Volume 47 | No. 2 by Australian Education Union (SA Branch)

Vol 47 I No.2

Official publication of the Australian Education Union (SA Branch)

March 2015

AEUJOURNAL SA

Education is the key: Aboriginal educators and kids deserve excellence at all levels Inside: u Union

makes us strong: TAFE teachers take action

u #Radelaide:

stories from Adelaide High

Running Head

Features President’s View

AEU Union Journal Training

The Union makes us strong page 10 TAFE teachers in English Language Services take action on workload

Education is the key: Aboriginal educators and kids deserve excellence at all levels Inside: u Union

makes us strong: TAFE teachers take action

u #Radelaide:

stories from Adelaide High

What’s the future for Aboriginal Education?

#Radelaide

pages 12 – 13 Recent personnel decisions have cast doubt on DECD’s commitment to Aboriginal Education

page 20 Stories from Adelaide High

Australian Education Union | SA Branch 163 Greenhill Road, Parkside SA 5063 Telephone: 8272 1399 Facsimile: 8373 1254 Email: journal@aeusa.asn.au Editor: Craig Greer AEU Journal is published seven times annually by the South Australian Branch of the Australian Education Union. Deadline Dates Publication Dates #3 May 1 May 20 #4 June 5 June 24 #5 July 24 August 12 #6 August 28 September 16 #7 October 16 November 4 Subscriptions: Free for AEU members. Nonmembers may subscribe for $33 per year. Print Post approved PP 531629/0025 ISSN 1440-2971 Cover: Senior students and staff from Warriappendi school. Printing: Lane Print Advertise in the AEU Journal. Reach over 13,500 members across South Australia.

8272 1399 journal@aeusa.asn.au

Book Review

Hunger Town by Wendy Scarfe, Wakefield Press, RRP: $29.99

endy Scarfe’s novel Hunger Town is a political romance set in Depression-era Port Adelaide. The 81-year-old former teacher knows Port Adelaide and its people well and has a great eye for detail and an empathy with the working class and its sufferings. Her protagonists are communists and activists who have learned to distrust the Labor Party, and who see the need for independent organisation to advance the interests of the poor and the unemployed. She dislikes the dogmatism of some who try to impose their own political views on the people of the Port, and she has an equal distaste for the scabs and police who engage in running battles along the wharves and local streets, and the rodent-like bailiffs who try to enforce evictions of families from their houses. The main character, Judith, is described by her art teacher as “an instinctive radical but an individual thinker”.

Although perhaps not as accessible to younger adolescent readers as Max Colwell’s Half Days and Patched Pants, set during the same era in working class Bowden and Brompton, it fills a gap in the availability of literature that is locally referenced and based on historical events. Teachers of Australian history and English at Year 10 level and above may find this a useful resource and a means of engaging students with its themes of resilience in the face of adversity and solidarity despite hardship. Wendy Scarfe was born in Adelaide. She graduated from Melbourne University and later trained as a secondary school teacher. For over four decades she has written poetry and novels in her own right and non-fiction works with her husband, Allan Scarfe. Her novels show her interest in history, political conflicts and social injustice. Writing in Australian Literary Studies, Dr Katherine

Bode commented that Wendy is ‘an important and innovative contemporary author’ whose books offer a ‘difference’. Wendy Scarfe lives in Warrnambool with her husband. They have three daughters, a son, and four grandchildren. n Mike Williss, AEU Research Officer 3

SSO: did you know?

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Are you being paid the First Aid Allowance? Public holidays and part-time SSOs in receipt of 16% loading At this time of the year the AEU Information Unit receives numerous calls form part-time SSOs with queries about public holidays. Part-time ‘school term’ SSOs have an entitlement to a term-time loading of 16%. As such they are not entitled to public holidays not worked. However, a parttime SSO with a 16% term-time loading may make use of accrued time bank hours to compensate for any restriction of working time caused by the public holiday or holidays, provided that the total hours used from time bank do not exceed the normal total hours which would have been worked had the public holiday or holidays not occurred. Part-time SSOs who receive a term time loading of 16% are also able to access time bank for public holidays that fall at the beginning and end of the school term. n If you have any questions, call the

AEU Information Unit: 8272 1399 Mon. – Fri. from 10.30am – 5pm

recent audit of country schools revealed that in the majority of cases there was no SSO or AEW being paid the First Aid Allowance. While AEWs are entitled to be paid the allowance if they undertake these duties, in most instances it is more likely to be an SSO who performs this task. The conclusions that can be drawn from the audit are that either schools are not offering a First Aid service, the service is being delivered by a person without a recognised qualification or the SSO is not being paid for delivering the service and is therefore being underpaid. Schedule 1 S1.3 of the School Service Officers (Government Schools) Award provides details of the First Aid Allowance and can be found in the SSO section of the AEU website (see link below). If SSOs or AEWs are undertaking the role of First Aid Officer and not being paid the allowance they should complete the form VL613 so they can be paid for this work. To not pay employees for work undertaken is a breach of section 68 of the Fair Work Act 1994.

is potentially a work health and safety concern. Action should be taken to ensure that staff members are trained and that as a minimum, one first aid officer is identified. Please note that schools with more than 700 students are entitled to additional First Aid Officers. n

Action

• If you are an SSO or AEW who is undertaking the role as specified in the Award, but you are not being paid the First Aid Allowance, complete the form VL613.

If there is no SSO undertaking the First Aid role in your school, or they do not have recognised qualifications, this

Follow this link for Schedule 1 S1.3

8: www.aeusa.asn.au>

Your AEU >Sectors>SSOs

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President’s View

Aboriginal Education – ter r we stand with you a h C

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AEU President David Smith writes Last month David Rathman was sacked from his position as an Executive Director in the Education Department, and he will not be replaced. It has caused a great deal of unhappiness, anxiety and anger, both within the AEU’s Aboriginal membership and in the wider Aboriginal community in South Australia. The Australian Education Union has a fundamental principle that Aboriginal people should be in positions of significance and influence in determining what’s right for the education of Aboriginal children and young people. For many years now we have stood beside members of the Aboriginal community in their endeavours to achieve that. Over time the AEU has been involved in many actions. We were involved in the formation of the Aboriginal Education Unit in the Education Department. We strongly advocated that the unit should be led by an Aboriginal person with strong links to the SA Aboriginal community. In the early 1980s we worked closely with Aboriginal Education consultative groups to make sure the government properly funded Aboriginal Education. In November 2000 our Branch Council adopted a Reconciliation Statement which still holds true. Then in 2013 Branch Council adopted the AEU’s Charter for Public Education, in which we acknowledge the importance in the education of Aboriginal people of ‘their culture, language, law and ceremony’. Further, the AEU has an Aboriginal Education Consultative Committee, made up entirely of Aboriginal members, and we hold annual Aboriginal members’ and Reconciliation conferences. And today we are still here, standing

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oti rship tem so tha ctual, em in partne young cation sys ic, intelle 1. Work public edu iety. es academ that children and soc equitable that includ ent so and just curriculum l developm n life in a fair cation and al and vocationa ns. atic decisio edu sio ocr ad pas te a bro c, cultur ams and en and dem stakeholders. dre op , 2. Promo aesthetic, artisti ing pes all rs ir ho by hav , empowe o are zenship follow the physical cators wh find and values and active citi s and edu cesses of E which includes, people can der pro lea the rs, ts TAF che for studen ls, schools and ffed by tea e in oo 3. Model . E are sta astructur in presch and TAF ployment with infr making schools their em learning schools, secure in places of that pre ted and are well ed public design. 4. Ensure trained, respec maintain port staff , ll and ied sup we se e alif and qu hav e to of purpo turers children have tim ders, lec forefront that our chers, lea dent groups, and t is at the 5. Ensure sional uring tea cation tha stu fes ens es/ edu pro by ir ching public e the class siz undertak nce in tea nageable ectively ort excelle ported, have ma ly and eff 6. Supp are sup confident prepared, t they can the te so tha ledging collabora s. by acknow tie e in their bili families responsi importanc ct: people and and the ed, expe en, young with their land, undersign al childr gin ple the , ori peo Ab We their motion of . respect onship of active pro ceremony nment to oing relati ent for the law and 1. Gover p and ong ture, language, n parliam ownershi Australia E and the of their cul the South g of TAF E. ion din hin TAF cat wit fun l rt edu ful ls and priate and al suppo ls, schoo ent to the age-appro isan politic in our preschoo achieve n Governm antage and 2. Bipart Australia shown to ence of disadv s rd fid uth rie So con nda by the public rce sta on catego mitment to a resou loadings based erm com schools additional 3. A long-t preschools and h wit s, . of me ool funding ss media xity. ng outco n into sch in the ma le learni ir comple e divisio ed on the sustainab education productiv tings bas of public ed by un ements with weigh fragment and the achiev cation not . curriculum orting of nities in public edu ools” and others of mu 4. Fair rep tem com single sys public sch er, 2013 p, staff and 23 Novemb leadershi students. 5. A strong h as “independent Council, cational at Branch g for edu types suc tcomes for Passed n makin rning ou ed decisio roved lea 6. Enhanc nt to ensure imp me ess ass

“With David Rathman’s departure, the deep concern is that the future advancement of Aboriginal education in this State will not be guaranteed.” side-by-side with the Aboriginal community. Our well-established position couldn’t be clearer.

very lowest paid classifications of their employees – certainly not in the upper ranks of the Education Department.

