AEU Journal June 2020 by Australian Education Union (SA Branch)

Vol 52 I No 2

Official publication of the Australian Education Union (SA Branch)

June 2020

AEUJOURNAL SA Coping with COVID Organising and learning online

INSIDE: u Safe

workplaces: Lessons from the pandemic.

u On

the front line: Who are the essential workers?

RU A RT N NPR I NG IZ EH E AD

TA X STAT E M E NT

Union subscriptions are tax deductible

SACE inaugural art prize The recipient of the inaugural 2020 AEU SACE Art Show Award is Samuel Greer for his work ‘Whale’ (pictured above). The Victor Harbor High School graduate will receive $250 donated by the AEU SA Branch. His work was based on “My love and concern for wild animals and their importance to human society.” n For more fabulous artwork from students in this year’s SACE Art Show, visit the online gallery at:

www.sace.sa.edu.au

statement confirming membership subscriptions received by the union from 1 July 2019 to 30 June 2020 will be forwarded to all members following the end of the financial year. Members who have provided an email address will have the statement emailed. The statement is a summary of subscriptions received by the union for the financial year and is not a request for payment. The statement includes your personal and employment details. Please check these details and advise AEU Membership if there are any changes or additional information. You can reply to your emailed statement or update on our website. (details right) 3

South Australia’s Commissioner for Children and Young People, Helen Connolly believes that ‘no-one should have to worry about how they are going to manage their period’. She hopes to get 500 signatures on a petition calling upon the state government, the hygiene industry, and community stakeholders – including

Salary increases and AEU subscriptions Members covered by the 2020 Enterprise Agreement for Schools and Preschools should by now have received salary increases and back pay. For members whose AEU subscription is based on their salary (mainly permanent employees) the application of the new salary rates to your subscription will be effective 1 June 2020. Recalculations will only apply to any unpaid fees for 2020. You can find new salary rates and member subscription tables, reply to your emailed statement or update on our website at:

www.aeusa.asn.au/YourMembership or please contact AEU Membership: email: membership@aeusa.asn.au phone: 8172 6300. n schools, community groups, sporting clubs, public and private hospitals, and universities – to work together to end period poverty in South Australia so that everyone, regardless of their circumstances, can have free, non-stigmatised access to menstrual hygiene and sanitary products when needed. This will allow thousands of young girls to live full lives. There is also a three minute survey about your own experiences as a woman. Find the petition and the survey on the website at:

endperiodpoverty.com.au

#NRW2020 #InThisTogether

27 MAY – 3 JUNE 2 | AEU SA Journal – June 2020

CONT E NTS PRESIDENT’S VIEW

UNION TRAINING

COVER: Coping with COVID Organising and learning online. Photo: iStock

ONLINE CONCERNS

MEMBER VOICES MAKE US STRONGER

UN-USUAL BUSINESS

Is TAFE SA’s online course delivery here to stay?

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

#3 July 3

July 22

#4 September 25

October 14

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.

Union democracy sees us through the crisis.

06 CLIMATE IS UNION BUSINESS Why we needed our new Branch policy.

07 CONSULTATION IS THE KEY The mechanisms for genuine workplace consultation are there for us to use.

08 ORGANISING IN THE NEW NORMAL Tips for building your sub-branch and PAC.

10 TERM 2 ONLINE EDUCATION We launch our podcast series, and a range of online courses.

12 WELCOME TO THE CAMPAIGN GROUP

www.aeusa.asn.au

Introducing the AEU’s new Organising and Campaigning team.

Dealing with workplace hazards in a time of COVID-19.

16 ON COURSE TO UNDERSTANDING Haydyn Bromley talks about Aboriginal Cultural Sensitivity and Respect training.

18 ESSENTIAL WORKERS! Jan Murphy hails education staff on the front line.

19 WOMEN SHOULDER THE BURDEN The pandemic highlights female disadvantage.

21 TEACH FOR AUSTRALIA’S BEACHHEAD ‘Associates’ taking first steps into South Australia.

22 SAME VOCATION, DIFFERENT LOCATION Members share their exchange teaching experiences. AEU SA Journal – June 2020 | 3

TAF E FOCU S

IMAGE: ISTOCK

Online concerns TAFE Organiser Angela Dean asks, is COVID-19 a cover for a more permanent move to online delivery of TAFE SA courses? TAFE SA’s response to COVID-19 saw an early end to Term 1 and a move to an Alternate Education Delivery Project announced for Term 2. Members across TAFE SA felt the employer was listening to their concerns on safety for staff and students, with an extended break for students and options to work from home. Staff worked feverishly to get student

packages and online courses ready for Term 2 delivery. With workloads increasing dramatically, many staff are now managing a variety of delivery models to ensure that they cater for all their students. In this time of crisis there has been increased support from leaders, providing additional funds and training for staff and students to move to online delivery. Unfortunately, another reason for

Award variation sought

he AEU has an application with the SA Employment Tribunal (SAET) to vary both the Teachers (DECS) Award and the TAFE (Educational Staff) Interim Award, which contain clauses allowing employees up to 52 weeks special leave with pay on top of existing special leave with pay provisions in the event that a teacher or TAFE Educational Staff member contracts an infectious disease while at work. The diseases listed include whooping cough, glandular fever and chicken pox, and any additional diseases the Minister may approve. On 6 April 2020 the Minister refused 4 | AEU SA Journal – June 2020

to include COVID-19, stating that existing leave arrangements were generous. Your union disagreed. Those leave arrangements are temporary and sadly COVID-19 is here to stay. To protect your interests longterm, in April the AEU lodged applications with SAET to vary these awards. The preliminary hearing has been held and the AEU is entering negotiations with the Government. If agreement cannot be reached, the AEU will push the matter in SAET on your behalf. n Mika Tippins is the AEU’s Industrial/ Research Officer

the support for the move to an online delivery platform was highlighted recently in communication from the employer. The clear message is that there will be a new era for TAFE SA post COVID-19, with all courses now being reviewed to see which can be permanently moved to an online format. Our members have already expressed their concerns on how the move to online delivery will negatively affect the quality of their programs, and students’ participation and completion rates. There are other concerns members might consider. • Staff should be consulted on their training and development needs for online delivery, which may be different from workgroup to workgroup and individual to individual. • Online delivery does not just immaculately occur. Lecturers may need release time to develop the online training and to adapt their courses to a different mode of delivery. It should be acknowledged that some types of instruction and assessment cannot be delivered online. • Appropriate tools of the trade need to be provided and issues such as online security and privacy concerns addressed. Lecturers need a guarantee that their voices, images and likeness will not be recorded by TAFE SA and their students without their consent. They also need a guarantee that their private equipment will not be damaged (for example computer virus infection, hacking, hardware and software problems) when they participate. continued over page 3

RU N N I NG H E AD

PRESIDENT’S VIEW

Member voices make us stronger “...issues such as online security and privacy concerns need to be addressed.” • Genuine negotiation needs to occur with workgroups on workload and the hours of instruction and assessment. Moving to online delivery should not mean that a lecturer’s workload becomes unreasonable and excessive. Staff should not be working over their 35 hour week or unsociable hours due to online delivery. n

ACTION • Discuss these issues with other members in your workgroup, and your delegate to TAFE Divisional Council. • If you have concerns about the move to online delivery, email: tafe@aeusa.asn.au

TAFE Divisional Council The AEU is delighted to welcome the 2020 TAFE Divisional Council members. This year sees a new Chairperson Mark Dibdin, a Lecturer from the Heavy Vehicle Automotive Department at TAFE SA. Mark will be joined in the TDC by Subbranch Delegates, Ania Holmes, Ashley Smith, Chris Dahms, Craig McCowat, Chris Omerod, Danielle Driscoll, Dexter Mejia, Dennis Nuttal, Larissa Taylor, Max Lorenzin, Meredith Hosking, Nadine Schoen, Nick Biris, Pani Meda, Simon Miller, Terry Dolman, Tony Dyson and Ulrike Heck. n

