Volum 48 No. 3 by Australian Education Union (SA Branch)

Vol 48 I No.3

Official publication of the Australian Education Union (SA Branch)

May 2016

AEUJOURNAL SA

Our students need more support! INSIDE: regional members concerned for the future

u TAFE:

new report shows itâ&#x20AC;&#x2122;s getting results

u Gonski:

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FEATURES PRESIDENT’S VIEW

AEU UNION JOURNAL TRAINING

Is TAFE duping regional SA? page 9 TAFE members in the regions fear for the future as cuts start to bite.

INSIDE: regional members concerned for its future

Gonski

pages 10 – 11 Thousands of children are missing out on the funding they need to achieve in school.

page 17 Getting Results: new AEU report released.

ols, Memb schools & scho results for pre … e lik er 2015 dated to Octob per annum back-

nts iated with stude 3 Pay rise of 2.5% er workload assoc to address teach 3 $10 millionional needs with addit

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ls 3 $3 million to hools and schoo rship time in presc ls 3 Increased leade the PAC in schoo of the role of 3 Strengthening SSOs and ECWs l allowances for recal and ll ers 3 On-ca Education Work ime for Aboriginal ifications Teacher class 3 TOIL and Overt ”, HAT and Lead “Special Class 3 New Principal to Paid Maternity, nts veme 3 Impro and Adoption Leave. EB2015 Partner

For details on

these and other

EB wins go to

EB 2015 EB 2015 EB 2015 sues> aeusa.asn.au>Is

our website: www.

benefits of union join and share in the www.aeusa.asn.au> to contribute AEU, join now go to our website: asn.au member of the on how to join, rship@aeusa. union! For details membeParkside SA 5063 © 2016 is an effective staff on: 8272 1399 or |email: Road, 163 Greenhill Union SA Branch, membership Australian Education or contact our Authorised by Jack Major, AEU Branch Secretary,

If you’re not a

Advertise in the AEU Journal. Reach over 13,500 members across South Australia.

8272 1399 journal@aeusa.asn.au

CENTRE SPREAD

There’s a poster in the centre!

ith the EB signed and approved in the Industrial Relations Commission of South Australia, it’s time to get on with implementing the gains we’ve made in preschools and schools. The first step in the process is making sure every member knows about the wins, especially the key ones around funding and extra time to help mitigate the excessive workloads faced by teachers and leaders. membership.

A strong union

new report shows it’s getting results

u Gonski:

Our students need more support!

ION? YOU UtheNAE ARE ers U= hip of

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 10 June 29 #5 July 29 August 17 #6 September 2 September 21 #7 October 21 November 9 Subscriptions: Free for AEU members. Nonmembers may subscribe for $33 per year. Print Post approved PP 531629/0025 ISSN 1440-2971 Cover: Craig Greer Printing: Lane Print

Our students need more support! u TAFE:

To this end we’ve put together a poster which appears in the centre of this Journal (pages 12 & 13). Once you’ve read the Journal please pull out the poster and put it up in the staff room or in your work area as a reminder of our wins in this round of enterprise bargaining. If there’s already a poster in the staff room, look for another place that staff regularly frequent and put it up there. Let’s get the message out to all staff, including nonmembers, that improvements to workplace conditions for educators and learning conditions for students are only gained through collective action by AEU members! n

Nexus Arts Intercultural Understanding Symposium In partnership with the Asia Education Foundation

Fostering diversity in the classroom through arts and dialogue Featuring a keynote address by Dr Tim Soutphommasane, The Australian Human Rights Commission: Race Discrimination Commissioner, panel discussions and practical workshops. Monday the 11th of July 2016 8.30am - 4.00pm University of South Australia, Hawke Centre (North Tce, Adelaide) Tickets available at www.nexusarts.org.au Early rate closes June 3 For all enquiries and school invoice arrangements contact info@nexusarts.org.au or call (08) 8212 4276

UPCOMING EVENTS @ THE AEU

2016 SBS/WORKPLACE REPS’ CONFERENCE

AEU WOMEN’S CONFERENCE 2016 Friday Night, 24 June

7.00pm–10.00pm

Supper + a special viewing of the film by acclaimed documentary filmmaker Davis Guggenheim

”HE NAMED ME MALALA”

n intimate portrait of Nobel Peace Prize Laureate Malala Yousafzai, who was targeted by the Taliban and severely wounded by a gunshot when returning home on her school bus in Pakistan’s Swat Valley. The then 15-year-old was singled out,

along with her father, for advocating for girls’ education, and the attack on her sparked an outcry from supporters around the world. She miraculously survived and is now a leading campaigner for girls’ education globally as co-founder of the Malala Fund.

“ One child, one teacher, one book and one pen

can change the world.”

Malala

Embrace the F word...

Feminism Saturday, 25 June

8.45am – 3.00pm

FRIDAY 3 JUNE 9.30am – 4.00pm

Keynote Speaker: SENATOR PENNY WONG

Conference will include: • Conference QUIZ

• PANEL – Herstory – When I decided to stand up!! • WELLBEING activities

• HON FRANCES BEDFORD MP tells the Herstory of Muriel Matters • POWERFUL VERSE – WILD women

Open to:

Australian Education Union | SA Branch For further info or to register8: www.aeusa.asn.au>events&courses or email Lyn Hall on: lhall@aeusa.asn.au

ENVIRONMENT ACTION CONFERENCE 2016

Australian Education Union | SA Branch For further info or to register8: www.aeusa.asn.au>events&courses or email Tish Champion on: tchampion@aeusa.asn.au

AEU SSO Conference 2016

KNOWLEDGE IS

A SPOTLIGHT ON ENVIRONMENT ACTION IN SCHOOLS AND PRESCHOOLS

POWER

FRIDAY 15 JULY 10.00am – 5.00pm

Venue: Arbury Park Outdoor School, Bridgewater SA 5155 CONFERENCE OPTIONS

Request a Ride from the AEU

Bed & Breakfast - $25.00

Thursday 14 July @ 7.00pm

Arbury Park Outdoor School Bunkhouse

Thursday 14 July @ 6.30pm or Friday 15 July @ 9.00am

Australian Education Union | SA Branch For further info or to register8: www.aeusa.asn.au>events&courses or email: training@aeusa.asn.au

www.facebook.com/EAGSA

Fri 22 July 9:15am –3:30pm

Open to: AEU members in non-teaching positions

Dinner: Thursday 21 July | 6:00pm The Astor Hotel: 437 Pulteney St, Adelaide SA 5000

For futher info contact SSO Organiser Lisa Sigalla on: 8272 1399 To register follow this link : www.aeusa.asn.au>events & courses

PRESIDENT’S VIE W

Members must make the most of the new Enterprise Agreement AEU President Howard Spreadbury writes

n 11 May 2016, the Industrial Relations Commission of South Australia approved the new Enterprise Agreement for schools and preschools, effective immediately, with a life extending to 30 June 2018. The salary adjustment of 2.5% will be implemented initially, with back pay retrospective to October 2015 applied in the subsequent pay period. There will follow two further increases of 2.5% in October of this year and October 2017. In addition to salary increases, this Agreement will deliver new resources to address the ever-increasing workload generated by the growing demands of the employer. Members need to be clear as to the means of deploying these resources so that they achieve the intended outcome which is to provide greater time to undertake the tasks that deliver sound educational outcomes for our children and students. In their forthcoming contacts with schools, AEU Organisers will be discussing the importance of each sub-branch having an elected Sub-branch Secretary and PAC representative in order to deliver these additional resources. These include the new 0.1 teacher salary and the additional $3 million primary allocations to provide greater leadership time for principals, as well as the new $10 million per annum to support teacher workload. This amount is made up of an extra $5 million for the creation of new special options places for current mainstream enrolled students and a $4 million increase to the current Students with Learning Difficulties grant to address the workload of teach-

ers in the provision of individual learning programs and curriculum adaptation for mainstream students with additional learning needs. This equates to a 27 percent increase bringing the total grant allocation to approximately $18 million per annum. The remaining $1 million of the total teacher workload allocation will be targeted at preschools, providing extra resources to support the learning of children with additional needs in the early years. Organisers will also be contacting preschools, establishing local cluster member meetings where possible, to discuss the most appropriate means of allocating this resource as well as the additional 0.1 teacher salary to address the workload of preschool directors. PACs in schools will need to be well organised in order to ensure the appropriate deployment of existing and new resources designed to address workload. To that end, the AEU is currently in negotiation with DECD in relation to some revision of the joint AEU/DECD PAC training and some modifications to the PAC Handbook to reflect changes in the Enterprise Agreement. It is anticipated that a schedule of statewide training sessions will be available from the beginning of Term 3. In the meantime, members should refer to the current Handbook and ensure that your PAC is meeting at least twice per term and that agendas and minutes are readily available to all staff. The AEU and DECD will inform sites once the additional resources delivered by the Enterprise Agreement are included in the site Resource Entitlement Statement.

