Official publication of the Australian Education Union (SA Branch)
Vol 47 I No.4
June 2015
AEUJOURNAL SA The workload alarm is ringing!
INSIDE: u Happy
Birthday: The AEU Journal turns 100! u Pearson Inc. The Godzilla of edu-business
EB 2015
R UN N IN G H E AD
BUILDINGAAGENERATION GENERATION OF SOLUTIONARIES BUILDING OF SOLUTIONARIES Take action. Be part of the solution. Take action. Be part of the solution. Across Australia schools are taking action and connecting students toare their positive everyday Across Australia schools taking action and choices for theirstudents school and environment. connecting toour their positive everyday choices -
2014 IMPACT
for their school and our integrated environment. Enviroweek is a fully flexible and adaptable
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Visit www.enviroweek.org to see the Enviroweek video. Enviroweek’s2015 fun and easy actions provide students with the knowledge of their positive everyday impact and how that to biggerprovide change.students Enviroweek’s funcontributes and easy actions
withStudents the knowledge ofthe their positivelunch everyday impact taking up waste-free action discover and how that contributes to bigger that in a year their packaged lunchchange. waste fills a 240-litre wheelie bin. Multiply that by their class,action schooldiscover and all Students taking up the waste-free lunch Enviroweek schools and the impact is both real and big.
that in a year their packaged lunch waste fills a 240-litre Portbin. FairyMultiply Consolidated School Tracey and all wheelie that by theirteacher class, school Gray said, “Students care greatly about wildlife and big. Enviroweek schools and the impact is both real and our planet, but feel powerless to make an impact.
PortEnviroweek Fairy Consolidated School teacher Tracey shows them they hold power for good Graythrough said, “Students careand greatly about wildlife and their choices actions. our planet, but feel powerless to make an impact. “When Enviroweek Waste Warriors measure their Enviroweek they for have goodthe waste andshows do thethem maths, theyhold learnpower that they through their choiceschange.” and actions. power for positive “When Enviroweek Waste Warriors measure their waste HOW and do the maths, they learn that they have the IT WORKS power for positive change.” Take action: From now to September 5 educators and students choose from 14 easy actions, create profiles for their team, connect with other HOWonline IT WORKS schools, share ideas and watch their impact grow.
Take action: From now to September 5 educators Celebrate: For Enviroweek, August 30 - September and students choose from 14 easy actions, create 5, teams showcase their action, celebrate with their online profiles for team, connect with otherand community andtheir join the People’s Choice Award schools, share ideas and watch theirand impact grow. the Top 10 student leaders, teams educators. Celebrate: For Enviroweek, August 30 - September 5, teams showcase their action, celebrate with their community and join the People’s Choice Award and 2 the Top 10 student leaders, teams and educators.
ENVIROWEEK.ORG | COOLAUSTRALIA.ORG
2014 IMPACT
STUDENTS
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EDUCATORS GET:
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SCHOOLS
•EDUCATORS Free-to-access GET:How To Guides and curriculum resources for secondary, primary and early childhood.
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• Cool Prize draws.
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A profile pagefor to secondary connect with others, share tips, •• Youth Advisors schools. showcase stories and photos and engage your community.
• Direct links to online professional development that • support Youth Advisors for secondary schools. and are the implementation of Enviroweek aligned to the Australian Curriculum and EYLF.
• Direct links to online professional development that
• Optional: Choice Awards. 10 Awardsand for are supportPeople’s the implementation ofTop Enviroweek student leaders, teams and educators. aligned to the Australian Curriculum and EYLF.
• Optional: People’s Choice Awards. Top 10 Awards for ENVIROWEEK’S 14 ACTIONS student leaders, teams and educators.
ENVIROWEEK’S 14 ACTIONS Bin it
Edible garden
Waste-free lunch
Gardening for biodiversity
Swap it
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Bin it Up cycle
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Gardening for biodiversity Wonky veg
Swap it
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Up cycle
Vertical and mobile gardens
Switch Trashoff nest
Move and groove Wonky veg Nature classroom Sit spot
Switch off
Move and groove Nature classroom Sit spot
FPEAT RES R ESUID EN T ’ S V IE W
A UNI EUON J OURN T RA INI A L NG
The workload alarm is ringing!
Australian Education Union | SA Branch 163 Greenhill Road, Parkside SA 5063 Telephone:
8272 1399
Facsimile:
8373 1254
Email:
journal@aeusa.asn.au
Celebrating a centurion!
Editor: Craig Greer
page 9 The AEU Journal turns 100 this month!
AEU Journal is published seven times annually by the South Australian Branch of the Australian Education Union. Deadline Dates #5 July 24 #6 August 28 #7 October 16
INSIDE:
Publication Dates August 12 September 16 November 4
Subscriptions: Free for AEU members. Nonmembers may subscribe for $33 per year. Print Post approved PP 531629/0025
u Happy
Birthday: The AEU Journal turns 100! u Pearson Inc. The Godzilla of edu-business
ISSN 1440-2971 Cover: KS Design
EB 2015
Printing: Lane Print
The alarm bells are ringing
Pearson
pages 12 – 15 As workload continues to increase, a new enterprise agreement must provide relief for education workers.
page 6 – 7 The Godzilla of edu-business
Advertise in the AEU Journal. Reach over 13,500 members across South Australia.
8272 1399 journal@aeusa.asn.au
C AM PAIG N
Build A Better Future – fight for our living standards 7 Le Fevre Area meeting participants pictured
from L–R: Jan Murphy - AEU Vice President, Jan Price - Le Fevre HS, Di McDonnell-Smith - Le Fevre Kindergarten Director, Danny Ellis - AEU Organiser, Sean Carey - Le Fevre HS, Carmel Watson - Largs Bay PS, Dash Taylor-Johnson Le Fevre HS & AEU Branch Executive, Ingrid White - Le Fevre Kindergarten.
L
e Fevre Area members voted in favour of the Australian Unions Build A Better Future resolution at their recent Area Meeting. The resolution is the first action in a new Australian Unions campaign based on the idea that all people, regardless of their background, deserve a fair go. Living standards in Australia are now under significant attack. This includes Medicare, affordable higher educacontinued over page 3 3
C AM PAIG N CONT.
SACE EX HIT.BITI ON ?? ?? ??ART ?? CON
tion, pensions, superannuation, and our rights at work.
SACE Art on display at AEU
50,000 Union members responded to a survey by Australian Unions. They said they were worried about their future, the future of their children, and stressed by pressures on their families’ living standards.
If you attend a conference, workshop or meeting at the AEU over the next twelve months make sure you take the time to view some fantastic works by students who completed Year 12 Art in 2014.
You can help turn this around. Union members in workplaces across Australia are voting to support a demand on all governments and our employers. We want a different Australia, one where our living standards are protected. n
Displayed in the main conference area of Raggatt House, the exhibition was launched on June 15 by AEU President David Smith who welcomed students, teachers, parents and members of the SACE Board to the exhibition opening.
At your next sub-branch meeting, vote on the resolution, take a photo if it with your sub-branch members and email it to the link here 5
“The SACE Art Exhibition is a wonderful exhibition and to be able to choose some of the best pieces to display here at the AEU is a real treat for us,” he said. “We have many people in an out of the building, around 2,500 each year attending conferences, so the work will have plenty of exposure,” he told the young artists.
betterfuture@actu.org.au
Go to the Australian Unions website (link below) and download the Build A Better Future resolution.
One of the artists present, Kayla Woods from Craigmore High School told the AEU Journal that her three watercolour portraits were inspired by the sad plight of Breaking
Bad character Jesse Pinkman. “My portraits depict Jesse in different poses with the jackal, which represents his manipulation by the show’s meth cooking protagonist Walter White. I’ve used my own style of watercolour which isn’t typical, it’s more detailed than conventional
continued over page 3
8: www.australianunions.org.au
NEPAL EARTHQUAKE APPEAL HOW YOU CAN DONATE
All donations of $2 or more are tax deductible
DONATE ONLINE
Go to www.apheda.org.au click on the link to the Nepal Earthquake Appeal. Select One off Donations (Option C) and select Nepal Earthquake Appeal in the drop down.
