AEU Journal February 2018 by Australian Education Union (SA Branch)

Vol 50 I No.1

Official publication of the Australian Education Union (SA Branch)

February 2018

AEUJOURNAL SA

Vote for PUBLIC EDUCATION on MARCH 17! We analyse the election commitments and past performance of the parties vying for political power at the State Election on March 17.

INSIDE: u Campaign:

Hundreds attend Respect campaign launch.

u Unsung

heroes: The educators supporting students in transition.

RU N N I NG H E AD

LOOK UP

2018 NEW EDUCATORS’ STATE CONFERENCE

Friday 04 May 9.15am – 4.00pm

Australian Education Union | Main Hall 163 Greenhill Road, Parkside Friday 2 March | 7:00pm Saturday 3 March | 2:00pm Saturday 3 March | 7:00pm

Saturday 05 May 9.15am – 2.00pm

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

Tickets available from: Full Price: $20 Concession & Children: $15 Groups (6Parkside or more) $15 (each) Authorised by Leah York Branch Secretary, Australian Education Union, SA Branch, 163 Greenhill Road, SA 5063 © 2017

! D E P P I L F BACK e4

n pag o e l c i t r a e e *S

FPRESIDENT’S E ATU R E S VIEW

AEU UNION JOURNAL TRAINING

RESPECT pages 10 – 12 Hundreds attend the AEU Respect launch at the Adelaide Town Hall on Feb 10.

Vote for PUBLIC EDUCATION on MARCH 17! We analyse the election commitments and past performance of the parties vying for political power at the State Election on March 17.

INSIDE: u Campaign:

Hundreds attend Respect campaign launch.

Australian Education Union | SA Branch 163 Greenhill Road, Parkside SA 5063 Telephone: 8172 6300 Facsimile: 8172 6390 Email: journal@aeusa.asn.au Branch President: Howard Spreadbury Branch Secretary: Leah York AEU Journal is published seven times annually by the South Australian Branch of the Australian Education Union. Deadline Dates #2 March 9 #3 May 4 #4 June 8 #5 July 27 #6 August 31 #7 October 29

Publication Dates March 28 May 23 June 27 August 15 September 19 November 7

Subscriptions: Free for AEU members. Nonmembers may subscribe for $33 per year.

u Unsung

heroes: The educators supporting students in transition.

Vote for PUBLIC EDUCATION on MARCH 17

Unsung heroes

pages 13 – 15 An analysis of the five political parties who are likely to have influence on Education policy.

page 20 Supporting students in transition.

Print Post approved PP 100000753 Print: ISSN 1440-2971 Digital: ISSN 2207-9092 Editor: Craig Greer Cover Photo: Jo Frost Printing: Lane Print

LE TT E RS TO TH E E DITO R

Dear Editor I attended the Respect campaign launch on Saturday 10 February and found it an inspiring and energising experience. It’s been some time since our union embarked on a major campaign like this and I hope all members get behind it. It was good hear the various politicians espouse their support for public education and its workforce; I’d like to see those words backed up with action! We need smaller class sizes to reduce workload so we can focus more on the needs of every student. We need more support staff to provide one-toone support for students with special needs and those who need extra help with literacy and numeracy, and we need salaries and conditions that value and respect the education profession as critical to the nation’s future. n Penny Karatzovalis Teacher, Brighton Primary School

The AEU Journal welcomes letters from members. Please keep contributions to 250 words or less. Letters may be edited for length. Send contributions to:

journal@aeusa.asn.au

Error: Journal 07, 2017 Apologies for an error in the story on Page 6 “Celebrating 40 years in Quorn”. Nancy Murray’s husband Leo, is an Arabunna – Dieri man not Adnyamathanha as was printed.

Respect I’m excited by the Respect Campaign to advocate for our profession in public education. It appears to be thoroughly thought through, positive and based on democratic participation. I would encourage all members to follow up with their Sub-branch Secretary and join in with sub-branch meetings and activities.

Join the AEU

ONLINE!

I know our students and parents really do appreciate the professional efforts of members to ensure the best outcomes and possibilities for our publicly funded programs. n Anne-Marie Meegan-Turner IMS

www.aeusa.asn.au 3

SA ELECTIONS 2018

AEU INFORMATION UNIT

SA Best? Not when it comes to public schools funding Craig Greer says Nick Xenophon’s SA Best party can’t be trusted on Education funding.

PED!

LIP BACKF

he inequality inherent in our economic system is mirrored in more public policy than governments past and present would care to admit. With evidence showing the gap between the haves and have nots in education is as stark as that between Australia’s rich and poor, it was no surprise when the Gonksi report, handed down in 2012, recommended a complete overhaul of federal education funding. Eighteen months later, and after constant pressure from AEU members, the ALP’s Australian Education Act was passed by Federal Parliament, making “Gonski” law. The legislation, signed by the states and both the Independent and Catholic education sectors, was by no means perfect – the significant funding required to close the gap was backloaded, meaning the real money wouldn’t start flowing until the last two years of a six-year deal. Further, a Julia Gillard promise that no school would be worse off was at odds with a model that was supposed to address a funding imbalance. Nonetheless, a new needsbased funding model was in place, doing away with the unfair Howard-era SES model that heavily favoured the private sector.

Act of betrayal Despite an earlier promise from Tony Abbott to match Labor on the quantum 4

of funding, the subsequent election of the Coalition government effectively spelt the end of the new Better Schools Funding model (aka Gonski), which was already rolling out successfully in schools across the nation. Despite evidence of new literacy and numeracy programs and more teacher support in schools, the undermining of Gonski, which began with Christopher Pyne’s early claims that the model was a “Conski”, was completed in mid-2017. In July, the Turnbull Government won support of enough crossbench Senators to amend the Australian Education Act and implement what has been dubbed Gonski 2.0, a much watered-down version of the original legislation. Nationally, this betrayal of the original Gonski recommendations will result in a cut of at least $2.2 billion in 2018 and 2019 alone. Had the Act not been amended, the Federal Government would have been obliged by the mechanisms embedded in the legislation to roll out the original funding quantum promised by Labor. Instead, the axe has been brought down and thousands of school children will miss out on vital support.

Broken Promises On 21 September 2016 Nick Xenophon replied to a letter from 147 South Australian school principals urging him to defend the Gonski funding model against cuts, which in South Australia would mean $210m less for our schools. Senator Xenophon’s letter strongly committed to resisting those cuts and supported the full implementation of the six years of Gonski funding. It states: “I write to reiterate in the strongest possible terms, the commitment of the Nick Xenophon Team in relation to the implementation of the Gonski funding model. Together with my colleagues Senator Stirling Griff, Senator Skye

“It’s useless to hold a person to anything he says while he’s in love, drunk, or running for office.” Shirley Maclaine

Kakoschke-Moore, and Rebekah Sharkie MP, we stand by the full implementation and full funding of Gonski. In particular we support the current system of indexation and will oppose any moves to change it.”

Backflip Fast forward to July 2017 and the Nick Xenophon Team abandoned those promises, supporting the Federal Government’s Gonski 2.0 model, it’s believed, in return for an agreement that would ensure the 12 new submarines contracted to French company DCNS would be built at ASC in South Australia. It seems Nick Xenophon’s word is about as reliable as hitting the pokies jackpot at your local. But perhaps we shouldn’t be so hard on Nick; as Shirley Maclaine famously said, “It’s useless to hold a person to anything he says while he’s in love, drunk, or running for office.” With this wisdom at our disposal, NXT’s selling out of public education shouldn’t come as any great surprise.

Where to from here? The AEU is committed to ensuring the roll out of a genuine needs-based funding model which would bring resourcing levels for all schools to 100 precent of the Schooling Resourcing Standard (SRS). The AEU’s national campaign committee met in early February to discuss the next stage of the schools funding campaign and members will be informed of upcoming actions in the near future. n

PRESIDENT’S VIEW

Together we can win Respect AEU President Howard Spreadbury talks about our new campaign.

ur Respect campaign was launched on Saturday, 10 February at Adelaide Town Hall. It was empowering to see 400 delegates in a sea of red shirts participating in the day’s events. This was a great opportunity to remind ourselves of the strong union that we are and to re-visit our proud history – an integral part of identifying what sort of union we want and need to be into the future.

