Vol 43 | No. 3
May 2011
AEUJOURNAL SA
Inside: u Members
talk about permanency
u NAPLAN:
Good for education?
Are you over-worked? AEU/DECS review begins
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Features President’s View
AEU Union Journal Training
Permanency Conversions pages 14 – 15 Three AEU members talk about why permanency matters.
Inside: u Members
talk about permanency
u NAPLAN:
Good for education?
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 #4 June 10 #5 July 29 #6 September 2 #7 October 21
Publication Dates June 29 August 17 September 21 November 9
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Are you over-worked?
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AEU/DECS review begins
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Review of Teachers & Leaders Work begins
NAPLAN
pages 12 – 13 We outline some of the key issues affecting members’ workload.
page 8 – 9 Is it good for education?
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Letters to the Editor
*Winner of top letter! Pay bonuses don’t work The PM’s plan to pay top performing teachers is swimming against the tide of professional opinion and common sense. A one–off payment of any amount, capped by a budget figure and restricted to the best 10% of teachers does nothing to increase the number of exceptional teachers. To the contrary, this scheme will create a competitive environment for limited bonuses, stunting opportunities for sharing excellent practice between teachers for the benefit all students. This approach has been tried in Victoria and failed after a few years. Similar failures have occurred in the US. Gillard and Garrett’s slavish adoption of educationally unsound and regressive education policy from the US is perplexing when the USA’s education achievement has been and currently is lower than Australia on international measures of student achievement. Finland however has been consistently ranked in the top three countries for stu-
dent literacy and numeracy and insists that all teachers are accredited with a Masters in Education. Finland’s focus is professional development. If this government truly believes that, “one of the best ways to get a great education is to have exceptional teachers,” then funding should be targeted at the provision of professional development for the whole teaching workforce after identifying best practice nationally, not some n pop media sound bite.
Ashley Lindner Hallett Cove R-12 School
Contract Teaching As a contract teacher of 25 years I think converting contract teachers to permanency should be a high priority for DECS. I believe if a teacher has been BLACK working in longer-term contracts for a period of say five years they should be considered for permanency. If a contract teacher has proven to be reliable and committed with the right skills and no poor performance issues then they should be made permanent, even if their contract positions have not been continuous or at the same site.
Principals and directors I work with often ask why I haven’t been made permanent. I don’t have the answer to that question. Maybe Mr. Weatherill can tell me why? I have worked in more places than many permanent teachers. My knowledge and experience probably outweighs that of some permanent teachers, yet I am seen as not as worthy of permanent employment by DECS. The AEU must keep fighting for conn tract teachers like me.
Contract Teacher (Name withheld)
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journal@aeusa.asn.au 3
Music educa tion
Miss Lily a big hit with kids
R
ecently in Adelaide to perform Miles Davis classics with the Adelaide Symphony Orchestra (ASO), trumpet legend James Morrison was asked about the importance of music in schools by ABC Adelaide presenter Ian Henschke. His response made a lot of sense. “We’re right in how we just assume that everyone should play sport. Not everyone’s going to be a sportsman … and music is another one of those things that everyone should do.”
While students don’t necessarily get the chance to play an instrument at ASO performances, experiencing an orchestra or string quartet at a young age is often something that will stay with a person forever. Recently performing their adaptation of Margaret Wild’s popular children’s book Miss Lily and Her Pink Feather Boa, ASO principal cellist Janis Laurs says he gets a real buzz out of playing to kids and their families.
“I never underestimate the importance of this kind of situation. Even though kids might be running around and doing all sorts of things, they might come up afterwards and say ‘I like that instrument’ and they’ll remember this. It’s a very good first impression for those who haven’t experienced it before.” Although the ASO is used to playing to thousands at the Festival Theatre, they certainly don’t take their education concerts lightly. “For me this kind of thing is as an important as a Beethoven symphony. If children see you totally committed and involved they’ll be impressed by it. If your body language implies that you’re treating it as something less important, the kids can tell. Speaking from my own experience, it’s this kind of thing that can lead to a child playing music.” With the 2011 schedule almost full, the ASO are hoping interest in their education program will be just as big next year. So if your preschool or school is interested in hosting a performance of Miss Lily and her Pink Feather Boa or would like more information on the ASO’s Education Program, contact: Tammy Hall | phone:
8233 6233 or email: hallt@aso.com.au
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President’s View
WorkCover
Unions support workers around the globe
DECS using medical panels to full advantage
“If you want others to be happy, practice compassion. If you want to be happy, practice compassion.” Dalai Lama
In 1996, my partner Ben and I travelled to Japan to undertake a teaching exchange with the DECS Adelaide sister city exchange program in Himeji. Working in junior and senior high schools as a “sensei” (teacher) we quickly became part of the school community and were welcomed into the homes and lives of our Japanese colleagues. A few months prior to our arrival, the Kobe earthquake had occurred; the effects on people, families and infrastructure was still a major problem for the community. Many were still “doing it tough”, living in temporary huts while waiting for services to be restored. One thing I remember clearly was the Japanese spirit of working collectively to overcome adversity. While living in Himeji, we were occasionally buffeted by typhoon winds and shaken by earth tremors, but generally we felt safe and secure as we went about our daily business. This year, Alice Haberfield (a past AEU Branch Executive member) was teaching in Sendai with her family when the magnitude nine earthquake and devastating tsunami hit northeast Japan. More than 12,600 people have died and approximately 14,700 are still missing. After surviving this terrible natural disaster, she and her family were evacuated to Tokyo and eventually safely back to Australia. Alice contacted the AEU to inform us that she was organising a fundraiser for the people of Sendai and the AEU was pleased to assist by offering our facili-
ties to host the event. The AEU extends our congratulations to Alice and her family for their hard work in raising almost $6,000. Further, AEU Branch Executive has donated $1,000 on behalf of AEU members to the Red Cross Appeal and we have sent our condolences to the Japan Teachers Union.
Supporting workers abroad While our core work is focusing on AEU members’ rights and conditions, we also need to keep an eye on what is happening both nationally and internationally. Natural disasters, political unrest and humanitarian injustices are all traumatic for workers and their families. Organisations such as Union Aid Abroad – APHEDA and Education International (EI) undertake vital support work during times of crisis. The AEU is affiliated with both organisations and members can sign up for regular updates to contribute to this work. If you would like to make a personal donation to Red Cross, please go to:
8: www.redcross.org.au
and click on Japan and Pacific Disaster Appeal 2011. If you would like more information about Education International and to subscribe to the EI newsletter, please go to: : www.ei-ie.org
8
The creation of Medical Panels SA was part of the Rann Government’s attack on the rights of injured workers in the re-write of workers compensation legislation in 2008. Injured workers can be referred to a Medical Panel when there is disagreement or uncertainty about aspects of their medical condition. A panel of doctors makes a decision which is not subject to review on the medical questions that have been referred. Workers must attend a panel if they have been referred by their self-insured employer such as DECS, or risk cessation of their compensation payments. A Freedom of Information (FOI) application by SA Unions has revealed that DECS is by far the largest user of Medical Panels of all State Government departments. The FOI revealed that from April 2009 to December 2010 DECS referred 87 employees to Medical Panels SA, more than double the 43 referrals of the next largest, the Public Sector Workforce Relation’s Injury Management Service, which manages workers’ compensation for 30 Government Departments and agencies. DECS referrals are seven times greater than the South Australian Police who have made 12. Other shocking information that has come to light includes: • Each doctor receives at least $1,200 for each medical panel they sit on • 11 individual doctors sat on over 100 Medical Panels each • One doctor sat on a staggering 237 Medical Panels • The top five ‘earners’ received a combined $1.17 million for their work on medical panels (they ‘earned’ between $324,000 and $198,000 each)
And finally, to become an APHEDA global justice partner, please go to:
• Of the top five ‘earners’, four were General Practitioners rather than specialists.
“If you want others to be happy, practice compassion. If you want to be happy, practice compassion.” Dalai Lama. n
In what some have likened to an interrogation, AEU Members, with very little notice or understanding of what is at stake, have had to sit before a panel of doctors and face the threat of having their payments cease.
8: www.apheda.org.au
In solidarity, Correna Haythorpe | AEU President
continued over page 3 5
Workcover continued...
Early Childhood
...continued from page 5 3 AEU officers who have supported members have witnessed these proceedings first hand but have been directed not to speak or even take notes. There is no right of appeal and a panel’s decision is final and binding. DECS’ use of medical panels can have a disastrous impact for some AEU members, as the following examples illustrate.
