AEU Journal March 2021 by Australian Education Union (SA Branch)

Official publication of the Australian Education Union (SA Branch)

Vol 53 I No 1

March 2021

AEUJOURNAL SA

COURSE CUTS

u Support

Fighting Marshall’s sell-out of TAFE

u COVID

INSIDE: our kids: Your priorities for 2021 positive: Is your sub-branch prepared?

ELECTION NOTICES

Australian Education Union [SA Branch]

Australian Education Union | SA Branch

ELECTION NOTICE

Legal Defence Appeals Committee: The Legal Defence Appeals Committee determines appeals arising from the Union’s Legal Defence Rules. Four vacancies for a term ending March 2022. Nominees must be 2021 Branch Council Delegates who are not members of Branch Executive.

Branch Executive Officer (General Division)

One Casual Vacancy (Female)

Nominations are called from General Division members (other than members in the Children’s Services and SSO Sub-Divisions) for one female to fill a casual Branch Executive Officer (General Division) vacancy. The term of office is until 31 December 2021. In accordance with AEU Branch Rule 48(15) Branch Council will appoint the successful candidates in an election conducted at the Branch Council meeting to be held on 20 March 2021. Nominations must reach the: Returning Officer, 163 Greenhill Road, Parkside SA 5063, no later than 5.00pm on Wednesday, 17 March 2021. A nomination form is available at: https://www.aeusa.asn.au/ NominationForm and from the AEU. Nominations may be accompanied by a supporting statement of not more than 200 words. David Smith, Returning Officer 24 February 2021

BRANCH COUNCIL ELECTIONS DELAYED The AEU has been notified that, due to COVID-19, the Australian Electoral Commission (AEC) will not be in a position to hold our 2021 Branch Council delegates election process in time for March Branch Council. There is a huge backlog across the country due to the AEC not conducting elections for a lengthy period of time, particularly given the lockdowns in Melbourne.

Nominations are called to fill vacancies on the following AEU Committees

Administrative Officer Review Committees: Administrative Officer Review Committees consider applications for Administrative Officer vacancies and recommend preferred candidates for appointment. Four female and four male vacancies for a term ending March 2022. Nominees must be 2021 Branch Council Delegates Curriculum & Professional Development Management Committee: The Committee is responsible for policy development in relation to curriculum and professional issues and oversights in the AEU professional development program.

Three general vacancies exist, one TAFE vacancy and one Aboriginal Member vacancy nominated by AECC for a term ending 31 March 2022.

STANDING COMMITTEES Reconciliation: The Reconciliation Standing Committee ensures through Branch Council, support of future Reconciliation work and RAPs. The Committee will seek cultural advice and guidance from the AEU Aboriginal Education Consultative Committee. One female position for 2 years ending December 2022. Finance:

The Committee is chaired by the Treasurer and prepares the AEU budget and reviews expenditure on a quarterly basis.

Two male positions for 2 years ending December 2022.

Occupational Health, Safety & Welfare: The Committee monitors OHS&W issues and advises on matters relating to the working environment and health of members and students. One female and one male position for 2 years ending

December 2022.

CONSULTATIVE COMMITTEES Consultative Committees provide advice to Branch Executive on matters affecting their membership sector. All vacancies are for a one-year term of office ending

December 2021.

Status of Women: Three vacancies. Women members from all membership sectors and classifications.

Contract and TRT: Seven vacancies. Employable, Contract and TRT members. Special Education: Five vacancies. Teachers and School Services Officers involved in Special Education.

Leaders: Four vacancies. School leader members in all sectors of schooling. Aboriginal Education: Two vacancies. Aboriginal and Torres Strait Islander members from all membership sectors and classifications.

School Services Officers: Three vacancies. School Services Officers in DfE. Lesbian, Gay, Bisexual, Transgender & Intersex (LGBTI): Seven vacancies. All membership sectors and classifications.

Early Childhood: Up to seven vacancies, a majority of whom shall be Children’s Services Act employees. Members working in Early Childhood Education.

2020 Branch Council Delegates and Alternate Delegates will remain in the positions to which they were elected last year until the declaration of the outcome of any subsequent election process. The timeframe for the 2021 Branch Council delegate election is currently unknown.

from the AEU. Nominations may be accompanied by a supporting statement of not more than 200 words.

Elections for other AEU positions which the AEC conducts, including a number of Branch Executive vacancies from 2020, have also been delayed. n

David Smith, Returning Officer

2 | AEU SA Journal – March 2021

CLOSING DATE: Nominations for these Committee vacancies must reach the:

Returning Officer, 163 Greenhill Road, Parkside SA 5063, no later than 5.00pm on Wednesday, 17 March 2021. A nomination form is available at: https://www.aeusa.asn.au/NominationForm and

ELECTION PROCEDURE: Ballots for contested positions will be conducted at Branch Council on Saturday, 20 March 2021.

CONT E NTS PRESIDENT’S VIEW

UNION TRAINING

COVER: COURSE CUTS Lara Golding, AEU Branch President, addresses the media during a snap rally opposing cuts to TAFE SA courses, at Parliament House on 15 February. Photo: Tony Lewis

12 04

SHOCKING WAIT FOR PSYCHOLOGISTS Minister denies delays in assessing students in need of support.

Australian Education Union [SA Branch] 163 Greenhill Road, Parkside SA 5063 Telephone: 8172 6300 Facsimile: 8172 6390 Email: journal@aeusa.asn.au Editor: Jonathan Goodfield Graphic Designer: Jo Frost AEU Journal is published once per term by the South Australian Branch of the Australian Education Union. Deadline Dates Publication Dates #2 April 9

April 28

#3 July 2

July 21

#4 September 17

October 6

Subscriptions: Free for AEU members. Non-members may subscribe for $33 per year. Print Post approved PP 100000753 Print: ISSN 1440-2971 Digital: ISSN 2207-9092 Printing: Lane Print AEU(SA) acknowledges the Australian Aboriginal and Torres Strait Islander peoples as the first inhabitants of the nation and the traditional custodians of the lands where we live, learn and work.

www.aeusa.asn.au

Lara Golding focuses on our campaign and goals for the coming year.

How to reclaim your profession and defend public education.

OUR MOST IMPORTANT WORK

TEACHING BY NUMBERS

CHALLENGES IN YEAR 7 TRANSITION

FOCUS ON WORK HEALTH & SAFETY

AEU tackles member concerns with move to high school in 2022.

The role of your rep, a COVID-safe plan and collective action.

How can our democratic processes be strengthened?

International Women’s Day 2021 and more.

UNION ELECTIONS – HAVE YOUR SAY

NO EXCUSE TO SKIP BREAKFAST

Campaign to stop Marshall’s TAFE SA course cuts heats up.

Celebrating and supporting workplace union leaders in 2021.

QUALITY VET AT STAKE

DIAMONDS!

Timely advice to all educators from our Legal Officer.

When someone tests positive, is your sub-branch ready?

PROACTIVE ON PROTECTIVE

SOLIDARITY IN ISOLATION

TIME FOR RECOGNITION AEU meeting rooms to honour Aboriginal members.

2021: PRIORITIES FOR SCHOOLS AND PRESCHOOLS Problems, solutions and how we will win.

PLUS: 09 WHAT IS TAFE? 15 TEACHER VACANCY FAQ 19 ANNA STEWART PROJECT 20 PRESCHOOL NEWS 21 UNION TRAINING DATES AEU SA Journal – March 2021 | 3

RU A RTNICLE N I NG H E AD

‘Shocking’ wait times for educational psychologists funding while students are assessed. During this time, schools are able to provide learning support to these students to continue their education.” Gardner said there had “never been more resources, more focus, or more money devoted to supporting students who need this sort of assistance, and the extra support we have provided is seeing improvements”. “Educational psychologist assessment times have been reduced over the past two years and we are committed to reducing them further,” he said. An Education Department spokesperson said “wait times can vary from site to site depending on demand and location”.

ast year, nearly 40% of public school students with learning difficulties had to wait more than six months to be assessed by an educational psychologist – with some children waiting up to two years – according to data from the Education Department.

“To be clear, there is no waitlist as such regarding support,” said Gardner.

The AEU has labelled the waits “shocking”, saying too many students aren’t getting the help and support funding they need, leaving teachers frustrated and exhausted after spending “countless hours” writing referral applications only to have many rejected.

“While students and their families are waiting to find out if their level of need is considered significant enough to warrant additional funding, they are often left in large classes without support,” she said.