At the launch we saw some visuals of past rallies when we have come together to demonstrate our strength and resolve to achieve improvements in our working conditions. Over time, we have expanded our remit to include the achievement of the best outcomes for our students, for public education and for the good of society. We have become the strongest advocates for high quality, well-resourced preschools, schools and TAFE. As educators, we have also ensured that equality for all is a cornerstone of our public position. Our support for the Safe Schools program is grounded in our concern that all students are treated fairly and with respect. We have embraced our Aboriginal and Torres Strait Islander comrades, and the SA Branch was the first to work with the employer to implement provisions for Aboriginal Education Workers through the first culturally-based Award in 1987. Since the 1980s we have engaged in industrial action to improve specific conditions for contract teachers and school services officers. In 1988 we secured universal superannuation for all members.

“Together, and only together, can we win the respect that we believe our great profession and public education deserve.” Since the inception of enterprise bargaining in the mid 1990s we have won salary increases of over three percent above those contained in our safety net Awards. In successive Enterprise Agreements we have built upon a number of improvements in our conditions including the current Agreement provisions of additional leadership time for principals and preschool directors, an increase in the Students with Learning Difficulties grant to support teacher workload and a commitment to develop a new lecturer classification structure for TAFE. We have won access to improved paid maternity, partner and adoption leave and domestic violence leave for all members. So as we embark on our Respect campaign, what sort of union do we need to be in 2018 in order to achieve our priorities for our members and for public education in this state? Some words that immediately come to me are strong, active, relevant, visible and recognised as powerful, inclusive and representative of a profession that is highly regarded and respected.

What does Respect mean? So what does respect mean to each of us? As an educator, what does it look like? What could it look like? Respect means being well remunerated in recognition of your qualifications, professional development and skills and expertise that you bring to work each day. Respect means having professional autonomy over the curriculum and its implementation. It means having control over assessment methodology and not being bound by a systemic testing regime.

Respect means having adequate time for the complex work of student engagement, teaching and learning. Respect means having time for professional growth in an environment of collegial engagement initiated by you, the professional.

We deserve Respect It is said that respect must be earned. As a profession, we act in ways on a daily basis that command respect. You’ve done the hard yards in terms of your professional study and ongoing professional development. You do the hard yards each day as you support the learning of students with wide-ranging abilities and from diverse family environments. We all need acknowledgement for the work that we do in order to sustain us through the more difficult times in our career.

What do we need to do to win? What is it going to take to achieve our goals of improved conditions that reflect respect for our profession in 2018 and beyond? What will members be prepared to do in order to win improved outcomes for ourselves, our students and public education in South Australia? The first step is for sub-branches to meet and pass the Respect motions emailed to members on February 15. Together, and only together, can we win the respect that we believe our great profession and public education deserve. n

TOGETHER WE WILL WIN...

In unity, Howard Spreadbury 5

F R I NG E EVE NT @ TH E AE U

The AEU makes its Fringe theatre debut with Teechers 7 from left: AEU members Kyla Booth, Stacey Andrew and Rebecca Gardner. and the lows of what happens in the profession. STACEY: I think it’s really relatable. Being an early career teacher myself, I’ve had those moments where I’ve thought “Ah, is this what I really want to do?” It shows that it’s not like, “Okay, I’ve finished Uni, I know what to do,” and that it’s ok to not know and to ask for help. REBECCA: And it’s really nice being in a play that you 100% reeeeeeally understand what it’s like. KYLA: (laughing) Yeah – not a hell of a lot of Stanislavski research needed for this one. STACEY: It’s all method! Lived experiences.

AEU Organiser and play Director Ann Clarke reports. Teechers, by John Godber, is a play that cuts close to the bone for those of us working in education. Characters are brought to life that you will recognise – whether it’s your students or colleagues, these are people you know. This is a place you know. This is a life you know. Mr Nixon is the new Drama teacher. He’s full of new graduate bravado and enthusiasm, especially about working at Whitewall High School – a low socio-economic public school. It’s there he’ll be able to make a difference. No matter if you’ve worked in education for a month or a lifetime, Teechers will speak to you. As with any good comedy, you’ll laugh because it’s familiar but you’ll be moved for the exact same reason. AEU members Kyla Booth, Rebecca Gardner and Stacey Andrew tell us about their experience as cast members in Teechers. JOURNAL: Is this the first time you’ve been a performer in the Adelaide Fringe? REBECCA: Yes it is my first time in the Fringe, but I’ve been acting in plays for a long time. KYLA: No. I’ve been in the Fringe before. STACEY: I’m actually in three shows in this year’s Fringe. Teechers at the AEU, 6

Brief Encounters at the Wine Centre and Bingo at Jive. JOURNAL: Do you think theatre is a powerful tool that the AEU can use? KYLA: It’s a great tool to create awareness in lots of different ways, not only with the theme of the play itself, but about the AEU. It’s inviting members and the public into the space in a non-threatening way and let’s them know who the AEU is if they ever need to reach out. REBECCA: I think it’s also a good chance to showcase teachers’ other talents and interests outside of school to the public, and the AEU is a good platform to do that. STACEY: It’s also been great to have a chance to do some networking with other teachers from different settings and find out what we have in common. That theme comes through in the play as well. Even though you might be from a different type of school, you’ll find the experiences and stories resonate across the teaching community. I’ve loved that my two passions, teaching and the arts, have been able to come together in a meaningful way. JOURNAL: Does the show cut to the bone, in terms of the world of teaching and the crazy, interesting moments it can throw at you? KYLA: Absolutely! REBECCA: I think it really shows the highs

JOURNAL: What’s your take on the underlying message of the play? KYLA: That all kids have the right to be educated to their full potential, no matter what their background is. I’ve worked in low SES schools and most of the lines really hit home to me. What I say in the play I can say with absolute integrity because I have felt that way myself many times over the years. REBECCA: And that we still need a lot more equality in terms of facilities and everything set up, when we’re not equal across the board. JOURNAL: And what about you Stacey, as an early career teacher, how do you relate to the main character, Mr Nixon? STACEY: I think it definitely highlights that having people there who can support you can make all the difference. That it’s ok if you’re struggling and that’s normal. n Teechers is an amateur production by arrangement with ORiGiN Theatrical, on behalf of Samuel French, Ltd.

*25% off TICKETS! AEU members can get 25% off tickets by pre-purchasing online at:

www.adelaidefringe.com.au and entering the code: AEUMEMBER at checkout.

I NT E RVI EW

B RA NCH S ECR E TA RY ’S R E PO RT

A new voice on Branch Executive

Respect our professional voice

JOURNAL: When did you join the AEU and how has membership helped you? ASHLEIGH: I think I joined at Uni but it may have been when I had my first contract. Karen Roberts, who is also on Branch Executive for the first time, was the Sub-branch Secretary at my school at the time; she was a fantastic support for the members at the site and as a beginning teacher, knowing that I could go to her and benefit from her support and knowledge was huge. JOURNAL: What made you decide to stand for election to Branch Executive? ASHLEIGH: I think it began with my participation on AEU Branch Council last year. I put two motions last year which were passed by Council and I found that quite empowering. It’s great that our union’s democratic structure allows for change to be initiated from the membership. I think having experienced that at Council I had more confidence to nominate for an Executive position when it was suggested to me. JOURNAL: Your first Branch Executive commitment was a full-day meeting, how did you find that experience? ASHLEIGH: It was quite a big day but really interesting. I guess it’s a step up from Branch Council in that you get more time to speak on issues and more of a voice. The format and size of the group meant there was more opportunity to contribute; it’s a bit more like an area meeting where you get more time to raise and debate issues. JOURNAL: Why do you think it’s important for members to get involved in union committees? ASHLEIGH: Even if members don’t want to take the step of being a Branch Council delegate or nominating for Branch Executive, I definitely encourage everyone to go along to area meetings to contribute to discussion and ensure they are aware of their rights and entin tlements. Ashleigh Foreman is a teacher at Burton B–7 School.

