accessibility, building the capacity of members to be more effective through the sub-branch, PAC and professional development. Increased engagement with members is another priority, and achieving this goal is essential if our union is to remain strong. Leadership in the implementation of a new enterprise agreement will dominate the beginning of my term as Vice President. For those members who knew me in a previous life, I began my career as Daryl Taylor, contract teacher at Port Pirie High, was known as Dash Taylor at Brighton Secondary and on teacher exchange to British Columbia and Colorado. Fresh from Le Fevre High, now married with three children, I’m Dash Taylor Johnson, your Vice President for the next two years. TOGETHER WE ARE STRONG. n 7

INDIGENOUS FOCUS

Ice Hockey proving a cool incentive for Aboriginal students Henley High School’s newest sports team gets off to a winning start writes Craig Greer.

efore entering the Thebarton Ice ArenA on a hot December day I’d been wishing the blazing sun would nick off behind a big heavy cloud, and was more than a little desperate for an ice cold drink. Moving inside what felt like a rather oversized commercial freezer, I found myself wishing I’d stopped somewhere on the way to buy a heavily padded ski jacket! Somewhat more bizarre was the knowledge I was there to watch a beach-side high school team of Aboriginal students play ice hockey. Huh? Along with the competition’s newest team, the Henley Dingoes, ice hockey players from high schools across the metropolitan area were at the Thebarton venue to face off in the Ice Factor Challenge Cup. Pioneered by prominent Adelaide QC Marie Shaw, Ice Factor began in 2005 as a collaborative program between the South Australian Ice Sports Federation, the Adelaide Ice ArenA, school communities and local businesses. The idea behind Ice Factor was to give teenage kids who were struggling to

“Even the other team on the field, they always say ‘good job’ at the end and if you fall over there’s always someone there to pick you up…” engage with school because of things like poor attendance, behaviour issues and literacy and numeracy deficiencies a chance to re-engage and gain the confidence to get their lives back on track. I’d missed the first round of games and was keen to see some action and talk to the kids about the program. During the mid-tournament presentations I found my contact from Henley High, Aboriginal and Torres Strait Islander Education Manager Tash Farrier. She was eager to tell me that the Dingoes had won their first ever game 1-0. It was an amazing result for a group of kids who six weeks before had barely picked up a hockey stick, let alone

learned to skate! They did have one advantage, however, Tash is a former member of the Australian Women’s Ice Hockey team and clearly no stranger to the game. “It’s amazing how quickly the team has picked the game up,” she said. “They’ve surprised everyone, including themselves, I think.” Speaking to the students after the first afternoon game, which ended in a draw, I got a strong sense that the students were not only surprised but clearly very proud of how far they had come in such a short time. “We get to work as a team and it’s a break from school. We get to know each other a lot better and our communication is getting much better through playing as a team. We’d hoped we might score a goal but actually winning a game was awesome,” said Dingoes player Tyson. Year 9 student Izak, who I’d seen make a confident speech at the earlier presentation, was really positive about the program. “Ice Factor’s good because it’s really fun and helps take your mind off things. You might have lots of homework or schoolwork you’re struggling with and be a bit angry or something continued over page 3

OBITUARY but you can go out there and skate it off. You meet new people, some of the players in our team I never spoke to before this. We’ve only been skating for around five weeks but most of us have picked it up pretty quickly. It was pretty awesome to win our first game. It really gives you confidence,” he said. Another Dingoes player, Mackenzie, told me he likes how everyone is really supportive. “Even the other team on the field, they always say ‘good job’ at the end and if you fall over there’s always someone there to pick you up. I really like that aspect of Ice Factor. It makes you feel good and like you’re important to someone,” he said. Tash said she couldn’t be more impressed with how the students have developed during the program. “I’m really proud of this group of students, they’ve made a little bit of history this weekend – they’re the first ever ice hockey team for Henley, the first ever Aboriginal team and they’ve accounted for themselves very well. They’ve made speeches in public, supported each other, caught public transport together, and taken lots of responsibility for themselves and each other. We’re really hoping to participate again next year.” she said. The Ice Factor program isn’t just about skating and scoring goals on the ice says Henley High School Aboriginal Education Teacher Holly Sando. “The support the kids get goes beyond just the ice hockey. They train on Thursdays but back at school they get tutoring, they’re involved in football programs, excursions to the universities and so on. Importantly, they have to do the right thing at school to be able to participate. We’ve seen a massive improvement in our students since they started Ice Factor. After only one term, their behavior is greatly improved, and they’re working harder to get better academic results,” she said. Vicki Wilson is DECD Manager, Aboriginal Services, and was at the Ice Arena to see the Dingoes play. “It’s great to see so many Aboriginal kids at Henley HS who are involved in Ice Factor, it’s a significant number of the students,” she said. “The rapport that’s built up among the students has been amazing. The staff and students have been really committed to this initiative and should be congratulated,” she said. n

A life well lived Educator, health worker and community activist Aunty Josie Agius will never be forgotten.

n 30 December 2015, South Australia and the nation lost one of its most-loved and respected Aboriginal Elders, Aunty Josephine Marjorie Agius. Aunty Josie, who was born in Wallaroo on Yorke Peninsula in February 1934, was particularly wellknown in the union movement and beyond for her uplifting “Welcome to Country” addresses at countless events across South Australia. Many AEU members will know Aunty Josie from AEU rallies and conferences where she would often be invited to give the traditional welcome, and she frequently offered sage advice for those present. Her “Kaurna welcome” always set a warm and positive tone, emphasising togetherness and the strength of the collective. AEU members may not all be aware that Aunty Josie was a member of our Union for many years, having taken up work as an Aboriginal Education Worker at Taperoo Primary School in 1982, when her husband Fred passed away. It was in this role that Aunty Josie introduced Aboriginal Cultural Week into the curriculum while also making sure the students took part in NAIDOC Week activities. Aunty Josie played an important part in bridging the cultural gap between school staff and Aboriginal students and their families. She also worked closely with the Department of Education to support Aboriginal children in accessing and engaging in education. Aunty Josie’s educational contribution extended to teaching the Kaurna language which took her to various parts of the state, including her family’s country at and around Point Pearce. She worked at Kurruru, formerly Port Youth Performing Arts, which later became the first Indigenous youth performing arts company in South Australia. There would be few Aboriginal organisations in the state that Aunty Josie hasn’t had some hand in setting up or, at the least, providing consistent support and solidarity. In earlier times, Aunty Josie was instrumental in Aboriginal health in South Australia. She was one of our

