Volume 46 - No. 4 by Australian Education Union (SA Branch)

Vol 46 I No.4

Official publication of the Australian Education Union (SA Branch)

June 2014

AEUJOURNAL SA

Special needs cuts hit schools:

Support Services members take action Inside: u Religion

in schools: Whatâ&#x20AC;&#x2122;s wrong with school chaplains?

u Uni

fee hikes: Students slugged with more debt

Exchange to Japan in 2015

5 Positions Available: 2 Assistant Supervisors of English & 3 Junior Assistant Language Teachers Current teachers of English/ESL/EFL or Japanese are invited to apply for a teaching position in Japan. DECD teachers will be on Leave without Pay for the school year to take up such a position and be employed by the Himeji City Board of Education to assist in municipal junior high schools supporting the local English teacher. The junior position (ALT): salary of approx. $3638 AUD per month plus airfares. Subsidised accommodation and medical cover are provided in Japan. The senior position (ASE): salary of approx. $4469 AUD per month with accommodation and health insurance included. ASEs are required to pay their own airfares. Personal costs remain the responsibility of the teacher. Registered DECD permanent teachers (minimum of three years) are eligible to apply.

Applications due by: Friday 25 July 2014

SCHOOLS OPEN REHEARSALS Year 6-12 9.30am Pre-rehearsal talk/interview 10-11:30am Open Rehearsal FREE - bookings essential A wonderful opportunity for students to observe first-hand the artistic collaboration between world-class musicians and conductors.

Concerto for Orchestra Friday 25 July Adelaide Town Hall

Beethoven Festival

Enquiries/Applications:

Fri 19 September Adelaide Town Hall

Roberta Spreadbury,

Gershwin

Manager International Programs

Email:

roberta.spreadbury@sa.gov.au For further info:

www.decd.sa.gov.au/ies/

Fri 7 November Festival Theatre For more info check aso.com.au/learning

To book email ganne@aso.com.au or call 8233 6253

Teachers Health Fund now offers Travel Insurance for all teachers. Choose the cover that suits you: Comprehensive Domestic Essentials Multi-trip Cancellation and luggage For more information call 1300 728 188 or visit teachershealth.com.au Terms, conditions and exclusions apply.

Any advice provided is general advice only and has not taken into consideration your individual objectives, financial situation or needs. Before making a decision in relation to these products, please consider the Teachers Health Fund Travel Insurance Product Disclosure Statement â&#x20AC;&#x201C; available at teachershealth.com.au or by calling 1300 728 188. Teachers Federation Health Ltd ABN 86 097 030 414 AR 270 604 is an authorised representative of AGA Assistance Australian Pty Limited ABN 52 097 227 177 trading as Allianz Global Assistance (AFS Licence No. 245631). Teachers Health Fund Travel Insurance is underwritten by Allianz Australia Insurance Limited ABN 15 000 122 850 (AFS Licence No. 234708) and issued and managed by Allianz Global Assistance..

THF-TI-06/14

Features President’s View

AEU Union Journal Training

Religion in schools page 6 What’s wrong with school chaplains?

Special needs cuts hit schools:

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 #5 July 25 August 13 #6 August 29 September 17 #7 October 17 November 5

Support Services members take action

Subscriptions: Free for AEU members. Nonmembers may subscribe for $33 per year.

Inside:

Cover: AEU

u Religion

in schools: What’s wrong with school chaplains?

Print Post approved PP 531629/0025 ISSN 1440-2971

u Uni

fee hikes: Students slugged with more debt

Printing: Lane Print Illustrations: Simon Kneebone

Support Services members take action

Uni fee hikes

pages 12 – 14 Support Services are being slashed as DECD puts budget cuts before students.

page 10 Students slugged with more debt.

Letters to the Editor

*Winner of top letter! Dear Editor, I am writing this letter to express my concerns around the new Integrated Support Services Concept Model. I am presently a Coordinator at Hewett PS Unit and was previously a Disability Coordinator in the Far-North Regional Office. I am Chairperson of the AEU Special Education Consultative Committee and a member of Country Conditions Consultative Committee. I am concerned that yet again country sites are going to further miss out on immediate, timely services. In the Far North & Aboriginal Lands regions we were already doing the “team around the student” very well with our interagency and family relationships developing positive outcomes for students. We influenced positive change and developed many working relationships, providing a diverse range of

knowledge, skills and experience. This also included providing relevant Professional Learning to all of our sites.

My questions to the Department are: • If each service channel will have a mix of metro and country partnerships where will staff be based? • Where are the extra speech pathologists/psychologists going to come from? Country has had difficulty for many years accessing these services. • Behaviour coaches; I thought this is what our behaviour management teams were doing? • Special Educators; Does this change of name mean they do not have to have a teaching background? • Why are Hearing Services, Interagency Behaviour Management, Disability Coordinators and Managers’ pay structures changing from PCO4/Band B1 to 101B/STL? • Autism SA (one of many possible examples) was only able to visit our Port Augusta/Roxby/Coober Pedy sites twice a year due to funding changes. How will the Service Channel

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

8272 1399 journal@aeusa.asn.au

address this and support remote sites to access what city sites receive regularly? • Why has DECD stopped employing an Admin Officer to assist sites in accessing Health Support Training within our State? This position enabled sites to access the training close to their site and provided advice and supporting documents. Hewett PS recently paid $150 for an hour’s professional learning on Diabetes 1. How much would it cost in Coober Pedy when travel, accommodation and meals are added? Our AEU committees are seriously concerned that once again remote counn try sites will be disadvantaged. Denise Ellem Chairperson, AEU Special Education Consultative Committee

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

SSO: did you know?

*Upcoming Event

AEU SSO CONFERENCE 2014

STEPPING UP!

SSO

s can be elected to the school’s PAC as the nonteaching staff representative. The PAC Handbook states that the PAC includes “… a member of the non-teaching staff at the school, who will participate only when the PAC is to deal with matters pertaining to non-teaching staff.” The AEU believes that most issues discussed by the PAC can pertain to SSOs. If you are the rep and being excluded from PAC meetings on the grounds that issues do not affect non-teaching staff, here are some strategies you can use:

WHEN:

Friday 18 july 9:15am–3:30pm

• Ask for a copy of the PAC agenda – most HR decisions will have an impact on some of the SSO staff team. If there aren’t any agenda items that you think pertain to SSOs, you do not have to attend.

WHERE:

at the AEU Conference Centre, 163 Greenhill Road, Parkside

DINNER: WHEN:Thursday 17 july @ 6.00pm

• If there isn’t anything on the agenda about SSOs, add one! You could ask how the PAC decides allocation of funding for students; what process they follow in allocating additional hours or anything else that is relevant. • To make sure your voice and those of all SSOs are heard, make sure you attend PAC meetings and then hold an SSO Meeting to inform all SSOs about what occurred. Your role is to consult and represent SSOs in relation to human resource matters, including the development of the site’s human resource profile. If you have been elected as the nonteaching staff representative it’s important that you attend the PAC training that the AEU and DECD run throughout the year.

2014 SSO Conference If you haven’t registered for this year’s conference, jump onto the AEU website and do it now! See Advertisement (above right). Places are filling fast, so get a group together and come n and have some fun! If you have any questions, call the

AEU Information Unit on: 8272 1399 4

WHERE: Coopers Alehouse at the Earl, 316 Pulteney Street, Adelaide

For Further Info Contact Lisa

Sigalla SSO Organiser Phone: 8272 1399

To Register Follow this link:

8: www.aeusa.asn.au>events & courses

Teaching ResouRces

President’s View

(Don’t) Be Afraid. (Don’t) Be Very Afraid. AEU SA President David Smith writes...