AEU Branch Secretary Leah York says educators must be involved in decision-making. Having our voices heard and acted upon is fundamental to our professionalism.

fabulous event to launch the AEU’s Respect campaign saw hundreds of members come together to hear from politicians, members and ACTU Secretary Sally McManus. We pledged to fight for respect and win respect for public education and ourselves, as professional educators. Having our voices heard and acted upon is fundamental to our professionalism. This is true at both the broad system level, and at the site. In the case of schools, both the Education Act Regulations and Enterprise Agreement provide mechanisms for decision-making that respect us as professionals. Education Regulation 42 states: “A head teacher (Principal) is responsible for the conduct of regular staff meetings as an integral part of decision making and communication within the school; and in a manner providing full opportunity for staff involvement.” Further: “A teacher is responsible for attending staff meetings and participating in processes for determining school policies and properly implementing those policies.” Whilst I would not suggest an increase in the number of meetings scheduled at a site, meeting structures, content, focus and regularity must work to enhance all staff involvement rather than operate to hinder it. Indeed, as stated in the Enterprise Agreement, a role of the PAC is to determine the number, length, frequency and timing of staff meetings. Perhaps it is timely in your site to review the staff meetings that are in place to ensure their content and structure meet the requirements and intent of the Education Regulations, and that the PAC has scheduled meetings with regard to work life balance and workload issues.

Professional input to consider and critique initiatives can only serve to strengthen implementation processes and refine ideas and concepts, creating a respectful professional environment. Leading a school using democratic decision-making processes, and ensuring staff input into those decisions and policy development (as contemplated by the Education Act Regulations), engenders respect amongst educators and for public education as a system. In the case of TAFE, the Enterprise Agreement requires the operation of an Educational Staff Consultative Committee (ESCC) comprising of an equal number of nominees of TAFE SA’s management and AEU representatives. Given the decimation of experienced TAFE lecturers since its corporatisation and the associated decline in morale, it is apparent that the employer lacks respect for the professionalism of educational staff in TAFE SA. One of the roles of the ESCC is to consider information on the current allocation of funds for the up-skilling of staff, the identification of workforce development opportunities aligned to both organisational needs or other matters related to workforce development. The Enterprise Agreement also provides that the employer will reserve an amount equal to at least 1% of the wages and salaries it pays for the provision of professional development and training to Lecturers and Educational Managers. With the uncertainty of program closures as a result of the corporatisation of TAFE and contestable VET funding models promoted by some political parties, it is imperative that we use the ESCC to capture those professional development funds for enhancing the quality of vocational educational and training provision, rather than blindly reacting to short sighted profit-making n and market driven forces. 7

VICE PR E S I DE NT ’S R E PO RT

S SO – DI D YOU KNOW?

The Union is all of us Incoming AEU Vice President Lara Golding says we win when we stand together. What does being in our union mean to you? For me, our union is about supporting each other to provide the best education we can to the children and young people in this state. I am passionate about public education and I know, like many of you do, that our working conditions have a direct impact on the quality of education we can provide. We know that class size matters because it directly affects how much time we can give to every child. We know that workload matters because it is really hard to bring your enthusiasm and patience into the classroom every day when you are up late at night marking and preparing. We know we feel supported to try new teaching methodologies when we are employed on a permanent basis. We know we bring our best to our schools, preschools and TAFEs when we feel valued and respected by our employer and our communities.

“We are a strong union, and over the years there have been many moments that typify our strength and unity.”

In my first weeks as Vice President I have had the pleasure of meeting many passionate and committed members. I will do my best over the next two years to talk to members across the state, listen to your concerns and work with you to take action. I am an experienced metropolitan maths and science teacher but I know from my participation in AEU Branch Council and Executive that, while we all have common areas of concern, different locations and sectors have different interests. I am keen to learn from all of you and be a strong voice for you, your colleagues and your students.

This month, I have been the new person in the building. I have been welcomed in by a dedicated, knowledgeable and enthusiastic team of people working for your union. I urge you to welcome new staff members to your schools, preschools and TAFEs. Talk to them about why you are proud to be an AEU member. Every new member increases our strength as a union. If they are new educators, ask them if they are receiving the 0.1 entitlement won by our union through collective action. Winning entitlements is the first step in improving our conditions, but ensuring we actually receive them is equally important. Share resources and advice, and chocolate if you’re feeling kind! ‘The Union’ isn’t just the people working here at Greenhill Rd. ‘The Union’ is all of us, in preschools, schools, TAFE, regional offices and head office.

I am excited about this role because I am incredibly proud to be an AEU member. We are a strong union, and over the years there have been many moments that typify our strength and unity. One that springs straight to mind took place in 2008, when 8,000 of us stood side by side in front of Parliament House. We stood together for a fair deal, not just for us, but for public education. But union moments are not just big events 8

like this; our union is stronger every time we stand up for each other, in big and small ways. We’re stronger every time we pass a motion at a sub-branch meeting, every time we oppose an unjust decision, and every time we sit next to a colleague in a difficult meeting. It’s from these smaller moments that we prepare ourselves and our union for the bigger battles. Working in education is incredibly rewarding, but it can also be demanding and stressful. Working together and supporting each other can make all the difference to our wellbeing and that of our students.

2018 is going to be a big year for campaigns and we’ll need every single one of us to be active unionists. What will be your next union moment? n

SECURE OUR JOBS Conversion to permanency The AEU has been campaigning strongly to have contract staff converted to permanent where their position is identified as ongoing. Principals, in partnership with the PAC, or Preschool Directors in accordance with the Human Resource Plan can make a recommendation to the Assistant Director, Workforce Management, to convert a temporary ancillary staff employee to ongoing/permanent. The following criteria need to be met: • The position is identified as an ongoing/permanent position by the school or preschool. • There are no ancillary staff employees available with specific placement rights through the Ancillary Placement Register (APR) to fill the vacancy. • The incumbent was appointed in the temporary position through a merit based selection process and has occupied the position for a period of at least two years. • The incumbent is not the subject of unsatisfactory performance. Source: Recruitment and Selection of Ancillary Staff in Schools and Preschools SSOs are also able to apply for conversion to permanency through the Position Tenure Review Panel. If you believe that you meet the criteria for conversion and would like more information please call the AEU Information Unit or SSO Organiser Lisa Sigalla on 8172 6300. n

AEU Information Unit Monday to Friday, 10:30am – 5:00pm

)8172 6300

R E S PECT C A M PAIG N 2018

What it takes to win AEU Organiser Matt Coffey says there’s strength in numbers.

not far from the Victorian border. As part of the training, we were given a public speaking activity that required us to talk about why we joined and why we think it is important for other new educators to get involved. Jess spoke of a time when she was on her final placement and the NSWTF had called for a two-hour stop-work meeting over a pay dispute. Her supervising teacher, who was retiring at the end of that year, joined in this industrial action. Jess said that at the time she was baffled by this decision. Why would a teacher, soon to be retired, go on strike and sacrifice pay for an agreement that would not impact him in the slightest? She asked him why. He replied, “I am not doing this for me, I’m doing it for you.” I wish that this was my story, and every time I mention it, the hair still stands up on the back of my neck as if it were that first time Jess told it.

1 The enthusiasm of hundreds of members at the RESPECT Launch on Feb 10 shows how we can win! There is a real buzz in the air that is hard to ignore. It’s at schools when I’m talking to members about our Respect campaign or at an area meeting discussing what is needed for a thriving public education system. It is clear to see that members are engaged with Respect because, to quote the late Gough Whitlam, “It’s time!” It’s time for professional remuneration reflective of the hard and important work we do every day. It’s time for greater job security – we need to end insecure work that puts strain on members and their families. It’s time for reasonable and manageable workloads. It’s time we expected more from our politicians, our employers and the community. And, oh yes, it’s time for respect! 2018 is our year. It’s the year we start to claw back respect for our profession and public education. Unfortunately, one thing is certain, respect will not be handed to us willingly. We will certainly have some demands on the table for an incoming state

“Together we are strong and together we can win respect!” government, but respect is something worth fighting for and something we all deserve.