Federal Election 2016 The forthcoming federal election will provide a critical marker in the long-term AEU campaign for a fair and ongoing needs-based funding model for schools across Australia. AEU members have worked tirelessly to encourage all governments to commit to

“PACs in schools will need to be well organised in order to ensure the appropriate deployment of existing and new resources designed to address workload.” increased targeted funding to the students who need it most. In South Australia, AEU members campaigned strongly in the months preceding the Weatherill Government’s sign-up and commitment to the full six years of Gonski funding in 2013. Federally, successive Abbott and Turnbull Governments have walked away from the original six-year commitment, with the recent Federal Budget confirming this position. The Coalition’s $1.2 billion funding pledge beyond 2017 falls far short of the Opposition commitment to fund $4.5 billion over the same period. For South Australia, it means a loss of $355 million to schools and our students, many of whom have already embarked upon literacy and numeracy programs which are having a positive impact on their learning. Recently, Federal President Correna Haythorpe and I visited Glenelg Primary School where members have set up a wall of students’ own statements about their learning, highlighting the differences the extra resourcing is already making for them. Among the many powerful statements was one from a Year 7 student who expressed simply: “I can read! I couldn’t read before. I read my first book this year”. This election now provides a clear point of difference between the funding policies of the major parties – one which has already walked away from the full six-year commitment to Gonski and one which has indicated a commitment to the complete funding required to meet the educational needs of our students into their future. In this election, Vote 1 Education. n In unity, Howard Spreadbury 5

E-NETWORK

INTEGRATION OF THE AUSTRALIAN CURRICULUM

Attention Sub-branch Secretaries & PAC Reps! The AEU is in the process of establishing an e-Network for sub-branch secretaries and AEU PAC reps, similar to the Leaders e-Network which has been in operation for a number of years. It’s important that the AEU has the names of both the Sub-branch Secretary and AEU PAC rep to ensure we know who to invite to the network. Elections for PAC reps should now have been completed for 2016 so please ensure we are provided with the details of the current rep. If you are the AEU Sub-branch Secretary/Rep or PAC rep at your site, please email this information to:

AEU members can help shape the curriculum

The AEU is seriously concerned about the wellbeing of the Federal MP for Hindmarsh, Matt Williams. No matter how hard we try, we simply can’t find Matt! Our latest attempt was on May 12 when AEU members and staff delivered a copy of the new AEU report, Getting Results (see page 17). After a short action outside Matt’s office to launch the report in SA, members ventured inside to hand over a copy of the report so that Matt could see the positive impact Gonski is having in schools. Not only was Matt unavailable, but his staffers refused to even accept a copy of the report! And it’s not the first time Matt has tried to avoid his constituents, on at least two other occasions he’s cancelled visits to schools because he knew Gonski campaigners would be there to ask for his support. It begs the question – does Matt Williams MP really care about public schools? If you happen to see Matt, please let him know of our concerns for his wellbeing and the future of schools in the electorate of Hindmarsh and beyond! n

he SACE Board encourages AEU members to help shape the curriculum. The next few years present a critical window during which educators must innovate, to ensure our young people continue to be equipped to meet the challenges of living, working, and learning in a 21st century world. Although we have witnessed improvements in excellence and equity since the introduction of the ‘new’ SACE in 2011, including more students recording subject merits, many more entering tertiary studies, and historic achievement among disadvantaged groups, it is important to continue the momentum. This innovation and momentum is taking place on a number of fronts simultaneously, with curriculum renewal being a key driver. While the integration of the Australian Curriculum into the SACE has helped catalyse the renewal process, it is important for all SACE subjects to be reviewed in a structured way to ensure they continue to meet the needs of students. The integration has been scheduled to occur in two phases between 2014 and 2018. Phase 1 comprises English and mathematics subjects; while phase 2 includes sciences, Geography, and history. In line with the schedule, English subjects, including English as an Additional Language, Essential English, and

For more information visit

8: updates@aeusa.asn.au

The AEU and DECD are currently revising PAC Joint Training which will recommence in Term 3. n

Where’s Matt Williams MP?

English are being taught at Stage 1 for the first time this year. English Literary Studies at Stage 2 will be taught for the first time in 2017. Similarly, mathematics subjects including Mathematics (incorporating Mathematical Methods and Specialist Mathematics), Essential Mathematics, and General Mathematics, are being taught at Stage 1 for the first time in 2016, and at Stage 2 the following year. In parallel with this process, the SACE Board is renewing the full range of subjects, starting this year with Agriculture subjects, Information Technology, Music subjects, and Physical Education. Guiding the curriculum renewal process is the Board’s commitment to ensuring that SACE subjects empower young people and contribute to our State’s growth. This is achieved through strengthening students’ capabilities to think critically and creatively; test products, strategies, and ideas; understand what does and doesn’t work well and why; and design improvements and solutions. Integrating the senior secondary Australian Curriculum into SACE subjects has been shaped and informed by the SACE Board’s strategic objective of promoting quality curriculum, teaching, learning, and assessment. It is also driven by the Board’s five principles of subject renewal, built around worthwhile learning, engagement, innocontinued over page 3

: www.sace.sa.edu.au/learning/ 8 australian-curriculum/implementation-workshops

VICE PRESIDENT’S REPORT vation, diversity, and manageability. To ensure that the needs of students are met and that teachers are equipped to deliver the renewed curriculum, the SACE Board has established the following process for subject renewal: 1. Writers are selected from a reference group comprising the three school sectors, subject and industry experts, tertiary representatives, and SACE officers to oversee the drafting of subject outlines. 2. Focus groups are formed, comprising subject-specific practising teachers from each sector and country and metropolitan areas, to provide feedback on draft subject outlines. 3. Feedback is sought from teachers, principals and the wider community via an online survey. 4. The draft subject outline is presented to the SACE Board for accreditation. 5. Implementation workshops are held for teachers in the year preceding implementation, to ensure a complete understanding of the subjects before they are taught. Feedback from educators frequently influences the shape of SACE subjects. A recent example was how, in response to consultation feedback, Stage 1 Mathematical Methods and Stage 1 Specialist Mathematics subject outlines were merged into one subject – Stage 1 Mathematics, to maximise flexibility of programming. The Board strongly encourages teachers, principals, and other members of the school community to take an active role in shaping the curriculum for our students. To have your say, and to stay up-todate with the curriculum renewal process, educators are encouraged to follow the SACE Board through our Twitter account: @saceboard or our website: www.sace.sa.edu.au Updates will also be included in SACE News which is distributed to subscribers and posted on the SACE website at the start of each term. The next SACE Board implementation workshops are being conducted for Stage 2 English and mathematics subjects during May and June this year. Workshops will then be held in Term 3 for Stage 1 Ancient Studies, Modern History, Geography, Biology, Chemistry, Earth and Environmental Science, and Physics. More information on these will be available online during Term 2. n

Round and round we go! AEU Vice President Dash Taylor Johnson discusses classroom observations Not worth the paper it is written on? Well, maybe that’s a bit harsh but the continued and blatant disregard for published documents sure leaves a bitter taste in the mouth. Members are telling us that teacher observations, Instructional Rounds, Partnership Reviews, the TfEL compass and collegiate engagement are a dysfunctional family and it is time for some serious mediation; just what has gone wrong? Like it or not, all sites are now organised into five Channels with anywhere from nine to fourteen Partnerships within them. Each Partnership aims to include all schools and preschools within a reasonable geographic proximity and enhance sharing between them. But just like us, one size does not fit all and DECD has established an annual review of Partnerships to try and keep track of just what is or isn’t working; in 2016 the classroom teacher is well and truly in the spotlight. Don’t get me wrong, a core part of our development as educators is to seek feedback on our practice, invite critical comment, to challenge the status quo and work with our peers to set and achieve professional goals. However, something is not right and the advent of ‘Instructional Rounds’ has added a new layer of intimidation. Inspired by the medical-rounds models used by physicians, Instructional Rounds in Education (Elizabeth A. City, Richard F. Elmore, Sarah E. Fiarman and Lee Teitel, Harvard Education Press, 2009) provides clear direction on how a network approach can be used to improve teaching and learning. Trouble is, what they describe is a long way from what is happening here. The essence of effective practice stems from shared ownership, common understandings and support for instructional improvement in order to reflect upon and build skills. It is not what is being paraded by our Channel and Partnership leaders where imposed observation of classroom practice is becoming the norm. Consultation? Sure, as long as this means being told when you will be on show for the touring party, the one-dimensional ‘consultation’ that is far too familiar; someone has lost sight of the basics here – educators foster learning, not administrators.