However, the Education Minister denies there’s a “waitlist” for support, saying “assessment times” have been reduced over the past two years and the State Government is “committed to reducing them further”. Education Department data provided to InDaily shows 38% of students waited more than six months to be seen by an educational psychologist in 2020, with 2% waiting two years. AEU State President Lara Golding said students who waited for six months or less for an assessment still had to subsequently wait for an application to be written, considered and implemented if successful for disability support funding known as Inclusive Education Support 4 | AEU SA Journal – March 2021

Program (IESP).

“In some cases, schools take funding from other areas of the budget to make up the shortfall, but this is often not possible and it is certainly not sustainable.” Golding called on Education Minister John Gardner to “take urgent action to address these long waiting times”. “It would be irresponsible to continue to allow children and young people to continue to wait for months and years for support, losing valuable learning time,” she said. But Gardner said “to be clear, there is no waitlist as such regarding support”. “If a child has been identified, then they will get support,” he said. “Schools still have access to IESP

“However, schools are still able to access IESP funding support during waiting times,” the spokesperson said. The spokesperson said educational psychologist wait times had been reduced during 2019-2020 by “mobilising support from different offices, use of outsourcing (and) reviewing our service delivery models”. “We are committed to further reducing wait times in 2021,” the spokesperson said. But Golding said according to budget papers, there was an increase of 15.5% in the number of students with an identified disability, from 16,534 students in 2018 to 19,111 in 2019. “Funding only increased 10.66% during this time meaning there is actually less funding per student available,” she said. “Teachers are working incredibly hard to make up the shortfall, but in the end children and young people miss out.” n This is an edited version of an Indaily article by Jemma Chapman. The full version of the article is available at http://bit.ly/indshock InDaily is South Australia’s only locally owned, independent source of digital news. Visit indaily.com.au to subscribe to their daily newsletter.

PRESIDENT’S VIEW RU N N I NG H E AD

Our most important work In these complex and unpredictable times, Branch President Lara Golding refocuses on what the union needs to do in 2021 to assist members to support our students and children. they want to know that we care and they want to know they are supported.

Your priorities

he work of an educator has never been more complex, but at its heart it is still about supporting students to achieve. Fresh fruit bans, QR codes, COVID cleaning regimes, NAPLAN data dashboards, parent communication apps and online assessment have all increased the complexity of our work, but at a fundamental level the key role of teachers in the lives of students is unchanged: building relationships so that we can support our students. The most important work of a teacher, SSO, ECW, lecturer or leader is still to skilfully develop positive relationships with children, students and colleagues – because real learning is an interpersonal endeavour based on trust and respect. All the apps, data or ED forms in the world don’t compare with the value of great relationships. We know students don’t learn if they don’t feel safe and welcome in the classroom –

At the end of last year, through site visits, surveys and Area meetings, we asked members about their priorities for our union. We heard you say you care about your students and you want more support for them. From your feedback, we distilled the following priorities: • Fix the funding system for students with additional needs in schools and preschools. Currently, too much time is spent waiting for assessments, writing IESP applications and One Plans, only to have requests for help rejected. This is impacting on work and ultimately students and children are missing out on critical support. • Address excessive workloads that are impacting on quality teaching and learning and the ability of educators to develop strong relationships with children and students. • Reduce class sizes in a way that recognises the complexity of classes – whether that complexity is multiple year levels or subjects in a small school classroom, or a large class with many students requiring additional support or extension.

“To win for members, students and public education we need to be a strong, active union.” • Increase the level of permanency in the system. Too many teachers and support staff are employed on insecure contracts. Job security for educators means stability for students and children.

Support our students and children When the funding system is fixed, students and children can get the support they need when they need it. When workloads are manageable and classes are smaller in a way that recognises complexity, teachers can focus more of their efforts on the essential work of relationships and support. Permanent teachers and support staff can remain present in students’ learning and lives for longer and provide the stability for development and maintenance of effective learning relationships. continued over page 3 AEU SA Journal – March 2021 | 5

PR E S I DE NT ’S VI EW

TRA N S IT ION OF YE A R 7

This year we will be working with our communities and allies to convince politicians to adequately fund public education so that students have the support they need and educators have fair working conditions. We will be asking our members to lead this campaign within their sites and their communities to achieve local wins and long-term state-wide gains.

Fight TAFE cuts This year will also be critical in our fight for TAFE with our campaign to Stop Marshall’s TAFE Cuts gathering momentum. The State Government has been cutting popular TAFE courses to further their privatisation agenda and our members and communities are paying the price. TAFE, as the trusted public provider, should be supported to be the predominant provider of vocational education in SA. The Government has also massively cut TAFE auspicing, impacting on the provision of VET to school students. Our campaign has seen over 20,000 postcards distributed across SA and hundreds of people signing up to join the campaign. Once again, this campaign is about supporting students. These may be older students, learning skills or a trade, but the principle remains – with better support students can achieve more. If you haven’t signed up to join the campaign, please do so now at:

www.aeusa.asn.au/stopTAFEcuts

Grow our union To win for members, students and public education we need to be a strong, active union. Through our annual planning we have set targets to grow our union by 5% by the end of the year, and to increase the activism of our members. To achieve these targets, we need your help. The most effective way to grow our union is for our current members to ask their colleagues to join. By supporting each other we can win improvements to our workplaces that will ultimately support students. n In solidarity Lara I welcome your feedback on our campaigning – email me at:

8: lara.golding@aeusa.asn.au 6 | AEU SA Journal – March 2021

Challenges & opportunities in Year 7 transition Branch Vice-President Jan Murphy reviews AEU success and continuing action in addressing member concerns. The move of Year 7s to high school continues to bring many challenges. Members in primary schools are dealing with the transition at the end of this year and the implications to staffing of the decrease in enrolments. We’ve been involved in consultation with the Department project team on a variety of matters. The following have been assured: • Additional funding for primary schools to manage the double cohort transitioning at the end of 2021. • No primary teacher will be ‘required placed’ into a high school. • Training and professional development, including provision of time, will be available throughout 2021 to primary teachers who have already won positions in high schools for 2022. • Funding for Wellbeing Leaders in primary schools maintained for 2022. We will continue to negotiate for: • Clear and fair processes, opportunities to engage with the high school sector, and access to training, for SSOs, TRTs and contract teachers seeking to shift from primary to high school. • Funding to enable current levels of AEW employment and support for Aboriginal students in primary schools to be maintained for at least 2022, in

addition to the increase in resourcing that will be required in high schools. • Support for managing the double cohort in 2022 regarding Special Options placements. For eligible members in high schools, this is a great opportunity to seek conversion to permanency. With a very small number of exceptions, enrolments in high schools across the state will increase and, importantly, this increase will be sustained. If you are an SSO or teacher in a high school and eligible for conversion to permanency, seek the support of your sub-branch to write to your PAC requesting conversion. The AEU can support you with template letters and details of the process. The Department have been extremely reluctant to advertise ongoing positions and convert teachers and SSOs in primary schools to permanency. We have challenged their decisions on a case-bycase basis and have sought agreement that once staffing matters are finalised for 2022, rounds of conversions to permanency in primary schools are undertaken. Members intending to enact transfer or placement rights this year for 2022 need to be aware of changes being implemented by the Department to this process. These changes were outlined in an AEU eNews in February to permanent teacher members. See: http://bit.ly/ptrchanges n

B RA NCH S ECR E TA RY ’S R E PO RT

Union elections... have your say AEU Branch Secretary Leah York asks, how can we encourage greater participation in union ballots? “Branch Executive is keen that many more members participate in our democratic processes.”

emocratic processes are central to our union’s success as a strong and representative voice to protect, promote and enhance an inclusive public education for all South Australians. Whilst the AEU Office will survey and consult affected members on topical issues from time to time, it is our democratic structure that provides the process for determining our values, strategic direction and goals of the union through the development of policy, strategic framework and decisions on professional and industrial issues. The reports of elections that are run by the Australian Electoral Commission (AEC) tell us that the participation rate of our members in elections for Branch Executive positions is disappointingly low. Similarly, in many Areas, nominations for Branch Council delegates often are fewer than the positions vacant, and subsequent participation in elections (if there is one) is low. As communicated to members via eNews, the AEC is currently not in a position to hold our 2021 Branch Council elections until their backlog of postponed elections have been concluded. However, AEU SA Branch Executive is keen that many more members participate in our democratic processes to ensure that both our supreme governing authority (Branch Council) and the committee of management that has the power to conduct

and manage the affairs of the Branch between meetings of Branch Council (Branch Executive) are truly representative of our membership. The AEC runs these elections in line with the requirements of the AEU Rules and the Fair Work Act, and therefore we can only advise them on some matters such as the timing and length of ballot period. However, we want to hear from members about what barriers they feel they face in participating in elections, and what processes or communication

we could put in place to better engage members to participate in Union-wide elections. If you have any suggestions or comments on our election processes you would like to make, please email me. As Branch Secretary, I’m accountable to all members to ensure that the union is working in the most efficient and effective way to deliver the best possible outcomes for members as professionals working in public education. n If you have any queries or comments please email me at:

8: leah.york@aeusa.asn.au ARE YOU UP-TO-DATE? Please ensure that your Union membership is current as the AEU SA Branch may only provide advice, assistance and advocacy to financial members of the union on professional, industrial and legal matters. Assistance will not be provided to non-members. If your membership lapses due to becoming unfinancial, you are not covered by the benefits of union membership. To check your status or arrange payment, call Membership on: 8172 6300

Vale Louisa Nolan AEU Officers and staff are saddened that a valued and much respected member of staff Louisa Nolan, Training and Development Assistant, passed away on the 18 November 2020. Louisa commenced at the AEU in February 2018 as Receptionist. She brought to the AEU her valuable skills, warmth, enthusiasm and smiles. Although her time at the AEU was short, her contribution to the success of the Training Unit was immense, especially in the face of the challenges of 2020. Louisa was pivotal to quickly and effectively adjusting our training program to bring participants together online.

