AEU Journal Vol 44 No.4 by Australian Education Union (SA Branch)

Vol 44 | no. 4

June 2012

AEUJOURNAL SA

GONSKI:

Itâ&#x20AC;&#x2122;s time to legislate InsIde: u

TAFE reform: An emerging disaster

Local Schools, Local Decisions: nsW Government attacks public schools

FPResid eat ures eNt’s View

AeU UNiON JOURNAL tRAiNiNg

TAFE: an emerging disaster pages 14 – 15 Market-driven reforms are undermining public VET

GONSKI:

It’s time to legislate TAFE reform: An emerging disaster

Local Schools, Local Decisions: nsW Government attacks public schools

I give a gonski

Local Decisions?

pages 12 – 13 It’s time for the Federal Government to act on Gonski’s recommendations – it’s time to legislate!

pages 16 – 17 NSW Government attacks public schools

Le tte rs to the editor

*Winner of TOP LETTEr! Dear Editor, Mike Williss is spot on in his article in the last AEU Journal (May, 2012) ‘Teachers smeared again’ drawing attention to the continuing negative stereotyping of teachers in the recent announcements on teacher performance by the Australian Institute for Teaching and School Leadership and the Productivity Commission. As Mike indicates, both announcements prompted another round of teacher bashing in the media projecting a distorted and very negative perception of current teaching and the ways in which it can be improved.

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

Deadline Dates #5 July 20 #6 August 31 #7 October 19

Publication Dates August 8 September 19 November 7

Subscriptions: Free for AEU members. Nonmembers may subscribe for $33 per year. Print Post approved PP 531629/0025 ISSN 1440-2971 Cover Photo: Jesper Nielsen Printing: Finsbury Green Printing

InsIde: u

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.

For me it was especially disappointing to read in The Advertiser that the Productivity Commission has adopted such a negative and unenlightened approach to schooling in its recent School Workforce research report. Clearly the report is ideologically driven and tendentious in its conclusions. The punitive, top down, authoritarian and free enterprise tone of its recommendations is intimidating and obstructive in finding the best way forward for education in this state and the nation as a whole. Its reliance on student literacy and numeracy results as a measure of effective schooling is not only fallacious but actually damaging in failing to recognise the distorting effect these tests are having on education. The report indicates a penny pinching, utilitarian, generally Dickensian, approach to schooling which serves our students and their parents badly. As Mike points out, when it comes to improving the quality of teaching and learning there are better world research and policy examples out there for us to follow and we should be doing so.

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

8272 1399 journal@aeusa.asn.au

some things right in education and good on them for that. But, egged on by philistine advisers, it is getting a lot wrong as well and we must help cure them of that. The niggardly, top-down, punitive approaches to improving education quality being imposed on Australian schools by the forces of darkness in the nation’s capital are regressive and greatly impeding progress in this area. We must stiffen our resolve and get firmly behind the many voices of enlightenment at the state and federal level in persuading the federal government of the error of its ways in this. n Terry Hewton retired Teacher

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

The AEU Journal is online at: www.aeusa.asn.au/journals.html

The Federal Government is getting 3

Lett ers to run ning hethe ad editor cont.

Dear Editor, All public education workers – take a bow! The Sydney Morning Herald (9–10 June 2012) reported that the nation’s wellbeing is growing at an even faster rate than the economy. The Herald-Lateral Economics Index of wellbeing has been designed to provide a more holistic view of changes in the nation’s welfare than the narrow measure of GDP. While the percentage change year on year ending March 2012 revealed a 4.3 percent growth in GDP, wellbeing jumped a staggering 10.2 percent for the same period. The biggest contributor to the increase in the nation’s well-being was the continuing surge in the value of the nation’s human capital. While population growth boosts human capital (and Australia has recently experienced a “mini baby boom”), the big contributor is the quality of education provided to its citizens – young and older.

campaign The Herald stated that the key contributing factors were the larger number of children in the early childhood area, the high levels of retention at the secondary level to the end of Year 12, and a better trained workforce – an interesting feature given the all-out attacks being currently visited upon our TAFE colleagues. However, it’s not just these features but the quality of educational provision that is at the heart of the good news. These are a fine set of figures, but just imagine what could be achieved if we arrested budget cutbacks and other erosions in the TAFE area AND convinced the Gillard government to get on with fully implementing the recommendations of the Gonski Report (see page 11). I take my hat off in recognition of the great work of our preschools, schools and TAFE – and to our fabulous public education workers – a sincere thank you. Celebrate! n

Paul rowe, Principal Loxton Primary School

In September, the Adelaide Symphony Orchestra is hosting six emerging composers who will create works inspired by Tan Dun, composer of the Martial Arts Trilogy (The Banquet; Hero; and Crouching Tiger, Hidden Dragon) The ASO and the Adelaide Festival Centre invite you to these associated events:

Multinationals avoid industrial awards U.S multinational Chevron, is one of a number of companies using employment practices that are anti union and blatantly adverse to the welfare of Australian workers, says the SA Retired Unionist Group. “Through the infamous 457 visa system companies like Chevron are avoiding the responsibility to train and develop the skills of Australian workers. With the assistance of the Minerals Council of Australia, they are pushing for the return of WorkChoices-style industrial policy,” says SA Retired Unionist Group spokesperson Don Jarrett. The SA Retired Unionists group has written to the MUA, one of a number of unions campaigning strongly against the use of 457 visas, to pledge support for their campaign to protect Australian jobs. In the wake of a Federal Court decision to allow this behaviour to continue, a motion supporting an ongoing campaign against Chevron and other multinationals was passed at the ACTU Congress in May. n

AEU PrimAry yEArs ConfErEnCE 2012

Emerging Australian Talent

Pathways

Three free talks from music experts centred on writing music as a career - approaches tools and techniques.

Wednesday 19 September, 1.30pm, 3pm, 4.30pm. Elder Conservatorium, University of Adelaide. FREE Masterclass

Tan Dun

A unique chance to observe Tan Dun working with ASO’s resident composers and musicians to inspire their progress. Thursday 20 September, 1.30pm. Space Theatre. FREE Li-Wei & Zhao Xiaoxia

Fire & Water

A unique opportunity to hear Tan Dun’s music for solo cello, and the beautiful sounds of solo guqin performed by artists featured in ASO’s Tan Dun: Martial Arts Trilogy Friday 21 September, 7pm. Space Theatre. Tickets from $15 Inspired by Tan Dun

Crouching Tigers

Experience the culmination of the ASO’s creative composer residencies and be the first to hear the composers’ works. Sunday 23 September, 2pm. Space Theatre. Tickets from $15

For FREE event info and bookings call 8233 6253 For ticketed event bookings call BASS 131 246 This project has been assisted by the Australian Government through the Australia Council, its arts funding and advisory body

When:Friday 13 July 9.15am – 3.00pm

Where:@ the AEU 163 Greenhill Road, Parkside, SA 5063

To register or further info go to:

: www.aeusa.asn.au/events.html 8 or email 8: training@aeusa.asn.au

iNdUstRiAL

PResideNt’s View

Amalgamations: an end to our unique school system AeU President Correna Haythorpe writes coordinators and counselors who still have tenure. In several cases, Principal positions are being advertised while people are still in tenure!

Classification not guaranteed

The Minister for Education and Child Development Grace Portolesi has announced that co-located junior primary and primary schools will amalgamate from 2013, despite intense opposition from the vast majority of school communities who voted no to the amalgamation. Whilst the Minister has been selling this decision as one that creates funding equity between co-located junior primary and primary schools and other R–7 schools, nothing could be further from the truth. As a result of this decision, South Australia loses its unique school system, which provides parents with the choice of dedicated junior primary and primary schools and R–7 schools. Most of my teaching has been in R–7 schools and I have thoroughly enjoyed working in these schools. However, I also recognise and highly value the importance of not having a “one size fits all” model of education in South Australia. The amalgamation decision was not about equity, it was a state budget cut arising from the Kevin Foley horror budget of 2010.

Funding gone, not shared The $8 million per year that will be saved from this amalgamation process will not be shared amongst the students of SA who are in R–7 schools; it will be returned to Treasury to meet efficiency targets. The flow on effects of removing this funding from the schools will be significant job losses and program reductions for students. In particular, the AEU is gravely concerned about the impact on principals, senior leaders,

DECD has said they will honour salary and tenure but cannot guarantee a position at the same classification. That will also be the case for other leadership staff, such as deputy principals and senior leaders who have tenure for their positions but find themselves facing removal from their school. The other group of people in a precarious position are those in casual employment such as SSOs, teacher librarians and contract teachers. We will be holding a workshop early in Term 3 to bring these people together to look at individual issues and develop our campaign strategies for casual employees.