Example 1
Example 2 A teacher with a significant work-related disability as a result of an assault at work was engaged in a rehabilitation process under the guidance of his treating doctor whereby the teacher was participating in a graduated return to work process. DECS paid the teacher as an SSO2 for the hours worked in the school as part of the rehabilitation process and the teacher received workers compensation at 80% of the difference between his SSO pay and their pre-injury teacher salary. The teacher attended before Medical Panels SA at the direction of DECS. The medical panel decided that the rehabilitation process the worker was participating in was appropriate. DECS used the Medical Panel decision to discontinue the teacher’s workers compensation payments. The teacher continued with their rehabilitation receiving pay as a part-time SSO only. The AEU has written to Minister Jay Weatherill asking him to establish a review of how DECS manages its workers compensation and rehabilitation n responsibilities. Ed Grue AEU WorkCover Officer 6
1 Josephine Cray from TAFE SA addresses ECW members at the AEU
National EC framework just around the corner What does it mean for ECWs and SSOs? AEU organiser Howard Spreadbury explains The National Quality Framework (NQF) for early childhood centres, as agreed by the Federal and State Governments through the COAG National Partnership Agreement, will be implemented from the beginning of 2012. Among the new regulatory requirements will be a minimum qualification for Early Childhood Workers and School Services Officers employed in preschool programs for a Certificate III in Children’s Services or Education. Members are naturally asking lots of questions about what this means and how they might achieve such a qualification. In addressing these questions, the AEU has undertaken to conduct a series of forums and workshops for members to clarify what the requirements mean. As TAFE is the major provider of Certificate and Diploma level qualifications in the area of child studies, the AEU has arranged to run sessions to assist members in the process of attaining the appropriate qualification. Given that most members have a
lengthy employment record in working in preschool programs in both kindergartens and school-based preschool programs, experience through the Recognition of Prior Learning (RPL) process will enable ECWs and SSOs to readily achieve minimum Certificate III level qualification. A competency-based approach, whereby a TAFE lecturer establishes contact with a member and visits the site to discuss elements of their work and subsequently observe them engaging with children and families will provide the basis for the RPL process. An experienced ECW or SSO will be able to gain accreditation for many skills and competencies through experience and demonstrated training and development programs. The AEU, in conjunction with TAFE program providers, is currently providing support for members in preparing for the RPL process and to make the transition to minimum Certificate III qualification as easy as possible. n
8: www.decs.sa.gov.au/childrensservices/pages/earlychildhoodreform/
A teacher with a very significant workrelated disability who had been unable to return to any work for approximately 10 years attended before Medical Panels SA at the direction of DECS. The Medical Panel decided that if “prolonged and carefully administered rehabilitation” starting at just a few hours per week was provided, the worker might be able to return to teaching over an extended period. DECS used the Medical Panel decision to discontinue the teacher’s workers compensation payments. DECS put no arrangements in place to provide any of the rehabilitation identified by the Medical Panel as necessary to achieve a return to work over an extended period. The teacher faced the prospect of having to claim a Centrelink disability pension.
Vice President’s Report
Four big issues for AEU members AEU Vice President Anne Crawford discusses recruitment and selection, permanency conversions and more
As this Journal goes to print, intensive negotiations are continuing between the AEU and DECS regarding the current Recruitment and Selection policy. No agreement for a changed policy has been reached at this point. We are acutely aware of the huge impact this policy has on job security and satisfaction for permanent teachers, opportunities to gain permanency for contract members and the ability of schools across the state to attract and retain the right mix of staff. The policy must also deliver sufficient movement and genuine opportunities for teachers in all schools, and especially country and hard to staff schools, to work in a range of settings. Recommendations will be put to Branch Council on 28 May and all decisions made by Branch Council will be communicated to members as a matter of high priority.
FURTHER CONVERSIONS TO PERMANENCY: SSOs AND ECWs Approximately 800 SSOs and ECWs have gained permanency since the beginning of Term 4, 2010 following ongoing negotiations between the AEU and DECS based on our new Award. The AEU has successfully lobbied DECS to commence a new round of permanency conversions to address the situation of long-term SSOs and ECWs who did not meet all of the criteria specified in the Award. This additional process is taking place throughout Term 2. The current conversion project will focus specifically on: • SSOs and ECWs who have been
employed continuously on a casual basis with a 20 percent loading and who therefore did not technically meet the definition of a temporary employee. It is important to note that permanency is available to members who are working across sites or who have worked in a number of different sites. • SSOs and ECWs who have been employed for several years but were engaged for less than 15 hours per week for the first two weeks of the first term, prior to having their appointments increased to at least 15 hours per week. SSOs and ECWs who believe that they should be considered for conversion to permanency based on the above criteria are advised to complete a VL718 form and fax it as soon as possible to the DECS Conversion Project Team on fax: 8124 4631 We would encourage members to discuss the completion of this form with their line managers. To assist with this process, we have posted the relevant update sent to principals, preschool directors and business managers, as well as the VL718, on the AEU website. Members requiring further advice can also contact the AEU Information Unit on 8272 1399 or email questions to DECS.conversions@sa.gov.au Members are advised to check the ‘SSO ECW Permanency Conversions’ on the DECS website on a regular basis.
EARLY CHILDHOOD ISSUES The AEU has written to Minister Weatherill to arrange discussions regarding the implementation of the National Quality Framework (NQF) in preschools and other early childhood settings. The new ratings system for preschools has very significant workload implications for directors and other staff, and will require significant levels of resourcing and support. In addition, the AEU is seeking clari-
fication about the four year teaching qualification requirements associated with Universal Access and the situation of teachers who have worked for many years in preschools, but have teaching qualifications specialising in areas other than early childhood. We will inform members of the outcome of these discussions in the near future. The AEU Early Childhood Consultative Committee is currently developing a survey for members focussing on the levels of support, resourcing and training needed for participation in the NQF. All members working in early childhood settings are encouraged to respond to this survey. Your responses will be invaluable in identifying the resources needed now, as well as providing information relevant to the next round of enterprise bargaining which will begin early in 2012.
AMALGAMATIONS The AEU has been working closely with schools targeted for amalgamation under the ‘Colocation Initiative’ which was part of last year’s State Budget cuts. In response to joint AEU and community campaigning, Minister Weatherill has announced publicly that there will be no coercion for primary schools to amalgamate with secondary schools. Most governing councils were very unhappy at the prospect of combined primary and secondary schools and are relieved at the outcome. The AEU is also ready to support junior primary and primary school communities where they wish to retain separate schools. Amalgamations involving a junior primary and primary schools may result in a funding cut of at least $250,000 and, in many instances, much more. The Colocation Initiative brings no educational benefit, but delivers very significant cuts to resources. Sub-branch secretaries in schools identified for colocation are encouraged to contact the AEU for advice and n support. 7
Comment
NAPLAN: a threat to good education NAPLAN ‘test-prepping’ has become an impediment to quality teaching says Save Our Schools convenor Trevor Cobbold.
M
onths of test-prepping and drilling students in classrooms around Australia culminated with the national literacy and numeracy tests (NAPLAN) in Week 2. As usual, it was a week of enormous pressure on students and teachers. The results will determine school reputations and affect the careers of teachers and principals. NAPLAN has now taken over the curriculum in the first part of the year. Teachers have been drilling their students for months on practice tests. Students in Years 3, 5, 7 and 9 have been test-prepped to death. Many schools even sent NAPLAN test booklets home for students to practice on during the school holidays. 8
boring.” [Herald-Sun, 12 May 2010]
Professional development has been dominated by NAPLAN. Education consultants have been inundated with requests to do workshops in schools to prepare teachers for this year’s tests. Education departments have been thrusting test preparation materials on schools since the beginning of the year. Education publishing companies have got in on the act too with online and other test-prep materials. The official NAPLAN website publishes the tests from previous years, which schools can use to practice for tests. The message is clear to everyone – get your class scores and school scores up. Such is the pressure that many teachers and schools will be tempted to rort or cheat. NAPLAN is now a threat to good education. It diminishes good teaching and the curriculum just about everywhere. It has been re-named “NAPALM” by many teachers because it kills everything in the classroom. Drilling for tests and test-taking skills now take precedence over exploring, creating, thinking and analysing skills. As one Victorian eight year-old said last year: “We did lots and lots of practice tests…Once you do lots they start to get
To read the original article in full go to:
Practicing for the NAPLAN tests has shrunk the time spent on other key parts of the curriculum – science, history, social science, arts and music, language, health and PE. A survey conducted by the Australian Secondary Principals Association last year found 65% of schools reported they had increased the time spent in class on preparation for the NAPLAN tests and 70% said they had increased the time spent on practising tests. NAPLAN has been a boon for education publishers. One publisher has been actively promoting its product in schools to encourage more test preparation. Pascal Press has promoted its online Excel Test Zone test practice website to teachers and parents through direct emails to schools and teachers. Schools have also invested heavily in preparing teachers for NAPLAN with professional development workshops and materials. For example, there has been a flurry of test preparation activities and resources on persuasive writing which is a theme of the NAPLAN writing test this week. ACARA informed education authorities that this year’s writing test would involve a change of writing form. Students this week will write a persuasive text instead of a narrative text. This should not have caught schools and teachers off guard because persuasive writing and other non-narrative forms are used across all curriculum areas as students progress through school.