Branch President Lara Golding believes our hard work and democratic principles will strengthen us through this crisis.

ay Day is normally a day where all workers stand together, united in solidarity, but this year May Day was very different from normal. There was no march with the red flags of the AEU flying as the autumn leaves fell. Things that should be normal at this time of year like the Anzac Day march, camping trips and family gatherings over Easter joined the red flags of the May Day march as conspicuous by their absence. But though much is different, what is the same is that AEU members are standing shoulder to shoulder (but 1.5 metres apart) with their colleagues and other unions as we traverse these unprecedented times. Our values of solidarity and democracy have not wavered through this challenge, in fact they have been strengthened – particularly the democratic principles of our union. Member voices have been of central importance to our advocacy and we have sought to reach out across the State to gain the fullest possible picture of members’ experience through the crisis. We know that AEU members worked tirelessly for their students in schools, preschools and TAFE through March and April during a period of extreme uncertainty with mixed messages a constant challenge. The Government has been inconsist-

ent in its message on schools, but the one thing that is clear is they know just how important schools are for the functioning of our society. Despite this, we have for a long time had to fight for fair funding for public education. There was no $3.3 billion carrot to return to the classroom for public schools, just pleading (viewed by many as gas-lighting) from our Prime Minister not to leave our most vulnerable children behind. Throughout this time the union has worked hard to try to navigate a course for members and to assist Government and the public to better understand the realities of teaching in this extraordinary time. Members across the State experienced the situation in different ways and there were a range of views on what was important and what messages we should be conveying to the public. Like many other organisations we embraced the technology available to enable us to meet remotely so we could continue to hear firsthand what members were experiencing and feeling. Our first TAFE Divisional Council and Branch Council meetings of the year were held online, as were multiple urgent Branch Executive meetings. These meetings enabled us to represent our position to the public based on democratic decisions as voted by members. Our union, like other unions rely on member voice and democratic decision-making in order to chart a course through uncertain times. By standing in solidarity, even when we can’t do so physically, we can support each other to come through this crisis stronger. It has been a difficult and very different experience, but I believe we are stronger as a union for our unwavering commitment to democracy. n AEU SA Journal – June 2020 | 5

CLI M AT E POLICY 7 Holding the AEU Environment Action Group

banner high at a climate change rally in Adelaide last year.

It calls on the Department for Education and governments more generally to take urgent actions that will reduce greenhouse gas emissions and pivot our society towards sustainable industries.

Climate change is union business The AEU SA Branch now has a climate change policy! Amber Tomas outlines the policy, and why we need it.

limate change is predicted to have a profound effect on our environment and societies over the coming decades, so it is essential that the union has a clear position on this issue as well as direction and priorities for action.

“Our future is unwritten. It will be shaped by who we choose to be now.” Christiana Figueres and Tom RivettCarnac, The Future We Choose: Surviving the Climate Crisis, Knopf, 2020.

Why is climate change union business? All jobs are only as secure as the systems that support them. The bushfires and COVID-19 pandemic have shown that these systems are vulnerable to disruption, and climate science tells us that global heating will cause more frequent and more severe disruptions to our current way of life. Climate change is union business because there are no jobs when the systems that support our jobs break down, or in a society that becomes absorbed with responding to one disaster after another. In ten years’ time, unless global emissions are severely curtailed, any hope of limiting global heating could well be lost, and ‘natural’ disasters will be more frequent and more severe. As educators we must use our collective 6 | AEU SA Journal – June 2020

industrial and professional strength to demand urgent change and a just transition to a society with sustainability as the core platform.

What is the scope of the policy? Education has key roles to play in the transition to a sustainable future. The AEUSA climate change policy aims to recognise and develop these roles as well as call for direct actions that can be taken to reduce greenhouse gas emissions. The policy lays out actions to be taken at the levels of: • Education providers generally; • AEU sub-branches in schools, pre-schools and TAFE; and • the AEU SA Branch.

How can I get involved or find out more? The policy lays out various actions that can be taken within educational sites, including: • embedding climate change and sustainability as a core element of learning; • conducting a site carbon emission audit and developing an environment management plan; • supporting student agency and the rights of students to take action; • professional learning around education for sustainability; and • calling on the Department to develop and co-ordinate statewide strategies to minimise the impacts of climate change. The AEU SA Branch Environment Action Group will play a large part in driving the implementation of the clin mate change policy. Amber Tomas is a member of the Australian Science & Mathematics School sub-branch and joined the AEU during her initial teacher education in 2018. As a new mother, the world we leave for our students and children is critical. Amber embeds social and environmental issues in her teaching and was part of the Climate Change policy development subcommittee.

ACTION • View the AEU’s Climate Change policy on our website. • To join the Environment Action Group, send a blank email to: green-aeu-join@members.aeusa. asn.au

B RA NCH S ECR E TA RY ’S R E PO RT

Consultation is the key The opportunity for genuine consultation in our workplaces is a right we cannot afford to waste, warns Branch Secretary Leah York.

he experience of the last few months has taught us many lessons. We must now use that learning to improve our lives and working conditions. We must use the entitlements and processes in our industrial instruments and policies more stridently to enhance the health and wellbeing of members, and to be kind and considerate of our colleagues. In schools, Personnel Advisory Committees (PACs) should operate to ensure that human resources matters are addressed and implemented in ways that are contemplated by the Enterprise Agreement itself: “The parties acknowledge that staff morale and employee job satisfaction are enhanced where the views of all employees are taken into account before decisions are made.” The Enterprise Agreement also states that, “Consultative arrangements will be established in each school site…” We must ensure that we use our AEU values of democracy and solidarity to make processes inclusive in order that: “Human resource management decisions are carried out in a framework that enables staff to have genuine and direct input into the decisions that affect human resources in their school and their working life.” (South Australian School and Preschool Education Staff Enterprise Agreement 2020 [EA], Clause 3.5.1)

It is incumbent upon us, as members of the AEU, to carry out our responsibility in this regard, whether we are AEU PAC Representatives, Principals, teaching staff representatives, non-teaching staff representatives or members of the subbranch. Indeed, all employees are bound by the EA provisions, so being a non-member is no excuse for not implementing, adhering to and participating in consultative requirements, including provision of information sufficient for genuine consultation. Failing to do so is a breach of the EA, and quite frankly, unprofessional. In last year’s enterprise bargaining negotiations, employer representatives stated time and again that provisions to regulate workload are already covered in the EA. And that is correct to some extent. Although we know that public education generally must be far better resourced to meet students’ needs, before we can successfully demonstrate that more resourcing is needed in an industrial sense to alleviate workload, we must fully execute our responsibilities under the EA. This includes, under the standards of reasonableness and equity, genuine consultation in regard to: • the size of classes (including practical classes); • the total number of students and classes for which a teacher has responsibility for preparation of lessons, report writing and assessment of student work; • strategies to manage work organisation, class structure, specialist teaching load, face-to-face teaching time, non-instruction time, leadership time and the allocation, size and configuration of classes; • determining the number, length, frequency and timing of staff meetings; and

• the use of funds allocated to a school to address teacher workload and class complexity. (EA: Clause 3.5 PAC and Part 5 Regulation of Workload) AEU members fought hard to maintain PAC representation and win complexity funding, so we must do our best to achieve improved outcomes for our sub-branches. Whilst TAFE SA, preschools and regional offices do not operate PACs, the requirement of genuine consultation and direct input into the decisions that affect human resources and the working lives of employees must be facilitated by the Educational Manager, Preschool Director or Site/Workgroup Manager respectively.