With David Rathman’s departure, the deep concern is that the future advancement of Aboriginal education in this State will not be guaranteed. Our members are especially worried that without an Aboriginal person in a senior influential position in DECD, the necessary cultural awareness and sensitivity will be diminished.

If the Government does not honour them, these aims are very hollow.

The State Government has signed up to a number of agreements with the Federal Government such as the Aboriginal and Torres Strait Islander Education Action Plan 2010-14. It says that “The involvement of Aboriginal and Torres Strait Islander people at all levels of educational decision-making … contributes to a positive impact on educational outcomes.” How will that be achieved if there is no one at the required high level of decision-making? That positive outcome will not be guaranteed. Let us also look at the SA Education Department’s Aboriginal Strategy 2013– 2016. What does that one say? It rightly quotes Target 53 of the SA Strategic Plan. That target is “to achieve at least 2% representation of Aboriginal people across all classifications and agencies in the public sector.” Firstly, that’s a low target. In fact nearly 6% of all students in SA government schools are Aboriginal, and the percentage is considerably higher in preschools. Secondly, while the Department can say they have achieved 2% overall, it is based in the

So, what are we doing? The AEU and the SA Aboriginal Education and Training Consultative Council (SAAETCC) jointly hosted a well-attended public meeting on 26th February (see pgs 12–13). The meeting passed a number of resolutions regarding the need for enhanced sensitivity to the needs of Aboriginal Education. They included the formation of a Coalition for Excellence in Aboriginal Education, a call for a summit on Aboriginal Education, and expectations that the Department enhance many aspects of Aboriginal employment and education. Professor Peter Buckskin, SAAETCC Chair, and I have contacted the Education Minister regarding the widespread concerns among the Aboriginal community, our Aboriginal members and their allies. To date we have had no considered reply. At the time of going to print there is a rally for Aboriginal Education planned for 19th March calling on the Government to meet the current State commitments and to improve the relationship with Aboriginal parents and communities. This began with the dismissal of one person. It has already gone well beyond that, and rightly so. We will continue to support the cause. n In solidarity, David Smith 5

Leaders 7 from left: Michael Ats (Partner, Lieschke & Weatherill Lawyers), David Smith (AEU President), Neil Kuhlmann, Rachael Gray (Barrister)

The AEU then lodged a monetary claim in the Industrial Relations Commission. An Industrial Commissioner conciliated the matter but agreement was not reached between the parties. The case was then referred to the Industrial Court for determination before an Industrial Magistrate and has been subsequently appealed and is currently being considered by a Judge of the Industrial Court. A determination on this matter should be known soon.

Union action on leaders’ pay The AEU is supporting members employed under s101B who claim they have been underpaid

he AEU and its experienced legal team have been running a legal challenge over what the AEU contends is the underpayment of school leaders employed under s101B. The members in question have been employed by DECD under s101B on individual contracts outside of the Enterprise Agreement. From our reading of these contracts we believe that many employees engaged under 101B have been underpaid and have not received the salary increases due to them under their contract of employment. In this case the legal issue relates to the following paragraph in the contract, which reads: “Will receive a salary equivalent to PCO2 which is presently 97,729 per annum. You are entitled to any salary increases applicable to this classification under current award and valid enterprise agreements or any increases determined by the Chief Executive of the Department for Education and Child Development.”

The questions being asked are what does a salary equivalent to PCO2 mean and what salary increases should the employee have received under the contract of employment? In lay terms, we are saying that due to the change in classification name and the translation in the enterprise agreement, the employee should have been paid at the rate of Band B3 or Band A3 and received the pay increases associated with these classification levels. This is an additional $1700 per annum. DECD claim the employees should be paid at the old PCO2 level with pay increases as determined by the Chief Executive. On being approached by members about this pay problem the AEU took up the case of Mr. Neil Kuhlmann (pictured) who at the time was an Industry Skills Manager in the Mid North. The AEU raised our concerns about the pay level with DECD but unfortunately they did not agree with our arguments and refused to correct what we contend was an underpayment.

Action • If you are an AEU member and believe you have been underpaid, please contact the AEU Information Unit on: 8272 1399 for further advice. Each year we help members recover thousands of dollars in underpaid wages and allowances. We can provide information on your rights and entitlements and, if you have been underpaid, assist you in having this addressed. • If members at your site are having difficulty in reading or interpreting their earnings advice, the AEU can run sessions on how to read your pay slip, and inform members of their entitlements.

Our Legal Team The AEU legal team includes Ms Rachael Gray (Barrister) and Mr Michael Ats (Partner, Lieschke & Weatherill Lawyers). Ms Gray is a Barrister at the Independent Bar and is located in the Howard Zelling Chambers. She has many years experience in matters raising complex questions of statutory construction and in constitutional and administrative law matters. Mr Ats is a partner at Lieschke & Weatherill Lawyers and has extensive experience in industrial law. He was the AEU’s solicitor during the 2010 Arbitration and has run many cases for the AEU and other unions. n

Seconded Teachers

Vice President’s Report

Confused about your conditions?

Student complexity a burning issue

AEU Industrial Officer Leah York clarifies TOIL v Flexitime for Seconded Teachers

The “Who’s in our Class and Group” pictures sent in by members in the lead up to Term 1 Branch Council paint a very clear picture of the large numbers of children and students in our system who require additional support. Sub-branch responses consistently identify differentiating the curriculum and individualising classroom programs as key factors leading to increased workload. Responses from sub-branches about Integrated Support Services (ISS) raise another alarm – support services that had previously been described by many as inadequate, have become more so under DECD’s changes for 2015.

Positions classified as Seconded Teacher levels 2 and 3 do not attract teacher conditions such as school vacation periods. DECD states that the conditions for Seconded Teacher Level 2 and 3 are ‘similar to Public Sector Act conditions’. Confusingly, these are not clearly detailed. However, DECD Policy No. HR10 provides some information in relation to employment conditions. Hours of duty are an average of 37.5 per week, worked generally between 8.00am and 6.00pm. Some after hours may/will be required.

Time off in lieu (TOIL) Excess hours worked may be compensated through agreement of the employer and the employee to take equivalent time off. This entitlement is referred to as TOIL (Time Off In Lieu). Some members have raised concerns that the HR10 policy states “may be compensated” and therefore they are not ‘entitled’ to TOIL. This is incorrect. If the employer does not agree to compensate the employee for excess hours worked (i.e. in excess of 37.5 hours per week), then the employee cannot be required to perform work in excess of 37.5 hours per week, or outside of 8.00am to 6.00pm. A number of Seconded Teachers are keen to ‘bank’ TOIL to use for time off in, for example, school vacation periods. The time at which TOIL is taken must be negotiated with your line manager. In the event that “overtime or excess hours” is/are required by a line manager (to attend meetings, travel, write reports/ plans, etc), members should only agree to do so on the basis that TOIL will be approved for the equivalent time worked outside of hours, i.e. above 37.5 hours per week, which are worked between 8.00am and 6.00pm.

Members should keep a record of their line manager’s agreement (a simple email will suffice), and all hours worked should be recorded in a spreadsheet, e-diary or hard copy so that TOIL can be taken at a negotiated and agreed time.

Flexitime Flexitime, on the other hand, is part of a suite of Voluntary Flexible Working Arrangements (VFWA) available to employees to voluntarily enter into if they so wish. It allows for flexible start/ finish times, and for extra hours to be ‘banked’, resulting in a similar situation to TOIL whereby employees can use their accrued time to take time off. There is an interchangeability of terms, however, the key point is that flexitime requires both the employer and employee to enter into an agreement (regarding core hours etc) whereas TOIL is an entitlement. n

Thank you for sending in the hundreds of colour-coded class and group pictures. They very clearly illustrate the complexity of the groups of children and students that AEU members work with every day. Members face many challenges in teaching and providing support for these young people, in endeavoring to give them every opportunity to be the very best that they can be. Their needs are highly complex and they are among the most vulnerable young people in our schools and preschools. Incredibly, your work is often undertaken without the additional support that these students need, are entitled to and would receive in a fully resourced and equitably funded education system. The stories being shared about the impact of changes to support services are of great concern but they are not surprising. AEU members knew that the changes being proposed by DECD would result in reduced levels of support for young people with the highest needs and those who work with them. The reduction in numbers, location of support positions and the timing of the changes, which have meant that many positions weren’t filled for the start of the year, have all been highly detrimental to schools, preschools and some of our most vulnerable students. March Branch Council will provide an opportunity for delegates from across the state to share detailed information on these impacts and to determine AEU n actions.