Photo: Jo Frost

state’s first Aboriginal health workers, influencing policy and developing a cultural framework for how hospitals and community health services responded to Aboriginal people and communities. A keen and classy netballer, Aunty Josie spent considerable time playing and coaching. Her first team was the Alice Springs Pioneers and she also played for many clubs around SA. She coached young players in SA and around the country, many of whom became seasoned state players at senior level. She was highly respected in these circles, as she was everywhere she went. Aunty Josie’s significant contributions to community were recognised on many occasions and she received many awards including Elder of the Year, Premier’s NAIDOC Award, the David Unaipon Award, and she was inducted into the South Australian Women’s Honour Roll. An avid Port Adelaide Football Club fan, she was often seen at Alberton cheering on her beloved Magpies, and it was at Alberton Oval that a ceremony to celebrate her life took place on January 15. Over 1500 people completely filled one stand and the surrounding area, a mark of the impact she had on the lives of many. Aunty Josie will always be remembered as someone who cared deeply about her family and the Aboriginal community; she was a strong, compassionate and much-needed voice for her people. Just as importantly, she will be known for always treating people with dignity and respect and for doing all she could to bring both Aboriginal and non-Aboriginal people together. Vale comrade. n 9

AEU ELECTIONS 2015

Your AEU Team The following members were elected to the 2016 /17 AEU Branch Executive in October last year. AEU Principal Officers HOWARD SPREADBURY

JAN MURPHY

DASH TAYLOR JOHNSON

JACK MAJOR

President

Vice President

Branch Secretary

AEU Branch Executive JACKIE BONE-GEORGE

LARA GOLDING

ANNE NUTT

CHRISTOPHER TURRELL

Teacher

Seaton HS | Teacher

Booleroo Centre District School | SSO

Gawler PS Deputy Principal

DAVID COULTER

JENNIE-MARIE GORMAN

Darlington Children’s Centre | Preschool Director

Darlington PS Deputy Principal

KELLI OWEN

MALCOLM VAUGHAN

Murray Bridge Nth | ATSI

Upper South East | TRT

TRISH GILBERT

PENNY KARATZOVALIS

PAUL PETIT

RHIANNA WOODBURY

Northfield PS | Teacher

Brighton HS | Teacher

Mark Oliphant B–12 Preschool Teacher

Elizabeth TAFE Lecturer

ANDREW GOHL

STEPHEN MEASDAY

Hallett Cove School Senior Leader

Stirling East PS Principal

he Australian Electoral Commission declared these members (pictured) elected to the 2016/17 AEU Branch Executive.

The ballot for the 2015 AEU SA Branch elections took place in October last year. The AEU secretariat thanks all candidates for their commitment to the AEU and congratulates those who were elected n by the membership. 10

GONSKI EB RALLY

The evidence is in, Gonski is making a difference Roma Mitchell Secondary College is one of a number of schools making the most of their Gonski funding.

ith the recent but belated announcement from Bill Shorten that an ALP federal government would continue to roll out the Gonski Better Schools Funding model, there is once again reason for some optimism – federal schools funding and the Gonski model is at least up for public discussion again. Malcolm Turnbull says what’s really needed is a focus on teacher quality, not more funding. But what every teacher, principal, SSO, preschool director, ECW knows is that quality can’t be achieved if the right resources aren’t deployed. What may surprise the Coalition is the fact that a large number of schools around the country are already seeing the educational benefits of the Gonski money received so far. One of these schools is Roma Mitchell Secondary College in Adelaide’s inner northern suburbs. Principal Sandy Richardson told the AEU Journal the Gonski funding has enabled the school to considerably enhance its numeracy and literacy programs, in particular. Here are some of the strategies the school has been able to roll out, in large part as a result of the Gonski funding: • Appointment of a Literacy Coordinator to work with teachers to improve pedagogy with an emphasis on differentiation, scaffolding and moderation of student work. The Literacy Coordinator works with leaders and teachers to collect and organise data enabling teachers to individualise strategies for improvement. • Employment of student mentors to work with Aboriginal and Torres Strait Island (ATSI) and other students identified through the Case Management System, who work with the student, teacher, families and broader community to engage the students in learning.

• Tutors have been appointed to work individually with ATSI students, families and teachers to support students to become more organised and complete the set assessment tasks. • A Speech Pathologist has been employed to work with targeted students and build the capacity of the teacher based on current best practice.

TELL YOUR GONSKI STORY

• Employed teachers to work with English as an Additional Language of Dialect (EALD) Year 8 – 12 students to deconstruct major assessment tasks and support students to complete the assessment tasks to their highest level. Of course, the mere fact the school has been able to deploy more resources doesn’t prove Gonski is working. However, the results do. Ms Richardson says a range of objectives and targets were set when the funding was rolled out and the data shows many of those have been met and most relevant data is trending upward. For example, in the 2015 NAPLAN tests an increased percentage of students showed improvement in the upper level in Reading (6%) as compared with 2014 and a decrease (1%) in the percentage of students showing low progress. A further 84 students were targeted due to low EALD levels and have been provided extra EALD support across the Years 8 – 10. Of these, 40 percent had improved one or more levels by August 2015, with 20 percent achieving a 2 – 3 level improvement. 89 percent of the students in the Year 10 New Arrivals Transition Class moved into mainstream classes after one term of intensive language development. These are just some of the improvements resulting from the Gonski investment. To give some individual examples, one student who had missed two years

...and email it to: JOURNAL@AEUSA.ASN.AU Is GONSKI making a difference in your school? If so, we’d love to hear about it. Have your school’s GONSKI STORY told in the AEU Journal! We need everyone to understand why GONSKI is so important to the nation’s future. of school is currently on track to get his SACE Stage 2 and another student successfully transitioned to the Flexi Centre to undertake SACE-based subjects and a Certificate course. Ms Richardson says the continuation of Gonksi funding would help provide certainty to current programs and allow the school to meet further objectives, like the allocation of more release time for the school’s Literacy Coordinator to work with a greater number of teachers. Employment of a Speech Pathologist for two days per week rather than the current one, more teacher tutors to work with ATSI and EALD students in Literacy, Numeracy and the compulsory SACE subjects and the appointment of a Numeracy Coordinator to work with Maths teachers to improve pedagogy. n 11

COVER STORY: AEU EDCAMP | ADELAIDE

Happy campers take part in innovative conference AEU New Educator Organiser Ann Clarke reports on the AEU’s first ever EdCamp.