How quickly we seem to forget. The joint AEU/DECD statement of protocols for peer observations using the South Australian Teaching for Effective Learning (TfEL) compass was ratified at the start of 2015. DECD and the AEU agree that the most effective and productive process of classroom observation involves negotiation between the teacher and trusted colleagues about the timing, frequency and purpose of the session and feedback. It also identifies four clear prerequisites: 1. The teacher decides on what, and when they want observation feedback 2. The teacher chooses who provides the feedback – students, peers and/or line manager 3. The teacher owns all the feedback and it is completely confidential 4. Planning for and participation in classroom observations and professional learning communities should occur within the normal routine of the school. Teachers can not be required to use their NIT for this purpose. Ultimately, it is not designed to be used to manage or measure teacher performance. But this is not new! AEU Branch Council endorsed the AEU Statement on Collegial Engagement on 31 May 2014. While yet to be unequivocally supported by DECD, it expands upon the TfEL protocols to reinforce shared responsibility, precludes the use of teacher observation for assessing teacher performance, and excludes only top-down accountability. Indeed, embedded in the practice of collegial engagement is the identification of resources and support to enable the observed teacher to meet their own goals for improved practice. So observations themselves are not the issue, in fact, conducted appropriately they are a powerful development tool. It is the way they are being managed that needs modifying. The AEU view is clear – if you do not authorise, agree and contribute to the planned observation then it should not happen. Not today. Not tomorrow. Not ever. At your next sub-branch meeting, reacquaint yourself with the policy and procedures identified here and recommit to participation when it is done with respect and the professional recognition you are entitled to. n

TOGETHER WE ARE STRONG! 7

GONSKI EB RALLYCAMPAIGN

Gonski Vortex represents what could be gained, or lost Parents at Cowandilla Primary School are right behind the Gonski schools funding campaign

ou know you’re on the side of right when parent communities get on board with your campaigns. The AEU’s Gonski schools funding campaign has no shortage of community support with well over 170,000 supporters across the nation signed up the campaign website. But parents at Cowandilla Primary School are among a number of school communities that have gone that extra mile, and at the forefront of their actions is Stacey Capuano, whose idea it was to create the Gonski Vortex installation that now adorns the front of Cowandilla Primary School in the federal seat of Hindmarsh. While the initial concept was Stacey’s – she’s a strong supporter of needsbased funding – it was a whole school effort with teachers, students and par-

ents all involved in the planning and making. Here’s how the installation is described on a plaque also at the front of the school. It even includes a call to action for parents and visitors!

Gonski Vortex Created by Cowandilla Primary School, Gonski Vortex, 2016, is a collage of materials made up of individual “Gonski” dollar notes.

Narrative Working collaboratively with parents and teachers, students used an array of recycled materials in various shades of green to stamp the Gonski dollar notes for the collage.

Symbolism The art installation symbolises the $425,000 funding that Cowandilla

Primary School will lose if the federal government fails to honour their commitment to supply to full amount of Gonski funding. Gonski funding is designed to ensure that every Australian child, regardless of background, can get a high quality education. Schools will use the additional resources to better meet the individual needs of students. The ways they can use the funding include: reducing class sizes, employing additional specialist teachers in areas such as literacy and numeracy, providing greater assistance and support for children with disabilities and challenging behaviours, building the skills and knowledge of teachers, and improving or increasing school resources. n

8: www.igiveagonski.com/

RUNNING TAFE FOCUS HEAD

Is TAFE duping regional SA? Sue Fenwick says TAFE members in the regions are in fear for their jobs and TAFE’s future as cuts start to bite.

e’ve seen it all before. How do you close down a service you no longer want, even when it ticks all the boxes? You change the conditions of delivery so that it can no longer meet expectations, you starve it of support and funding, you add a layer of management and bureaucracy and then you make it personal. You isolate the staff providing the service, caution them about speaking up or garnering external support. You pit worker against worker to compete for jobs. You talk it up publicly and suggest other options that are supposedly cheaper but you know will fail to deliver. The service loses its connection to business and the community and the knowledge, expertise and skills of professional practitioners. It becomes so ineffective that no-one really notices it when the doors are closed.

The AEU Journal has spoken with TAFE members who are right in the middle of this process. We will not be putting them further in the firing line by identifying them but the story is the same throughout SA’s regions. In July 2015, TAFE SA CEO Robin Murt told a SA parliamentary committee that TAFE would cut 2,320 full-time workers to 1,825 by end of June 2019 following a funding cut of $94 million by the SA Government. At the same time, TAFE courses receiving State Government subsidies fell from 900 to 700. Despite TAFE SA being awarded around 90% of the reduced subsidised places under its WorkReady policy, staff numbers in some programs that are delivered

“It is heartbreaking to know that people we see every day will not be given the opportunity to change their circumstances through education.”

across vast distances are being reduced by as much as 75%. “Cuts will mean that those left behind will bear a substantial load,” said an AEU member. “People have multiple expertise in the regions. They deliver blended courses across different programs and diverse locations. So much of this knowledge and experience will leave with them.” Because the cuts are targeting regional communities many feel that their positions are being personally targeted.

“It is an awful process that affects everyone. People don’t want to see their colleagues treated like this. We are always nervous and say yes to every add-on to our workload because we want to keep our jobs.”

TAFE

Over the years we have seen many local services diminished and centralised in this way: bank branches, government agencies, and health and welfare services. Driven by the dollar and political control, decisions to cut services are so often made on the numbers then left to ill-equipped middle managers to implement. It’s the soft close and it is happening right now to regional TAFE.

“It is hard not to take it personally given the way this has been done,” said another member. “It makes no sense. They make it difficult for any proposals I make to go ahead. You provide information and tick the boxes but they find a way to exclude it.” “This has devastated me,” said another. “I am so busy. How can I be redundant?”

TAFE proposes to fill the gaps with online courses, staff from Adelaide, and mobile classrooms. AEU members are not convinced that this will be enough to deliver what their communities need to thrive. “Online teaching relies on access to suitable internet, equipment, skills and

continued over page 3 9

TAFE CONTINUED...

COVER STORY: DISABILITY FUNDING

support. There won’t be staff available to provide the kind of support needed for many disadvantaged students to access and succeed.”

130,000 kids missing out

“Regional TAFE relies on local relationships, connections and flexibilities. It is a waste of a resource sending people from Adelaide when we are already part of the community.” It is unclear whether these cuts are driven purely by cost cutting. People in regional communities are concerned that there is a deliberate strategy to erode services and programs so they can be shut down. Consultation with people who know the needs of TAFE customers and stakeholders has been limited.

New data shows that disability funding for schools is inadequate and needs urgent attention.

“Industry is already showing its frustration. We are worried that TAFE will lose its relevance and our customer relationship will be jeopardised. We don’t want them to feel sorry for us because it further erodes confidence in us.”

