Vol 44 | No. 3
May 2012
AEUJOURNAL SA Inside: u Staying
safe
at work Hazards must be addressed
u Instrumental
Music 50 years of service to public education
School Amalgamations: Government ignores communities
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Features President’s View
AEU Union Journal Training
Inside: u Staying
safe at work Hazards must be addressed
u Instrumental
Music 50 years of service to public education
Staying safe at work page 10 – 11 Occupational hazards must be addressed and risk assessments completed
Subscriptions: Free for AEU members. Nonmembers may subscribe for $33 per year. Print Post approved PP 531629/0025 ISSN 1440-2971 Cover Photo: Craig Greer Printing: Finsbury Green Printing
School Amalgamations: Government ignores communities School Amalgamation
Instumental Music
pages 12 – 13 The State Government ignores review panel recommendations and closes JP schools
pages 16 – 17 50 years in public schools
Letters to the Editor
*Winner of top letter! Dear Editor, I do not believe that most principals want the workload and responsibility which would result from them being able to ‘hire and fire’ teachers. At a time when we are continually raising concerns about increased stress levels and workload, and the effect this has on work/life balance I would ask that we think very clearly about what we would gain and what we would lose if we head down this path. We do need to continue to improve and refine the processes involved in
Best letter in each issue of the AEU Journal will receive two tickets to either Palace Nova Cinemas or the Adelaide Symphony Orchestra. Email to:
journal@aeusa.asn.au
Australian Education Union | SA Branch 163 Greenhill Road, Parkside SA 5063 Telephone: 8272 1399 Facsimile: 8373 1254 Email: journal@aeusa.asn.au Editor: Craig Greer AEU Journal is published seven times annually by the South Australian Branch of the Australian Education Union. Deadline Dates Publication Dates #4 June 1 June 20 #5 July 20 August 8 #6 August 31 September 19 #7 October 19 November 7
managing poor performance. We need clear, agreed descriptions of expectable performance, effective and accessible training and development where required, and timely process to address significant underperformance. Those of us who have declared open vacancies and managed this process are well aware of the magnitude of the task. I am sure that most people try to follow the processes diligently and have had successful outcomes. I am not convinced that we can guarantee sound, totally fair decisions when we are faced with hundreds of applications. We will look at those people we know, often at the expense of those we don’t. We are dependent on referee statements, which bring a range of other issues, including the skill of those giving them and the workload involved. It would be interesting to find out how often the recommended candidate has previously taught at the school or is actually more successful than people who were appointed under the old process.
Advertise in the AEU Journal. Reach over 13,500 members across South Australia.
8272 1399 journal@aeusa.asn.au
best educational programs. This is not about me and my school – this is about public schooling as a whole. We need to ensure that we have teachers who can work successfully in a range of schools. As we make decisions about hiring or firing teachers it is important that we consider how this impacts on the needs of the whole system. As I have said, I do believe that we need an effective system-wide process to deal with significant poor performance. I do not want the responsibility or the stress of making decisions in relation to dismissing staff. We are all aware that both teachers and site leadcontinued over page 3
AEU Journal is carbon neutral If you currently receive a hard copy of the Journal and would prefer to read the Journal online, please let us know by emailing: journal@aeusa.asn.au
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I believe that it is essential to maintain a system of state schools that ensures all children can access the very 3
Letters the Editor Runningto Head continued from page 3 3 ers can be viewed as being very successful in one environment and less successful somewhere else. I see major issues in relation to equity, continuity of interpretation, teachers’ ability to access support and professional development, community expectations, and the teacher’s years of experience and range of schools in which they have worked, to name but a few. In my experience in a number of schools over many years I have worked with brilliant teachers who some parents did not like and teachers I felt were struggling who parents loved. Similarly, I have had teachers transfer in to schools, who were previously seen as being highly successful, struggle and others who were struggling, succeed.
Ever thought about being a
foster carer?
Foster Carers can be from all kinds of family types: singles, couples, people at home, working full-time, part-time or studying. Free training and ongoing professional support (including 24-hour assistance) is provided. You are invited to attend one of our information sessions… • Wednesday, 6 June, Playford Civic Centre 10 Playford Boulevard, Elizabeth, 6.30–8.30pm • Tuesday, 3 July, Anglicare SA, 4–8 Angas Street, Kent Town (stair access only), 6.30–8.30pm To register, or for more information call Linda on 8131 3456
These sorts of decisions have a significant affect on a person’s life and I do not believe that they should be made by one person in isolation. n
www.anglicare-sa.org.au/fostercare
foster care
Jan Webber, Principal Evanston Primary School
Soundscapes
AEU Leaders’ Conference
Benjamin Northey Conductor
Conference:
20 & 21 June 10am − Preschool and lower primary 20 & 21 June 11.30am − Upper Primary
A performance inspired by the natural world and our environment. Preschool and lower primary school children (age 4-7) will be immersed in a musical adventure, while upper primary children (age 8-12) will have the opportunity to participate in a piece which they’ll perform with the ASO!
Monday 4 June 8.30am – 3.30pm
Dinner:
Sunday 3 June 6.00pm
ASO’s Composer Creative Workshops
19 – 23 September
In September (19 – 23) the ASO is hosting six emerging composers who will be working with ASO musicians and writing music inspired by Tan Dun. We are presenting some exciting events about composition which school students are invited to attend, including a Masterclass given by Tan Dun, a workshop with composer Gerard Brophy, a recital by renowned cellist Li Wei and a special concert premiering the composers’ new works. For details of both of these events call 8233 6253 www.aso.com.au like us on facebook
ASO SEASON 2012 SUBSCRIPTIONS STILL AVAILABLE
4
2012 Leading Public Education: Worth Fighting For
Adelaide Symphony Orchestra AEU Journal half page 2 column – 27-4-12 deadline and the ETSA Utilities Learning Program
Artists and program subject to change without notice
Adelaide Pavilion on the Park, Veale Gardens
To register or further info go to:
: www.aeusa.asn.au/events.html 8 or email Virgina Gill 8: vgill@aeusa.asn.au
Teaching overseas
President’s View
Enterprise Bargaining draws nearer AEU President Correna Haythorpe writes
T
he AEU has forwarded a number of EB2012 fact sheets to schools and preschools that provide further explanation of the provisions we are seeking in enterprise bargaining. Please look for these at your site or access them in the EB2012 section of the AEU website. The AEU TAFE proposal for enterprise bargaining has also been distributed following endorsement by TAFE Divisional Council. Current Awards in both DECD and TAFE expire at the end of June, however, rest assured that all conditions and entitlements remain the same until a new enterprise agreement is reached between the government and your union. The AEU is the registered industrial party and conducts bargaining on behalf of members in preschools, schools and TAFE. During the next round of area meetings, we will be holding EB briefings and I urge members to attend to hear the latest news about negotiations.
Across the border It is an interesting time for our colleagues in Victoria, NSW, Queensland and Tasmania, as they conduct their enterprise bargaining. Negotiations to date have not been positive and several states are considering stop work action. We are keeping a close eye on interstate bargaining, as we are very interested in the position of the other state governments with regard to salaries and conditions. Of particular concern is the devolution/local autonomy agenda being relentlessly pursued by the O’Farrell
Coalition government in New South Wales; it has seen major attacks on everything from staffing to schools funding. In Queensland, we are waiting to see what the new Liberal National Party government has planned once EB negotiations resume. In Victoria, members are being balloted on stop work action to protest the government’s dismal offers and TAFE has suffered a $300 million state budget cut. We have sent a message of solidarity and support to our colleagues in the Victorian Branch as they fight this latest attack by the Baillieu government.
AEU win on fallback provisions Recently the AEU lodged a clause 3.1 grievance about fallback provisions from promotional classifications for people working in regional and state offices. This matter was brought to our attention by members disadvantaged by DECD failing to acknowledge their fallback rights. The DECD position was that only teachers based in schools are eligible for fallback to AST2 equivalent. The AEU asserted that all employees occupying those classifications, regardless of location, are eligible. As a result of the dispute, DECD has confirmed that salary fallback applies to all permanent teachers who accumulate or who have accumulated five years of service occupying positions of Key Teacher, Coordinator, Assistant Principal (Senior Leader) and/or Deputy Principal, including those served in Regional and State offices. DECD has agreed to retrospectively apply the fallback provision to affected teachers who occupied relevant appointments for an accumulated five years of service. If you think this may apply to you and you have not been contacted by the Department about this matter, please contact the AEU Information Unit on: 8272 1399
)
In solidarity, Correna Haythorpe AEU President
1Correna with exchange teachers in Japan
Fancy an exchange to Japan?