Workload increased

Quite frankly, the AEU is astounded at the lack of employer consideration being shown to people in amalgamating schools. Not only are people feeling very distressed about losing their jobs but they are also expected to oversee the actual amalgamation process. This is not just a matter of signing a few forms and renaming the school. The workload is astonishing – from registering the new school to managing the building renovations and upgrade projects.

Consultation “forgotten”

Continuing with the poor consultation theme, DECD somehow “forgot” that they have an industrial requirement to consult with the AEU when major changes are being implemented. To rectify this, the AEU lodged a grievance to ensure that formal consultation occurs and that our members have the opportunity to have their serious concerns addressed. On the issue of leadership tenures – we have taken this matter to the Industrial Relations Commission to seek justice for our members. We are waiting on the outcome of this grievance and will advise members as soon as we have n information.

In solidarity, Correna Haythorpe

Your Union, Working for You ISSUE: Cyber Bullying

A number of AEU members have raised serious concerns about incidents of cyber bullying. In particular, inappropriate comments posted on facebook and other social networking sites are causing concern and distress.

SOLUTION: The AEU has raised this matter with the Minister and the CE and has also sought legal advice about individual situations. If you have been or are being cyber bullied, please contact the AEU Information Unit on 8272 1399 for advice. You also need to bring this to the attention of your Principal, Preschool Director or Line Manager as the matter may be serious n enough to be reported to the police. ISSUE: Metro to Country Transfers

An AEU member who is permanently based in the metropolitan area and wants to relocate to the country has been advised by DECD that permanent employees are unable to exercise a transfer to country locations (in this case a hard-tostaff region!) Apparently the current policy doesn’t allow this type of transfer.

SOLUTION: That was news to the AEU, so we have raised this matter formally with DECD Chief Executive Keith Bartley, seeking a change to the Recruitment and Selection Policy in order to fix this anomaly. We are hopeful that the CE will see the common sense of enabling transfers for people who wish to relocate to hard-tostaff regional areas. We will advise memn bers of his response. ISSUE: AST 2 reassessment

Feedback from AEU members has been that the AST 2 reassessment process should be streamlined, applicant driven and part of their ongoing line management process. Feedback from AEU principals is that workload must be a consideration.

SOLUTION: In line with the recommendation passed at AEU Executive, the AEU’s position on AST2 reassessment remains that the process must follow that of the previous AST1 reassessment. The current process, which includes more people and a production to rival Eurovision, is not taking workload into account. We will continue to pursue a process that meets the needs of our members and honours the n original agreement.

8: www.aeusa.asn.au> Issues > EB2012

Access EB2012 fact sheets at

ssOs: FA Qs

ssO FOcUs

ssO: did you know? This is the first in what will be a regular “DID yOU KNOW?” section in the AEU Journal to remind SSO members of their industrial rights and other relevant issues.

DID yOU KNOW that any overtime/ toil should be taken at a time that is mutually agreed between the appropriate manager and the SSO? Toil should be taken as soon as practicable after the overtime has been worked but in any event it is to be taken no later than 35 days after the overtime is worked. Clause 5.5.10 South Australian Education Staff (Government Preschools and Schools) Arbitrated Enterprise Bargaining Award 2010.

DID yOU KNOW that vacancies of

less than 15 hours per week MUST be offered to permanent part-time staff within the school/preschool in the first instance? Clause 2.5 South Australian Education Staff (Government Preschools and Schools) Arbitrated Enterprise Bargaining Award 2010.

DID yOU KNOW that SSOs must attend work on pupil-free days? Arrangements may differ within worksites with SSOs either involved in activities organised for whole staff or in separate training and development activities specifically organised for non-teaching staff. Alternatively, they may wish to continue with their work as normal. DECD Administrative Instructions and Guidelines (Schooling Sector). 6

Reclassification – come on, bite the bulle t! AeU ssO Focus Organiser Lisa Sigalla says the current reclassification process is keeping wages down for many ssOs

t’s a scary thought for some of our SSO members – should I go through the process of reclassification and go to all that effort just to be denied or do I roll up my sleeves and just do it? After reading the DECD discussion paper, Directions for the Reform of the School Services Officers Workforce, it struck me that the number of SSOs who were classified at Level 1 was staggering – a whopping 79%! These figures suggest that SSOs are not always appropriately classified and are often left languishing at the lower levels, despite being highly competent and experienced. So why are there so many SSOs on the lowest classification level? AEU Vice President Jan Murphy says for many members the process is simply too arduous. “It becomes obvious when talking with SSO members that the current reclassification process is a huge deterrent. If a process is made unreasonably time consuming or difficult it will reduce the number of applicants. How many times have we all thrown our hands in the air and given up when we don’t have time to jump through the hoops?” Recently I was invited to speak at the SSO Library Conference where over 100 SSOs were taking part in a professional

development day. I was asked to talk about reclassification and fit what is usually a whole day session into half an hour, but I did my best. For 30 minutes we discussed the process of reclassification and what SSOs should do if they are considering applying. After talking about key responsibilities, work level definitions and the PIDs we broke for lunch and this was where the real issues were raised. Members started to open up and express their feelings about reclassification, both positive and negative. Some said that their schools were very supportive and were happy to work through the process with them. However, in some sites SSOs are either made to feel that they shouldn’t apply or are told point blank that the school just can’t afford it. Before the Student Centred Funding Model (SCFM) was introduced, if an SSO was successful in gaining a higher classification the Department topped up the school’s budget to fund the increased salary. This is not the case now. If an SSO is successful the school has to find the money in a budget that is nowadays tighter than ever. So what happens? Many SSOs just don’t bother; they worry that if they apply they may financially burden the school, or worse, a colleague may lose hours as a result of the reclassification.

8: www.aeusa.asn.au>upcoming events

t e: eNteRPRise BARgAiNiNg 2008 VUPd i ceAPResideNt’s RePORt

“...you only have to show that your role has changed in complexity by 30% to make a strong case for reclass.” It’s not just the library SSOs who are making these decisions, SSOs across the sectors, in admin, finance, classroom and IT are all looking at whether they should apply. Christine (pictured left), a member who has been working in education for the last 33 years has finally bitten the bullet. Still at Level 1, Christine says, “I am now finally ready to start the process and apply for reclassification. Knowing that I have the full support of my Principal has made it easier, I know this will be hard work but I know I need to do it.” But the question still stands, how does the AEU support members who have been on the lowest level for many years and have a wealth of experience and dedication to education? Through member consultation, we have developed a proposal for the upcoming EB for improved classification structures and access to reclassification. Some other proposals are: • Any SSO1 who acquires a Certificate 3 or equivalent qualification relevant to their position would be reclassified to SSO2 • Any SSO that acquires a Certificate IV/ Diploma or equivalent qualification relevant to their position would automatically be reclassified to the SSO3 classification • For any SSO who has already gained any of these qualifications, reclassification would take effect from the beginning of the new Enterprise Agreement • Any additional costs of reclassification should be fully funded by DECD. In the mean time, we encourage all SSOs who think they should be reclassified to take a leaf out of Christine’s book and “bite the bullet”. Start the reclassification process by writing down on a sheet of paper everything you do in your role for the next month, you’ll be amazed at all the things you actually do. This process will help you to see if you are actually working at a higher level. Remember, you only have to show that your role has changed in complexity by 30% to make a strong case for reclass. The AEU runs reclassification workshops through out the year so go to our website, follow the link (below left) and register now! Good luck. n

Whatever next?