Jan Murphy, AEU Vice President 7

The Trans-Pacific Partnership

TTP being kept under wraps It’s corporations not communities who gain from Free Trade Agreements writes AEU Research Officer Mike Williss.

ree-trade agreements sit very close to the top of the neoliberal agenda. The most important one is the Trans Pacific Partnership (TPP), and

it may very well have unwelcome impacts on the young people we teach. What we know about the content of the TPP, involving countries around the Pacific Rim, comes from Wiki-leaked

What is the TPP? The Trans-Pacific Partnership would create a super-treaty which would jeopardise the sovereignty of the nations involved by giving that power to large corporations like Wal-Mart, Monsanto, Goldman Sachs, Pfizer, Halliburton, Philip Morris, GE, GM, Apple. There are currently 11 nations involved: U.S, New Zealand, Australia, Brunei, Chile, Malaysia, Peru, Singapore, Vietnam, Mexico and Canada. Japan has shown interest. The economic power of this group is more than 40% larger than the 27-nation European Union. • TPP will offshore millions of goodpaying jobs to low-wage nations, undercutting working conditions globally and increasing unemployment. • TPP will expand pharmaceutical monopoly protections and institute longer patents that will decrease access to affordable medications 8

• TPP will limit food GMO labeling and allow the import of goods that do not meet US safe standards. • TPP will institute Internet measures which restrict our right to free speech. • TPP will roll back Wall Street regulations, and prohibit bans on risky financial services. • TPP will give multinational corporations and private investors the right to sue nations in private tribunals. These tribunals have the power to overturn environmental, labor, or any other laws that limit profit, awarding taxpayer funded damages. • TPP will encourage the privatisation of lands and natural resources in areas where indigenous people live. n

documents. Negotiations, begun in 2010 and close to being finalised, are being conducted in secret. In a study released in February by researchers at the University of NSW medical faculty, a health impact assessment is made of the TPP. It examines some of the potential provisions, including intellectual property, technical barriers to trade and Investor-State Dispute Settlement (ISDS). The latter allows overseas investors to sue governments whose legislation restricts their activities or adversely affects their profits. The key findings of the study relate to the four major health areas of medicine, tobacco, alcohol and food.

Medicine The study found the TPP risks increasing the cost to consumers of the Pharmaceutical Benefits Scheme. Given that increases in costs to patients leads to lower rates of prescription use it is likely that the TPP will have negative impacts on health. Vulnerable groups include Aboriginal and Torres Strait Islander (ATSI) peoples, younger populations, low SES cohorts and those with chronic conditions. This is a worrying scenario for the significant numbers of young people in our schools on behaviour and personality-related medications. continued over page 3

Vice President’s Report

Tobacco The TPP provisions pose risks to the ability of governments to regulate and restrict tobacco advertising including plain paper packaging. There is strong evidence that tobacco advertising restrictions reduce tobacco use rates. A return to unregulated tobacco advertising is likely to negatively impact particularly the health of ATSI peoples, low SES cohorts and youth.

Alcohol Given the public health evidence that government policies on pregnancy warning labels, alcohol availability and alcohol marketing reduce harmful consumption of alcohol, TPP provisions that hinder implementation of these policies will negatively impact health. This risks increasing alcohol consumption rates and abuse, especially among young members of the community. This may lead to increased alcohol related disorders, worsening mental health, and social disruption in the community.

Food There is potential for the TPP to restrict the ability of governments to implement food labelling and reduce the consumption of unhealthy foods. Young people and those with low levels of English literacy are more likely to have difficulty understanding food labels and can be more easily communicated with via colour and the use of logos. If these are prohibited as barriers to trade it is likely there will be no improvements to current high levels of childhood obesity, metabolic syndrome and noncommunicable disease.

Conclusion “Free trade” may sound like an ideal consistent with freedom itself. However, we need to ask “free trade for whom”? The TPP and similar free trade instruments are a reflection of the conflict between the interests of big corporations and the community. Market ideologues behind closed doors are conspiring to push governments, to the extent that they can be made to legislate to protect our rights and interests, out of the way. They are aiming to privilege multinationals above national and state legislatures, to erode national sovereignty for the sake of private gain. This is not what we should want for our country or our students and other vulnerable people. n

AEU embarks on national campaign to secure preschool funding AEU Vice President Howard Spreadbury writes The Productivity Commission Inquiry Report on Childcare and Early Childhood Learning was released on 20 February. Among the recommendations it makes for the sector, two stand out as significant for AEU members working in state preschools and integrated early learning centres. One is that “the National Quality Framework must be retained, modified and extended to all Government funded ECEC services.” The second is that “Universal access to a preschool program in the year before children start school should continue to be supported by all governments as a key measure for child development and transition to school.” Not only are these recommendations relevant to the work of AEU members, they also contradict the position of the Abbott Government is seeking to dilute improved standards in Early Childhood Education under the guise of “reducing government red-tape.” In relation to the second recommendation, the federal government has demonstrated a lack of long-term commitment to the provision of funding to support universal access to 15 hours of preschool education beyond the end of 2015. Members and parents are aware of the frustration and anxiety they experienced last year when as late as November, the federal government had not provided reasonable offers to states and territories for new National Partnership agreements to secure funding for the maintenance of 15 hours for this year. The final agreements were signed so late in the year that centres were placed under significant pressure to confirm sessional arrangements and employ staff to meet the maintenance of the additional hours. The AEU and a number of state ministers including South Australia’s Minister

DON’T CUT DON’T CUT PRESCHOOL FUNDING

PRESCHOOL FUNDING

Our Ourkids kidsdeserve deserve

15 15HOURS HOURS for Education and Child Development, Susan Close, have called upon the federal government to commit to continued funding in the forthcoming May Budget. To that end, the AEU has developed a national campaign targeting federal education minister Christopher Pyne to ensure that our young children are not denied continued access to a high quality education in the year before school. As part of the campaign, postcards have been produced for distribution among preschool members and communities in the near future. I urge members to engage in this campaign and to encourage parents to support our efforts by signing the postcards and returning them to the AEU so that they can be delivered in large numbers to the federal minister prior to the May budget. The commitment to the long-term investment in our young children’s education is too important to leave to chance. n 9 9

TA FE Focus 7 from left: AEU Organiser Tony Sutherland, Lecturer Clare Dallimore and John Wishart

The Union makes us strong: TAFE teachers stand firm John Wishart, English Language Services Sub-branch Secretary, reports

TAFE

AFE teachers working in the Adult Migrant English Program (AMEP) have again beaten off an attempt by senior management to extend benchmark teaching hours and inequitably increase workload for contract employees. Without consultation with the workgroup or the union, as required by the Enterprise Agreement, the Director of Foundation Skills sought to impose a new benchmark of 24 teaching hours per week (up from 20 hours per week) on more than 20 teachers working on Director Approved (DA) contracts in Term 4 2014.

This would have created an inefficient and inequitable situation where teachers paid at Level 5 would have been working increased hours of Instruction and Assessment, on the basis that they were employed on DA contracts. Essentially, these Lecturers would be paid less than their colleagues employed on long-term

“… the union is its members and its source of strength is activity and organisation by members in the workplaces.” contracts or on an ongoing basis who we’re performing the same work. The attempt was rejected by the teachers. More than 70 teachers who deliver the federally funded English language program in city, suburban and country locations voted to impose workplace bans in early February when, after three months, our request for consultation on change achieved no practical response from the Director. The Australian Education Union also notified a dispute to the Industrial Relations Commission of South Australia (IRCSA). At the first hearing, Deputy President

Bartel asked the parties to commence discussions without delay on the proposals for change. Union members met and lifted the bans to allow consultation to proceed. The upshot of the talks between the AEU reps and management was a recognition that the 20 hour per week teaching benchmark would be observed and that all the teachers who had been on the Director Approved contracts would be back paid at the correct rate for all hours worked. The union and TAFE management agreed to consult on any proposals for change to duties, pay or hours of work. Those consultations are ongoing, but only after an attempt by the Foundation Skills Director to design and implement a consultation process without involvement of the union was successfully opposed by teachers. This recent dispute contains some useful lessons for all TAFE teachers in the midst of significant change.

Hard won pay and conditions can be lost without fighting back.

Communication with union reps is vital. Because a number of the Director Approved contract teachers were union member and they alerted union reps to the backdoor attempt to cut pay, steps could be taken to overturn the changes.