TAFE

TAFE’s focus on developing international training appears to be at the expense of people living outside of cities. Regional areas rely on hospitality and tourism, agricultural production and some traditional local industries. Supporting these should be core business for TAFE. Without appropriate programs, apprentices will need to be sent to Adelaide at a time that suits the local and often seasonally affected industries. Many are concerned that students will not bother or they will go elsewhere or be forced to move to the city where they will miss out on developing connections within their own communities. “TAFE makes a difference to people’s lives,” said a member. “It is heartbreaking to know that people we see every day will not be given the opportunity to change their circumstances through education.” Flexible learning in schools in regional areas, mostly involving young people who are already at risk, is under serious threat without appropriate TAFE support. It is unlikely that Certificate II training will be provided in some areas if TAFE positions are cut. The growing need for short courses and Certificate III will not be attempted. The ramifications of savage cuts to the responsive and flexible learning TAFE delivers to our rural communities are dire and may deliver the final blow to some of these already struggling economies. n 10

ith new figures showing that 77 percent of principals say their budgets lack the resources to provide support for children with special needs, it’s little wonder that schools like Surrey Downs Primary School in Adelaide’s North-Eastern suburbs are constantly struggling to accommodate an increasing number of students who need extra support. The recently released AEU State of Our Schools Survey revealed that 17.7 per cent of students in public schools have a disability or learning difficulty which requires funded support, with 87 per cent of principals saying they have to shift funding from other parts of their school budget to assist students with disability.

“We cannot continue with a situation where more than half of the students who need funded support at school aren’t getting it.” Acting Principal at Surrey Downs Primary, Di Scott told the AEU Journal it’s a constant battle to make sure the children who turn up to the school are allocated the support they need. “Because we have two special classes on site we attract a lot of students with additional needs to our school. Some families don’t understand the placecontinued over page 3

COVER STORY: DISABILITY FUNDING ment process and assume they will get into a special class. While it would be nice, we can’t say to those families, ‘Okay, we’ll enrol your child in a special class’, that’s a Departmental decision based upon whether or not a child is ‘verified’ as attracting support from DECD,” said Di. When supply can’t meet demand, people miss out, and while the school does all it can within its means, there are students who are falling through the cracks because funding simply isn’t there. Currently there are three children at Surrey Downs Primary who actually qualify for a placement in a special class but the school doesn’t have the resourcing to accommodate them. Further, there are close to a dozen students who just miss out on qualifying for a special class placement and in total, 21 students spread across eight mainstream classes who only attract three hours of extra support each per week (D-level) but need much more. “Fortunately we get the funding we need for the D-level students without too much difficulty, we’re well supported by our district office, but finding the staff to support these children is another thing altogether, and that’s without there being any requirement for support staff to hold a qualification. We have and need significantly more SSOs than teachers at this site,” said Di. Unfortunately, Surrey Downs Primary’s experience is indicative of the situation across the nation. The Federal Government’s own data shows that 13.6% of all students need funded support at school but only 6.2% are getting it. This amounts to approximately 130,000 kids who are missing out. “We cannot continue with a situation where more than half of the students who need funded support at school aren’t getting it. These students are missing out on the help they need to benefit fully from their education,” says AEU Federal President Correna Haythorpe. “We need the Federal Government to keep its promise that all students will get funded support based on their disability,” she said. The Federal Government promised to increase resources to students with disability at the 2013 election, to ensure

that all students who required support, received it. This was consistent with the recommendations of the Gonski Review which identified huge unmet need in disability. The promise was repeated by the Education Minister Christopher Pyne in June last year when he said that from 2016: “Every child in Australia with disability will be able to receive the correct loading, as they should, to match their disability.” So far this promise is yet to be honoured. “We really need more one-on-one support in the classroom, training and development and leadership support to better manage what we’re trying to do here, and that’s to give every child access to the education they deserve,” said Principal Cathy McAuley.

The AEU school principals survey results are consistent with what the leadership at Surrey Downs told the AEU Journal. It shows the urgent needs are: in-class assistance for classroom teachers (84 per cent) followed by specialist support, such as speech or behavioural therapists, followed by professional development for teachers (52%). “All of these measures can make a huge difference for students with disability, but require investing resources into our school system. It is not enough simply to rely on the passion and dedication of teachers,” said Ms Haythorpe. “Proper funding for disability in schools is long overdue. This is more evidence that the crisis in disability is getting worse and we need the Federal Government to act.” n

Assessment delays unacceptable

key workload concern of AEU members over many years has been the delays in the assessment of students with disabilities. This means that many students go without the additional support they need for many months. The cynical among us have suggested that DECD have not addressed these problems because they can make a saving at the expense of students and overworked staff. At the end of 2015, members raised with both the Special Education Consultative Committee and the Country Conditions Standing Committee a number of concerns relating to the shortage of Integrated Support Services Staff and the delays in having students assessed.

were in country locations such as Berri, Mount Gambier, Port Augusta/Whyalla, The Lands, Port Pirie and Port Lincoln . Also of concern is that there are still 301 referrals from 2015 that are yet to be actioned. This does not include those referrals that were described as “closed no action” as the DECD data system is unable to provide this information. 55% of these we are told were referred just prior to school finishing in 2015, which means that 45% or 134 students have been waiting for a longer unspecified period of time. n

TELL US YOUR STORY We want to hear members’ stories.

Other concerns raised by members were that referrals were being described as “closed no action” and that children in Reception were getting priority access at the expense of others.

What impact are these delays in assessing students and in filling vacancies are having on:

The AEU wrote to DECD on these matters. The following summarises their response.

2. Workload of members in sites (classroom teachers/leaders and SSOs)

As of April 2016, there were 12.9 support services vacancies and of these 9.6 were either psychologists or senior psychologists. Most of the vacancies (10.6)

3. Effects on students

1. Workload of members in Support Services

Please email us your story to the AEU : journal@aeusa.asn.au at

3 $3 million to address primary school leadership density 3 Increased leadership time in preschools and schools 3 Strengthening of the role of the PAC in schools 3 On-call and recall allowances for SSOs and ECWs

with additional needs

3 Pay rise of 2.5% per annum back-dated to October 2015 3 $10 million to address teacher workload associated with students

Membership of the AEU = results for preschools & schools, like â&#x20AC;Ś

ARE YOU UNION?

13 13

EB 2015 EB 2015 EB 2015

If you’re not a member of the AEU, join now to contribute and share in the benefits of union membership. strong union is an effective union! For details on how to join, go to our website: www.aeusa.asn.au>join or contact our membership staff on: 8272 1399 or email: membership@aeusa.asn.au

For details on these and other EB wins go to our website: www.aeusa.asn.au>Issues>EB2015

Partner and Adoption Leave.

3 TOIL and Overtime for Aboriginal Education Workers 3 New Principal “Special Class”, HAT and Lead Teacher classifications 3 Improvements to Paid Maternity,

RUNNING ??????? FEDERAL ELECTIONS HEAD 2016

IMS WIN!

What are the major parties’ views on education funding? Funding for education has prominence at this federal election like never before. As members and supporters will know, The AEU has campaigned strongly for a number of years to encourage all political parties to support and implement the full Gonski schools funding model.

LABOR & THE GREENS

Labor and the Greens have committed to funding the full six years of the Gonski agreements, which would deliver an extra $4.5 billion to schools across Australia, including $415 million for schools in South Australia in 2018 and 2019. This funding will continue to be needs-based and deliver the biggest increases to disadvantaged schools.

THE COALITION The Coalition will not continue Gonski funding beyond 2017. It will spend an extra $1.2 billion on schools from 2018 – 2020 but cannot say how this funding will be distributed or how much each State will receive.