AeU Vice President David Smith says fast tracking is not the answer to teacher shortages In April this year DECD approached the AEU with a proposal to introduce the pilot of a programme called Teach Next. It is very close in nature to Teach For Australia and similar contentious schemes in the USA. That briefing was the only face-to-face contact we have so far had with the Department on this issue. In brief, the DECD federally funded plan purports to address the shortage of Design and Technology teachers in SA. That there is a shortage is no surprise. It has been some time since there have been sufficient D&T graduates in this State. In fact targeted separation packages were provided to Tech Studies teachers some years ago, based on the perceived switch from large practical workshops to dustfree D&T suites furnished with banks of computers. That transformation has at best only partly occurred. As D&T teachers retire at the same rate as the broader teaching workforce, so there is a current and likely future shortage. On that we can all agree. But is Teach Next the way to address the shortage? Certainly not. Teach Next involves a brief initial intensive training period of 6 – 8 weeks, probably in Victoria, of applicants with an undergraduate degree. That is to be followed by on-the-job mentoring by experienced D&T teachers. That will involve fulltime classroom supervision every day for the first five weeks, half of each week for weeks 6 – 10, and one day a week for the next three terms and half a day per week in the second year of teaching. The AEU put the proposal to our D&T Reference Group and, following a serious examination, that committee listed many deep concerns. Their recommendation to Branch Executive was to reject the scheme in principle and yet leave the door open to discussing with DECD the shortage of D&T teachers. That position was unanimously endorsed by executive and reported to Branch Council. The main reasons for the rejection were on pedagogical and OHS&W grounds. Teach Next participants would have no extensive teaching practicums and would be actually teaching the classes, albeit

with some classroom support, after a mere 6 – 8 weeks of initial teacher training. That has significant implications for maintenance of the standards required for Teacher Registration. Further, it contrasts adversely with the years of training and study that most current D&T teachers undertook. Even with that training, Tech Studies workshops are potentially dangerous places. The recent OHS audit of DECD made that very clear. In addition, the AEU conducted a Workload and Work Safety survey of D&T teachers in November 2011. That survey showed many concerns: class size increases (over 90% of respondents reported increases in Years 8 – 12), poor machine guarding, insufficient tools and machines, increased noise and consequent hearing loss, overcrowded work spaces, lack of risk assessments, lack of support for graduate teachers, and maintenance of machinery. And that is just a sample. It does however provide a broader context of concern about Design and Technology in DECD schools. Obviously the AEU has a broad range of D&T topics to discuss with DECD. We have agreed to discuss them and the Teach Next pilot at a meeting between the Department and the AEU D&T Reference Group. That meeting has yet to be set up. DECD officials know the AEU’s concerns. We trust that they take note of those concerns, rather than pressing on with minimal consultation. We are troubled to learn that they have already made presentations to the Teachers Registration Board, as if they intend proceeding with the scheme, regardless of any reasoned opposition. It’s pertinent to also reflect on the fact that such schemes in the US took root in a system which has no teacher registration and has many unhappy examples of uncertified non-professionals working as teachers. The AEU represents the majority of D&T teachers in South Australia and as such, acknowledges the shortage of teachers in this field and the need to see that shortage addressed and overcome. We are keen to engage in positive discussions with the Department on the matter but cannot see that Teach Next is the solution. Experience elsewhere shows that, despite their superficial appeal, such schemes produce more problems than solutions. n 7

Vice PResideN t’s RePORt 2008 UP dAt e:????????????????? eNteR PRise B ARgAiNiNg

Your union – listening and acting on your concerns AeU Vice President Jan Murphy reports on issues being addressed by the AeU Early Childhood The AEU continues to receive queries about the Same First Day policy. We believe that it is vital that DECD provide accurate information to the wider community about the implementation of this policy. The AEU will have planning input into the DECD Training and Professional Development sessions during Term 3 & 4 in preschools. This is an opportunity to support members who have contacted us regarding the amount of time involved in seeking Recognition of Prior Learning (RPL) and in gaining the new qualifications needed under the National Quality Framework (NQF). The AEU will put forward a proposal whereby this PD time can be utilised to help alleviate these and other workload pressures. Under the NQF there are increased minimum qualification requirements for staff in preschools. There may be costs incurred by members around gaining qualifications and also for sites under the new accreditation process. Members who have already outlaid money for courses, such as Senior First Aid, have contacted the AEU seeking information about claiming reimbursement from DECD. Our questions to the Department and the Minister for Education and Child Development about reimbursement of

costs associated with the NQF remain unanswered. No wonder people are feeling frustrated about this matter!

Information on Index of Disadvantage AEU members have experienced frustration in locating useful information about individual schools’ Index of Educational Disadvantage (Category). This information is needed by some members in order to transfer under the new Recruitment & Selection policy however people have indicated that the information has not always been forthcoming from DECD. The AEU has now posted a full IOED list on our website to assist members. This can be located via the link at bottom of this page.

recruitment & Selection policy review Thanks to those AEU members who have participated in the recent review process. The AEU is awaiting the release of the independent report compiled from survey results, emails and forums conducted earlier this year as part of the review. Data from the review and feedback from our members strongly indicates that a key issue is the inability of staff from Category 1 & 2 sites to access alternative placements under the new policy that was endorsed by members last year.

One Union, StrOnger tOgether!

“Heading into EB2012 it is vital to keep good communication happening and to work together – one voice, stronger together.” In order to resolve this issue, we will be seeking a guaranteed transfer for eligible teachers in Category 1 & 2 schools who choose to register with the PTR. The process for placement in 2013 has already begun and DECD advise us that changes to the policy are not possible at this stage. We will, however, vigorously pursue necessary changes to the policy, either through the review or EB 2012.

Super School visits Super Schools have been the subject of several media articles lately. The AEU has recently visited all of the Education Works sites to meet with members to find out how the new schools are working out for staff. There are issues at some of the sites around facilities, class sizes and increased workload. According to our members, the large number of problems with facilities is primarily due to a lack of effective consultation during the planning and construction phases. If you were going to build a school, wouldn’t you listen to the people who work in them? Maybe then you wouldn’t end up with carpet in JP wet areas! A major selling point in the construction of these schools was the opportunity that would be created for community groups to use the new facilities. Although this may be happening, members were not aware of any groups being given this access. AEU Members have different priorities, needs and opinions and it is important that our union listens and learns from our members. Heading into EB2012 it is vital to keep good communication happening and to work together – one voice, stronger together. n

8: www.aeusa.asn.au>your AEU>Sectors>Schools

LeA deR s eVeN t

AeU iNFORmAtiON UNit

National conference for leaders in public schools

August 29-30, 2012 Soﬁtel Melbourne on Collins 25 Collins Street, Melbourne Victoria, Australia

Leadership for a bright future in public education

❛If we want the world to be different, our ﬁrst act needs to be reclaiming time to think.❜

— Margaret Wheatley

Keynote speakers

John Ralston Saul (Canada) Moral Purpose as Action Margaret Wheatley (USA) Persevering Educators Sir Ken Robinson (UK) Out of Our Minds

Contact Mary O’Hagan for conference details at (03) 9418 4967

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Sponsored by

nine out of ten support Gonski • A large majority want action on all the major recommendations of the Gonski Review, including the injection of an additional $5 billion a year into public and private schools. • 47% said their opinion of the Federal Labor Government would improve if they acted on Gonski and 56 per cent said it would worsen if they didn’t. • A majority said they would be more likely to vote for a party at the next election that increased funding for public schools. More specialist teachers and smaller class sizes are the most important thing the public want money spent on. n

Can my line manager make an audio recording of my performance management meeting? It is an offence to record a conversation or meeting, whether or not the person is a party to the conversation or meeting, without the consent of the other party or parties. (Source: s.4 Listening and Surveillance Devices Act 1972) An exception may be if the recording is used in the public interest or for the protection of the lawful interests of that person. (s.7 Listening and Surveillance Devices Act 1972). For example, as part of an appropriate process in disciplinary proceedings. It would be inappropriate and unlawful for a conversation and/or meeting between a line manager and staff member to be recorded unless there is explicit consent to such a recording.

Q A

I have been asked by a student to be a friend on facebook. What do I do? Politely decline. There are inherent risks associated with facebook. One to consider is that you cannot always control other people’s access to personal sites and information, regardless of protection measures you may put in place. Boundaries could also be violated if teachers engage in personal communications with students on facebook. Please refer to the policy Protective Practices for Staff in their Interactions with Children and Young People, which is available on the DECD website.