Unity is strength. Union membership among teachers and counsellors in the AMEP is high. We were able to meet the threat in a united way, being prepared to taken industrial action in the face of management intransigence. Individually, the teachers were in a weak position to resist the new inferior contracts as they had been working as Hourly Paid Instructors with no longterm guarantee of work. However support by permanent and long-term contract teachers and counsellors ensured that we were not split up by management’s actions.

The union’s strength is its members and reps. Sometimes workers think that “the union” is a collection of officials in a building somewhere far away. In fact the union is its members and its source of strength is activity and organisation by members in the workplaces. That’s how unions came into existence and that’s how they will survive and grow. n

Running 2015 AEU Head Work Health & Safet y Conference

What has respect got to do with it? AEU Organiser Jill Cavanough provides some insight into what members can expect at our April 15 WHS Conference.

eep down, we know that some education workplaces aren’t safe or healthy, but this is rarely taken up with those responsible ... who are they anyway? And what can be done? You will leave this conference much clearer about that than when you arrived. The theme of this year’s AEU Workplace Health & Safety Conference, “R-E-S-P-E-C-T, find out what it means to me,” is about the way respect from the employer, the community, the government and perhaps more controversially, ourselves, for the work of educators impacts on our occupational health and safety.

Respect for our work It is commonly held that well educated people are the foundation of a smart, socially cohesive and creative society, and educators were once among the most highly respected professions. But in 2015 we have to endure constant public attacks on the “quality” of the profession; governments that reject recommendations for additional resources that would enable more attention for all students and better individualised learning for the most disadvantaged students; workloads that are focused more on system demands than on building relationships with students; and an increasingly complex social setting. Work Health and Safety (WHS) is about working conditions, and working conditions are affected by this social and political context in which we do our work. The WHS Act says that workers and others, including site leaders and students, have a right to safety and wellbeing at work. There are ways of addressing hazards using this Act. But there are many other pieces of legislation that also impact on our working conditions. For example, the Education Act, the Equal Opportunity Act, the Disability Discrimination Act and the FairWork legislation all relate to safety and wellbeing at work from a range of angles. One aspect of this conference will be investigating how the regulation of our

work through industrial instruments such as the enterprise agreement can be used to help make our workplaces safer.

Respect for each other Conflict between workers (and others) in schools and preschools has never been such a big issue. It leads to huge personal cost to workers and financial costs to the employer. If the quantum of the workers’ comp claim costs of almost $14m per annum for psychological claims were spent up front on better working conditions, consultation, training and intervention, research indicates that the extent and cost of injury would be dramatically reduced. There are a number of key words used to describe breakdown in this area, (e.g. bullying) that are not always helpful; there are several management and political trends that could be

influencing this escalation; and there is a range of approaches to prevention, planning and early response, such as mediation, that will be looked at. The key aspect is that a safe workplace is based on respect for each other, and we will be looking at ways to achieve this.

Respect for our voices While it’s an issue for some, this is not about voice strain … it further develops the theme regarding how we can best be consulted by those in DECD who have that responsibility when decisions are being made that could affect our health, safety and wellbeing at work.

Respect for our bodies This is about all the physical impacts that having an unsafe workplace can have, and the unhealthy choices we sometimes make when trying to deal with stress, fatigue, frustration and distress.

Resources for respect

This will provide attendees with a range of tools that can be used to discover, measure, report and resolve WHS hazards in DECD workplaces. The intention is that together, conferees will develop proposals for future AEU action; and that they will also share solutions and have access to new approaches for how to approach the sometimes seemingly thankless task of trying to make their own workplaces safer and happier for everyone in them. n

2015 R-E-S-P-E-C-T WHS Conference

Wed.15 April | 9:15am–3:30pm

Find out what it means to me! RESPECT for our work RESPECT for each other RESPECT for our bodies RESPECT for our voices Resources for RESPECT

Free for AEU members.

Australian Education Union (SA Branch) 163 Greenhill Rd, Parkside To register or for further information go to:

8 : www.aeusa.asn.au>events & courses 11

Cover Story

What’s the future for Aboriginal Education in South Australia? Recent personnel decisions have cast doubt on DECD’s commitment to Aboriginal Education writes Craig Greer.

he AEU, in conjunction with the South Australian Aboriginal Education and Training Consultative Council (SAAETCC) held a public meeting on February 26 in the wake of a decision by the DECD chief executive to remove experienced Aboriginal Educator David Rathman from his Executive Director position.

Prior to his removal, Rathman was the highest ranking Aboriginal Educator in the Department and one of the State’s highest ranking public servants. The AEU Journal understands Rathman was informed he didn’t fit into the Department’s four-year plan. It has since emerged that the position may not be retained and, if it is, there is no guarantee an Aboriginal person will be appointed to the role! News travels quickly in Adelaide and it wasn’t long before the AEU was receiving calls from concerned members, academics and others strongly connected with Aboriginal education. Many of them made the point that we need to redouble the focus on Aboriginal education and developing Aboriginal educators, and 12

“The Aboriginal struggle has no end, it goes on and it’s important that passionate people stay committed to that struggle.” that removing someone with Rathman’s experience and influence would achieve exactly the opposite. As a result of the widespread concern the AEU and SAAETCC distributed a joint press release in which that organisation’s Chair, Professor Peter Buckskin, said Rathman’s untimely departure will be widely felt. “It’s a severe blow to the whole Aboriginal community in this State,” Buckskin said. “Now there is no Aboriginal voice representing education at the senior executive level.” AEU SA Branch President David Smith said Aboriginal union members are very worried about the loss of emphasis on Aboriginal education in SA and fear for its very future.

“Mr. Rathman was centrally placed in the implementation of both the Education Department’s Reconciliation Action Plan and Aboriginal Strategy. These documents were launched by the Department in the last two years yet David Rathman has lost his job and there are no plans to replace him with an Aboriginal person at that senior level.” “The hopeful words in these documents now have a chillingly hollow ring. Both the AEU and SAAETCC are outraged at the reduction in the importance of Aboriginal education,” said Smith. The outrage continued at the public meeting, which took place at the AEU on the evening of February 26. Along with key speakers Professor Peter Buckskin, Professor Lester-Irabinna Rigney, Professor Paul Hughes and AEU SA Branch President David Smith, there were 72 people in attendance, including members of the AEU Aboriginal Education Consultative Committee, Reconciliation SA’s chief executive Mark Waters and board member Hon Dr Robyn Layton AO QC, Lowitja O’Donoghue AC, CBE, DSG and David Rathman himself. In his contribution Rathman was philosophical about the decision as it affected him personally, joking that continued over page 3

“This is about partnerships, collaboration, respect and educators working together to fight back.”

1 Aboriginal Educators and supporters at the recent public meeting.

“The ALP has sacked me twice so you can’t say that I’m an advocate for one level of government or another … we cannot lose sight of our passion to drive change.” This attitude permeated much of his contribution, which was in effect a call to action for Aboriginal educators.

Professor Paul Hughes from the University of South Australia’s David Unaipon College of Indigenous Education and Research added his voice to the debate by referring to some key principles in the Ministerial Council for Education, Early Childhood Development and Youth Affairs’ (MCEEDYA) Aboriginal and Torres Strait Islander Education Action Plan which highlights the need for involvement of Aboriginal people in decisionmaking, equality of access to education.

“The Aboriginal struggle has no end, it goes on and it’s important that passionate people stay committed to that struggle. There’s no point in removing yourself to a conservative position, you must struggle,” he said. “We need to send a strong message to government and politicians and get all the support from non-Aboriginal people we can get,” he added. Earlier, the trio of highly respected Aboriginal academics made significant contributions to the discussion. University of Adelaide’s Dean of Aboriginal Education Professor LesterIrabinna Rigney raised the need for the “futureproofing” of Aboriginal Education, making the point that we currently have a one-sizefits-all policy but now have an opportunity to think more broadly about what we need. In acknowledging the present situation with respect to Rathman’s removal is concerning, Rigney stated that we need to act quickly and thoughtfully

to ensure good decisions are made. He talked about tailoring structures to support the varying needs of Aboriginal learners and educators and identifying the skills communities need most.