8: www.saveourschools.com.au
Interview
“We did lots and lots of practice tests… Once you do lots they start to get boring” Yet, the decision created turmoil in schools. It was as if persuasive writing was new to the curriculum. It became the focus of preparation for NAPLAN. Suddenly, there was a spurt of test preparation activities and resources on persuasive writing. Education departments posted teaching resources on their website to assist teachers. For example, the Victorian Curriculum and Assessment Authority encouraged schools to have students practice for the persuasive writing test and provided a range of test preparation materials online. In South Australia, DECS issued a 58-page guide to teachers in February on how to teach persuasive writing. The Queensland Studies Authority has a special assessment bank of online test preparation materials for teachers and the Western Australian Department of Education has a special NAPLAN Planner website for teachers. According to two leading education consultants, teachers everywhere were frantic about the change, spending inordinate amounts of time having students write persuasive texts. Students everywhere were drilled in persuasive writing. Their observation is telling. We thought we’d moved past the 19th century ‘factory approach’ to education where students were all doing the same thing at the same time as they were moved along a production line. Is this what we want for students today? NAPLAN has been a huge distraction to learning and teaching in schools across the country. It has diverted resources to drilling students in literacy and numeracy at the expense of deeper learning in these areas and at the expense of other key learning areas. This is not education improvement; it is education debasement. It is entirely due to the My School website. None of this was happening prior to the publication of school results on My School. n Adapted from Trevor Cobbold’s article on the public education policy website Save Our Schools.
Release time is crucial for AEU reps Blackwood High teacher Wayne Learmonth talks to the AEU Journal about his role as Sub-branch Secretary. Journal: How long have you been a Sub-branch Secretary? Wayne: I’ve been at Blackwood High for 17 years and Sub-branch Secretary for about 15 years. Before that I was sub-branch secretary at Kingston for around 10 years and was also Chair of the Area Council for some time. Journal: How do you see your role as Sub-branch Secretary. Wayne: Primarily it’s about being an advocate for union members. Just acting as a support person for members who may have been through a performance management process or the like can be extremely time consuming. There are other responsibilities too. As an experienced sub-branch secretary I’ve been involved in the selection process for a number of principals during my time here and of course the number of applications and processes you have to go through can be quite lengthy. Journal: How do you ensure you get release to fulfil your responsibilities as Sub-branch Secretary? Wayne: In the past I’ve always relied upon a letter of understanding between the education department and the AEU way back in the 1980s. It’s never been withdrawn. But superseding that, the new PAC Handbook states that subbranch secretaries are entitled to one and a half hours release per week. Journal: Is it hard for school administrators to timetable release? Wayne: It’s in the Award so it has to be provided. But to make life easier for timetabling it’s a good idea for the Sub-branch Secretary to remind them to allow for this release time at the end of each year when the staffing is being arranged for the following year. I’ve always managed to get time allocated. For example, this year I have one lesson less and one less yard duty, it’s never going to be enough to cover all the work you do but it certainly helps.
Journal: What would you say to subbranch secretaries who aren’t getting the release time in their school? Wayne: They should write a submission straight to the PAC. Address the letter to all members of the PAC and copy and paste the section from the new PAC Handbook that states you have the right to the release. Perhaps also make some suggestions about some things they might be able to do to accommodate. They might be able to drop a yard duty, a supervision, or even a lesson by getting a permanent relief if necessary. Journal: Some sub-branch secretaries report that they feel like they’re rocking the boat, so-to-speak, in order to get the release time, is it worth the hassle? Wayne: Absolutely. Sub-branch secretaries shouldn’t let that worry them really. As I said you have an industrial right to the release time and you have a very important role in the worksite. The Award says worksites require AEU representation on all sorts of things. You have to organise AEU reps for panels, if you can’t find anyone who wants to do the panel it’s up to you to do it. There are ballots and elections to run and members to support on a whole range of issues. So yes, if you have to push for the release time then do it, you’re doing the right thing by yourself and your member colleagues. n 9
Profile
Opinion
The contract rollercoaster continues
Shortage? Beginning teacher Jessica Bean asks what she has to do to get a job close to home. they told me that teaching is an ageing profession and that soon I would be bombarded with offers to fill vacancies of retiring teachers. So I kept applying and I waited, and waited, and waited. Finally, I got a call. Unfortunately, the job was 310km from my home of 21 years, Adelaide. Still, I stuck to my guns and I took it. I thought: it’s just because I have no experience. There must simply be loads of other teachers looking for work. I thought that once I have some solid teaching experience under my belt and some more referees, a job closer to home was sure to come my way. So after a year I applied, and waited, and waited.
I love being a teacher. I am a very valuable employee, constantly volunteering to take on extra responsibility and updating my training. I easily applied for and achieved my Step 9 and this year I’m in a coordinator position. I love the school I teach at and have earned respect from the community, my peers and my leaders. Everything is fine until November rocks around and everyone starts to prepare for next year! I try to keep my chin up and stay positive through planning sessions that I am required to attend, from class placement processes with the children I have taught for a year, to the farewell staff meeting. I then spend almost a whole day updating my details online in the Employable Teachers register. Finally, I pack up my resources, find room in my shed and hand over my keys. My watch always comes off in the holidays but I have to keep my mobile phone with me just in case I receive a call. I make up a basic program so that I can be somewhat prepared even though I have no idea what level or subjects I may be teaching. I try to stay positive through Christmas and keep reminding myself how lucky I am that I don’t have to do a summer shift in a coffee shop because I had a full year contract. My phone vigil returns after Christmas until I finally get the call and breathe a sigh of relief that I have another year back in the job I have done for the past three years. What an emotional rollercoaster ride. Still, I make for one very resilient teacher! n Vicky Lacey | Contract Teacher Port Elliot Primary School 10
A
ll of my life I have been hearing that there is a shortage of teachers; our class sizes are too big because Australia needs more teachers; our children’s literacy is falling behind because we need more teachers; university standards are low because not enough people want to be teachers. So, naturally, when I entered the profession over a year ago I thought that I would be beating schools away with a stick due to the large amount of offers being thrown my way. Yet, to my great and perhaps naïve surprise, I found that it was in fact very difficult to get a job as an English/SOSE/Psychology teacher. After three months of applying for any position made available through the paper or the DECS and Independent Schools’ websites, I started to think: maybe it’s me. Maybe my grades weren’t high enough. Maybe I should go to church and pretend to adopt doctrines I don’t agree with. Maybe my resume is in an unpleasant format. Maybe I should use Verdana font instead of Arial. You name it, I tried it. People told me not to worry,
I have taken every professional development opportunity short of where it would impede the progress of my classes. I have taught two subjects outside my specialty areas. I have made excellent friends in the industry and I am a member of multiple teaching organisations. I have moved away from my home to work in a Category 2 school and proved my salt. I have done everything right and I am yet to receive a single interview for any but the job I currently hold. Is it really the case that there are so many qualified applicants out there for all 60-something jobs that I have applied for? Am I that underqualified that I don’t warrant an interview? Is the teaching profession so stable that we can’t afford to interview the very people the media are constantly telling the public we need? I am not in danger of becoming one of the 50% of teachers that leave the profession in the first three years due to stress or disillusionment. I love my job; it’s fun, it’s fulfilling and it challenges me in a variety of wonderful ways every day. I am in danger of leaving the profession because I simply can’t seem to find a chance at a job close to my home. Editor’s note: Jessica’s article puts her in the running to win some great Apple products in our Next Byte AEU Media Competition. Go to page 22 for details on how to enter. n
May Day 201 1
1 Participants display the famous Eureka Oath as they march down King William Road on May Day
1 Long-time union activist Vic Potticary with the May Day Spanner Award.
May Day events send a strong message to government Numbers were up in this year’s May Day march in Adelaide. The Rann Government’s slashing of public services, increases in rents and charges and the axing of 3,700 public service jobs sparked strong support for the event from public sector unions. SA Unions secretary Janet Giles outlined the extent of the attacks on the welfare of the community to the crowd in Victoria Square before the approximately 500 participants moved off down King William Street towards the Torrens Parade Ground. “One struggle one fight, workers of the world unite!” and “Money for health and education, not for war and occupation!” were among the chants.