eing an early career teacher is a whirlwind. There are so many things going on, and realistically, there’s no way you can know it all when you start out. Chances are, however, you’ve already picked up a lot of knowledge, tricks and advice that you only wish you knew at the very beginning. It was on this basis that the AEU ran its first ever Edcamp in 2016. South Australia is the first state in Australia to run an Edcamp which has its origins in Canada and has spread to a number of other countries. The basic premise behind Edcamp is that there is no set agenda. On the day, participants arrive and create the agenda they want. What questions do they want answered? What advice would they like to share with their peers? Who has some interesting stories to tell? All the ideas go up on the board

and through a group process the timetable for the day takes shape. At Edcamp, there’s a real emphasis on the word “participant”. No-one is a passive audience member. There aren’t lengthy PowerPoint presentations, no speaker’s notes to get your head around, and no lectures. Once everyone has decided which of the sessions they’d like to attend they are all equals in the room, sharing ideas and helping to answer each other’s questions. Social media is another important piece of the Edcamp pie. Participants are encouraged to link up and keep sharing their insights as they navigate their way through their teaching careers, and we announced the launch of a new AEU New Educator Network’s facebook page on the day (see link below).5 Edcamp participants were eager to

contribute to the session timetable. Sessions were created running the gamut of industrial entitlements, resilience, moving to the country, behaviour management, finding work, and planning and programming for lessons. Each session was buzzing with conversation as participants shared their stories and knowledge. The last session of the day was a whole group ‘smack-down’ (don’t worry, it sounds more physical than it actually is). Sitting in a big circle, willing participants (of which there was no shortage) were given two minutes to stand up and share resources they have found useful with the entire group. Websites, picture book titles and organisation names were all (verbally) thrown around the room for any and all to catch and use for themselves. continued over page 3

8: www.facebook.com/groups/NEN.AEU.SA

The new AEU New Educator Network’s Facebook page 12

COVER STORY: AEU EDCAMP | ADELAIDE By the end of the day, participants left feeling valued as professionals and having picked up useful tid-bits from their peers. But don’t take my word for it, here are some actual quotes…

“I thought the Edcamp was really beneficial to be able to talk through things and clarify certain aspects of the profession that may have been unclear or that I wasn't as confident with. The facilitators were very professional, knew their stuff and were easily approachable. Overall I feel a lot more confident since attending the Edcamp. Thanks!” Nicole Bills

“Edcamp was the most interesting PD I've ever been to. I not only got to hand pick the sessions that I went to, but I could come up with an issue that I thought people might like to talk or know about. I liked that it wasn't a lecture, but a sharing of knowledge for everyone from everyone. It was a great day.” Michelle Taylor

“I really enjoyed Edcamp. The social learning opportunities were fantastic. It was great hearing other teachers’ ideas who were at the same level as me, as well as allowing me to share my knowledge.” Dane Oppert

Hopefully, Edcamp will become a permanent fixture on the AEU calendar as one of the many professional learning opportunities we provide for early career teachers. If you or someone you know are in the early stages of your teaching career, make sure you go to the AEU website and register for the 2016 AEU New Educators’ Conference taking place on May 6 and 7 (see advertisement on page 4). n

From Edcamp to the classroom Recently graduated teachers Kate Bayly and Derek Friedrichs reflect on their first week in their own classroom. KATE BAYLY | Teacher Ocean View R – 12 College JOURNAL: How did you feel after your first week at Ocean View College? KATE: Completely exhausted! The most demanding part of the week was the interaction with the students. Working out the appropriate response to their behaviours and trying to get it right. It was quite overwhelming at first. I have four classes across years 8, 9 and 10 – 80 students to get to know. JOURNAL: What do you now know that you wish you had known at the beginning of the week? KATE: Well I didn’t know I had a job until the night before the staff preparation days! Things aren’t as set in concrete as Uni leads you to expect, they can change rapidly and your planning has to change. I spent most of the week getting to know the students and finding out where they were at in each subject and class.

1 from left: newly graduated teachers Derek Friedrichs and Kate Bayly. JOURNAL: How did your expectations change? KATE: Fortunately my mentor advised me not to make hard and fast plans until I worked out where the students were at. This was great advice because I was surprised by the levels and had to adjust my expectations and build in flexibility in my plans. JOURNAL: What did you find most challenging? KATE: The major challenge was to be facing a class on my own. It was all up to me. I felt like I lost control a few times but refocussed and was able to change the dynamic. Understanding and acting on school policies e.g. the use of mobile phones and the process for detentions, took quite a bit of effort but I knew that it was important to get right. JOURNAL: What was helpful to you in your first week? KATE: The key was in building relationships with the students and their parents. It was important for me to try to understand where the students were coming from and how their value system may be different to mine. It was very helpful not to take things personally and have a sense of humour about difficult situations. I was constantly thinking about what happened, reviewing, reflecting and problem solving. JOURNAL: What advice would you give to new teachers? KATE: You will be challenged more than continued over page 3 13 13

AEU EDCAMP CONT. RUNNING HEAD

8: jcavanough@aeusa.asn.au

you thought you would be but don’t be disheartened – find a way to become part of a school’s community before you get a job, build relationships and get to know the school environment.

DEREK FRIEDRICHS | Teacher Gladstone High School JOURNAL: How was your first week at Gladstone High School? DEREK: Excellent! I should have done it years ago! JOURNAL: What did you like about it? DEREK: I enjoy being part of the school environment. Being a student was a great time in my life and it felt good to be back. I am a country person and being in a regional school suits me. JOURNAL: What do you now know that you wish you had known at the beginning of the week? DEREK: The administration and management side of the job – where to go for forms, processes and policies. My plans for Term 1 have gone out the window too with the reality of the school calendar. There are 12 days missing from my plan due to timetabling and school activities. JOURNAL: What did you find most challenging? DEREK: The responsibility of being the only teacher in the classroom and the management and administrative tasks associated with it. It would be good to learn how to manage my time a little better and know a little bit more about the day to day running of the school. JOURNAL: What is it like being a home group teacher from Day 1? DEREK: It is really good to have my own class. I get to have a crack at doing things my way with respect to both the content and the delivery. It is great to start the day with a group of students and help them feel energised and supported. It gets them into the right frame of mind for learning. Each stage has its challenges and it is an opportunity for me to be constantly learning from the students. JOURNAL: You had a different career before becoming a teacher. How are you feeling about that decision now? DEREK: Some time on the first day it just clicked – Yep! This is really what I n want to be doing! 14

Have a say in how your work affects your wellbeing AEU WHS Organiser Jill Cavanough says all workplaces need an HSR.

opefully you and your coworkers have elected an HSR, because their role is key to making your workplace safer and healthier and representing your needs to management, all the way up to the Chief Executive. If you don’t have one, staff members can ask for an HSR to be elected. The Department as a whole is the employer and the law says it must consult workers on matters that may affect their Work, Health and Safety. This means that to understand the WHS needs of workers, the Chief Executive needs to inform employees about and find out their views on proposals that could affect their WHS, so that the feedback about impact on staff wellbeing can be considered when decisions are being made. This can be done either directly (it currently happens rarely) or via registered HSRs. In April, DECD will host all registered HSRs at a forum, called a “Learning Exchange” where they will be asked for their views on how workers should be consulted by the Department on matters that could affect their WHS. The