DONATE BY PHONE
DONATE TODAY! With thousands confirmed dead, and over a million children said to be ‘severely affected’ by the massive 7.9 magnitude earthquake which struck on April 25th, Nepal needs our help. Nepali unions are organising immediate assistance and are calling for global union support. Union Aid Abroad-APHEDA is working with the General Federation of
4
Nepalese Trade Unions (GEFONT) and Union Network Nepal Liaison Council (UNI NLC) to provide the following support: Medical treatment for injured; temporary tent and housing; and water and food supply. Global union support is very much needed at this time. Every contribution counts in the effort to rebuild the lives of people in Nepal.
If you wish to donate by phone, please contact Union Aid AbroadAPHEDA on freecall 1800 888 674
DONATE BY POST OR FAX
You can also download the Appeal Flyer from the APHEDA website and post, fax or scan and email the completed form back to APHEDA on:
office@apheda.org.au
P RE S I D EN T ’S V I E W
Straight talk? AEU President David Smith says too many buzzwords are muddying the waters Euphemisms and jargon abound in education, especially in the conversations in its would-be upper realms. It shouldn’t be this way but it is. Any of us who have been involved in educating this society’s youth know that we can’t get away for long with obfuscation or masking the truth behind rhetorical trickery. Nearly all of the students I ever taught had well-developed crap-detectors and, for those who didn’t, they were instructed in developing those devices either by their classmates or one of their teachers. And why not? Helping young people to question the world around us is easily as legitimate a purpose for education than anything I know. Far more helpful to the world than enforcing compliance, I’d say.
Yet we are confronted at every turn with education-specific language, some of which defies rational analysis. For many years we have blithely accepted that teaching methods are somehow transformed into the apparently grander entity ‘methodology’, which is of course the system of methods in the course of a study, not the methods themselves. We all accept that language changes to suit its society, but just who is suited by this kind of linguistic sidestep? I suspect that it was someone’s innocent mistake and, well, it sounded good, so why not promulgate it! That is a pretty harmless example. What of the recent phenomenon, the ‘Numeracy and Literacy Results Plus’ scheme? What a range of interpretations that expression has provoked, and what a mouthful it is to say. It was notably described in the daily press as a “$15 million turkey”. Fifteen million? That’s half of the total amount of Gonski funding for all South Australian schools for both 2014 and 2015. It started out as a targeted program
“Many terms become catch phrases and if people use them often enough they grow to be part of the education ether...” for improvement of numeracy and literacy. Let’s put aside for now just what those two terms mean and to whom. It was at first one job per Partnership, to be classified at Band A5 level. It evolved into release time for a few terms for the person or people each Partnership decided to release. The name of the scheme suggests but doesn’t define its purpose, and we wait to see just what numeracy or literacy targets are set and whether they are achieved. I taught English for many years and would have been very pleased and surprised if in three terms the students in my classes could have been inspired to measurably improve because of the assistance I, and therefore they, received from an external helper who had the same responsibility for twenty or so other schools and preschools. And let us not even start to contemplate the suggestions for measuring that improvement. Without a commonly accepted meaning of words or phrases, misunderstanding and conflict result. Some time ago Buzzword Bingo was a popular staff game, usually played silently at meetings and conferences. If played now, but with the expectation that there had to be a consensus about their meaning, there would be great disagreement. Think of flexibility, data-driven, evidence-based, lines of inquiry, subsidiarity, learning outcomes, risk assessment, continuous improvement, additionality, and so it goes on. While there may on occasion be some broad agreement about the meaning, there are often underlying opposing views about their merits and validity. In our recently commenced enterprise bargaining negotiations, for example, it
depends on which side of the table you sit whether you think the words flexibility of employment practices or its opposite, their regulation, are words of praise or criticism. There’s considerable room for misunderstanding among those with a teaching or educational background, let alone when the serious educational discussion includes those from a different discipline. Many terms become catch phrases and if people use them often enough they grow to be part of the education ether, strangely accepted but never totally grasped. It’s a lesson we learn early in our careers when dealing with students or their parents. Jargon and edspeak don’t encourage trust or understanding.
Let’s make the change. Let’s revive the art of plain English, where we say what we mean and are instantly understood. That would improve our professional and industrial discourse no end. Even the outcomes would be better, by any measure. n In solidarity, David Smith
SACE ART E XH IBI TION CO N T. continued from page 4 3 watercolour.” Kayla says she chose Art as a SACE subject as she is going on to further study in the field at University. “I really enjoy art, and I’ve continued painting. I’m studying Design and Visual Communications at Uni so it’s something I really love; I feel quite proud to have my work on display like this.” Student Annelise Heijkoop from Marden Senior College told the AEU Journal that her piece, depicting a skeleton superimposed over human skin with body paint conveys that despite race, sex, religion and so on, we’re all the same underneath. Her work relied on the assistance of other students who acted as human canvases. “I think the study of Art is valuable in many ways, it teaches you to look deeply at things and also problem-solving techniques – there are always challenges you need to overcome when working on a piece like this,” she said The AEU’s Exhibition of SACE Art will continue until this time next year. Be sure to check it out next time you’re at the AEU! n 5
COMMERCIALISATION
In the shadow of Godzilla The increasing influence of a billion-dollar business, Pearson, raises new questions about the relationship between corporations and education, writes AEU researcher John Graham
T
he edu-business giant Pearson Inc. provides NAPLAN testing services for national and state curriculums and assessment authorities across Australia. This includes item development for the tests, the printing and distribution of tests for every state and territory (other than Queensland and South Australia), marking NAPLAN tests in Victoria, New South Wales and the Australian Capital Territory, and analysis and reporting of NAPLAN results. Pearson is a London-based transnational corporation that had revenues of $US8.2 billion over the past year. It owns Penguin, the Financial Times, and various textbook and learning program brands, including Prentice Hall, Addison Wesley, Longman and PowerSchool. It has a presence in more than 70 countries around the world. Over the past few years it has taken over 12 education technology companies, 6
acquired the Connections cyber-charter school group, bought a chain of 2,600 English language schools in Brazil and launched a string of private for-profit schools in Africa. In 2000, it bought the largest American testing company, NCS, for $2.5 billion. Its intention was to create a strategic link between its curriculum textbook business and student assessment. At the time of the purchase, its CEO said: “Now we’ll have the ability to put content and applications together and that will really allow us to be king.” Today Pearson dominates the North American school testing market, worth billions of dollars, with a 60% share. There are also signs that it has continued to strategically link the various aspects of its edu-business empire. It refers to itself as a “global learning services company” playing an increasing role in “the total education value chain”. Others have described it as “the
Godzilla of education”, wanting to control every aspect of the education process from teacher qualifications, to curriculums, to the tests used to evaluate students and the grading of those tests, to owning and operating its own learning institutions. In 2014, parents in New York complained that the standardised tests their children had to sit included brand names such as Nike, Barbie, iPod, Mug Root Beer, LEGO, IBM and Life Savers. The tests were written by Pearson, which has commercial ties to a number of these brands. In 2013, statewide standardised tests for Grades 6 and 8 created by Pearson used passages from Pearson’s own textbooks, giving students in schools that had used those texts an unfair advantage and creating incentives for schools to buy Pearson texts in the future. The company claimed the continued over page 3
“In 2014, parents in New York complained that the standardised tests their children had to sit included brand names such as Nike, Barbie, iPod ... The tests were written by Pearson, which has commercial ties to a number of these brands.” overlap was “unintentional”. In December 2013, Pearson settled a lawsuit for US$7.7 million in which the New York Attorney-General claimed it had improperly used its charitable foundation to develop courses to be sold commercially by its for-profit business. It was also accused of influencing state education officials with perks such as overseas trips. When the lawsuit was launched, Pearson Inc had just won a $32 million contract to administer New York state standardised tests for five years. Also in 2013, Pearson agreed to pay $75 million as part of a settlement of a lawsuit in which a group of companies—including Apple—fixed prices of e-books. The case was brought by 33 US states’ attorney-generals, claiming an “ongoing conspiracy … that caused e-book consumers to pay tens of millions of dollars more for e-books than they otherwise would have paid”. In 2014, a lucrative contract worth up to $1 billion with the Los Angeles education authority to give Apple iPads to 650,000 students with pre-loaded curriculum from Pearson was terminated. A review of the contract implementation indicated that the pre-loaded curriculum did not meet minimum requirements because there were numerous lessons and entire units missing across every grade level. The companies were found to have been in regular contact with officials throughout the tender process. While the review did not specifically state that there had been any impropriety, it highlighted a conflict of interest. The FBI is now investigating the matter. In the latest edition of the AEU’s professional journal, Professional Voice, Anna Hogan, Bob Lingard and Sam Sellar argue that Pearson has positioned itself in a commercially lucrative relationship with education authorities that enables it to both constitute policy problems and then profit through selling policy solutions. The company spends more than $1 million per year on lobbying in the US.