“...staff morale and employee job satisfaction are enhanced where the views of all employees are taken into account...” In TAFE SA, the Educational Staff Consultative Committee also operates as a forum for consultation, comprising of an equal number of AEU representatives and nominees of TAFE SA’s management. We are currently exchanging views and considering solutions for matters that recent experience dictated, such as: • student access and equity issues in online/external delivery modes; • student engagement issues; • online system failure; • excessive staff workload accommodating a variety of delivery modes; • new approval process for classes to return to face-to-face delivery mode; and • 1.5m distancing and gatherings of no more than 10 adults. Challenging circumstances demonstrate the importance of genuine consultation and collective action. The improved health and wellbeing of members depends on it. n AEU SA Journal – June 2020 | 7

S U B-B RA NCH B U S I N E S S

Organising your workplace in the new normal Union Education Director Sam Lisle-Menzel serves up some food for thought for your sub-branch.

alking ‘union’, getting members together, debating motions and making decisions is tough to do at the best of times. And in this era of COVID-19 members have been asking, what might make these connections easier, or at least accessible, in the ‘new normal’?

Why would we adapt what we do? Sub-branch leaders tell us that they are looking at ways to adapt because they care about member safety, respectful relationships, equitable workplaces and great public education facilities. If you are wanting to ensure that part-time members, those with caring responsibilities, SSOs with different rosters, or members who are not onsite can be involved in decision making, you could look at your sub-branch communication plan and what others are doing at their sites.

Do you have a Workplace Organising Committee? A Workplace Organising Committee (WOC) is usually three or four members who are committed to ensuring subbranch business is done. Within the WOC there may be a variety of skills – someone more tech savvy perhaps can create an email list, WhatsApp group or Teams channel, while another person knows how to talk to new staff about joining the AEU. A WOC might also consider doing some background research to present to the sub-branch around different agenda items. Should we use Teams or WhatsApp? Is there a clause in the enterprise agreement about that class size? Has PAC discussed release time for the AEU PAC representative? The WOC might discuss which business is urgent, and ensure action items are followed up. Some WOCs consider prioritising matters for their sub-branch by asking how widely and deeply an issue is felt. continued over page 3 8 | AEU SA Journal – June 2020

Online meetings? Really? Yes, you can have an online AEU meeting! Just like a face-to-face meeting these work best when people: • agree on the platform (for example, Zoom); • have an agenda and (concise) background material circulated beforehand;

Using advice shared with us by subbranch secretaries and WOCs around the State who are connecting with members, we compiled these tips: • Set up a communication plan and ensure new members are included. • Use communications to update people as well as sharing union values.

• reflect on minutes and follow-up actions; and

• Create a meeting template for agenda, notes and motions so you don’t have to do this every time.

• seek to ensure everyone can contribute. Consider appointing a chairperson and a timekeeper. As everyone’s time is precious, this can help encourage debate. When it comes to voting, your sub-branch should decide how this will work in advance of any motions being put. There may be a variety of balloting styles depending on the individual motion – aye/nay verbal; show of virtual hands; secret ballot via physical box; or an online voting service.

Advice from members

• Consider creating agendas in a shared document zone (eg Google Docs or through your Teams channel)

so they can be collaborated on. • Share your agenda in advance. • Discuss and select the format for your meetings in order to be as inclusive as possible. • Look for ways to include all members in discussion to get a range of viewpoints. • Timetable meetings so they don’t get away from you (set dates in advance as well as meeting start and finish times). • Collaborate to build union values and remember why you put the effort in. n

Resources for sub-branches

For further information about your sub-branch you can access the ‘Organising your workplace’ guidebook on the our website. There is one for preschools, schools and (soon) TAFE! You have access to the AEU Information Unit by phone or email. Campaign Organisers from the AEU will continue to conduct visits to sites –

be it virtual or in person as safety dictates – and can be invited to speak at sub-branch meetings. Plus, online courses are available during the year for sub-branch secretaries/WOC members. Check out the AEU SA website for upcoming courses (new courses and dates added regularly). n

PAC matters for sub-branches

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

Have you elected your PAC representatives? Great! PAC representatives are usually elected in Term 2 to match the staffing cycle. The sub-branch should ensure this happens for the AEU PAC rep. Ensure there is a PAC update on your meeting agenda and that the sub-branch agree to a communication method for PAC matters. For example, if PAC need to discuss matters that impact staffing (as most of their decisions do) what is the consultation method your sub-branch will use? Is it sending out the PAC agenda and asking for feedback before they meet? Is it having a sub-branch meeting before each PAC meeting?

Or perhaps your sub-branch has set some overall goals and have asked your PAC reps to let you know if these are being discussed? There are so many ways great PACs operate to make sure this happens, but it can also get lost in the ‘busy-ness’ of our lives – let alone in a pandemic! PAC updates have been scheduled for AEU members in Term 2 and 3. These short sessions update all AEU members on PACs about the new Enterprise Agreement changes, including changes to the PAC clause and complexity funding. You can register on our website. website: www.aeusa.asn.au n

AEU SA Journal – June 2020 | 9

M E M B E R E D U C AT ION PRO G RA M – T E RM 2

Join us in our new online education programs

ust like all of you, AEU plans for 2020 have changed dramatically due to the COVID-19 outbreak in Australia. While we had to postpone several important events (including the New Educators Conference and the Preschool Members Conference) we worked hard to create an online program via Zoom and worked with over 1200 members in five weeks during March and April to be involved with AEU events. Term 2 Professional Learning and Union Education will be entirely online in order to provide a level of confidence in adult to adult education at this time.

PO DC A STS

New Educators – Listen up! If you are like one of millions around the world, you have been listening to more and more podcasts lately. Now you can tune into AEU SA members sharing some of their experiences and advice in our very own podcasts series. Created by a group of new educators, these podcasts share members’ stories, passions and experiences in the real world of public education, from planning classroom themes, to accountability and engagement strategies for students, and even how one preschool created magic for their whole community during the first stages of the COVID-19 crisis. We will launch new podcast episodes with the story of Wudinna RSL Memorial Kindergarten who involved their whole community in extending their children’s education by creating a YouTube channel of book reading and more. I interviewed the Director, Beck Sampson, to hear how they did it. We plan to release new episodes regularly. Head to the AEU SA website now to check out our podcasts. A big thanks to the group of inspirational new educators – Emily Halls, Chantel Nunn, Chantelle Lucas, Emma Roberts, Annika Moisio-Agar and Gemma Ingram – for their commitment to working with their idea, creating the initial podcasts, and teaching me the Audacity program, so members, wherever they are in the State, have access to their podcast passion project! n Sam Lisle-Menzel is the AEU’s Education Director.

ACTION Know a member who is creating amazing things and all members should hear about it? Got an idea for a podcast you think members need to hear about? I’m all ears. Send your ideas to me at: slislemenzel@aeusa.asn.au

1 0 | AEU SA Journal – June 2020

We will have extensive opportunities for members in a variety of topics including: • a national panel discussion on the impact of trauma on learning; • moving to (full) registration for new educators; and • sessions for new sub-branch secretaries. Check out our Teachers Learning Network (TLN) Online Workshop series, with streams created especially for interest groups.

Union Training AEU members on PAC update Thursday 4 June

Wednesday 17 June

OPEN TO: AEU Reps on PAC. COST: Free.

4.30pm – 6.30pm 4.30pm – 6.30pm

PAC Human Resource Profile: an overview Tuesday 23 June

OPEN TO: AEU Reps on PAC. COST: Free.

4.30pm – 6.30pm

Non-teaching staff PAC information session Wednesday 15 July

2.00pm – 4.00pm

OPEN TO: AEU non-teaching Reps on PAC. COST: Free.

Professional Development TRT Professional Learning Series

Tuesday 16 June 4.30pm – 6.30pm WORKSHOP 2: Classroom management tips.