In Febraury, the AEU Journal featured a story on overseas exchange teachers who had recently arrived to teach in South Australian public schools. In this issue we speak with South Australian teachers who have flown in the other direction to take up teaching posts in Japan. On a recent trip to visit friends she made while on a teacher exchange to Japan, AEU SA Branch President Correna Haythorpe caught up with some AEU members currently working in Japanese schools. Here’s what they had to say:
Judy Wilson: Life in Japan is fantastic. The schools are very interesting and I love everyone calling out to me as I arrive on the bus. The students are very friendly and they try to speak English all the time. Sometimes they recognise us out of school and even though they are very shy, they will wave and chat with us. I would highly recommend a Japanese teaching exchange.
Rob Walker: Apart from the actual teaching experience, the best part of the exchange is feeling like you are part of the community. The teaching is great and you would never experience the community feeling that is here if you were just on a holiday. We have been made to feel very welcome here and we feel very valued by our schools and n students.
Interested in a DECD teacher exchange in 2013? Download the application form at:
www.leadersdesktop.sa.edu.au For more information, contact International Exchanges and Accreditation manager Louise Skull, E: louise.skull@sa.gov.au
8: www.aeusa.asn.au> Issues > EB2012
Access EB2012 fact sheets at
5
Teacher Registration
Professional Issues
Get fully registered now
A
re you provisionally registered, still, after all those years of teaching? If you answered yes then now is the time to make sure you become a fully registered teacher. Why is this important? It hasn’t been a problem in the past. Well, no, it hasn’t made a difference to what you do in the classroom, however, it is now imperative that you do the paperwork to become a fully registered teacher. It is not an automatic process but it should not be an onerous one. It involves completing and lodging an application form that has been verified by the Principal/Director at your worksite. The implementation of the National Professional Standards for Teachers and the renewal requirements for registration are driving the agenda in this area. From 2013 the process to apply for full registration will change to a more nationally consistent approach. Under the new arrangements, upon renewal of registration, there will be a requirement to meet the ‘Proficient Standard’ to be a fully registered teacher. It does not impact on salary at all, according to the Award, but arrangements that both the State and Federal Government want to implement with regard to highly accomplished and leadteachers may impact you in the future if you fail to become fully registered. So, check out the status of your registration and, if necessary, apply to become fully registered while the pron cess is a simple one.
You can find out if you are fully registered by checking your registration certificate or by visiting the TRB website:
8: trbsasa.edu.au Jackie Bone-George, Teacher Open Access College AEU Branch Executive member AEU Rep, Teachers Registration Board
Professional Learning Centre a world first The Albert Ellis Professional Learning Centre was officially opened at Stuart High School, Whyalla on Monday April 30.
J
oining Assistant Regional Director Ian May, Mayor Ian Pollock, AEU Organiser Anne Beinke and members of the Stuart High School staff and community for the opening of the new Albert Ellis Professional Learning Centre was special guest Dr Debbie Joffe-Ellis, who came from New York to open the Centre. Joffe-Ellis’ husband, and creator of Rational Emotive Behaviour Therapy (REBT), Dr Albert Ellis, declared early in his illustrious career that: “I think the future of psychotherapy and psychology is in the school system. We need to teach every child how to rarely seriously disturb himself or herself and how to overcome disturbance when it occurs.” Centre founder, Senior Leader/Counsellor Giulio Bortolozzo has had a long association with the late Dr Albert Ellis. “Dr Ellis is acknowledged as the grandfather of cognitive behaviour therapy, and is considered a giant in the field of psychology,” says Bortolozzo. “His ABC Theory of Emotional Disturbance has been used for decades around the world by mental health practitioners,” he stated. The Albert Ellis Centre is dedicated to providing educators, counsellors and
allied professionals with REBT based training and development. Mr Bortolozzo said a particular focus is the application of REBT in the educational context, Rational Emotive Behaviour Education (REBE). “This is the application of REBT principles and practices across the whole school designed to help students understand how their thinking, feeling and behaviour are interconnected. They are taught that events, of themselves, don’t cause their emotional and behavioural upset but rather it is their constructed view (philosophical beliefs) of themselves, the world and others that do,” he said. This insight, taught consistently across all year levels is educative and preventative practice. It supports the counsellor who uses the ABC Theory of Emotional Disturbance. This has been introduced to the students through (REBE) curriculum. Dr Debbie Joffe-Ellis promotes REBT/ REBE across the globe and enthuses that this is the first centre of its type in the world. She says it would have the full endorsement of Dr Ellis. She said in a recent interview on Southern Cross
Additional information can be accessed at: 6
8: www.facebook.com/TheAlbertEllisProfessionalLearningCentre
Update: Enterprise Bargaining 2008 Vice President’s Report
“This project has already produced positive results for us and we think educators in a range of settings could benefit.”
Wilkommen, bienvenue, welcome …
News how she was overjoyed that the facility had been established to help young people address emotional and behavioural suffering like anxiety, depression and anger. Stuart High School Principal and long-time AEU member Veronica Conley has supported this project from its inception. Ms Conley agrees that it’s important to share best practice with other schools and educators in the promotion of positive student mental health across all curriculum areas. “This project has already produced positive results for us and we think educators in a range of settings could benefit from the professional development on offer through the Albert Ellis Centre,” Veronica said. “For example, an initial examination of this year’s school data shows a dramatic increase in student attendance, engagement with learning and a significant reduction in suspensions,” she added. AEU Country Organiser Anne Beinke commented on the work being done at Stuart High and the positive programs in place. She also acknowledged the dedication of staff and school leadership in helping students develop capacities that enable them to pursue their life and learning goals. Anne said: “I was delighted to attend the opening of the Albert Ellis Professional Learning Centre at Stuart High School. It is a fantastic school with caring and committed staff who are passionate about making a difference for the students with whom they work. The new Centre provides a great opportunity for the school to showcase the innovative programs they are using to help their students reach their potential as well as helping to educate others about Rational Emotive Behaviour Therapy. Congratulations to all concerned!” Along with professional development delivered at the Centre, there is also an Outreach Program for those that require on-site support to establish the REBE n curriculum at their school.
Overseas trained teachers need more support says AEU Vice President David Smith
The presence of overseas trained or immigrant teachers is a growing phenomenon in all Australian schools. We in the SA Branch of the AEU welcome the variety and enrichment those teachers bring. Yet there are some issues which need close attention. While the international colleagues in our staffrooms have much to offer, they feel that when they first arrived, they also had much to learn. Last year we formed an Overseas Trained Teachers reference group at the AEU. That committee has met several times and their contribution has been positive and critical in developing our awareness of the issues. It is a broadly representative group of primary and secondary, city and country teachers who were trained in a variety of countries including Singapore, India, Canada and Zimbabwe. As a start we considered the findings of a comprehensive study of immigrant and emigrant teachers written in 2010 and known as Global Teachers in Australia. (1) A number of that report’s key findings have been consistent with those raised in our own reference group. The study included surveys and interviews of over 300 immigrant teachers in NSW, WA and SA. Generally the respondents had a positive view of living and teaching in Australia, but there were several areas of concern. They included induction, registration, student behaviour management, curriculum, cultural understanding, racial discrimination, understanding the bureaucracy, and departmental support. As with our own colleagues in this
State, the overseas trained teachers have often had very strong local support in their schools and communities, but at the same time they have experienced a lack of departmental support. The AEU reference group has not reached its final conclusions, but there is a clear indication that they will recommend a more extensive induction programme. Their teaching experiences in their home countries are often very different from ours. Sensitively and helpfully managed, their integration can be a very fruitful one, yet they often report that they have been appointed to a school quite late in the selection process, even after the school year has begun. That leaves little or no time for systemic induction. What should happen? Some states have an identified departmental officer whose role is to conduct induction programmes with the immigrant teachers, keep in touch with them, and provide advice and professional development, particularly in the first year or so. That definitely helps those in NSW and WA. So would a work shadowing programme, as suggested by members of our own committee. The AEU has at least identified and raised the issues, and will refine them at a conference of overseas trained teachers scheduled in the October school holidays. After that we will have an even clearer picture of how the union and DECD can make these wonderful teachers welcome and their careers here long-lived and fruitful. n (1) Globalisation and Teacher Movements Into and Out of Multicultural Australia: Final Report, 2010 Associate Professor Carol Reid, University of Western Sydney Professor Jock Collins, University of Technology, Sydney Professor Michael Singh, University of Western Sydney 7
Early Childhood
Single intake double take As 2013 approaches, AEU members and parents are confused and concerned about the preschool single intake. dren whose birthdays fell on or after May 1 had to wait until the beginning of the following year. Now, for 2013 only, DECD has made the decision that those children turning four prior to January 29 will begin at the start of the year and those whose birthdays fall between January 29 and April 30 will start in Term 2. Children born after May 1 will still wait until the following year to begin preschool.