In December 2014, Pearson published a policy paper designed to influence the global agenda in education policy. Called Preparing for a Renaissance in Assessment and written by its chief education adviser Michael Barber, Tony Blair’s former education guru, and Peter Hill, the ex-CEO of the Victorian Curriculum and Assessment Board, the paper links the future of education to the commercial interests of the company. It sees the future of education resting with “sophisticated educational software” (Pearson’s core business) used to deliver “authentic 21st century curriculum” (designed by Pearson) “allowing accurate assessment and tailoring of instruction to individual student needs with access to the world’s best educators”. As for teachers, they will need a makeover before they are able to work with (or for) Pearson’s software platforms. The authors describe teaching as a “largely under-qualified and trained, heavily unionised, bureaucratically controlled semi-profession”. In another section of the paper they state that teaching remains “an imprecise and somewhat idiosyncratic process that is too dependent on the personal intuition and competence of individual teachers”. In May 2014, Pearson took over the certification of teachers in New York. The Teacher Performance Assessment (TPA) tool was developed at Stanford University with support from Pearson. It is solely administered—and prospective teachers entirely evaluated—by Pearson and its agents. There have been protests on campuses, petitions and calls to boycott the TPA and all Pearson assessments of students, student teachers and teachers. A New York senator has introduced legislation to stop Pearson from creating common core-based tests and to prevent teachers in training from having to take Pearson-run certification exams. This year, Pearson has hired a test security contractor to trawl social media to track down any of their test questions
shared through Twitter, Instagram or Facebook. They describe such sharing as a violation of their copyright. Parents have raised privacy concerns about Pearson searching students’ social media accounts. There has also been disquiet expressed by teachers who are worried about being targeted by the company. Maryland State Education Association (MSEA), the union representing most of the state’s teachers, has criticised Pearson’s lack of transparency. A spokesperson from MSEA says: “We are concerned about Pearson collecting and using any data to encourage disciplinary action against educators.” In a 2012 blog post, “The United States of Pearson”, former US Assistant Secretary of Education Diane Ravitch likened the transnational company to an octopus whose “tentacles have grown too long and aggressive”. Pearson is just one of many corporations increasingly discovering the profit potential in edu-business. From 2005 to 2011, investments in American K–12 education grew almost thirty-fold, as investment banks, hedge funds and venture capitalists flocked to this market. In a worrying portent of what’s ahead, Rupert Murdoch himself recently pronounced US education “a $500 billion sector waiting desperately to be transformed”. The question is: by whom, and at what cost? n
Pearson AGM under siege
T
eacher unions and global justice NGO campaigners recently protested at Pearson’s AGM held in London on April 24. The Pearson CEO, John Fallon, was asked to justify the corporation turning its back on public education to increase its profits at the expense of greater equality. Pearson was accused of profiting from families in deprived areas by setting up low-fee private schools in Africa and India to compete against, and undermine, public schools. The company was also accused of patenting and charging for the school curriculum and pushing tests which distort what is taught and how it is assessed. n 7
M EMB ER ACT IVI SM
Sub-branch gets behind member for a fantastic outcome
“This is a great win for our member which would not have occurred without the collective action and support of the AEU sub-branch.”
Renmark High School members have shown how sub-branch action leads to success writes AEU Organiser Meredith Farmer.
dress the issue of long-term contract employment in regional areas. The Renmark High sub-branch wrote to AEU Branch Executive, highlighting their colleague’s issue and calling upon the AEU Executive to question DECD in regard to the broad issue of contract employment in country areas.
W
e all know someone who has been employed on contract after contract for too long. Every November, or sometimes even as late as the day before school goes back, they’re waiting to find out whether or not they have employment for the following year. And the statistics show clearly, there are way too many AEU members in just that situation. However, one such member has recently had a fantastic win thanks to the support of the AEU sub-branch at his school. Mark Thiele has been employed as a contract teacher at Renmark High School for eight years. After becoming an active part of the school community he was keen to stay. Unfortunately, like hundreds of others in the system, Mark didn’t have that guarantee, that was until his fellow AEU members and colleagues got behind him to support his push for conversion to permanency. Mark used the grievance process at the site level and wrote to the PAC questioning the temporary nature of the position he had been filling for the past eight years. Not satisfied with the response, he contacted the AEU for support on the matter. AEU officers supported the Mark through the Clause 3.1 grievance procedure and met with DECD Senior HR, requesting that he be converted to permanent as per the DECD Recruitment and Selection Procedures. DECD were not willing to do so.
1 Teacher Mark Thiele (above) won conversion to permanency after eight years on contract in the same role. 8
At this point the Renmark High School AEU sub-branch members became involved; they got behind Mark not only to support his conversion to permanency but to demand DECD ad-
As a result of this united sub-branch action, a delegation of three members from the site and AEU Branch President David Smith met with the DECD Chief Executive Tony Harrison. The members were impressed with the interest and concern shown by Mr Harrison in regards to the broader issues, but in particular Mark’s individual example of long-term contract employment. DECD HR worked with the site and an ongoing vacancy was declared. Subsequently, the Renmark Hight PAC recommended appointing Mark to the position and he has now been made an offer of permanent employment at the site. This is a great win for our member which would not have occurred without the collective action and support of the AEU sub-branch. Mark Thiele told the AEU Journal he is grateful for the support of his subbranch colleagues. “Without the support of my workmates in the AEU sub-branch I think I’d still be waiting to be made permanent. The process was going nowhere and the letter from the sub-branch to AEU Branch Executive and the subsequent grievance lodged by the union made all n the difference,” said Mark. Members should be aware there is provision for contract teaching staff to be converted to permanency if the PAC identify the position as ongoing and they meet the criteria outlined on Page 6 of the DECD Procedures for the Recruitment and Selection of Teaching Staff in schools, 2013.
J O URN A L A N NI V E RSAR Y
Happy Birthday to us: the Journal turns 100! The June 24 release date of this very issue is by chance the 100 year anniversary of our union’s flagship publication
O
n 24 June 1915 the first South Australian Teachers Journal was published. It became the official organ of the SA Public School Teachers Union, a precursor to the AEU. The first Journal was issued gratis, with the intention that members subscribed and paid three pence for further editions. Later the cost of the Journal was incorporated into union fees at the request of associations. Its motto was “Make our Schools Happy”, and we hope that it has lived up to this objective over the last 100 years. In 1915, the Union was only 19 years old, had 800 members, was organised through 37 associations and was still debating whether it would seek formal industrial registration. The Journal was many years in planning with attempts as early as 1902 to establish a publication with an aim to draw all members of the profession into closer bonds with the union so that all may be able to work for the promotion of true education. The fledgling Journal confidently stated that it would take a leading part in forming public opinion and it has successfully and consistently achieved this through its first 100 years. From the first edition of the Journal we know that in June 1915 the following was occurring : • A number of teachers had heeded the call of Empire and volunteered for active service. Lieutenant Gordon Munro, a teacher at Alberton Primary School was the first South Australian public school teacher to pay the ultimate sacrifice, killed in action in the first days of the battle of ANZAC. The Journal, like other publications of the time, published a list of those teach-
“The fledgling Journal confidently stated that it would take a leading part in forming public opinion and it has successfully and consistently achieved this through its first 100 years.”