Tuesday 8 September 4.30pm – 6.30pm WORKSHOP 3: Understanding the impact of trauma. Tuesday 24 November 4.30pm – 6.30pm WORKSHOP 4: Dealing with difficult people. AIM: These sessions focus on issues faced by TRTs in the workplace and in their professional career. OPEN TO: AEU TRT members. COST: Free

continued over page 3

Merit Selection Retraining [ZOOM sessions] Thursday 21 May

Wednesday 10 June Tuesday 7 July

Merit Selection Retraining [phone link] Tuesday 26 May Monday 22 June

Application Writing | FOR TEACHERS 4.30pm – 6.30 pm 4.30pm – 6.30pm

10.30am – 12.30pm

4.00pm – 6.00pm 4.00pm – 6.00pm

OPEN TO: AEU Members who were Merit Selection panel trained in 2015. COST: Free.

Reconciliation Plans for Schools: Narragunnawali OPEN TO: AEU members. COST: Free.

4.30pm – 6.30pm

Monday 6 July

OPEN TO: AEU full members only.

4.30pm – 6.30pm

2.00pm – 4.00pm

COST: $22.00 per session (Incl. GST).

Application Writing | FOR ANCILLARY STAFF Monday 6 July

*NOTE: If you were trained in 2015, you need to attend a retraining session before the end of January 2021, otherwise your training will be removed from the AEU system as it will no longer be valid. The AEU Policy is to only accredit training attended on our system and therefore we cannot recognise “sitting on a panel” as being equivalent to attending a training or retraining session.

Monday 1 June

Thursday 25 June

10.00am – 12.00pm

OPEN TO: AEU members.

COST: $22.00 per session (Incl. GST).

TRB: Provisional to (Full) Registration session Friday 10 July

OPEN TO: AEU members. COST: Free.

10.00am – 12.00pm

Reclassification Information for Level 1 SSOs Wednesday 15 July

OPEN TO: AEU members. COST: Free.

10.00am – 12.00pm

For further info or to register phone: 8172 6300 email: training@aeusa.asn.au website: www.aeusa.asn.au>events & courses

Teachers Learning Network Online Workshops OPEN TO: AEU SA Members. COST: $33.00 per session (Incl. GST).

Early Childhood Series

Wellbeing Series

Tuesday 16 June 4.00pm – 5.00pm SESSION 2: Teaching EAL/D students through play based pedaogy.

Tuesday 2 June 6.00pm – 7.00pm SESSION 2: Learning to say ‘No’ in a professional manner.

Wednesday 10 June 6.00pm – 7.00pm SESSION 1: What is leadership in an early childhood context?

Assessment and Reporting Series

Tuesday 19 May 7.30pm – 8.30pm SESSION 1: Techniques to save time on Assessment Tuesday 16 June 7.30pm – 8.30pm SESSION 2: Digital tools to promote feedback. Tuesday 28 July 5.30pm – 6.30pm SESSION 3: Promoting feedback from teachers to students. Tuesday 28 July 7.30pm – 8.30pm SESSION 4: Digital technology for assessment

Tuesday 19 May 5.30pm – 6.30pm SESSION 1: Trauma aware teaching – a panel discussion.

Aboriginal Perspectives Series

Tuesday 2 June 4.30pm – 5.30pm SESSION 1: Using NAIDOC week for curriculum planning Tuesday 16 June 4.30pm – 5.30pm SESSION 1: Including and developing knowledge of Aboriginal Perspectives in daily practice.

Leadership Series

Wednesday 10 June 4.30pm – 5.30pm SESSION 1: What is Leadership in an Early Childhood context?

Tuesday 7 July 12.30pm – 1.30pm SESSION 2: Leading a team focused on positive education. AEU SA Journal – June 2020 | 1 1

AE U C A M PAIG N O R G A N I S E RS

Welcome to the AEU Campaign Group A key aspect of the new internal structure of the SA Branch was the creation this year of a Campaign Group. Here we outline the role of the team and introduce its members.

ne dilemma faced by all unions is managing the balancing act between ensuring individual member’s industrial entitlements are enforced and progressing larger campaigns to progress the union’s strategic plan, and with it, win broad improvements to members’ conditions and entitlements. A key recommendation from the review in 2018 by Paul Goulter from the New Zealand Educational Institute into our operations was to create a campaign group to focus solely upon the planning, development and implementation of AEU campaigns. Campaigns are multi-faceted and require integration between: • industrial research • communications • media relations, and • organising and supporting member activism. Accordingly, the new Campaign Group consists of staff representing each of these areas. The group is headed by Campaign Director Andrew Gohl, with two teams of Campaign Organisers, one covering northern Adelaide and northern and western country areas (NNW) and the other southern Adelaide and the South-East (SSE). Some Organisers also have focus responsibilities: Leaders, TAFE and Aboriginal members. In addition, the Group has officers with expertise in industrial issues and research, communications, and women’s issues. Every campaign begins with member education, and although this is not formally part of the Campaign Group, the Union Education Director, Sam LisleMenzel, works closely with the Campaign Director and Campaign Organisers. 1 2 | AEU SA Journal – June 2020

At the commencement of 2020, Campaign Organisers were working with members to identify a sub-branch secretary or workplace rep for every site – vital to the AEU’s effectiveness to distribute information and organise members. During COVID-19 social distancing has required Organisers to quickly adapt to online communication with members using Zoom and Skype. As face-to-face learning ground to a halt Campaign Organisers supported our Information Unit to assist with the extraordinary number of members calling in for support and advice regarding health, safety, secure work and leave. As we turn towards a post COVID-19 world the campaign function of the union will regroup and begin working with members to ensure all AEU structures are in place as we collectively pursue the challenges of improving members’ entitlements and conditions. This will require members’ support and action. n

ANDREW GOHL Campaign Director Commencing as a contract teacher in area schools from 1988 Andrew has worked as teacher, Coordinator and Assistant Principal in a metro R-12 school until 2017. Andrew has been an active sub-branch secretary and PAC rep. In his first stint at the AEU (1996-2006) Andrew was an Organiser and elected as Branch President (20022006). Since 2018 Andrew has served members as Coordinator of the Organisers’ Group. Andrew said, “I am honoured to commence 2020 as Campaign Director. Working closely with the President, I am heading up a talented campaign team to

build strength, develop active workplace leaders and new activists to campaign for better conditions and a stronger public education system.”

ANNE BEINKE Lead Campaign Organiser [NNW] Anne has worked in the Southern Flinders since 1988, and has been an Organiser with the AEU for 18 years. Anne previously worked in preschools as teacher, Director and a period as Children’s Service Coordinator. Anne is passionate about a high quality education for all children and students, no matter their family or geography. Anne is committed to supporting members from all sectors to build strength and make positive change!

GRAHAM WOOD Campaign Organiser Leaders’ Focus [NNW] Graham commenced at the AEU in April after 13 years as the Principal of Brahma Lodge Primary School leading an outstanding team of teachers and SSOs. Graham’s career has included Burra Community School, Amata Anangu School, Bexley Heath Special School (UK), Modbury West School, and Heritage Middle School (USA). Graham looks forward to working with leaders to build collective strength and make positive change for members and the children and students we educate.

MICHELE APPLETON Campaign Organiser Aboriginal Focus [NNW] Michele, a proud Wiradjuri woman, has been involved in Aboriginal Education for over 22 years as a parent, AEW and ACEO, including four years as AIO and acting ACEM. Michele says, “I’ve enjoyed supporting Aboriginal education and will use what I learnt to help guide me in my work in the AEU.” continued over page 3

Michele has also participated in a number of AEU committees including, Aboriginal Education Consultative Committee, Branch Executive, Reconciliation Standing Committee and Branch Council, and looks forward to continuing to work with them.

use the knowledge and skills to support AEU members – back to where my unionism started.” Prior to being an Organiser with the AEU first time around, Emma taught as a junior primary teacher in Port Pirie and then in Adelaide.