NXT: NICK XENOPHON TEAM The other equation in the election, particularly in South Australia, is NXT – The Nick Xenophon Team. NXT say they support the implementation of the Gonski schools funding model but they want the funding tied to outcomes. The AEU encourages members to strongly consider which Party has the best education funding policy and take this into account when voting at the July 2 Federal Election. The AEU is not affiliated to any political party. n 14

Music to our ears Members of the AEU Instrumental Music Service Sub-branch have campaigned for conversions to permanency, and won!

embers of the IMS subbranch (pictured above) have taken a stand against ongoing contract work and and in doing so achieved conversions to permanency for dedicated teachers who year in, year out couldn’t be sure they’d have ongoing employment. How did they do it? Through persistence, unity, regular sub-branch meetings and impressive organisation. With many members employed on 12 month contracts that were being rolled over, the IMS sub-branch has consistently written to the Department to seek an explanation as to why staff weren’t being made permanent if ongoing work was there. Then one day the sub-branch received a letter from the Department saying a member was placed in a contract to replace someone who had actually retired! This, along with wording on member payslips that indicated they were assigned as “Non-allocated Resourcing” raised members’ suspicions that something wasn’t right. The Department’s response? It was an administrative error and that members on contract were replacing people on leave, but the numbers didn’t add up. The subbranch has been fastidious in keeping its own staffing records and conducted an analysis which led them to the conclusion that there were about 15 full-time salaries

missing and around ten staff who should have been converted. The Department couldn’t show who the contract teachers were replacing! The IMS sub-branch wrote to the PAC who looked at the Human Resource Profile and determined that the members in contract positions should be made permanent. The PAC wrote to the Department asking if positions could be converted. The response was negative. Not prepared to leave it at that, the IMS sub-branch wrote to the Department and Chief Executive and were also told “No”. A delegation of IMS members then met with the Department to make their case but were still told “No”. There was no choice but to lodge a 3.1 grievance with the Department. A formal conference took place and they still said, “No”. What do you do when the Department can’t agree to the obvious? You head to the Industrial Relations Commission with your AEU Industrial Officer, your WOC and dedicated members to win the argument, in this case in front of Commissioner McMahon. Eight members converted to permanent through persistence and determination and the knowledge that they had reason, and the Union, on their side. And IMS members were hard at it during the dispute, too. They kept up their action in between meetings by imposing bans on some report writing, insisting on

continued over page 3

VICE PRESIDENT’S REPORT their industrial rights with respect to travel between sites, forcing the Department to pay for taxis so members didn’t have to use private cars, and they were even prepared not to return to work at the beginning of the 2016 school year if necessary. The conversions of eight members to permanent was a hard-fought victory for a sub-branch that doesn’t give up, acts in solidarity with each other – there are many more members that weren’t directly benefitting from the permanency conversions – and uses all the appropriate structures to achieve a positive outcome. Classical Guitar teacher Jason WolfWilliams (pictured back row left) is one of the members who has been made permanent. He says it means he can move on with his life. “My wife and I are now looking at buying a house and starting our own family and without job security you just don’t feel comfortable doing that – you don’t know what’s going to happen from year to year. With respect to my teaching I can try to build things without having the rug pulled out from under me. If you don’t know if you’re coming back it’s hard to plan for the next year and you wonder if it’s even worth doing. Being more secure in my job ultimately means my teaching practice will improve and student outcomes will be better.” This campaign didn’t come from nowhere, the IMS sub-branch has been highly functional and very active over many years. Sub-branch Secretary AnneMarie Meegan-Turner (pictured front row second from left) puts their success down to a number of important factors. “The environment the sub-branch works in is important. The sub-branch is a safe place for discussion. We make sure new staff are included and their issues are heard. Often younger staff don’t feel as confident to raise their concerns but I feel there’s no such thing as a silly question. In the case of this campaign, permanent staff have had to be more aware of the issues facing contract teachers. There’s support and solidarity for others in the sub-branch,” she said. Anne-Marie says the Sub-branch Secretary must have a strong relationship with the AEU office. “The success of the subbranch relies on collective spirit and that involves union members and staff at all levels. We couldn’t have done this if any links in the chain were missing. AEU officers have been terrific in supporting us and at the sub-branch level, our members should be very proud of what they have achieved.” n

Secure employment – crucial for members and public education AEU Vice President Jan Murphy writes Having secure employment is a key issue for most people that I come across. It features in public and political debate and is core business in the union movement. Secure employment is important for members and good for public education. Whether you have a permanent job in DECD or not, you’ll understand why this is core business for the AEU. We are currently reviewing both the Teacher and Ancillary Recruitment and Selection policies and permanency is at the top of our list. We know that for teachers, while the target is 87%, the reality is a permanency level of 75%. 48% of SSOs are permanent, 21% of ECWs and for AEWs/ACEOs the permanency rate is 52%. Other data shows that, for 2016, there were 444 permanent teacher positions advertised, 76 of which were won by teachers who were already permanent. During 2015 and for the start of 2016, there were a further 141 teachers converted to permanency. This is a huge increase on previous years and was initiated by the AEU. Since the new Ancillary Recruitment & Selection Policy was introduced in 2014 we’ve seen an increase in the number of permanent SSO jobs, and there are permanency conversion processes available for eligible AEWs/ ACEOs. But it’s not enough. A new AEU secure employment strategy is underway. Members will be encouraged and supported to work with their sub-branches and PACs to ensure that the permanency target is met in each and every school and preschool and that permanency for ancillary members is maximised.

“...members who are permanent need to provide support for their colleagues who are in a far more vulnerable position.” Of course, there are never guarantees that every member will gain permanency, but working together to create systemic change and higher levels of permanency across DECD will benefit many members, and public education.

GET INVOLVED.

 ACTION

• Members who are permanent need to provide support for their colleagues who are in a far more vulnerable position.

• If you’re not permanent, speak with your Sub-branch Secretary or an AEU Organiser about the strategy and how to get involved.

• Recruit to grow your sub-branch. The more members in your subbranch the higher the chance of success in bringing about change.

AEU INFORMATION UNIT

Questions from the Workplace Q A

What if my teacher registration is not renewed by 31 January 2016? It is a teacher’s responsibility to submit their application for renewal when reminders are sent by the Teachers Registration Board. Several reminders are sent out and notices put in the AEU Journal. Site leaders are being told they have to sight teachers registration at the beginning of the year. If you do not have your new certificate you will not be allowed to teach and in all probability will be directed away from the workplace. What if I haven’t completed my 60 hours of Professional Learning, can I still renew my registration? All teachers must complete 60 hours of Professional Learning, referenced against the Australian Professional Standards for Teachers, in order to renew their registration (both provisional and full registration. The Teacher Registration Board may refuse an application for renewal which does not comply with the professional learning requirement. What are the consequences if I sign the declaration that I have undertaken 60 hours of Professional Learning when I haven’t and I am subject to a random audit by the TRB? If a teacher signs a declaration that they have undertaken 60 hours of professional learning and there is an audit which shows that there is a discrepancy with what the teacher has declared, there will be an investigation into the teacher’s conduct to show whether the teacher made a false declaration. This would be regarded as a serious matter. The Registrar is empowered to conduct an investigation (under section 34 of the above Act) and a teacher will be required to answer questions and to be present to attend an interview to determine whether there is proper cause for disciplinary action for unprofessional conduct. Under Section 35 of the Teachers Registration and Standards Act 2004 the TRB may, on complaint by the Registrar or of its own motion, hold an inquiry to determine whether the conduct of a teacher constitutes proper cause for disciplinary action. Any finding that showed, on the balance of probabilities, that a teacher had made a false declaration would constitute unprofessional and/or improper conduct and attract a disciplinary sanction. Under Section 35(2) of the above Act a range of sanctions could be imposed such as a reprimand, a fine, having conditions placed on a teacher’s registration, suspending the registration for a specific period or canceln ling the teacher’s registration. Anne Walker, AEU Legal & Information Officer

Q A

AEU Information Unit | Weekdays | 10:30am – 5pm |

Q A

% 8272 1399

SCHOOLS FUNDING

Private schools are in the money Despite teaching the least number of disadvantaged kids, funding for private schools is increasing at twice the rate of public schools.

he importance of the full six years of needs-based Gonski funding has been highlighted by new AEU analysis showing government funding to private schools has increased at twice the rate of public schools. AEU Federal President Correna Haythorpe said Malcolm Turnbull’s plan to cut Gonski funding after 2017 would fail students and further entrench inequity. “Malcolm Turnbull’s plan would see gaps in resources between schools grow, and fails to address the inequities caused by a system which gives the biggest funding increases to advantaged schools.” “Disadvantaged schools don’t need cuts to Gonski. They need the $4.5 billion in investment Labor and the Greens are promising, which will see all schools with the resources they need to educate their students.” The analysis of the most recent My School funding data shows that between 2009 and 2014 total combined State and Federal Government annual funding for public schools in Australia rose by: • $1539 per student for public schools (increase of 14.6% not adjusted for inflation) • $2332 per student for Catholic schools (increase of 30.2% not adjusted for inflation) • $1911 per student for independent schools (increase of 30.3% not adjusted for inflation)