What does it take to win? Put simply, it takes power. For us, power is primarily a numbers game. Have you ever seen the Crows or Port show up to a game with half a team? Of course not, and neither should we. Strength is important on a number of fronts. We need to be able to put pressure on our employer should the need arise, to hold the state government to account and to maintain our own agenda for public education in 2018 and beyond. We need to be strong and we need to grow. Recruiting new members is everyone’s responsibility. My union journey started as a member of the NSW Teachers Federation (NSWTF). During this time, I was fortunate enough to be invited to join their New Educators Network training where I met Jess, a new teacher at Deniliquin High School,

For me, I simply joined because a teacher I respected, a mentor and friend, asked me to. Often, this is all it takes. So, I want you to think of someone at your site who is not a member and ask them what respect means to them; ask them what has stopped them from joining the AEU and let them know of our vision to win, and that it will take a collective effort from everyone. Most importantly, ask them to join. Together we are strong and together we can win respect!

2018 IS OUR YEAR. LET’S DO THIS!

Join the AEU

ONLINE! www.aeusa.asn.au 9

R E S PECT L A U NCH | F E B RUA RY 10

1 AEU President Howard Spreadbury opening the Respect launch.

1 Guest speaker ACTU Secretary Sally McManus.

public education!

The AEU’s biggest campaign in a decade was launched at the Adelaide Town Hall on Saturday, 10 February.

n Saturday, 10 February hundreds of AEU members dressed in red AEU Respect t-shirts took part in the Adelaide Town Hall launch of the union’s biggest campaign in a decade. It was a vibrant, inspiring and activating occasion attended by teachers, leaders, SSOs, and others who dedicate themselves to public education. Respect, as AEU SA President Howard Spreadbury told delegates in his opening address, is something teachers, leaders, lecturers, support staff and all who are deeply committed to public education deserve. “We’ve done the hard yards in obtaining our qualification and working through professional development, and we do the hard yards every day, and sometimes they’re very hard, with the young people we work with. But remember we’re changing their lives; we’re not just preparing them for jobs, we’re preparing them for life.” In our report, Respect: Public Education Priorities – 2018 and beyond, the AEU President called on members to take the actions that will follow the campaign launch, reminding members that we will win respect if we act together.

ACTU Secretary Sally McManus received a standing ovation for her sanguine contribution around ‘Changing the Rules’ to ensure that public education workers and those in all spheres of society are afforded fair wages and conditions in the work they do. In referring to the many unfair laws that are currently preventing workers from getting a fair

“...we will win respect if we act together.” deal, Sally said she’s optimistic. “I’m optimistic because people all around the world want to change the rules; we want to change them so working people get their fair share, we are a more equal

5 Strength in numbers: AEU members call for Respect on February 10.

R E S PECT L A U NCH | F E B R UA RY 10

1 From left: AEU Vice President Lara Golding, AEU Federal President Correna Haythorpe, ACTU Secretary Sally McManus and AEU Branch Secretary Leah York.

1 from left: SA Labor Premier Jay Weatherill, the Greens Tammy Franks, John Gardner from the Liberals, Dignity Party Candidate Betty-Jean Price and SA Best Party Candidate Nick Xenophon.

1 TAFE delegates show their support.

1 The Marino family.

and fair society where education is valued and teachers and the teaching profession are respected. You will win respect on the power of your voice, and the power of your voice really depends on how well you organise … the campaign is yours to win as others have

done before you.”

Politicians make their case The AEU wants respect for public education workers to come from all quarters – the employer, the press, the community and, importantly, from the politicians responsible for the policies

and funding that impact on our work. With this in mind, the AEU invited representatives from those parties who will likely play a role in those decisions come March 17 when the state election result is known, and it was a mixed bag. continued over page 3

R E S PECT L A U NCH | F E B RUA RY 10 The ALP and Greens clearly made stronger statements in support of public education and the role of the AEU. SA Best’s Nick Xenophon was left trying to defend the indefensible after AEU Federal President Correna Haythorpe called his Party out on their selling out of the Gonski schools funding model. The Liberal Opposition Spokesperson John Gardner repeated Steven Marshall’s promise of a fully contestable VET system, much to the anger of the TAFE members present. Corporatisation and contestability has led to the dismantling of TAFE all around the country. Dignity’s Betty-Jean Price told the audience the best thing that could happen in education would be the re-election of Kelly Vincent to the Upper House, this despite Dignity having supported the Liberals’ efforts to remove the AEU from merit selection panels in schools! Ms Price stated that she was campaigning for students like her son who has cerebral palsy to be treated equally and accepted in mainstream classrooms. In making the point that we celebrate cultural diversity in schools yet students with special needs aren’t treated equally, and that there needs to be more support in the public system, she said her son is now having success at school after being accepted and supported at Blackfriars! We need resources!

Your campaign While the politicians were given their opportunity to speak, the day really belonged to the members. Inspiring speakers from a number of AEU subbranches including Loxton Primary School, Ardtornish Primary School, Integrated Support Services, the Instrumental Music Service and TAFE rose to talk about hard-fought battles around permanency and other challenges they have faced in recent times, showing how we can win when we act together and continue to fight for what’s right.

Action! A number of motions were passed relating to ongoing sub-branch action as the Respect campaign builds. Delegates made the following pledge and agreed to two key sub-branch motions. n

“...we can win when we act together and we continue to fight for what’s right.” 12

1 The IMS ended the day with a song of strength and solidarity.

RU NEN SA LECT I NGION H E AD â&#x20AC;&#x201C; M A R CH 17

State Election 2018 MARCH 17 What do the main players stand for when it comes to public education?

ith the State Election due to take place on March 17, the AEU wrote to the five political parties likely to have influence on Education policy in the new parliament to get their response to the key areas outlined in our Respect: Public Education Priorities, 2018 and beyond document (pictured). We have analysed their responses and created the following table (below) as a quick reference.

A tick indicates that the party has agreed to or made commitments that support our vision, a cross indicates they have not, and N/A indicates the issue has not been adequately addressed. The AEU is not affiliated to any political party and thus this table represents an objective analysis of the responses received from the listed political parties prior to the AEU Journal going to print. n

Dignity PARTY

LABOR

LIBERAL

GREENS

SA BEST

DIGNITY

N/A

Working constructively with the AEU and the Education profession

4 4

N/A

Recognising the importance of equity in Public Education

N/A

4 4 8 N/A

4 4 4 4

N/A

TAFE Respecting the Public Education workforce

4 4 4 4

N/A

4 4 4

N/A

Ownership, management and control of Public Education in South Australia

N/A

Evidence-based reform

N/A

Resourcing Public Education: Preschools Schools

N/A

RU NEN SA LECT I NGION H E AD – M A R CH 17 document was the most fulsome of the various contenders, showing a strong understanding of the AEU’s objectives for public education.

TAFE: Ongoing campaigning from AEU

Track record Which parties respect and defend public education?

he analysis on page 13 is based solely on the response to our 2018 Priorities document, but when it comes to public education, what support and commitment have the aspiring contenders shown in the past? We’ve decided to break this part of the analysis down into: preschools, schools and TAFE in order to provide a sector specific overview of past performance and its effects on students, educators and the broader community.

LABOR

Current State Government Jay Weatherill – Premier Susan Close – Current Education Minister

Preschools: Labor has a mostly good record when it comes to preschool education and funding; they have supported federal policy around Universal Access to 15 hours of preschool and fought for it to be maintained. Premier Weatherill has been an outspoken advocate around 14

the importance of preschool education and in principle the AEU supports the Premier’s recently announced plan for children to begin preschool at age three. However, the Rann/Foley cost-cutting Same First Day (single-intake) policy led to children starting school before the age of five, creating large classes in the early years.