As the implementation of Department’s ‘Same First Day’ policy draws closer, confusion and uncertainty continues to grow. The AEU is seriously concerned about the lack of information being provided to sites and the community regarding when families can enrol children in our public preschools and schools. We continue to meet regularly with DECD and the Minister for Education and Child Development Grace Portolesi to raise member concerns about this policy.
Impact on staffing
Originally, under the new policy, all children turning four prior to May 1, 2013 were entitled to start preschool on day 1 and share the ‘Same First Day’. Chil-
Casual preschool staff will face uncertainty in 2013 as student attendances decline. Any entitlements that are dependent on continuity of service may
8
Preschools are able to offer the original Term 1 start date for children born prior to May 1 if they have capacity to do so. Sites will need to develop an equitable process to assist staff in making local decisions on which families will be able to take up any available positions.
“Casual preschool staff will face uncertainty in 2013 as student attendances decline.” be impacted for those staff not employed for the full year. The AEU is in negotiations with DECD with regard to the break in service that may occur for our members as a direct result of the implementation of this policy. We have been assured by DECD that permanent staff will not be disadvantaged and that centre operating grants will be calculated using previous average attendances and as such will not be adversely affected.
Another cost saving measure So, why the change? The answer is simple – it will save money! There will
Early Childhood 7 Leanne Cartledge with daughter Mackenzie now be fewer children in preschools in Term 1 and therefore less staffing will be required. Let’s not forget that this policy change is a 2010 State Budget decision.
Universal Access Children who start preschool in Term 2 will transition to school at the start of 2014. Under the Universal Access policy, all children are to be offered 15 hours of preschool per week for four terms. For children starting in Term 2, this equates to 20 hours per week when compacted into three terms. DECD has assured the AEU that it is not an expectation that all sites offer these compacted Universal Access hours, nor is it expected that session times will be altered beyond what was previously being offered. Rather, it is an option where sites have the capacity to offer these children extra hours through places that become available in terms three and four as children transition to school.
One size fits all When the ‘Same First Day’ policy is rolled out in all public schools in 2014, all children who turn five before the May 1 will begin school on the first day of the school year. Children turning five on or after May 1 will start school on the first day of the following year. Some members are reporting that parents have contacted schools about flexibility in the cut off date. The AEU has been informed by Minister Portolesi that there is no room for negotiations when enrolling a student in a primary school.
Informing those affected All of this information needs to be communicated clearly and concisely to the community by DECD. We are concerned that members will bear the brunt of confused, angry parents who turn up expecting to enrol their children only to find they cannot. DECD is preparing a series of fact sheets dealing with frequently asked questions on the ‘Same First Day’ policy and other early childhood initiatives. These will include questions raised at the AEU Early Childhood Member Seminar on April 4 this year. The format of the seminar enabled AEU members to put questions directly to a panel of
“I’m really concerned that parents of hearing impaired children have been forgotten about in all this.” DECD Early Childhood representatives. It was a great opportunity to address the concerns of members in a time of massive change for this sector.
Concerns for children with special needs Leanne Cartledge’s daughter Mackenzie is profoundly deaf and learning sign language to communicate. Leanne says that Mackenzie’s educational development relies on an early start to her schooling. “We were hoping to start Mackenzie at Klemzig Preschool at three and a half. It has a special unit for hearing impaired kids, but it seems that’s not going to be an option. I’m really concerned that parents of hearing impaired children have been forgotten about in all this; we certainly haven’t been consulted.” Klemzig Primary School teacher and AEU member Sue Nixon echoes Leanne’s concerns when she says early intervention is essential for children with hearing impairments. “Hearing impaired children often start preschool at the age of three. This is especially the case if they are using sign language. What concerns me is that children whose birthdays fall in the wrong part of the year are missing out on valuable learning time and will be adversely affected. We were hoping that more preschool would be available to hearing impaired children but it appears the single intake means there will be less,” she says. While the Same First Day policy may not have altered a child’s eligibility or access to early entry, the new intake policy along with Universal Access may well affect a site’s capacity to provide the additional hours that have been accessible to these children in the past. The AEU is continuing discussions with DECD officers in relation to the effects of the Same First Day policy and will keep members informed via the Journal n and other AEU communications. Jan Murphy AEU Vice President
Preschool members put questions to DECD
A
pproximately 40 preschool members attended an AEU early childhood seminar on emerging issues resulting from government initiatives in the sector on April 4. DECD officers Gerry Mulhearn, Helen Leo and Linda Matthews attended the seminar to provide updated information and respond to members’ questions on topics including: • Quality Improvement Plans • The requirement for a certified supervisor on site at all times • Assessment and accreditation of centres • Regulations as they apply to adult child ratios and centre capacity • Support from DECD in the implementation of national requirements. In addition to the federal reforms, the South Australian government is in the process of implementing a range of “strategies” arising from the 2010 State Budget cuts. One strategy beginning to impact on preschool members is the Same First Day policy, due to be implemented in preschools from the beginning of 2013 and in schools from 2014 – see Jan Murphy’s article (left). Members raised a series of questions with DECD officers, particularly in relation to next year, when a Term 2 intake will be offered to children turning four during Term 1. The other issue for 2013 relates to staffing of centres in Terms 3 and 4 as enrolments decline with cohorts of children moving to school and not being replaced. Questions from members that were unable to be fielded by DECD officers at the forum have been forwarded to DECD for responses. Members expressed appreciation for the opportunity to discuss their concerns about current issues with the Department. n
If you were unable to attend and would like a copy of the seminar video, please email Howard Spreadbury at:
8: hspreadbury@aeusa.asn.au 9
Workplace Safety Photo: iStock
the Disability Discrimination Act or DECD policy in the site or the broader system). Or they may be about to be enrolled. In either case something has to be done to make the workplace safe for staff and students. This will involve adding support to balance the situation. This is an employer responsibility. Developing a case for these resources will require a risk assessment on which to base the argument.
So what is an OHS risk assessment? It’s a structured consideration of how much risk of injury, ill health or psychological distress exists in a situation, in terms of the OHSW legislation. A first step is to record:
Everyone should be safe at work Occupational assault is an OHSW hazard and must be controlled says Jill Cavanough
E
very year hundreds of AEU members call the AEU Information Unit to report injuries at work that could have been avoided. Section 19 of the OHSW Act states that an employer must provide a “safe workplace and safe systems of work” for employees and others at the workplace. The employer, in our case, is the State Government via DECD. The focus in S19 of the Act is on employees, which includes leaders, teachers, SSOs, volunteers and “others” i.e students. It follows that if a site is not safe for staff it cannot be safe for students. A “system of work” in which employees are knowingly at risk of violence and therefore always on edge, or are actually physically or verbally assaulted or see this happening to other people, is not safe and the employer is therefore breaching S19 of the Act. The “system” can be seen as the classroom, the site or the department as a whole. A person who is in the system of work and is likely to cause harm to a worker
is a hazard. If such a person is included in the system of work, for example a student with known potential for violence who is or is about to be enrolled, full information must be provided by the employer so that risks can be assessed and controlled by leadership and staff at the site in consultation with the district and/or head office before the student attends or returns if excluded. This approach does not and should not take into account factors such as reasons for the behaviour, which can change the focus away from the employer’s duty of care to the employee. Put simply, whether the student has a disability or other causative factors is not relevant to the risk assessment, although it will of course be relevant to relationships and teaching. The action of occupational assault can be a criminal matter and as such must be treated seriously by all parties. It should never shrugged off or excused. The violent or potentially violent person may already be part of the “system of work” and there may be a requirement for them to stay (e.g. because of
• What kind of harm the hazard (e.g. a person) could cause. This is where full factual information is required on a need-to-know basis, despite “privacy” concerns. The likelihood of the hazard leading to harm is then assessed by determining and recorded on a matrix: • how likely each of the behaviours is to happen in each of the situations, perhaps using a separate sheet for each; and • how serious the consequences could be (rated, for example, from insignificant through to catastrophic). The next step is to consider the interaction of the above three aspects to identify a risk level from low to extreme.