It was a robust discussion, which was added to by Professor Peter Buckskin, Dean: Indigenous Scholarship, Engagement and Research at UniSA. Buckskin started by paying his respects to education workers who, in his words, “…work bloody hard in schools every day.” He called on those present to take action. “This is about partnerships, collaboration, respect and educators working together to fight back. It’s about establishing a coalition of the capable. You guys are capable,” he said. Clearly concerned about what lay ahead for Aboriginal Education in DECD, Professor Buckskin told the meeting that David Rathman has been central to

work carried out by Reconciliation SA, of which Buckskin is a board member. “David is the contact in DECD for our Reconciliation Strategy and for our Reconciliation Action Plan. We have a schools congress during Reconciliation Week and David is the contact for that,” he said. While Professor Buckskin is far from being alone in his criticism of the way Rathman has been treated, the key concern for most in the room was clearly the future of Aboriginal Education and the need to maintain key decision-makers in the Department and beyond. Passionate discussion followed the key speakers and a number of important motions put and subsequently finalised by a drafting committee. The motions, which can be accessed in full on the AEU website include, but are not limited to, a call for the establishment of an Office of Aboriginal Education in DECD, the scheduling of a Summit on Aboriginal Education, the maintenance and strengthening of the Aboriginal Education Action plan, preservation of all Aboriginal positions and reinstatement of senior Aboriginal leadership to oversee Aboriginal excellence and commit to a minimum 5% parity target for Aboriginal people in all classifications. The AEU will play a key role in a new committee which will be known as the Coalition of Excellence in Aboriginal Education. The Union will be actively working to ensure the motions from the public meeting are acted upon by the Department and relevant government agencies. Stay tuned for further developments. n 13

Running Reli gion Head in schools

Harvesting souls in SA schools Tracey Hutt of FIRIS-SA says evangelism has no place in public education

he use of our public schools in South Australia by evangelists for their own purposes is rarely discussed openly. When I enrolled my child at the local public primary school I had expected it would support cultural and religious diversity, but without actually being religious.

Like many parents I was surprised when eventually a consent form came home for the Scripture Union Christian Options Program. I had clearly been under a misunderstanding. I discussed opting out with my child. He promptly burst into tears crying “… but the Christians give out ice creams!” When I asked how he knew this, he said

he “…had ice creams from the Christians before at lunchtimes...” This had been without my consent. This was not just at my child’s school. Scripture Union SA and Schools Ministry Group boast they run programs in over 300 schools. Across the state they come bearing gifts. Stickers, sugar, games, puppet shows, theatre or music shows which in practice act as leverage, and our children have developed a sense that being opted out is a punishment. By high school they turn into evangelical rappers or dance groups talking about ‘hope and values’, but the evangelical messages are the same. Parents have complained to me that when opting a child out, they are made to pick up papers or sit in the library to do nothing as the ‘alternative activity’. continued over page 3

Where are the School Counsellors? A parent speaks out … My children came home with a consent form last week. It was in relation to their contact with the school’s Pastoral Care Worker. The options were all check boxes and were presented thus: 1. YES, I give my child permission to engage in one on one conversations with the Pastoral Care Worker. 2. YES, I give my child permission to engage in one on one conversation with the Pastoral Care Worker (no Christian content). 3. NO, I do not give permission for my child to engage in one on one con14

versations with the pastoral care worker. An additional checkbox at the bottom was asking if you would allow your child to participate in group lunchtime activities led by the pastoral care worker. I ticked NO. I consulted with my children who both advised me that if they had an issue at school there are many other teachers they would approach first anyway. I know that the Pastoral Care Worker at our school is a lovely lady but she has no non-religious training. Her con-

cept of how to counsel children revolves around praying, biblical readings and discussions of God. She would be next to useless in a strictly secular setting if indeed she could keep God out of her conversations. If my children were suffering gender or sexual identity crises, as children do in upper primary, I dread to think what her response would be. Once upon a time, I went to university to study psychology for the express purpose of becoming a school counsellor. That those roles have been diminished is appalling and backwards. n

Fairness in Religion in Schools’ website can be accessed at

8: www.firissa.org

Book Review

“...education about the religions of the world, should include knowledge about people of no-faith and only be taught by qualified teachers.” Another parent had to opt their child out of school camp, as it was being held at a Christian campsite, with prayers and evening ‘talks’ led by evangelists; another parent would pretend their child was sick on Christian Options day as they were getting bullied by other kids for not attending. Parents enrolling their littlies for the first time generally have no idea that there are many public schools allowing evangelists to “…talk about their love for Jesus and the fact he loves them…” at school, interrupting learning time, and in some cases allowing them to access their children in the school yard at lunchtime. Currently the Department of Education and Child Development (DECD) Religious Activities in Government Schools Policy 2013 allows schools to run formal religious seminars four half days a year, plus other kinds of religious groups at lunchtimes, and the consent processes are unclear. What constitutes informed consent is not specified, and religious activities are neither monitored nor evaluated for their outcomes by government. This has created a situation where in some public schools there is now a plethora of poor quality, poorly supervised, highly evangelical activities. This is not trivial, and it’s encroaching on the rights of families. Fairness in Religions in School in SA (FIRIS-SA) are a grass-roots parent driven group that speak out against the segregation of children based on faith in public schools. We are affiliated with the Victorian group. We think education about the religions of the world, should include knowledge about people of no-faith and only be taught by qualified teachers. The practice of segregation based on faith is not in our children’s best interests and leads to bullying of children from families of minority faiths or no-faith. Our children are not their mission fields. n

One step at a time Kerry Foster, Teacher, Parkside Primary Written by Jane Jolly (Teacher, Eastern Fleurieu Schools) Illustrated by Sally Heinrich One Step At A Time is a poignant story about a young boy, Luk, and his baby elephant, Mali. When Mali steps on a landmine, the reader perceives the effects on Luk and appreciates the bond between boy and animal. The setting for this story is South-East Asia, and could be any of the landmined countries such as Laos, Cambodia or Vietnam. This book confronts an uncommon issue in children’s literature. Subjects dealing with any aspect of war, especially the devastating aspect of weapons such as these, are often avoided with children. However, children have the capacity to empathise with the characters and comprehend the social impact of such situations, as evidenced by this small sample of comments from Year 3 children:

“I thought the pictures were very detailed and had lots of clues in them about what the story meant.” Tom “This story has bits of war parts in it which made it a tiny bit sad but I liked it because I like elephants.” Angus “I learnt that you should never give up and believe in yourself. It was a very good book about caring and friends.” Vandhana “I recommend it for all ages because it is happy and sad and it has good and bad.” Zoe The illustrations are beautifully crafted with borders, suggesting and leading

the reader to an understanding of the complete story, as well as aspects of an Asian country and culture. From a teacher’s perspective it connects many aspects of the curriculum. The story, set in South-East Asia, allows teachers to lead the children through many aspects of the Geography and History curriculum. The wording and illustrations allow teachers to question and draw from children the subtleties and meanings that are hinted at throughout the book. It supports many of the strategies that are taught to children in relation to understanding texts at deeper cognitive levels. In summary, the book One Step At A Time gently introduces children to the ravages of war through a subtle story of the effects of landmines. The book enables an educator to use a visually pleasing picture book to engage children in complex issues by means of inspiring and gentle story telling. The book has been recently released and is available through most book shops or through New South Books, the distributor. n 15

Running Head NAPLAN

1 Excerpts from The Advertiser 6 March 2015

Let’s keep NAPLAN in perspective The AEU was quick to respond to the recent publication of comparative test data writes Craig Greer

ublication of NAPLAN results could end up having the reverse effect on student outcomes the Australian Education Union said in response to the publication of comparative data in the nation’s press. Referring to the NAPLAN tests as only one of many measures used by educators to assess student improvement, AEU President David Smith said teachers are seriously concerned about the emphasis placed on the tests, fearing that schools in disadvantaged areas achieving great things with respect to school culture and overall student performance will be unfairly labeled as “failing”. “You only need to look overseas to see how an over-zealous focus by governments and the media on standardised tests such as NAPLAN have achieved very little to lift overall education outcomes and actually damaged the reputation of good schools operating in highly disadvan16

“… continued publication of NAPLAN results … will lead people to make unfair and uninformed comparisons.”

taged communities,” he said. Comparative NAPLAN scores were published by a number of media outlets across the country, including The Advertiser, which also made clear comparisons between public and independent schools. While public school “performance” on the NAPLAN tests is as good as and in some cases better than the independent sector, publication of the results puts undue emphasis on a one-off test which is just one measure educators use to assess student progress. The Australian website even has an interactive page that allows the public

to easily compare schools against the national average and, if desired, the school down the road. The website states: “The Australian presents information on almost 10,000 schools in every state and territory, providing snapshots of key characteristics and easy evaluation of school performance. Search for a school name, by area or postcode, or browse all schools with your own search parameters. You can also choose your own list of schools to compare, which is automatically saved for your next visit.” “Easy evaluation of school performance”? Most educators will recognise this as an absurd claim, but who could blame parents who may not understand that NAPLAN is just a snapshot – the Australian website doesn’t make this point – from making comparisons that affect decisions about which school or system they enrol their child? AEU President David Smith made the continued over page 3