Shifting events to the Zoom platform and facilitating AEU Branch Council and Executive meetings was a necessary adaptation so the union could continue its operation. Louisa worked closely with the Education Director, Sam Lisle-Menzel, to learn and then teach others how to run Zoom events, and, of course, to iron out technical problems as they occurred to ensure these forums ran smoothly. In recognition of Louisa and her kindness, strength and fight, the AEU made a donation to NeuroEndocrine Cancer Australia, an organisation nominated by Louisa. Our thoughts and sympathies go out to Louisa’s family, friends and loved ones. n AEU SA Journal – March 2021 | 7

TAF E FOCU S

PHOTO: TONY LEWIS

Quality VET at stake with TAFE course cuts

1 Snap rally at Parliament House on Monday

Angela Dean, Campaign Organiser (TAFE Focus), reports on the campaign launched to mobilise the community, industry and politicians to oppose these cuts.

effectively putting TAFE SA out of the ‘contestable market’ for these courses.

hat started as alarming reports from members that of up to half of all courses TAFE SA offer could be cut, ended up in a direct move from Premier Marshall’s Government to privatise the vocational education and training (VET) sector in South Australia.

“We need AEU members to share the message to the wider community. You know how these cuts will impact you!”

Mid-2020 saw educational staff in TAFE SA rise to the challenges of educational program delivery amidst the COVID-19 pandemic. This challenge was made all the more difficult by reports from various workgroups that TAFE SA leadership were looking to downsize the TAFE delivery footprint across South Australia.

Innovation and Skills (DIS) would be cutting TAFE SA’s access to the state government subsidised training funds for a variety of metropolitan courses in the Business Administration and Community Services program areas.

After media pressure brought about by questioning from the AEU, the TAFE SA Chief Executive Officer David Coltman announced that the Department of 8 | AEU SA Journal – March 2021

DIS has also informed TAFE SA that they are no longer able to offer these courses under any other funding type, including full fee paying. Even if the student or employer is willing to pay full fees, they cannot access this course at TAFE SA under this government policy,

15 February 2021 where AEU and PSA members and supporters turned out to show their concern over TAFE SA course cuts.

In addition to the course cuts brought about by the Marshall Government, there are also TAFE SA’s own course cuts to meet the efficiency measures as outlined in the State Budget for this year. TAFE SA has outlined seven principles that all courses in the TAFE SA Training Profile will be assessed against before they are given the green light to be offered in future. Much to the dismay of educational staff, ensuring quality educational outcomes for students at TAFE SA is not listed as one of these principles. This raises serious concerns that the current Government’s privatisation agenda is overpowering the need to ensure the future of quality VET. These plans make it clear that the cuts to TAFE courses will continue to be based on business profit margins. To highlight the importance of TAFE in the future of quality VET for our community, the AEU launched the Stop Marshall’s TAFE Cuts campaign. This campaign, with the support of the continued over page 3

RU N N I NG H E AD Public Service Association (PSA), calls upon the Marshall Government to stop the move to privatise TAFE SA and re-invest in TAFE. The initial step of the campaign saw over 20,000 postcards delivered across South Australia. We also brought the fight to Premier Marshall’s electorate office, with our supporters volunteering to spread the word about the need for a publicly funded TAFE. Stop Marshall’s TAFE Cuts has attracted supporters across community and industry areas with regular media coverage since the campaign commencement late last year. In the new year pressure from our campaign pushed Innovation and Skills Minister Pisoni to write directly to private RTOs, calling upon them to lobby Labor Leader Peter Malinauskas over his party’s vocal opposition to the TAFE funding cuts. Some see this as a move to make the cuts to TAFE funding an early election issue. To keep the campaign building, the AEU and the PSA held a snap rally on the steps of State Parliament during

STOP

s ’ l l a h s r a M s t u c TAFE

Authorised by Leah York, AEU Branch Secretary, Australian Education Union | SA Branch, 163 Greenhill Road, Parkside SA 5063. Authorised by Nev Kitchin, General Secretary, Public Service Association of SA Inc. 122 Pirie Street, Adelaide SA 5000.

www.aeusa.asn.au/stopTAFEcuts TAFE_Postcard_DL_2020.indd 1

the Budget and Finance Committee proceedings (pictured left). In these proceedings, the TAFE CEO indicated that some industry areas have raised concerns about the Government’s decision to push training to private providers, citing quality of training as an issue. Despite these revelations, the Marshall Government’s push to privatise the VET sector continues at full steam. We need to hear from TAFE educational and other staff, and from commu-

So what is TAFE? Mark Dibdin disassembles some acronyms and reveals what TAFE represents.

et’s get the simple question out of the way first. TAFE stands for Technical And Further Education and operates in the VET sector. I’m not talking about the place where our furry, scaly and feathered friends are taken to get checked out, although that is one function of the VET system. I’m talking about Vocational Education and Training. Not only do they produce about 50% of acronyms in Australia, TAFEs are government owned colleges that train in a variety of courses and normally result in the student receiving a certificate in their area of study. TAFE students study courses related to areas of industry, with the expectation the skills and qualifications will help them with their future working life. Students may be looking to gain a job in their chosen field of work, learn new skills in their area of expertise or to upskill to another job role or different

industry. Students come from all ages, from 15 to 100, and each year TAFE SA can have up to 80,000 enrolments. Certificate standards are set by the Australian Qualifications Framework (AQF) and from this point I promise to never user another TLA (Three Letter Acronym). The descent into the rabbit hole of acronyms will probably not help us understand what TAFE does, so I promise to leave it there. But give us a call if you’re interested in what an RTO does with TAE trained teachers, using the AQTF to help students achieve an AQF certificate, all while conducting FTF, DET and RPL ensuring that NCVER and ASQA guidelines are followed and teach according to UoC from a TP. Technical training started a long time ago in Australia, with the first colleges appearing in 1821 (Edinburgh School of Arts) and then in 1823 (London Mechanics’ Institution). By 1840 they were in

12/11/20 3:37 pm

1 The initial step of the campaign saw over

20,000 Stop Marshall’s TAFE Cuts postcards delivered across SA.

nity members and industry representatives, to help them share our message. Most importantly we need AEU members to share the message to the wider community. You know how these cuts will impact you! We need to empower South Australians to make the call to Stop Marshall’s TAFE Cuts!

every state and offered lectures, and operated libraries and reading rooms for study. Like today, the colleges were teaching existing and emerging skills that were being used in industry, including mechanical drawing, geology, mining and chemistry. Today, TAFE provides the same function to industry, with a much greater offering of courses. Since 1821, there has been an explosion of industries and now includes automotive, business, finance, hospitality, tourism, construction, engineering, visual arts, information technology, community work, health, arts, mining and yes, veterinary. For many years now, VET has been a ‘contestable’ marketplace. TAFE is often used to describe all VET training, causing confusion between our quality, publicly funded TAFE, non-profit organisations and private, profit-making businesses. But, it’s the real TAFE that has a special place in Australians hearts, being the place where they learned their trade and kick-started their careers. n Mark Dibdin is a lecturer at Noarlunga TAFE, and is currently Chair of the AEU’s TAFE Divisional Council. AEU SA Journal – March 2021 | 9

ns for staff in their interactio g people with children and youn g or volunteering Guidelines for staff workin settings 2017 in education and care (2nd Edition, revised 2019)

for the South Aust ralian Public Sect or

Protective tices prac

CO D E O F E T H I C S

PROT ECT IVE PRACT ICE S

Commissioner for Public Sector Emplo yment

Ignorance is no defence

publicsector.sa.gov .au

Be proactive in your protective practice AEU Legal Officer Lauren Power, gives a timely reminder to members. The beginning of 2021 is a good opportunity for members to reacquaint themselves with the mandatory guidelines for Protective practices for staff in their interactions with children and young people guidelines for staff working or volunteering in education or care settings (“Protective Practices”) and the Code of Ethics for the South Australian Public Sector (“Code of Ethics”). The 2020 school year brought immense changes and challenges for our members in response to the unprecedented challenges of COVID-19 and AEU members adapted and responded amazingly. However these pressures meant that in some circumstances people did not proactively implement Protective Practices in working with children and young people and were consequently some were left vulnerable to disciplinary action for this reason. The Protective Practices are applicable to all members working with children and young people irrespective of their level of experience. 1 0 | AEU SA Journal – March 2021

people in the education system, and result in minor misconduct or disciplinary investigation and ensuing disciplinary sanctions as applicable which may include termination of employment.