Table 1 (page 11) shows that placing, for each situation, the ‘likelihood’ on one axis and ‘consequence’ on the other, that something which happens regularly and with a relatively small effect, such as feeling distress when a student is verbally abusive or threatening, can represent a risk level as high as a rare event that could have a catastrophic outcome, such as a fire. Controls for each must be approached equally seriously. Various risk assessment templates are available but it can be recorded in any way that suits you. If you want to use a formal risk assessment format, one is available via the AEU website link below. The OHS Act stipulates that once a risk is assessed, controls must be considered, recommended and implemented. The process of conducting a risk
8: www.aeusa.asn.au>Your AEU>Interest groups>OHS&W 10
Running Head assessment is quite time consuming and complex because it involves consultation and thinking about the questions listed for the same student or risk in a range of different situations and assessing the risks for each of them. But time taken to assess risk is worth it because: a) it is a legislated requirement; and b) the outcomes can have many uses: • Management (site and district) to argue for more support to keep staff safe • Site Health and Safety Reps can use the information to write hazard notices/default notices if needed • Sub-branches can develop a policy based on a known risk and take action to get controls implemented • Staff can see their feelings in context • SafeWork need documentation if they are to be involved in the event control efforts are not successful.
Steps to take • A useful start is for the Sub-branch Secretary or Health and Safety Representative to conduct a survey of staff to see how they are being affected and to base the risk assessment on this. Results can be aggregated to maintain confidentiality
Workplace Safety Table 1
Consequences
Insignificant 1
Minor 2
Moderate 3
High
High
Extreme
Extreme
Extreme
Moderate
High
High
Extreme
Extreme
C-possible
Low
Moderate
High
Extreme
Extreme
D-unlikely
Low
Low
Moderate
High
Extreme
E-rare
Low
Low
Moderate
High
High
Likelihood A-almost certain B-likely
Major Catastrophic 4 5
Source: Department of Education and Child Development
• Hold a meeting to discuss the survey results and to start doing the formal risk assessment, followed by or including a consideration of what people think is needed to control the risk • Then, using this data, it is up to leadership to “find” the necessary extra resources in their limited site budget or (more likely) to argue the case with DECD, with the support of the HSR and AEU sub-branch. Typically the RAAP funding channel is used, but a more direct approach will be needed in urgent or difficult situations.
A student can be a hazard! There is a common false belief that a student or other person cannot be treated as a hazard. This is because of advice
to Health and Safety Representatives that a hazard or default notice cannot be placed “on a person”. However a hazard notice or default notice can be placed on an “unsafe system of work” that the student or other person and staff are part of. It is everyone’s responsibility to use the legislation to reduce risk to self and others. Compassion for students is a value that educators hold dear. Do not let this positive attitude, or the more negative one of fear of being seen as somehow responsible for the hazardous behaviour, stand in the way of using the OHSW legislation to access whatever support is needed to keep yourself and n other staff and students safe.
2012 In ternational Workers’ Memorial Day
Loved ones remembered Saturday April 28 was International Workers’ Memorial Day, a day to remember all those around the world who have died at work or from exposure to dangerous substances like asbestos, and to grieve with their families and friends. Organised by Andrea Madeley from Voice of Industrial Death (VOID), a service was held at the Pilgrim Church in Flinders Street, Adelaide to mark the occasion. Representatives from a broad range of community organisations attended the service to support South Australian families who have lost loved ones on the job. Launched at the service was ‘Life Quilt SA’, a hand crafted quilt that features pictures of South Australians lost on the job, including the three men killed in an accident at a Gladstone explosives factory in 2006 and Andrea’s own son Daniel, who died after suffering massive injuries when his clothing
pulled him into a horizontal boring machine in 2004. SA Unions Secretary Janet Giles said it’s tragic that ten South Australians have died at work in the past twelve months, with thousands more being injured, some catastrophically. “We need to keep pushing for the strongest laws we can possibly get, so we can try to prevent workplace deaths in the future. We owe it to the victims of workplace tragedies - and their loved ones - to fight for better occupational health and safety laws and safer workplaces so no-one is killed or injured at work,” she said. The Work Health and Safety Bill, which aims to introduce consistency across the country in occupational health and safety laws, has stalled in
SA Unions campaign
1 Christina Scalzi with her mum and photograph of brother John who died as a result of a workrelated accident. the Legislative Council as a result of attempts by the State Opposition and a number of cross-benchers to water down the legislation. The AEU Journal will keep members updated on the progress of the Bill. To support SA Unions campaign to improve the lives of working South Australians go to the link below 5
8: www.saworkingpeople.com.au 11
Cover story
Community outrage as schools forced to amalgamate In a black day for public education, the State Government has announced it will close and amalgamate 21 junior primary schools with co-located primary schools.
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he decision to close the schools comes in spite of strong community objections and strips significant funding from each school, some $8 million in total.
AEU President Correna Haythorpe says school communities feel they’ve been taken for a ride and that the “consultation” process was a farce. “When the 2010 State Budget targeted these schools, the enormous public backlash prompted the Minister to conduct a review and consult with committees from the affected school communities.” “The subsequent written reports state in black and white that 19 of the 21 affected communities voted a resounding ‘no’ to amalgamation,” Ms. Haythorpe said. With school leaders struggling under increasing workloads, class sizes exceeding optimum levels for learning and budgets tighter than ever, schools can illafford cuts to their budgets. The AEU doesn’t accept the State Government’s spin that they are fixing an “inequity”. 12
“However the government chooses to present this, this is a budget cut, it came out of the Foley budget of 2010 … they’ve used the issue of co-located junior primary and primary schools to drive this cut but in fact what we are seeing is the end of dedicated junior primary and primary education in South Australia. I think that’s a great tragedy because it takes away a parent’s right to choose whether they send their child to an R–7 school, a junior primary or a primary school … when we’re competing with private schools these sorts of decisions just do public education over,” Ms. Haythorpe said. Responding to the Minister’s claims that the current system is inequitable, one junior primary principal who asked not to be identified said the real anomaly here is the non-existence of dedicated junior primary schools, leadership and staff in hundreds of schools across the State. “We can only imagine a public edu-
cation system with more funding, more teachers and leaders and increased SSO support, because such an idea seems beyond most governments.”
Community objections ignored Parents and students at Athelstone Schools were strong in their disapproval of the State Government plan to close and amalgamate their schools, but their voice was ignored by Minister Portolesi. Jackie, a mother of two children attending the junior primary school, said she is very angry. “I personally don’t believe you can take away so much money and not lose something from a school. Both my children are in the junior primary and they show the kind of confidence that I didn’t have. In a junior primary school you get your time to shine as a little one and that’s what I love about it. The government talks about school choice, well we made our choice and now it’s being taken away,” she said.
For further info go to on our website:
Cover story
1 from left: Parents and students protest cuts at Athelstone JPS, Linden Park Schools’ community sends a message to the Minister, SSO Phil Datson (left) with colleagues rallying against potential job losses as a result of school amalgamations.
“Ours is a model being held up internationally; why should we be penalised for doing something good?”
Athelstone Schools Governing Council Chairperson Tracy Hunt says the government appointees to the review committees couldn’t provide any evidence that they would be better off as one R–7 school. “When it came down to discussing budgets, they couldn’t show us any examples from other R–7 schools similar in enrolment to Athelstone to convince us that we would be able to run the same programs and maintain the same focus we have in our junior primary site,” she said. “Parents are now really concerned that we are going to have to increase school fees in order to afford the programs we run.” Meanwhile, at Linden Park Schools, a large group of parents and students were photographed asking Minister Portolesi to save their school from the State Budget cut, but their pleas fell on deaf ears.
Parent Melinda Steenkamp has two children at Linden Park Schools, Mieke in Year 3 and Heinrich in Year 1. She says she is very disappointed and angered by the government’s decision.
Among those at Parliament House chanting “Amalgamations no way, SSOs are here to stay” was Marree SSO Sue Dadleh. It was Sue’s first time at an AEU rally. Here’s what she had to say:
“I feel strongly about public education … I think that the minister is just not taking our concerns seriously … I think this is going to harm our kids and it’s detrimental to the State. It’s true that there are many schools without junior primary schools but maybe that’s the model they should move towards,” she said.
“I was a bit unsure about joining in the rally, as I’ve never participated before. Generally I don’t get the opportunity because I live too far from Adelaide. But as I was in the city for the SSO conference I had no excuse and was curious as to how I would feel about it all. I was surprised at how it all just came together and everyone was so united in their support for each other. I felt I was a part of the whole team, a little excited about it all and glad that I had supported colleagues.”
“We are doing the best we can to streamline our budget and we run the school efficiently. Ours is a model being held up internationally; why should we be penalised for doing something good?” she asked.
SSOs hit Parliament steps to protest cuts Around 100 SSOs gathered on the steps of Parliament House on April 20 to show solidarity with colleagues in schools identified for amalgamation. While the State Government says there’ll be no job losses, you can’t cut millions of dollars from schools without cutting staff. And SSOs in dedicated junior primary schools fear they will be among the first to go when their school is eventually closed.