ot so many years ago, and certainly within our living professional memory, public educators in this State were known for their courage and innovation. It was a matter of State pride that staff in our schools, preschools and TAFE colleges were emboldened by both colleagues and the system to try new ideas to engage the students and bring the greater world into their classrooms and lives. We read widely, devised new, often unique programmes and valued the personal and academic growth they engendered. We didn’t measure that growth to death, but it was palpably measurable nonetheless. The Education Department, On Her Majesty’s Service though it was, (Remember the OHMS on the envelopes?) often led the innovative and imaginative charge. There were numerous residential conferences run by the Department’s consultants, advisers and other thinkers at the late, lamented Raywood or Graham’s Castle, and for the fortunately more remote, the Quorn Mill and even Boston House or the Streaky Bay pub. There were many more. They were ubiquitous, they were well funded and they were voluntary. They were professionally stimulating events, driven by a mutual thirst for knowledge and a genuinely collaborative intent to improve our students’ education and lives. They were bold, they were brave, they were intuitive, and so were we. And, of all ironies, educators were autonomous to a degree not even contemplated by

the latest trumpeters of that term. What happened? Timidity, caution and risk aversion arose, that’s what. That, and such stultifying concepts as paradigms, parameters and standardised testing, not to mention their aiders and abetters KPIs, continuous improvement, judgement – if not quite payment – by results and more recently, direct instruction. They are not all bad, yet they are indicative of the changes in the way educators can operate. They often restrict and reduce capacity, rather than extend it. They value compliance, and while that reduces the awkwardness of protest and the possibly uncomfortable expression of difference, it doesn’t encourage taking on the new or unknown. It fosters, indeed glorifies, the management of education rather than education itself. Being fearful doesn’t end there. Many current educators, and not only those on short-term contracts, would love to speak their minds about educational improvements in their workplaces but are not prepared to do so. They have a lot to offer and should be encouraged to speak up. Many of our members are unwilling to rock the boat lest that adversely affects their next contract and therefore their very livelihood. There is a growing climate of fear accompanying the over-emphasis on compliance. Yet now is the time to prick that blister. This is not a plea for nostalgia. Nor is it an unrealistic yearning for the old days for their own sake. However, it is high time we as a profession reasserted ourselves as the educational experts, returned the main conversation to educational invention and dared to discuss learning as we know it should be. It’s time to do, rather than be done to. That applies equally to every one of us involved in education, from top to bottom. And if no one else takes up the challenge, let it be the Union members that begin the revival. We invite the rest to join us. n

World Cup teaching resources from Oxfam The 2014 World Cup in Brazil is here and Oxfam has created a range of fun and creative education resources for teachers, using the World Cup as a topical entry-point to explore issues of inequality. The activities and learning streams use the global game to help students examine and explore: • Inequality between and within countries playing in the World Cup • How soccer players and other people who have taken action to make the world fairer • The news around the World Cup • How making new rules in soccer could make the game fairer, and • The causes, effects and solutions to inequality in Brazil. To access these great free resources, which link directly to the Australian Curriculum, go to: http://oxf.am/MJe For more great teaching resources from Oxfam Australia, go to:

8: 3things.org.au

In solidarity, David Smith 5

Opinion

What’s wrong with school chaplains? Monash University’s Dr David Zyngier discusses the religious incursion into our public schools.

hat is wrong with having Chaplains in schools? As Corey Bernardi Liberal Senator recently said on ABC Q&A: “The ethos of our community, the guiding principles of our law, are based and built around Christianity. Now, you don’t have to be a Christian to recognise there are inherent benefits to that.” One thing that is common across all our states’ and territories’ education systems is their commitment to public schools being free, compulsory and secular. So what role is there for religiously trained people – chaplains – to be endorsed by the federal government as the only personnel they will fund to provide advice and care to children from diverse cultural, religious and ethnic 6

“One thing that is common across all our states’ and territories’ education systems is their commitment to public schools being free, compulsory and secular.”

backgrounds in need – to young people struggling with issues of sexual orientation and identity, with bullying or family violence, death and trauma? Australia, however, is not and never was a Christian country as is claimed.

From the beginning of human habitation through to White colonisation until today, Australia has been overtly secular. The first formal church service was held eight days after Phillip landed in Botany Bay on a Saturday. It was remarked then that there were more important things to do than hold a church service on Sunday, like starting a colony! The Australian Constitution prohibits the federal government making a particular religion a condition of employment: “The Commonwealth shall not make any law for establishing any religion, or for imposing any religious observance, or for prohibiting the free exercise of any religion, and no religious test shall be required as a qualification for any office or public trust under the Commonwealth.” (Section 116) The National School Chaiplancy Program’s (NSCP) essential fault is its compulsory religiosity. As one commentator put it, “the assumption [is] that someone who isn’t religious can’t also be as caring and helpful. Why is the government making it compulsory to put a RELIGIOUS person in this position to get access to funding? The state and the church are supposed to be separated, so state schools will miss out on funding if they refuse to use a religious person as their counsellor/chaplain. Peter Garrigan, president of the Auscontinued over page 3

Legal

“Taxpayers’ money spent in education should employ the best people available to help students, not just the religious.”

tralian Council of State School Organisations, which represents the parent bodies of public schools, said the funding was money badly spent. “There is a strong need across the board to be supporting students with disabilities ... and putting another $245 million into a chaplaincy program certainly isn’t providing the educational outcomes that we as parents would be expecting.” The Australian Psychological Society described the decision as “appalling”. “There are no reasonable standards of quality of training for people who take on essentially counselling roles in the school situation,” spokesman and psychologist David Stokes said. The former Minister of Education Peter Garrett, a devout Christian has changed his mind about Chaplains in schools: “The line between chaplains acting to support students in the provision of general pastoral care and proselytising was too easily crossed. The umbilical cord between churches with their mission to evangelise and chaplain providers who shared this same commitment required significant guideline changes to ensure chaplains did not overstep the mark.” Taxpayers’ money spent in education should employ the best people available to help students, not just the religious. The preferencing of the religious, over the non-religious, for no reason other than their religiousness, is unacceptable in Government policy, particularly at a Commonwealth level. At the very least all schools should be given the choice to employ non-religious counsellors or welfare workers under this program, not just those that cannot find a chaplain. The NSCP breaches the spirit of the Australian Constitution. It undermines the separation of church and state. Michelle Grattan concluded “that taxpayers’ money should go to a scheme to employ only those attached

to a religion is discriminatory. Discriminatory against non-believers, for a start. And against government schools.” There have been many complaints about the NSCP with over 40% of these substantiated, most relating to the performance of the chaplain. Concerns about chaplains preaching to students however are hard to verify. But the providers of chaplains in schools are on the record as stating that their role is to: “Facilitate Christian activities on school campuses with voluntary student participation” and “connect students with local Christian churches with parents’/ caregivers’ permission.” Or as Lawrence Kraus renowned theoretical physicist suggested that: “It seemed that they’re not supposed to proselytise. It’s like paying a quarter of a billion dollars to invite clowns into the schools and tell them not to be funny.” Scott Ryan, the parliamentary secretary to the education minister, said student welfare was “core” business for schools. What is the point of having a chaplaincy program rather than a student welfare scheme if workers were banned from preaching, proselytising and converting. If that is the case then the federal government should be supporting the employment of fully qualified and professional welfare officers, and psychologists and not well-meaning unqualified missionaries. As a former teacher and principal and now education researcher I find it unbelievable that our taxes are being used to put religious (and overwhelmingly Christian) men and women into our mutli-cultural public schools to “help young students as they grow and struggle to find their place in life”. If parents opt to send their children to a public secular school then that is what they should get. This is the role for professionally trained social and welfare workers accredited by the appropriate professional organisation and not a fundamentalist Church organisation like the Scripture Union and Access Ministries. And now of course schools no longer have a choice – it’s either a Chaplain or zip. The Trades Practice Commission should investigate this closed shop sweetheart deal between n the LNP and the Christian Lobby.

New mandated notification defence provisions One of the issues raised by the AEU when making our submission to the Independent Education Inquiry conducted by Mr Bruce Debelle QC, was the obligation to report a suspicion of neglect or abuse of a child to CARL even though the education worker was aware that the Police were investigating the matter. Mandated notifiers had a duty to notify CARL even though previous notifications had been made. Failure to do so was a criminal offence. David Waterford, DECD Deputy Chief Executive, Child Safety has recently informed the AEU that there are now new defence provisions for mandated notifiers which commenced on 28 April 2014. The new defence provisions apply when a mandated notifier has failed to notify a reasonable suspicion of neglect or abuse of a child because: • The mandated notifier only became aware of such circumstances as a result of information relayed to them by a police officer acting in the course of their official duties; or • The mandated notifier only became aware of the child’s situation from another mandated notifier who has already made a report with regard to the situation. The defences do not apply in situations where a mandated notifier possesses additional knowledge or information of the child’s circumstances beyond that reported to them by a previous notifier or police officer. n For any further information please email the Department for Education and Child Development on:

8:DECDChildSafe@sa.gov.au 7

Consultation

The Consultation Conundrum Retired AEU TAFE member John Hunter provides some well-timed definitions and asks: what does it mean to be ‘consulted’?

Q A

The PAC Handbook indicates: “Consultation involves the sharing of information and the exchange of views between the employer and employee and genuine opportunity for employees to

[Government of South Australia (Dept. of Education and Children’s Services) and Australian Education Union 2013]

The TAFESA Education Staff Enterprise Agreement 2012 contains these statements: • 3.3.1 … ‘consultation’ and ‘consult’ means the sharing of relevant information before a decision is made. • 3.3.3 TAFESA will consult in good faith, not simply advise what has been done.