“Applying the Protective Practices protects you and your professional practice.”

From the foreword of Protective Practices the intent is set out: … to safeguard the emotional and physical wellbeing of children and young people by helping adults to understand appropriate boundaries in relation to their professional role and all interactions with children and young people. By following these guidelines, staff can feel confident about meeting their responsibilities to children and young people as well as their professional ethics and conduct obligations. Protective Practices is titled a “Guideline” but the Department for Education considers that “the guideline is mandatory for all staff”. Breaches or contraventions of the Protective Practices by staff result in an unsafe learning environment for children and young

There is no defence or excuse for a breach of the Protective Practices and the ‘Professional Conduct Standards’ (PCS) which are the “disciplinary provisions” in the Code of Ethics, or for a breach of the legislative provisions during a disciplinary investigation process. Why wouldn’t everyone then be aware at all times of these requirements and implement these protective practices in their daily work? You can proactively stay current with the Protective Practices is by accessing an electronic copy of the document on the Department’s intranet, and by completing the online training available via Plink. Members should also visit www.publicsector.sa.gov.au and re-familiarise themselves with Code of Ethics and in particular the PCS provisions. There is also 30-minute Code of Ethics online awareness training on Plink.

Dos and a don’t Do reflect on and keep returning to the most current version of the Protective Practices so you can always be aware of key legal issues and professional boundaries. Do seek guidance and ask question from your leadership and the AEU – there is no such thing as a silly question. AEU encourages members to contact the AEU Information Unit on 8172 6300 for advice with respect to members’ professional obligations. Do promote and support the adherence of the Protective Practices with your colleagues and in professional development. Don’t forget to apply the Protective Practices! Applying the Protective Practices at all times means you are providing a safe learning environment for children and young people, and crucially, also protects you and your professional practice. If you proactively adhere to these practices then this will always be a defence to any allegations of impropriety or misconduct. n

R ECONCI LIAT ION

Time for recognition One small step towards Reconciliation is to now recognise our Aboriginal educator members, past and present, in the naming of rooms at the AEU’s state office building in Parkside.

he AEU SA’s Innovate Reconciliation Action Plan (RAP) appreciates that being able to acknowledge our past, value our present and think strategically about our future is critical if we are to reconcile with Aboriginal peoples. This journey is more than attending a Reconciliation SA Apology Breakfast or regretting that children were stolen from their culture. It is not an affirmative action strategy. This is about being honest and open about who we are, what we stand for and how we go about our lives. It is not easy. As a dominant culture since the invasion over two centuries ago, the European way has sought to discount, even extinguish, over 60,000 years of existence. Successive governments have sought to put dollars where understanding should be, and the result has that racism has become embedded within the systems of work and considered ‘normal’. Profit over people might seem a simplistic rationale for this outcome, but it is hard to discount when Aboriginal peoples have the highest rates of incarceration, reduced life expectancy, low levels of education completion, and poor health and wellbeing. So what does this mean for the union? We commit to change and we develop a RAP to guide us. We embrace the Voice Treaty Truth campaign, an outcome of the Uluru Statement from the Heart. And we are casting a critical eye on our own practice.

Room for improvement It is ironic that our very first full-time President has a surname that reflects the distinction that colour can bring. Wilf A. White, for whom our main hall in our state office building is named, was President of the SA Institute of Teachers in the 1960s. This was still in the

“It is ironic that our first full-time President has a surname that reflects the distinction that colour can bring.” time of the Stolen Generations, a time when there were no Aboriginal Education Workers, teachers or leaders whose Aboriginality was recognised or celebrated. Long overdue, now it is time to address this! In February 2020, our Aboriginal Education Consultative Committee (AECC) considered the renaming of rooms at 163 Greenhill Road. Our Branch Executive endorsed a proposal for the Committee to engage in a process to recognise our Aboriginal members. Our building is on Kaurna Land, with native title to this region returned in March 2018. Our Aboriginal members represent over 30 distinct cultural groups, each with their own beliefs, language and practices. Education connects us all.

So now is the time for our Aboriginal members to get ongoing recognition, so that every time you enter our state office you will be able to sit in a room whose naming reflects the respect that has been absent.

Who will you nominate? The next step is for you to tell us who should be considered by the Committee. We are looking for Australian Aboriginal or Torres Strait Islander members, current or retired, living or deceased, of any gender and from any sector of public education, who have made a significant contribution to education or the union movement. Nominations are open now. See www.aeusa.asn.au/renaming for more information, and we are only ever a phone call away on 8172 6300. The AECC is aiming to make recommendations to our decision-making bodies by Reconciliation Week (27 May to 3 June) and celebrate with a naming ceremony and celebration in Term 3. Be part of it!

Branch Vice-President Dash Taylor Johnson on behalf of the AECC. AEU SA Journal – March 2021 | 1 1

C A M PAIG N PR IO R IT I E S

2021: Tackling your priorities for schools and preschools

Andrew Gohl, AEU Campaign Director, outlines our 2021 campaign priorities and how these issues can be effectively tackled and wins achieved.

magine a public education system where every student with learning needs received the individual support they need in a timely manner? Where those in power cared enough to acknowledge that classrooms are increasingly complex and that far greater levels of investment are needed to reduce class size to ensure teachers spend the time each student needs to be successful? What would it be like if our professional judgements were respected and the rhetoric about the importance of educators was reflected by high levels of permanent employment?

Student support What’s the Problem? Excessive waiting times for essential learning, behaviour and wellbeing support for children and students is compromising their education. These unsupported, unaddressed or undiagnosed issues faced by children and students compound class complexity and increase workloads that detract from teachers’ capacity to teach.

What’s the answer?

• increase student support;

Children and students need access to timely, targeted and sustained learning, behaviour and well-being support to maximise their education opportunity and success. This means the government must immediately invest to:

• reduce class size and acknowledge complexity;

• increase student support for learning, behaviour and mental health;

• reduce workload; and

• reduce wait times for student assessments;

Following extensive member feedback the AEU has identified the following campaign priorities for 2021:

• increase permanent employment. 1 2 | AEU SA Journal – March 2021

• significantly increase the base level of Inclusive Education Support Program (IESP) funding; and • fix the IESP application process.

How will we win? • By educating members and community about the detriment to student learning and education success because of a lack of support. • By members, parent organisations, interest groups and the broader parent community actively and publicly demanding appropriate and timely support for children and students. • By gaining party commitments to address inadequate student support in the lead-up to the 2022 state election.

Reduce class size and acknowledge complexity What’s the problem? South Australian data on school readiness from the Australian Early Development Census has shown a declining trend in readiness since 2009 in all socio-economic areas. Educators have seen a significant increase in the continued over page 3

E NT E R PR I S E AG R E E M E NT

Working together, we can achieve these significant outcomes for the public education system in South Australia. levels of complexity of student cohorts in the last decade. At the same time, expectations to deliver personalised learning have increased. Personalised learning requires more individual support during class time but class sizes have not decreased.

What’s the answer? Class sizes need to be reduced to increase time for individual support, and to take into account those students requiring additional support or modified learning programs. Classes that are vertically grouped also require a reduced class size in recognition of the greater range of learning abilities and the time needed to support students in this environment.

How will we win? • By educating and activating our community about class size and complexity issues and building support with vocal leader associations, parent and disability groups. • By ensuring that political parties’ election platforms acknowledge the impact of class complexity and size on learning, and commit to a cap on class size with a formula that takes complexity into account.

Reduce excessive workloads What’s the problem? Educators’ already unmanageable workloads continue to increase as a range of unfunded or underfunded initiatives are introduced without consultation regarding their impact and management. Politically driven requirement for data also adds to an already onerous daily workload. Educators are sacrificing family and personal time for their jobs.