Running Head

Fringe review

Seaton HS students in Fringe success union’s position on NAPLAN comparisons very clear when he told the media, “It is not appropriate to use NAPLAN to rank schools or create league tables. This approach ignores the fact that schools vary widely in the background of their students and this has a huge effect on results. Further, creating and publishing league tables is contrary to the spirit of the My School Terms of Use.” “Indeed, some of our best school leaders and teachers are working exceptionally hard to give students in disadvantaged communities a high quality education and it’s unfair that they’re publicly judged on the basis of a one-off narrow test,” he said. While the AEU acknowledges the NAPLAN tests provide schools with some useful information about the progress of students in the key areas of literacy and numeracy, some union members have consistently voiced their concerns that they feel under pressure to ‘teach to the test’ to prevent their school being cast in a negative light. They feel students are missing out on other genuine learning opportunities. When interviewed by the media upon the release of the NAPLAN data, Smith made the point that testing and test results aren’t the be all and end all. “It’s our view that there is far more to a well-rounded education than learning how to take this or that test and we are concerned that the continued publication of NAPLAN results in the media and on websites like My School will lead people to make unfair and uninformed comparisons,” he said. “We think that overall academic performance in schools will consistently improve when appropriate funding is made available to all schools, especially those which enrol students with high levels of disadvantage, special needs and other barriers to educational success.” “The need for this funding was clearly stressed in the Gonski report yet the current federal government has not committed to deliver on most of it,” Smith concluded. n

“When you have a Bobby Sue to tell you what to do, life gets better!”

weep Under Rug, sounds an odd title with a missing word, but there was nothing baffling about the performance of this short 45 minute production staged at Star Theatres in Hilton during the Adelaide Fringe. The show, expertly presented by senior Seaton High School students, centres around the character of Miranda, the girlfriend of a rebel leader played by Pantelis Georgiadis. Miranda lives in a dystopian future where people are at the mercy of decisions made by a government humanoid called a “Bobby Sue”. A “Bobby Sue” is a guardian of sorts, someone who warns against missteps and guides its owners along the “appropriate” path in life. Miranda, played by Caitlin Leone, has been deserted by her parents, seen lots of violence and is struggling to cope, having been left in the house with a Bobby Sue to control her every move. “Miranda gets very depressed because she can’t do the things she wants and eventually fights back against Bobby Sue and stands up for her rights,” says Caitlin. Caitlin’s younger sister Ariel, was played by Tilly Raynes. “Ariel initially believed in the Bobby Sue program but Ariel wanted to be a doctor and Bobby Sue wouldn’t allow it. Eventually Ariel started to see how controlling the government was and also fought back. I really enjoyed playing what was quite an emotional character,” says Tilly. It’s not easy playing a non-human character but Genevieve Carmalt was exceptional as the somewhat creepy “Bobby Sue”. “Basically you put a Bobby Sue in a home that needs one. In this home I usually look after Miranda, organising her schedule and help her think, but in the end I get destroyed, which really is what’s right,” she says. “It was quite hard playing the character at first because I’ve never really done anything like this but I’m quite good at moving mechanically, so once I was in character it wasn’t too hard,” says Genevieve.

1 From left: Pantelis Georgiadis, Caitlin Leone, Tilly Raynes, Genevieve Carmalt and Rachel D’Sena Rachel D’Sena played Counsellor Kelly who works for the government. “My character is quite cheerful on the outside but underneath there’s quite a nasty person who is quite passionate about the Bobby Sue program and thinks that everyone should be in order – she loves her work. It was interesting to play her because I’ve never really played a character that’s so energised, cheerful and over the top. It was really fun to play. Drama teacher Ann Clarke told the AEU Journal she feels really lucky to have such a talented group of students who are willing to put themselves out there and give up their lunchtimes and after school time to do something they enjoy but aren’t necessarily getting marked for. “It was a pretty low budget production and a good opportunity to show the students that you don’t need all the bells and whistles to put on a show of high quality. Some of the students have expressed an interest to go further with their acting, which is great,” said Ann. Directed by Ann Clarke, stage-managed by Jake Atkinson, with hair and makeup by Miah Atkinson, Seaton High’s version of Sweep Under Rug didn’t miss a beat, taking you deep into the highly censored, autocratic world of the Bobby Sue program. It was a great example of a public school producing high quality theatre on a n restricted budget. 17

Policy

Pyne has no plan for the future of our school system

AEU Federal President Correna Haythorpe is concerned at the lack of action from government as report predicts teacher shortage

he recent Australian Council of Educational Research (ACER) report predicting booming demand for schools and shortages of specialist teachers has exposed Education Minister Christopher Pyne’s lack of a plan to improve Australian schools. AEU Federal President Correna Haythorpe said that Minister Pyne was failing on Gonski funding, failing on improving teacher training and failing to deliver for students with disability. The ACER report predicts a boom in demand for schools and specialist teachers over the next decade and means it is more important than ever for the Abbott Government to deliver the final two years of the Gonski funding reforms. Ms Haythorpe said it’s imperative for all schools to meet the minimum resource standards recommended by Gonski, and that it will only happen with the full six years of needs-based Gonski funding. “It is also time for the Federal Government to implement the Gonski recommendation that they provide 18

“Minister Pyne is happy to attack teachers, but has no positive agenda to deliver more resources to disadvantaged schools” capital funding for public schools to help State Governments deal with this growing demand,” she said. The ACER report also warns that Australia faces acute shortages of specialist teachers – in crucial areas like maths, science and languages – over the next decade. “Where is the workforce planning to ensure all secondary students are taught every subject by a qualified teacher? We need to do more to train and retain specialist teachers. The current situation where 40 per cent of Years 7 to 10 maths classes are taught by non-specialists is not acceptable,” Haythorpe said. The ACER report also warns that existing shortages of specialist teachers in secondary schools will get worse and

that even more children will end up being taught by ‘out-of-field’ teachers over the next ten years. “Instead of addressing these issues, Minister Pyne has launched another attack on teachers today, claiming that it is “a crime” that some teachers have poor literacy and numeracy skills,” Haythorpe said. “This is an overblown and unfair attack, and it comes from a Minister who has no plan to lift academic standards for entry to teaching courses.” Last month Minister Pyne released his response to the TEMAG review of teacher training, which had no measures to lift the ATAR scores of teaching students or impose minimum entry standards for courses. “Minister Pyne is also failing to deliver the funding required for schools to educate students with disability, by failing to keep his election promise to introduce a “disability loading” from 2015. As a result we still have more than 100,000 students with disability whose schools are receiving no extra funding for their needs.” Minister Pyne spoke on the eve of the report’s release about the issues faced by students with dyslexia, yet he has consistently refused to increase resources for schools to deal with increasing numbers of students with disability and learning difficulties.” “Despite recognising that one-in-ten students has some form of dyslexia, Minister Pyne has done nothing to address the fact that only one child in twenty is funded for any kind of disability,” said Haythorpe. “Minister Pyne is happy to attack teachers, but has no positive agenda to deliver more resources to disadvantaged schools, improve entry standards for teaching courses, address shortages of specialist teachers, or address the chronic underfunding of disability in schools,” she concluded. You can help keep growing the Gonski campaign by sharing the igiveagonski website and facebook page with your family, friends and contacts. n

8: www.igiveagonski.com.au

Keep the Gonski campaign growing at

Running Women’s Head Focus

WILD Nominations 2015

Ladies in the men’s room

WILD: Women in Leadership Development

Sue Fenwick says the LNP’s IWD gaffe diverted the public from a proper debate on issues that matter.

ou must be a man to be a member of the Tattersall’s Club in Brisbane. Partners can obtain a Partners Card to use the facilities but women cannot join in their own right. Whatever you think about men only clubs, was it a wise choice for the Minister for Women’s International Women’s Day lunch? Especially when that Minister for Women is Prime Minister, Tony Abbott, a man who’s gaffes have developed an international following? International Women’s Day (IWD) emerged from activism in the labour movements of North America and Europe in the early 1900s. Women began to take action together and across borders for improved wages and conditions, voting rights and peace in the face of international hostilities. The first IWD was officially marked in 1911. It became a global focal point for women’s rights and participation in political, economic and social arenas. The need to celebrate achievements continues to resonate with women across all kinds of divisions – geography, politics, religion, age. We reflect on past struggles, call for change, and celebrate acts of courage and determination by women in our own communities and around the world. It’s a day when wise leaders could take stock. They could weigh the costs of excluding women from full participation in society. They could analyse the barriers women face. They could consider the work to be done to ensure all girls grow up safely, healthy, and with access to education that develops their potential. They could listen, ask questions, encourage, and engage with women, young and old. When asked about lunching at the men’s club for IWD, the Minister for Women, Tony Abbott told Parliament the LNP was “smashing the glass ceiling yet again”. “Obviously they’ve now broken down the last barrier and they’ve made the men only club admit women,” he said. “I say congratulations and thank God