•
•
•
•
•
ers killed in action, wounded and on active service. The Director General of Education, MM Maughan, was held in high esteem by teachers. Teachers had even written to him when he was ill and off work while having an operation. Maughan had been an SA public school teacher and former Union President. His deputy, Mr C Charlton was also a teacher, unionist and expresident of the union. Teachers were asserting the right of the teacher to use his (sic) own judgement to alter timetables in the interest of the child. Girls education was on the agenda and the “present course of study” was questioned. Would it produce the highest good for the community? In 1915 concerns of the effect of ‘depleted manhood’ through war were already being discussed. Manual training and technical education in primary school were a topic of debate and how children would be prepared for high school. The first President, George Hill, who had retired was still hale and hearty attending union, floral society, headmaster association and decora-
tion society meetings. • The Women’s Teachers Progressive League was active in promoting causes relating to the conditions for women teachers. Adelaide Miethke, President of the WTPL was the only woman on the union’s Executive at the time. The SA Public School Teachers Union Conference resolutions published in the journal called for: • All Lutheran schools to be closed • Compulsory education for 6 –14 year-olds • The union to reject the Education Commission’s recommendations for different class sizes for men and women teachers (50 students for men and 40 for women) • The establishment of a special school • At least two acres of playground in all schools • All teachers appointed be British Subjects • The term “rural teacher” be used rather than provisional teacher • Registration of all teachers • An extra year of schooling be taken to complete the curriculum as it was over-crowded. In the next issue of the AEU Journal we’ll recount some of the big issues reported on by the Journal over the past 100 years. n 9
R RESCH P UN N IN OOL G H E FAD OCU S 7 Children from Prospect Kindergarten show off the items they included in the pop-up museum.
History SA Curator Allison Russell said the project was a first for them and they believe it was a great success. “We wanted to introduce young South Australians to the concept of museums. So we were exploring what sort of things go in Museums and why are they there, and what purpose a museum serves in the community, and then we invited the children to make a museum of their own,” said Allison.
Being 4! Preschool children from Prospect and Rose Park have taken part in a project that opens their eyes to the past, through activities in the present, writes Craig Greer.
B
eing 4, a public display presented by History SA as part of the Come Out Festival took place over the weekend of 23-26 May at the Torrens Parade Ground Drill Hall. Prospect Kindergarten and Rose Park Preschool were involved in the “pop-up museum” with each child contributing their own exhibit. Over 400 visitors came through the exhibition, including many young children who had the opportunity to make their own display out of recycled materials. The Prospect and Rose Park preschool children’s contributions included favourite toys, family photos of special occasions or people, family heirlooms, pieces of clothing and other personal effects, and various items relating to the children’s interests. Each item was accompanied by a description explaining why it is special and what it means to the child. Prospect Kindergarten Director Betty Elsworthy said they embraced the idea after being approached by History SA to take part. 10
“... we were pleasantly surprised to see fouryear-olds looking really closely at what others had put on display...”
“We saw this as a very interesting opportunity – something a little different. Four-year-olds aren’t often involved in such an experience so we wanted to give it a go to see what came out of it,” she said. “History SA did a lot of the background work and we took on the task of communicating the ideas to 60 or 70 families, most of whom are from nonEnglish-speaking backgrounds. We had to work with the children to make sure they understood what the project was about so they could inform their families. It was a great challenge but well worth it,” said Betty.
“We were delighted with so many of the responses and really grateful that the children were generous enough to share some of their favourite toys, especially knowing that they would be with us for a week,” said Allison. “There were some really thoughtful responses and we were pleasantly surprised to see four-year-olds looking really closely at what others had put on display and thinking about why an item had been chosen for display and what it meant to the child who had chosen it; it was something we hadn’t expected,” she added. As part of the history project, Prospect Kindergarten students visited the Maritime Museum in Port Adelaide, something Director Betty Elsworthy says would have been difficult to manage without funding support from History SA. “We really appreciated the support we received to make this happen for the children; it’s not often you get to take 50 preschoolers on an excursion like that and it was a great experience as many of them had never been to a museum before … and just ask them about boats now!” she said. Betty says the project linked strongly with all the outcomes in the Early Years Learning Framework around communication, connections with the world and understanding history. “We did lots of talking and questioning with children, such as what is history? What’s old? What’s special? What do you want to keep? What does your family have that they want to keep around you? Children would bring things in and we’d ask them to tell us the story around it. Some of the items were things they grabbed on the way out the door and some of the kids, like Mitchell, brought in leaves that he collected on his way to kindy for his mum. So it was very diverse and made for great discussion,” said Betty. n
I N TE RN AT I ONA L
Learning from Asia The East is learning from us, but are we learning from them, asks AEU Research Officer Mike Williss
B
orn in a Sichuanese village, Prof. Yong Zhao is an internationally renowned educational scholar.
He is based at the University of Oregon and is currently attached to the Mitchell Institute at Victoria University in Melbourne. He has just released a study titled Lessons that matter: What should we learn from Asia’s school systems? Yong Zhao begins by acknowledging East Asian excellence in international standardised tests but points to the dilemma of students’ lack of confidence and interest, to their lack of entrepreneurial spirit and creativity, to their high levels of anxiety and depression, declining physical health and excessive academic burden. Citing policy documents and reform measures from Hong Kong, Japan, South Korea, Singapore and Shanghai/ China, he says that widespread discontent with traditional features of East Asian schooling have led authorities there to embrace a change of direction that ironically incorporates much of Western educational experience – at the
Read Yong Zhao’s paper at
“China has issued numerous orders to forbid the use of test scores to evaluate teachers or schools” same time as neo-liberal ideology here demands education be “accountable” through standardised testing, central control of curriculum and denial of teacher professional autonomy. The Asian systems, he notes, are seeking to minimise the number of tests in schools, and China has issued “numerous orders to forbid the use of test scores to evaluate teachers or schools”. This is contrary to current DECD practice which is incorporating NAPLAN in evaluation of school and teacher performance. Having recognised the dangers of teacher-centred pedagogies such as direct instruction and rote memorisation, Asian systems are moving to “a constructivist approach that is more student-centred and inquiry-based”. In
other words, they are adopting the best of our practices at the same time as they are being squeezed out by NAPLAN prepping and teaching to a politically determined curriculum. Where our systems in the West have largely interpreted school autonomy as devolution of responsibility for school finance and budgeting, and for human resource allocation, the loosening of central control in East Asia has been directed at “increasingly granting more autonomy in curriculum, pedagogy and assessment”. These of course are the areas that the OECD identifies as the real factors in improving student learning outcomes through school autonomy. No prizes for guessing which of these two approaches to autonomy has had the support of former PM Julia Gillard and current Federal Education Minister Christopher Pyne, nor for guessing which of the two has been the cause of such demoralisation and death-by-workload in DECD schools. While the East Asian systems appropriate the best of our educational practice, we busy ourselves with appropriating the worst of theirs in some manic desperation to catch up with their rankings in international standardised tests. Professional learning groups should look closely at Yong Zhao’s 30-page document. Staff rooms should resonate with confidence that comes with professional self-esteem, with collegiate decision-making and with the pleasure that comes with being paid to share a life-long interest with young enquiring minds. n
8: www.aeusa.asn.au >Your AEU>Professional Issues
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COVER STORY: EB 2 015
ONE STAFF ONE UNION!
EB2015 must provide workload relief Reducing excessive workload is the main focus of the 2015 Enterprise Bargaining Negotiations, which begun in mid May.
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nterprise bargaining is well and truly underway. As this AEU Journal goes to print the Union’s negotiation team has met with DECD negotiators on six occasions. Members who have read our e-News and fax updates will be aware that some of the key issues covered so far have been: • Leader workload. This includes provi-
sions for preschool directors, school principals, deputy principals and Band B leaders. • Highly Accomplished Teacher (HAT)
and Lead Teacher (LT) classifications • Teacher workload with respect to
Special Needs students • Teacher Permanency in preschools
and schools • Country Conditions • Paid Maternity Leave • Class size.
The AEU’s claim for a new agreement is strongly focussed on reducing workload across the system. In the 2010 12
schools and TAFE and what members can expect the Union to be focussing on throughout the negotiations.