What’s the answer? AEU members acting together in each site can utilise the workload provisions in the 2020 Enterprise Agreement to address workload concerns. In addition, each school has been allocated Complexity Funding

won in the enterprise bargaining to address workloads and increase classroom support. Members can work together to ensure this funding is used to address local workload and complexity issues.

How will we win?

tains the employee on contract in order to keep that person at the site year after year, even if the position is permanent. The employee submits to this arrangement to ensure continuity of work.

What’s the answer?

Permanent employment

Provisions exist in the Department’s Recruitment and Selection of Teaching Staff in Schools Policy and Procedure and the companion policy and procedure for preschool teachers and non teaching staff to convert contract staff of two or more years to permanent employment if meeting specific criteria. Members in sites can work together to identify those contract staff and engage their Personnel Advisory Committee (PAC) to commence a conversion process.

What’s the problem?

How will we win?

Staffing stability is good for learning continuity and the wellbeing of educators. However, a strategy to identify and keep preferred employees is to initially employ contract education workers. What follows is an exploitative working relationship where the employer main-

• By members working together to identify eligible members and utilising documented processes to convert members to permanent employment.

• By members working together to identify those initiatives, tasks and duties that require more funding to implement successfully without drawing upon personal and family time. • By supporting members in sites to utilise Clauses contained in the 2020 Enterprise Agreement to control and remedy excessive workloads.

• By gaining election commitments to address permanency in the lead-up to the 2022 state election. n

Member action and community support essential

his year Campaign Organisers will be providing support to members in schools and preschools to move the campaign priorities into action and build our strength. One thing we’ve been reminded of in the last few years is the importance of building links with the community and while the AEU will be meeting with the various representatives of the education community including parent organisations, members in sites are well positioned to engage the local community through Governing Councils and Parents and Friends groups to explain our vision for public education

and engage their voice for improved support for students, their wellbeing and their learning. Working together, we can achieve a public education system where every student with learning needs receives the individual support they need in a timely manner; where the Government and the Department acknowledge complexity and class size is reduced to enable teachers to spend quality time with each student; and where all educators are valued by their employer, reflected by high levels of permanent employment and respect for their professional judgements. n AEU SA Journal – March 2021 | 1 3

PROF E S S ION A L VOICE

Teaching by numbers Are you wondering why you are not enjoying teaching as much as you expected or once did? AEU Organiser Graham Wood explains what is occurring within our schools and preschools and encourages you to act through your membership of the AEU.

tate and Federal Governments use external standards to drive school and preschool improvement. They believe that for learning to be effective, teachers must embrace change that aligns with government goals. Public Education is being reduced to a prescriptive set of standards and accountability processes that teachers and site managers must achieve and perform. An increasing number of politicians and education consultancy businesses believe that knowledge can be broken down into discrete parts, standardised for easy consumption, routinised to ensure consistency and subsequently measured through predefined forms of assessment. Teachers’ work is controlled by curriculum standards, student achievement standards, national teaching standards, professional development standards and procedural standards. Teacher efficacy is measured by standardised

1 4 | AEU SA Journal – March 2021

testing (NAPLAN, Phonics Screening, PAT, PISA etc.) These standards are used to determine what quality is and how it will be measured. Teaching practices that align with the standards are considered to be good, and teaching practices that do not align are not. The autonomy that teachers have used to understand the learning needs of their students and to design learning that meets their needs is being eroded. Teachers are being reduced to technicians whose primary function is to manage, implement, test and report on what counts as standardised knowledge or curriculum. The current improvement agenda requires principals to change teachers’ professional behaviours and actions and to limit improvisation. The rationale underpinning current improvement processes is that predetermined content and instruction are not just relevant and appropriate for schools, but essential for systemic improvement.

Teaching has become more scripted through the introduction of programs implemented for the purpose of enabling schools to achieve the Literacy and Numeracy goals within the Department for Education (DfE) school improvement process. Whilst power and control of education reside in government, responsibility for implementing the reform agenda has been delegated to site managers who are required to perform their role against a predetermined set of objectives and standards. To ensure that reforms occur in uniform ways, performance management practices have been established to assure the DfE that teachers and site managers are performing according to the required standards. Accountability mechanisms list the professional expertise that teachers are required to possess. Terms such as demonstrate, communicate, recognise, reflect, improve, act, adapt, provide, ensure, identify, and evaluate now dominate teacher professional development. The effect of such language has been to mandate and officially sanction the skills, knowledge and professional practices that teachers must possess and use. Evidence of the acquisition of this officially sanctioned knowledge is collected through regular evaluation and assessment of both the teacher and the school. Principals and Preschool Directors are being turned into managers, whose role is to ensure a level of adherence to, and compliance with, the efficient and effeccontinued over page 3

FAQs RU N N I NG H E AD

“We will all need to act to defend public education and the professional voice of public educators.” tive implementation of the government reform agenda. Their commitment to this agenda is secured through annual performance agreements, key performance indicators, school review processes and the collection of defined data sets for the corporate office. Site managers are required to implement prescriptive measures in support of the standardised agenda, whilst remembering that their enthusiasm for government initiatives will be assessed through ongoing evaluation of their leadership performance. The site manager’s role is to deliver what the DfE require. Principals and Preschool Directors are no longer able to question or challenge the assumptions behind the improvement agenda or what is required of them by the DfE. To do so is to risk shortening their time as education leaders. Schools and preschools have become places where responsibility is carried by each individual for achieving the goals of the organisation. The requirement that teachers and site managers produce evidence that they are acting ‘correctly’ has fundamentally re-configured what it means to be an educator. What has occurred to teachers over the last few years is deliberate disempowerment. It is possible to reclaim your profession and to be treated better as a professional but it requires action. The antidote is to use our collective strength to push back. If you disagree with the direction that public education is heading then you need to find your voice and help the people in your site to continue to be or to become an effective sub-branch. Successful collective action will encourage more action, and teacher expertise can once again become valued. The wonderful AEU Organisers can assist you and your colleagues to exercise your rights which will empower you. Invite them to your school or preschool. Democracy and humanism can prevail. We will all need to act to defend public education and the professional voice of public educators. n

Vacancies and your appointment letter

n aim of the 2020 Enterprise Agreement is to reduce the reliance on temporary contracts and casual employees to meet ongoing and planned workforce requirements. The Department for Education has also committed to minimising the use of temporary and casual staff in all school and preschool sites. How is your workplace working to meet this aim?

Has your vacancy been described correctly? Ongoing: a vacancy should be described as ongoing when: • No permanent teacher holds right of return to the vacancy. • A new vacancy is created which can be funded on an ongoing basis, for example, as a result of enrolment increasing. For all vacancies resulting from teachers winning advertised teaching or leadership positions, or by teachers resigning, retiring, transferring, dying etc, it is expected that the vacancy is described as ongoing. No ifs, no buts... has the vacancy been described correctly?

Temporary: a temporary vacancy is for a fixed term and may only be declared when: • It is behind a teacher who holds right of return. • The school/preschool is undergoing major change. • The school/preschool is undergoing significant enrolment decline and an ongoing position cannot be sustained. • A teacher has an approved temporary change in time. • There are special short-term funding arrangements. • A position needs to be maintained behind an acting leadership position of 12 months or less. Wherever possible it is expected that an ongoing vacancy will be described. The position should be described as ongoing unless strong evidence is provided that the vacancy cannot be filled permanently.

What to look for in your letter If your engagement is on a temporary basis, you will be advised: • The commencement and completion dates of the engagement. • In the case of a fixed task employee, the task or project that is to be undertaken and advice that the completion of the task or project represents the completion of engagement. • In the case of replacement employee, that the engagement is for the purpose of replacing a permanent employee who has right of return to the position. For example it might be due to maternity leave, long service leave, country incentive leave or special leave. Have you been told if your position is fixed task or replacement? Do you know who you are replacing? Do you know what your fixed task is? If you are advised that the vacancy reason is “The employee previously appointed no longer holds this position,” then the position should be ongoing. You must be told what allowances you are eligible for. If you are a country teacher, you are most probably eligible for removal expenses. n

AEU INFORMATION UNIT Mondays: 8.15am – 5.00pm Tuesday to Friday: 10.30am – 5.00pm

)8172 6300 • Qualified AEU Officers standing by to answer your enquiry • A service for AEU members only • For advice and assistance call us or email: info@aeusa.asn.au

AEU SA Journal – March 2021 | 1 5

WO RK H E A LTH & SAF E TY AT YOU R S IT E

Giving workers a voice on safety Jason Westlake highlights the importance of the role of Health and Safety Representative in creating a healthy workplace.