Q A

Can SSOs do yard duty? SSOs may have a wide range of duties or tasks delegated to them consistent with their classification. However, teachers or a school cannot delegate the duty of care owed to students under their care. In most sites teachers are responsible for yard duty. It may be the case that in smaller schools SSOs may assist a teacher in yard duty. However, if this occurs the over-riding responsibility for students’ safety and welfare rests with the supervising teacher or the Principal. Non-teaching staff must carry out their duties in a safe manner and exercise due care and skill. If SSOs see students acting in a dangerous manner they should report the matter to a supervising teacher or the Principal. n

Anne Walker Legal & Information Officer 9

% 8272 1399

Almost nine out of ten Australians believe there is an urgent need to increase public school funding and there is overwhelming support for the recommendations of the Gonski review, a new poll has found. Released today by the AEU, the poll of 1,261 Australians is the first comprehensive survey of public opinion on the findings and recommendations of the Gonski Review. Conducted by research company Auspoll it reveals: • 88% of people believe there is an urgent need to increase public school funding.

Q A

AEU Information Unit | Mon – Fri | 10:30am – 5pm |

or al

Online registration: www.velc.org.au

Questions from the Workplace

RecON ciLiAtiO N cONFeReNce 2012

Welcome to the

AEU/DECD RECONCILIATION THROUGH EDUCATION CONFERENCE

“Let’s Talk Recognition:

Demonstrating Commitment through Teaching and Learning”

Reconciliation conference focuses on recognition and practice with a strong focus on the new Australian curriculum, this year’s decd/AeU Reconciliation conference was all about teaching and learning

he 2012 AEU/DECD Reconciliation Conference was by all accounts, one of the best so far. Around 80 people attended the conference which took place on Thursday May 31 at the AEU. The conference theme – Let’s talk recognition: demonstrating commitment through teaching and learning – was central to all of the day’s activities, which began with a keynote speech from Monash University lecturer Bernadette Atkinson (pictured above left). Bernadette’s presentation focussed on the new National Professional Standards for Teaching and more specifically, Standard 1.4: Strategies for teaching Aboriginal and Torres Strait Islander students and Standard 2.4: Understand and respect Aboriginal and Torres Strait Island people to promote reconciliation between Indigenous and non-Indigenous Australians. The AEU Journal asked Bernadette how the new professional standards would improve students’ understanding of Aboriginal and Torres Strait Islander 10

issues. “I believe that the new standards will increase students’ awareness and understanding. Currently students do not have a common understanding or knowledge of Aboriginal and Torres Strait Islander issues, cultures (pre and post invasion). And some of the understandings they do have aren’t always a true representation of Indigenous lives and cultures; they’re often formed via the media, family and peer networks, which can be fraught with misinformation. These standards should ensure that there is positive and correct information being taught to students by teachers.” There was no shortage of interesting and professionally relevant workshops for participants to choose from, most of which linked directly to the new Australian Curriculum, giving participants a clear picture of how they can integrate the topic of Reconciliation in their classroom teaching. Here’s what some of the participants had to say about the conference and how we’re fairing when it comes to Reconciliation in Australia:

Janet Doolan – AEW Elizabeth Grove Schools “Our leadership is really strong on Reconciliation, they are very supportive, which is great. I’ve got a really supportive AET that goes out of her way to do a lot of Reconciliation. As a nation, I think it needs to be improved but that comes with education. I’ve been to every Reconciliation Conference held at the AEU, they’ve been really great.”

Tricia Leighton – TrT

Gawler East Primary School

“For me, Reconciliation is about joining together cultures and becoming one. While it’s important to acknowledge Reconciliation Week, it should really be acknowledged

Web resources:8: www.australiancurriculum.edu.au 8: www.reconciliationsa.org.au

A BORi giNAL memBeRs cONFeReNce 2012 across the year and across the curriculum. I try to incorporate it wherever I can. For instance, in Maths we might look at the different systems of counting in traditional cultures and so on. In literacy, we read dreaming stories and I emphasise that language came before books and discuss stories while relating them back to the present. The children are really receptive to these topics.” Barbara Reinfeld and Vivienne McQuade from DECD Teaching and Learning Services ran a workshop called Reconciliation: Designing learning opportunites for Australian Curriculum General Capabilities. Vivienne told the AEU Journal the General Capabilities that are particularly important to consider when it comes to Reconciliation are inter-cultural understanding, ethical behaviour and the ICT capability. “If teachers have a mindfulness of inter-cultural understanding, the learning tasks we design will be richer because we have the framework that’s presented in the Australian Curriciulum – we’ve got the rationale, the explanation, the elements and the learning continuum, and that supports teachers thinking about what they want kids to get out of a learning opportunity,” she said. n

deCd Ce addressses Aboriginal members That was the theme of the 2012 Aboriginal members conference held at the AEU on June 1 and the focus of the keynote speech delivered by DECD Chief Executive Keith Bartley (pictured). Addressing the 50 AEU members in attendance, Mr. Bartley said that Australia has to develop more active and democratic citizens and that education is the key to achieving this lofty ambition. He noted that Australia’s educational performance ranks in the top ten of OECD countries but said there is still a lot of work to do in terms of inclusion of Indigenous children and children with specials needs. This statement was met by nods of agreement from members who know too well that there is

2012

Welcome to the

AEU ABORIGINAL MEMBERS’ CONFERENCE

‘Wake Up! Shake Up! Change is Afoot’

still a long way to go to close the gap between Indigenous and non-Indigenous Australians. Among the Chief Executive’s objectives for the Department are the reinforcement of scholarship programs, pathways for Aboriginal educators into teaching pilot programs, and supporting Aboriginal teachers aspiring to leadership positions. It was good to hear the Chief Executive committing to such goals. Commenting afterwards, one member said that she hoped the Department could “turn talk into action”. We’ll find out due course. Following the CE’s speech were a range of excellent workshops on a range of topics which made for an engaging and interesting 2012 conference. Keep an eye on the AEU website for interviews with Aboriginal members who participated in the conference. n

R e s ouRc e Kit

Teaching resource available David Bailes from Settlers Farm School presented at the Reconciliation conference. David has intimate knowledge of the customs and traditions of the people of the Western Desert – his cousin Billy Bailes, an Aboriginal man, avoided removal from his mother by authorities when he was young. David has produced some fantastic teaching resources that relate to Billy Bailes’ story for teachers to use across the R–12 curriculum. The art work (pictured) was produced by David’s students at Settlers Farm Schools for Reconciliation Week and consists of two topics. One class of students listened to a Dreaming Story about the markings on Uluru in the times of the Creator Ancestor Beings. Kuniya the Python Snake Woman left a track across Uluru and also fought Liru the poisonous Snake Man. This story is connected to the Yankunytjatjara and Pitjantjatjara

people of the Western Desert. Another class listened to the story about how as a young boy Billy Bailes hid from the police to avoid being removed from his parents. Billy’s father took him with his Aboriginal mother to a sacred spring made by Ngintaka the Perentie Lizard Man in the time of the Dreaming. This place was in the Eringa Hills north of Oodnadatta. Both stories help students to understand the culture of the Western Desert people. David’s resource kit includes a valuable collection of photos dating from the 1800’s. The kit refers to the History learning area of the Australian Curriculum and has a collection of primary historical documents. Issues important to an understanding of Aboriginal culture

Email David at

1 Ch????????????? and history are covered. The kit can be used across the R–12 years as sections suitable for assisting educators can also be used by senior students. The integrated studies unit introduces aspects of history, language, culture and environment. The kit is constructivist in style with many practical activities. It’s available directly from David (email below) for only $10.

8: davidjohnbailes@gmail.com 11

cover story

We Give A Gonski! the AeU has launched its new campaign “I give a gonksi” with a new website and tV and newspaper advertising.

he aim of this new phase of our long-running campaign is to encourage the Federal Government to ‘seize the day’ and legislate a new funding model based on the findings from the Gonski Review of Federal Schools Funding. The Gonski Review was the most comprehensive review of schools funding in almost 40 years. Its recommendations give us a way to ensure more equality of opportunity for our children in education.

Here are five key findings:

There is an urgent need for change. The Gonski Review found that Australia is investing far too little in schools and the way the money is distributed is not efficient, effective or fair. The system is failing too many students who are missing out on the resources they need.

There are growing gaps in student achievement. While Australia remains a high achieving nation in education, our overall performance has

“Australia will only slip further behind unless, as a nation, we act and act now.” fallen in the last decade. Students in disadvantaged areas are up to three years behind those of the same age who live in wealthy areas. One in seven 15 year old students does not have basic reading skills.

We must invest for success. The review recommends a major increase in funding to schools. The way it is distributed would also change to better meet the needs of students. It says public schools should get the greatest increases in funding for additional staff, learning programs and upgraded facilities. Funding would vary according to the needs of students, but the average increase would be almost $1,500 a student per year. That is enough for seven extra teachers in a public school with 500 students.