Continuum: Degrees of Consultation Information Sharing: ‘I’ll inform you of what I am doing, if you inform me of what you are doing, but there is no further obligation’ Command: ‘I’ll decide and inform you of my decision’ Persuasion: ‘I’ll decide and try to persuade you of the correctness of my decision’ Influence: ‘We’ll discuss it and I will take your views into account, however, I reserve the right to make the final decision – I have a veto’ Compromise: ‘We’ll discuss it and I’ll give you something you want, only if you give me something I want’

Control by Party B

Consultation: Some Definitions

Control by Party A

What poses a greater threat to effective consultation: ignorance or apathy? (a) I don’t know and I don’t care; or (b) It depends on what you mean by ‘consultation’ It is suggested that the temptation would be to answer ‘(a)’ given that our experiences with consultation are, at times, disappointing. However, ‘(b)’ is also valid as part of this disappointment arises because consultation means different things to different people. This disparity of views poses a problem as consultation is a critical element of the AEU’s enterprise agreements: it is a key notion for the collaborative operation of such bodies as Personnel Advisory Committees (PACs) and TAFE Institute Consultative Committees (ICCs). Further, it is a very significant feature of individual workplace decision-making arrangements. This discussion aims to address this problem through a consideration of some definitions of the term and an examination of the notion of ‘degrees of consultation’.

contribute effectively to the decision making process and a bona fide opportunity to influence the decision-making.” The Handbook points out that: “It is expected that any school based human resource management decision specifically identified in the Enterprise Agreement 2012 will be arrived at by consensus.”

Majority: ‘We’ll discuss it and if we can’t reach a compromise, we’ll put it to the vote and the majority rules’ Consensus: ‘We’ll discuss it and we will jointly make the final decision’ Autonomy: ‘You decide and I’ll be available to support and facilitate your decision’

Early Childhood Report The previous statements have some themes in common with the literature: “One party making a decision and limiting discussion to the timing and method of implementation, without discussing the decision itself, is not genuine consultation ... Consultation should begin when workplace changes are contemplated.” (Cole 2010). The following recognises there can be degrees of participation or consultation: “At the lowest level, participation involves asking employees for information. They do not make recommendations … At a moderate level ... employees are told about the problem and provide recommendations ... At the highest level ... the entire decision-making process is handed over to employees.” (McShane, Olekalns and Travaglione 2010).

Degrees of Consultation The definitions provide the foundation for the continuum (see table left). It is perhaps questionable to consider Information Sharing, Command and Persuasion as consultation – particularly ‘genuine’ consultation, as there is no ‘exchange’ of views. Nevertheless, they have been included as perception can play a powerful role. For example, the author is reminded of a cartoon in which a person in authority is addressing a group of his underlings, he says: “I have called you together in order to consult you regarding the following decisions.” Clearly this is Command, but in the perception of the person concerned, he is consulting.

Conclusion The purpose of presenting some definitions and the continuum, has been to provide greater detail regarding what we are really talking about when we say we ‘consulted’, or ‘want to be consulted’. It is suggested the important work of PACs, ICCs and individual workplace decision-making bodies, would be facilitated if there is somewhat greater precision regarding the terminology we are using. It is hoped this discussion has n assisted to achieve this goal. References: Cole, K. (2010) Management: Theory and Practice, Pearson, Frenchs Forest. McShane, S., Olekalns, M. and Travaglione, T.(2010) Organisational Behaviour on the Pacific Rim (3rd Ed.), McGraw-Hill, North Ryde, NSW

Survey reveals need for further support

he DECD Same First Day Policy, which aligns South Australia with all other states and territories in providing a single intake into preschools and schools at the start of each calendar year, was introduced by the South Australian Government as a budget saving strategy. Children who have their 4th birthday prior to May 1 are eligible to enrol in preschool at the beginning of that year. Children who subsequently have their fifth birthday prior to May 1 are eligible to enrol in school at the beginning of that calendar year. The policy was introduced in preschools in 2013 and in schools from 2014. The following information is gathered from a survey conducted in Term 1. Its aim was to ascertain the level of professional support members have received in relation to the enrolment of children from an earlier age and across a broader age range within year cohorts. The survey has also identified ongoing professional support required by members to implement the policy in both preschools and schools.

Preschools: Two-thirds of respondents indicated that no adequate support was offered in the term prior to implementation of the policy. If support was available, it was usually locally managed and arranged between preschool, school and regional office staff. The responses to each question in the survey were broadly categorised and the following points are sorted according to the most common 3 answers.

Curriculum & pedagogy • Children are not developmentally ready to access the curriculum and preschool setting. • We can teach to the child and his or her abilities, rather than his or her chronological age. • There are a lack of role models, which means more behaviour management and training.

Special needs children • No pre-entry process to identify and assess the children requiring additional support. • Ongoing concerns about the lack of resources and funding to support these children. • There are an increased number of children needing greater social and emotional support.

Professional support needed • Extra ECWs or SSOs. • Professional Development: curriculum expectations of younger and older children. • Reducing the teacher-child ratio. • Support with preschool-school transition: planning, management and implementation. • Additional administration support.

Schools: Half of all respondents indicated no adequate support was received in the term prior to implementation. Once again, those sites that received support indicated it was primarily of a local nature, such as joint schools and preschool staff meetings, professional development, or a locally managed transition program.

Curriculum and pedagogy • We are spending more time on behaviour management and training. • We need the ability to provide playbased learning.

Special needs children • Ongoing concerns about the lack of resources and funding to support these children. • There are an increased number of children needing greater social and emotional support. Assessments are delayed and do not translate between sites.

Professional support needed • Extra SSOs. • Professional Development: EYLF and Australian Curriculum. • Professional Development: Play-based learning. • Reduced class sizes. • Support with preschool-school transition: planning, management and implementation. In order to enable members to be better equipped to establish appropriate curriculum practice with a more diverse age range of children, the AEU’s Early Childhood Consultative Committee will develop a position which can be used to campaign for improved resources for early childhood practitioners both prior to and within the enterprise bargaining process. n

Emma Lowe | Organiser, Early Childhood Focus Howard Spreadbury | Vice President 9

Students

Uni students to be slugged with increased fees 7 Students rally against Uni fee hikes in Melbourne

guarantee of a job when you graduate. So if the interest is accumulating, the debt is only getting worse. It’s a real disincentive,” she said.

Where will the teachers come from? AEU President David Smith told local media that deregulation of the tertiary sector is likely to impact badly on the teaching profession.

Coalition plans to deregulate the tertiary sector to achieve budget cuts will have wide implications

he Australian Education Union is staunchly opposed to the Coalition’s proposed deregulation of higher education and supports protests being carried out by university students around the country. “Students have every reason to be angry,” said AEU SA President David Smith. “It already takes students 10 years (on average) to repay their HECS/HELP debt, and with the possibility of interest on student loans and no guarantee of finishing a degree before having to pay the money back, we’re likely to see many students dipping out on further education,” he said. “Constantly increasing fees, which have already reached $100,000 for some courses, are now a huge barrier for many students. The Coalition’s deregulation plan will only exacerbate this,” said Smith.

In whose interest? Making matters worse, the Coalition has flagged charging up to 6% per annum interest on current and future student debts while giving universities 10

the option of charging whatever they like for a qualification. This move has prompted outrage from students and led to articles in the media accusing the government of contract breaking – HECS/HELP loans are promoted on government websites and materials as “interest free”.

“We hold serious concerns that these increased costs will eventually impact on schools and preschools. The median age of teachers is already in the high 40s; the teaching profession can’t afford to see a reduction in graduate teachers coming through,” said Smith. Student teacher and AEU member Daniel Lettieri says he is concerned about how the Coalition’s reforms may impact on access to a university education. “If you have a family or are struggling financially, it can be a very difficult decision to undertake a university degree,” he said. “These fee hikes are likely to make it even harder and that’s not right.”

University fees were eliminated by the Whitlam government but were brought back under the HECS scheme in the late 80s. It’s not lost on anyone that many current politicians benefited from that Whitlam-era policy. Students around the country have rightly pointed out the hypocrisy of those same politicians now moving to increase fees in order to satisfy a political agenda.

When it comes to recruitment and retention in the teaching profession, there are already barriers. Research shows that around 30 percent of graduate teachers leave the profession within five years due to high stress and poor remuneration. Adding to the financial burden by increasing their university debt is no way to encourage more students to take up teaching.

“It’s outrageous,” said AEU student member Cheryl Wouters, who is studying secondary teaching at UniSA. While she has her own HELP debt to worry about, Cheryl is more concerned about the impact on one of her two uni student daughters who may be hit with a debt of $60,000 for her bio-medical engineering degree, plus interest!

“It’s not in the nation’s interest to force university students to carry the burden of the Coalition’s unfair and unnecessary savings measures while leaving the door open for universities to profit from higher fees, and who can predict how high they will go?”