“It’s a day when wise leaders could take stock. They could weigh the costs of excluding women from full participation in society.” that bastion of old fashioned chauvinism has finally collapsed like the walls of Jericho at the trumpet cry of the Liberal and National Party.” Maybe the Minister for Women was joking. Maybe he had actually forgotten all about IWD and was covering the slip up with humour. Or maybe he was able to create enough outrage, rolling of eyes and shaking of heads to minimise the event, shifting the public gaze away from the reality of many women’s lives. As comedians, satirists and social media lapped up the latest Abbott gaffe, here are just three of the issues we could have been discussing: • One woman is killed by her partner or former partner in Australia every week. Rosie Batty, family violence campaigner, is made Australian of the Year but the government is defunding services and programs designed to support victims of domestic violence. • ACTU President, Ged Kearney, says Australian women earn on average $298.10 less than Australian men across all industries. Rules relating to reporting on gender inequality are being watered down. If we don’t count, we can’t correct. • The ABS reported that women held 3.5% of leadership positions in Australia’s Top 200 ASX companies in 2014. The LNP claims it has smashed the glass ceiling by lunching at a men’s only club on IWD. Queensland Greens Senator Larissa Waters said Abbott’s comments were “yet another scary insight into the Liberal Party’s 1950s views on gender equality”. There may be a little more to it. n

Are you interested in participating in a program that will build your leadership skills and knowledge? Do you see a future in union leadership? Nominate for WILD 2015. The AEU Women in Leadership Development (WILD) program has been running successfully for three years now. It targets AEU members in South Australia who hold a union position such as Workplace Representative, Sub-branch Secretary, Council Delegate, Branch Executive Member, Women’s Contact Officer, School Services Contact Officer, or an elected position on an AEU standing or consultative committee. Program participants undertake four days of training in Adelaide, with funding for back-fill, country travel, accommodation and course materials, online activities and access to an online support network. To complement the course there are mentoring and other leadership professional development opportunities. The learning is fun and informative, and most importantly, relevant to personal union leadership development goals. The course focuses on: • Understanding self and leadership • Models of leadership for women Union Leaders • Collective power and influence • Union leadership and change • Strategic planning Please note: It is an expectation that participants attend and actively participate in all program activities.

Dates for face-to-face sessions • Monday 4 & Tuesday 5 May • Friday 14 August • Friday 6 November If you see yourself as a future leader and would like to nominate for this program, please email:

: training@aeusa.asn.au 8 or call Lynn Hall or Tish Champion on 8272 1399. Nominations close

Tuesday 7 April 2015.

n 19

Curriculum In Term 3 students were taken through the process of editing, writing and rewriting to become “ruthless editors” of their work. They stuck to the project over two terms, persevering with the rigours of editing and rewriting to make the most of the rare opportunity to have their work published. Angela Kingston is also a qualified upper primary teacher which she thought helped in interacting with staff and managing classroom behaviours. As Writer in Residence, she established a drop-In-service for teachers and students, and a Writers Club.

#Radelaide: Stories from Adelaide High An author and an English teacher talk about what they learnt from the Writing Places Project at Adelaide High School.

ast year, the SA Writers Centre kicked off its Artists in Schools project – The Writing Places Project – by placing published author and teacher, Angela Kingston, at Adelaide High School for two terms. “The idea,” said Angela Kingston, “was to teach creative writing and editing skills to an ordinary English class, boost motivation by giving students scope to choose their own story focus, and provide support to get all stories to a publishable standard. The school designed and conducted its own assessment for students in conjunction with my program, and allocated appropriate homework time.” The group of Year 9 students chosen for the project were a typical mixed ability group. They were not selected on any particular academic criteria. In Term 2, Angela ran weekly creative writing and crafting workshops with the students using innovative and inspiring techniques. They learnt the writer’s tools of trade: character, plot, structure, 20

“That night I realised that all the students were having a wonderful experience they’d never forget, because of the faith we’d shown in their abilities.” Angela Kingston

point of view, language, description. Quotes from their work were showcased on Writers Walls around the school. “The Year 9s also enjoyed sharing their writing in class, and it was heartening to watch how they supported each other in this, to become a real community of writers,” said Angela. English Teacher, Lee Irvine, said she was surprised by the level of sophistication and the richness of the language the students demonstrated and how quickly they “blossomed and became involved”.

It is an extraordinary feat to write, edit, design and publish an anthology in just two terms but Angela says #Radelaide is remarkable because “…it gives a voice to young people, and celebrates their experiences and perspectives. The anthology contains twentythree student stories – twenty-three different ‘Adelaides’ – reflecting the diverse interests, fertile imaginations and keen insights of our youth.” Lee Irvine thinks teachers would benefit from the Writer in Residence program through “the possible revelation of what can be achieved at Year 9 level if the time and resources are dedicated to it and if the students are inspired by being selected and by having the opportunity of being published. Teachers in participating schools benefit from additional creative writing skills and from increased enthusiasm and higher expectations of students’ work.” Great educators also learn from their students and as Angela Kingston noted, “Perhaps my biggest learning came on the night of the book launch, when I saw the pleasure and pride on every student’s face as they read excerpts from their published stories. That night I realised that all the students were having a wonderful experience they’d never forget, because of the faith we’d shown in their abilities.” #Radelaide: Stories from Adelaide High was launched 28 November 2014 at the SA Writers Centre. It is available for purchase from the SA Writers Centre. The 2014 Writing Places Project was an initiative of the SA Writers Centre, funded through the national Community Education Partnerships: Artists in Resin dence (CEP: AIR) program. Sue Fenwick, AEU Journal

AEU Tr aining and Development Program 2015

DCSI Checks

E ve n ts & C ourses

Great news about clearance checks

Term 1 & Holidays AEU/DECD Personnel Advisory Committee [PAC] Training

Safe Schools! Supporting Gender and Sexual Diversity Workshops

Wed 1 Apr and Mon 20 Apr

[Kadina] Mon 13 Apr 9:30am – 2:30pm

The AEU strongly recommends that all members of the PAC, including principals, AEU reps, equal opportunity reps and non-teaching staff reps who did not complete the update or full training in 2014, register for PAC training.

This is a practical workshop to support schools as safe places free from homophobic bullying and harassment. The workshop is run with support from Safe Schools Coalition SA and the AEU (SA Branch) Consultative Committee for the Lesbian, Gay, Transgender & Intersex community (LGBTI). Open to: AEU Members.

Book Online: www.decd.sa.gov.au/hrstaff/

SBS/Workplace Reps Courses Course 2 Day 1: Thurs 7 May 9:15am – 3.30pm Day 2: Fri 8 May 9:15am – 3.30pm A 3-day split course designed to build and strengthen the sub-branch and assist members to work together to resolve workplace issues effectively through various decision making structures and consultative processes.

Day 3: Fri 31 July or Mon 14 Sept 9:15am – 3.30pm Attendees may select the Day 3 date that suits them best. Open to: Newly elected workplace reps, sub-branch secretaries and WOC members.

Classroom Management for New Educators [City] Mon 13 Apr & Wed 15 Jul

[Pt Pirie] Mon 6 Jul & Tues 29 Sept

9:15am – 3:30pm 9:15am – 3:30pm 9:15am – 3:30pm 9:15am – 3:30pm

Highly recommended by new teachers this 2-day practical course builds on the keynote and workshops run at the AEU New Educators’ Conferences. This course is facilitated by experienced teachers and is recommended as a practical way to develop new teachers’ skills in the classroom. Participants will receive a course workbook and lunch. Open to: AEU members who are new teachers in their first 5 years of teaching.

Leaders’ Conflict Resolution through Mediation Day 1: Mon 13 Apr Day 2: Tues 14 Apr Day 3: Wed 15 Apr

9:15am – 4:00pm 9:15am – 4:00pm 9:15am – 4:00pm

A high demand 3-day course facilitated by Professor Dale Bagshaw and practicing mediators covering the theory and practice of mediation. It is essential that participants attend all three days. Open to: All educators, particularly those in leadership positions & Sub-branch Secretaries. Cost: AEU Members $110: Non-members $330 incl. GST. No cost for elected Subbranch Secretaries/Workplace Reps. Participants must attend all 3 days.

SSO Reclassification Workshop Tues 14 April

9:15am – 3:00pm

A 1-day practical workshop to assist SSOs in applying for reclassification. Open to: AEU members in non-teaching positions.

WHS Conference: Respect in the Workplace Wed 15 April

9:15am – 3:30pm

This conference will support AEU members to provide leadership in making positive changes to their workplace culture using WHS tools. See Ad on Page 17. Open to: AEU members in particular leaders and WHS reps.