LISA SIGALLA

ANGELA DEAN

Campaign Organiser [NNW]

Campaign Organiser TAFE Focus [SSE]

Lisa has amassed over 10 years’ experience working at the AEU and loves her job! Lisa has been allocated several northern Adelaide and Yorke Peninsula areas. Lisa says, “My role as an Organiser is to support members to build power, develop leaders and take an active role in our union. I am looking forward to visiting and meeting you all but for now we can zoom or chat on the phone.”

DANIEL PEREIRA Lead Campaign Organiser [SSE] Daniel joined the AEU as a student. He graduated with First Class Honours in Music. As a teacher, he led the sub-branch’s efforts to raise the profile of the union and grow membership. As Lead Organiser, Daniel is driven to empower members to actively campaign through collective action. In challenging times, he knows the importance of solidarity with members and the power of working together for a shared purpose. He is dedicated to ensuring we have a strong union that can achieve the best outcomes for members. He is constantly inspired by the work teachers do each and every day.

EMMA LOWE Campaign Organiser [SSE] Until her appointment this year as Campaign Organiser, Emma worked as an ACTU trainer delivering union training to union officials across Australia. “This experience was an incredible privilege, and I am excited to

New to the Campaign Team this April, Angela has worked for TAFE SA for the past ten years. Angela has been an active member of the AEU for eight years and was a sub-branch representative for six of these. Angela also spent the past three years representing TAFE members as the TAFE Divisional Council Chairperson and TAFE Representative on the AEU Executive.

LISA RYE Campaign Organiser [SSE] Lisa was appointed at the start of 2020 as a Campaign Organiser after being a contract teacher for the past six years. Lisa will be working with members from the South-East, Murraylands, Riverlands and the Barossa and is looking forward to working with and supporting members to become active leaders within the union.

TISH CHAMPION Women’s Officer/ Campaign Organiser [SSE] After 22 years as a teacher in metro, country and remote schools, Tish joined the AEU team in 2008 as Women’s Officer. After 12 years in that role she has now taken on a new challenge as Organiser for the Hills Area. Says Tish, “I’m looking forward to meeting and working with Hills members over the next few years.”

MICHAELA TIPPINS Industrial/Research Officer Michaela is a parent, teacher, lawyer and an advocate of workers’ rights. Michaela has taught 25 years in primary, high and special education while qualifying as a lawyer. Michaela is keen to support improving members’ entitlements and conditions.

JONATHAN GOODFIELD Digital Engagement/ Communications Officer Prior to commencing work with the AEU in 1991, Jonathan had worked in magazine production and desktop publishing. He has been responsible for the union’s ICT operations, and his tenure has coincided with the rise of the internet, email, mobile communications and social media. Jonathan is excited to be appointed to this newly created position of Digital Engagement/ Communications and is looking forward to using his publishing and technical experience in ensuring all our communications are effective, timely and relevant to our members.

SAM LISLE-MENZEL Union Education Director Sam started her career in public education at Mount Gambier High and later Golden Grove High, where the Sub-branch Secretary, Mike Karpinski, mentored her involvement in the AEU SA Young Activist Group. While working as a Home Economics teacher she was influenced and inspired by members living their values every day in the classroom and the staff room. After serving as an AEU Executive member Sam joined the AEU as an Organiser. Now in the role as Union Education Director Sam continues to be motivated by members and seeks to create education experiences that build democracy and equity for members and for our community. n AEU SA Journal – June 2020 | 1 3

COVI D-19 – WO RK, H E A LTH & SAF E TY

When business as usual is unusual business Safety Act with rights for workers. And we know that our psychological wellbeing has been tested like never before. In all of this, the Health and Safety Representative (HSR) has become a top ten draft pick. But not enough worksites have a trained HSR, and too many do not have one at all. Inconceivable! The voice of the union is as loud as ever and now is not the time to be quiet. Work shouldn’t hurt and having a HSR is your basic right.

Dash Taylor Johnson tells what we have learnt so far from COVID-19. Pandemics are not your regular life experience. The adjective ‘unprecedented’ is used an unprecedented number of times. As the health agenda became inextricably entwined with the political, educators were suddenly elevated to the pedestal of ‘essential worker’, providing an ‘essential service’. Online curriculums were developed in days and implemented on a playing field where the goal posts kept moving. Inconceivable! But this was the COVID world of daily statements, statistics and superlatives. And all the while, teachers keep on teaching, leaders keep on leading, support staff keep on supporting; educators the glue keeping society together. Cue political and public ‘aren’t teachers great’ message. Systems of work are breaking down. Teachers can no longer fill in the gaps and just make it happen without proper resources. Education has changed technologically, interpersonally, and professionally. 1 4 | AEU SA Journal – June 2020

“The voice of the union is as loud as ever and now is not the time to be quiet.” In a system that continually is fighting the equity battle, it gets so much harder, as equity gaps are exposed and widened. Inconceivable! This is not business as usual. In this reality, schools and preschools are left to their own devices while TAFE management explores how to replace face-to-face with on-line permanently. Devolution policy is alive and well. Inconceivable! What this means is that leaders wear the burden of responsibility and for those who provided a consistent message to your communities, thank you. Learnings are many. At the individual, sub-branch, union and ACTU levels, no one can deny that safety is union business. Our membership grows. We now know there is a Workplace Health and

Don’t be misguided, the pandemic distraction was an opportunity to push forward with other agendas while we were looking the other way. The neoliberal approach is doing what it does – striking in a moment of weakness. Inconceivable! We have been putting members first, demanding safe workplaces and supporting safe practice. Our April Branch Council passed many significant motions, including a Climate Change Policy that outlines how we provide a safer future. And we need your help to make safety be the rule not the exception. Be vigilant. Ask questions. Hazards are a reality and you can do something about them. You must be consulted and through your sub-branch you make the difference. We will not be taken for granted again. Together we are strong. Dash Taylor Johnson is AEU Vice President and active on workplace health and safety committees of the AEU and ACTU.

ACTION • The Hazard flowchart opposite is a guide to taking action on hazards in your workplace. For further assistance contact the AEU Information Unit on:

8172 6300

COVI D-19 – WO RK, H E A LTH & SAF E TY

Identify the potential hazards These may include: • Lack of genuine consultation

How to handle workplace safety hazards

(WHS Act 2012 Div 2 s47, s48);

• Lack of site-based risk assessment; • Lack of application of physical/social distancing practice; • Poor or absent effective cleaning regime; • Poor or absent sanitisation resources; and • Impact on psychological health due to poor work and environment controls.

DO HAZARDS EXIST?

Congratulations, you have a safe workplace Repeat the audit regularly to ensure it remains that way.

YES ARE THEY CONTROLLED?

YES

Congratulations, you have a safer workplace This means that adequate resources and support to maximise your safety are in place.

WHO DO I TELL? Line or site manager

Health & Safety Rep

They are workers too and can seek support from their Education Directors who are officers under the WHS Act.

Your HSR must be consulted. Once trained, they have powers under the act and need to be informed of all risks.

YES

IS THE HAZARD CONTROLLED?

Individually, you can:

Health & Safety Rep can:

• Report a physical/ psychological hazard. • Report a physical/ psychological injury. • Ask SafeWork SA to inspect and find a resolution (Div 5 s82). • Cease work (Div 6 s84). • Contact Department WHS Unit: 8226 1440

• Register the hazard. • Discuss with site manager. • Place a Provisional Improvement Notice (PIN) as per Div 7 s90-102 if trained. • Request SafeWork SA investigate (Div 7 s100). • Direct a cessation of work (Div 6 s85) if trained.

Congratulations, you have a safer workplace You must continue to monitor that this remains the case.

NO Inform your sub-branch secretary They can: • Call a meeting of the subbranch to endorse the need for hazard reduction. • Direct the AEU PAC rep to present this to the PAC. • Request that a workload assessment be conducted for workload hazards using the AEU/Department Workload Assessment Tool (WAT). • Support your HSR if one has been elected.