PRIMARY SCHOOLS Workload The key priority of the AEU claim is to address unreasonable and excessive workloads. In primary schools workloads will be addressed through, but not limited to: • Release time to write Education
Arbitration the Industrial Relations Commission (IRC) described teacher and leader workload as: “…unreasonable, excessive, and unsustainable.” Despite this strong statement from the independent IRC and a swathe of correlating data collected by the AEU and the Department since that Arbitration, including the extremely thorough joint AEU/DECD Teachers’ and Leaders’ Workload Review, DECD negotiators have stated there is no evidence on excessive workload in preschools and schools. This view defies both logic and the evidence. The AEU is concerned the DECD position on workload stress sets an adversarial tone in the early stages of a negotiation where ultimately both parties need to find common ground. It is our hope that the Department’s negotiators will accept and cooperate in addressing what is obviously a widespread issue for staff in public education sites across the State. The following pages contain elements of our claim as it relates to preschools,
Plans and undertake Running Records • Clearly defined and enforceable
maximum class sizes • Early years class sizes in the EA to
reflect those published in the PAC Handbook • Clear and stronger provisions on:
– Hours of work – Number of other duties – Meal breaks – Staff meetings – Averaging. • Reduced class sizes if students with disability are enrolled in mainstream classes. For example: – D level will have a weighting of 4 students – A level will have a weighting of 2 – I level will have a max class size of 12. • Reduced face to face teaching for:
– Year 7 teachers in secondary, area or combined school (21 hours per week) continued over page 3
COVER STORY: EB 2 0 15 – Beginning teachers (18 hours 20 minutes) – Band 1 Coordinators (16 hours per week ) – Band 2 to 6 Leaders (12 hours per week ) – Deputy Principal (13 hours to 10 hours per week dependent on enrolment) • Increased SSO support to address workload • Increased leadership time for schools with special classes and units.
Salary We will be seeking a salary outcome that enhances the status of teaching as a profession and will attract and retain the best and most inspiring teachers Incremental progression will occur on the anniversary of appointment.
• Limits on the total number of students
that you have responsibility for. For example 120 to 135 students • Release time to write Education Plans • Clearly defined and enforceable maximum class sizes • Clear and stronger provisions on the – Hours of work – Number of other duties – Meal breaks – Staff meetings – Averaging.
no split shifts • Improved and fairer method of calculating and deducting leave • Part-time teachers policy provisions included in EA • Provisions to increase fraction of time.
daily rate of pay so that they do not earn less than contract teachers • Improved definition of casual and TRT • Access to Professional Development • Requirement to have completed First Aid to be removed or funded.
professional development to assist in meeting teacher registration requirements and mandated training needs • Resourced teacher induction • Increased allowances for student
teacher supervision and increased support.
SECONDARY SCHOOLS Workload The key priority of the AEU claim is to address unreasonable and excessive workloads. In secondary schools workloads will be addressed through but not limited to:
TAFE Valuing the profession
• Reduced class sizes if students with
• Workload – Instruction and Assess-
disability are enrolled in mainstream classes. For example: – D level will have a weighting of 4 students – A level will have a weighting of 2 – I level will have a max class size of 12. • Reduced face to face teaching for:
– Beginning teachers (18 hours 20 minutes) – Band 1 Coordinators (14 hours and 40 minutes) – Band 2 to 6 Leaders (11 hrs per week) – Deputy Principal (3 hours 40 minutes per week).
Salary We will be seeking a salary outcome that enhances the status of teaching as a profession and will attract and retain the best and most inspiring teachers.
Part-time • Incremental progression will occur
Professional Development • Increased resource allocation for
professional development to assist in meeting teacher registration requirements and mandated training needs • Resourced teacher induction • Increased allowances for student teacher supervision and increased support.
• Preservation of current entitlements
TRT • Fair formula for calculating a TRTs
• Increased resource allocation for
• Practical class size maximum of 18
Part-time Teachers • Minimum hours of engagement and
Professional Development
• • • •
on the anniversary of appointment Minimum hours of engagement and no split shifts Improved and fairer method of calculating and deducting leave Part time teachers policy provisions included in EA Provisions to increase fraction of time.
TRT • Fair formula for calculating a TRTs
daily rate of pay so that they do not earn less than contract teachers • Improved definition of casual and
TRT • Access to professional development • Requirement to have completed First
Aid to be removed or funded.
ment definition (need to review with members across a broad range of delivery methodologies) • Consultation procedures to reflect the current TAFE SA structure • Paid Maternity and Adoption Leave to include surrogacy, Aboriginal kinship and long term foster care arrangements (primary caregiver).
Resourcing the profession • Access to PD resourcing on an equi-
table basis • PD resourcing for Lecturer Level 7 and 8 entry level qualifications • Clear and accountable reporting mechanism of PD and training resources • Industrial recognition of workload associated with delivery of degree qualifications in establishing benchmark hours across educational programs and in individual workload scheduling for Lecturers.
Securing the profession • Job security • Permanent employment as the usual
mode of employment unless specific circumstances are met • Limitations on the use of term contract and HPI staff.
Recognising the profession • Salaries that reflect the professional-
ism and quality of vocational education and training in TAFE SA • Abolition of the EMA classification with translation to EMB • Clear identification of headquarters (workplace) in order that inappropriate practices associated with duties undertaken at multiple sites cease. n continued over page 3 13 13
COVER STORY: EB 2 015 CON T.
Workload is out of control! AEU members are consistently citing lack of special needs support and increasing complexity as serious impediments to quality education delivery and work/life balance. Here’s what they told the AEU Journal on recent school visits …
JAN PRICE Le Fevre HS “I’m passionate about teaching Science and it’s a subject where handson experience is very important. However, there are major safety issues because I can’t be watching everyone at the same time and I’m not going to jeopardise the learning of the whole group by just reverting to theory when we can be doing great practical activities. Without support I have to significantly modify the learning to account for students with behavioural issues. This all takes extra work and impacts on the group as a whole. Those students who need to be excluded ultimately miss out, which impacts on their education as well. If I had more in-class SSO support everyone could participate and my workload would be more manageable.”
CARMEL WATSON Largs Bay PS “I’d like to see children with special needs adequately resourced. Most classes have from three to seven students with special needs; adjustments have to be made all the time. There just isn’t the financial resourcing in schools to cope with that. I think there’s been an increase in autistic children and unfortunately the assessment process can take quite a long time. 14
I’m really concerned that the workload is skyrocketing and teachers are struggling to get everything done. There are so many new initiatives coming in but there’s rarely effective resourcing to support them.
BRAD WALLIS Cowell Area School “I think the biggest issue is workload. I think it’s vital that the government engages in an honest discussion about workload. Everyone knows what the consequence of being honest about that is but we’re just going to have to tackle it. Being a small country school we often find ourselves relieving each other which means quite a lot of Non-Instruction Time is lost. The things we need to do to continually improve our teaching like planning, researching and so on take time, and that’s something we just don’t have.”
ANTHONY PRIZZI Coober Pedy AS “At the moment it’s very hard to get statewide PRTs up in Coober Pedy, so we don’t have anyone to take care of relief lessons; it falls back to the class teachers. Even with NIT paybacks it doesn’t quite repay you your time and effort because you end up planning for another lesson on top of that. For those of us in remote areas it would be good if the EB could include an extra provision of school-based PRTs who are available to assist staff with their workload issues.”
BRENDAN WATTS Murray Bridge HS “I think it’s quite obvious from recent times that the amount of meetings and the extra time people are working has severely tipped work/life balance in the wrong direction. And it’s not just teachers early in their career – even teachers with 20-30 years experience are finding there are many more expectations placed on them than there have been in the past.”
KAYE LOREDO Mannum Community College “I work in the junior school teaching the junior primary classes. We spend a lot of time working with children who are identified at kindy as needing special support but the support doesn’t transfer to the junior primary school. We have to go through the DECD identification process again which takes a very long time. As a result we have a significant number of children who don’t get the support they need when they start school, even though research tells us that a good transition to school is key to kids’ success in primary school.”
JOANNE HILL Kaunda PS “I think there are a lot of new things that are being introduced that create extra workload for teachers and leaders. Partnerships are one example. Our site leader is having to spend more time out of the school than ever. She has more administration to deal with now. The workload in her area has gone through the roof and as a result there are a lot of other staff in our school who are doing extra work. The expectations are out of control. One example – we recently received a health and safety document to fill in about workload and at the same meeting we received three surveys to complete.”