At the Parade Ground, Humphrey McQueen spoke about the struggle of working people against their exploiters and the huge cost of the gains that have been made. Rain, which had been threatening all morning, put a bit of a dampener on family fun day activities but not before a very vocal point was made to the Rann Government. Humphrey McQueen spoke again at the Workers’ Memorial in Port Adelaide the next morning, recounting some history of the monument and continuing the theme of the real heroes in society – those who fought and keep fighting for a better and safer future. The May Day dinner at the Cyprian
Too many killed on the job AEU OHS Organiser Jill Cavanough reports International Workers’ Memorial Day is held each year on April 28. This year in Adelaide a moving combined church service and acknowledgement ceremony was held at Pilgrim Uniting Church to remember and honour those who have lost their lives at or as a result of work. Family members, including children, reflected on their loss and their heavy hearts. People told their stories and spoke of their hopes for a safer world for all.
Significant contributors were the asbestos victims and diseases societies and VOID (Voice of Industrial Death). The Minister for Industrial relations and SafeWork staff also attended. Candles were lit and later, balloons were released in memory of loved ones lost. There were a lot of candles and balloons, far too many. Most years, the number of people killed at work in South Australia is in double figures. Across the world it is in
Community Hall was packed out once again. Courageous building worker Ark Tribe was in attendance and spoke emotionally about the support he had received from the community during his battle with the ABCC. Steve Dolphin of his legal team also recalled incidents from the remarkable battle to free Ark from persecution by the notorious spooking force. Humphrey McQueen was an impressive keynote speaker and ABC radio personality Peter Goers was in sparkling, witty form. Vic Potticary of the SA May Day Collective was the recipient of this year’s “Spanner Award” for his contrin bution to the ideals of May Day.
See more photos of the rally and dinner on the AEU’s facebook page:
www.facebook.com/aeusa
the many thousands, almost always in so-called accidents that could have been avoided if attention had been paid to prevention. Representing the union movement at the memorial service, SA Unions secretary Janet Giles read the following: “We pray for our community that workplace safety becomes a greater priority. Help us to see that accidents are not something that happens to others but something that we all need to be aware of and that we need to strive to overcome. We pray that safety information will always be available, be studied and become part of work practice. We ask that our safety laws, codes and guidelines are strong and effective.” AMEN. n 11
COVER Story: workload review
Review of Teachers and Leaders Work begins The AEU & DECS Review of Teachers & Leaders Work announced as part of the Arbitration decision handed down by the Industrial Relations Commission last year is now underway
T
he review team, which consists of both AEU and DECS representatives has begun consultation and will continue discussions with teachers & leaders through structures such as the AEU consultative committees, conferences, principal association meetings, school staff meetings and AEU forums in metropolitan & regional areas. The review team is seeking information regarding workload issues that impact on teachers’ and school leaders’ ability to carry out their core roles of teaching and educational leadership while maintaining a reasonable work/ life balance. There may be aspects of their work that staff feel have limited value or are unnecessarily time consuming, could be streamlined, or even removed from their roles. The review team is looking for examples of best practise that can help reduce workload and will be investigating the best ways to share these ideas. This review is a great opportunity to have a say on workload issues and the AEU asks that you encourage your colleagues to do the same.
Areas of workload stress In consultation with members, the AEU has identified many areas of teachers and leaders work that needs addressing and has submitted these to the joint Review team for consideration. These are just some of the areas that need attention:
Students With Disabilities There are a number of issues relating to students with disabilities that add to workload pressures for teachers and leaders. • There is a high workload associated with grant applications such as those to the RAAP. • The writing of NEPs, especially in schools and classes with a large 12
number of such children is of concern. • The placement of some students with special needs in mainstream classes adds to workload. This is often increased due to the waiting lists for students to get into special small classes. • The inadequate SSO funding in special schools remains a workload issue.
Individual Learning Plans As with NEPs there is a high workload associated with the development and writing of individual learning and health plans however described.
Student Behaviour Management Behaviour management is a key workload stressor in many schools. The level of resources available to schools to implement restorative justice practices needs to be reviewed to reduce workload. The DECS policy on student behaviour management is outdated and needs to be revised to reflect current practice.
DECS Meetings The purpose, number, frequency and timing of regional and central office meetings should be reviewed. Particular attention should be taken of the needs of small schools. The amount of time a leader is required to be out of their school on DECS business should be examined.
Provision of Professional Development
TRTs The shortage of TRTs, particularly in country areas, impacts on the workload of teachers and leaders. This additional work is created through increased time and effort in securing a TRT and in teachers and leaders taking relief lessons if no TRT can be found. Classroom teachers in some schools are required to undertake the administrative function of having to find their own TRTs and arrange the TRT’s timetable.
Non-teaching Clerical Functions The workload associated with clerical functions such as photocopying, typing and filing could be reduced. A number of the clerical functions that leaders and teachers undertake do not fit with the role of teacher or leader.
Yard Duties Yard duties both before school, at recess and lunch and after school add to a teacher’s and leaders workload. Often the rostering of yard duties results in a teacher or leader not having access to meal breaks. Issues associated with yard duties include managing traffic around schools, parents not picking their children up on time, children being left in school grounds prior to the advertised start to the school day and taxis and buses not arriving or arriving late.
Central Communications Office
Student Absenteeism
Controls on the number, frequency and timing of central and regional office communications could be implemented. Often the timing of communications and requests from central office are not coordinated and lead to a compounding of workload. The number of email communications from the central office or regional office should be monitored.
The monitoring and reporting of student absenteeism is a workload problem. Teachers and leaders should be relieved of non-teaching and clerical tasks relating to this task.
Curriculum changes such as the new Australian Curriculum need to be adequately resourced and appropriate timelines set. Before such initiatives are put
The timing, access to and location of professional development should be reviewed as this adds to a teacher’s workload. Professional development outside of work hours compounds the workload problems of teachers and leaders.
Curriculum Changes
To complete the survey go to:
COVER Story: workload review in place an assessment of workload and impact on work/life balance should be undertaken.
Review of Devolved Responsibilities The number of devolved responsibilities needs to be reviewed and an analysis undertaken as to the level of resourcing provided for each task. While workload remains high, a moratorium should be placed on the further devolution of tasks unless the additional workload associated with the task is addressed.
Managing and Monitoring Cleaning, Maintenance and Building Contracts
The workload associated with monitoring the cleaning, building and maintenance contracts in schools needs to be reduced. A simple but formalised reporting process will reduce workload and ensure standards are maintained. Teachers and leaders should not be required to undertake cleaning duties at school. Cuts to cleaning contracts have meant school staff have taken on cleaning tasks. Schools in remote locations need to be provided with adequate services.
Other Duties Teacher’s face-to-face teaching and non-instruction time is defined and limited. This is not the case with other duties which have gone unregulated or monitored. In some schools, duties that last year were described as face-to-face teaching have been determined (we would assert incorrectly) not to be faceto-face teaching. The workload of teachers has thus increased.
Accountability and Reviews The workload associated with DiAF, SSI Diagnostic Reviews and other accountability measures should be identified and appropriate controls or resourcing put in place.
Travel The lack of funding for staff travel for work purposes and the requirement for this to be undertaken outside of normal work hours needs to be addressed.
Student Hygiene Toileting of students and other personal hygiene tasks for students should not be required to be undertaken by teachers or leaders.
Grant Applications
The grant application process is highly bureaucratic and time consuming. The process could be streamlined to reduce workload. The number of grant applications adds to the workload.
OHSW No resourcing is allocated to schools to provide human resources to undertake OHSW tasks in schools. Cuts to central office OHSW staff have meant that work has fallen to schools with no additional resourcing.
VET The IRCSA identified workload of VET teachers as an area of concern. Workload of VET teachers needs to be examined.
Parent and Families Behaviour Vexatious parents are a growing problem for schools that creates workload issues. Meetings may be delayed and issues escalated through the attendance of advocates. Schools also have to deal with a growing number of ‘bad behaviours’ from parents. There is an increase in abusive and violent parents. Ensuring staff safety adds to leaders work.
Wellbeing Many schools do not have student/ school counsellors. This work falls to the school leadership team and individual teachers.
Coordinator Schedule 7 of the Arbitrated Enterprise Bargaining Award lists the number of leadership functions that a coordinator should be undertaking dependent upon the classification of the school.
Many coordinator roles include more than the prescribed number of functions. This creates a workload problem as the functions cannot be completed within the time allocated.
Students with High Medical Needs
The increased number of students with HSPs adds to the work of leaders and teachers. Teachers and principals are currently monitoring and actioning the plans. Often the plans require training to be undertaken. As a key part of the AEU’s submissions to the Industrial Relations Commission in the recent Arbitration case, it’s extremely important AEU members voices continue to be heard on the matter of workload. The review into Teachers and Leaders Work is your big opportunity to play a part in achieving improved work/life balance for public education workers. n
ACTION
• Go to: www.aeusa.asn.au > Issues > Review of Teachers and Leaders Work and follow the links to complete the online survey.