Both independent and Catholic schools now have more resources per student than public schools once fees and other income is taken into account, despite educating far smaller numbers of disadvantaged students. Total 2014 figures per student are: • $17,604 per student in independent schools • $12,998 per student in Catholic schools • $12,779 per student in public schools Low SES students comprise only 9% of Independent school enrolments and 14% of Catholic schools compared to 30% of public school enrolments. Public schools also educate a disproportionate number of students with disability. “In the years leading up to Gonski we were not funding schools on the basis of need. We had a flawed and inefficient funding system which was delivering the biggest gains to private schools,” Ms Haythorpe said. “Gonski funding is making a difference in schools – students are beginning to get the smaller classes, one-toone support and extra literacy and numeracy programs they need.” “Why can’t Malcolm Turnbull see it is in Australia’s long-term social and economic interest to make sure all our students get the education they need for life and work?” n

GONSKI

Gonski is getting results The AEU has launched a new report detailing the benefits of targeted schools funding

nyone who visits a school where Gonski funding is being delivered can see the positive difference extra resources are making to

students. Now a new report details the individual stories of schools which are using their increased funding to change students’ lives – proof of how Gonski is working. The AEU’s Getting Results: Gonski funding in Australian schools was launched on May 7 and profiles 24 schools which are using increased funding to lift student results. This is the evidence which confirms Gonski funding is a targeted investment which is improving the lives of children across Australia. That makes it even more difficult to understand why Malcolm Turnbull will not commit to the full six years of Gonski funding, leaving our schools at least $3 billion short of the funding they need to properly educate all their students. Why would any politician want to stop Gonski funding halfway through when we know that it is making a difference?

Resources create opportunities Sarah Rudling, principal of Barrack Heights Public School in NSW, spoke at the report’s launch and outlined how her school had used Gonski funding to create special classes for students with learning difficulties. This, combined with extra one-to-one support, had allowed many of these students to catch up to their peers and rejoin mainstream classes. Sarah is just one of 24 principals whose schools are featured in the report, and are given the chance to tell in detail exactly how Gonski funding is making a difference to them. The schools come from NSW, SA and Queensland – the three States where Gonski funding has been delivered directly to schools since 2014. Each school has a different story to tell, because every school has their own unique challenges and each has used Gonski in a different way. Some schools have tackled literacy and numeracy, others have focused on student engagement or lifting Year 12

The report can be accessed at:

“Why would any politician want to stop Gonski funding halfway through when we know that it is making a difference?” results through mentoring and one-toone support. All of them have used Gonski funding to provide extra individual support and programs for students, giving them opportunities to succeed they didn’t have before. All have been able to deliver real, tangible improvements for their students in just a few years. Paralowie R-12 School in Adelaide has used Gonski funding to provide individual support to students with disability or learning difficulty and lift their results. Students are improving three times faster than expected in literacy. Principal Peter McKay says the school had shown it could turn extra resources into results, but it needed the full six years of Gonski to spread the benefits across the entire school. The school wants to bring in new programs to challenge students who are doing well and stretch them academically, and a broader range of subjects so students can pursue their interests.

1 Paralowie R-12 Principal Peter McKay looks on as a student receives one-to-one support.

The school has raised its Year 12 completion rate from 38 per cent to over 90 per cent in recent years, but wants to keep expanding its VET pathways and job programs to make sure every child can leave the school with a purpose.

Targeting disadvantage works Most of the schools in the report have high levels of disadvantage. They have high numbers of student from low-SES backgrounds, students from refugee backgrounds with limited English skills, Indigenous students or students with high levels of disability and learning difficulties. This means many students have complex challenges which needed extra help – from in-class support, extra literacy and numeracy programs and specialists like speech pathologists. This report is evidence that results improve dramatically when they get this help. While Gonski has already achieved great results, the principals in the report agree that their schools need the full six years of Gonski funding to ensure that every student who needs help can get it. n

8: www.igiveagonski.com.au/gonski_getting_results

17 17

SSO: DID YOU KNOW?

NEW EDUCATOR PROFILE JAMES: It was definitely a bit of a culture shock. The amount of admin was quite a surprise – the amount of paperwork around students, NEPs and so on. Being a home class teacher was also something new to me; you’re basically being a parent for six hours of the day – telling students where they have to be, making sure they’ve got their medication, understanding what their home life is like and how it can influence their learning, so those complexities you aren’t really aware of until you get into the school environment.

Retention Leave Who is eligible? All employees who are eligible for Long Service Leave and have 15 years or more of continuous effective service. Effective service does not include periods between contracts or some forms of leave without pay. Eligible employees will accrue up to four days leave entitlement for each year of service. Leave is accrued on a monthly basis; leave must be taken as full days; leave can be taken as days off or you may elect to convert this entitlement as a monetary amount of $180 (indexed annually). For more information contact Shared n Services.

AEU Information Unit | Weekdays | 10:30am – 5pm |

On-Call Allowance An On-Call Allowance is paid as compensation for the inconvenience and disruption to the employee’s private life. To qualify for payment of an on-call allowance an employee is required to hold themselves available to attend at the school premises whenever called upon and must respond to any call. Only those employees who are considered necessary to remedy and emergency situation should be rostered on-call after hours. It should be noted that employees who are on-call must be contactable whilst on call but will not be restricted to their premises. However, they must remain accessible by telephone and in reasonable proximity to the school premises. Only one employee per day can claim the allowance for any particular site.

% 8272 1399

To apply for approval for an ancillary staff member to be paid the on-call allowance an application for On-Call Allowance (VL615) form must be completed. This form is then sent to your n HR consultant. *UPC OMING EV ENT

AEU SSO CONFERENCE 2016 Friday 22 July *See Advertisement on Page 4 18

JAMES TAYLOR Year 7 Teacher Ceduna Area School JOURNAL: What do you like about teaching at Ceduna? JAMES: I really enjoy the complexity, it’s great to work with such a diverse group of students and families – there’s lots of transience, with people coming and going, lots of cultural diversity. And the isolation means I’ve had to make new friends here and really get to know the community. You have to be resourceful and making local connections is important. I’ve also made friends with some musicians around town because I play a bit of guitar – but no James Taylor covers! JOURNAL: Is teaching what you expected it to be?

JOURNAL: What’s your workload like? Do you have to do a lot outside of work? JAMES: I’m PE and Science trained but at Year 7 I obviously teach a range of subjects. The teacher training gives you some content knowledge but really you have to learn on the job. For example, when I’m doing work with the students on History and Geography I’m often learning in the days leading up, looking up information and getting to know it as I go. I probably do at least two and a half to three hours’ work either side of the school bell but I’m getting better at doing as much as possible at work and then going home and maybe just watching the news or some videos to make sure I’m up with what’s happening. Just doing little things every night, research mostly. I try not to take marking home. JOURNAL: Are you happy with your decision to join the teaching profession? JAMES: I really love the job, so yes, I feel like teaching is what I’m supposed to be doing … and I know that the rewards will come with time, once I develop and become more experienced. n

See our new feature on Facebook Every Friday a “Fast Fact” will be posted on the AEU | SA Branch Facebook page at: www.facebook.com/aeusa Go to this address and find the post (image left). Touch base with this post to: • like/share • post a comment • respond to other members’ comments • learn facts about your entitlements • network with other members And more!!!

Watch out for Fridays!!! ...and happy facebooking J

8: tchampion@aeusa.asn.au

RUNNING HEAD WOMEN’S FOCUS

WILD women contributing to union power

n the 9th and 10th of May, the 6th AEU Women in Leadership Development [WILD] course began. This year there are twelve WILD women (pictured above) taking part in the four day program, designed to develop their confidence and resilience, broaden their knowledge about the AEU and how it sits within the South Australian union movement and increase their overall leadership skills. Women from all sectors of our membership take part in this course each year and find it extremely useful in their continued engagement with the AEU and their sub-branches. Many past WILD women have gone on to take up positions as sub-branch secretaries, women’s or SSO contact officers, Branch Executive members and/or Branch Council delegates, and some have even gone on to work at the AEU. During the first day of WILD the participants got the opportunity to observe a Branch Executive meeting. They found it extremely interesting that practically all of the women currently on the AEU Branch Executive are past WILD participants. With two full days to go during the remainder of this year, the women

1 WILD women 2016 at the AEU involved are looking forward to learning a lot more about leadership in general and investigating what their personal style of leadership is. n

Federal Budget announced and the winner isn’t …

f they are elected on July 2, the Coalition’s 2016 Federal Budget will have huge implications for all Australians, particularly women. This is a budget that will hit hard at the pockets of average Australian families. The Coalition has indicated cuts to pathology will result in women’s health costs rising. Routine scans such as pap smears will no longer be free. These cuts will make life even harder for those women suffering breast cancer, ovarian cancer or other diseases by pushing up the costs of the essential scans and tests. Most women I know put others before themselves. We will pay anything for our children’s health but put off any tests or scans we need until it is absolutely necessary. Usually we do this because we are time poor but with these cuts to pathology we may avoid life saving tests simply because of the cost. Pay for food this week or have our routine, life-saving pap smear?