AEU SA Journal – June 2020 | 1 5

ABO R IG I N A L FOCU S: I NT E RVI EW

Adelaide area. On the consultancy the main thing we’ve been doing is Aboriginal Cultural Sensitivity and Respect training. We have been delivering this training to Commonwealth, State and local government entities, as well as private sector industry and corporate training partners such as the University of South Australia and SAAB.

It’s not good enough to just say, “I’m doing it because it’s the right thing to do, it’s Reconciliation Week so I’m going to put a morning tea on.” At the moment, because of the COVID restrictions, pretty much all of them have been postponed, and that’s put a bit of pressure on us. We’ve moved to an online Cultural Sensitivity Training.

On course to understanding The AEU Journal speaks with Haydyn Bromley in combatting ignorance and racism through cultural awareness tours and Aboriginal Cultural Sensitivity and Respect training. JOURNAL: You began teaching in 1986, and become Organiser (Aboriginal Focus) at the AEU in 1995, a position you held for over a decade. What’s been keeping you busy in recent years? HAYDYN: I started up Bookabee Australia in 2005 part-time, and went fulltime in June 2007 after leaving the AEU. 1 6 | AEU SA Journal – June 2020

The company has two arms, consultancy and tourism. For a few years, we were also distributing bush food. We run Bookabee Tours Australia, and our client list is predominantly international. We used to do extended outback tours, but nowadays they’re mainly tours in the CBD and local

Basically, it’s live online. It’s not the click-and-flick training where when you keep pressing buttons. I deliver it live online so people get the opportunity to ask questions and make comments, and so I engage with them, which is the only reason I’m happy to continue with it at the present stage. JOURNAL: How important is the faceto-face aspect of your training? HAYDYN: Honestly, there is no substitute for face-to-face. When you’re talking about manual handling, first aid or sensitive goods, you can probably get away with that online. When you’re asking participants to actually delve down and address and modify their innermost beliefs – so you’re talking about heart and mind stuff – you can’t do that because people can switch off in click-and-flick. If they’re in a live training environment, when they shut down and keep quiet, I can feel what’s going on and ask questions. continued over page 3

Explore Bookabee Australia’s courses and tours at: www.bookabee.com.au or contact Haydyn at: haydyn@bookabee.com.au Background image: Arkaruu Adna (Arkaroo Rock) from the Flinders Ranges.

JOURNAL: Can you give us an outline of your Cultural Sensitivity and Respect course? HAYDYN: One of the things people say to me is, “You know, I don’t want to know about the past, I know about the Stolen Generations, l know some pretty awful things were done, I know that, let’s just move on to how I work with Aboriginal people.” My immediate response is, “Well, you’re not going to succeed because, in order to address that little voice in the back of your head which commonly we call subconscious bias, you actually need to understand why it’s important to engage with Aboriginal people.” It’s not good enough to just say, “I’m doing it because it’s the right thing to do, it’s Reconciliation Week so I’m going to put a morning tea on.” The first half of the day is devoted to understanding what happened in the past. So it’s Government policy and practice, it’s understanding the impacts of trans-generational disadvantage, dysfunction and trauma. Once they get their head around that, it’s like a lightbulb goes on and they think, “I understand why this is important to do”. That’s the point that I think we need to achieve in order for people to move forward. Often they don’t know what they don’t know, so I have to spell it out and structure it in a way so they can understand why they are doing it. A lot of the people who participate in my training are Aboriginal people. I say it’s just as important for Aboriginal people because, for some of us, they don’t know why they are dysfunctional or disadvantaged, they just know that’s the way it’s always been. That’s why I encourage Aboriginal people to sit in and listen so that they can actually join the dots and realise why things are the way they are, why they get overlooked for promotion and so on. We then do a ‘historical de-construction’. Essentially we watch a documentary and then de-construct it through a

series of questions. The documentary is a reasonably old one, but it spells out clearly what happened from Occupation right through to the mid-’80s and then we talk about what happened since then. It actually gives people a really good chronological understanding of the layering of trans-generational impacts. We talk about Stolen Generations. We talk about government policies and the Constitution. We talk about the 1967 Referendum. That for us was a pivotal point because for the first time ever Aboriginal people got the right to be seen on an equal footing with the rest of Australia. People say, “Yeah, that was a while ago”, but then it gives me the opportunity to reflect, “That’s correct, but it still impacts today”. My children are the first generation of my family to be born citizens of this country. When I was born I was part of that forgotten group which was often catered for under legislation like the flora and fauna legislation. This is why it’s important for us to engage in and understand the impacts of the past. Then we finish off with a dose of racism and privilege. We talk about identity, how identity is manifested and how identity is impacted by external stimulus. We talk about why it’s important to understand and allow Aboriginal people to embrace identity and how we need to ensure, for want of a better word, it’s “monitored”, so people can’t just put their hand up and suddenly they’re Aboriginal. We finish the day looking at racism, what it is, its impacts, and who’s in control. Following on from that, depending on the organisation, we can do a half day or a full day where we extend the training. It’s called “Working with Aboriginal People, Families and Communities”. It’s the next phase of working with us, and it gets into why it’s important we be given a fair go. JOURNAL: Do you think our schools have made advances in combatting ignorance of Aboriginal culture?

“I’d like to see Aboriginal Studies become a core subject, in schools across the country.” HAYDYN: Here in South Australia our best time was the early ’90s. We had the Aboriginal Education Unit. We had really rigorous Aboriginal pedagogy being developed and we actually won an international award for our curriculum. Since then we had the Statement and Profiles, and National Standards, and now the Australian Curriculum, which for a long time was pretty mediocre. They’re just now starting to develop more of an Aboriginal focus. Having said that, my concern is it’s still not mandated. It’s easy for a school student to sail through their 12 years of formal education without ever having to do Aboriginal Studies or a day on Aboriginal Australia. I think is a stain on society because it denies people an understanding of the First Peoples of the country. What I’d like to see is Aboriginal Studies become a core subject, a part of the essential teachings in schools across the country. When we get to that point we can eliminate a level of ignorance because, believe it or not, a lot of what I do is not rocket science. A lot of what I do is stuff people should already know. It might be the teachers not having the confidence to teach it properly, because they’ve been able to go through their schooling without having to do Aboriginal Studies. We need to work out how we develop an Aboriginal Studies curriculum in classrooms so it becomes a core subject, and not just an elective or a tack-on. n Haydyn Bromley, a proud Aboriginal man, runs Bookabee Australia, offering tailored Aboriginal cultural awareness, consultancy and tourism services. AEU SA Journal – June 2020 | 1 7

AE U H I STO RY

E S S E NT IA L WO RKE RS

Looking back: Opposing the Iraq war In 2002 the United States multinational companies began flexing their muscles, especially the oil companies. Their interest was to get control of Iraq’s high quality oil. President G.W. Bush supported this push, mustering the US’s immense military machine along the Iraqi border. The ‘man of steel’ Prime Minister John Howard, as referred to by President Bush, made the unilateral decision to send Australian troops to Iraq. The Australian Peace Committee decided we could not tolerate this situation and brought together peace groups and individuals around Adelaide to form the No War committee. There was great support from trade unions by printing thousands of leaflets and posters. Officials of the AEU formed a group to also oppose the impending conflict in Iraq, hence the rather large blue ribbon hanging down our building. It was estimated that 100,000 Adelaideans rallied on 16 February 2003 against the war.

Don Jarrett is a retired AEU member who is active in the labour and peace movements.