AEU believes that the best WHS consultation arrangement, now that sites are in partnerships, is to have a level of WHS consultation and worker representation, e.g. committee or forum, at the partnership, or group of partnerships level, so that workers in sites are able to influence WHS related decisions “upline” beyond their site. Electing employee representatives from that partnership level to participate in a Peak (whole of DECD) WHS Consultative Committee would enable these employees to represent the views of employees in local sites at a level where senior management decisions could be influenced by WHS feedback from people working in schools and preschools. Any member of HSR who wishes to discuss this should contact me, Jill Cavanough, at the AEU (email above). If you believe that this is the best option, let your HSR know before they attend the forum. In some workplaces, neither the HSR nor the staff are sure about the role of the HSR, especially where the HSR has volunteered but not attended HSR training. At the training the HSR would be made aware of the difference between being elected as a worker rep on the

VICE PRESIDENT’S REPORT

www.saunions.org.au

AEU Vice President Jan Murphy is concerned that some members aren’t accessing their entitlements. I hope this first issue of the AEU Journal finds you settled into your workplace and role for 2016. For those of you seeking work, I hope that 2016 brings you success in gaining secure employment. As I spoke with members who contacted the AEU Information Unit prior to and at the beginning of Term 1, I was alarmed that some members are not aware of or are still having difficulty accessing what I consider to be basic entitlements. Here are some examples.

NIT: All teachers are entitled to a minimum amount of NIT (Non-Instruction Time). Beginning teachers and those who identify as Aboriginal or Torres Strait Islander are entitled to additional NIT. Definitions and amounts of NIT are clearly defined in the Enterprise Agreement and on page 22 of the PAC Handbook. No teacher can be required to average or ‘bank’ their NIT. Face-to-Face teaching: All members with a teaching load have a maximum number of face-to-face teaching hours. This is also defined and detailed in the Enterprise Agreement and PAC Handbook. Both NIT and faceto-face teaching entitlements are part of workload regulation. Make sure you are aware of and receiving your full entitlements. If you’re not, talk to your Sub-branch Secretary or PAC rep. Contract employment: If you are offered and accept a teaching contract, you cannot accept another contract for longer or at greater fraction of time, or even if it is closer to home. In some circumstances you may be able to negotiate your release from a contract to enable you to accept something else, but don’t assume that this will be possible. Hours of work: Teachers do not have defined hours of work. There is no

formal requirement or regulation that states that you must be at school between specified times, such as 8.30 – 4.00. You must ensure that you are at work prior to the commencement of your school duties and you may leave after their official conclusion. Duty of care must not be compromised and as a professional, consideration given to your availability to students, parents and your colleagues. If your school or preschool wants to establish start and finish times, these must be negotiated.

Make sure you know and defend your rights Many thousands of members haven’t sought advice on the above and other industrial matters. This indicates that in the vast majority of schools and preschools, members are aware of their hard-won entitlements and that subbranches and PACs are actively making decisions in a collaborative manner. Properly trained, engaged and active sub-branches and PACs will be crucial in the implementation of any new enterprise agreement. If you and your colleagues are to receive the full benefit of wins secured through bargaining and member participation in the EB process, sub-branches and PACs will need to be well informed and actively involved in decision-making. Any additional resources will not address your workload unless they are used in the manner for which they are intended. Once a new agreement is signed, it is likely that greater decision-making power regarding the use of resources and management of workload will fall to your PAC. Each and every one of you is an important member of your staff team. One of your responsibilities is to look after yourself. Be reasonable in the expectations you place on yourself. Your health and wellbeing affect your ability to perform your role for the children and students entrusted to you. n 15

8: www.aeusa.asn.au>Issues>EB2015

DECD holds a list of HSRs in sites but it is not complete. If the HSR is not registered and trained they may not be able to fully use their significant powers under the WHS Act, for example to get a “stuck” matter resolved when consultation at site, Education Director or head office level has stalled, by using a Provisional Improvement Notice. All HSRs are encouraged to join their union because their roles in improving working conditions overlap. WHS is not just about broken bones and chemicals. It’s also about representing workers on issues like violence, challenging behaviours and workload. Problem solving power is doubled when the HSR and union representatives work together on issues. AEU member HSRs should notify our membership section to advise they are in the role. Site leaders are expected to manage their site safely, but under the WHS Act they are actually workers who have a higher level of responsibility because they are “in control of the workplace”. If financial or other resources needed to control hazards at the site are insufficient, our legal advice is that site leaders should refer this to the Education Director or relevant Director e.g. the Special Education Director, whose job and person specifications state that they have the responsibility for providing human and financial resources for WHS. In these resource-poor times, the powers of the elected and trained HSR to support the leader in this process of getting “up line” support, and even to give it a “push” in the form of a PIN if needed, makes their role far more n important than it has ever been.

Know your entitlements, you have them for a reason Once ratified, the new Enterprise Agreement will be on the AEU website at

one hand and on the other, operating largely as a part-time WHS Officer who is allocated time to assist with the management of WHS in the site. A person can have both roles, but it is confusing. An elected HSR holds office for three years. You can have a Deputy HSR too; more than one HSR in a site representing different workgroups; or one HSR representing several smaller sites. It all depends on what the workers want, as explained in the Chief Executive’s recent Communique." HSRs need to have been trained since the new Act came into force in 2013. DECD pays all related costs and we recommend SA Unions’ training, via

TRAVEL

Paradise plus – a great deal for AEU members! Former AEU President and NTEU member Clare McCarty reports

he school holidays were on the horizon. It had been a long cold winter with too many emails, to do lists and endless work demands. We dreamed of a holiday in the sun, warm blue water, coral beaches and balmy nights. We thought of a South Pacific Island. It was appropriately called ‘Hideaway Resort and Spa’ and the island was Fiji. All that we had imagined was staring at us from the brochure. As our departure grew nearer, we checked the weather in Fiji nightly with glee and tried to imagine what it would be like to sleep in a ‘bure’ (a house of traditional design) and wake up to see palm trees and the lagoon. The reality was so much more than the imagining. The beach and sea were not only immediately outside our ‘bure’, the coral reef and fish began at the very edge of the water and could be snorkelled safely right up to the reef fringe. We were also surrounded by immaculately grown and husbanded gardens of local bushes, plants and flowers, as well as the coconut palms. The swimming pool, water slide and sun bathing, relaxing areas were at the centre of the complex.