“She has five years of study ahead of her which may take her up to 15 years to pay off. And these days there’s no

“We’d like to see the Federal Government scrap these punitive reforms and make it easier, not harder, for students to access a high quality tertiary education,” Mr. Smith added. n

WorkCover

Walk a mile in my shoes AEU member Nora Thomas says the WorkCover process needs refining

orkCover is a word that scares many, but it shouldn’t be that way. It’s a system that must be there to be accessed by workers in need. It is a government implemented scheme that covers the Workers Rehabilitation and Compensation Act 1986 and the South Australian Workers Rehabilitation and Compensation Scheme (the Scheme) established under that Act. WorkCover is there to rehabilitate and compensate those who experience a workplace injury. With the right support structures, injured workers will return to a safe workplace environment in a timely manner. As co-workers we also have a responsibility to help support colleagues on WorkCover. Injured workers may feel isolated; finding the process overwhelming. There can be financial implications and mental health and wellbeing may be impacted. This process could leave one feeling like they are spinning out of control. They may feel there is a stigma attached to being on WorkCover and they are no longer valued or needed. Some may have special medical restrictions that require alternative or modified duties on their return. What may be particularly concerning for the injured employees is the breakdown in the communication process between WorkCover and the employee’s workplace. This may include financial implications due to pay cuts, over-payments and pay suppressions. How do injured workers deal with this on top of the situation they have suddenly found themselves in? The longer you remain on WorkCover the less you get paid. The ramifications for single income earners and term time employees relying on their salary to pay bills on time and simply survive can be tremendous. Waiting for your next pay no matter how

“The road to recovery … would be faster and easier if the WorkCover process could be smoother, less traumatic and less stressful.” minimal, causes a great deal of stress for the individual trying to pay rent or a mortgage. WorkCover and the employer, who all play a part in the rehabilitation process, need to work more cohesively to do what is best for the injured person. Early intervention needs to occur and communication is to be kept open at all times between concerned parties. The longer you are out of the work environment the less likely you are to feel rehabilitated and the harder it is to return. With constant changes occurring within the workplace, the more ‘deskilled’ and ‘devalued’ one can feel. Clearly, prevention is better than a cure and most would agree there is serious scope for improvement in this area. The whole WorkCover process must be made transparent. Too often the injured worker feels there is a hidden agenda. At times they feel as though WorkCover is working against them and not for them. Rehabilitation must occur in conjunction with the worker, where every reasonable effort is made to assist the person involved in a nonjudgemental and fair manner. Once a WorkCover case has been approved, the needs of the individual and the doctor’s recommendation must be taken into account regarding rehabilitation in a suitable plan to move forward. The road to recovery for our co-workers would be faster and easier if the

WorkCover process could be smoother, less traumatic and less stressful. This process needs to be made easier not only for them but also for their families. This extends far beyond the front doors to our workplaces. Our colleagues deserve to be treated with dignity and respect. Your right to access WorkCover should not make you feel different or disadvantage you in anyway. As colleagues, we have a very important role to play in ensuring this doesn’t happen. As they say, “walk a mile in my shoes!” AEU members can contact the Union at any time for advice on matters relating to workplace injury and get assistance to enable early intervention to occur. The AEU can advise you on your rights and the employer’s responsibilities in a WorkCover situation. Having watched colleagues struggle with WorkCover issues I know that prevention is better than a cure. Early intervention could save having to go down the WorkCover path in the first place. Thanks Nora for sharing your perceptions of WorkCover from an AEU Member’s perspective. You’ve hit the nail on the head when you identify prevention, early intervention and support from colleagues as the critical issues. We would add that, once an injury occurs, we would urge DECD and TAFE to recognise the importance of accommodating an injured person remaining at work or returning at the earliest opportunity. The AEU often hears from non-members who have suffered a work-related injury and are struggling with the system alone and from members who wouldn’t know where they would be without the advice and assistance of the AEU. n 11

Running Cover story: HeadSupport services cuts

Schools to lose crucial support services DECD, as part of the new Partnerships structure, is proposing changes to the support services provided to students with special needs in our schools.

he Department for Education and Child Development (DECD) has developed a concept model that will drastically reduce positions for Hearingimpaired, Behaviour, and Disability coordinators, seriously impacting on the delivery of important services to schools. The Department claims the model is based on widespread consultation but AEU members say the consultation is a sham. According to staff working in DECD regional offices, key stakeholders, including classroom teachers, have not had the opportunity to provide feedback, putting DECD in breach of the requirements of 12

the Enterprise Agreement to consult. The Enterprise Agreement provides for genuine consultation and bona fide opportunity to address issues, and member say this has not occurred. As a result the AEU has lodged a dispute with the Industrial Relations Commission of SA (IRCSA). Members have told the AEU Journal that information is being sought on an unclear concept model which does not include important details needed to provide constructive feedback. “We’ve been talked at rather than listened to,” said one member who chose not to be identified. “Just holding a meeting does not necessarily constitute consultation,

1 AEU member Ian Berry handing out AEU flags and badges to members attending the recent DECD Consultation and the Convention Centre.

nor does referencing the consultation clause on a website if you don’t comply with it,” she said. It’s clear that AEU members would like their concerns with the model addressed promptly. They say the reviewers do not understand the current roles and duties of the coordinators who work in regional offices and are not valuing teacher expertise. These sentiments were also expressed by AEU Vice President Jan Murphy in a June 15 press release. “It appears the Department doesn’t understand the important role these educators play is are more concerned with making budget savings than ensuring our most challenged students get the support they need,” she said. Wearing AEU badges and waving union flags, Support Services members attended a DECD “consultation” at the Adelaide Convention Centre on June 16. At an AEU meeting following the event members were feeling no better about the proposed changes, with some saying they felt the questions were loaded to favour the outcome the Department continued over page 3

“To create positions described as ‘behaviour coaches’ and then not have teachers with expertise in this area fill the position is nonsensical.” was seeking and that management weren’t respecting the work they do. “Support services has been operating really well for quite a while now, so for management to suggest we should abandon ship before things get worse was quite disrespectful,” said one staff member. Indeed, the majority of staff working in support services are incredibly experienced and highly qualified in their fields, yet many are likely to be placed back into classrooms where they’ll need further training.

An unprecedented attack on teachers and our industrial conditions The AEU believes the primary purpose of an education department is education. This is why it is critical that disability and behaviour positions be filled by registered teachers who understand schools, pedagogy and curriculum. To create positions described as ‘behaviour coaches’ and then not have teachers with expertise in this area fill the position is nonsensical. The DECD plan is to utilise allied health staff with no requirements for classroom or curriculum experience. This will create a greater gulf between schools and central office and an education department executive team lead by a non-teacher and containing few if any teachers.

The DECD cuts agenda Behaviour Support (ISBCCs) Currently 37.8 Full-Time Equivalent (FTE) positions will become 30 “Behaviour Coaches”. The requirement to have

a teaching qualification, an understanding of curriculum or pedagogy, or have teaching experience to coach classroom teachers on student behaviour is removed. It appears that non-teachers without school or classroom experience are now experts in the area of student behaviour! Services will be spread thinner as they take on more sites, including preschools. Further, the positions become “award free” with employees put on individual contracts. The salary at this stage is undefined but we do know that a range of teacher conditions are lost. The changes may meet the agenda of budget savings but they do not meet the quality education test, with support to students and teachers cut. It reflects a broader agenda within DECD to remove people with teaching experience and knowledge of schools from key positions.

Hearing Services Coordinators Currently 23.9 FTE positions will be reduced to six Special Educators (hearing) who will only service country locations. Where these positions will be based is unclear and DECD has not adequately answered this question. When asked whether the positions will be based in metro or country, answers have been contradictory. How hearing services are to be provided in the metro area has not be adequately stated. In other negotiations the AEU has been told that the proposed hearing hub is not to go ahead. Further Early Intervention Services (hearing) at SERU are to be cut. The classificaction of Special Educator will be changed from Band B1 Coordinator to Seconded Teacher with a range of conditions lost.

Disability Coordinators Currently 46.3 FTE positions are to become 50 Special Educators. The role will be expanded to attempt to address the cuts to hearing services. Hearing Sevices Coordinators have specific skills that can’t just be obtained with a crash course – most have completed a master’s degree in order to carry out the role. However, DECD seem to be under

the impression this work can be absorbed by Disability Coordinators, who already have significant workloads.

Tenure All the above positions will have tenures cut to two years down from five years. This will create increased instability and make it more difficult to attract applicants for the positions. It limits the career paths for teachers. The model does not address problems with attracting staff. DECD has over successive enterprise agreement negotiations refused to address claims relating to country incentives.