8: www.igiveagonski.com.au 12

The Federal Government needs to lead the way. Gonski recommends a much greater funding commitment to public schools from the Federal Government. Currently it is only providing 15 per cent of the money that public schools receive, despite having access to greater revenue sources than state and territory governments.

Our children’s future is at stake. The report’s recommendations are aimed at ensuring every child has the same chance to receive a high quality education. But Gonski warns a failure to act will cost not only our children but our country: “Australia will only slip further behind unless, as a nation, we act and act now.” So, what are you waiting for? Go to www.igiveagonski.com.au and give a Gonski for public education today. While you’re on the website, check out the range of fact sheets, testimonials and other material supporting the campaign for better public school funding. Please use email and social media to share the website link with as many people as possible. This is our big chance to improve the future for millions of public school children around the country. n

cover story

ith the release of the Gonski report came the inevitable need to fight for our share of education funding. An opportunity to contribute to the push towards the much needed implementation of the Gonski review’s recommendation of a five billion dollar injection into education funding to halt the widening diversity in achievement outcomes of our students came with our delegation to Canberra on May 24, Public Education Day.

With the Gonski review handing the government the means to make legislative changes to the current inequitable federal funding model, the need to seize the moment for the benefit of our public system prompted the AEU to send delegations to Canberra on May 24 to mount an intensive lobbying campaign, targeting MPs in key electorates across the nation. The South Australian delegation headed by Correna Haythorpe and Howard Spreadbury with Julie Hayes (Principal, Cowandilla PS), Roberta Spreadbury (Principal Linden Park JP), Ellena Bezzina (parent Cowandilla), Lisa Sigalla (SSO AEU Organiser) and myself Bill Daniell (Athelstone PS) joined many other parents, principals, teachers and union officials from the other states to actively contribute in the lobbying campaign. Our brief also included presenting pledges signed at many sites seeking a commitment from Christopher Pyne (Sturt) and Steve Georganas (Hindmarsh) to encourage the tabling of legislation in parliament in the quickest possible time frame. The campaign got off to a dynamic beginning with AEU Federal President, Angelo Gavrielatos addressing delegates and delivering a keynote speech on the opportunity that we as public educators currently have to urgently change the funding model. To preserve the current level of funding would be to maintain massive inequities and inflict upon our schools severe funding deficits in the near future. The funding formula recommended by Gonski offers a much fairer and equitable distribution of funds for all stakeholders. Charged with this powerful message our delegation discussed and settled on the most effective ways to approach Christopher Pyne and Steven Georganas. Suffice to say the meeting with Chris-

1From left: Lisa sigalla, Bill daniell, ellena Bezzina, Julie Hayes, Roberta spreadbury, Howard spreadbury and Correna Haythorpe

Federal MPs lobbied on Public education day

Athelstone Primary school teacher Bill Daniell reports on the AeU’s recent campaigning in the nation’s capital topher Pyne left us in no doubt about the Coalition’s lack of commitment to the key aspects of the Gonski Review; the only point of agreement was recognition of the need to properly fund students with disabilities. Steve Georganas, however, was refreshing – he made a commitment to lobby other key ministers and deliver a speech in the House, at which time he would also table the pledges on behalf of schools in his electorate. Steve was the committed ally of public education – aware, informed and pragmatic in his promises and approach. Following the meetings with their respective MPs, all delegates attended a forum featuring speeches from Christine Milne (Greens), Christopher Pyne (Coalition), Peter Garrett (Labor) and Gonski Review Panel member Ken Boston. Christine Milne hit on some important points and was very impressive in exposing the Coalition’s inflexible position. Peter Garrett showed he was keen to roll out the Gonski recommendations but stopped short of a full commitment

“The funding formula recommended by Gonski offers a much fairer and equitable distribution of funds for all stakeholders.” to the funding needed. Christopher Pyne confirmed what was already established while Ken Boston spoke eloquently and passionately, articulating the need to deliver on Gonski in order to provide our students the best opportunities for their futures. The two days elapsed quickly and we left satisfied that we are closer to achieving our goal, with our team aware that further lobbying of our federal politicians at the local level will be required. The lobbying experience built comradery and cemented our stance in relation to the implementation of the Gonski Review. It left us with a clear sense that redressing the funding imbalance is not n merely an option, it’s a necessity. 13

t A Fe FO cUs

“One would hope that the same audit requirements exist for private rTOs as they do for TAFE.” “One would hope that the same audit requirements exist for private RTOs as they do for TAFE. Students currently come to TAFE signed off for units at Certificate III level, but do not have the underpinning skills to be successful at the next level. It is expected that this will only get worse under Skills for All,” said Mary.

Skills for All reforms an act of negligence grave concerns for the future of tAFe remain despite safeguard claims says Craig Greer

egislation to establish TAFE SA as a statutory authority, a major step in the process of exposing TAFE to the whims of the free market, passed through the South Australian House of Assembly on May 16. In a media release announcing the bill’s passage through the Lower House – it’s being opposed by the Greens in the Legislative Council – Employment, Higher Education and Skills Minister Tom Kenyon made the following comment: “TAFE SA will become even more responsive to market needs by providing greater commercial autonomy and accountability through a Board of Directors, as well as flexibility and independence from government processes.” Despite the government’s attempts to distance itself from the reforms that have all but decimated the TAFE system in Victoria, anyone with knowledge of the history of this push for privatisation will quickly recognise the Minister’s rhetoric – it’s straight from the ‘how-to’

manual of the Boston Consulting Group, the free market think tank upon whose ideas the TAFE reforms are based. However, TAFE staff don’t need to read government press releases to understand that the Skills for All reforms are a disaster waiting to happen. Despite assurances from Minister Kenyon and TAFE senior managers that the bar will be set high for VET providers applying for government funding under Skills for All, there is little confidence among staff that the South Australian reforms will prove any different to those that have decimated TAFE in Victoria. TAFE Adelaide Business studies lecturer Mary Bawden explains how Skills for All will impact her faculty. “Probably for programs at higher levels – Certificate IV, Diploma and Advanced Diploma – there will be little change over the next six months. For TAFE, the main impact will be in the Certificate I, II and III levels where private RTOs already operate offering courses in much shorter time frames,” she said.

The potential for low-cost, low-quality private providers to enter the training market on the back of government funding is one of the biggest issues in the Skills for All debate. TAFE SA Chief Executive, Elaine Bensted told Australian journalist Judith Sloan that only six out of 200 private RTOs had been successful in obtaining Skills for All accreditation this year. But there are no guarantees the bar won’t be lowered into the future, as has occurred in Victoria. However, TAFE Federal Secretary Pat Forward told the AEU Journal there simply isn’t enough regulation of private training providers and that it’s not likely to change any time soon. “Creating an open market for vocational education in SA, as Skills for All does, means a significant shift to a low trust, high scrutiny regulatory environment. However, no government in Australia has shown an appetite for the significant increase in resourcing of regulation and auditing that such a shift implies. Skills for All establishes the architecture for a system of delivery of vocational education which so closely resembles the Victorian system, that it is indistinguishable,” said Ms. Forward. “South Australia has the advantage of a working model of what they are proposing to do directly across the border in Victoria – it is negligent of them to proceed with these reforms when it can see so clearly what is happening there,” she added. It’s hard for anyone to take seriously claims that the lion’s share of VET funding will be delivered to TAFE; if that’s to be the case then why reform the system to allow private RTOs more access to public funds? It simply doesn’t add up. n

8: www.facebook.com/itsourtafe

tAFe FOcUs

Baillieu’s budget cuts TAFe to the bone in Victoria PHOTO: RACHEL POWER

Craig Greer reports on an emerging disaster for public Vet delivery

n what’s been described as a cynical and vicious attack on working class people, the Victorian Liberal Government has taken the knife to public VET, slashing hundreds of millions of dollars from the TAFE budget. It’s estimated that at least 2,000 jobs will be lost and courses are already being cut in campuses across the State. Victorian TAFE institutes estimate that the budget cuts will effectively rip $290 million per annum from their already stretched budgets. Victoria University TAFE campus has said they will need to cut 75 jobs in the first instance with more to come. Combined job losses at the RMIT and NMIT campuses in Melbourne’s metro will be in excess of 250. Similar figures are likely at a number of other metropolitan TAFE sites. Swinburne, Chisholm and Box Hill TAFEs are all going to suffer funding losses in the tens of millions. While metro campuses will experience their fare share of pain as the cuts take effect, staff and students in the country will be among the hardest hit given the lack of alternative job or study options in most regional towns. GippsTAFE in the state’s South East, has announced they will lose between $7 and $10 million in funding. There will be course closures, up to 100 job losses and potential campus closures as a result of the budget cuts. This is an area with a high percentage of youth unemployment. Between 50 and 60 courses will be axed in Ballarat where the TAFE operates on the University of Ballarat (UB) campus. UB School of Education and Arts, Associate Dean Professor Barry Golding told the local Courier newspaper that the cuts will “increase the like-

“People are outraged at the cuts and have been supporting our campaign vigorously” lihood of people leaving the region.” These are just some examples of cuts which will seriously impact every regional TAFE campus in the state. Victorian AEU Branch President Mary Bluett has strongly condemned the government’s myopic attack on the public VET provider. “Regional TAFEs are a crucial part of the community and the decision by the Baillieu Government to cut funding in up to 80 per cent of vocational courses puts the viability of these TAFEs on the line,” she said.