Essential workers? Of course you are. Vice President Jan Murphy reflects on the union’s journey through the COVID-19 crisis. It may have taken a global pandemic but AEU members are finally being recognised for your incredibly important work. Not only do you educate future generations – and that should be enough – but you create that safe place for the vulnerable, reassurance for the anxious and a welcoming acceptance of all. You are the stability in so many young people’s lives. Why was the essential nature and value of your work, not only for children and students but for the whole community, not acknowledged in the same way during Enterprise Bargaining? I’m sure we will remind the Government of the incredible role you’ve played throughout this international health crisis when next we seek for you to be afforded due respect through bargaining or policy review. It has been an extreme time and members’ views on the actions and public position of our union have been divided. Some called for closures, but there would be no ongoing salary for anybody in the SA public sector whose workplace closed, beyond 15 days COVID special leave.

1 The large blue ribbon hanging down from the roof top of our building in 2002.

1 8 | AEU SA Journal – June 2020

Permanency did not ensure financial security beyond three weeks. Those with entitlements such as long service leave could take their leave. Others

would have nothing. Contract and casual workers were at risk of loss of work and income. Members feared for their health and safety, and that of their loved ones. There were no easy answers, nothing could mitigate this extreme circumstance or members’ wide range of fears, concerns and needs. Many secured work from home provisions, but not all of those in need. Some suffered a reduction in work and income, and all have been impacted. We’ve called on members of Branch Executive to meet again and again, on top of all the extra work they were already doing, as the situation kept evolving. Thank you for your ongoing commitment to each other and all members. We’re not there yet but that light at the end of the tunnel is looking less like an oncoming train and more like daylight. We seem to be emerging, somewhat bruised and exhausted, and can share our immense gratitude for all essential workers and supportive colleagues and families. I hope we’ll look back and learn as workers, communities and as a union, and never forget the extraordinary role that AEU members have played in recent months. Thank you. n Jan Murphy AEU Vice President

RU NMNEIN’S NG HFOCU E AD S WO

8: tchampion@aeusa.asn.au

Women shouldering the burden of COVID-19 Teachers, SSOs, nurses and carers are suddenly essential and frontline – thank goodness they are mostly women, writes AEU Women’s Officer Tish Champion.

ustralia scoring low (49th) on the World Economic Forum’s Gender Participation and Opportunity Index 2020 (which measures workforce participation, remuneration and advancement) is no surprise to many of us. The undervaluing of ‘women’s work’ and the gender imbalance of unpaid caring and domestic labour continue to plague women in Australia. There are those who continue to deny that gender inequality exists in Australia. Those who refuse to recognise that the careers chosen by women are paid less than those dominated by men. Or that due to shouldering the majority of unpaid caring responsibilities, women are more likely to go in and out of paid work, experience precarious underemployment, and retire with little savings or superannuation. Then along comes COVID-19 and suddenly those jobs done predominantly by women (teaching, nursing and caring) become essential, valuable and important – ‘frontline’. Overnight our excessively expensive childcare is deemed frontline, crucial and free by the government. For many women, the cost of childcare is the very thing that has bound them to the home or part-time employment, with families deciding it is not financially viable to put their children into formal day care for more than two or three days a week. And while this coronavirus crisis has made it perfectly clear that care work, both paid and

“...the work they do is essential to keeping Australia on its feet socially and economically.” unpaid, is fundamental to our economic and social survival, childcare workers, aged care and disability workers are still among the lowest paid workers in Australia. Women are now being asked to shoulder the ‘frontline’ burden because the work they do is essential to keeping Australia on its feet socially and economically. Well, thank goodness they are women. According to academic research group Global Health 50/50, men (for various reasons) are 50-80% more likely to die from contracting COVID-19 than women. We know that in education, women make up almost 75% of teachers, 80% of SSOs and 90% of ECWs. Figures from the Nursing and Midwifery Board of Australia in December 2019 show there are 365,812 registered female nurses in all categories compared to just 46,383 men. At the same time, employment growth for women has stagnated. Prior to COVID-19, full-time employment growth for women was slightly stronger

than it was for men. Due to this pandemic, men’s full-time employment growth is close to ten times that of women’s employment growth. The Financy Women’s Index (FWI), which measures and tracks financial progress and economic equality for women in Australia across eight areas, has just published this quarter’s index which indicates that the hardest hit in terms of financial security due to COVID-19 is going to be women, including loss of jobs. “The initial impact of Coronavirus related shutdowns is likely to fall harder on women than men because the industries that will bear the brunt of the initial impact – Accommodation and Food Services, Arts and Recreation and Retail in particular – have a higher representation of female employees,” said Dr Shane Oliver Chief Economist and Head of Investment Strategy at AMP Capital, quoted in the FWI report. So women are the frontline workers risking their lives to provide the care to the sick and vulnerable or keep schools open so that other frontline workers can keep working; while other women are losing their jobs in droves. Just imagine if this ‘women’s work’ was done by men! It would be a complete lose/lose situation for women! n AEU SA Journal – June 2020 | 1 9

SW I MM I NG A N D AQUAT ICS 7 Kayak instruction at West Lakes Aquatic Centre.

“We are asking members to be supportive of our plight as we endeavour to find a fair deal.”

Water safety needs a better deal Swimming and Aquatics members deserve the same job security and entitlements as other Education Staff, writes Matt Stringer.

ost members are aware of the great experiences that they or students from their site or their own children have had attending one of the nine aquatic centres across the State. Aquatics Instructors work in a variety of locations, in favourable or challenging weather, and deliver a consistent message of how to be safe in, on and around the water. This education on outdoor water environments has led to outstanding outcomes in relation to school-aged tragedies outside of a pool environment in South Australia since the program’s inception. The program has been in operation for over 40 years, with staff employed on a casual basis throughout the entire period, with the majority having consistent work patterns that would mirror a full-time or permanent part-time employee. Through this time Instructors have repeatedly tried to negotiate with the employer to have entitlements such as sick leave, special leave and training

2 0 | AEU SA Journal – June 2020

and development to be offered in line with other Departmental employees and some form of job security provided. The employer has had total disregard for the fact that they have been not following their obligations to convert casual employees to permanent and are now using COVID-19 as an opportunity to stand down all staff. These staff have had consistent work patterns and ongoing expectation of work, and have made themselves available for the employer as if they were a full-time or part-time employee over a multitude of years. Using this as leverage, the Department has tabled an offer of permanency that is, in some areas, substandard to current full-time employees’ entitlements. Currently we feel forced into a corner. We are asking all members to be supportive of our plight as we endeavour to find a fair deal and be able to provide a world class service to schools accessing the program into the future. n Matt Stringer is an Instructor at West Lakes Aquatic Centre.

Anita Blackmore, Instructor in Charge at the Aquadome says: “I have worked for the Swimming and Aquatics program for 20 years as a casual. As an Instructor in Charge I manage 20 staff, we have 10,500 students attend each year and 520 students with a disability attend weekly. All staff are casual, get no holiday pay, no sick leave, no security and now no JobKeeper payments either.” “The Water Safety Department has approximately 800 staff overall, and all are casual.” “The Working Party for Swimming and Aquatics along with the AEU have fought for years to get permanency and thanks to a very dedicated and committed Dan Farmer and Dash Taylor Johnson, we are well on the way to achieving that.” Aquatics Instructor Alison Morcom says: “Instructors at Pools are all qualified and hold first aid certifications. We instruct junior primary and primary in the fundamentals of water safety. We sometimes have up to 14 or 15 students in the water at one time, and we work indoors and outdoors. We are passionate about ensuring that each child knows how to save their own life in an aquatic environment.“ “We are hourly paid casuals and are hoping that we can reach an agreement to ensure more security in our employment.” n

ACTION To join the mailing list on these issues,

Email: aeusa@aeusa.asn.au Attention: Swimming & Aquatics

Working Party.

U STRA LIA A AD FO RH E T E ACH RU N N I NG

Teach for Australia’s beachhead Dash Taylor Johnson Branch Vice President looks at the incursion into this State by Teach for Australia.

each For Australia Associates don’t start out as teachers. But they could be teaching in our schools by 2021.