Not about education The AEU, on behalf of members working in Support Services has asked for the educational reasoning behind proposed changes but nothing has been provided. With a state budget about to be handed down it’s clear that these reforms are all about penny pinching to meet enforced savings. This belies the state government’s otherwise strong commitment to the Gonski school funding reforms. Unfortunately, implementation of Gonski funding will not prevent the cuts happening in support services.

Workload in schools The AEU has also raised serious concerns that the proposed changes will impact upon the workload of members working in schools and preschools. In particular, school and preschool leaders’ workload needs to be considered. Under the current enterprise agreement, DECD and the AEU must jointly make an assessment regarding any change in work value of leaders under the partnership model. This has yet to occur and DECD has refused on the grounds that it does not believe that reductions in the numbers of service providers will impact on the workload of teachers and leaders. The AEU disagrees as teachers are telling us they rely heavily on the work of Support Services staff. continued over page 3 13

Cover story Continued

What the members are saying Chris Bowen Hearing Services Coordinator DECD Noarlunga Office I have a caseload of 96 students and a number of those need ongoing service. I continue to get new referrals for students who need assistance. The Department is looking very clinically at the referrals from schools, and because hearing impairment is a low incidence disability compared to general disability, basing decisions on the number of referrals makes no sense. When we support a student we do the full assessment ourselves and do a lot of follow-up with parents, with other agencies, and then we have ongoing involvement with those students for a long period of time.

Jenny Lutze Behaviour Support Coordinator Murray Bridge Educational Office The schools I work with have all said they will not have nonteachers working alongside their teachers as a “behaviour coach”. Most of the work that I do around behaviour is because the kids aren’t accessing the curriculum and they not accessing it because the teacher doesn’t have the time to differentiate the curriculum for different learning styles. So, if you don’t have someone who understands the curriculum doing this work you don’t have a chance of supporting the students adequately.

Greg Pedder Hearing Services Coordinator Hearing-impaired kids can easily be lost in a classroom if you don’t have someone with the skills to identify the issue and assist in engaging them with the curriculum. There is a 14

Funding whole range of knowledge hearing services coordinators have that classroom teachers or staff working in other support services roles don’t have. We can assess a room for it’s acoustic qualities and set up soundfield systems and so forth. It’s crucial to understand how this works if a student is going to get the most our of their education. Sometimes we deal with students who don’t get a lot of support from their families and we will assist in getting their hearing aids repaired or re-tuned and so on.

Ben McNicholl Parent and Support Services Coordinator To this point the Department has been a really good support to my hearing-impaired son and that’s one of the reasons we send him to a public school. Primarily he gets support around curriculum, and accommodations are made when you have a child with a hearing impairment. Even though he has a cochlear implant he needs lots of extra support from someone with specialist knowledge. The information we’ve received on the cuts … it’s clear that somereceived on the cuts … it’s clear that some of the deaf kids’ will be left behind.

Ian Berry Behaviour Support Coordinator The new model is a health model which is saying that teachers really aren’t valued and can be replaced by a range of other professionals. Our strong point is that we are working as teachers with teachers in schools and this is moving us away from that. The impact for students isn’t good – we support them with curriculum and pedagogy and the removal of this means that students will be unable to access the support they need. We work with some of the most difficult kids, and the number is growing. We support kids to stay in school by engaging them with the curriculum. We train teachers in managing student behaviour, including bullying and other serious issues. We can do that because we are teachers not health workers. n

Gonski funding cut will hurt disadvantaged The Coalition decision to abandon needsbased funding will lead to massive teacher shortages in disadvantaged schools

he research, prepared for the AEU by funding expert Dr Jim McMorrow, shows that $2.67 billion will be lost from public school funding in 2018/19 and 2019/20. This is the result of the Abbott Government’s decisions to abandon the final two years of Gonski funding, tearing up signed agreements with the States, and to reduce school indexation to the rate of inflation from 2018. Private schools will lose $1.21 billion over the same period. AEU Federal President Angelo Gavrielatos said the bulk of the funding would be cut from public schools, which educated the most disadvantaged students. “Abandoning the Gonski agreements will mean the loss of staff and of crucial programs to support students. We are continued over page 3

Vice President’s Report talking about losing literacy and numeracy programs, speech therapists and other programs that improve student outcomes,” Mr Gavrielatos said. The losers from this decision will be students with disability, students from low-income families, regional students, students from non-English speaking homes and Indigenous students.

The broader picture – a bigger battle AEU Vice President Jan Murphy writes

“These are the students which the Gonski Review recognised need extra funding in order to make the most of their potential,” said the AEU President. “The last two years of the Gonski agreements contained two-thirds of the overall funding. This was the period when the real increase in resources to disadvantaged schools was to occur.” The research concludes that the loss of National Partnership Payments to schools will nullify the effect of extra Gonski funding in the first four years of the agreements, and that the loss of these payments will hit public schools the hardest. It also finds that the percentage of Federal Government schools funding which goes to public schools will stay at just 38 per cent through to 2019/20, despite these schools educating 65 per cent of students. “Dr McMorrow has found that failing to honour the last two years of the Gonski agreements is the equivalent of removing 20,000 teachers from schools. There is no way that money can be slashed from the system without hurting students,” said Gavrielatos. “Gonski was about funding all schools on the basis of the actual needs of their students. The Abbott Government’s decision to end Gonski funding means that funding gaps between schools will continue to widen into the future.” Gavrielatos said that disadvantaged schools and students will continue to fall behind, as the Abbott Government entrenches disadvantage in our community. “We are already seeing the huge impact Gonski funding is making at disadvantaged schools, and NSW Education Minister Adrian Piccoli has warned of the damage that will be done by this loss of funding.” “The Abbott Government has shown that it has no real commitment to public schools, or the students who attend them,” he added. n

Announcements in the federal budget, including the loss of the final two years and twothirds of the Gonski ‘Better Schools’ funding, are of great concern to AEU members. The federal coalition government has reneged on their election promise – not surprising from a Party that was prepared to do and say anything to win the election. The Coalition’s backflip on the school funding “unity ticket” will have a massive impact on our schools and our students. The more disadvantaged the community, the bigger the impact. And if the threat of losing most of the Gonski funding isn’t bad enough, we must also consider the impact of other budget cuts on our members, students and their families. Talk at area meetings turned to the broader picture – the effects on families of other changes announced in the budget. Those families on fixed or low incomes, or relying on welfare payments, will be hardest hit. Families will be under even greater duress when payments are cut or disappear altogether, or they have to choose between paying a bill, buying food or taking a sick member of the family to the doctor. AEU members see the impact on children and young people, of stress at home, all the time. It affects their wellbeing, their learning and their behaviour. Students who start the day anxious or unwell, are often only a whisker away from becoming upset, angry, even violent and they are certainly not up for the learning and other challenges the day may bring. We are concerned that families who are most disadvantaged and most at risk,

“The Coalition’s backflip on the school funding “unity ticket” will have a massive impact on our schools and our students.”

will become more so. Members will be dealing with a greater number of increasingly complex issues. Many of you already go well above and beyond this as you feed, clean, clothe, house, transport, counsel and support some of our society’s most needy and vulnerable children and often their families as well. Members fear that their capacity to manage what is already a highly complex job and excessive workload is going to be stretched even further. If you’re concerned about the federal budget and the impact it may have on you, your family, colleagues or community, or the children and families you work with, what are you going to do to show your concern? If you’re angry about the cuts to education and health and worried about the impact on our society and in particular, on its most vulnerable, how will you show your anger? Voice your anger and concern and join the bigger battle. Contact your local federal politician. Hit social media and hit the streets. Talk to your colleagues, send emails and sign petitions. Join the marches and protest actions. Wave a flag, carry a banner and bring your friends. Your silence is your tacit agreement with the Coalition’s budget. At least, Tony Abbott and Christopher n Pyne will claim that it is. 15

Bud get

OAM

State Govt Gonski share is in the budget

Order of Australia for an AEU veteran

State Treasurer Tom Koutsantonis has confirmed the ALP’s commitment to the Gonski school funding reform in a June 12 press release announcing its inclusion in the 2014–15 State Budget. AEU Vice President Howard Spreadbury said it’s reassuring to see the Labor government is keeping its word and honouring its funding commitment to South Australian schools. “We are very pleased with the announcement and congratulate the Weatherill government for prioritising schools funding,” he said. The extra $229 million over six years – the state government share of the deal signed with the federal government in mid 2013 – is a significant investment in our schools and will provide students with much needed extra support. However, as a result of the Abbott government’s failure to hold up its end of the bargain, South Australian schools are still $335 million short of the funding required to meet the minimum resource standard identified by the funding review panel led by eminent businessman David Gonski. Mr. Spreadbury said the Coalition’s almost instant change of heart to support Gonski prior to the last federal election despite disagreeing with the panel’s findings from the outset was an obvious ploy to win votes. “Tony Abbott and Minister Pyne were never really committed to the Gonski reforms and deceived the Australian people prior to the Federal Election. They claimed to be on a unity ticket when it came to schools funding but quickly backflipped once elected,” he said. State Opposition Education Spokesperson David Pisoni has also let down South Australian educators. Public education workers, students and school communities should ask why Mr. Pisoni isn’t lobbying his federal colleagues to keep their word and fund the Gonski reforms as originally agreed. While the AEU welcomes this investment from the State Government, we also call on Prime Minister Abbott to rethink his position – public schools educate the vast majority of special needs, Indigenous and disadvantaged children and a much greater investment is required for them to receive the education and life opportunin ties they deserve.