AEU campaign

1Protestors rallying in Ballarat response has been phenomenal. “It’s really blown us away,” he said. “People are outraged at the cuts and have been supporting our campaign vigorously. We’ve had feedback from a number of MPs who have said it’s probably the single biggest issue they’ve had community feedback on in a decade.” South Australians should take notice of what’s happening across the border. The running down of the TAFE system in Victoria began with almost identical reforms to those the State Government is rolling out here. We must be on guard to ensure that TAFE in SA isn’t treated with the same level of contempt displayed by the Victorian Liberal Government. n

The Victorian Branch of the AEU has been campaigning hard against the budget cuts, holding rallies in the city and affected regional towns.

To keep up-to-date with the AEU campaign against the Victorian TAFE budget cuts go to:

AEU Victoria TAFE Vice President Greg Barclay says the community

or this excellent blog:

8: www.tafe4all.org.au

8: www.scoop.it/t/tafe-in-victoria 15

ed UcA tiO N R eFO Rm

“What remains elusive… is clear-cut evidence of [Local management] leading to direct benefits on learning...” tion,” makes this observation about the decentralisation of schools in the United Kingdom: “What remains elusive… is clear-cut evidence of [Local management] leading to direct benefits on learning, an essential component if we are to conclude that it is contributing to higher levels of efficiency.”

Public education under attack in nsW the New south wales teachers Federation is running a strong campaign to defeat regressive state government policy reforms

“L

ocal Schools, Local Decisions”, that’s the slogan being used by the O’Farrell Liberal government to absolve themselves of the responsibility to properly fund and manage schools in New South Wales. The state government announced the policy, which would see local schools burdened with increased responsibility for the management of school budgets, staffing and other processes currently under centralised control, in a media conference on March 11. The New South Wales Teachers Federation was not consulted on any aspect of the new policy.

and communities.” But there is mounting evidence that budget savings are a key driver behind the increasingly controversial policy, which led the NSW Teachers Federation to take state-wide stopwork action on May 18.

Despite its obvious fiscal agenda, the state government has insisted that a move toward local school autonomy will not impact on school budgets. It says the policy aims to give schools “more authority to make local decisions that better meet the needs of their students

In fact, there is very little evidence to support the O’Farrell government’s spurious claims that a shift to local school management will lead to improved learning outcomes for students. A 1997 book by Bullock and Thomas, “Schools at the Centre?: A Study of Decentralisa-

A March 13 article by Andrew Stevenson in the Sydney Morning Herald reveals a report commissioned for NSW Treasury Department by PriceWaterhouseCoopers supports increased power and “decisionmaking” responsibility for school principals, not because it will lead to improved learning outcomes but because there are considerable budget savings to be made in devolving departmental responsibilities to schools.

Closer to home, Dr Ben Jensen from Melbourne’s Grattan Institute had this to say in a recent ABC interview on Mark Colvin’s PM show: “Well I think if you look at Victoria and around the world actually, there’s not a huge amount of evidence that says school autonomy has a great impact on student learning…” And this from Canada’s Dr. Ben Levin, Canada Research Chair in Education Leadership and Policy: “Simply saying that we are going to turn everything over to individual schools, as has happened in England and New Zealand, will result in what you got in England and New Zealand… which is no real improvement across the whole system. Some schools get better; some schools get worse. The system as a whole doesn’t change. So these drivers [of school improvement] are the wrong ones…” NSW teachers and leaders are quite right to be concerned that the Local Schools, Local Decisions policy is an attempt to wind back industrial entitlements and redefine Principals as financial managers rather than educational leaders. Their concern is further supported by comments in the PriceWaterhouseCoopers report which, among other baseless criticisms, accuse Principals of failing to use existing staff, including deputies and head teachers, to fill in for absent teachers. It also suggests that sick leave is being abused by teachers. The statistics don’t support this bogus claim. More worryingly is the report’s suggestion that there needs to be more emphasis on commercial and management capabilities in the leadership recruitment process! While NSW principals believe that

edUcAtiO N ReFORm there are some aspects of school management that they would like more control over, there is unanimity when it comes to the need to remain focussed on educational leadership; they don’t want “autonomy” if it means having total responsibility for recruitment and financial management.

The SA Branch of the AEU supports the NSW Teachers Federation in their campaign to stop the Local Schools, Local Decisions policy and calls on the O’Farrell Liberal government abandon its regressive devolution plans. n Craig Greer AEU Communications Coordinator

nsW principals reject Local schools, Local decisions AeU Research Officer Mike Williss attended the NswtF Principals’ conference

n Monday May 28 at a full day conference of some 250–300 New South Wales Teachers Federation-member principals there was unanimous rejection of the model of school autonomy being imposed by the O’Farrell Liberal Government. This was despite various degrees of support for some aspects of school autonomy. This was particularly highlighted by comments from Mark McConville, principal of Toronto High, which were reported in the following day’s

Sydney Morning Herald. Mark is a participant in the 47 schools trial, the pilot program for what is now the Local Schools, Local Decisions (LSLD) policy of the NSW Education Department, and was featured in a recent Four Corners program on devolution. McConville told the conference he had participated in a 2-hour stop work against LSLD which now proposes that principals should choose at least 50% of their staff and control 70% of their budget.

emerging issues in WA’s Independent Public schools Independent Public Schools have been cited as a means of providing power to principals. A recent article in Education Review by Ann Dreyfus however reports that a growing number of school leaders and administrations are dissatisfied with the inequities and entitlements in this devolution to the education system in Western Australia. Few would dispute that that the basis for educational ‘reforms’ in WA had much more to do with cost cutting than with educational improvement. The end result is that the responsibility for educational performance is moving from government and is becoming firmly imbedded in schools.

One of the major issues which Ann Dreyfus raises is that IPS Principals get first pick of teachers for their schools. The IPS schools select all the best teachers before public school staffing processes are bought into play. The aim of this exercise is to boost the success of the IPS schools by allowing them to choose high performing teachers first to the detriment of not only other public schools but also to the vast majority of the other public school students of WA. Teachers who are replaced by the preferentially selected teachers of IPS schools return to the general pool and are placed in other public schools under central staffing processes. Underperforming teachers and even deputy principals

“We don’t want to be saddled with the staffing budget, and the potential for cost-shifting and costcutting. And we don’t want to go from making educational decisions to making financial decisions.” The NSW proposal seeks to bring that state in line with practices in Victoria and Western Australia. Back in SA, DECD last month released its Leadership in public education paper which, by contrast, reaffirms “the core business of teaching and learning” as the focus of the work of principals in SA. It recognises that the system must support principals “to maintain their focus on this central aspect of their role”. It also recognises that leadership is across the system and is not the exclusive preserve of principals. “Our educational leaders include our teachers, our non-teaching staff, our families and communities,” it says. It does argue for “more local decisions about teaching and resource allocation” but makes no commitment to a Victorian or WA-style model. More work is required to explore the evidence base for school autonomy, and for particular components of school autonomy that can stand the test of being evaluated as world’s best practice in terms of improving learning outcomes for students. n

have been displaced through restructuring the IPS school. Some school staffs, including the school administrators of newly admitted IPS schools have used the IPS process to transfer to public schools nearer home on the basis that personnel who do not wish to remain in a newly elected IPS school may transfer to another school. Another major issue which Ann Dreyfus raises is that rather than targeting the $19 million increase in state education funding to the most disadvantaged schools, it was decided that IPS schools would receive between $20,000 and $40,000 for set up costs and another increase of between $25,000 and $50,000 in recurrent funding. Many of the IPS schools are floundering however trying to manage the increased financial responsibilities as the IPS program creates an enormous workload on school administrations. n Mary Fogarty, research Officer NSW Teachers’ Federation 17

run ning Wome n’s he Focus ad

Heading-3col intro

1 Centre front: AeU Women’s Officer Tish Champion with AeU Anna stewart Memorial Project participant Kendall Proud on the steps of the Australian services Union with other union participants and mentors.