This would have been enough but to our delight the resort offered many other activities which you could book at a central point. No money was exchanged, whatever the price it was recorded on your final account. We were spoilt for choice: a guided, explanatory, exploration and walk within the coral reef on the sand patches at low tide, two masseuses leaving me so relaxed I walked dreamily into a wedding ceremony at the beach side, scuba diving and snorkelling, Fijian cooking lessons, traditional wood carving, a history of the island’s culture and walking to the nearby school where one young student had written: ‘Books give knowledge. Library is the doorway to great things. Library is a magical room.’ We were also welcomed into the adjoining village and took part in a kava ceremony, and later a firewalking night. The Fijian staff members were involved in all of these activities in myriad roles from making the music and singing after dinner to raking the sand smooth together early every morning, and how friendly they all were as we shared our names and histories and experiences. They also served and prepared the variety of food available, most of which was locally produced; the taste of un-com-

mercialised food like the freshly grown bananas, coconut and pawpaw, and the local fish ‘cooked’ in lime juice, were delectable. We left the resort twice, once to visit the unique ‘Kula Eco Park’ preserving, caring for and breeding Fijian birds, animals and reptiles of astonishing variety and beauty. Our second day away was spent on an 80 foot schooner ‘Seaspray’, centre piece of an early Australian TV series of that name. All this would have been a holiday worth remembering and recommending but there was more. The final discovery, by accident, on the last day, that the whole resort was funded and run by the Fiji Teachers Union! I almost exploded with delight being an AEU (NTEU) member. Everything then fell into place: the employment and skill development of the local people, the working in teams, the predominance of women in leadership positions, the emphasis on human and environmental values. The reason for the genuine interest in and knowledge of the visitors was possible because the resort was staffed numerically not to make as large a profit as possible but to be able to educate the guests and provide employment and training opportunities which develop and empower the local indigenous community. So for a worthwhile holiday in two senses, I not only recommend ‘Hideaway’ to colleagues but can also tell you that the FTU’s General Secretary (and CEO of ‘Hideaway’) has offered an additional saving on accommodation for members of both the Australian Education Union and the National Tertiary Education Union. To launch the partnership with the Fiji Hideaway Resort & Spa extends an exclusive offer to AEU members of 20% off the best available rates on the resort website, subject to availability. Conditions around travel dates and accommodation apply. For details and and booking instructions follow the link below. n

8: www.aeusa.asn.au>members.html

For details go to the Members section of the AEU website

8: tchampion@aeusa.asn.au

RUNNING HEAD WOMEN’S FOCUS

Gender inequality – is it in the government’s too hard basket?

AEU Women’s Officer Tish Champion writes...

f there is one parliamentary or community review into gender equality there are a dozen. I have recently been invited to provide a submission on a variety of topics from proposed changes to the exemptions in the South Australian Equal Opportunity Act to Women’s Economic Security in Retirement to informing the Australian Government’s position during negotiations at the 60th Session of the Commission for the Status of Women (CSW60). It would seem that everyone is interested in gender equality. It’s fashionable to investigate and try to unpack the gender gap in Australia but I remain sceptical about whether anything is actually being done to “fix” this growing problem. In 2014 the World Economic Forum ranked Australia 24th in the world for gender equality, down from 14th spot in 2006. Clearly all of the reviews, inquiries and conversations in Australia are not working. In Australia, women working full-time earn on average, 18.2 percent less than men working full time. When you put an actual dollar figure to this percentage it’s scary. 18.2 percent equates to a difference of approximately $283.20 per week between the full-time earnings of men and women. Over a year, that equates to $14,700. Over a 30-year career it becomes a staggering $440,000. Sadly, this figure doesn’t take into account the impact of gaps in employment or part-time employment for caring responsibilities or reduced superannuation contributions. It doesn’t take a genius to know that earning less throughout your lifetime has a direct impact on your retirement savings and your quality of life in retirement. I welcome community consultation into gender equality in Australia, but sadly, while we invest time and effort into submissions to public inquiries and reviews, the government are making decisions that continue to take us back-

“Perfect equality, admitting no power of privilege on the one side, nor disability on the other.” John Stuart Mill ward by removing or weakening policies and schemes designed to address this very issue. For example, a bill passed

* UPCOMING EVENTS Tues. 8 March International Women's Day 2016 (IWD) IWD is celebrated on 8 March each year when thousands of people all over the world get together in solidarity to celebrate the economic, political and social achievements of women and to make a commitment to advancing gender equality. Follow IWD on Facebook. Simply log onto FB and search:

"International Womens Day SA" for details on upcoming events.

Wed. 9 March | 6.30pm Jean Pavy Award 2016 Le Fevre HS - 90 Hart St, Semaphore South This annual award is presented by the AEU SA Branch to acknowledge the achievements of South Australian public school students who receive a Merit in SACE Stage II Women's Studies. This year there is one successful winner of the Award from Le Fevre HS. A ceremony will be held at the school. All interested teachers, family members and friends are welcome to attend to celebrate public education, public school student achievements and the work and life of Jean Pavy. Please RSVP Liz Mangan on:

lmangan@aeusa.asn.au by Friday March 4.

by parliament on 2 September 2014 will see the Low Income Superannuation Contribution Scheme cease as of 1 July 2019. And if passed in parliament soon, a Coalition bill will water down the Paid Parental Leave Scheme. From all of the reviews and investigations, it seems to me that the government knows the gender inequality problem in Australia is growing; they just have no idea how or desire to fix it. And so... it stays in the too hard basket! n

WILD NOMINATIONS 2016

[WILD] Women in Leadership Development Are you interested in participating in a program that will build your leadership skills and knowledge? Do you see a future in union leadership? The AEU WILD program has been running successfully for three years. It is a program specifically designed to develop AEU members in South Australia who hold a union position such as Workplace Reps, Sub-branch Secretary, Branch Council Delegate, Branch Executive Member, Women’s Contact Officer, School Services Contact Officer, or an elected position on an AEU standing or consultative committee. Participants undertake four days of training, with funding for back-fill, country travel and accommodation. The course focuses on: • Understanding self and leadership • Models of leadership for women Union Leaders • Collective power and influence • Union leadership and change • Strategic planning

Training Dates – 4 Days • Monday 9 & Tuesday 10 May • Friday 24 June • Friday 18 November For further details email:

: training@aeusa.asn.au 8 or call Lynn Hall or Tish Champion on 8272 1399 before Friday 15 April. 17 17

SSO: DID YOU KNOW?