t’s an idea, like so many, that readily slide off the tongue but often fail to manifest as easily. “Safety is everyone’s business,” it is often said, a statement we often settle comfortably into, assuming it has been taken care of sometime, somewhere. However, audits often indicate this isn’t the case. So how do we make it part of our daily business? How do we ensure that we are consulted and included in the decision-making process at our site and across the profession? The most effective way is through the election of a Health and Safety Representative (HSR) from your workgroup. The role of the HSR is enacted in legislation to give workers a voice in regard to matters that impact their safety at work. In an organisation with a 1 6 | AEU SA Journal – March 2021

mature safety management system the role of the HSR is highly valued because they play a pivotal role in facilitating and enhancing consultation and worker representation. According to SafeWork SA this leads to: • a reduction in injuries; • avoidance of unnecessary expense and downtime; • increased worker awareness and commitment through active involvement in how decisions are made; and • improved working relationships through understanding the views of others which leads to greater cooperation and trust. Further, active HSRs working collaboratively with transformational and transparent leadership demonstrates to stakeholders that there is a shared vision for a safer workplace and that they can, individually or collectively, have an impact on that vision. In short, HSRs are your voice and assist in ensuring a focus is maintained on your physical and mental safety and wellbeing while at work. I would encourage all worksites to elect HSRs for their workgroups. The representatives who nominate should be active, interested and willing to work

with management to focus on improving safety as a priority. The elected representatives will have their training and associated costs paid for by the employer, must be allocated time to complete their duties as a HSR, and cannot be litigated or discriminated against for any legislated actions they take as part of the role. They cannot be directed to complete WHS tasks or administrative documentation as part of the role, nor be considered as the individual responsible for ensuring compliance or individually resolving safety related conflicts. If your site doesn’t have a HSR you can contact the AEU who will guide you through the process required to elect one. The AEU’s WHS Standing Committee will always be able to give assistance and advice including relaying your concerns to our employers on your behalf. This is another example of the way you will be supported, as always, by your Union. n Jason Westlake is the HSR for Kangaroo Island Community Education, a member of the AEU’s WHS Standing Committee, and member of the Australian Institute of Health and Safety.

j HSR TRAINING HSRs are elected for a 3-year term, and are entitled to access training each year paid for by the employer.

SA Unions are HSR training providers. For 2021 courses go to: 8: www.saunions.org.au/trainingcourses/state-hsr-training/

WO RK H E A LTH & SAF E TY AT YOU R S IT E

What’s your COVID safety plan? At the start of this school year, principals and preschool directors were reminded by the Department that keeping workers safe is core business. They were provided with a summary of what was learnt from 2020 and a template for how to maximise outcomes for staff and students by focussing on consultation and controls. (The template ‘COVID-19 Site Safety Plan’ can be found on the Department for Education intranet.) COVID-19 has put safety front and centre, and the Site Safety Plan is clear: “Site leaders are responsible for the implementation of this Plan in consultation with all staff and HSRs (where applicable) and need to discuss at staff meetings. If your site does not have an HSR, consultation should still proceed.” If your workgroup has an elected Health and Safety Representative (HSR), then you are ahead of the game. The Work Health Safety Act 2012 provides

“If your workgroup has an elected HSR then you are ahead of the game.” protection and powers for HSRs and sets clear expectations on the employer to exercise a duty of care for you and your co-workers, and to consult about matters that impact on your health and safety. The hazards that come with this pandemic cannot be ignored. Vaccines are in varying stages of deployment, and current COVID-19 controls are limited: physical/social distancing; use of sanitiser; cleaning regimes; tracing apps etc. There is a hierarchy of controls which range from personal protective equipment (PPE) at the lowest through to elimination of the risk at the highest level of protection. The AEU Work Health Safety Standing Committee’s position, also adopted by Branch Executive, is that: “Risk identification and controls established to mitigate or eliminate

Collective action needed for safe workplaces

fter living and working through 2020, work health and safety (WHS) has certainly come to the fore. Workers and many employers had no argument that the risks associated with COVID were a WHS issue. However, many of the workplace issues members raise are not as visible or as readily identified or easily dealt with as a WHS matter. It is important to remember that any workplace issue that has the potential to impact a worker’s physical or mental health or wellbeing is a WHS issue and should be addressed as such. The majority of workplace injuries for which members seek union support on

are psychological injuries. Matters raised by our members regularly such as workload, class size, lack of consultation regarding decisions or changes affecting their work, insecure work, violence, student behaviour, disrespectful behaviour, poor workplace culture and inadequate resourcing, can be addressed through WHS processes. As with most issues, WHS matters are more effectively tackled as a collective, rather than by the health and safety representative (HSR) battling it alone or being expected to use their magic wand to solve the problem while everyone else stands back and watches! As union members we all know

them is becoming more understood by our membership. With reference to the hierarchy of controls the Committee reaffirm the importance of implementing the highest and most preferred level of control possible which, according to WHS legislation and current research, is elimination.” Consultation facilitates the effective identification of hazards and the implementation, monitoring and development of controls; it provides a direct conduit from workers to management and the outcomes benefit all. The COVID-19 Site Safety Plan is for schools and preschools but HSRs are for all workers. Taking care of your physical and mental health and safety is as important in TAFE, and in the context of cuts to TAFE by the Marshall Liberal Government, more important than ever. Be it as a union member or a staff member, you need to be part of consultation and your reps have a critical role to play. So what does consultation look like at your workplace? How does your voice get heard when it comes to your health and safety? Having an elected n HSR is a great start. Dash Taylor Johnson is Branch Vice President and active on work health and safety committees of the AEU and ACTU.

strength is in numbers and acting as a sub-branch is more likely to bring movement on an issue. Working as a team on a WHS issue also allows members to gain an understanding of the tools and processes they have at their disposal, and potential members see the value of union members working to resolve WHS matters in their workplace. HSRs should be an integral part of the workplace organising team that includes the AEU sub-branch secretary and other AEU reps. And just because you don’t (yet) have a HSR doesn’t mean you can’t begin to work together to address a WHS matter. n Meredith Farmer is an AEU Industrial Organiser and the AEU Staff HSR. For support or advice on WHS issues contact the AEU Information Unit on: 8172 6300 or email

8: info@aeusa.asn.au

AEU SA Journal – March 2021 | 1 7

RU NMNEIN’S NG HFOCU E AD S WO

No excuse to skip breakfast! AEU Women’s Officer Tish Champion looks forward to IWD in 2021, and why it is still important.

TICKET GIVEAWAYS! The Adelaide IWD Breakfast will be online on Friday 5 March from 9.00am to 10.30am. Tickets are just $20 and can be purchased on Humanitix, search for IWD.

n these challenging COVID times nothing is going to stop the worldfamous Adelaide International Women’s Day (IWD) Breakfast from going ahead. Senator Penny Wong and her team are hosting a virtual breakfast on Friday 5 March (see box at right for details).

“I’m no longer accepting *The AEU has 19 tickets to this the things I cannot change… virtual breakfast to give away. Email Tish Champion at: I’m changing the things I 8: tchampion@aeusa.asn.au cannot accept.”

The IWD breakfast in Adelaide was established and hosted by the Hon Dr Rosemary Crowley AO in 1993. Senator Penny Wong took over hosting the breakfast in 2002.

IWD themes 2021

Data on attendance at the IWD breakfast only goes back to 1997, when 600 people attended. In 2020 there were 2,530 in attendance and many more around the state via Zoom. The keynote speaker for 2021 is Adelaide-born Natasha Stott Despoja. In 1996, at the age of 26, she was the youngest woman ever elected to sit in the Senate. She has been a strong advocate for women and children, and was the founding chair of the Our Watch board, a national foundation working to prevent violence against women and their children.

Angela Davis

Not too long ago... As always there is more than one IWD theme. Internationally the theme is

#ChooseToChallenge “A challenged world is an alert world. And from challenge comes change. So let’s all #ChooseToChallenge. Choose to call out gender bias, discrimination and stereotypes. Choose to seek out and celebrate women’s achievements. #IWD2021” Locally the United Nations Women’s theme for 2021 is:

“Women in Leadership: Achieving an equal future in a COVID-19 world.” UN Women want people to celebrate the tremendous efforts of women and girls around the world in shaping a more equal future in the face of COVID-19.