Schools: It’s a mixed bag from Labor when it comes to policies and performance in the schooling sector, and it’s always tougher in government than in opposition. Labor has been a strong supporter of the original sector-blind Gonski “Better Schools” funding model, and continues to advocate strongly for it. They have committed to restoring their share of the $210m cut from SA schools when the Federal Coalition amended the Act last year. Enterprise bargaining negotiations under the current state government leadership have been less confrontational than previously, but workload, class sizes, admin loads and consequently, stress levels among educators are still too high. AEU campaigning is leading to more conversions to permanency, but we’re starting from a low base; permanency levels in both preschools and schools have dropped substantially over the last decade. The cuts to Integrated Support Services and various other reforms that have put costcutting ahead of student need have been disappointing. However, Minister Close’s response to the AEU’s priorities

members has led to the ALP’s recent announcement that they will guarantee 70 percent of government VET funding goes to TAFE. The AEU welcomes this announcement but there has been no confirmation of the quantum of funding. The VET sector has seen almost no funding growth since the early 2000s. Further, the Rann Government’s Skills for All policy, which opened TAFE up to the whims of the free market and handed over millions in funding to private providers, has led to massive job cuts, campus closures and badly damaged TAFE’s well-deserved reputation as a high quality public provider. The current Federal and State Labor leadership seem to have at least acknowledged these mistakes whereas others want to increase competition for public VET funding. n

LIBERAL

Current State Opposition Steven Marshall – Opposition Leader John Gardner – Opposition Education Spokesperson

Preschools:

The Liberals have been quick in recent years, especially under former Education Spokesperson David Pisoni to criticise the government for any failings in the delivery of preschool education but have themselves failed to articulate a clear vision for early childhood education. Their State Election policies on their website don’t appear to address preschool issues.

Schools: The State Liberals have a concerning record when it comes to education policy in schools. They have supported the ‘independent public schools’ model, which is a precursor to the privatisation of public education. They voted in Parliament to remove the AEU from sections of the Education Act that ensures union representation and voice on important matters such as merit selection and school amalgamations. Further, they do not support collaborative decision-making between leadercontinued over page 3

SA E LECT ION – M A R CH 17 ship and staff through the PAC or any similar process, preferring instead to advocate for so-called “principal autonomy”. The Liberals’ David Pisoni was actively mud-slinging in the media for most of his tenure as Education Spokesperson, campaigning against progressive measures like the Safe Schools program and a range of other initiatives to support students and teachers. The Liberals have consistently used NAPLAN results as an opportunity to attack the government and have supported standardised testing and other regressive measures not beneficial to students. The state Liberal Party supported the federal government in campaigning against the Gonski schools funding model and have shown consistently that they favour private education.

TAFE: While on the one hand the Liberals have been critical of the State Government’s handling of TAFE, the criticism hasn’t been based on a belief that TAFE should be better funded. As their current election policy on Vocational Education and Training shows, the Liberals want to make public VET funding fully contestable, a policy that would ultimately lead to the complete collapse of TAFE due to its higher operation cost. By and large, TAFE delivers the majority of the more resource intensive courses. Full contestability would lead to even higher student fees which have skyrocketed under the current contestable funding regime. The Liberals priority is to provide more private for-profit providers with public funding at the expense n of the public provider, TAFE.

THE GREENS

Tammy Franks MLC – Education Spokesperson Preschools: The Greens have supported AEU campaigns to maintain Universal Access to 15 hours of preschool education. The Greens support the move toward two years of preschool education as proposed by the state Labor government.

Schools: The Greens support for progressive and evidence-based policy in South Australian public education has been second-to-none. They have been a consistent voice for improved education

funding and strongly supported the AEU’s Gonski schools funding campaign. In Parliament, Greens MLC Tammy Franks voted to maintain the AEU’s role on merit selection and school amalgamation panels and has argued strongly that all public education workers should be involved in local decision-making. Ms Franks has consistently supported AEU policy and campaigns and the Greens education policy shows significant respect for the knowledge and professionalism of staff working in public schools. TAFE: The Greens have clearly led the way with respect to support for TAFE. Education Spokesperson Tammy Franks MLC has consistently opposed the contestable funding regime that has led to job cuts, campus closures and hefty fee increases for students. They also voted against TAFE SA becoming a statutory authority managed by a corporate board. The Greens policy on VET clearly articulates that TAFE should be the main recipient of government funding, which is in stark contrast to what’s been happening under Labor, and the destructive model the Liberals have promised to implement if elected. n

SA BEST Nick Xenophon – Leader and Candidate for Hartley

Preschools: Nick Xenophon’s SA Best party provided a response that didn’t clearly address the AEU’s priorities but laid out what appears to be a disjointed plan for education. It pays no particular attention to preschool education, though their website acknowledges that “children should have the best start for learning through quality early childhood experiences that nurture and develop the whole child.” Schools: Despite promising to defend the Gonski schools funding model and block legislation that would lead to $210m in cuts to schools funding in SA, Nick Xenophon backflipped on his word, supporting the Coalition’s Bill to change the Australian Education Act, which enshrined the original funding mechanisms in law (see article on page 4). SA Best’s response to the AEU priorities document recognises the important role played by teachers and supports increases to permanency for education staff. It advocates for increased profes-

sional development and structured peer-led feedback. On the other hand, they suggest there needs to be more support for teachers to lift NAPLAN scores, pointing out that “there’s a consistent dip in achievement from year 3 to year 5 across all metrics which has to be addressed with further PD in how to teach reading and how to teach numeracy.” SA Best have suggested the creation of Village SA, a “one-stop online shop” for new parents and parents of preschool children which would provide recommendations for books to read and other forms of support.

TAFE: At the AEU’s Respect campaign launch on February 10, Nick Xenophon was offered the opportunity to sign a pledge to support the 70 percent funding guarantee for TAFE as promised by Labor but he declined at the time. He may eventually agree but as this Journal goes to print there has been no announcement from SA Best to that effect. SA Best’s response to the AEU Priorities document calls for the reestablishment of the Industry Skills Board which they say would “provide professional advice to maximise the effectiveness of vocational training.” n

Dignity PARTY

DIGNITY

Kelly Vincent MLC – Leader Betty-Jean Price – Education Spokesperson Preschools: The Dignity response to the AEU Priorities document says they “support and seek to consolidate the gains made in this area by extending the provision of quality play-based preschool education to all children.” Schools: Dignity are calling for more support for students with special needs in classrooms, including more opportunities for students with special needs to access mainstream classrooms. Their response to the AEU priorities document while generally supportive, consisted of very brief answers, as might be expected from a minor party with minimal resourcing. A cursory glance at the Dignity website shows little content has been added with regards to education since around 2015. TAFE: Dignity agree with the AEU’s position on TAFE. n 15

PE RFO RM A NCE M A N AG E M E NT

Unsatisfactory Performance –

know your rights and keep informed AEU Legal Officer Lauren Power provides advice on performance management. The AEU firmly supports that “a strong public education system needs competent teachers as a minimum. It is in everyone’s interest, not least students, to ensure that underperforming teachers are engaged in a process of improvement.” AEU Branch Secretary, Leah York (AEU Journal 07 November 2017, p7).

How is improvement achieved and what do I need to know? The AEU recognises that our members are fundamentally committed to delivering competent and a high quality standard of teaching consistent with the bests interests of the students and the public education system. We also recognise that for various reasons there are some instances where teachers are required to undertake a process of performance management. Whilst we support a process of improvement for teachers where legitimately required, we expect a fair and productive process which provides natural justice and procedural fairness to the teachers involved.

DECD Managing Unsatisfactory Performance Guideline The Managing Unsatisfactory Performance Guideline provides a framework for the expectations and processes for managing unsatisfactory performance within the DECD. The purpose of the Guideline is to achieve “a high performing workforce where all employees are engaged in … performance and development programs through which unsatisfactory performance is managed effectively and in a timely manner. Additionally, the Guideline is established to ensure unsatisfactory performance issues are identified, managed and ultimately resolved in a manner that is consistent with the principles of natural justice and procedural fairness.” The Guideline forms part of the Performance and Development Policy and is consist16

ent with the relevant principles and legislative standards.