INTERVIEW

SSO Sue calls time on a long career Additional Hours Register

Public Holidays

% 8272 1399

SSOs who receive the 16% loading are not entitled to be paid for these public holidays. The loading compensates for this. However, you do have the ability to “make-up” these hours as per the clause below: “A part-time or temporary employee is not entitled to be paid in on public holidays. However, these employees will be permitted to work additional hours, accrue those hours in time bank as described in clause 6.2.3 of this Award and use those accrued hours to compensate for any restriction of working time caused by a public holiday or public holidays. The total number of hours used from the time bank is not to exceed the normal total hours which would normally have been worked had the public holiday or public holidays not occurred." If you are told that you are not “allowed” to work additional hours, please refer to the SSO Award as you are entitled to accrue time bank to “make-up” those hours. n 18

JOURNAL: What originally brought you to Marree? SUE: I started on the 7 June 1976 at Marree Aboriginal School, where I am now. I started doing seven hours of administration. I actually came to Marree to work in the pub but soon got a job working on the teleprinter in the railways, which was really interesting. I got married and had kids who attended the school and decided to apply for a job there. My role now is centred around finance but of course you deal with lots more in a remote school – bus driving, first aid, behaviour management and so on. JOURNAL: You’ve been in the job a long time, you must love the school SUE: There’s a new challenge every day. Our internet isn’t that flash up here so there’s always speed problems to overcome. I’m really involved with the kids and they are wonderful. They’re really respectful; they call me Aunty Sue, which is great. Marree has really changed; there was a population of 500 when I came but in 1980, when the Ghan stopped coming through, we dropped to 180 and the school’s future was a bit of a concern, but we’ve survived. We’ve now expanded from birth to Year 12 and the enrolment is fairly steady. I’ve seen a lot of change over the years! JOURNAL: Why did you join the union? SUE: I joined because we didn’t know where we’d end up if the school closed. I liked working where the kids were and being involved with the school. I figured I’d get support from the union if there were any major changes. There is an issue now actually that the AEU needs to act on – housing isn’t subsidised for SSOs despite the fact that housing is available. The girl that’s doing my job,

if she wins it in the long term will to have to rent a house at full cost. It’s really unfair.

SSOs

AEU Information Unit | Weekdays | 10:30am – 5pm |

Permanent part-time SSOs who are looking to top up their hours need to fill in an Additional Hours Register VL207 for this year. It will then be given to your Principal and used by the panel when looking at filling positions of 15 hours a week or less and. You can also take this form and hand it to nearby schools if you are interested in doing some hours at another site. If your circumstances change, make sure you complete and submit a new form. Referees must be contacted by the selection panel where more than one SSO is eligible for the additional hours. For short-term positions of less than 12 months, the panel consists of a chairperson and a staff rep. For ancillary vacancies it is appropriate to have an ancillary staff rep on the panel wherever possible. Once the position/s are filled, the outcome and process will be reported back to the PAC as per normal staffing processes.

The AEU Journal speaks with SSO Sue Dadleh who is soon to retire after 40 years at Marree Aboriginal School.

JOURNAL: What will you miss most about working at the school?

SUE: I’m usually the first there to open up the doors and greet everyone. I really enjoy that. And the school and the community have been a big part of my life. You get to know a lot about the school, even things like where the plumbing goes and what local regulations are and so on. I’m often asked by the Principal if I’m free to help with a builder who might be coming to do some work and that kind of thing. JOURNAL: What do you plan to do with your retirement?

SUE: I love it up here so I want be going too far. I do miss the beach, though. Wallaroo is my favourite spot. So as long as I get the odd dose of salt water, I’m happy. n

RUNNING FOCUS LEADERS HEAD

Health and wellbeing of leaders isn’t improving Results of the 2015 Principal Health and Wellbeing Survey are in and there’s not much to smile about.

ach year since 2011 Associate Professor Philip Riley has gathered data on the health and wellbeing of school leaders from around the country. AEU leaders may be aware that the findings from the were released in early December, and they paint a very concerning picture. The survey findings have garnered a significant amount of media attention in recent years with more than 1,200 TV, Radio, Print and online reports appearing between July 2013 – December 2014. There’s no doubt that through the survey and the accompanying media focus the wider public are slowly becoming more aware of the challenges faced by those leading our preschools and schools. Unfortunately, that public knowledge isn’t translating into workload or stress reductions, and the data from the 2015 survey is as sobering as ever. Some of the key areas of concern identified in the survey relate to workload, the pace of work, emotional demands of work, work-family conflict, needing to hide emotions, employer expectations and stress relating to resourcing, which have all remained high or slightly increased over the last five years. Offensive behaviour rates and decreasing social support is also identified as concerning. Health and wellbeing outcomes have been self-rated by leaders as decreasing. On the positive side, more principals appear to be reducing their working hours during holiday periods. This is a trend that must continue. The report recommends a range of discussion starters that could begin to address the growing concerns borne out by the data. They include initiatives like a whole of government approach to

education, avoiding short-term fixes, reducing job demands, trusting rather than ruling educators, collaboration of peak bodies and professional associations with an emphasis on speaking as one voice (in Finland, for example, there is one union that speaks for all educators), leaders being proactive for their own wellbeing through a range of strategies, and communities ensuring they are supportive of their local school and its staff. These recommendations are covered in more detail in the report’s Executive Summary. (see link below 5) AEU Principal’s Consultative Committee Chair and AEU Branch Executive member Stephen Measday says the survey results aren’t surprising.

value places on leadership and diversity in our schools and systems. There is an institutional and broader community decreasing level of respect for the work of leaders and teachers in our schools brought about my some of our media and the nature of many decisions and policies being made by governments and employers,” said Mr. Measday.

“There continues to be a growing chasm between the expectations of employers and policy makers and the acknowledged educational needs of students as they engage with this century,” he told the AEU Journal.

However, Mr Measday said there may be light at the end of the tunnel and the executive summary should be essential reading for all school leaders.

“There is increasing pressure on leaders to manage and comply and little

The Stirling East Primary Principal said that he sees the frustration and the pressure in his colleagues regularly. “I see the professionalism and the desire to do a good job and I note, with sadness the number of educators who look at the position of Principal and say ‘Not on your life’.”

“There remains hope, and the recommendations listed at the end of the survey results should be a call to change and improve for everyone’s benefit.” n

8: www.principalhealth.org

2015 Principal Health and Wellbeing Survey Executive Summary

COUNCIL DATES FOR 2016

Branch Council Meetings Saturday, April 2 Saturday, June 4 Saturday, August 27 Saturday, November 19

AEU ELECTION NOTICE

Australian Education Union | SA Branch

ELECTION NOTICE

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

TAFE Divisional Council Meetings

Legal Defence Appeals Committee

Friday, March 4 Friday, May 27 Friday, August 19 Friday, November 11

The Legal Defence Appeals Committee determines appeals arising from the Union’s Legal Defence Rules. Four vacancies for a term of office ending March 2017. Nominees must be 2016 Branch Council Delegates who are not members of Branch Executive.

Administrative Officer Review Committees TEACHER RESOURCES

Administrative Officer Review Committees consider applications for Administrative Officer vacancies and recommend preferred candidates for appointment. Four female and four male vacancies for a term of office ending March 2017. Nominees must be 2016 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. Three vacancies, one of which must be a School Services Officer, for a term of office ending March 2018.