V I CE P RESIDENT ’ S R EPO RT
DASH TAYLOR-JOHNSON Le Fevre HS “In terms of this EB agreement I have to say that of significant concern are the growing inequities among students to get the same learning outcomes in our supposed mainstream classes. I think this inequity comes because there is an increasing number of students who require a modified program. This impacts on the teacher’s opportunities to share out their time, so those kids who need extra support or extending are missing out. You just can’t be everywhere at once.”
GILL EWINGS KICE Kingscote Campus “I’m the Assistant Principal for students at risk at KICE and I coordinate special education here at Kingscote. We don’t qualify for special options, we don’t have a special class and we’re not a special school but we have a number of students that would access autism intervention programs or would access a special school or a special program if they were on the mainland.”
PAUL MARLOW KICE, Kingscote Campus “I teach a wide range of subjects, which is generally the case in a country school. The students that meet the requirements for special needs support are generally well supported at our site. However, there’s a large number of students that don’t meet the requirements and the system is failing them badly. I worked last year in Canada and most classes I worked in had another qualified teacher in there to work with those kids who needed extra assistance. And those students who were getting that support wouldn’t have even been eligible to be tested here, let alone receive any support.” n
SSOs – part of the team, worth replacing AEU Vice President Jan Murphy writes... SSOs play a crucial role in the running of our schools and in supporting our students. But what happens when they can’t be there? Students, parents and anybody who has worked in a school would acknowledge how important SSOs are, yet our system doesn’t ensure they are ‘replaced’ when on leave. As stated in the current Enterprise Agreement, there must be an SSO in the class when students are present in special schools, classes and units. SSO supplementation must happen in these circumstances. However, this is often not the case for SSOs in other roles and many are not replaced when on leave. Their work may pile up to be undertaken when they return from leave or it may be added to the workload of their colleagues. Programs and activities are cancelled or postponed and students may not receive support they are entitled to. There is considerable impact on staff and students. The AEU SSO Consultative Committee has recommended that SSO supplementation be a key issue in EB 2015 and the focus of AEU member actions in AEU National Support Staff week in August. A poster promoting Support Staff Week was sent to schools and preschools in the most recent mail out. Hopefully it’s displayed in your school and that you’ve made plans to celebrate the week and to acknowledge the fantastic contributions that SSOs make to our school communities and subbranches. The AEU will be sending out information closer to Support Staff Week detailing how all members can work together to help send a strong message about the importance of SSO supplementation. During Support Staff Week we will also acknowledge and celebrate the work of ECWs in preschools and AECOs in their various roles and workplaces.
Recruitment and Selection of Teachers in Schools The AEU has recently received a range of data on the recruitment and placement of teachers in schools for the 2015 school year, including the following: 642 ongoing teaching vacancies were declared, of these: • 169 were in the country and 473 in the metro area • 53 were filled by graduates and 589 by teachers across Tiers 1 – 9 • 113 were filled by teachers already permanent in DECD, 529 teachers have gained permanency • 434 were filled by teachers who were already teaching at the school where the position was advertised • For ongoing positions in the metro area, panels received an average of 116 applications and for country positions the average was 30 • 3412 contract/temporary vacancies were declared, 2731 of these were for a full year • For advertised contract positions in the metro area, panels received an average of 22 applications and for country positions the average was 15 • 560 teachers retired or resigned • 28 teachers from Category 1 or 2 schools applied to transfer through the Permanent Teacher Register (PTR) – two were successful in gaining transfers • DECD received 122 requests for special placement (compassionate transfers) of which 77 were approved. There are some obvious areas of concern. The difficulty for teachers from Category 1 and 2 schools to gain transfers, the workload for panels in managing high numbers of applications, and the high number of contract vacancies, to name a few. More specific data has been sought and its analysis, along with member consultation, will inform changes the AEU will seek in the review of the policy. Data on leadership positions will be published in a future journal. n 15
SSO : D I D Y OU K N O W?
*U PCO MIN G E VEN T Life after EDSAS
AEU SSO Conference 2015 Meal Breaks SSOs will not work more than five hours in any day without taking a meal break of at least 30 minutes and not more than an hour. This break is not counted as time worked. The times taken for “recess” and “lunch” should be negotiated with the school.
PAC: where do we fit? ONE STAFF ONE UNION!
Tea Breaks Although Tea Breaks are not a School Service Officers (Government Schools Award) Award provision, it is expected that schools, in terms of long standing custom and practice, will make arrangements to provide SSOs the opportunity to have a cup of coffee/tea. All school staff are still on duty during these times and essential school services such as switchboard and front office reception coverage must be maintained. Tea Breaks are paid breaks and therefore staff are NOT required to make up this time. If any SSO AEU member is not having a break, you can raise this at a sub-branch meeting and either discuss with your line manager or write to the PAC.
Application Writing for SSOs
SSOs
Did you know that the AEU will hold on-site training for SSOs who are applying for positions throughout the year? Just get a group of no less than 10 members and SSO focus officer Lisa Sigalla will come to your site and run a condensed session of 1-2 hours. Please call AEU to make a time on 8272 1399.
Protective Clothing Allowance
The Protective Clothing Allowance is payable to SSOs who work in Special Schools and in school laboratories. The allowance is payable to employees who work with students in the above curriculum areas for at least 50% of their time. Eligible part-time SSOs working in the relevant area for the full school year will also be paid the full allowance. Eligible employees working in the above areas for less than the full school year will receive a pro-rata allowance. n Source: DECD Protective Clothing, Safety Footwear and Sun Protection Equipment Claims and Reimbursement Guidelines 09/3680 January ‘14
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WORKING TOGETHER AS ONE
EB2015: What’s in it for us?
Friday 17 July | 9:15am – 3:30pm Do you have a J&P?