What is “unsatisfactory performance?” The Guideline states that “unsatisfactory performance” occurs when: “An employee is not performing the duties of their role to the required standard or otherwise is not performing in a satisfactory manner; and Performance expectations include employees’ technical duties and the totality of conduct in connection with their role as a public sector employee.”

How does the process work in practice and what does the AEU identify as themes from the process? Ideally, in a best-case scenario the Guideline is effectively administered without issues and any performancerelated matters are resolved. In reality, the process of performance management can be difficult for both the person being “managed” and the person “managing” the process. The process is sometimes viewed as negative and punitive by the person whose performance is being “managed” which contributes to greater stress and an unwillingness or inability to engage with the process in a constructive way. Additionally, “management” of the process doesn’t always run smoothly either.

viding assistance through our Member v Member policy if such a situation arises. Members are encouraged to seek advice and support from the AEU at the earliest stage possible so we can provide comprehensive advice about their rights and to ensure it is managed respectfully. Likewise, if there are legitimate issues with the process, the AEU can provide advice and support on these matters to ensure the process is procedurally fair for the affected members.

Some Tips/Advice • Keep a written record of all meetings and documentation provided and ensure that you respond to the written records of meetings, mentoring and observations to ensure your feedback is documented. • Always seek clarification if you are unclear about what is required and always make sure you are clear about what you are agreeing to in the process and responding to relevant timeframes. • Participate in a respectful and professional manner (as you would expect to be afforded to yourself) and do not engage in inflammatory or negative or disrespectful communications. • Always seek advice from the AEU about the process as necessary. n

There are likely many reasons the process can “break down” e.g. the parties may become or perceive the other party as hostile, adversarial and disengaged due to poor communication. Fundamentally, a key issue for members is a lack of understanding of the process by one or both of the parties and therefore an inability for members to exercise their rights within the process to ensure they are afforded “natural justice” and “procedural fairness”. The AEU supports members by pro-

1 Tim Edgecombe, Adelaide East Education Centre

8: tchampion@aeusa.asn.au

RU NMNEIN’S WO NG HFOCU E AD S

We need workplaces without fear or favour

ever before have we seen such an enormous global demand for a future that is more equal. There have been countless international marches and campaigns, including the well-known #MeToo campaign to end sexual harassment and violence that originated in the USA after the Harvey Weinstein revelations came to light. It is unbelievable to think that in the 21st century we even need such an international outcry to finally put an end to something that is so fundamentally wrong. Sexual harassment and violence against women never has and never will be acceptable, so why are so many people still subjected to it daily? The answer is simple: power, combined with a workplace culture of fear or favour. People who abuse power can only do so when the culture allows it. A particular workplace culture is required for a person to believe they have the right and the freedom to abuse those around them verbally, emotionally, sexually or psychologically, without fear of repercussions.

“The only thing needed for evil to triumph, is for good people to do nothing.”

Edmund Burke

Harassment and bullying prevails where there is a culture of fear or favour. Victims and witnesses remain silent because they are fearful that if they speak up they may lose their job, experience even more bullying and harassment or be physically hurt. Or, they say nothing because they are in debt/ favour to the perpetrator for previous or future preferential treatment. Unfortunately, fear and favour are always going to exist where there is a power imbalance.

As Irishman Edmund Burke once said, “The only thing needed for evil to triumph, is for good people to do nothing.”

Time to speak up and demand respect! If you are being bullied or harassed in any way at work, seek the support of your AEU Sub-branch Secretary and submit an ED155. Call the AEU Information Unit on: n 8172 6300 for advice.

Part-time work shouldn’t mean fulltime hours

oming back after the summer holidays is always difficult. For some, it’s straight back to the full-time grind while trying to balance work and life. For others, it’s back into part-time school life while trying to balance work and life. Regardless of whether you are fulltime or part-time there is always a balancing act to perform from the very beginning of the year to the end. Teaching, staff meetings, parent/teacher

interviews, yard duties, reports. All of these things still need to be done and if you are now part-time, you have less “paid” hours to do them. Working part-time in a primary school is usually easier to manage than in secondary settings. In a primary school, if you work 0.4 you will usually go to work for two full days per week. 0.6 is a neat three days per week. Unfortunately, in secondary schools there is no neat package of part-time work relative to what staff are paid. In the last Enterprise Agreement the AEU tried to secure clearer parameters around the days a part-time teacher can be expected to actually go to school and even though we were realistic about secondary school timetables (not expecting that 0.2 be one full day or 0.4 be no more than two full days) DECD refused to agree to limit the number of days a part-time teacher can be expected to actually be at school. In the holidays, I had a call asking if it was ok to have a timetable where a 0.4 teacher came to school everyday. After asking the caller if she would be happy to go to school five days a week but only be paid 0.4 of a salary I reminded her that there is legislation, DECD policies and industrial instruments that protect the worker from unreasonable demands.

What are the rules? The Fair Work Act does not allow an employee to be engaged for less than three hours. The DECD part-time policy continued over page 3 17

WO M E N’S FOCU S CONT.

TAF E

does not allow an employee to be engaged for less than half a day or have split shifts – work that is split between morning and afternoon with the hours in between not being counted as work. The DECD part-time policy also clearly states that a part-time worker is only expected to take on other duties (staff meetings, yard duties etc.) on a pro rata basis. In other words, a part-time teacher will have yard duties that reflect the days they work – if a full-time teacher does five yard duties a week, a 0.6 teacher would only have three while a 0.4 teacher would only have two.

ALP promises 70% funding guarantee for TAFE SA

Be mindful of workload It is also important to be mindful of your actual workload when working part-time. I had several calls during the holidays from members concerned about their teaching load (again, this is a problem particularly in secondary schools). Three teachers had all reduced their time to 0.8 but on receiving their timetables for 2018, discovered that they had exactly the same number of lines and subjects to teach as they did when they were full-time. Face-to-face teaching and NIT entitlements should prevent this from happening. A teacher cannot reduce their fraction of time and still maintain the same teaching load unless they were under their load when they were working full-time. It is important to be mindful of your entitlements and your workload when working part-time. If you or someone you work with is working part-time in 2018, make sure they are being treated fairly when it comes to expected attendance and workload. Seek advice from the AEU if things just aren’t adding up. Full-time? Part-time? All DECD employees deserve n respect! Tish Champion is the AEU’s Women’s Officer

AEU member action has led to a strong commitment but our campaign must continue.

AEU

TAFE members and supporters have been campaigning in earnest for a number of years to ensure TAFE is the main beneficiary of government funding for VET (Vocational Education and Training). The campaign has been building momentum in recent months with the production of a dedicated SA campaign website and a series of videos which have been shared on social media and beyond. The AEU’s call for a guarantee from the state government that 70 percent of VET funding would be allocated to TAFE was finally heeded by Premier Weatherill at the AEU’s Respect campaign launch on February 10.

Worlds apart

This commitment from Labor, backed by Greens MLC Tammy Franks who has been a vocal and active supporter of TAFE and the AEU campaign, is in stark contrast to the Liberals’ announcement just one day prior. In an electronic newsletter distributed on February 9, Opposition Leader Steven Marshall pledged to increase the competition for VET funding saying, “ … a State Liberal Government will dissolve the current TAFE Board and appoint new leadership. We would then establish a fully contestable training system, requiring TAFE to compete on a fair basis with nongovernment, private and not-for-profit providers.”