When we talk about IWD and women’s rights, equality and safety, there are many who believe we already have equal pay, equal rights and policies and processes in place to deter family and domestic violence, so what more do we need or want? As professor in philosophy at Harvard University, George Santayana, once wrote, “Those who cannot remember the past are condemned to repeat it.” The halls of herstory are littered with examples of women who were denied opportunities, ignored, ridiculed or even persecuted for daring to think or dream beyond what was expected of women. Women like Muriel Matters and other suffragettes who demanded voting rights for women and would often be incarcerated for daring to demand equality. Women like Rosalind Franklin who, through her photography, discovered the double helix structure of DNA. It was seen as the very secret to life itself – paving the way for mapping the human genome, test-tube babies and genetic engineering – but Franklin was never recognised for her contribution and male scientists took the credit. Change has to start somewhere. Big or small – every step in the right direction has the power to create momentum toward change. As US activist Angela Davis said; “I’m no longer accepting the things I cannot change… I’m changing the things I cannot accept.” n

1 8 | AEU SA Journal – March 2021

8: tchampion@aeusa.asn.au

ABO RT ION B I LL

Reform: Long overdue

n the 2 December 2020, the Termination of Pregnancy Bill 2020 was passed in the SA Upper House and at the time of going to press was due to be debated in House of Assembly with a vote expected by the end of February. This Bill seeks to reform SA’s abortion law, moving it from criminal legislation to a public health issue. It is the result of a long campaign by members of the SA Abortion Action Coalition for decriminalisation. The AEU SA Branch became an official supporter of the campaign in 2019 and recently endorsed an open letter to parliamentarians in support of the Bill.

1From left: Trina Howlett, Emma Lowe, Jennifer Young, Karen McFarlane and Tish Champion.

ASMP: Sharing, learning and connecting

n October 2020 we were fortunate to take part in the Anna Stewart Memorial Project (ASMP), and connect with an inspirational group of women under the expert leadership of AEU Organiser, Emma Lowe (pictured second from left). Wow! What an eye opener to the inner workings of the AEU and other unions! There were rich, open conversations also known as “cross union networking”, about our experiences as union members and women in the workforce. We learned about the history of unions and that women are still fighting for equal rights. Each of us went away with an appreciation of how important it is to lead and improve conversations about the union at our respective sites. We had the amazing opportunity to attend a meeting between AEU Executive members, Lara Golding, Jan Murphy and Department for Education representatives, regarding the move of Year 7s to high school and the potential impact this would have on teaching staff. During this week of experiences, we developed a renewed respect for the many that have fought for our rights

Anna Stewart was a passionate unionist who worked to involve women directly in decision-making at the highest level from a union perspective. and for those, like Lara and Jan, who continue to do so. We would certainly recommend taking part in the ASMP as a fabulous opportunity to broaden your perspective on unionism and gender equality and most importantly connect to other passionate union women. To learn more about the Anna Stewart Memorial Project or enquire about the program for 2021 please contact AEU Women’s Officer Tish Champion:

8: tchampion@aeusa.asn.au

The AEU participants were Jennifer Young (Adelaide West Special Education Centre), Karen McFarlane (Port Lincoln Primary School) and Trina Howlett (Heathfield Primary School), sub-branch secretaries at their respective sites.

SA was the first Australian jurisdiction to legislate for the lawful medical termination of pregnancy, in 1969. Since then however, the law has failed to keep pace with changes in clinical practice and societal issues. Over time, this legislation has in some instances become a barrier to safe and accessible healthcare. Essentially, the Bill repeals abortion from the Criminal Law Consolidation Act 1935 and replaces it with a new standalone Act acknowledging the termination of pregnancy as a lawful medical procedure. The Bill takes into account best medical knowledge and practice, promotes patient decisionmaking and respects the individual autonomy of the patient while also ensuring that appropriate and expected safeguard measures are put in place. There are times that those with the medical knowledge and expertise need to make informed and professional judgements that fit within legal guidelines rather than criminal law. And most importantly – women must have choice and shouldn’t have others judging them or making assumptions n about their reasons. For further information or to show your support go to:

8: saabortionactioncoalition.com AEU SA Journal – March 2021 | 1 9

PR E SCHOOL FOCU S

WO RKPL ACE LE ADE RS

Preschool news and networks

Workplace union leaders are diamonds!

Whether you are a new AEU sub-branch secretary, or have been in the position forever, AEU Education Director Sam Lisle-Menzel has a training course that can support you in this important role.

he AEU is the only union in South Australia that represents directors, teachers and ECWs in preschools. It campaigns at state and federal levels for the rights of all staff and for preschools on broader matters such as funding. You are probably aware of the work being undertaken with regard to One Plans and Inclusive Education Support Plan (IESP) funding in preschools. Both are major issues for preschool members.

Member networks Throughout 2020, it was a focus of AEU Campaign Organisers to develop preschool member networks across the state so we can hear more from members about what’s important to you and engage more with the preschool sector. If you are currently involved in your preschool network, please continue the great work and encourage your colleagues to join you. If a network is yet to be established in your area or you are keen to find out more about how you can be involved, please contact the organiser who visits your preschool or the AEU Information Unit.

Workload protections A major change for standalone preschools in the 2020 Enterprise Agreement was the regulation of face-to-face and Non-Instruction time for teachers, including preschool directors. We’d like to hear from members about how this is being implemented in your preschool and any ongoing concerns you have or barriers you may be experiencing in its implementation. A review of the Department guideline known as Circular 32 will be undertaken during the life of 2020 Agreement. It outlines several important workload protections that are not covered in the Agreement and we will be seeking your views as to what you think is important for us to consider in the review. n Jan Murphy is AEU Branch VicePresident with responsibility for Early Childhood matters. 2 0 | AEU SA Journal – March 2021

A study of union representatives across many unions (including the AEU) reflected what you already know: you face challenges in the worksite every day! The study ‘Delegates are Diamonds’ by Jane Clarke, Barbara Pocock and David Peetz, identified some prevalent issues, including: • Time is the biggest challenge you face when organising your workplace. • You report that you find the role stressful at times. They found your work is critical in the workplace (hear, hear!) and you are “motivated by the need for fairness now, and a need to preserve or improve working for future generations”. Giving hope to us all, the study also identified that in industries where delegates and their union reflected their values in their delegate decision-making structures, support and development, this translated to industry agendas. Your passion for your children and students shines through! As an AEU sub-branch secretary or workplace representative you are best placed to know the issues faced by members at your site – they are your community.

You are supported! In 2021 we have introduced some new measures to work with union representatives (“workplace union leaders”) and their Workplace Organising Committees to continue to support you in this role.

You may have already attended our sub-branch secretary/workplace rep ‘huddle’ online in February. This short, supportive, online session gave hints, tips and ‘cheers’ to amazing workplace union leaders working to make things better in their sites. The ‘takeaways’ from the first session were: it is better to work in a team if you can; and planning what happens in the sub-branch saves time and effort in the long run! We will have future ‘huddles’ (one per term via Zoom) as a way of supporting efforts and sharing successes, and challenges, of AEU representatives in each term. Come and join our new community of people who share union values. Plus we have comprehensive twoday ‘Level 1’ courses if you have never been a union representative and ‘Level 2’ refreshers which are great if you have previously completed level 1 training or you have been a ‘diamond’ before. Fingers crossed, these courses will run face-to-face. Travel and accommodation support will be available. Dates and times are listed on page 21, and registrations are available on the AEU SA website now. Places are limited for all courses and they are likely to book out in advance. Talk to your visiting Campaign Organiser or when you call the AEU Information Unit about which course is best for you. Looking forward to seeing you at one of these Union Education courses or at an exclusive union member professional learning in 2021! n

U N ION TRAI N I NG 2021

Professional Development TRT Professional Learning Series (online) TERM 1: Tuesday 9 March TRT Tips and Tricks to make the day flow.

4.30pm – 6.00pm

TERM 2: Tuesday 8 June 4.30pm – 6.00pm Classroom Management Tips for Relief Teachers. TERM 3: Tuesday 31 August Working in High Schools as a TRT.

4.30pm – 6.00pm

TERM 4: Tuesday 23 November Hot Curriculum Topics for TRTs.

4.30pm – 6.00pm

COST: Free to AEU TRT members working (or seeking work) in schools or preschools..

Classroom Management and Engagement Strategies (in person) DAY 1: Tuesday 13 April

9.15am – 3.30pm

DAY 2: Wednesday 14 April

9.15am – 3.30pm

This is a two-day course; participants are expected to attend both days. Our Classroom Management and Engagement Strategies are great for members who would like to refresh and refine their skills in the classroom while diversifying methodology. Our aim is to develop knowledge and skills of classroom teachers in direct relation to classroom management and student engagement practices. OPEN TO: Full and potential AEU members. Not suitable for AEU student members. COST: AEU members (discounted rate): $99.00. Potential members (working in public education): $333.00.

Union Training Merit Selection Retraining (online) Thursday 18 March Monday 19 April

4.00pm – 6.00pm

11.00am – 1.00pm

Merit Selection Supplementary Training (online) Thursday 22 April

Thursday 11 March

4.30pm – 5.30pm

Tuesday 20 April

4.30pm – 5.30pm

Wednesday 7 April

4.30pm – 5.30pm

OPEN TO: AEU members who hold positions on PAC.