Dinner: Thursday 16 July | 6:00pm Coopers Alehouse – 316 Pulteney Street, Adelaide For futher info contact SSO Organiser Lisa Sigalla on: 8272 1399 To register follow this link: : www.aeusa.asn.au>events & courses
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WORKING TOGETHER AS ONE The AEU’s annual SSO Conference is going to be held on Friday 17 July at the AEU. This year’s theme is “Working Together As One”. As we are in negotiations with the department for a new enterprise agreement it is an important time to make sure all members of the AEU – leaders, teachers and support staff – work together to achieve a positive outcome. The keynote speaker for the conference is Jonathan Mill from the ACTU. Jonathan will be looking at how to say NO, nicely. It’s hard, I know! The conference will feature a range of fantastic workshops, including EB – what’s
in it for SSOs?, Life after EDSAS, Do you have a J&P?, and much, much more. The conference program will be available on the AEU website soon, so keep a lookout. The SSO conference is always a great opportunity for members to network with other colleagues, learn something new and, most importantly, to have some fun! To register please go to the AEU website via the link in the advertisement (above). Why not get a group of members together and make a day of it! We have a dinner scheduled the night before conference which is a great time to catch up with old friends and to make some new ones! The food will be awesome too! I’m looking forward to seeing you there. n Lisa Sigalla, AEU Organiser | SSO Focus
R ECON CI LIAT ION WE E K 201 5
School community “walks on country” for Reconciliation
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ed by AECO Elaine Magius, Principal Judy Anderson and Flinders Park staff, around 300 students walked from the school grounds to the Torrens River, stopping briefly along the way at Reconciliation Rock, a monument erected by UniSA to recognise the area’s Aboriginal past, in what was a colourful and joyous experience for all involved. “We’ve got around twenty Aboriginal families here at Flinders Park,” says Elaine, who has been an ACEO for around three years after raising her own kids and deciding it was time to put back into the community. “The Aboriginal kids enjoy the extra focus Reconciliation Week gives to their culture but of course Reconciliation is about everybody and the non-Aboriginal kids absolutely love it. Flinders Park Primary has really embraced Reconciliation; the teachers and leadership have been fantastic and it shows in the enthusiasm the kids have for the activities,” she said. Elaine says that connections children have been making to Aboriginal culture in the lead up to the walk have been fantastic. “The school put together a Reconciliation Council and we discussed some ideas, which led to the Walking on Country event. But it also led to the kids doing classroom-based activities which connect with Aboriginal culture. Some classes have researched different Aboriginal people and some of the younger kids have done paintings and flags and other things,” she said. Principal Judy Anderson says the school has held a Reconciliation Week event every second year but are now hoping to do it on an annual basis. “We’d like to make it an annual event because Reconciliation is a really important issue. I think things like this can slip by if you haven’t made events or celebrations or acknowledgements in some way for kids to know what’s happening in their world. So I think it’s really important to stop and make sure that kids understand what it’s all about and then when they read about it in the future they’ll have that memory from
“The land is very important to the Kaurna people and what we’re walking on today is their land and their connection to land.” when they were young,” she said. On the walk the AEU Journal spoke with parent Lisa who has two children at the school. “It really brings warmth to my heart to see everyone joining in. It makes it feel really special. I’ve worked in the APY Lands and done Aboriginal Studies, so I have a strong connection to Reconciliation. Walking along the river Torrens is really significant too, the Kaurna people had a strong connection to the river they call Karra wirra-parri. There are now so many different cultures in Australia and many on this walk so it’s great for them to learn more about the first people that walked here,” she said. Teacher Louise Faulkner said the value of the learning hit home when she heard some of the students from Turkey and India referring to the earth under the
asphalt. They were saying things like, “The land is very important to the Kaurna people and what we’re walking on today is their land and their connection to land. So I think that says a lot about the value of an event like this,” she said. Year 5 student Alice said it was great that the whole school was involved. “I understand that Reconciliation is about the Aboriginal and Torres Strait Islander people all coming together as one like we’ve done today. I like that we’re learning not just about Australian traditions, which is kinda cool because you learn many new things. I’m very excited about the rock painting,” she said. Student Dakota, 10, said she also liked the collective spirit of the event. “Usually we’re doing things in separate groups and I think because the Aboriginal and Torres Strait Islander people came together at some point good things happened,” she said. “I liked that the whole school is walking together and there’s a really good vibe to it. The Aboriginal and Torres Strait Island people experienced a lot of racism from the European settlers so it’s important that we don’ let that happen anymore,” said student Maxwell. n 17
WO M EN’S FO CUS
? ?? ?? ?? ???????
Pregnancy and Maternity Leave – if in doubt, ask! AEU Women’s Officer Tish Champion explains the basics …
thing to remember when working out if you are eligible for paid maternity leave is, no matter what service you have previously had with DECD, you must currently be permanent or in a contract to qualify. Any previous service as a contract employee will not count if you are currently casual.
Casual employees such as TRTs and SSOs are not eligible for paid maternity leave. If you are currently a temporary relief teacher or a casually employed SSO in receipt of a salary loading you will not qualify for DECD paid maternity leave but you may be entitled to take unpaid maternity leave and may qualify for the Federal Paid Parental Scheme. It is important for those in casual or contract employment who do not qualify for paid maternity leave to still apply for unpaid leave as this can have implications for your continued service and Long Service Leave entitlements.
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ligibility for DECD maternity leave can be a complicated beast. Anyone reading the DECD Maternity and Adoption Leave procedures document could be forgiven for misinterpreting their eligibility. Understanding the difference between permanent, contract and casual or teacher and ancillary is relatively easy but understanding how they apply to paid maternity leave entitlements can be confusing. If you have been permanent with DECD either as a teacher or in an ancillary position for the past 12 months in a full-time capacity it is very simple – you qualify for fully-paid maternity leave. If this service has been for less than five years you are entitled to 16 weeks of paid maternity leave. If this service has been for more than five years, you are eligible for 20 weeks of paid maternity leave. 18
“…no matter what service you have previously had with DECD, you must currently be permanent or on contract to qualify.”
It gets more complicated when you have been employed in a contract or casual capacity or a combination of both. A contract employee is eligible for paid maternity leave as long as they have at least 12 months of uninterrupted service. This is where is gets complicated. A break in service is any period without employment by DECD that exceeds three months (more than a term not counting school holidays). Luckily, every day of relief work helps to prevent a break in service. The most important
The current government have just announced changes to paid parental leave (PPL) so it is important to get advice from the Family Assistance Office about your personal eligibility. The nature of school calendars can hinder a woman’s entitlement to the PPL scheme because of the eight-week break in service clause. If you are a casual employee who has no work over the Christmas holidays and doesn’t get any employment for several weeks into the first term you may inadvertently become ineligible for the PPL. In an effort to avoid this, a woman who is pregnant and not sure of employment in the first few weeks of term should make every effort to get some form of Christmas holiday work. Regardless of your employment status, all women who work for DECD who are currently pregnant or planning a pregnancy should seek advice about their entitlement. Never assume that you are or are not entitled to paid or unpaid maternity leave because there are too many variables and every scenario is different. My advice: always put in an application for paid maternity leave because you will never know if you don’t ask! n continued over page 3
R UN N IN G H E AD
VI CE PR ESID E NT ’S R EPORT
Are you eligible or not?
Country members make EB2015 desires clear
Some PPL case studies KARA: has been employed casually doing temporary relief teaching for the past five years. During that time she has had six individual one-term contracts but has not been in contract for the past two terms and is currently doing day to day relief teaching.
KARA is not eligible for any form of paid maternity leave but should be eligible for the Federal PPL as long as in the past 12 months she has not had a period without work of more than 8 weeks. n
SOPHIE: has only been employed by DECD for the past three years. The first two and a half years she had regular TRT work but for the last two terms she has had a full-time contract. SOPHIE is eligible for the 16 weeks paid maternity leave because she is in a contract and has over 12 months service, counting her TRT work. However, because the rate of paid leave is determined based on the last 12 months service, (excluding TRT service which counts toward accruing service but does not count toward the rate of paid leave), Sophie’s maternity leave is going to be calculated on a pro rata basis taking two terms of her full-time contract into account. See how complicated this gets! n
MARY: has been a contract SSO for the past four years. MARY is eligible for 16 weeks of paid maternity leave. However, in order to get her full entitlement, Mary needs to remain in contract. This is different to a contract teacher who can continue to get paid maternity leave even after the teaching contract ends. n ANNA: has been employed in a contract and casual capacity with DECD for the past 10 years without a break in service (more than 3 months) and won a full-time permanent position (SSO or teaching) two years ago. ANNA is eligible for fully-paid maternity leave of 20 weeks based on an uninterrupted service with DECD of 10 years. n
AEU Vice President Howard Spreadbury writes... Country members have identified matters they would like to see addressed by government in a new enterprise agreement. The AEU has compiled a negotiating position for members working in country sites which has now been tabled in the bargaining negotiations. The living and travel costs for those teachers and leaders who elect to take up country appointments are having a significant impact on their livelihood and are making it increasingly difficult to retain employees in these locations. The case for improvements to country conditions presented by the AEU includes: • Increases in Locality Allowances and access to proper payments • Access to Locality Allowances for preschool directors and teachers, SSOs, AEWs and ECWs • Improvements to rental subsidies and the inclusion of the rental subsidy agreement in a new enterprise agreement • Increased support with conveyancing costs for teachers and leaders who purchase housing in country locations • Improvements in classification that take isolation and complexity into account for leaders working in country zones • A loading for contract school and preschool teachers in specified country zones • Country incentive cash payments for all teachers in Zones 2 to 5 with the removal of the 5 year cut off. Each zone to attract a single, annual incentive payment • Improved access to induction for all teachers and new leaders appointed within specified country zones • Employees exiting the APY Lands to receive support when completing their tenure
• Improved travel allowances and greater access to government vehicles in country schools and preschools. Difficulties in attracting applicants for Integrated Support Services positions and TRTs in country areas has compounded the challenges of members working in country schools and preschools. Many students with additional needs are still awaiting assessments and access to specialist support staff. Many teachers are teaching above their face-to-face entitlement due to the lack of available TRT staff. Others are not claiming their entitlements for travel reimbursement when they use their own vehicle due to the unavailability of a government car. Members are encouraged to take strong action at the sub-branch level to ensure conditions and entitlements are not compromised due to the lack of available personnel or vehicles. Last term, Education Minister Susan Close announced a new program for voluntary amalgamations of schools and preschools. The AEU has raised concerns with the Minister regarding any adverse impact of a preschool relocation to a school on the current leadership provision in the preschool staffing allocation. Preschool Directors provide dedicated early years leadership to staff teams in the delivery of high quality early childhood education programs. The Director position also provides a leadership pathway for teachers who want to focus their expertise on children before they enter school. Minister Close has responded to the AEU indicating that the government has no plans to remove the position of Preschool Director in the event that a preschool relocates to a school site. The AEU will take this commitment up with DECD to ensure that it is clearly conveyed to officers at both senior and local levels. Members will need to be vigilant that this is adhered to in the case of any local discussions about preschools moving to school sites. n 19
A L LOW A N CE S
P RO FESSI O NAL DE VELO PM E NT
Don’t get burnt, claim on your sun protection
Want to hone your assessment skills?