STANDING COMMITTEES:

Helping endangered birds A significant number of Australian shorebirds nest and raise their young on our beaches every spring and summer, this includes the Hooded Plover (pictured above), one of Australia’s most threatened birds. The beach is their home, but that doesn’t make their life carefree … they have their work cut out for them finding a little bit of quiet space on the beach where people, dogs, cars and foxes leave them be. A key part of looking after the birds and their chicks is working towards changing social attitudes and BirdLife Australia believe that educating school children about the importance of coastal environments and how to visit the coast and do no harm, can make a real difference. BirdLife Australia has education kits and classroom materials that make integrating beach-nesting birds into your lessons fun and easy! We may even be able to come and visit your school. n

Finance: The Committee is chaired by the Treasurer and prepares the AEU budget and reviews expenditure on a quarterly basis. One female and one male vacancy for a term of office ending December 2016. One male and two female vacancies for two years ending December 2017. Country Conditions: The Committee monitors country working conditions and makes recommendations to Branch Executive on appropriate policy and action. One male vacancy for two years ending December 2017.

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 2016.

Aboriginal Education Consultative Committee – One vacancy. Indigenous members from all membership sectors and classifications.

Contract and TRT – Two vacancies. Unemployed, Contract and TRT members.

Early Childhood – Five vacancies (a majority of whom shall be Children’s Services Act employees). Members working in Early Childhood Education. School Services Officers – Two vacancies. School Services Officers in DECD.

Lesbian, Gay, Bisexual, Transgender and Intersex (LGBTI) – Three vacancies – (one reserved for an ATSI member). All Membership sectors and classifications.

Special Education – Two vacancies. Teachers and School Services Officers involved in Special 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, 31 March 2016. A nomination form is available at: www.aeusa.asn.au/ nomination.pdf and from the AEU. Nominations may be accompanied by a supporting statement of not more than 200 words.

For more information visit:

Election Procedure: Ballots for contested positions will be conducted at Branch Council on Saturday 2 April 2016.

or email Meghan Cullen on:

Peter Norman, Returning Officer

www.birdlife.org.au/beach meghan.cullen@birdlife.org.au 20

AEU TRAINING AND DEVELOPMENT PROGRAM 2016

E VEN TS & C OU RSE S | Te rm 1 & Hols Leadership Team Development Program SESSION 1: Thurs 10 Mar

[Marion]

4:30pm - 7:30pm

SESSION 2: Thurs 7 Apr

4:30pm - 7:30pm

This program will support leadership teams in developing their understandings of successful leadership and the characteristics of leaders, for ongoing collaborative application at the school level. It will provide leadership teams with the opportunity and impetus to collectively lift their eyes above the daily grind and to link their broader understandings with daily practice. Open to: School Leadership teams. Teams must commit to attend both sessions and actively reflect on content between sessions.

Leadership Seminar Series

Thurs 17 Mar 4:30pm – 7:00pm “Engaging productively with school communities & lead beyond the school” * Facilitated by Garry Costello Thurs 12 May 4:30pm – 6:00pm “Zero Tolerance to Violence” * Available via Webinar A panel of experts from the legal profession, SAPOL and DECD HSW will field questions on addressing violence to staff. Open to: All members who are school based principals, deputy principals, senior leaders, preschool directors and coordinators.

Workplace Reps Courses: Preschools Metro Primary Schools

DAY 1: Fri 8 Apr 9:15am – 3:30pm DAY 2: Fri 17 Jun 9:15am – 3:30pm These two day courses focus on building membership and how to resolve workplace issues effectively through various decision making structures and processes to develop a positive workplace culture. Open to: AEU reps who have not attended AEU two day union education courses. Recommended for newly elected workplace reps/SBS in preschools and metro primary settings. Support: Relief, travel & accommodation.

*Note: We are offering both a PRESCHOOL and a METRO PRIMARY COURSE on the same days. Please go to our website (link below) for details of all reps courses.

Curriculum Organiser Online Introduction Workshops Mon 18 Apr Mon 11 Jul

9:30am – 12:00pm 9:30am – 12:00pm

A short introduction to the AEU’s Curriculum Organiser Online and how it can help members’ teaching Foundation – Year 10 to plan and program based on the Australian Curriculum. Open to: Everyone interested in finding out how COO can help them plan and program.

Classroom Management for New Educators [Pt Pirie] DAY 1: Tues 19 Apr DAY 2: Mon 11 July

9:15am – 3:30pm 9:15am – 3:30pm

[City] DAY 1: Mon 11 July DAY 2: Wed 12 Oct

9:15am – 3:30pm 9:15am – 3:30pm

Highly recommended by new teachers, this two day practical course compliments the keynote and workshops run at the AEU New Educators’ Conferences. Participants must attend both days. The course is facilitated by experienced teachers, and is recommended as an extremely practical way to develop new teachers’ skills in the classroom. Open to: AEU Members who are new teachers in their first 5 years of teaching and who have attended or registered for an AEU New Educators’ Conference or who pre-read our resource book. Cost: AEU Members $55 to cover the cost of course workbook and lunch.

SHine Close the Gap Workshop See Ad on page 4.

DAY 1: Mon 18 Apr DAY 2: Tues 19 Apr

9:15am – 4:00pm 9:15am – 4:00pm

SHine SA facilitate this two day sexual health training with an Aboriginal focus.

Open to: Aboriginal school staff and educators who work in Aboriginal schools or in contexts where there is a large number of Aboriginal students.

For further info on any of the above events and courses, email Saniya Sidhwani on : training@aeusa.asn.au To register go to : www.aeusa.asn.au>events &

courses

Safe Schools!

Tues 19 Apr

9:30am – 2:30pm [Mt Gambier]

Tues 19 Apr

[Lower Yorke]

Tues 12 Jul

[Riverland]

These practical workshop are run by either the Safe Schools Coalition SA or the AEUSA Branch Lesbian, Gay, Transgender and Intersex (LGBTI) Consultative Committee to support schools as safe places free from homophobic bullying and harassment. Open to: All members.

Overseas Trained Teachers’ Conference Fri 22 Apr See Ad below. 5

9:15am – 3:30pm

AEU New Educators’ Conference See Ad on page 4. Fri 6 May Sat 7 May

9:15am – 4:00pm 9:15am – 2:00pm

AEU SBS/Workplace Reps Conference See Ad on page 4. Fri 3 June

9:30am – 4:00pm

‘16

* UPCOMING EVENT Fri. 22 April

9.15am – 3.30pm

OVERSEAS TRAINED TEACHERS’ CONFERENCE

A one day conference designed for AEU members who were initially trained or migrated from overseas prior to teaching in Australia.

Open to: All AEU members who are from overseas.

Support: Travel & accommodation.

For further info or to register:

www.aeusa.asn.au >events&courses

NOTICE BOARD

Have you recruited a new member lately? As we move forward with our enterprise agreement it’s important that we have strong membership in all public education workplaces. Do you have a colleague who is yet to join the union or is unsure of the benefits of union membership? If so, why not encourage them to join the union that protects and improves their wages and conditions? Membership packs can be obtained via your Sub-branch Secretary or send your colleague the link to the membership section of the AEU website.