“My job was not on the line as many SSO jobs are from amalgamation and closures. If the opportunity arose again to support colleagues at a rally I know I would eagerly participate,” she said. Sue wasn’t the only AEU member attending her first rally. Nicolson Street Junior Primary School SSO Phil Datson flew the flag for his community and was one of the speakers who addressed protestors at Parliament House.
The following is Phil’s speech, slightly adapted for the Journal. Isn’t it sad that the Labor Government wants to amalgamate 48 schools continued over page 3
8: www.aeusa.asn.au>Issues>School Amalgamations
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Cover Story Cont.
“There are no positives to come out of schools amalgamating. There will be job losses, there will be budget cuts, there will be no junior primary schools that specialise in an early years curriculum.”
Federal Education policy
Teachers smeared again Federal policies put focus on bureaucracy, not best practice says AEU Research Officer Mike Williss
into 24 sites, even after 19 of the review committees said No! Even after the governing councils of the schools being affected said No! Even after the parents/ caregivers and communities said No! Isn’t it sad that the Labor Government tried this before but under the guise of “Super Schools”, and back then the schools, communities and governing Councils also said No! There are no positives to come out of schools amalgamating. There will be job losses, there will be budget cuts, there will be no junior primary schools that specialise in an early years curriculum. Most importantly, students will be affected, as there are no educational benefits; it’s just a cost saving measure. So, I say to the State Government: if it’s not broke, don’t fix it. And our junior primary schools are far from broken. I was at an SA Unions conference on Friday March 23 and I heard Premier Weatherill address the participants. He said: “All my life I’ve represented working people and I can tell you, I’m not going to stop doing that in this job.” Well I’m sorry Mr Weatherill but if schools amalgamate there will be job losses and in particular many SSOs will face unemployment. So, tell me Mr Weatherill, do you really support and represent working people? We as SSOs play a vital role in schools, we support kids and teachers by working in areas such as literacy, numeracy, speech, admin, finance and with special needs students. SSOs are the backbone of schools. They build strong relationships with students, parents and the wider school community. Don’t take this away. On behalf of amalgamating schools and their communities, I call on the State Government to overturn its decision to amalgamate co-located junior primary schools. Hear our voice! n 14
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wo recent announcements – one from the Australian Institute for Teaching and School Leadership (AITSL) and one from the Productivity Commission – have continued the negative stereotyping of the teaching profession. The Advertiser’s front-paging of the AITSL draft Australian Teacher Performance and Development Framework (ATPDF) was dressed up as a need for annual “vetting” of teachers’ competence, whilst the Productivity Commission report on School Workforce stated that principals need the power to fire poor teachers, and that there should be performance-based pay to reward “good” teachers. Both announcements completely miss the point. The AITSL draft ATPDF opens with the following acknowledgement of teacher attitudes towards teacher appraisal: “Australian teachers report
that they do not always get the feedback they need to improve. In an OECD survey, 63% of Australian teachers report that appraisal of their work is largely done to fulfil administrative requirements.” It goes on to say that its proposed framework “aims to promote genuine professional conversations that improve teaching and minimise the risk that administrative and bureaucratic requirements will become the focus.” The remainder of the document, including a series of “essential elements”, prescribes a series of administrative and bureaucratic requirements within which teacher performance and development must occur. It is a breathtaking switch from the left foot of “genuine professional conversations” to the right foot of “administrative requirements”. The ATPDF ignores a substantial body of work on the promotion of
Sub-branch action
“Shanghai teachers teach between 10–12 hours per week compared to Australian teachers who teach on average 20 hours per week.” teacher professional autonomy in the top PISA performing countries (Shanghai, Finland, Hong Kong et al). Andy Hargreaves, whose work has been “implemented in developing Finnish education since the 1970s.” 1 describes as a “failed theory” the belief that “teacher quality can be increased by a system of competitive rewards” of the type embedded in the ATPDF – registration and its renewal, promotion, bonus payments of between $7500 and $10000. He criticises countries like Australia, Canada and the UK for approaches which, whilst not going all the way with the USA, nevertheless turn capacity-building “into something else – training people in prescribed strategies to deliver accountability goals and targets imposed by others.”
What this non-teaching time does, amongst other things, in Finland and Shanghai is to refresh teacher performance, raise teacher morale and increase teacher effectiveness. If teachers are denied the opportunity and time to develop as autonomous professionals working collaboratively in professional learning communities, if they are forever on a treadmill of always being in front of a class and then being expected to jump through hoops of accountability and performance measurement, then we will always have a largely demoralised pseudo-profession, and we will always be hearing calls from the unenlightened to “sack dud teachers”. The AITSL draft ATPDF is on the wrong track, and calls like those from the Productivity Commission only compound the problems inherent in denying teachn ers as a profession. 1
Sahlberg, P. Finnish Lessons: What can the world learn from educational change in Finland?, Hawker Brownlow Education, p. 35
2
Jensen, B. Catching up: Learning from the best school systems in East Asia (Full Report), Grattan Institute, Feb 2012, p. 15
At a recent sub-branch meeting AEU members at William Light R–12 came to the realisation that class sizes across the Year 8 cohort were exceeding those prescribed in the Award. With some class numbers approaching the mid thirties, members felt that it had become harder to manage their classes and give students the one to one attention they need. “We wrote to the PAC outlining, in particular, the workload provisions in the Award and the letter was positively received by the PAC who, with the Principal, acted upon our concerns,” said AEU Sub-branch Secretary Briony Monahan. “We now have class sizes that are more manageable thanks to the employment of another teacher,” she added. AEU member Jason Dohse is the EO rep on the PAC and said it’s important that members raise their concerns through the PAC. “This is a good example of how in partnership with the Principal the PAC can work effectively when members raise an issue. Once the sub-branch wrote to the PAC and formally requested the issue was addressed, things happened,” he said. Countering some so-called experts who say class size isn’t a factor in good learning outcomes, AEU member Maria Alexopoulos said you need to look at complexity. “If you’ve got a class of 33 and say five are on negotiated education plans and six have English as a second language, one teacher can’t get around and do them all justice.” The AEU encourages all members to read and get to know the provisions in the Award, along with processes for addressing issues at the worksite. Both the 2010 AEU/DECS Arbitrated Enterprise Bargaining Award and the PAC Handbook can be found on the AEU website (right). n 15
8: www.aeusa.asn.au
Finnish educator Pasi Salhberg addresses the question of assessing teacher performance in Finland in this way: “Foreign visitors in Finnish schools often ask how teachers are assessed based on their effectiveness. Or how do administrators know who are effective teachers and who need to upgrade their teaching competences? The overall finding is clear: There are no formal teacher evaluation measures
Some features of the Shanghai system include all teachers, not just beginning teachers, having mentors; beginning teachers having multiple mentors for subject specialist and classroom management issues; teachers organised into research groups and lesson preparation groups; frequent classroom observation and feedback; the creation of professional learning communities at district level.
Got an issue? Don’t ignore it, write to the PAC
AEU website
The clearest difference between both Shanghai (now at the top of the PISA tables) Finland (which it has displaced into second position) and most other countries performing at that level is the time that has been given to teachers to work as collaborative autonomous professionals. According to a report by Ben Jensen, Shanghai teachers teach between 10–12 hours per week compared to Australian teachers who teach on average 20 hours per week. Jensen observes: “Teachers in Australia have 50% less non-teaching time than Shanghai teachers to do the things that matter.”2 Finland’s teachers spend on average 600 hours per year teaching, compared to over 1000 hours accumulated by teachers, on average, in both the USA and Australia.
in Finland …The question of teacher effectiveness or consequences of being an ineffective teacher is not relevant in Finland. As described earlier, teachers have time to work together during a school day and understand how their colleagues teach. This is an important condition for reflecting on teacher’s own teaching and also building shared accountability between teachers …The basic assumption in Finnish schools is that teachers, by default, are well-educated professionals and are doing their best in schools. In real professional learning communities teachers trust each other, communicate frequently about teaching and learning, and rely on their principal’s guidance and leadership” (p.91).
IMS 50 Year Celebrations
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You can’t stop the music
The Instrumental Music Service is enjoying a golden year – its 50th anniversary.
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ounded in 1962 by the late David Bishop as part of the enriching of our public education system, the teaching of instrumental music started life as a team of three teachers providing small group tuition to a number of inner city schools, and live trio music performances in schools throughout the state. In this its 50th year the IMS will deliver high quality music education to approximately 8800 students across South Australia.
Where did it all begin?