The Anna Stewart Memorial Project – an empowering experience Mt Gambier based primary school teacher Kendall Proud reports on her week working in the union movement

nna Stewart was a passionate advocate for women in the workplace. Before stepping through the door on day one of the Anna Stewart Memorial Project, I had never heard more than a few words about this wonderfully inspiring woman and after hearing her story from friend and colleague Sharon Holmes, I was astounded, shocked and motivated all at once. Anna dedicated so much of her time to women’s issues and continues to influence women to build a greater awareness of the history of women’s issues in Australia and promote women’s involvement in unions, even after her tragic death. In its 27th year, the 2012 Anna Stewart Memorial Project brought together 18

14 women from a range of professions, from police officers to production line workers, and even two wonderful women from working women’s centres in Timor Leste. The two week program offered up a smorgasbord of experiences. Auntie Josie Agius opened the program on day one with a Welcome to Country. We met our fellow participants, shared our own stories and discussed the purpose and value of unions and the important role women play in achieving equal rights for all workers. On day two, Dr Jude Elton from the Centre of Work and Life at UniSA walked us through the stories history has to offer us about women, Aboriginal workers and unions in South Australia. Katrine Hildyard, Branch Secretary at the Australian Services Union in Adelaide,

Check out our Women’s Focus online

1 Kendall Proud pictured in front of the upcoming AeU Women’s Conference poster.

shared with us the fight of the ASU for equal pay for workers in the community sector who consequently won pay rises of up to 37%, which will soon bring them in line with their government employed counterparts. We also had

8: www.aeusa.asn.au/interest_women.html

aeu statement

“...this opportunity is exceptional, empowering and eye-opening.” the chance to interview past participants of the program, some reliving fond memories of their involvement in the late 1980s and sharing the development of their lives and careers since. During day three and four, I was whizzed around the AEU office, had discussions with staff from various worksites and sat in on enterprise bargaining negotiations. I was involved in area meetings, research for issues raised in the EB proposal and much more. The fifth day certainly was a highlight with all 14 participants enjoying a tour of Parliament House and lunch with some wonderful women parliamentarians: Gail Gago, Stephanie Key and Frances Bedford. We discovered a recent addition to the foyer of Parliament House – an iron grille from the British House of Commons. It was this grille that South Australian-born educator, actress and suffragist Muriel Matters chained herself to in 1908 and inadvertently became the first woman to speak on the floor of British parliament. Sadly, a range of issues prevented me from fully involving myself in the remainder of the project, and the issues are not new ones. TRT shortages, workload, coming from the country ... there are many things that made this experience a difficult one. However, the rewards have far outweighed those difficulties. For me, having the opportunity to speak in front of DECD EB negotiators and put forward evidence of the difficulties I had to face before being able to sit at the table on that day was certainly a highlight and will hopefully help those in the Department realise that there are many things their statistics don’t tell them. So many women have taken up the opportunity to participate in this exciting program from the Honourable Gail Gago to our very own Correna Haythorpe, and look at what they have achieved! If you can manage to drag yourself away from your worksite, this opportunity is exceptional, empowering and eye-opening. n Kendall Proud is a teacher at Mulga Street Primary School in Mt Gambier. She is also a member of the AEU New Educators Network.

sAssLA’s misleading advice to AeU members The South Australian State School Leaders Association (SASSLA) has asked AEU members to appoint it to bargain for them in EB 2012. SASSLA has made wrong claims in relation to your Enterprise Bargaining representation. Errors made by inexperienced industrial representatives will damage your bargaining position. EB 2012 is too important for there to be any risk that errors occur. SASSLA recently claimed that: ...SASSLA is also able to act as Bargaining Agent for non-members if they provide a written notice of appointment and SASSLA accepts that appointment. If you are also a member of the AEU, your rights to be represented by the AEU are not affected by appointing SASSLA as your Bargaining Agent ... Should you decide to appoint SASSLA as your Bargaining Agent, you can be sure that you will be well represented.... SASSLA is wrong. SASSLA and the AEU cannot both be appointed as your representative in EB 2012. SASSLA widely circulated this misleading claim. It is unacceptable that SASSLA made misleading claims to AEU members and it was necessary for the AEU to bring this fundamental error to SASSLA’s attention. SASSLA’s conduct demonstrates that, until this was explained by the AEU, SASSLA did not know how industrial representation works. The AEU wrote to the President of SASSLA and said: Your communication wrongly suggests that if AEU members appoint you … to represent them as their bargaining agent, in enterprise bargaining negotiations ... that does not affect those persons being represented by the Australian Education Union. This is a misleading statement ... your communication is plainly untenable... The AEU told SASSLA that it must apologise and retract its misleading claims. In the alleged “clarification” SASSLA agreed that a person cannot have two bargaining agents. SASSLA’s “clarification” did not say that SASSLA had provided wrong information, nor has SASSLA apologised for making misleading claims to AEU members. SASSLA assures AEU members that they will be “well represented” if they appoint SASSLA as their bargaining agent. Nevertheless, even before EB 2012 negotiations formally commence, SASSLA has misled AEU members. SASSLA still refuses to apologise. AEU leader members’ interests are best represented by a cohesive position. Fractured representation hurts your interests. SASSLA has failed to grasp industrial relations fundamentals. Yet SASSLA asks AEU members to trust it to do a good job. The best results in EB 2012 will be achieved through unified representation by the AEU. Authorised by Jack Major, Branch Secretary, Australian Education Union, 163 Greenhill Rd Parkside SA 5063. 19

m eRit seLectiO N

selection on merit – the key to fairness in recruitment AeU women’s Officer Tish Champion describes the key elements in running a fair panel process

irectly from the DECD policy, selection on merit is: “The extent to which each of the applicants has abilities, aptitudes, skills, qualifications, knowledge, experience (including community experience) and personal qualities relevant to the carrying out of the duties in question.” In other words, if you are the best person for the job you should get it. So do selection processes as described in the DECD Merit Selection Policy, actually ensure that the person who wins the job is in fact the best person for the job? Here are the basic essential elements required for merit selection to work as it should.

Panel Composition It never ceases to amaze me how many panels are not composed in accordance with either the DECD policy or the AEU Merit Selection Rule Book. Most importantly, panellists need to be impartial and independent and for this reason each and every panellist is individually selected by the relevant stakeholders in the process e.g. the AEU rep for a panel is determined by the AEU, the Governing Council Rep by the governing council, and the Peer Panellist is selected by the chairperson from a list provided by the Department. By forming panels in this way, the perception that the panel has been manipulated or “stacked” by the chairperson can be alleviated. It therefore protects the integrity of the process and the chairperson. Sound panel process rule # 1: The chairperson of a panel never hand-picks or selects the other panellists. If you are approached by a chairperson and asked to be on a panel you need to ask some questions. 20

It’s a three-part process The average number of applicants for a leadership position with DECD is currently between four and six. The days of panels having to wade through 20 plus applications are over. If there are only six applications for a position and the panel is determined to find “the best person for the job”, all six applicants should be investigated fully. Merit Selection is not about getting people out of the process as soon as possible but keeping them in as long as possible. Some of us write well and some don’t. Some of us interview brilliantly and others don’t. Some of us have referees that could talk underwater with a mouth full of marbles and some of us don’t. As a panel, our job is to look at all pieces of the puzzle to get the full picture before we make a decision that can be life changing. Sound panel process rule # 2: Keep applicants in the process as long as possible.