AEU Contract & TRT Conference Thurs 16 April

Participants must attend both days.

9:15am – 3:30pm See Ad right 333

For further info on any of the above events and courses,

8: training@aeusa.asn.au

email Phoebe Gunn on

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

To register go to

Until recently, if you were a registered teacher who was also seeking additional work as an SSO or ECW or you wanted to support your local school as a volunteer, it was required by DECD that you apply for an additional clearance through DCSI. As a result of members raising this issue, it was taken up by the AEU with DECD and the Minsters of both DECD and DCSI. The new Minister for Education and Child Development, Susan Close, has made a very welcome announcement that there will no longer be the need for additional clearances for those who have teacher registration. As stated on the DECD Intranet: “The recognition of teacher registration for non-teaching and volunteering positions in DECD is effective immediately.” This is a great outcome for members who have their teacher registration and are seeking non-teaching work or are supporting children and students by taking on volunteer roles such as coaching, being on Governing Councils, listening to reading and providing those extra pairs of hands which are highly valued in our n schools and preschools.

Full details are available on the DECD intranet.

‘15

* Upcoming Event

TRT & Contract Teachers’ Conference Thurs 16 April

9.30am – 3.30pm

A 1-day conference for TRT and Contract Teachers with workshops on current issues. Open to: AEU members who are TRT or Contract Teachers.

For further info or to register:

www.aeusa.asn.au >events&courses

Council Dates for 2015

Branch Council Meetings Upcoming dates for 2015 are:

Saturday, May 30 Saturday, August 22 Saturday, November 7

TAFE Divisional Council Meetings Upcoming dates for 2015 are:

Friday, May 29 Friday, August 14 Friday, November 6

AEU Information Unit

NOTICE BOARD

April Holiday iPad Workshops Presented by

Sprialis Consulting • iPad Essentials • Book Creator: developing digital literacy • Supporting Reading Comprehension • Supporting Reluctant Writers

Mon. 13 & Tues. 14 April

For assistance call:

www.sprialisconsulting.com

10.30am to 5.00pm

National counselling helpline, information and support 24/7 • Are you experiencing sexual assault or domestic and family violence? • Seeking to support someone who is? • We can help. Call:

1800 737 732 or

go to: www.1800respect.org.au and connect to a councillor online

Consultants Network Open Weekdays  When: Do you have a question your union rep can’t answer? Don’t forget the Information Unit is open Monday – Friday

1800RESPECT

AEU Journal Online

Venue: Education Development Centre iPads provided for these hands-on workshops. For details go to:

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

journal@aeusa.asn.au

The AEU Journal is online at:

: 8272 1399

www.aeusa.asn.au/ journals.html

One STAFF, One UNION!

5 1 0 2 EB 2015 EB 5 1 0 2 EB

Learning Program

Are you a member of the union that fights for your wages, conditions and a strong public education?

JOIN THE AEU AND HAVE A SAY IN THE FUTURE OF YOUR PROFESSION!

Call our membership section on 8272 1399 or join online: : www.aeusa.asn.au/join.html

Creative Classrooms Teacher Workshop

Presenter and composer: Paul Rissmann

This bespoke workshop is a chance for teachers to work with internationally acclaimed educator to explore practical and innovative ways to foster creativity in their own classroom. Inspiring professional musicians and teachers to develop their own creative skills is an integral part of Paul’s career in the UK and around the world. Sunday 14 Jun, 1:30 - 4.30pm, Grainger Studio

Visit aso.com.au/learning for more info and application form. Cost $80.

NOTICE BOARD

Member’s Market In order to cater for extra editorial space, the AEU Members Market now has a reduced space allocation in the Journal. Advertisements will be printed at the discretion of the Editor and will not run in more than three issues in succession. Kensington Town House: Quiet, private, comfortable 2 BR with QB’s. 5-min stroll to historic Rising Sun, Robin Hood, short walk to Parade and great parks. BBQ, fully equipped, all linen supplied. From $130/night. T: 0407 744820 E: dover.farm@bigpond.com

SECOND VALLEY HOLIDAY HSE: 4 BR brand new 2-story house – sleeps 9 plus 2 fold out couches. 5-min. walk to the jetty. Relax for wkend or longer. T: 0407654464 E: arthur1966.dellas@gmail.com

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

STRESS, WEIGHT, HABITS?– RELAX! Hypnotherapy, Counsel-

ling, NLP, Relationships, Career, Smoking, Anxiety, Performance, etc. 15% Discount AEU Members. Reg Chapman: T: 0419 829 378 E: nlpchanges.com.au

STREAKY BAY HOLIDAY HSE:

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

The Mobile Muso Mechanic The long break is looming, I’ll come to you – and setup/repair, restring your guitar/bass and even tackle simple amp maintenance. This new service is also available for school music rooms. Frank Lang: T: 8248 0824

SAIT Conveyancers

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

Anne Walker

(: (08) 8410 6788

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

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

Teaching Resources: Victor Harbor Holiday Hse: Retired teacher selling maths New, 4 BR, 2 bath, (2 x Qu, 2 x singles, 1 dble bunk), sleeps 8, 3 living areas, 2 balconies, views of hills & Granite Island, A/C, D/W, BBQ, C’pt, 2-storey, quiet location. T: 0400 303 300 (Ian) E: ir211057@internode.on.net

Kingston Near Robe: 2-story on 22 kms of stunning beach stretching down to wineries. Sleeps 8, 2 bathrooms. Or Balcony Suite, 5 RMs. Special from $70/ double, mid-week, off peak, min. 4-nights. T: 0402 922 445 (Judy)

resources. Rigby year 3/4 Student books. imaths year 3 (3 books) imaths year 4 (4 books) Back-to-front year 3 (3 books) Back-to front year 4 (4 books) T: 0447 890 234 (Diane) E: bluescrows@y7mail.com

HOUSE FOR SALE: 3 BR in Pt Noarlunga Sth. Close to great beaches and facilities. $295,000. T: 0435 489 429

OUTBACK TAGALONG TOURS Guided tours in your 4 wheel drive, with your gear loaded on the ‘Big Red Truck’. Hassle Free Outback Touring. Book now for our Spring Tour – Innaminka Races, Coward Springs, Warren Gorge. T: David Connell – (02) 8885 4620 or Lyn Rowe – 0403 594 406 W: www.brtoutback.com.au

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

journal@aeusa.asn.au

AN INVITATION TO RETIRED OR RETIRING TEACHERS & SSOs Have you retired or are about to retire? Are you seeking opportunities to maintain or increase your level of fitness and want to learn more about your city and surrounding hills and bushland? Are you seeking companionship with other retired teachers and their partners as well as other walkers from a range of backgrounds (not just teaching!)? Walks are organised at several levels. Rovers walk from 14–18 kms, Walkers from 8–10 kms, Ramblers from 6–7 kms and Amblers up to 5 kms. The R.T.A. Walking Group is a sub-group of the Retired Teachers Association and is affiliated with The Walking Federation of SA. We walk in conservation parks, national parks and forestry reserves within the Mount Lofty Ranges and Fleurieu Peninsula, suburban beaches and along the six creeks of the Adelaide Plains, the River Torrens Linear Park and other suburban trails. It’s a great way to get to know your city and surroundings! A camp is also organised each year in country areas within South Australia or Victoria.

Simon Willcox

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

Victor Harbor Getaways:

Fax: (08)

located at Credit Union SA

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

If you are interested in finding out more about our walking group, you are invited to contact: our Secretary, Roger Tagg email: rogertag@tpg.com.au 23

When you weigh things up, our credit card has a lot to offer.

On balance, our Credit Union SA Visa credit card is really stacked in your favour. On the one hand, we offer 0% pa interest on amounts transferred from other cards for 6 months. On the other hand, we don’t hit you with an over the top interest rate for purchases and cash advances. After 6 months, interest on balances transferred reverts to our extremely low rate of 10.49%pa.^

With our Visa credit card you’ll also enjoy: • Up to 55 days interest free on purchases • Fast payments with Visa payWave • Same low rate for purchases and cash advances Take out a Visa credit card from Credit Union SA. Because we’ll always try to tip the benefits in our members’ favour.

To apply call 8202 7777, ask a mobile manager, visit a branch or creditunionsa.com.au

^Rate reverts to 10.49% p.a. variable rate after 6 month balance transfer period. Interest rates current as at 1 March 2015 and are subject to change. Membership & Lending criteria, Fees & Charges and Terms & Conditions apply and are available upon request. The Terms & Conditions contain information that will assist you to compare products and help you to decide whether to acquire the product. The Customer Owned Banking Code of Practice applies. Credit Union SA Ltd | ABN 36 087 651 232 | AFSL/Australian Credit Licence Number 241066. | 400 King William Street, Adelaide SA 5000.