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The late 1950s and early 1960s saw significant investment in the performing arts in Australia, and particularly in South Australia with the development of the Festival of Arts in 1960 and State Music Camp in 1962. Nationally, the National Music Camp Association had commenced in 1948, the Australian Youth Orchestra in 1957, Opera Australia in 1956, Ballet Australia in 1962, to name a few institutions, and 16
the building of larger performing arts facilities commenced including the late Union Hall. It was accepted that investment in the arts provided our community with a new way of viewing itself as a society, facilitating the telling of our stories, enabling us to appreciate more diverse cultures, and international cultural movements. Our arts students could graduate and collaborate at an international level whilst we could accept international arts practitioners into our own community, and appreciate their creativity and skill. We began to recognise and assist our artistic youth in their educational journeys, celebrate their achievements and recognise our communities in their cultural expression. At the same time, it was recognised that the arts were for all – hence a publicly funded instrumental music teaching team, delivered within the context of our primary and secondary schools, provid-
“…the strength and diversity of the IMS staff has seen programs continue to develop and respond to change…”
ed students with the opportunity to learn and discover their musical talents. The Instrumental Music Service (IMS) began life as the Music Branch and settled soon at Sturt St Primary, before moving to the Goodwood Orphanage. Nowadays it is based in the north at Klemzig Primary School and in the south at Morphett Vale Primary School, although teachers work in schools throughout the metropolitan area. Country teams are based in the Riverland, Port Lincoln, Port Augusta, Mount Gambier, Kingston SE, Murray Bridge, Orroroo, Streaky Bay, Maitland, Crystal Brook and Kangaroo Island.
7 North branch members celebrate 50 years of IMS service to public education.
Dedicated staff
C Supported by six coordinators, three managers and four SSOs, 110 IMS teachers deliver a range of instruments to schools, including: woodwind, brass band and orchestral instruments, recorder, percussion, strings, guitar, rhythm section and vocal teaching.
With logistical considerations that include the provision of instruments, sheet music, music stands, suitable seating and rehearsal spaces, not to mention the timetabling of lessons across multiple sites, IMS staff have a lot to contend with before a note is even played.
With all that in place, it is expected that the outcome of a lesson allocation to a site is the formation of a balanced ensemble so that students can experience belonging to a musical group, and perform at community events, ceremonies, graduations, school concerts and assemblies. All students learn to read music, so they can become independent learners on their instruments, and to improvise and ‘play by ear’.
The AEU’s workplace rep at the IMS is Anne-Marie Meegan-Turner. Anne-Marie commenced teaching with the Instrumental Music Service in 1983, teaching violin and viola, and is now into her 30th year of service. She conducts the Primary Schools String Orchestra amongst other ensembles and classes, which tours country regions each year.
“As a young teacher I was fortunate to join this team while it was based at the Orphanage, with fully functioning sheet music library services, a composer in residence, and multiple rehearsal rooms that were fully sound proofed from each other. It was an age when infrastructure, resourcing and professional development budgets supported staff ” she says. “Since then there have been some difficult times – in particular, the dispersal of the team from the Orphanage, staff cuts in 1995 and attempts to redistribute the program in 2006/7.” “But the strength and diversity of the IMS staff has seen programs continue to develop and respond to change despite difficult economic conditions and changed emphases in education,” she adds.
1 AEU rep Anne-Marie Meegan-Turner with students from the Primary Schools String Orchestra
In harmony with the curriculum
AEU member Sharon Burgess has been an IMS woodwind teacher for 27 years. Nowadays she is based at Klemzig after spending time in the country, including a stint on Kangaroo Island. During her time on KI the IMS grew to a point where 150 children across the three schools were participating in instrumental music education. “The IMS is just pivotal to music education in South Australia,” says Sharon. “It’s an excellent example of how music can impact children’s lives with great outcomes. The service is delivered by highly skilled teachers who understand that there is a strong curriculum component; it’s not just about playing an instrument.” In fact, there’s a lot to be gained from involvement in music. Research has continued to highlight the advantages that music education affords individual students for their cognitive, kinaesthetic, organisational, interpersonal and intrapersonal skills to name a few; it was not for nothing that Howard Gardner’s Multiple Intelligences listed music as both a discrete intelligence and yet encompassing all other intelligences. Ian Seaborn has been teaching guitar in public schools for 26 years. He says music can turn kids’ lives around. “There are students that for various reasons are lost at school and have gone off the rails. The benefits of being involved in music really hit home when I
“Research has continued to highlight the advantages that music education affords…” get teachers asking what I’ve done with a particular student, because their engagement in school has drastically improved,” says Ian. “The reality is I try not to do anything different no matter who the student is. But by working in small groups students get individual contact that they otherwise might not get, and that rubs off on their other work.”
Strength in unison The AEU has supported staff in presenting their visions for music education to DECD, and the team has remained united so that it can continue to work on its delivery standards, program structures, professional development and curriculum initiatives, despite working from all corners of the State. “When we are already working between different instrument groups, styles and literacy, across the entire State, we need to work in unison with our management structure” Anne-Marie Meegan-Turner says the future looks bright. “At the 50 year mark for our team, I remain confident that our work will continue to be important to students and schools, and add to the diversity and strength of our public education system in South Australia.” n 17
Running Head Women’s Focus
Heading-3col Intro
“Afghanistan has the second highest maternal mortality rate in the world after Sierra Leone.”
Women in Afghanistan On Thursday April 26 the Support Association for the Women of Afghanistan (SAWA) hosted a public forum with ABC Foreign Correspondent Sally Sara.
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rom February to December 2011, following her own proposition of setting up an ABC bureau in Afghanistan, Sally was based in Kabul as the ABC’s Afghanistan correspondent. Sally’s time in Kabul included numerous assignments in the field, reporting on the war from both the Afghan and NATO sides of the conflict. She also found herself drawn to the broader story of life for Afghan people. It was through this work that Sally developed a deep appreciation for the struggles of Afghan women. It was these stories she shared at the SAWA forum. No matter how much you think you know about the difficulties facing women in Afghanistan, there is always something to be learned from listening to a first-hand report. Sally talked about life for women before the Taliban took over Kabul in 1996, when half of the working population in Afghanistan were women. Many were working as teachers, doctors, and in other professional occupations. In the early 90s, in an attempt to strengthen government authority against
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the increasing power of the Taliban, Mujahideen leader Gulbuddin Hekmatyar was appointed Prime Minister. He immediately restricted some women’s freedoms but they could still attend school and work. Soon after, in September 1996, the Taliban gained full control of Afghanistan’s capital and immediately imposed further restrictions on Afghan women. They were forbidden to work, leave the house without a male escort, seek medical help from a male doctor, and were forced to cover themselves from head to toe, even covering their eyes. Women, who were doctors and teachers before, were suddenly forced to into begging and even prostitution in order to feed their families. Sally told stories of individual women she met on her journey and their personal missions to regain their rights and freedoms. She talked about the barriers they still face and the difficulties which still need to be overcome if they are to fully regain their freedom in a country where women and children make up three quarters of the population.
Perhaps the saddest statistic Sally mentioned was the childbirth mortality rate for Afghan women. The cultural dilemma of men not being permitted to touch a woman other than their wife and the lack of female doctors has resulted in babies being delivered without specialist care and therefore resulting in a high maternal mortality rate. Sally described childbirth as one of the most dangerous things a woman in Afghanistan can do. Afghanistan has the second highest maternal mortality rate in the world after Sierra Leone. According to Sally, one in every 11 Afghan women die during or shortly after giving birth, this equates to a death every 21 minutes. In Australia the statistic is as few as one in 13,300 mothers that die as a result of childbirth. In 2008 alone, 24,000 Afghan women died during pregnancy, child birth or shortly after. Sally did share some wonderful stories of hope, including that of two Afghan sisters who had fought the system to become the only female pilots in the Afghan air force. Sadly one of them recently died in child birth. Sally also spoke of mothers determined to change the future through the education of their sons as much as through the education of their daughters. She quoted one mother as saying; “If there is to be change, teaching our daughters is not the only solution – we also need to teach our sons about equality.” Many of these women still remember a time when they were not oppressed in the name of religion or culture and they live in hope those days will be restored. n
Places are filling fast so register now for the 2012 AEU Women’s Conference> > > > > >
New Educators
2012 New Educators State Conference, our biggest yet!
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he launch of Redbook at this year’s New Educators State Conference went off with a ‘bang’ and a range of workshops helped people connect as AEU members, early career teachers and education professionals. We had a great response to all workshops but particularly good feedback from members who attended the Classroom Management and Co-operative Learning workshops run by AEU member classroom teachers. If you haven’t attended our classroom management workshops we highly recommend you keep an eye on the AEU website for those coming up in Port Pirie in July and at the AEU early next year. Here’s what some members had to say about this year’s Conference:
Jenna: “The New Educators conference is a reassuring, informative and
inspiring experience that is a must for all new educators.”