AEU Coordinator of Organisers Bill Hignett has been recognised for decades of service to the community.

The Order of Australia nomination form states: “The Australian honours system celebrates the outstanding achievements and contributions of extraordinary Australians in a diverse range of fields and areas of endeavour It is about recognizing those people in the community whose service and contributions have had the effect of making a significant difference to Australian life or, more broadly, to humanity at large.” It’s not often that we recognise the achievements of AEU staff in this Journal but it’s with much pride as an organisation that we acknowledge the hard work, dedication and commitment of AEU Coordinator of Organisers Bill Hignett, who receieved of an Order of Australia on the Queen’s Birthday public holiday. Bill started as a teacher in 1969 before being called up for National Service and posted to the 86 Transport Platoon who he served with in Vietnam until early 1972. While in active service, Bill’s strong sense of social justice and interest in education led him to work with Vietnamese children and families, teaching several nights a week at the school adjacent to the Australian military base. Those who know Bill will testify to his loyalty as a friend and comrade, and as such he has remained heavily involved with his former platoon and is currently the Secretary of the 86 Transport Vietnam Association. Upon returning to Australia Bill resumed his teaching at Cleve Area School before beginning work at as Organiser with the AEU (SAIT) in 1979. Bill is known in the AEU and the wider trade union movement as passionate, highly knowledgeable and deeply committed to serving the interests of members in preschools, schools and TAFE. Often the first to arrive and the last to leave the office, Bill’s commitment to AEU members is deeply respected by his

colleagues and those whom have benefitted from his advocacy. Bill currently sits on the board of Reconciliation South Australia and is tireless in his work for Aboriginal and Torres Strait Islander (ATSI) people. Indeed, his passion for in this area has led to some amazing achievements in particular for Aboriginal educators both through Reconciliation SA and the AEU. Some of Bill’s achievements, taken from the website of the GovernorGeneral: Medal (OAM) of the Order of Australia in the General Division Mr James William HIGNETT, For service to Indigenous communities of South Australia. Coordinator, Organisers Section, Australian Education Union (AEU) of SA; began with the Union as an Organiser in 1979; instrumental in the development of Aboriginal Education Workers Award 1987 and position of Aboriginal Focus Organiser within the AEU; instrumental in improving pay and conditions for Aboriginal Community Education Officers; worked to support the establishment and development of the Kaurna Plains School, for over 25 years Board Member, Reconciliation SA, since 2006. Project Team Member, Aboriginal Ex Service Members and Dependents. Project Member, Register of Aboriginal Veterans of SA, since 2006. Committee Member, South Australian Aboriginal and Torres Strait Islander War Memorial, since 2006. Secretary, 86 Transport Vietnam Association. Bill Hignett’s contribution to education and ATSI activism will be forever remembered in South Australia. We congratulate him on receiving the Order of Australia and thank him for all the work he has done on behalf of AEU members, Aboriginal people, and the broader community over four decades. n

2014 sustainability Anna Stewart Memorial Project 7 Union member participants of the 2014

ASMP at the recent Parliament House visit.

Penny Karatzovalis

Trish Phillips

A fire in the belly Two active union members inspired after a week at the AEU Trish Phillips Sub-branch Secretary Northfield Primary School Being chosen to represent the AEU on the Anna Stewart Memorial Project … all I can say is WOW! What a week! What an opportunity! What a group of people who represent me! I knew very little about Anna Stewart but felt very strongly that this project was a chance to really get to see behind the scenes of unionism and deepen my understanding. Here I first learned in depth about the role of Anna Stewart, who in a relatively short space of time brought about changes for women such as maternity leave and childcare, and this was only in the early 80s! Unfortunately, she died tragically at the age of 35, thus the project was set up to commemorate and remind us of the work she did. Later, having the privilege to go to the Industrial Relations Commission with the Industrial team – Leah York, Dan Farmer and Vice President Jan Murphy, I truly began to understand the depth of knowledge of the people who represent me. I was completely in awe of the fasttalking, the passion and the important role the AEU plays in negotiations around my work environment and all it includes. Another highlight of the week was accompanying AEU Leaders’ Focus Organiser Ken Drury and fellow Anna Stewart participant Penny Karatzovalis as

we travelled to Wallaroo for a country area meeting. We visited Port Broughton Area School, Moonta Area School and Kadina Memorial School and were reminded that the issues for our country colleagues aren’t that different but have the added complexity of distance from DECD services. Our final event of the week was a visit to Parliament House, hosted by Frances Bedford MP and Gail Gago MLC … a very different tour from when we go with school kids! Gail Gago told us her story, which reinforced the message I took away from all the women I listened to over the course of the week … we may feel inadequate and question ourselves, until we get a fire in our belly. It gives us the strength to stand up and be heard. What we do from there is our choice – whether it be a quiet protest at our site or in our home, or to stand up and shout as loudly as we can! n

for them, some went so far as to say it had been life-changing. It has been a week since my ASMP experience and I have come away feeling more empowered with new knowledge about how the union works for its members and how all members have a part to play in its effectiveness. My experience in the ASMP has given me further understanding of the history of trade unions, negotiation skills, effective communication and the power of a united voice. Spending time within the AEU was somewhat like being a work experience student however I wasn't doing the filing or making cups of tea. Trish Phillips and I were made to feel very welcome (almost like part of the team) and had time to go behind the scenes at 163 Greenhill Road, from the information hotline to the negotiating table. I am grateful for time spent with Correna Haythorpe and Jan Murphy who answered questions and shared their stories openly and honestly. It was at the Industrial Relations Commission, however, observing the AEU Industrial team who had lodged a 3.1 grievance, that I realised the extent to which our rights at work are defended. It was at this time also, that I was able to further appreciate the various levels at which the union works for its members. Our road trip to the Yorke Peninsula with AEU Organiser Ken Drury offered an opportunity to take part in an area meeting as well as visiting schools to talk with members. Going on a long country drive also meant time for lots of questions about recruitment of members, how the PAC works, the challenges of developing an EB agreement and more. The first week of the ASMP under the guidance of union trainer Sharon Holmes has been a fantastic experience of learning, networking and of contemplating new directions. I look forward to week two of ASMP in October to further consolidate my union knowledge. n

Penny Karatzovalis

*Upcoming Ev ent

Sub-branch Secretary Brighton Primary School

The Muriel Matters Society Inc.

When I first heard about the Anna Stewart Memorial Project I thought it would be something I'd love to be a part of, particularly as my interest in unionism had increased. I put my name forward and was pleased to be accepted. I'd heard from several past participants what a fabulous opportunity it had been

with drinks & nibbles

You are invited to celebrate Muriel’s historic first ‘Votes for Women’ caravan tour on:

Thursday 26 June | 5.30pm - 6.30pm in Old Parliament House, Nth Tce RSVP Essential: 0437 656 700 or murielmatterssociety@gmail.com