• For more information or to provide feedback on any aspect of the Review, members can contact Jan Murphy jan.murphy@sa.gov.au or Ken Francou ken.francou@sa.gov.au
8: www.aeusa.asn.au>Issues>Review of Teachers and Leaders Work
13
permanency conversions glad she joined the AEU. “I urge people to join the AEU. If you think you can change things by yourself, you’re wrong. It’s being part of a collective group that makes things happen.” “One of the big things that permanency does is give you a sense of purpose for the future. I’m not finished by a long way. I’ve got ideas for a whole range of things that I now feel like I can start work on and I can do it with the knowledge that I’ll still be around next year.” n
SSO
Charmaine Silvani could hardly believe it when after 17 years as an SSO she was finally converted to permanent. In fact, despite having a wealth of experience working with special needs children, Charmaine was so convinced she would never have real job security as a DECS employee that she was seriously considering moving on. “When I initially applied for permanency I was really hoping I wouldn’t have to go through the turmoil and selfdoubt that you go through each year when you don’t know if you have a job to go to,” she says. “But I was knocked back due to an apparent short break in service, so I quickly made up my mind that I was ready to walk. I couldn’t understand it. I didn’t know what else I had to do to prove myself. I’m passionate about the kids I work with, I’ve build strong relationships with the students and their families and the Department, along with the training I’ve self-funded, has put time and money into developing my skills.” Charmaine had recently completed a Certificate III in Students with Disability and Certificate III in Supporting Student in Education when she was told about her unsuccessful permanency application. Feeling both confused and devas14
ECW
Now I can plan for the future
tated, she called AEU SSO organiser Lisa Sigalla to tell her the news. In the course of the conversation Lisa checked the dates DECS said constituted the break in Charmaine’s service; it turned out the two dates mentioned were a Saturday and a Sunday – non-work days for an SSO working in a public school! On Lisa’s advice, Charmaine wrote a letter to the DECS conversion team describing the mistake and asking for her permanency application to be reconsidered. Charmaine had almost given up hope when she was called into the Principal’s office two weeks later. She emerged with a smile on her face, giving her very supportive colleagues the thumbs up – DECS had approved 20 permanent hours. Charmaine, says she’s never been a “traditional union person” but is very
Permanency benefits ECW Jo and community
Jo Mibus (pictured below right) started working in early childhood when then Valley View Preschool Director Sandra Cattel (pictured below left) recognised she had a broad range of skills to offer students and families. Notably, Jo has spent a number of years working with children with disabilities and now has a range of qualifications under her belt. Having worked in a number of support roles in various northern suburbs centres, Jo is now back working with Sandra who for the last four years has been Director at Mawson Lakes Preschool.
permanency conversions
Finally, Helen has job security Helen Carey has worked with children for more than 20 years. Starting out in mothercraft nursing and then moving into childcare, Helen’s latest role is that of Children’s Services Lecturer at Mt Barker TAFE. Like a number of TAFE lecturers Helen, who also has expertise in Occupational Health and Safety, began her time in TAFE working as an Hourly paid Instructor (HPI) after completing the Certificate IV in Training and Assessment. While she misses working with children on a daily basis, she says she feels she can have greater effect passing on her skills and passion to others. “I teach students who are going into a range of different childcare settings: childcare centres, after school hours care, family day care and the like. I’m really passionate about the industry and in my heart I could see that some childcare workers coming through weren’t properly prepared for the job. So I thought, how can I have an effect here?” Initially, moving into TAFE wasn’t an easy decision, Helen had been offered a permanent role at Lady Gowrie childcare centre and the TAFE work had no
permanency attached. Fortunately for the students at Mt Barker, her passion for childcare education won out and she spent the next three years doing contract work. “I started at 0.2, then 0.4 and 0.6, then went full-time but still on a contract. Although it was a growing industry there was still a build up of emotion – what’s the contract going to be? Is it going to be 0.4 or 0.6 or full-time? So it was a real relief when I was offered permanency.” Helen says the uncertainty that contract work creates is the hardest thing to cope with. “Knowing that the work was there and you were hoping you’d be kept on you weren’t 100 percent sure that you’d be sticking around. So I was really thrilled when I found out that I was on the list of staff to be made permanent. It has given me a sense of security and I feel more valued by TAFE.”
TAFE
While Jo’s last two contracts have been 12 months long, most of her eight years of service have been spent in term-by-term contracts, providing her with little job security and leaving her constantly wondering if she’ll have work in the future. Fortunately for Jo she has a very supportive director. “Sandra has been great at encouraging my training and formalising my skills. Her support has been wonderful. All that was missing was the guarantee of permanent work,” says Jo. “Being on a contract is really hard. You never know if you’re going to have the same hours as you have different children moving through at different times and a lot depends on whether the Department has money to put in to support a particular student. Sandra has been great in that she been able to “top up” hours for special needs kids but there is still stress as you never really have security.” And it’s no secret that working from contract to contract is particularly distressing for workers who have mortgages and other household bills to pay. “My personal situation changed four years ago which meant I became the sole income earner, and the income of an ECW isn’t great. I’ve gone from living in a two-income family, where mine was a supplementary income, to becoming the single earner in the house. So to be on a relatively low wage with no security is extremely stressful,” says Jo. With the support of the AEU, Jo applied for permanency and her skills and expertise were eventually recognised by DECS. Jo is one of the lucky few ECWs who have achieved full-time permanent hours. “It took a little while to sink in but when it did I realised that this is actually my first ever permanent job. It’s a great relief. I have to say that the AEU has been there 110 percent of the way and I think it’s benefitted a lot of people. It’s set a precedent and hopefully there will be more contract staff converted over time.” Jo’s conversion to permanency is bound to benefit everybody involved with Mawson Lakes Preschool. With the confidence that she is there for some time to come, projects can be seen through, more plans can be made and relationships with parents and community can be strengthened. n
While permanency has provided Helen with job security there are still a number of challenges to overcome. “Children’s Services is such a growing industry and fortunately we have a great manager who is projecting staffing needs into the future but still there are challenges in working out how we manage staffing for particular projects.
“On a personal level, my passion tends to take over sometimes. I often take work home with me. I put all I have into my students but I realise this impacts on my work/life balance. So that’s something I need to work on.” n 15
Performance Pay
Performance pay for teachers is a terrible idea and here’s why
Julia Gillard imports yet another failed education policy despite warnings from Australian experts
O
n 7 February 2007, then Federal Education, Science and Training Minister, Julie Bishop, announced that “like other professions, teachers should be recognised and rewarded on merit.” This policy announcement, made despite the Federal Government having no legal authority to set pay or conditions on public schools, was based on the pervasive private sector management practice of performance-related pay (PRP) and the incentive principles inherent in economic rationalism. It purported to create an incentive in the employee (teacher) to improve his or her work performance, in order to improve the quality of output (education) that customers (students) receive. The key criteria which merit pay was to be decided upon, as outlined in the Minister’s speech, would be literacy and numeracy scores of students. PRP
16
is a method by which proponents of market-based governance seek to introduce private-sector management techniques into the public sector to lead to better outputs, greater cost-efficiency, and a ‘customer service’ ethos. The day after May Day in 2011, Julia Gillard announced that Labor would introduce performance related pay for teachers in this year’s Federal Budget. “We want to reward great teaching so the individuals who are doing it experience the benefits of those rewards so we can model what great teaching is to the rest of the teaching workforce,” Ms Gillard said. Performance-related pay has a long history in Australia and around the world, with teachers in Australia, England and the United States paid according to pupil’s ‘results’ as assessed in examinations, tests, and visits by inspectors as far back as 1862.