Contestability isn’t “fair”

“The obligation for working mothers is a very precise one: the feeling that one ought to work as if one did not have children, while raising one’s children as if one did not have a job.” Annabel Crabb

Let’s be clear, there is nothing “fair” about contestability when it comes to VET funding. The exposure of TAFE to free market mechanisms is the root cause of the public provider’s current problems. Contestability is simply code for taking the wrecking ball to public VET provision. It has led to a massive hike in student fees, the closure of TAFE campuses all around the state – including in regional and outer metro areas that relied heavily on its services, the loss of hundreds of jobs, and has had a significant impact on

1 SA Premier Jay Weatherill signs the petition on Feb 10 for 70% guaranteed VET finding for TAFE.

TAFE’s well-deserved reputation as the leading provider of Vocational Education and Training. All of this is a direct result of the government handing over public money to private providers at TAFE’s expense.

Liberals are plotting TAFE’s demise

Yes, the rot may have started under the Rann Labor government but at least the current ALP leadership seems to have learnt something from those mistakes. Based on the recent communication from Steven Marshall and comments made by Opposition Education spokesperson John Gardner at the AEU’s Respect campaign launch, it’s clear the Opposition hasn’t. If the Liberals are elected on March 17, we can all but say goodbye to public VET provision in South Australia; TAFE will be history.

Where to from here?

We need to hold the ALP to their promise to guarantee TAFE 70 percent of government VET funding and campaign for an increase to VET funding overall. The state’s economic growth will depend on the availability of highly skilled workers in the trades, in tourism, in administration and more. Vocational Education and Training receives the least funding per capita of all education sectors, and when CPI is taken into account, the total investment has trended downwards since the early 2000s. TAFE SA is in need of significant reinvestment. Premier Weatherill’s guarantee is a good start but we need to continue to campaign for increased funding for VET so that TAFE receives 70 percent share of a bigger funding pie. n Support our campaign actions in the lead up to the State Election by registering at:

8: www.tafetoogoodtolosesa.wixsite.com/mysite

VICE PR E S I DE NT ’S R E PO RT

Respect us, our work and our future AEU Vice President Dash Taylor Johnson addresses some current issues. Is your data secure? Policy and procedure sit in the cloud but where does accountability lay? For DECD employees, Plink offers Introduction to Cloud Computing where we learn that webmail (Gmail, Hotmail, etc), storage (Dropbox, OneDrive, GoogleDrive, etc) and social networking websites (Facebook, Twitter, LinkedIn, etc) are all cloud-based. And then there are applications like Studywiz, Daymap, Schoolbag, Markbook, iTunesU and Google Apps for Education. Not to mention LearnLink and EduPortal. The critical element though features in slide 12 of the course: Cloud services often store data offshore to Australia. This can mean your data and your privacy is not protected as well as in Australia, rather it’s subject to their laws and regulations (or lack of). Your information could be accessed by, sold to, or shared with other people or organisations you don’t know. Officially, when questioned about risks to our personal information, we were informed that sites should be aware of this risk and as such it is their responsibility to mitigate it. DECD are available to provide advice but the WHS Act 2012 expects far more from the employer than being available should you need some clarification and support or providing an online course.

The AEU Priorities statement 2018 and beyond As a democracy, we all get a voice. Yes, it starts with you but through Subbranch, Area/Divisional, Branch Council and Executive forums we are the educational body that is to be respected.

The AEU priorities document is testament to this, with fairness front and centre. Make no mistake, education funding continues to be compromised with our Federal Coalition Government’s revised funding model meaning SA schools are $210m worse off over the next two years. Imagine another teacher for every 125 students, which is what we would have if the NXT party had honoured the written commitments given by their founder on 21 September 2016.

Managing workplace change Honesty matters. So too does collaboration and consultation. The EA 2016 clause 3.3.1 identifies significant effects of change and the employers industrial obligation to discuss the implications of such change as soon as practicable. DECD’s Consultation Requirements for Managing Workplace Change Policy has been in review since December 2012 but for 2018 it seems that the definitions of what significant change could be are no longer being recognised. This in itself has been the cause of increased disputation requiring a ruling by the South Australian Employment Tribunal (SAET).

#changetherules Now is the time to lift your eyes and lock your vision on a future where you are respected for being the teacher, leader, School Services Officer, Early Childhood Worker, Aboriginal Education

Worker, lecturer, seconded teacher and professional educator that you are. It is members who will determine what sort of an Enterprise Agreement we can negotiate. It is the members who can change the rules. Sally McManus, 10th and first ever female Secretary of the Australia Council of Trade Unions (ACTU) and keynote speaker at our #FebTen campaign launch, epitomises this credo. If it’s not right, call it out, and she does just that. Representing union members across industries including ours, McManus is a leader in advocating for fairness. And why not, with inequality at a 76-year high! As an affiliate of the ACTU, the Change the Rules campaign resonates with the AEU. Our Secure Our Jobs campaign mirrors the 40 percent of Australians who are in insecure work. Our system continues to layer expectation upon expectation and there is no pressure valve for release. Economic outcomes are skewed in favour of major companies and the wealthiest with little or no tax revenue contributing to the social needs of all. As so aptly stated by McManus on Q&A (ABC 2 Monday, 5 February) a key change would mean “Everyone pays their fair share of tax.” If they did, perhaps the 40 percent in precarious work could also be financially secure. All is not right and we need to call it n out. Be heard!

TOGETHER WE ARE STRONG. 19

R E PO RTS A N D WO RK LOAD

1 Students at the Daws Road Transition Centre

Students in transition Jackie Bone-George looks at the great work done at some of our unsung sites.

ur members work across a range of unique settings, supporting children with diverse needs.

Many members have little knowledge of some of these settings and the types of work their colleagues do. These sites don’t receive recognition from government and are often only mentioned when problems arise. Many of these sites have staffing arrangements that reflect their unique mission. Unfortunately, while some of their conditions are enshrined in the enterprise agreement, these sites are vulnerable to attacks that could see staffing reductions and conditions cut.

There are two transition centres in Adelaide, at Daws Road and Prospect. Both help students with disabilities develop their vocational skills in a supportive environment.

Daws Road The Daws Road Centre (DRC) supports students in their preparation for post-school options. This could be towards open or supported employment, or further study. There is a close working relationship with the community, which is essential for the success of such programs. Manager Louise Gowers explains 20

that students come from mainstream classes and special options in the south of Adelaide. “Attending DRC is often seen as a first step in becoming independent and students often comment that they feel good about being away from their regular school program for a day,” says Louise. “Students who complete Vocational Education Courses with us often continue onto TAFE after gaining confidence in small groups with us.” Louise stresses that all staff support students in finding work experience and this continues to be a vital part of the Daws Road Centre program. “While students are always a little nervous to start with, our pre-work experience program covers all aspects of work, including health and safety. We have trusted partnerships in supported and open employment that enable students to develop skills in hospitality, agrifood operations and retail, with a strong focus on building independence, resilience, a strong work ethic, literacy, numeracy and social skills.”

Prospect Community-based learning is an essential component of the programs at the Prospect Centre.

1 Craig, a former Daws Road Centre student, has continued with a TAFE Cookery course and has secured part-time work as a kitchen-hand.

Every student has a transition plan developed with teachers, parents and interagency support. Students can access programs at other sites such as West Lakes Aquatic Centre. They are also involved in work experience placements across the horticulture, hospitality and retail sectors. Group excursions build confidence in using public transport. Staff work within the SACE framework and access VET units and training packages with a strong focus on employability skills and work experience to support transition to employment.

City The Prospect Centre also manages the City-Based Program run out of the Fowlers Building on North Tce. AEU representative Mark Eaton says that in 2017, 35 students from six schools attend on Tuesdays and a similar number on Thursdays. On most days students split into groups of around ten to learn in the community under the guidance of a teacher and SSOs. Objectives include helping students become proficient on public transport and operating safely in the community. Excursion destinations include the city centre, law courts, Central Market, businesses, shopping centres, national parks and n beaches. Jackie Bone-George is an AEU Organiser.