Recruitment

Jessica helps re-sign unfinancial members Graduate teacher Jessica Napier joined former AEU Vice President and retired Principal Jan Webber as our first member volunteers to hit the phones as we embark on a short campaign to rejoin members who for various reasons have become unfinancial in recent times. Jessica said most people she spoke to were just really busy and had forgotten to pay their subscription. “I’ve made around 20 phone calls so far, to a broad range of people and managed to speak to seven members, five of who have joined back up. So it’s been really worthwhile,” said Jessica. “I think it’s really important to be a member of the union because you never know when you’re going to need help – it’s great to know someone’s got your back. And if you’re not part of the union that’s fighting for your rights and payrises, you really should be.” Jessica’s success rate in rejoining members shows that sometimes people just need to be reminded and given an opportunity to rejoin. If you have members in your site that have become unfinancial why not have a quick conversation or about joining back up in the lead-up to our upcoming enterprise bargaining negotiations? With widespread reforms in the education sector, there’s no better time to be a member of the union that stands up and fights for public education workers, their students and communities. Thanks to Jess and Jan for their great work on the phones at the AEU! n 18

women’s Focus

Welcome to the

2014

AEU WOMEN’S CONFERENCE

AEU

ACTIVE IN SECURING OUR FUTURE

Don’t be a bystander! Get engaged in your union This year’s AEU Women’s Conference inspired members to get more active in their workplace and their union

embers who attended this year’s women’s conference were treated to some wonderful guest speakers including media personality and public education supporter Amanda Blair, Psychologist and Occupational Health expert Dr Moira Jenkins, Activist and PhD student Tara Fatehi and Silvia Wright-Davies. How refreshing it was to hear someone speaking passionately about public education, and to a full house at the Women’s Conference! Amanda Blair has a down-to-earth approach to life and public education that connected with many in the audience. There was plenty of laughter around the room and nodding of heads in agreement when Amanda spoke about her experiences as a parent in the public education system while juggling work and family responsibilities. And despite her busy schedule, she still managed to make time to speak with conference participants after

her presentation. Silvia Wright-Davies ran three sessions over the day on Friday – Assertiveness Skills that support success, How to keep difficult people from ruining your day and Are you doing what you love, or even loving what you’re doing? A number of members said they had learned some useful strategies to take back to their workplace. Other workshops were very informative and ranged from superannuation tips (always popular, and especially with the title Girls just want to have funds), a session on recruitment and selection for teachers in DECD and a session on people we deal with everyday and their different personalities. On the lighter side, during breaks in the conference program members had the chance to cycle for a smoothie on a pedal-powered smoothie bike set up in the foyer area. Many said the smoothies were the best they’d tasted, no doubt

Women’s Focus online:

Documentary inspirational things, Tara spoke about the work she is doing to help migrants and refugees build a better life in Australia. What an inspirational young activist she is! One member who attended her first Women’s Conference said she found the sessions empowering and no longer wants to be a bystander; she has already become more active in the AEU, attending her first Area Meeting last week. n To read the articles with excerpts from Amanda Blair’s recent speech at the AEU Women’s Conference and her opinions on public education go to:

8: www.adelaidenow.com.au + search: Amanda Blair 1 Guest speaker Amanda Blair speaks to a full house (pictured left) at the recent AEU Women’s Conference influenced by the sweat they had raised in the production process! Dr Moira Jenkins spoke very informatively on the topic Women, Leadership and Bullying – an adaptive challenge. Many useful approaches were discussed, in particular the need to understand the culture of bullying, what it means, and identifying issues in workplaces. Using the risk management formula/approach and putting procedures into action was an important aspect of her presentation. The workshop ‘Building a Strong Effective Sub-branch’ was an opportunity for all participants to share and develop ideas to strengthen their sub-branch and an excellent hands-on activity for everyday practice. The film I am a girl paints a clear picture of the reality of what it means to be a girl in the 21st century. Some members had tears in their eyes watching this documentary and others found it a little confronting, but it was enlightening, showing us something we don’t see every day. Highly recommended viewing. See column right for more information on how to see this great documentary. Our other guest speaker on Saturday was Tara Fatehi. Tara, who was born into a Kurdish family in war-torn Kurdistan, fleeing her homeland at the age of three, founded the Adelaide Kurdish Youth Society with the aim of helping her community promote its rich culture and heritage, and to forge strong ties within Australian society. Among other

Quotes from... Best Advice Ever Given Participants at the Conference were asked to write quotes on the wall pertaining to the theme: “The best advice ever given”. Some are included here:

“Join the AEU!!!” “It’s not what you say or do … it’s how you say and do it.” “Never think you are better than anybody else, but always think you are just as good.” “Work out how you will land before jumping off the cliff.” “Be aware of half truths – you may have the wrong half!”

i am a girl is an inspirational feature length documentary that paints a clear picture of the reality of what it means to be a girl in the 21st century. Filmmaker Rebecca Barry takes the audience on a journey through diverse cultures and societies around the globe including Cambodia, Papua New Guinea, Cameroon, Afghanistan, USA and Australia. Feminism may have promised equality and sought a better and fairer world for women but the reality is that girls make up almost a quarter of the world’s population yet still face the greatest discrimination of any group in the world. Technology and science offer unimaginable potential but we still struggle to ensure men and women are afforded equal opportunities. Yet in spite of these obstacles, girls have found extraordinary ways to persevere and in our documentary we hear their stories of strength, hope, courage and a refusal to be second best. Get your students involved!

For more details on this great film and for study guides to engage students in some fantastic learning opportunities, go to:

“Be gentle with yourself and others for everyone may be travelling a difficult road.”

8: www.iamagirl.com.au

“Be here now.” “Set your boundaries where you’re comfortable, because wherever they are, they’ll be pushed.”

“I want to be something... extraordinary”

A Reminder!!! Remember to look after yourself! Don’t forget to have your regular pap smear and mammogram. n

8: www.aeusa.asn.au>interest groups>women

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Australian Education Union

Recruitment – whose business is it? AEU Lead Organiser Correna Haythorpe provides some tips on joining up new members. The AEU runs several recruitment blitzes across the state during the year, however, it is important to note that recruitment is the business of everyone in our union. AEU sub-branch secretaries and members are in a prime position when it comes to recruiting new members in worksites. Discussions about the AEU, who we are and what we do are a vital to maximising recruiting opportunities in worksites. If a potential member is aware there is an active sub-branch in the site that will provide relevant, up-to-date information about current issues, it may encourage them to join the union. Recruitment is the first step to knowledge, empowerment and the opportunity to be part of a union that promotes a strong, vibrant and equitable public education system. It’s also important to emphasise that the more members we have, the stronger we are and the more power we have to fight for improved wages and conditions for all public education workers. 20

Australian Education Union

11 Recruitment hints for Sub-branch Secretaries

“AEU sub-branch secretaries and members are in a prime position when it comes to recruiting new members in worksites.” ing staff members who express an interest in joining. 6 Have an active and visible presence in your worksite. Are your AEU reps – PAC, SSO Contact, Women’s Contact etc – active in the workplace? Is your AEU noticeboard up-to-date and in a prominent location?

1 Take a look at your membership list. How many members do you have in your sub-branch? Have you advised AEU membership of any changes?

7 Pin up a copy of the 2012 Enterprise Agreement on the AEU noticeboard and make sure that members know how to access the Information Unit if they have a query.

2 Analyse the data to identify whether there are people at your preschool, school or TAFE who you can have a conversation with about joining the AEU.

8 When a new member joins up, welcome them to the sub-branch and make sure that they are on your distribution lists and invited to attend sub-branch meetings.

3 Organise a morning/afternoon tea and invite non-members along to meet the AEU members in your subbranch. Invite an AEU officer out to discuss current issues or campaigns.

9 If you have student teachers on placement in your site, provide them with information about student membership.

4 When a new person arrives at your site, introduce yourself and welcome them a) to the sub-branch if already a member or b) to come along to a meeting to see what the AEU is all about. 5 Make sure that you have current membership packs and information about the AEU for potential members. Provide these to new and exist-

10 Make sure that you have the 2014 AEU Event Planner on your noticeboard and draw people’s attention to the training opportunities on offer. 11 Let people know about the AEU website at www.aeusa.asn.au; please like us on facebook and follow us on Twitter. In 2014, make recruitment your business. Help ensure that we are strong and ready for action for the Enterprise Bargaining process in 2015. n

Australian Educat

AEU Training and Development Program 2014

E vents & C o urses 2 0 1 4 | T er m s 2 & 3 Mon 7 July

9:30am – 12:00pm

Thurs 17 July

1:00pm – 3:30pm

Curriculum Organiser Online (COO) Intro Workshops

SSO/ECW Application Writing Workshop

A short introduction to the AEU’s Curriculum Organiser Online and how it can help members’ teaching Foundation - Year 10 plan and program based on the Australian Curriculum.

A half day practical workshop to assist SSOs and ECWs applying for DECD promotion positions.

Open to: Everyone interested in finding out how COO can help them in their Australian Curriculum implementation.

8 July, 13 Aug, 28 Aug, 12 Sep, 6 Nov

AEU/DECD Personnel Advisory Committee [PAC] Training The AEU strongly recommends that all members of the PAC, including principals, AEU representatives, equal opportunity and non-teaching staff representatives who did not complete the update or full training in 2013, register for PAC training. In 2013 there were significant changes that will affect the PAC. Book Online: www.decd.sa.gov.au/hrstaff/

Day 1: Tues 15 Jul Day 2: Wed 16 Jul Day 3: Thurs 17 Jul

9:15am – 4:00pm 9:15am – 4:00pm 9:15am – 4:00pm

Conflict Resolution through Mediation A high demand 3-day course facilitated by Professor Dale Bagshaw and practising mediators covering the theory and practice of mediation. It is essential that participants attend all three days. Open to: All educators, particularly those in leadership positions.

Open to: Financial AEU members in nonteaching positions.