Kelly: “I had a wonderful time networking with other new educators and the workshops were very informative - I learned relevant things that were never covered at university.”
Janna: “I love seeing other New Educators passion for what they’re doing.”
Kate: “The beginning teacher conference helped me to tap into a community of teachers, which is something I often feel is missing, being in a small school.” Uma: “The New Educators Conference was very good. The program was great and I can’t wait to use the tips I received from experienced teachers.” We look forward to seeing Upper Spencer Gulf New Educators at our Regional conference in August. See the AEU website for details. n
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us
AeU ook Redb
for a guide ucatosr new ed ber m e m U Ae
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AEU Redbook: a guide for
new educator AEU members
Put together by new educators for new educators, Redbook is a must for AEU members in their first five years of teaching. Covering everything from Award rights and entitlements through to tips on how to set up your classroom, you’ll be referring to this great resource regularly. n For a free electronic copy of AEU Redbook, email AEU New Educators Organiser Sam Lisle-Menzel at:
: slislemenzel@aeusa.asn.au 8 Be sure to include your name and AEU member number.
2012 AEU Women’s Conference
Stand Proud Stand yOur Ground Friday 15 June | 9.00am – 5.30pm and Saturday 16 June | 9.15am – 2.00pm
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To register or for further info: www.aeusa.asn.au/events.html or email: tchampion@aeusa.asn.au or lmangan@aeusa.asn.au
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eq UA L OPPORtUNity
tAfe
Been told you’re too old?
TAFe is on the chopping block
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tell the pollies it’s not too late to stop the disintegration of tAfe in sA
reasonably innocuous discussion with the Discrimination Commissioner regarding a proposed lifting of the superannuation age on Ian Henschke’s ABC Mornings program on April 30 soon heated up when the station was inundated with phone calls from “older” teachers. They didn’t call in to talk about superannuation but instead to tell the Commissioner that they felt recruitment practices in DECD schools were favouring younger teachers and treating them “like dead wood”. A number of the callers said they had been told directly that the school wanted to hire “a younger teacher” or that they had been passed over for a younger teacher who lacked the experience and qualifications required to do the job. One caller told the ABC they thought that schools operating on tighter budgets were more likely to employ younger teachers in order to keep costs down. Another said that one of the criteria in a position she applied for required the applicant to demonstrate how they had led a team of teachers. But despite meeting the position criteria, the job went to a first year out teacher. Interviewed on the ABC the following day, the AEU SA Branch President told Ian Henschke that complaints regarding age discrimination were not uncommon and that the AEU had a number of cases before the EO commission. Referring to the controversial Teacher Renewal Scheme launched by DECD in early 2011, Ms Haythorpe told Ian Henschke that the AEU believes experienced teachers are vital to public education. “There’s no doubt that when the (Teacher Renewal) scheme was launched, there was a lot of negative commentary and terms such as ‘dead wood’ and ‘teacher refreshment’ were used … and when you have that kind of terminology out in the public it undermines older workers.” It’s the AEU’s position that vacancies should be filled on the basis of merit and that the age of an applicant should not be a consideration during the recruitment process. If members feel they have been discriminated against during the recruitment and selection process they should call the AEU Information Unit on AEU
information Unit on:
to discuss the matter. 20
) 8272 1399
delivery in TAFE as standards are compromised in order to compete. The almost daily reports coming out of Victoria confirm this race to the bottom.
AEU
National TAFE Council, comprising delegates representing all Australian TAFE systems, met in Melbourne on 27-29 April. Most of us suspected before we arrived it was unlikely that there was going to be much to celebrate, given the VET reforms at the national and state levels. Our suspicions were quickly confirmed as delegates heard leaked details of the massive cuts in store for Victorian TAFE in their State Budget delivered the following week. The South Australian contingent of Jack Major, Alan Wilson, Tony Sutherland and Karen Poulten were particularly concerned by what we heard because South Australia is the next state poised to move to an entitlement driven training market. With other states looking to introduce similar reforms, it won’t be long before TAFE is no more. Already AEU members in TAFE are experiencing desperate measures as institutes make frantic attempts to trim TAFE budgets before July 1 this year. The quality of delivery in TAFE is already under attack, before we have even got to the starting line. Governments are using “the market” through a student training entitlement to drive down the cost of delivery in TAFE. Despite all the rhetoric about quality training outcomes, the contestable training market encourages cheap tick and flick private training organisations, solely interested in making a profit, to enter the market. The market in the end, drives down the quality of
Amidst the depressing reports of TAFE’s demise one statement resonated with many of us. “TAFE is a public system, that we, the taxpayers and communities own. Governments are only the custodians of this publically owned facility and have no right to dismantle and eventually privatise it.” It is not too late for the SA government to take a deep breath and put the implementation of Skills for All on hold until a thorough analysis of is undertaken particularly with respect to how TAFE will be protected and quality of delivery maintained. The National VET Regulator is in its infancy and is not positioned to oversee the quality of delivery in private training providers. The recent COAG National Partnership Agreement on Skills Reform allows the states to restrict National Training Entitlement funding to TAFE. Quarantining that funding to TAFE would be a first step in ensuring that access to public vocational education remains affordable and equitable. The challenge for the AEU is to get politicians to understand that we will hold them to account for the disintegration of the public TAFE system. n Alan Wilson AEU tAFE organiser
tAKE Action!
• if you haven’t already emailed your local mP to register your serious concerns for the future of tAFE, you can do so on the tAFE section of the AEU website (address below).
8: www.aeusa.asn.au>Your AEU>Sectors>tAFE
AEU 2012 Training and Development Program
Upcoming Eve nts
Union Education Courses 2012
2012 AEU Reconciliation Conference
Mon 28 May
9:15am – 3:30pm
AEU Activists’ Conference
Wed 6 June or Fri 20 July
9:15am – 3:30pm 9:15am – 3:30pm
1-day conference featuring workshops on current and difficult issues in education, democratic educational practices, how to energise the teaching profession and how to engage the next generation of AEU members. Open to: AEU members interested in issues of equity, justice and fairness.
PAC Roleplay: Tricky Issues
Wed 4 July – Fri 6 July 9:15am – 4:00pm
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. Open to: Non-teaching staff reps on PAC and SSO Contact Officers.
Conflict Resolution through Mediation A 3-day course facilitated by Professor Dale Bagshaw and practising mediators covering the theory and practice of mediation. Open to: All educators, particulary those in leadership positions.
Mon 9 July & Tues 10 July 9:15am – 4:00pm
Advanced Conflict Resolution through Mediation This 2-day advanced course builds on Professor Dale Bagshaw’s ‘Conflict Resolution through Mediation’ course. It covers the theory and practice of mediation in complex conflict situations. Open to: Educators who have completed the 3-day AEU “Conflict Resolution through Mediation” course.
Seeking promotion? Aspiring Principals, DPs, Senior Leaders, Coordinators
Announcing our new
$135 ONLINE PACKAGE
FOR APPLICATION WRITING AND INTERVIEW for all promotion positions in SA government schools Full school site licence $399 Tailored to DECD’s NEW MERIT SELECTION processes, this detailed 65 page booklet and PowerPoint shows you how to develop a dynamic résumé and cover letter, as well as many valuable ideas and hints to help you prepare for a powerful interview performance! Available for immediate download at:
www.teachers–resumes.com.au WE ALSO PROVIDE INDIVIDUAL ASSISTANCE
Teachers’ Professional Résumés T: 0411 245 415 E: teachers-resumes@bigpond.com Serving Australia’s teachers since 1990. ABN: 40 833 718 673
Open to: Members elected on PAC and AEU leaders.
Fri 27 July
9:15am – 3:30pm
Non-teaching Staff and SSO Contact Officers
Mon 30 July
Growing the Union:
9:15am – 3:30pm
Early Childhood Educators, SSOs and New Educators Open to: Active AEU members working in early childhood or as SSOs or New Educators.
Fri 10 Aug
9:15am – 3:30pm
Meetings and Public Speaking
1-day day course to develop members’ confidence in decision-making forums. Learn about meeting procedures, assertive communication and public speaking. Open to: All AEU members.
Fri 20 Aug
9:15am – 3:30pm
OHS Conference: Toxic Workplaces This conference creates an opportunity to network and explore the issue of toxic workplaces through an OHS lens. Open to: All AEU members.