: www.aeusa.asn.au/join.html

Help us build strength in the union that supports public education workers in South Australia! n

*Join our Quiz Night! Emerikus Land Foundation We want to make families more aware of Placental Abruption as well as other probabilities & causes of still births.

: www.emerikuslandfoundation .org.au

follow the AEU at:

http://twitter.com/aeusa

Seeking promotion? 2016 AEU Aspiring Principals, DPs, SUBSCRIPTIONS Senior Leaders, Coordinators

$135

ONLINE PACKAGE

FOR APPLICATION WRITING AND INTERVIEW for all promotion positions in SA government schools FULL SCHOOL SITE LICENCE $399 Tailored to DECD’s MERIT SELECTION processes, this detailed 65 page booklet and PowerPoint shows you how to develop a dynamic résumé and cover letter, as well as many valuable ideas and hints to help you prepare for a powerful interview performance! Available for immediate download at:

www.teachers–resumes.com.au WE ALSO PROVIDE INDIVIDUAL ASSISTANCE

Teachers’ Professional Résumés T: 0411 245 415 E: teachers-resumes@bigpond.com Serving Australia’s teachers since 1990. ABN: 40 833 718 673

November Branch Council has set AEU subscription rates for 2016. Permanently employed members who pay by fortnightly direct debit will notice a change in their deduction in 2016 when we revert to the customary 26 pay fortnights from the 27 that are scheduled for 2015. The annual subscription however will remain unchanged at 0.88% of annual gross salary.

AEU Journal ONLINE If you currently receive a hard copy of the Journal and would prefer to read the Journal online, please let us know by emailing:

journal@aeusa.asn.au The AEU Journal is online at:

www.aeusa.asn.au/ journals.html

Are you up-to-date ONLINE? We need your preferred

email address

8: membership@aeusa.asn.au

Email to

or call Membership on: 8272

1399

NOTICE BOARD

Member’s Market In order to cater for extra editorial space, the AEU Members Market now has a reduced space allocation in the Journal. Advertisements will be printed at the discretion of the Editor and will not run in more than three issues in succession. KINGSTON NEAR ROBE: 2-storey on 22 kms of stunning beach stretching down to wineries. Sleeps 8, 2 bathrooms. Or Balcony Suite, 5 RMs. Special from $70/ double, mid-week, off peak, min. 4-nights. T: 0402 922 445 (Judy)

SEAGRASS VILLAS AT NORMANVILLE: situated on Jetty Rd, two new 1 BR spacious villas for holiday rental. Luxury accomm. a short stroll to cafes, shops, pub and to the Normanville Beach. Spa in courtyard garden for the perfect getaway, come and treat yourself. Villa 1 is dog friendly – allowed inside. 5% discount for AEU members. T: 0409 400 265 (Lynn) E: lynn.wilson22@bigpond.com

FOR SALE: 2005 TOYOTA KLUGER GRANDE: 144,000km Good cond. $12,000 ono. T: 0408 414 129

GOOLWA HOLIDAY HOUSE 15-mins from beach, shops and river. Sleeps 9, in-ground pool, decking with BBQ, fully equipped, A/C, etc. $100 night. T: 0403 841 031 E: leonday@adam.com.au

STREAKY BAY HOLIDAY HSE: 5-min walk to beach, in town, close to shops. Sleeps 13. Fish & boat facilities. New bath & kit; BBQ entertaining area and private spa suite avail. Starting rate $140 p/ night. T: (08) 8626 1539 E: ascaines@hotmail.com

SAIT Conveyancers

We offer AEU members: Free advice on real estate queries. Expert advice and professional experience with: • Mortgages, • Private Contract Transfers, • Strata Plan and Plan of Division Lodgments, • Caveats, Discharges of Mortgages, • All facets of conveyancing work. If you are buying or selling or are involved in any real estate matter, either through a land agent or privately, consult us.

Anne Walker

(: (08) 8410 6788

Simon Willcox

8410 6799 Email: anne@saitconveyancers.com.au SAIT Conveyancers

Fax: (08)

located at Credit Union SA

Level 3, 400 King William Street, Adelaide, SA 5000

VICTOR HARBOR GETAWAYS: 2 fully self-contained homes. Sleeps up to 8. One with private beach/lake! 10% discount to AEU members. T: 0419 868 143 E: foumakis@hotmail.com W: www.victorharborgetaways. com.au

VICTOR HARBOR HOLIDAY HSE: New, 4 BR, 2 bath, (2 x Qu, 2 x singles, 1 dble bunk), sleeps 8, 3 living areas, 2 balconies, views of hills & Granite Island, A/C, D/W, BBQ, C’pt, 2-storey, quiet location. T: 0400 303 300 (Ian) E: ir211057@internode.on.net

SECOND VALLEY HOLIDAY HSE: 4 BR brand new 2-story house – sleeps 9 plus 2 fold out couches. 5-min. walk to the jetty. Relax for wkend or longer. T: 0407 654 464 E: arthur1966.dellas@gmail.com

OUTBACK TAGALONG TOURS Guided tours in your 4 wheel drive, with your gear loaded on the ‘Big Red Truck’. Hassle Free Outback Touring. Book now for our Spring Tour – Innaminka Races, Coward Springs, Warren Gorge.

T: David Connell: (02) 8885 4620 or Lyn Rowe: 0403 594 406 W: www.brtoutback.com.au

TEACHING RESOURCES: To give away: Folders hard/soft covered...upper to middle primary ...many topics covered...from retired teacher. Donation to the Smith Family. Interested? T: 0418 834 174 (Jane)

JAPANESE TEACHING RESOURCES: Primary and middle school level, sourced from Japan, most are new or slightly used eg: toys, cards, jigsaws, origami paper, music etc. Good materials which can be used by someone or a school currently delivering Japanese. If interested in a negotiated price, email: E: abgoanna@gmail.com

Advertise in Members’ Market for FREE! Rent, sell, buy or offer goods and services. Send ads to:

journal@aeusa.asn.au

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!)? Walks are organised at several levels. Rovers walk from 14–18 kms, Walkers from 8–10 kms, Ramblers from 6–7 kms and Amblers up to 5 kms. The R.T.A. Walking Group is a sub-group of the Retired Teachers Association and is affiliated with The Walking Federation of SA. We walk in conservation parks, national parks and forestry reserves within the Mt 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 SA or Victoria.

If you are interested in finding out more about our walking group, you are invited to contact: our President, Kym Wenham Tel: (08) 8386 1110 email: wenhams@adam.com.au or John Eaton Tel: 0419 176 713 email: joneaton@bigpond.net.au We hope you will join us for the 2016 walking season!