The teachforaustralia.org website espouses values, philanthropic motivations, damning statistics and the pursuit of equity for all. So what’s the problem with this non-profit 10-year educational enterprise? The problem with this charity (registered 2012) is that for all the rhetoric, it endorses a 13 week fast-track to the classroom that is a diluted version of tertiary teaching qualifications. Education on the cheap? The Australian Government and Melbourne University are founding sponsors (and there’s quite a few more now) of this venture; a venture doing quite fine it would seem; the most recent published financial statement (2018) reports a surplus over $1.6 million. The current Board is interesting, with Boston Consulting well represented, and heads of marketing and the chair of ACARA making up four of the seven. The focus on the regional low socioeconomic communities it purports to support, is at odds with 52% of Associates placed in non-metropolitan locations. They also have the challenge of completing 80% of their Masters of Education remotely while delivering education face to face ‘full-time’ (0.8 FTE). Of course, once the two-year commitment is met, expectations change. AEU Branch Executive first expressed concern in 2008 when the notion was being mooted and again in 2012 when the enterprise was up and running. Groundhog Day again and on May 4 the following was passed: “That the AEU SA Branch continue its opposition to Teach for Australia path-

“The AEU will support its members and Associate industrial rights and working conditions will be defended.” ways into teaching; and “That the AEU SA Branch closely monitors the process identified by the department to select, recruit and place up to fifteen graduates in proven hardto-staff locations; and “The AEU SA Branch rejects any program that does not require a prospective employee to possess fully recognised and accredited tertiary teaching qualifications prior to placement as a teacher in a school or preschool; and “The AEU SA Branch demands that the Education Department focuses their time and energy improving the current country conditions and attraction and retention options to make teaching in the country and hard to staff education sites successful.” And here’s the rub, they are coming! After establishing a presence in Victoria, Tasmania, Western Australia and the Northern Territory, Teach for Australia representatives met with Minister Gardner and the Department in 2019 pitching their wares. The senior executive group gave in-principle support by the end of the year and in April, the Teachers Registration Board gave approval for a Special Authority to Teach for up to 15 Associates in hardto-staff locations in South Australia. All part of the employer’s “multi-faceted approach” to meeting the needs of non-metro communities. But what about the 2020 Enterprise Agreement review of Country Incentives? Through

our country members, the AEU position for many years and in recent negotiations provided many strategies to address attraction and retention; expense a prohibitive factor we were told. Post ratification, we are ready for a review of the Country Incentives Zone Allowance and seek a process that enables our voice to be heard. But what we have are individuals who want to be in classrooms and who could be in our workplaces in 2021. They have been wooed by short cuts and at best, a toe-in-the-water of what it means to facilitate learning. This is a post-graduate qualification run by the Australian Catholic University with some compulsory on-line modules, a six-week intensive program (with two weeks’ practicum) and then seven more weeks based in your placement capital. Is there a sweetener? The Department tells us that: • An Associate only will be considered after regular recruitment and selection processes have been completed. • Release time for mentors (0.1) is provided. • Country Incentives will apply. • SACE subject areas of need will be addressed. • This is a trial. And the message for our members is: • Associates are workers too. • Associates can be members too. • Their professional, psychological and physical health and safety, like yours, counts. • The AEU will support its members and Associate industrial rights and working conditions will be defended. • The AEU seeks to be part of the review process should there be any Associate placements in 2021. n AEU SA Journal – June 2020 | 2 1

EPRESIDENT’S XCHA NG E T E ACH I NG VIEW

UNION TRAINING

Same vocation, different location Refresh your teaching skills while travelling and working in a new environment. Two members currently on exchange in Canada and Japan share their experiences.

LEANNE MENZ Niagara Falls, Canada There is a common saying among exchange teachers that a teaching exchange is not a year in your life, it’s your life in a year. For me and my family, it has been a life-changing opportunity to experience school, travel, culture and life in Canada. We enjoyed our time so much that we are currently on our third exchange, this year in Niagara Falls. While the teaching has not always been easy, students are very similar everywhere. The exchange program has given me the opportunity to swap ideas and strategies in order to build my skills and knowledge. My children have experienced elementary, middle and high school settings, and enjoyed the popularity of having a ‘cool’ accent. As a family we travelled extensively in Canada and the USA, and

made lifelong friendships. We have certainly been met with some challenges this year, including working from home since mid-March. However, there is so much support from other exchanges and the International Education team, that we feel safe and happy here.

professional connections with Japanese teachers and students. As an Assistant Supervisor of English you are in control of the lesson content, and as an Assistant Language Teacher you work together with the English teachers in delivering the curriculum. The apartment block that you live in is in a perfect location and if you happen to be on the top floor you get a spectacular view of the famous Himeji Castle. We have no doubt that Japan won’t disappoint and you will have an experience of a lifetime. n

TINA NESBITT Himeji, Japan Applying for the Himeji Teaching Exchange is something you should consider. Teaching in Japan has enabled us to immerse ourselves in the Japanese culture, see historical sites and attend festivals around Japan. The experience of teaching in Japanese schools enables you to build

Would you like to know more about the Teacher Exchange Program? An information session will be held on Monday 6 July, 2:00 – 4:00pm at International Education Services, Ground Floor West, 31 Flinders Street, Adelaide.

Please RSVP to: education.exchange@sa.gov.au

Please note: As the health and safety of teachers is of paramount concern, and given the current situation regarding COVID-19, Department for Education exchange programs will only proceed if the relevant health authorities deem it is safe to do so and all parties are in agreement.

AEU SA Support Staff Week 24 – 28 August 2020 Celebrating the work of our SSOs, ECWs and AEWs/ACEOs 2 2 | AEU SA Journal – June 2020

SAVE THE DATE

H I PI NG E MEB ET RS F E M NG LIXCHA E E ACH

7 SA Branch Secretary Leah York (left) and Federal President Correna Haythorpe (right) present Howard Spreadbury with AEU Life Membership.

At this year’s AEU Federal Conference in February, Howard Spreadbury was awarded the honour of life membership of the union in recognition of his service to public education both in South Australia and nationally.

PHOTO: ANTHONY MCKEE

Howard honoured

AEU life membership awarded to former AEU President Howard Spreadbury in recognition of his service to public education.

After a successful career as teacher and director in country and metropolitan schools and preschools, Howard joined the AEU SA Branch staff as an Organiser (Early Childhood Focus) in 1993, moving to a Lead Organiser role in 2006. In 2014 he was elected as Branch Vice President, and in 2016 became Branch President, a position he served in till the end of last year. He continues as an active Branch Executive member. On the national stage, Howard has been a Federal Conference Delegate, and a member of Federal Executive for many years. Congratulations, Howard! n

Need safety signage for your school? For public safety, it is recommended that signage reinforcing social distancing, size of gatherings and hygiene is prominently displayed in our schools.

WASHING YOUR HANDS

SAFE DISTANCE SPOT

STOP THE SPREAD 1

Keep your distance 2

Cough into your arm Wash your hands

Lane Communications can produce all of your signage and display material to keep staff and students safe. Call us today to discuss your school’s signage needs. Dale Thomson 0466 793 080

dale@laneprint.com.au

laneprint.com.au

AEU SA Journal – June 2020 | 2 3

We’ve made a promise. To be a champion for our teachers - the way they’re champions for our kids. So that even on days that feel a little tougher than usual, you can be sure someone’s there to care for your health and wellbeing.

Lisa, THF member

We’re for teachers – that’s our promise. To find out more about what we can do for you, head to teachershealth.com.au/promise

Eligibility criteria and conditions apply. Teachers Federation Health Ltd ABN 86 097 030 414 trading as Teachers Health. A Registered Private Health Insurer. THF-AEU/SA-05/20