This system sought to improve the performance of teachers, increase the quality of education received by students, and use pay incentives as the chief means to do so. This system saw no appreciable improvements in students’ education, or morale or quality of teachers, and so was discontinued in the early 20th Century, and was not revived until the 1980s. In the United States, the Bush Administration introduced a number of education reforms, including PRP programs and ‘test-based accountability’ systems. The most recent program was the establishment of the Teacher Incentive Fund that gives up to 100,000 teachers in the United States a reward of $5,000, in an attempt to increase the number of states using incentive-based PRP systems. The Florida Department of Education introduced a system called STAR (Special Teachers are Rewarded) that gave a five per cent pay increase to “the 25 percent of teachers with the highest ratings in two areas: an evaluation from their superiors, and improvements in student test scores, notably the Florida
Vice President’s Report Comprehensive Assessment Test.” Massachusetts also introduced a program to link teacher pay to evaluations of student performance with the goal of providing “incentives for highperforming teachers” and placing teachers on a “comparable standing” with private-sector employees “where rewards for performance have steadily increased”. California Governor Arnold Schwarzenegger called in 2005 for merit pay to “usher California’s schools into the modern era” and that it was the duty of government to “financially reward good teachers and expel those who are not.” Numerous other US states have introduced PRP programs into the public education sector, almost all of which include bonus pay, and with most bonuses linked to improvements in student test scores. There is a great deal of literature on the effectiveness of PRP programs and the research suggests that since the 1980s – a period that marked a spurt of PRP proposals for teachers – performance-based pay plans have been introduced as a result of market governance and New Public Management (NPM) pressures on the public sector, specifically to improve the output of public education. It is the view of a report from the Australian Council for Educational Research (ACER) and the majority of reports on PRP programs in the USA, that “there was no evidence… to support the position that it was pay-for-performance which improved student achievement”. There is further literature that suggests that there is little effectiveness at all in PRP systems either in the public sector or the private sector, in terms of increased productivity. The overwhelming evidence in both England and the USA suggests that a more effective way for teaching standards to improve is through improving professional development, accreditation and qualifications, measures that are not necessarily encapsulated in performance pay. n Abridged from an article by Alex White of the NTEU in Victoria. Read the full article on Alex’s blog:
8: http://alexwhite.org/
Straight talking – a dying art? We have a communication problem As a union, the AEU writes many, many letters. Mostly we write, on behalf of our members, to DECS officers and the Ministers responsible for pre-schools, schools and TAFE. What we usually say or ask is perfectly clear, written in plain, direct English. Often we make demands or pose a series of specific questions. In the last six months many of the questions we’ve raised have required equally specific and direct answers. A typical example is the series of letters requesting evidence of a detailed risk assessment of the impact of the implementation of the Australian Curriculum, but there have been countless others of a similar nature. Now you’d be excused for thinking that a straight-forward question could be readily answered in the same way. Not so. In that specific case, while there are several written responses, not one constitutes a plain answer. I’m concluding that it must be an issue of written English as opposed to oral language. In face-to-face meetings with the very same people – chief executives, ministers and their senior staff – the conversations are usually clear, open and direct. When our members’ issues and concerns are put to them in writing, however, something strange happens to the mode of communica-
tion. The questions are clear, but the answers are often opaque. As anyone who’s written to a politician or senior bureaucrat on any matter will be aware, the simplest questions or requests can get mangled and manipulated through the system, so that while we get an answer of sorts, it’s definitely not the answer to the question we asked. The usual form is for the person who is given the job of writing the answer to drag out a list of anything, say, DECS has done on the subject and express that as a simple narrative. It doesn’t matter if it deals with the specifics of the request. Striking an oblique blow will more than suffice. Contrast that with experiences we may have had in the classroom, where we may try to communicate something to our students and if they’re either not interested in learning, or don’t care much about the topic at hand, they let us know about that very clearly and directly. In my classes they certainly did. Further, teachers are continually being asked by the employer to make course content, purpose and assessment very explicit, and that’s as it should be. How come the same bureaucrats and senior officers can’t do that themselves? Sometimes in my imaginings I think there must be a government School of Obfuscation to which such people are sent early in their public service career. Ah, perhaps there’s a reason for the lack of coherence and clarity. If so, just n who do they think they’re fooling?
Calling all ex-scholars, teachers, community members and any interested parties!
Stirling North Primary School’s 30th birthday celebrations! The school will be open from: 11.00am
Saturday 20th August
- 2.00pm
All are welcome to browse through the school. Food & refreshments available. A dinner will follow the open day at
the Stirling North Progress Hall from 6:00pm. For bookings and further information contact the school on:
% (08) 8643 6020
17
Leaders Focus
SSO Conference
Our leaders need support My journey to the AEU Recently appointed AEU Organiser with School Leaders Focus, Virginia Gill, brings a wealth of experience to the AEU
are serious about recruiting and retaining highly skilled leaders in our schools. I am currently working part-time on the AEU Women in Leadership Program (WILD), which was featured in the last edition of the Journal. I will continue with this work throughout 2011 and believe it will complement the new role as it has a focus on leadership recruitment and development.
Contact Virginia on:
W
8: vgill@aeusa.asn.au &: 8272 1399
ith apologies to ‘The Stones’, please allow me to introduce myseIf. I have been a teacher/leader in DECS for over 35 years, and have been a principal in four schools, Yankalilla Area School, Mitcham Girls High School, Pasadena High School and most recently, Tumby Bay Area School for a one year stint in 2010. I have also worked at the SA Centre for Leaders in Education (SACLE) as a leadership consultant and in the chief executive’s office and the minister’s office. I spent two years as an education adviser in the Social Inclusion Unit in the Department of Premier and Cabinet. These roles have provided me with an insight into our political system, particularly as it affects education and children’s services and the workings of DECS Central Office. I am thrilled to be undertaking this new role within the AEU. I believe our school leaders need to be supported; I know first hand the demands of the job – and the delights! We are facing a leadership crisis in Australian schools as fewer people are stepping up to the principalship. It is not seen as an attractive option due to workload and external pressures. This must be addressed if we 18
I want to promote leadership as I have loved being a principal and see it as a fantastic role where an individual can have a direct influence on supporting teachers to be their best in providing high quality education to our students. However, I also want to address the concerns raised by leaders as we enter a new round of campaigning for fair pay and improved working conditions. The AEU SA President, Correna Haythorpe has met with several leaders and regional directors to express the Union’s renewed commitment to supporting school leaders. With Correna and colleagues within the AEU, in particular the Principal’s Consultative Committee, I plan to place school leaders clearly and firmly on the agenda for the next round of enterprise bargaining. My role will also be to support individual leaders dealing with complex issues in their sites. I want to support leaders in any way I can, and I encourage people to contact me. I am more than happy to meet with leaders here at the AEU and visit them in their sites across the state. I would like to acknowledge the great work done by Ken Drury in this role. Ken has now returned to Sydney and we all wish him health and happiness in new ventures. The AEU is DEFINITELY here for leaders in 2011 and beyond. Let’s work together to do the best we can for individual leaders and also to support and strengthen the role of site leaders in all our schools in South Australia. n
SSO Karen Kennedy reports on this year’s SSO Conference held during the Term 2 holidays
H
aving just been converted to permanent after nine years working as an SSO at Mulga Street Primary School in Mount Gambier I, along with my colleague Chris, attended the AEU SSO Conference in Adelaide, which took place during the Term 1 school holidays. After a short flight, we arrived in Adelaide, checked in at the motel and headed straight for the café where the SSO dinner was taking place. As we entered we saw a sea of faces we didn’t know. We found a table to sit at and were soon joined by others and conversation started easily. The meal was fantastic, the night was fun and I was finally able to put faces to AEU staff with whom I’d had many phone conversations and email exchanges during the conversion to permanency process. The next day we walked down the road to the AEU office. The main hall 33 Annette Bulling from Mind Matters addresses SSOs on wellbeing.
5
Leaders Events 33 looked great and we all received a
bag of goodies to take home with some very informative information for SSOs. There was also an ‘SSO Survival Kit’ consisting of an assortment of lollies, each representing a different purpose for SSOs. The keynote speaker was Jonathon Mill from the Media Entertainment and Arts Alliance (MEAA). He spoke on ‘Power in the Workplace’. His words were both inspiring and funny and reassured us of how important our roles are in the workplace. After morning tea my first workshop was ‘Assertive Communication’ with Jan Webber. She showed us not only ways to be assertive but also how to understand ourselves and how to be good, active listeners. After a fantastic lunch, I attended a workshop on the impact the new funding model would have on SSOs. This was very informative and gave us a lot to take back to our colleagues at home. This workshop brought the conference to a close. What a day! It was good to spend time in great company with many new acquaintances, great food and informative speakers. Sharing a taxi to the airport with some newfound colleagues had us chatting about the conference and the things we’d enjoyed most. Conversation continued on the flight home with a bundle of information to share with work mates on Monday. I will be really encouraging them to attend next year. Thanks AEU! n
Information for SSOs is available on our website at:
8: www.aeusa.asn.au/ sector_ssos.html
International
Leaders lunches hit the spot
1 ACARA Senior Manager Implementation Co-ordination Wendy Engliss addresses AEU members at The Edinburgh Hotel.
AEU Project Officer Ken Drury reports on the recent series of Leaders lunches
“I
t’s just terrific to be able to come out of school for two hours, learn something new and informative and hear directly from and talk with the President of the Union. And to be able to enjoy a delicious lunch, converse with colleagues, ask questions and get them answered …and to be treated as a truly valued professional. What a pity our employer doesn’t demonstrate that they value us in the same way.” This was the frequent comment made by the some 90 plus school leaders who attended the AEU President’s inaugural series of lunches for leaders. Commonly, the members attending supported this kind of format and stated that they were looking forward to the next rounds to be staged throughout the year. The format adopted was similar to that practised at the National Press Club luncheons for journalists. For this most recent series, the AEU hosted Wendy Engliss, senior manager implementation co-ordination with ACARA in Sydney. Wendy was formerly a principal in several schools in SA and has enjoyed an extensive background in curriculum innovation and implementation, most recently having been the Director of the Office of New SACE in SA. At each lunch, Wendy spoke briefly about the roll-out of the Australian Curriculum, of timelines, resources and requirements on school leaders. After Wendy had presented, AEU SA branch President Correna Haythorpe replied by outlining the AEU’s support for a national curriculum, while maintaining
strong reservations about existing timelines and lack of clear support and resourcing by DECS. Following Correna’s rejoinder, members were able to ask questions of both presenters in order to both clarify and make substantive comments. It is fair to say that few, if any, were praising of the manner in which DECS is handling the introduction of the Australian Curriculum in schools throughout SA. However, many expressed how valuable it was to not only hear from Wendy in such a clear and reassuring manner, but to also be able to informally chat with her after lunch in order to get their particular issues clarified. The lunches were held in Adelaide North, Adelaide South, Mount Gambier, Port Pirie, Whyalla and Port Lincoln. We were very sorry to be unable to organise a lunch in the Riverland due to Wendy’s strict commitments. The Riverland is first cab off the rank for the next series. Given this series of President’s Lunches, blending the professional and industrial, was such an appreciated success, others will follow. Watch this space and keep an eye on your emails for news of upcoming leaders events and how to register. And on the subject of the Australian Curriculum, the AEU Journal is discussing the topic in a series of podcasts. You can listen to the first episode at:
8: www.aeusa.asn.au/ podcasts.html
Ken Drury | AEU Project Officer – School Leader Focus 19
Running NOTICE BOARD Head
Graham F Smith Peace Trust
Annual Fundraising Dinner and Silent Art Auction Guest Speaker:
Steffan Lehmann
Professor of Sustainable Design School of Art, Architecture and Design, UniSA
Saturday 25 June 2011 7:00 for 7:30pm Italian Function Centre 262 Carrington Street, Adelaide
Ticket Prices: Members: $80, Concession: $75, General Public $90 For further information contact Leonie Ebert: Phone: (08) 8267 3915 Email: info@artspeacetrust.org Website: www.artspeacetrust.org
Seeking promotion? Aspiring Principals, DPs, APs, Coordinators
Announcing our new
$99
ONLINE PACKAGE
FOR APPLICATION WRITING AND INTERVIEW for all promotions positions in SA government schools Tailored uniquely to the SA state system, this detailed 60 page booklet and PowerPoint shows you how to develop a dynamic resumé and selection criteria, and provides many valuable ideas and hints to help you prepare for a powerful interview performance! Available for immediate download at:
www.teachers–resumes.com.au Teachers’ Professional Résumés Tel: 0411 245 415 E: teachers-resumes@bigpond.com Serving Australia’s teachers for 20 years.
ABN: 40 833 718 673
Next Byte Official Sponsor of AEU Media Competition 1st Prize Mac mini
2nd Prize iPad The new MacBook Pro
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Go to the www.aeusa.asn.au for competition details.
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20
AEU 2011 Training and Development Program
Ads
2011 Union Member Development Program Fri 3 June
Non-teaching Staff and SSO Contact Officers
9:15-15:30
1-day day course for AEU SSO Contact Officers and non-teaching PAC reps on resolving workplace issues effectively through various school decision making structures and processes and their role in supporting and informing non-teaching members. Who can attend: Non-teaching staff reps on PAC and member SSO contact officers.
Tues 30 & Wed 31 Aug
9:00-17:00
Campaigning Skills for Delegates
A 2-day course to support members’ involvement in local campaigns. The ACTU Organis-
ing Centre runs this course to provide union representatives and activists with the skills, knowledge and confidence to campaign effectively in their workplaces and industries. Who can attend: AEU members keen to be directly involved in AEU campaigns.
Fri 18 November
Tailem Bend Primary School is celebrating 100 years! 1911 – 2011
9:15-15:30
Potential Delegates Course
Centenary Celebrations will be held on:
1-day course introducing members to AEU decision making processes. Who can attend: AEU members.
Friday 28 August & Saturday 29 August Visit our website:
: www.aeusa.asn.au 8 > events & courses
www.tailembdps.sa.edu.au for updates and for past student and staff profiles. To register your interest or for any queries, email to:
info@tailembdps.sa.edu.au
Curriculum Organiser Online PD Dates and Times 2011 An Introduction Wednesday 20 July Monday 10 October Monday 19 December
9:30am–12:30pm 9:30am–12:30pm 9:30am–12:30pm
From the brain, language and learning to pedagogy and practice
Friday 18 November Monday 19 December
(Adjunct lecturer Flinders University)
4:00pm–5:30pm 1:30pm–4:30pm
Programming and Planning Wednesday 20 July Monday 10 October
Dr. Clare McCarty
Creating units of work using the Australian Curriculum
1:30pm–4:30pm 1:30pm–4:30pm
8: www.aeusa.asn.au > events & courses
Professional Development for middle and senior school staff based on a creative pedagogy that can be applied across the school and across the curriculum integrating literacy, numeracy and the capabilities in SACE. For further information and bookings:
mccarty@internode.on.net “School improvement must begin with pedagogy.”
Council Dates for 2011
New Branch Council Meetings
TAFE Divisional Council Meetings
Upcoming dates for 2011 are:
Upcoming dates for 2011 are:
Saturday, August 13 Saturday, November 19
Friday, August 5 Friday, November 11
PAC Training | Term 2 Full PAC Training | Country
PAC members who have not attended training previously should attend Full PAC training (3 hours). Two-hour updates are also available for PAC members who have undertaken training in the past but wish to gain a better knowledge of changes associated with the new Award and funding arrangements. The AEU strongly recommends that all members of the PAC, including principals, AEU representatives, equal opportunity and non-teaching staff representatives, register for initial or update training.
Tues 7 June Wed 8 June Wed 8 June Wed 15 June Wed 15 June Tues 21 June Wed 22 June
Full PAC Training | Metro
(for members who have previously attended Full PAC Training)
Wed 15 June Wed 22 June Tues 19 July
4.15pm - 7.15pm 1.00pm - 4.00pm 9.30am - 12.30pm
AEU, Parkside AEU, Parkside AEU, Parkside
3.30pm - 6.30pm 4.00pm - 7.00pm 4.00pm - 7.00pm 4.00pm - 7.00pm 4.00pm - 7.00pm 4.00pm - 7.00pm 4.00pm - 7.00pm
Coober Pedy AS Port Lincoln HS Clare HS Tailem Bend PS John Pirie SS Waikerie HS Glossop HS
Information and Update Sessions | Metro Wed 8 June Wed 8 June Tues 19 July
1.30pm - 3.30pm 4.15pm - 6.15pm 1.00pm - 3.00pm
AEU, Parkside AEU, Parkside AEU, Parkside 21
NOTICE BOARD
Member’s Market VICTOR HARBOR Holiday House & Studio Apartments:
Panoramic views, walks, fishing. T: (08) 8832 2623 Southern Escape 3BR fully s/cont. www.countrygetaways.info family friendly hse. Walk to beach, Victor Harbor: parks, shops, restaurants and All Seasons Lakefront Getaway: town centre. Lge enclosed yard, Stunning s/cont. lux. colonial hme. BBQ. Rates from $150/n. Priv. secl. beach & lake! 4BRs, 2 Studio Apts: s/cont, open plan living areas, 2nd bath, 3 toilets w. kitchenette, bath, living area. & laundry, lge backyd. Sleeps 8. Sleep 2 upstairs with sea views Lakeside Getaway: Encounter OR sleeps 3 ground level. Rates Lakes Villa, 100m to beach & re$135/night. T: 0413 920 554 serve. 5-min. to Esplanade, walk/ E: crupi@chariot.net.au bike trail, cafes, restaurants, Holiday House, ‘North Bay’, store. 3BRs. Sleeps 6. Spacious Carrickalinga: Arch. designed living/fam/dine, 2-way bath, sep. new 2 storey beach hse. 4BR, 3 toilet, laundry. M: 0419 868 143 bath, 2 living areas, European E: foumakis@hotmail.com kitchen, decking & views. Suits http:/victorharborholidayhomes. 2 families. Sleeps 10. Play equip. spaces.live.com for kids. T: 0403 015 964 www.stayz.com.au>North Bay, Carrickalinga
Absolute Seafront House Kingston: Stunning beach, wine-
dolphins - seafood. Heated balcony suites frm $70. Whole house (offpeak) $190 (half price in winter). sms or T: 0402 922 445 a/h or T: (08) 8338 2316 a/h
Holiday Rental: Yorke Peninsula: New up-market esplanade
beach hse ‘Manyana’ at Wool Bay (near Edithburgh). Spa, plasma TV, DVD, stereo, dish-washer. Tastefully ff, 3BR, sleeps 7.