This session explores the fundamentals of the PAC and critical work that the PAC achieves, and provides up-to-date information regarding the Enterprise Agreement and PAC consultative processes.

Sub-Branch Secretary and Workplace Representative Huddle (online) TERM 2: Thursday 13 May

4.30pm – 5.30pm

TERM 3: Thursday 5 August

4.30pm – 5.30pm

TERM 4: Thursday 28 October

4.30pm – 5.30pm

A short session to hear directly from the AEU President on current critical Union matters. Hear from other reps about how they bring Union culture to their sites and work through issues.

OPEN TO: All AEU Sub-Branch Secretaries and workplace reps.

New Sub-Branch Secretaries and Workplace Representatives (in person) OPTION 1: Thursday 11 & Friday 12 March OPTION 2: Thursday 6 & Friday 7 May

9.15am – 3.30pm 9.15am – 3.30pm

Courses are held over two days and participants are expected to attend both days. This course aims to develop the knowledge and skills of Union representatives both in terms of industrial and practical information, consultation methods and processes.

OPEN TO: Elected AEU Reps who have not attended an AEU Rep education course before.

Our policy requires AEU members to complete Merit Selection Retraining every five years to be eligible to be the AEU Representative on Merit Selection Panels. If you completed Merit Selection training in 2016 your training will expire in January 2022. You must attend a retraining session before the end of January 2022 otherwise your training will become invalid and will be removed from AEU records.

Monday 29 March

AEU Members on PAC Info Session (online)

4.00pm – 5.00pm

11.00am – 12.00pm

OPEN TO: AEU Members who have recently completed the online DfE Merit Selection Training. In order to be an AEU representative on DfE Merit Selection panel processes, AEU members must complete both the DfE online training and a supplementary one-hour session with the AEU. Once both sessions have been completed, you will be added to our database of trained members. The AEU training covers your role and responsibility as the AEU representative on a panel and the requirement to uphold fairness and equity through ethical practices.

Travel & Accommodation is available for AEU Country Members. TRT Funding is available for all participants.

Sub-Branch Secretary Refresher course (Level 2) (in person) Friday 21 May

9.15am – 4.00pm

The world moves very fast! If you would like to refresh your skills and knowledge as a Union rep we invite you to join us for the day. Hear about how other sub-branches build union culture, live by union values and make positive changes for members via collective engagement. OPEN TO: Elected AEU sub-branch secretaries (and workplace reps in small sites) who have been performing the role for a few years and have previously completed the New Workplace Rep (Level 1) training.

Travel & Accommodation is available for AEU Country Members. TRT Funding is available for all participants.

Info on any events and courses or to register go to:

8: www.aeusa.asn.au>events & courses or email Sam Lisle-Menzel at:

8: training@aeusa.asn.au AEU SA Journal – March 2021 | 2 1

S U B-B RA NCH E S I N TH E T I M E OF COVI D

7 Online sub-branch meetings present

new challenges in ensuring inclusion and engagement.

Many of our members have stories of this moment. This is how they found out the news. And in all unsettling likelihood, it will happen again in 2021 to one or more of our preschools and schools – your workplace. If it happens to be yours, there is no warning. You will find out the same time as the rest of the community. It is a public health announcement. SA Health are the decision-makers and the Department for Education must comply with their directions.

Showing solidarity in isolation Emma Lowe, AEU Campaign Organiser, reflects on the experience of members last year whose workplace had a confirmed COVID case, and asks, “is your sub-branch ready?”

he end of another long day at school. You are sitting in your car in your driveway. Scrolling through your phone to distract yourself from the enormous bag of marking you have carted home.

“Our usual ways of connecting as colleagues, and as a sub-branch, are thrown into disarray.”

You are standing on the side of an oval, occasionally waving at your kid at football practice. Mostly you are trying to chat to your friend and catch up on their latest life news. Your first non-schoolwork-related conversation that day!

fill your phone. The music counts out to go to a breaking news story with the Premier and Chief Medical Officer.

It is a warm sunny Sunday afternoon and you’re cruising along in your car. Your partner has the stereo cranked to their new favourite artist. You hum along, silently running a checklist through your head in preparation for a big week of parent-teacher interviews. Then ding, ding, ding. Notifications 2 2 | AEU SA Journal – March 2021

This is the moment you find out the news that your preschool or school is closed due to a student or staff member testing positive for COVID-19. Waves of fear roll in. Then the isolation hits. Lots of questions will pop into your head, and perhaps pop out loud? What does this mean for me? What happens now? What do I have to do? What about the others I am with right now? Or who I live with? Do we all quarantine? What does quarantine involve?

The name of the confirmed case is confidential and will not be disclosed. All of this means you will find yourself in a place of great uncertainty. One thing for sure is that your colleagues will share that uncertainty. We talk about solidarity in the union movement. What does this mean? It is in this exact situation we need to access solidarity to counter the isolation and fear. But how do you do this when you have been directed to quarantine and physically distance yourself from those sharing this moment with you? Our usual ways of connecting as colleagues, and as a sub-branch, are thrown into disarray. We cannot have meetings or morning teas or the all-important chat at the pigeon holes. In fact, our usual way of even communicating and feeling connected is totally disrupted. Solidarity is coming together to solve our problems, and that means we need structures in place to do that. If you want to make sure everyone is safe, how will we do that? Does someone need greater support because of their own personal circumstances? What about checking everyone is still being paid? How will you clarify whether working or on leave? And then what type of leave? If we need to make a decision on something – how will we include everyone? How will we vote? Reflect on your sub-branch. If you find yourself in this situation then you need to be ready with: continued over page 3

COU NCITRAINING L DAT E S FO R 2021 UNION

PRESIDENT’S VIEW • Communication: Must be two-way and quick – emails are slow and can miss people. Text? WhatsApp? Facebook? Phone calls? Who contacts who? • Meetings: A virtual platform everyone can access. What do you already use? How will members know there is a meeting? How will you include everyone and balance the voices? • Decision-making: You will want to decide on action, to do something – how do you make sure this decision is democratically reached? Vote via email?

opportunity to reflect on the structures and systems we use, and what we can improve to make them more inclusive and democratic. Take this opportunity with your sub-branch and reflect on your ways of working as a collective. What do you want to change so you can work better together? What will enable us to be more purposeful as a sub-branch? What will build the solidarity as AEU members?

• Roles: There will be a flurry of activity that is beyond one person. Who can help out? Who can take on responsibility for a task?

This is written from my perspective as an observer. Being thrust into this situation is not my lived experience. I speak from the position of being in a safe working space of an organiser supporting AEU sub-branches that found themselves in this situation.

When there is certainty in our dayto-day, we default to our usual way of doing things. The COVID-19 pandemic has challenged us in every aspect of our lives – including how to keep a sub-branch united and to ensure everyone is safe and supported. This is an

I wish to acknowledge our subbranches and their members that generously used their experiences to inform this. Their commitment to making the situation better for the next preschool or school is a true act of solidarity. n

Branch Council Meetings Saturday, 27 March Saturday, 5 June Saturday, 21 August Saturday, 20 November

TAFE Divisional Council Meetings Friday, 19 March Friday, 28 May [TBC] Friday, 13 August [TBC] Friday, 12 November [TBC]

NOT AN AEU MEMBER YET? Join TODAY and have your say! Or encourage a colleague to join. Join online at:

8: www.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 drawn from a range of backgrounds – not just teaching?

Call for 2021 nominations Rosemary Richards was a proud feminist, unionist and educator. The Rosemary Richards Scholarship continues her legacy by building the capacity of women as activists and leaders, and is valued at $10,000. This is an opportunity for an AEU woman member with an idea for an innovative project, research or study experience. Application forms and further information are available on the AEU website:

The R.T. Walking Group is affiliated with Walking SA. Walks are organised at levels. Rovers: from 14 – 18kms, Walkers: up to 10kms, Ramblers: 6 – 7kms, Amblers: up to 5kms. We walk in conservation and national parks within the Mount Lofty Ranges and Fleurieu Peninsula, suburban beaches, along the six creeks of the Adelaide Plains, the River Torrens Linear Park and other suburban trails. It’s a great way to get to know your city and surroundings! A camp is also organised each year in country areas within South Australia or Victoria.

INTERESTED? PLEASE CONTACT: Secretary Kym Wenham p: 0412 408 568 e: wenhams@adam.com.au John Eaton p: 8431 5460 e: joneaton@bigpond.net.au

the 2021 Join us forseason! walking

www.aeufederal.org.au/noticeboard

The submission deadline is

7 May 2021 AEU SA Journal – March 2021 | 2 3