Tues 18 Sept
9:15am – 3:30pm
Thursday 31 May 9.15am – 3.30pm Open to: ALL AEU MEMBERS A 1-day conference for all AEU members to share the contribution of educators working towards Reconciliation and a just Australian society. For further info or to register see details below.
2012 Upcoming Event
AEU Aboriginal Members’ Conference Friday 1 June 9.15am – 3.30pm
Open to: AEU Aboriginal Members A one-day conference for Aboriginal members on current educational issues of concern to them. The conference includes a well attended dinner on the evening before the conference at a venue to be confirmed. For further info or to register see details below.
Advanced Women’s Contact Officers 1-day course for women members who wish to learn more about how to support women in their workplace. Open to: All AEU women who have completed the “Women’s Contact Officer” course.
Council Dates for 2012
Branch Council Meetings Upcoming dates for 2012 are:
Saturday, May 26 Saturday, August 11 Saturday, November 17
TAFE Divisional Council Meetings Upcoming dates for 2012 are:
Friday, May 18 Friday, August 3 Friday, November 9
For further info on any of the above events and courses email Lynn Hall on
8: training@aeusa.asn.au
8: www.aeusa.asn.au>events & courses
or to register go to
New Graduates Events 2012
Conference
2012 DECD/AEU Exit Education Students
Stepping Out Wednesday 27 June 9.00am – 3.15pm
Registration from 8.30am Education Development Centre Milner Street, Hindmarsh To Register (see red box below)
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2012 AEU Meet the Leaders Forums Open to: ALL AEU student MEMBERS graduating in 2012
Secondary Forum
Tuesday 12 June 4.30 – 6.00pm Early Childhood, Junior Primary & Primary Forum
Tuesday 19 June 4.30 – 6.00pm Hear from experienced Leaders about job opportunities, what to expect at schools across the state and where vacancies may be.
Notice board
PROPOSAL TO AMEND AEU (SA BRANCH) RULES Branch Rule 42 grants Branch Council the power to amend the rules of the union. Any proposal to amend the rules is required to be published in the AEU Journal two months prior to the Branch Council meeting at which the proposal to amend the rules is to be considered. A rule change must be supported by a two thirds majority of Branch Council. A proposal to amend Branch Rule 8 will be considered by Branch Council on 11 August 2012.
PROPOSAL The proposed amendment to Branch Rule 8(1) will have the effect of updating the reference to Branch Executive meeting frequency to reflect the meeting schedule adopted in 2010. Branch Executive currently holds one full day and two half day meetings each school term. Additional meetings can be called by the President, Branch Executive, or at the request of least 8 Branch Executive members.
Rule 8 – MEETINGS OF BRANCH EXECUTIVE Current Rule 8(1) The Branch Executive shall meet twice each month except during a school term break at a time and date determined by the Branch Executive.
Proposed amendment to Rule 8(1) The Branch Executive shall meet at least once each month except in January and December at a time and place determined by Branch Executive.
ADministrative officer vacancY
Australian Education Union | SA Branch The term of office for this positions is 16 July 2012 to 31 January 2015
Organiser (TAFE Focus)
The Officer will be responsible for developing and supporting member activism and providing advice and assistance to members on work related issues. Job and person specifications and details of the selection process for this position is available from: Irene Tam on 8272 1399 (email - aeusa@aeusa.asn.au) Applicants must address the requirements of the job and person specification in their application. Leave without pay may be negotiated for AEU members whose employer is a state government agency. Applications must reach the Branch Secretary, AEU (SA Branch), 163 Greenhill Road, Parkside, SA 5063 by Wednesday, 13 June 2012.
For further info on the New Graduates events above or to register, email Daniel Pereira on:
8: dpereira@aeusa.asn.au or (follow the links below) 5
For further info email Lynn Hall on:
8: training@aeusa.asn.au or to register go to:
8: www.aeusa.asn.au>
events & courses 22
follow the AEU on: http://twitter.com/aeusa
Are you up-to-date Online? We need your preferred Email to
email address
8: membership@aeusa.asn.au or call Membership on: 8272 1399
NOTICE BOARD
Member’s Market In order to cater for extra editorial space, the AEU Members Market now has a reduced space allocation in the Journal. Advertisements will be printed at the discretion of the Editor and will not run in more than three issues in succession. New Book: “WHEN GRANDPA SANG”
BEACH HouSE SWAP for ‘IT’ Tuition:
Written by Adelaide teacher Margaret Just. Read the story online and also discover many activities for Book Week and a competition for students to enter. www.whengrandpasang.com or E: whengrandpasang@gmail.com
sms or T: 0402 922 445 a/h or T: (08) 8338 2316 a/h
Australian certified organic products: Keep
Walking Matilda:
Healthy. For personal use & gifts. www.bodytune.mionegroup.com
WORKSHOP: Stress management, personal goals and learning difficulties. Brain Gym- an introductory workshop. Movements to ‘switch on’ the brain. T or Fax: (08) 8768 2537 E: gibbons@seol.net.au
for sale: Subaru Forester 2000 Good condition, $7999 o.n.o T: 0428 760 624 E: humanrace2000@yahoo.com Walking and Canoeing Holidays PO Box 4 Kangarilla SA 5157 T: 08-8383-7198 www.walkingmatilda.com.au
Kangaroo Island, PENNESHAW Large elevated block in a secluded cull de sac with panoramic views across the village of Penneshaw and Backstairs Passage to the cliffs of Deep Creek and west
across the bay to American River. A 5-min walk across the golf course to the pub. Price reduced to $105,000. T: 0429 969 161 E: dpeter@picknowl.com.au
GOOLWA HOLIDAY HOUSE 15 min from beach, shops and river. Sleeps 9, in-ground pool, decking with BBQ, fully equipped, AC, etc. $100 night.
T: 0403841031 E: leonday@adam.com.au VEGAN CERTIFIED ANIMAL FREE ANTI-AGEING SKIN PRODUCTS
Botanical based Swiss skincare. Free from animal by-products and testing, petro- chemicals, mineral oil, dyes and fragrances and is dermatologist tested. Also avail. pure Baby Skincare, lead-free Cosmetics, Shampoos and pimple skin- care that improves teen skin. T: 0412 950 017 E: theresap1123@hotmail.com www.ArbonnePureSafeSkin. myarbonne.com.au
OUTBACK TAGALONG TOURS Guided tours in your 4 wheel drive, with your gear loaded on the ‘Big Red Truck’. Hassle Free
Outback Touring. Bookings now open for our Autumn Tour – Gawler Ranges, Lake Eyre. T: David Connell 0288 854 620 or Lyn Rowe 0403 594 406 www.brtoutback.com.au
Holiday House – 2nd Valley Sleeps 9, Q/S x2 ,Singles x3, Double x 1, 2 storey, 2 bath,3 toilets, 2 living, main BRM with ensuite, TV, DVD, Ducted RCAC, UP, RCAC split D/S M/Wave. E: info@sfrealty.com.au PROPERTY CODE D30
FOR SALE: Junior Primary/Special Ed Books – (mainly phonics) – In excellent condition. Most originally cost $20 –$30. Make an offer! PO Box 4 Kangarilla SA 5157 T: 0414 764 115 or 8327 4027 jacqueline@adam.com.au
Advertise in Members’ Market for FREE! Rent, sell, buy or offer goods and services. Send ads to:
journal@aeusa.asn.au
AN INVITATION TO RETIRED OR RETIRING TEACHERS & SSOs Have you retired or are about to retire? Are you seeking opportunities to maintain or increase your level of fitness and want to learn more about your city and surrounding hills and bushland? Are you seeking companionship with other retired teachers and their partners as well as other walkers from a range of backgrounds (not just teaching!)? 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
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Know which Credit Union supports more teachers? Only Credit Union SA offers a range of benefits specific for teachers. From discounted rates and fees, to subsidised talks and courses. That’s why we believe we’re the best banking choice for teachers throughout South Australia. To find out more about how we can support your teaching career, and all your banking needs, either drop by one of our branches or call us on 8202 7777.
creditunionsa.com.au This information is general in nature. Before deciding to acquire any products or services from Credit Union SA, you should obtain a copy of the relevant terms and conditions, to enable you to consider whether the products or services are suitable for you having regard to your particular circumstances or needs. Terms and conditions are available on request by calling 8202 7777 or visiting your nearest branch. Membership and eligibility criteria apply. Lending criteria apply to all credit products. Fees and charges may apply. The Mutual Banking Code of Practice applies. All products issued by Credit Union SA Ltd ABN 36 087 651 232 AFSL/Australian Credit Licence Number 241006 unless stated otherwise.