Kangaroo Island Getaway KI RURAL RETREAT: Attractive
s/cont. lge country hme, gdn, native bush, 260 acres. 2 bath, 2 qn beds, 2 living areas, laundry, patio. Sleeps 12. Frm $120/night. T: 0407 790754 a/h E: kiruralretreat@bigpond.com.au KI Holiday Cottage: Vivonne Bay, close to beach & Harriet River, wildlife, exc. location for KI attractions. 2BR. s/cont, air, BBQ. Sleep 4, $95. T: (08) 8341 9185 E: enquiries@ravencottage.com.au www.ravencottage.com.au
KI holiday hse, Kangastay
Harriet River, Vivonne Bay, 3BR fully equipped. Close to Seal Bay, Remarkables, Admiral Arch and more) relax, swim, fish. Linen prov. winter discounts, sleeps 6. Frm $100/night. T: 0407 215 345 kangastay@gmail.com
KI Queenscliffe Cottage
Kingscote, recently restored 2BR, period decor, gdn. Walk to beach, cafes, jetty, pubs. Sleeps 6. Exc. location to explore island. T: 08 8553 9007 www.kangarooislandholiday accomodation.com.au/property. php?p_id=232
‘WINDSWEPT COTTAGE’
Overnight & short-stay accom. in Adel. Hills (Stirling). Suit couples (no children due to steep stairs to mezz. BR). Quiet, botanic setting, own carport & entrance w. galley kitchen, TV, DVD etc. 5 min walk to Stirling restaurants, cafes. 15 min drive to wineries, Hahndorf and Hills towns. From $90-$120/ night. T: 0431991431 E: windswept@pacific.net.au www.windsweptcottage.webs.com
HOLIDAY RENTAL WALLAROO:
Arch. designed new 2-storey beach hse, bay views. 3BR, 3 bath, open plan living, modern kitchen, sleeps 7. DVD, CD, dishw. Safe beach for kids, great walks, fishing. www.stayz.com.au>Bayview, North Beach
HOL. RENTAL NORMANVILLE:
South Shores Holiday Villa #25. 3BR (sleeps 8). Secure behind dunes at Normanville. Golf, horse riding, pools, beach, lawns, cafes. T: 0413 155 460 www.stayz.com.au/23983
PORT ELLIOT HOLIDAY ESCAPE Stunning new, a/c, 4BR, s/cont. Close to Main St. cafes, shops, restaurants, galleries. Horseshoe Bay, swim, surf and fish. Walk/ bike trails, markets, wineries, Steam Ranger Cockle train. Special rates. E: jack.k@live.com.au www.allseasonsescape.spaces. live.com
SEAFRONT HOLIDAY HOUSE: Yorke Peninsula “Oceanfront Escape” 2-storey hse w. pergola
to beach & farmland views, secl, 4 BRMs, full kitchen, BBQ, DVD/ VCR/TV, billiards, fishing. Peaceful & relaxing, great for kids. Contact Brenton: T: 0409 864 682 E: bjejstevens@bigpond.com CEDUNA BEACH HOUSE: S/cont, beachfront, BBQ/DVD/ LCD/ TV, r/c air. Sleeps 6. Corp. rates AEU members. Main st and jetty 5 min walk. T: (08) 86253343
Houseboat: (near Mannum)
AEU members are offered a 10% disc. during shoulder/off pk. Sleeps 10. T: (08) 8277 8751 E: tandu.prucha@bigpond.com www.bundara2.net/
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!)? The R.T.A.Walking Group is a sub-group of the Retired Teachers’ Association and is affiliated with Walking SA. Walks are organised at several levels. Rovers walk from 14–18 kms, Walkers – up to 10kms, and the Strollers and Amblers – up to 5 kms. We walk in conservation and national parks 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.
If you are interested in finding out more about our walking group, you are invited to contact: our Secretary, David Tassell | T: 8293 4320 email: dtassell@internode.on.net or our Convener: Tony Nichol | T: 8396 1682
22
NOTICE BOARD GLENELG NTH/TOWNHOUSE RETREAT: Rent for short/long/
House Sitting: Mature couple,
hols. Good, quiet, peaceful location, mins frm Jetty Rd, close to tram/bus stops. Secl. T-Hse feat. 3 BRM, new kitchen, 2 toilets, ldry, bath, sep. dining, lounge, a/c, gas heating, patio area, carport, garden. T: 0437 847 034 E: wendyvoight@bigpond.com For Rent: ff private apartment in Glenelg for hols or wkds. Spa, heated pool, steam-rm, sauna, gym etc. Plasma TV, 100m to beach. T: 0403 606 052
35mm SLIDE SCANNING Adelaide & Hills: Do you have
old slides gathering dust and deteriorating? Have them professionally scanned at high resolution and transferred onto CD. 19 yrs exp., reasonable rates. T: 0401 590 875 WORKSHOP: Stress management, personal dev. and learning difficulties: Brain Gym – an intro wkshop. Movements to ‘switch on’ the brain. T/F: (08) 8768 2537 E: gibbons@seol.net.au
teachers, non-smokers, exp. pet owners, gardeners seek hse sit while new home is built. Adelaide Nth pref. Available for the entire Term 2 – 2011. Referees avail. E: edgell.zajac@sehs.sa.edu.au E: Pam.Zajac@tafesa.edu.au T: 0409 608 518 or 0409 280 019 House Sitting: Prof. couple seek hse sit, Adelaide & environs, late July – Oct. 2010. Non-smokers, hse proud, exp. renovators, repairs, gardening, animal caring. Contact Chris & Eleanor Oyston T: 02 6236 3008 E: oystons@iinet.net.au ROOM FOR RENT: Female to share 3BR house with 2 others in West Croydon. $150/wk includes phone, internet, electricity and water. T: 0431 518 683 E: medwards33@optusnet.com.au
France – South:
Lovely Village House. Languedoc region. T: 0403 314 928 (Julie) www.myfrenchhome.com.au CIVIL CELEBRANT: Dr Tom Haig: weddings, renewal of vows, comGo SCUBA Diving with Elite mitment ceremonies, funerals Dive Academy: Are you a diver, and baby namings. First class personalised services with AEU but haven’t been in the water for a while?! Get $50 off a PADI Tune- members receiving a 10% disUp program to refresh your skills. count on services upon request. T: 85311726 or 0439 687 529 T: (Steve) 0413 134 827 E: info@elitediveacademy.com.au E: tomhaig@internode.on.net www.tomhaig.com.au www.elitediveacademy.com.au
HOLIDAY HOUSE, WALLAROO:
New house with 4 BRMs, just a five minute walk to the beach. Sleeps 8. Self contained. Peaceful and very relaxing. From $700/wk. T: 0410 054 059 E: khatchley82@bigpond.com Moonta bay holiday rental: 3BR, sleeps 8, 350m to beach, CD/DVD, PayTV, games for kids, modern kitchen. T: 0404 717 720 or 0406 429 040 E: prislodge@yahoo.com.au
Aldinga Beach House From: $680 Week
5 minute walk from beach, opp. National Park, sleeps 8, ff, TV, DVD, Microwave, Air Con. T: 0418 843 711 E: acaciahouse@optusnet.com.au Cape Tribulation, Far Nth Qld Gorgeous hilltop B&B surr. by rainforest, 5mins to beach. Ensuite double & fam rms from $80/dble (with AEU member discount). T: (07) 4098 9039 E: www.rainforestbb.com
Australian certified organic products: for per-
based course to balance the hemispheres for your personal goals. Register with Heather. T: 8768 2537 E: gibbons@seol.net.au
BEACH HouSE SWAP for ‘IT’ Tuition:
sms or T: 0402 922 445 a/h or T: (08) 8338 2316 a/h
Book Offer: “WHEN GRANDPA SANG” by Margaret Just. A wonderfully
NEW and ENGAGING children’s picture book with BONUS activity sheets. to read the story, order a book, download activity sheets or organise author visit go to: www.whengrandpasang.com or E: whengrandpasang@gmail.com
For sale: 1999 kia mentor
Sedan, good condition. $2000 o.n.o. Call Steve on: T: 0459 600 960
Advertise in Members’ Market for FREE!
sonal use & gifts www.bodytune. mionegroup.com Brain Gym® 101 long weekend course in Robe, June 11 & 12 to assist people to relax & focus, be organised, learn and communicate more easily. A movement
Rent, sell, buy or offer goods and services. Send ads to:
journal@aeusa.asn.au
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