Fairness and equity The Merit Selection process hangs its hat on the notion of fairness and equity. As educators, we all know that fair and equitable is not the same. To be fair, we sometimes have to give a little more to some students than we do to others. In the context of merit selection, a panel may need to dig a little deeper for me than for someone else. I don’t know how many times during Merit Selection Training a participant has said that they only ever go to one referee for each applicant. Where is the fairness in that? If my referee is not able to provide the panel with the answers they need and the panel do not approach one of my other referees, I am instantly disadvantaged. The panel must take into account that all referees differ in quality and experience.

Sound panel process rule # 3: Avoid blanket decisions that may remove true fairness and equity for all applicants.

Hand sitters need not apply A panel process is only as good as the people on it. I wish I had a dollar for every complaint I get about unfair things happening in a panel process, well after the fact. People who are not prepared to speak up or take action if they believe there is an issue with a panel process should not be participating on panels. Every member of a panel and every applicant has a responsibility to uphold the principles of merit, fairness, respect and accountability. I have heard many assertions that contract teachers or leaders almost out of tenure are fearful of speaking up against a breach in panel process or a lack of fairness when on a panel process with their line manager. The perception is that they need to ‘toe the line’ to ensure they re-win their position in the future. Unfortunately, there are many contract and tenured employees in the Department and this fear is real. However, if you are not on a panel for the right reasons, you shouldn’t be there. Sound panel process rule # 4: A panel process is only as good as the people on it. Merit Selection should work just fine if the panellists are doing their job.

Put yourself in the applicants’ shoes When on a panel, considering the fate of others, remember to put yourself in their shoes. Always ask yourself, “If I was this applicant would I be happy with this or that?” If you would be unhappy with being treated a certain way then it’s most likely not fair. Fairness, equity, respect and accountability! It’s that simple. If we abandon the notion of selection on merit we need to be ready to fully embrace nepotism and patronage, and the old saying: “It’s not what you know it’s who you know” will become even more relevant than it already is. n

a eu 2012 trai ning and deveLopm ent program

noticeboard

UNION EDUCATION COUrSES 2012 Wed 4 July – Fri 6 July

9:15am – 4:00pm

Fri 27 July

9:15am – 3:30pm

Conflict resolution through Mediation

Non-teaching Staff and SSO Contact Officers

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.

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.

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.

Fri 20 July

9:15am – 3:30pm

PAC roleplay: Tricky Issues Open to: Members elected on PAC and AEU leaders.

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

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

Advanced Women’s Contact Officers

9:15am – 3:30pm

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.

co unciL dates For 2012

Branch Council Meetings Upcoming dates for 2012 are:

WE ALsO PROVIDE INDIVIDuAL AssIsTANCE

Saturday, August 11 Saturday, November 17

Teachers’ Professional Résumés T: 0411 245 415 E: teachers-resumes@bigpond.com

TAFE Divisional Council Meetings

Serving Australia’s teachers since 1990. ABN: 40 833 718 673

next previo index

Aeu ook redb

for a guide ucatosr new ed ber m e m Aeu

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.

UNION SUBS ArE TAX DEDUCTIBLE

A tax statement confirming membership subscriptions received by the Union from 1 July 2011 to 30 June 2012 will be forwarded to all members after 30 June.

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:

membership@aeusa.asn.au

or telephone: 8272 1399 to advise us of changes or to provide additional information.

Upcoming dates for 2012 are:

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

2012 bu dg e t

Wo r k ing at the aeu

state Budget delivers status-quo

A break from the classroom

The AEU is disappointed that the State Budget delivers no new funding for the school and preschool sectors. It misses a major opportunity to promote innovation and improvement in the public education sector. Salisbury East High School and Windsor Gardens Vocational College are the only schools identified for capital works investment, whilst four new country preschools will be built. A new engineering, mining and defence training centre will be built at Regency TAFE. However, all government departments have had their ‘efficiency dividends’ raised from 0.25% of their employee expenses budgets to 1% over the next three years. For DECD that means a loss of $22.2 million. DECD will have to share with other departments the cut in 1000 public sector jobs, meaning 112 full time equivalent positions over three years. The AEU will work to ensure that front line positions are quarantined from these cuts. In an attempt to compensate for the long service leave entitlements removed in the 2010 Foley budget, a new public sector Skills and Experience Retention Entitlement has been introduced. The new entitlement will be phased in, with up to two working days skills and experience retention entitlement in 2012–13, up to three working days entitlement in 2013–14, and then fixed at a maximum of four working days entitlement from 2014–15 onwards. There will be a transitional entitlement of up to two working days in 2011–12, provided the person was employed as at 1 July 2012. Employees will have the option of electing to take a cash payment of $180 per day (indexed by the CPI from 2013– 14) instead of taking the additional leave days. The entitlement will be pro-rata for part-time employees, and leave days can be accumulated for up to five years, after which point any unused days will expire. The Government proposal does not represent full restoration of the lost long service leave entitlement. Consequently our EB2012 proposal for the reinstatement of 15 days LSL following 15 years service will remain. n

Roma mitchell secondary college sub-branch secretary Jo Davis has taken a brief break from teaching to work for a term at the AeU.

“I urge members to go to the AEU website and register for PAC Training”

leaders, and the list goes on. The collective wealth of knowledge of AEU staff is enormous; there’s so much to get your head around.

hen the position of temporary organiser at the AEU was advertised last term, I thought I’d have a go and apply. My friends and family were very supportive of me applying and I thought at the very least it was a good opportunity to practise my application writing skills – I didn’t think I’d get the job. Well, I did and what a ride it’s been so far! I’m now four weeks into the job, backfilling Anne Beinke while she is on a well-deserved holiday. My, how her shoes are difficult to fill! It’s such an interesting time to be working at the AEU, with lots of issues on the go: advocating for the implementation of the Gonski recommendations, beginning enterprise bargaining, Skills for All reforms in TAFE, school amalgamations, workload for teachers and

So far in my travels around the State I’ve visited Booleroo Centre District School, Eudunda Area School, Crystal Brook Primary School, Peterborough High School, Nicolson Ave Junior Primary School, Nicolson Ave Primary School and many more. During those visits a number of consistent themes seem to come up. One example relates to the effectiveness of PACs. I urge members to go to the AEU website and register for PAC Training, and get your hands on the 2011 edition of the PAC Handbook. The PAC has new functions, agreed upon by DECD and the AEU, that representatives need to know about. If you don’t understand what is being discussed in a meeting, assertively stop the meeting and ask, “What does that mean?” Asking questions develops knowledge and it’s important that members understand the implications of all school-based decisions, particularly where they concern staffing levels and configuration. n

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. WALKING MATILDA:

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 c ull 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: 0403 841 031 E: leonday@adam.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 Spring Tour – Innaminka Races, Coward Springs, Warren Gorge. T: David Connell 0288 854 620 or Lyn rowe 0403 594 406 www.brtoutback.com.au

“WHEN GrANDPA SANG”

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

WOrKSHOP: Stress management, personal goals and learning difﬁculties. Brain Gym- an intro-

ductory workshop. Movements to ‘switch on’ the brain. T or Fax: (08) 8768 2537 E: gibbons@seol.net.au

BEACH HOUSE SWAP for ‘IT’ TUITION:

sms or T: 0402 922 445 a/h or T: (08) 8338 2316 a/h

FOr SALE:

NINTENDO DS LITE. white. Hardly used, 2x stylus, original instruction bks, charger and 3 games– Agatha Christie: the ABC Murders, Brain Training, Tomb Raider. $120 o.n.o E: hannah@iyouth.com.au

ALDINGA BEACH rETrEAT

HOLIDAy HOUSE – 2nd VALLEy

Peaceful, wood ﬁre, cosy, 2 – 8 guests, 5 mins from beach, opp National Pk, LCD TV, fully equipped kitchen, BBQ, kid friendly facilities. Wkends frm $290. Email for pamphlet. E: acaciahouse@optusnet.com.au T: 0418 843 711

ENCOUNTEr LAKES B&B

AUSTrALIAN CErTIFIED OrGANIC PrODUCTS: Keep

Enjoy a quiet romantic stay in a 4 ∏ star B&B on the lake in Victor Harbor. Fully equipped, incl. condors for a row on the lake. Price $130 per night. E: info@sfrealty.com.au PrOPErTy CODE D30 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: encounterlakes@bigpond.com W: www.encounterlakes.com.au

Healthy. For personal use & gifts. www.bodytune.mionegroup.com

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 E: 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: roger Tagg | T: 8331 7974 email: rogertag@tpg.com.au or our Convener: Tony Nichol | T: 8396 1682