U N ION TRAI N I NG A N D PROF E S S ION A L DEVE LOPM E NT PRO G RA M 2018

Professional Development Union Training AEU SA 2018 new series of workshops for TRTs

Workplace Reps Course 1

Tuesday 20 February

4.30pm – 6.30pm

Tuesday 22 May

4.30pm – 6.30pm

Tuesday 14 August

4.30pm – 6.30pm

Tuesday 06 November

4.30pm – 6.30pm

WORKSHOP 1: ‘TRB and TRTs’

WORKSHOP 2: ‘Understanding the Australian Professional Standards for Teachers’ WORKSHOP 3: ‘Keeping Yourself Safe’ WORKSHOP 4: ‘Mindfulness for TRTs’

DETAILS: Keeping up to date with current professional learning developments for dedicated relief teachers can come with challenges. In 2018, the AEU SA launch a new series of TRT specific workshops looking at industrial and professional matters for teachers who are choosing to work as casual relief teachers. OPEN TO: AEU TRT members and potential members. You may join the AEU to attend these sessions.

COST: TRT members: $11 per workshop. $33 for all four workshops (discounted price if you choose to attend all workshops). Potential members: $66 per workshop. No travel support available.

Applying for Step 9 Seminar – Metro Thursday, 15 March

4.30pm – 6.30pm

OPEN TO: AEU SA Members only. COST: Free. Register your interest for country forums at:

training@aeusa.asn.au

DAY 1: Monday, 26 March

DAY 2: Tuesday, 27 March

Workplace Reps Course 2: [Repeat]

DAY 1: Monday, 9 April

DAY 2: Tuesday, 10 April

Workplace Reps Course 3: [Repeat]

DAY 1: Thursday, 10 May

DAY 2: Friday, 11 May

DAY 1: Tuesday, 26 June

DAY 2: Wednesday, 27 June

Workplace Reps Course 4: [Repeat]

TIME: 9:15am to 3.30pm each day

DETAILS: A two-day course on building the sub-branch and resolving workplace issues effectively through various decisionmaking structures and processes and developing a positive workplace culture. Participants will also apply the Agreement and the PAC procedures to their work situations. Participants are expected to attend both days. Participants should bring at least one other member with them, e.g. AEU PAC rep, new educators, women/SSO contact, OHSW rep or WOC member. OPEN TO: All AEU school reps who have not attended AEU 2-day union education courses. Strongly recommended for newly elected workplace representatives and Sub Branch Secretaries. COST: Free. Relief, travel and accommodation support provided.

For further information on any events and courses, email Saniya Sidhwani : training@aeusa.asn.au To register go to:

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

MINI [Members In Need of Information] AEU Information sessions we bring to you! Our new education modules are designed to upskill your sub-branch on a range of relevant and valuable topics. These sessions (60 minutes or less) are designed “bite sized” training that come to you. Topics include: • Legal Issues • Understanding your PAC • SSO Entitlements.

We will visit you! These modules will be conducted face-to-face in your site and can be held at a long break time (lunch’n’learn), after school or during a student free day. To request a session, simply follow this link 5

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

COU NCI L DAT E S FO R 2018

Branch Council Meeting Saturday, 7 April Saturday, 2 June Saturday, 25 August Saturday, 17 November

AEU ELECTION NOTICE

Australian Education Union | SA Branch

ELECTION NOTICE

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

TAFE Divisional Council Meeting

Legal Defence Appeals Committee

Friday, 6 April Friday, 1 June Friday, 24 August Friday, 16 November

The Legal Defence Appeals Committee determines appeals arising from the Union’s Legal Defence Rules. Four vacancies for a term of office ending March 2019. Nominees must be 2018 Branch Council Delegates who are not members of Branch Executive.

Administrative Officer Review Committees

http://twitter.com/aeusa

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 2019. Nominees must be 2018 Branch Council Delegates.

Curriculum and Professional Development Management Committee The Committee is responsible for policy development in relation to curriculum and professional issues and oversights the AEU professional development program. One vacancy for a term of office ending March 2020.

STANDING COMMITTEES: Country Conditions: The Committee monitors country working conditions and

NEW EDUCATORS INFO Join us and have your voice on FACEBOOK for info, updates, tips and tidbits!

www.facebook.com/ groups/NEN.AEU.SA Join Union Aid Abroad APHEDA With over 40 training projects, working through 30 separate project partners in 15 countries, APHEDA assists dozens of communities in Southeast Asia, the Pacific, the Middle East, Southern Africa and the Caribbean. You can support their work by joining up at:

W: apheda.org.au

makes recommendations to Branch Executive on appropriate policy and action. One female and one male position for two years ending December 2019.

Finance: The Committee is chaired by the Treasurer and prepares the AEU budget and reviews expenditure on a quarterly basis. Two female positions for one year ending December 2018. One female and one male position for two years ending December 2019.

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 2018.

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

Early Childhood – Ten vacancies (a majority of whom shall be Children’s Services Act employees). Members working in Early Childhood Education.

School Services Officers – One vacancy. School Services Officers in DECD.

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

AEU Information Unit Monday to Friday, 10:30am – 5:00pm

)8172 6300 Use your QR app to “like us” on facebook. 22

Leaders – Eight vacancies. Leader members in preschools and schools. Closing Date: Nominations for these Committee vacancies must reach the Returning Officer, 163 Greenhill Road, Parkside 5063, no later than 12.00 noon on Wednesday, 4 April 2018. 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.

Election Procedure: Ballots for contested positions will be conducted at Branch Council on Saturday 7 April 2018. David Smith, Returning Officer

WHS

Schools should not have to pay for DECD D & T flaws

ast year, as a result of incidents in DECD Design and Technology facilities, the WHS Regulator SafeWork SA became involved. DECD then required all workplaces with these facilities to undertake a set of actions with significant costs associated. The AEU has been contacted for advice regarding getting help to have these costs met by the Department. The reason for the audits and modifications at individual sites was to assure SafeWork that DECD as a whole had met its system responsibilities under the WHS Act, for which the Crown is the PCBU (Person Conducting the Business or Undertaking) as defined in the WHS Act, and others in DECD at Officer level share responsibility for meeting the “due diligence” requirements of the Act. AEU legal advice is that site leaders

aren’t Officers under the legislation, but “workers who are supervisors”. It is not reasonable for the cost of meeting SafeWork requirements to be the responsibility of site leaders, who have to find the money from somewhere in their site budgets to meet the system needs of DECD as a whole. This cost shifting was foreseeable. When global budgets were first introduced under Partnerships 21, the then peak DECD WHS Consultative Committee, on which Principal Associations as well as the AEU were represented, voted unanimously that before handing over more responsibility for budgets to sites, DECD should assess outstanding works required to bring sites up to safety standards, and provide the relevant funds as a WHS Budget component. This was never done. Hence ongoing

The AEU is now on INSTAGRAM! Follow us at:

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

email address

8: membership@aeusa.asn.au

Email to

or call Membership on: 8172

6300

New AEU Phone and Fax numbers

Phone: 8172

6300

Fax: 8172

6390

*Please note that old numbers will not be valid in 2018

buck-passing. The latest version is that we have heard from a number of sites, and assume that this applies to all sites with Design and Technology facilities, who have told us they have had to find creative budget solutions to cover the costs of departmental compliance. We believe that DECD corporate should pay for this. If you support this view and want to be part of a campaign to achieve this, contact Jill Cavanough at the AEU. n

8: jcavanough@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? Our walks are organised at several levels. Rovers walk from 14–16 kms, Walkers from 8–10 kms, Ramblers from 6–7 kms and Amblers up to 5 kms. The Retired Teachers Walking Group is affiliated with Walking SA – the peak walking body in SA. We walk in conservation parks, national parks and forestry reserves within the Adelaide Hills and Mount Lofty Ranges, Fleurieu Peninsula, suburban beaches and along the six creeks of the Adelaide Plains, the River Torrens Linear Park and other suburban, historic and country trails. It’s a great way to get to know your city and surroundings – as well as maintaining fitness! 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 Convener, David Fallon Mob: 0429 022 052 email: dave.fallon@bigpond.com our Walking SA Rep, John Eaton Mob: 0419 176 713 email: joneaton@bigpond.net.au We hope you will join us for the 2018 walking season!