Day 1: Tues 8 July

9:15am – 3:00pm

Student Engagement Workshop – Port Pirie

Fri 1 Aug

Open to: Strongly recommended for newly elected workplace reps/SBS and members of WOCs. Participants should bring at least one other member with them eg. AEU PAC rep, new educators, women/SSO contact, OHSW rep or WOC member.

10:00am – 2:00pm

Speak Up! Safe Schools for All A secondary student and teacher workshop, on creating schools as safe places supportive of sexual and gender diversity and free from homophobic bullying and harassment. Open to: AEU Members, non-members and school students. Recommended for teachers attending with a group of student leaders from years 9 – 12. Cost: $110 for teachers who are not financial members of the AEU.

Mon 11 Aug

9:15am – 3:30pm

Wed 16 July

A 1-day course for members on the role of the AEU Women’s Contact Officer and the

A full day practical workshop to assist SSOs and ECWs who wish to sit on merit selection panels. Open to: Any SSO/ECW in non-teaching positions.

Day 1: Thurs 14 Aug 9:15am – 3:30pm Day 2: Fri 15 Aug 9:15am – 3:30pm Day 3: Date to be negotiated with participants.

New Workplace Reps

Cost: AEU Members $110, Non-members $330 incl. GST

SSO/ECW Merit Training Workshop

Open to: AEU contact officers (Women and Non-teaching staff) who have not attended this course recently.

This course is facilitated by experienced teachers who will develop teachers’ skills in creating ‘rigorous learning conditions’ (TfEL) which support active participation and increase student engagement and accountability for their own learning using strategies including cooperative learning. Follow-up day (optional): participants can attend Day 2 on Thursday 9 October in the City. The $55 enables you to attend one or both days.

Contact Officer Course – Women and Non-teaching staff

9:15am – 4:00pm

SSO/Non-teaching Staff Contact officer on how they can best support members in their workplace. Participants will also better understand their role and conditions of work.

Work Health and Safety Training for Health and Safety Representatives

Unions is an approved provider of WHS training for Thurs 17 July SA 9:15am – 3:00pm Health and Safety Representatives in South Australia.

specialist trainers and facilitators have many years experience SSO GeneralOur Reclassification providing the highest quality training and are committed to Workshop indelivering best practice through the design, delivery and content

A 1-day practicalinworkshop assist SSOscycle. in a continualto improvement SA Unions courses are delivered in a relaxed friendly atmosphere applying for reclassification. with particular attention to participant interaction and acquiring

Open to: financial AEU members working as hands-on-skills. an SSO. IncludesAs a fully catered lunch. a HSR you have the right to choose your preferred training

This workplace reps course is designed to build and strengthen the sub-branch and assist members to work together to resolve workplace issues effectively through various decision making structures and consultative processes. Participants will also apply the new Agreement and the new PAC procedures to their work situations. The final day will focus on resolving issues through formal grievance procedures.

Thurs 20 Aug Fri 21 Aug

10:30am – 8:00pm 9:00am – 2:30pm

New Educators Tri - State Conference (Mildura) This two day conference is for new teachers from three states featuring workshops on current common issues and experiences. Participants comeWork from NSW,Health Victoria andand the SA Riverland. Safety Training for Open to: AEU financial members from the Health and Safety Riverland in their first six years of teaching.

Representatives

SA Unions is an approved provider of WHS training for Health and Safety Representatives in South Australia. Our specialist trainers and facilitators have many years experience in providing the highest quality training and are committed to delivering best practice through the design, delivery and content in a continual improvement cycle. SA Unions courses are delivered in a relaxed friendly atmosphere with particular attention to participant interaction and acquiring hands-on-skills. As a HSR you have the right to choose your preferred training provider in consultation with your employer.

Work Health and Safety Training for details: Contact SA Unions for registration 08 82792248 or email saunions@saunions.org.au Health and Safety Visit our website www.saunions.org.au/hsrtraining forRepresentatives the 2014 training schedule and registration form.

provider in consultation with your employer. SA Unions is an approved provider of WHS training for

8: training@aeusa.asn.au

and Safetyemail Representatives in South Australia. For further info on any of the above events Health and courses: Saniya Sidhwani on

Our specialist trainers and facilitators have many years experience Contact SA Unions for registration details: To register go08 to82792248 or email saunions@saunions.org.au in providing the highest quality training and are committed to delivering best practice through the design, delivery and content Visit our website www.saunions.org.au/hsrtraining in a continual form.improvement cycle. for the 2014 training schedule and registration

8: www.aeusa.asn.au>events & courses

Council Dates for 2014

NOTICE BOARD

Branch Council Meetings

UNION SUBS ARE TAX DEDUCTIBLE

Upcoming dates for 2014 are:

Saturday, August 23 Saturday, November 22

TAFE Divisional Council Meetings Upcoming dates for 2014 are:

Friday, August 15 Friday, November 14

A tax statement confirming membership subscriptions received by the Union from 1 July 2013 to 30 June 2014 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.

World Education Forum 1800RESPECT Former members of World Education Forum (formerly Fellowship) and other interested people are cordially invited to share afternoon tea with Miss Ruth Rogers OAM previous President WEF and former Superintendent of DECS.

Sunday 27 July, 1.30 – 4.00pm Ground Floor lounge, Resthaven 10 Township Road, Marion. RSVP to Judith Ann email: judann@lifestylesa.net.au

National counselling helpline, information and support 24/7 • Are you experiencing sexual assault or domestic and family violence?

1800 737 732 or

and connect to a councillor online

AEU Journal is carbon neutral

Loxton Primary School

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

Invitation to our Centenary Celebrations 1914 – 2014

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

Crowne Plaza, Adelaide

The theme for this year’s Conference is:

Walking the tightrope – Getting the balance right: Issues and challenges in education law ANZELA is the Australia and New Zealand Law Association. Its aims are to promote the study discussion of law relating to education and to advance knowledge and research about the law in education at all levels. The Conference provides the opportunity to learn more about the legal challenges facing schools, families, communities and government as well as recent developments in education law and policy across Australia and New Zealand.

If you’re interested in attending the

2014 ANZELA Conference, please email an expression of interest to AEU Legal Officer Anne Walker:

awalker@aeusa.asn.au

• We can help. go to: www.1800respect.org.au

Contact Cathy Adams or Colleen Heaney: (08) 8584 7408 www.loxtonps.sa.edu.au Like us on Facebook

Conference 1–3 October

• Seeking to support someone who is?

Call:

Friday 31st October & Saturday 1st November 2014 Calling all old scholars, staff and families

ANZELA 2014

Loxton High School

(Class of 1980 – 1984) Did you or a member of your family start high school at Loxton in 1980? A reunion is being organised for the 2014 October long weekend. For further details please contact Susan Eagle (Gibbs) on: phone: 0427 554 926 email: sue_eagle@live.com.au

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

email address

8: membership@aeusa.asn.au

Email to

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. Kensington Town House: Quiet, private, comfortable 2 BR with QB’s. 5-min stroll to historic Rising Sun, Robin Hood, short walk to Parade and great parks. BBQ, fully equipped, all linen supplied. From $130/night. T: 0407 744820 E: dover.farm@bigpond.com

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: 0407654464 E: arthur1966.dellas@gmail.com

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

HOUSE FOR SALE:

3 BRs in Elliston, Eyre Peninsula. Walking distance to shops, school and beach $220,000 o.n.o. T: 8687 9178 or M: 0428 879178

STRESS, WEIGHT, HABITS?– RELAX! Hypnotherapy, Counsel-

ling, NLP, Relationships, Career, Smoking, Anxiety, Performance, etc. 15% Discount AEU Members. Reg Chapman: T: 0419 829 378 E: nlpchanges.com.au for sale: House on Esplanade at Elliston - great town on west coast. T: 0435 489 429

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

The Mobile Muso Mechanic

Kingston Near Robe:

The long break is looming, I’ll come to you – and setup/repair, restring your guitar/bass and even tackle simple amp maintenance. This new service is also available for school music rooms. Frank Lang: T: 8248 0824

OUTBACK TAGALONG TOURS

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

2-story 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) 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

Victor Harbor Holiday Hse: Giveaway: 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

Children’s Book Sale Hundreds of novels to suit 6-16 non-fiction books, picture books, a complete Wildlife Fact File set & more. Most titles are advertised on Gumtree, or will be soon (located at Marino). For more info call Chris on T: 0408 689 235

Classic children’s swing set with slide. Suit ages 3-7. Easy assembly. T: 0413 408 772 Looking to buy: Plastic toy soldiers made in England, Germany etc from 1940’s – 60’s. They are about 2.5” tall (1/32 scale). T: 0407 773 554 (Debbie)

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 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 email: rogertag@internode.on.net or our Convener: Tony Nichol T: 8396 1682