The Coalition has confirmed many of the cuts to programs that currently support working women that were flagged in the 2014 Budget. These are cuts that the Abbott and Turnbull governments have been unable to get through the Senate. The government has indicated that these cuts will be pursued in the new parliament after the upcoming election. Cuts such as: • Reducing the Paid Parental Leave scheme to the point that many AEU members will no longer qualify and may therefore lose as much as $11,824. • Cutting $1 billion from child care, and then postponing any fee relief until 2018. This is estimated to make one in three families worse off than under the current system. • Single parents with children over 13 will have their Family Tax Benefit reduced. This will affect many women members working part-time by approximately $1,700 a year. • Increasing the retirement age to 70 by 2035, making Australia’s the oldest retirement age in the world. This will significantly impact on many women who have taken time out of work to raise families and therefore won’t have enough Superannuation to retire without the Age Pension. • Women fleeing domestic violence will be impacted by the $15 million cut to Legal Aid, the $24 million cut to community legal centres, further cuts of 30 percent to community legal centres from 2017, and a $44 million cut in capital funding each year from the National Partnership Agreement on Homelessness that was allocated to build accommodation, including accommodation for women and children fleeing domestic violence. • Cuts to Australia’s only eating disorders hotline will also negatively impact on women, in particular. If only 29% of the Australians who earn more than $80,000 are women, there are clearly a lot of women who through this budget will not only miss out on tax cuts but will also face cuts to their family payments and other services. Disappointingly, this is a budget where those who need it the most will n get the least. *UP CO M I N G E VE N T

AEU WOMEN’S CONFERENCE 2016 Saturday 25 June *See Advertisement on Page 4 19

TEMPORARY RELI EF TEACHERS

STEP 9 ENTERPRISE BARGAINING 2008 UPDATE:

Answering the hard questions on TRTs Q. Are TRTs entitled to NIT? A. Yes. The South Australian School and Preschool Education Staff Enterprise Agreement 2012 says that: “A teacher shall be entitled to the minimum amount of NIT per week which may be averaged over a school term or over the school year.” TRTs are teachers as stated in the definition discussed below. TRTs are thus entitled to NIT on a pro-rata basis.

Q. Are TRTs engaging in face-to-face teaching? A. Yes. Relief teaching is included in the definition of face-to-face teaching in the Enterprise Agreement.

Q. Are TRTs teachers? A. Yes. TRTs meet the definition (below) of teacher. Clause 1.5 of the Teachers (DECS) Award defines teacher as: “Teacher means a person who is registered or provisionally registered as a teacher and who is employed pursuant to the Act to teach, or supervise teaching, in any course of preschool, primary or secondary education.” This argument is further strengthened by the definition of TRT in the Award which expressly refers to the definition of teacher.

Q. How much NIT should a TRT get? A. The Enterprise Agreement sets a minimum amount of NIT per week. The minimum amount of NIT varies between secondary, primary and beginning teachers. If a TRT works less than full-time then it would be reasonable for them to receive a pro-rata amount of NIT.

Workload Protections The purpose of Part 5 of the Agreement is to regulate workload for teachers in schools and ameliorate unreasonable workloads. It would be unfair if provisions were in place to simply transfer the unreasonable demands on to TRTs by requiring them to perform work outside of their face to face teaching duties and not be paid for it. n

ACTION: Provide copies of this column to TRT members and leaders in charge of Daily Organisation.

Hey! Step 8 Teachers, do you want an extra $4,608? Now we have your attention, do you know that if you are a Step 8 teacher you may be eligible to apply for Step 9, and through doing so receive a 4.9% salary increase? What is Step 9? Step 9 is a classification that is available to teachers (including TRTs) who have completed 207 duty days at Step 8 and who agree to commit to undertake professional development or mentoring. This commitment is documented through the completion of a Professional Development Plan which is reviewed annually. The Step 9 classification is described as a soft barrier as it is expected that the majority, if not all, eligible teachers should be able to rise to Step 9. The Professional development under Step 9 should have minimal impact upon your overall workload and should be incorporated in your general duties where ever possible. Any costs associated with training and development and release time should also be agreed between the teacher and the Principal or Preschool Director.

How do you get there? You may progress to Step 9 by making an application in the form of a Professional Development Plan to your Principal or Preschool Director. This application can be lodged up to one

month before you have completed 207 duty days at Step 8. Once the application is lodged you should meet with your Principal or Preschool Director to discuss and agree on the PDP.

Further information The Step 9 guidelines, a Q&A and the AEU Information Sheet can all be found on the AEU website at:

8: www.aeusa.asn.au

If you have questions about Step 9, please contact the AEU Information Unit on: 8272 1399 n

SUB-BRANCH ACTION • Encourage all eligible Step 8

members to apply for Step 9 and support them in the process.

• Make sure that your school or preschool is following the agreed Step 9 procedures as outlined in the current enterprise agreement.

• Update AEU membership lists so that they accurately record the number of Step 9 teachers.

• Ask non-member Step 8 teachers if they would like to join the AEU.

AEU TRAINING AND DEVELOPMENT PROGRAM 2016

E VEN TS & C OU RSE S | Te rm 2 & h ols Workplace Reps Course Metro Secondary: DAY 1: Wed 1 June DAY 2: Thurs 2 June

All Sites:

9:15am – 3:30pm 8:30am – 3:00pm

DAY 1: Thurs 4 Aug 9:15am – 3:30pm DAY 2: Fri 5 Aug 8:30am – 3:00pm A two day course on building sub-branch and resolving workplace issues effectively through various decision making structures and processes to develop a positive workplace culture. Participants will also apply the Agreement and the PAC procedures to their work situations. Open to: AEU metro SBS/Workplace reps who have not attended AEU 2-day union education courses. Recommended for newly elected workplace reps/SBS. Support: Relief.

SBS/Workplace Reps Conference

Fri 3 June 9:30am – 4:00pm A one day conference with skill based workshop specifically for all elected subbranch secretaries and workplace reps. Open to: AEU 2016 elected sub-branch secretaries and workplace reps only. Support: Relief, travel & accommodation.

Application Writing for Teaching Positions

TRT & Contract Teacher Focus: Thurs 9 June

4:30pm – 6:30pm

Wed 6 July

4:30pm – 6:30pm

General:

A 2-hour practical workshop to assist in applying for DECD local selection teaching positions. This workshop will provide information regarding the writing of your personal statement for teacher positions. Open to: All AEU Members.

AEU Women’s Conference Sat 25 June See Ad on page 4.

8:45am – 3:00pm

Classroom Management for New Educators DAY 1: Mon 11 July DAY 2: Wed 12 Oct

9:15am – 3:30pm 9:15am – 3:30pm

Highly recommended by new teachers, this two day practical course compliments the keynote and workshops run at the AEU New Educators’ Conferences. Participants must attend both days.

The course is facilitated by experienced teachers, and is recommended as an extremely practical way to develop new teachers’ skills in the classroom. Open to: AEU Members who are new teachers in their first 5 years of teaching and who have attended or registered for an AEU New Educators’ Conference or who pre-read of our resource book. Cost: AEU Members $55 to cover the cost of course workbook and lunch.

Safe Schools!

Tues 12 Jul

member networks and taking control of their work, pedagogy and practice. Open to: AEU Members working in early childhood settings.

Environment Action Group Conference [Bridgewater]

Fri 15 July 10:00am – 5:00pm See Ad on page 4. The aim of this conference is to put a spotlight on environment action in schools, to highlight what is currently happening in classrooms and through whole school and preschool programs and what we can incorporate into teaching and learning. There will be a strong focus on the Australian Curriculum Cross Curriculum Priority of Sustainability and some of the General Capabilities. Conference Options: Thurs night Bunkhouse accomm. - Arbury Pk Outdoor School, transport support from AEU. Open to: All AEU Members.

9:30am – 2:30pm

[Riverland]

Tues 4 Oct

[Pt Lincoln]

These practical workshop are run by either the Safe Schools Coalition SA or the AEUSA Branch Lesbian, Gay, Transgender and Intersex (LGBTI) Consultative Committee to support schools as safe places free from homophobic bullying and harassment. Open to: All members.

Leaders Conflict Resolution through Mediation

Student Engagement Workshop

Mon 18, Tues 19 & Wed 20 July 9:15am – 4:00pm A high demand three day course facilitated by Professor Dale Bagshaw and practising mediators covering the theory and practice of mediation. Open to: All educators, particularly those in leadership positions. Cost: AEU Members $110. Non-members $330 incl. GST.

[Pt Pirie] DAY 1: Tues 12 July 9:15am – 3:00pm DAY 2: Can attend City DAY 2 course [City] DAY 1: Tues 12 July DAY 2: Thurs 13 Oct

9:15am – 3:00pm 9:15am – 3:00pm

“More students! More engagement! More of the time!” This two day course is facilitated by experienced teachers who will develop teachers’ skills in creating ‘rigorous learning conditions’ in line with ‘Learning for Effective Teaching (TfEL) which supports active participation and increases student engagement and accountability for their own learning. Open to: All AEU members. Cost: $55.

AEU SSO Conference

Fri 22 July 9:15am – 3:30pm See Ad on page 4. A one day conference for non-teaching staff, with a conference dinner the evening prior to the conference. The conference includes a fully catered lunch. Open to: Financial AEU members in non-teaching positions. Support: Travel & accommodation.

New Educators Mini-Conference

Wed 13 July 9:30am – 4:00pm The Mini-Conference will feature the most popular elements from the highly successful 2016 New Educators Conference. Open to: AEU Members in their first three years of teaching who missed the 2016 AEUSA New Educators Conference.

Regional New Educators’ Workshop [Pt Augusta Yacht Club]

Thurs 28 July 4:00pm – 8:00pm An afternoon and evening workshop for teachers in their first 4 years of teaching who are working in the Upper Spencer region of South Australia. The workshop will focus on current educational issues.

Early Childhood Forum

Wed 13 July 1:30pm – 3:30pm This forum will explore how early childhood educators can reclaim their professionalism through building early childhood

Open to: Only financial members of the AEU working in the Upper Spencer region in their first 4 years of teaching.

All courses are held at the AEU – 163 Greenhill Rd, Parkside, unless specified. For further info on any of the above events and courses, email Saniya Sidhwani on To register go to : www.aeusa.asn.au>events & courses

8: training@aeusa.asn.au 21

COUNCIL DATES FOR 2016

Branch Council Meetings Saturday, June 4 Saturday, August 27 Saturday, November 19

TAFE Divisional Council Meetings Friday, August 19 Friday, November 11

Lip reading & hearing loss management tutors required

Are there any teachers/readers interested in training to become a lip reading and hearing loss management tutor?

This is an interesting volunteer role for retired teachers. You will use your teaching skills and learn a variety of new skills working with adults who are hearing impaired. The course takes about a year over two hours a week but time taken depends on the individual and circumstances. (No Auslan involved)

To find out more contact:

BETTER HEARING AUSTRALIA ADELAIDE INC.

NOTICE BOARD

Seeking promotion? UNION SUBS ARE TAX DEDUCTIBLE Aspiring Principals, DPs, Senior Leaders, Coordinators

$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 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

A tax statement confirming membership subscriptions received by the Union from 1 July 2015 to 30 June 2016 will be forwarded to all members. Members who have advised their email address will have the tax statement emailed to them. The statement is a summary of subscriptions received by the Union for the financial year and is not a request for payment. The statement includes your personal and employment details. Please check your details and contact the AEU Membership section by email at: membership@aeusa.asn.au or phone: 8272 1399 to advise us of any changes or additional information.

SALARY INCREASE & SUBSCRIPTION ADJUSTMENT AEU subscription rates will be adjusted from 1 July 2016 to reflect the DECD Enterprise Agreement salary increases. Please advise AEU Membership staff of any change to your classification, fraction of time, workplace or home address by phone: 8272 1399, fax: 8373 1254 or by email:

Coordinator: Dr. Mary Allen email: admin@betterhearing adelaide.com.au or Tutor: Shona Fennell Phone: 08 8268 4189

updates@aeusa.asn.au

email: msfennell@bigpond.com Are you a new educator or student teacher? Join our New Educators facebook group today at:

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

follow the AEU at:

http://twitter.com/aeusa

facebook.com/groups/ NEN.AEU.SA

journal@aeusa.asn.au The AEU Journal is online at:

www.aeusa.asn.au/ journals.html

Are you up-to-date ONLINE? We need your preferred

Use your QR app to “like us” on facebook.

email address

8: membership@aeusa.asn.au or call Membership on: 8272 1399

Email to

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

SEAGRASS VILLAS AT NORMANVILLE: situated on Jetty Rd, two new 1 BR spacious villas for holiday rental. Luxury accomm. a short stroll to cafes, shops, pub and to the Normanville Beach. Spa in courtyard garden for the perfect getaway, come and treat yourself. Villa 1 is dog friendly – allowed inside. 5% discount for AEU members. T: 0409 400 265 (Lynn) E: lynn.wilson22@bigpond.com

FOR SALE: 2005 TOYOTA KLUGER GRANDE: 144,000km Good cond. $12,000 ono. T: 0408 414 129

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

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

SAIT Conveyancers

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

Anne Walker

(: (08) 8410 6788

Simon Willcox

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

Fax: (08)

located at Credit Union SA

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

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

VICTOR HARBOR HOLIDAY HSE: New, 4 BR, 2 bath, (2 x Qu, 2 x singles, 1 dble bunk), sleeps 8, 3 living areas, 2 balconies, views of hills & Granite Island, A/C, D/W, BBQ, C’pt, 2-storey, quiet location. T: 0400 303 300 (Ian) E: ir211057@internode.on.net

SECOND VALLEY HOLIDAY HSE: 4 BR brand new 2-story house – sleeps 9 plus 2 fold out couches. 5-min. walk to the jetty. Relax for wkend or longer. T: 0407 654 464 E: arthur1966.dellas@gmail.com

OUTBACK TAGALONG TOURS Guided tours in your 4 wheel drive, with your gear loaded on the ‘Big Red Truck’. Hassle Free Outback Touring. Book now for our Spring Tour – Innaminka Races, Coward Springs, Warren Gorge.

T: David Connell: (02) 8885 4620 or Lyn Rowe: 0403 594 406 W: www.brtoutback.com.au

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

JAPANESE TEACHING RESOURCES: Primary and middle school level, sourced from Japan, most are new or slightly used eg: toys, cards, jigsaws, origami paper, music etc. Good materials which can be used by someone or a school currently delivering Japanese. If interested in a negotiated price, email: E: abgoanna@gmail.com

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

journal@aeusa.asn.au

AN INVITATION TO RETIRED OR RETIRING TEACHERS & SSOs Have you retired or are about to retire? Are you seeking opportunities to maintain or increase your level of fitness and want to learn more about your city and surrounding hills and bushland? Are you seeking companionship with other retired teachers and their partners as well as other walkers from a range of backgrounds (not just teaching!)? Walks are organised at several levels. Rovers walk from 14–18 kms, Walkers from 8–10 kms, Ramblers from 6–7 kms and Amblers up to 5 kms. The R.T.A. Walking Group is a sub-group of the Retired Teachers Association and is affiliated with The Walking Federation of SA. We walk in conservation parks, national parks and forestry reserves within the Mt 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 SA or Victoria.

If you are interested in finding out more about our walking group, you are invited to contact: our President, Kym Wenham Tel: (08) 8386 1110 email: wenhams@adam.com.au or John Eaton Tel: 0419 176 713 email: joneaton@bigpond.net.au We hope you will join us for the 2016 walking season!