Under DECD policy Agricultural teachers, PE teachers, preschool staff and Swimming & Aquatics Instructors could already claim the costs of hats and sunglasses. DECD has recently advised that, “… Primary and Secondary teachers who undertake yard duty outside are able to claim sun protection.” This is a welcome improvement on current practice. Currently the allowance for hats is set at $15 and sunglasses $25 and claims can be made every three years. We have also put a case for these allowances to increase, based on costn ings from the Cancer Shop.
ACTION • At your next sub-branch meeting or staff meeting get all teachers who undertake yard duty outside to claim the allowance if they have not done so. This should be done on the General Purpose Claim Form ED 161 and sent to Health and Safety Services Courier R 11/7, Fax: 8226 1177.
• At the meeting you may wish to have copies of the following which can be found on the DECD Intranet • General Purpose Claim Form ED 161 • Protective Clothing Safety Footwear and Sun Protection Equipment Claims and Reimbursement Guidelines • Schools should note reimbursement for hats, sunglasses and sunscreen can be obtained from Health and Safety services. Source: Protective Clothing Safety Footwear and Sun Protection Equipment Claims and Reimbursement Guidelines)
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The SACE Board is offering assessment PD for teachers through its Institute of Educational Assessors
T
he SACE Board recognises the vital role teacher expertise in assessment has to play in improving student learning. Over the years, this has been reinforced by local and international research which identifies a strong connection between quality assessment practices and student outcomes. The Institute of Educational Assessors (IEA) has been established as a SACE Board initiative to improve student learning outcomes through certification and enhancement of teacher expertise in assessment. With a focus on professional learning opportunities for educators, the Institute has been delivering high quality, tailored and flexible professional learning in assessment from January 2015. It also supports the completion of qualifications in assessment from certificate to degree at postgraduate levels. As of May 2015, more than 800 teachers have started courses through the Institute with more than half of these coming from government schools. Through the newly formed Institute, educators have the option of two courses. The Assessment for Educators is designed to support a whole-school commitment to evaluating and improving existing assessment practices. The Certified Educational Assessors is engineered for educators seeking to strengthen their expertise in assessment knowledge and practice. The IEA aims to translate national and international research findings in assessment into professional learning that is practical and accessible to a broad range of educators. It has worked in partnership with school sectors, subject associations and South Australian universities to develop a
For further info
range of courses and professional learning opportunities. These will: • Complement existing SACE Board activities • Support educators to develop their expertise in educational assessment • Be recognised towards post-graduate studies and the Australian Professional Standards for Teachers • Meet the requirements for accumulation of professional learning hours required by the Teacher Registration Board. The IEA has hosted a series of breakfast forums to highlight local, national and international directions in educational assessment. Further information sessions will be conducted later this year. Some of the key messages that resonated with attendees at previous forums were: • Student learning can be advanced by teachers developing a deep understanding of the relationships between learning and assessment • The increasing professional responsibility of teachers to be the designers of learning and the designers of assessment • The need to support the professional demands of teachers through evidenced-based and practical professional learning to ensure teachers are n assessment-literate. More information about the Institute of Educational Assessors can be found via the link below 5 Information about future forums will also be posted here as details become available.
8: www.sace.sa.edu.au/iea
A E U T RAIN IN G AND D E VE LOPME N T PR O GRAM 2015
EVENTS & COURSES Holidays + Term 3 AEU/DECD Personnel Advisory Committee [PAC] Training
AEU/DECD Aboriginal Teachers Conference
1 July, 15 July, 28 July, 13 Aug, 11 Sept
Fri 8 July
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 2014, register for PAC training.
See Ad right. 3
In 2014 there were significant changes that will affect the PAC.
Student Engagement Workshops
9:15am – 3.30pm
AEU SSO Conference Fri 17 July
9:15am – 3.30pm
See Ad on Page 10.
Book Online: www.decd.sa.gov.au/hrstaff/
CITY: Thurs 16 July & Mon 28 Sept
Safe Schools! Supporting Gender and Sexual Diversity Workshops
PT PIRIE: Tues 7 July 9:15am – 3:30pm & Mon 28 Sept 9:15am – 3:30pm
BERRI: Mon 6 July
This is a two day practical workshop – “More students! More engagement! More of the time!” The 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.
9:30am – 2:30pm
A practical workshop to support schools as safe places free from homophobic bullying and harassment. The workshop is run with support from Safe Schools Coalition SA and the AEU (SA Branch) Consultative Committee for the Lesbian, Gay, Bisexual, Transgender & Intersex community (LGBTI). Open to: AEU Members.
Classroom Management for New Educators PT PIRIE: Mon 6 July 9:15am – 3:30pm & Tues 29 Sept 9:15am – 3:30pm
Participants must attend both days.
Leaders’ Advanced Conflict Resolution through Mediation DAY 1: Mon 13 July DAY 2: Tues 14 July
9:15am – 4:00pm 9:15am – 4:00pm
This 2-day advanced course builds on Prof. Dale Bagshaw’s Conflict Resolution Through Mediation Course. It covers the theory and practice of mediation in complex conflict situations including where there is a power differential or gender or cultural issues. Open to: Educators who have completed the 3-day AEU Conflict Resolution Through Mediation Course. Cost: AEU Members $110: Non-members $330 incl. GST
Participants should attend both days. Open to: AEU members. Cost: $55 (incl. GST)
AEU Leadership Team Development [MT GAMBIER] DAY 1: Fri 18 Sept DAY 2: Sat 19 Sept
4.30pm – 7.30pm 9.30am – 12.30pm
This program will support leadership teams in developing their understandings of successful leadership and the characteristics of leaders, for ongoing collaborative application at the school level. It will provide leaders with the opportunity and impetus to collectively lift their eyes above the daily grind and to link their broader understandings with their daily practice. Open to: School Leadership teams in the Riverland and the South East.
Teams must attend both days. Support: Relief, country travel and accommodation
AEU Early Childhood Conference Fri 9 October
9:15am – 3.30pm
See Ad right. 3
AEU/DECD Aboriginal Teachers Conference Friday 8 July 9.15am – 3.30pm
DECD and the AEU are jointly presenting a conference for Aboriginal Teachers in DECD. The Conference will Include the following sessions: • positively tackling difficult conversations • using digital technology in the classroom, and • the Australian Curriculum. Open to: Aboriginal and Torres Strait Islander Teachers and Leaders in DECD employment (or seeking employment). Support: DECD will be reimbursing travel and accommodation.
To register or for further info follow the links (below) 5
* UPCOMI NG EVE NT
º
‘15
Early Childhood Conference Fri 9 October
º
Highly recommended by new teachers this 2-day practical course builds on the keynote and workshops run at the AEU New Educators’ Conferences. This course is facilitated by experienced teachers and is recommended as a practical way to develop new teachers’ skills in the classroom. Participants will receive a course workbook and lunch. Open to: AEU members who are new teachers in their first 5 years of teaching.
9:15am – 3:30pm 9:15am – 3:30pm
‘15
* UPCOMI NG EV E N T
9.15pm – 3.30pm
A one day conference for early childhood educators. The conference will focus on industrial, professional and social justice issues in Early Childhood education.
º
Open to: All AEU members who are early childhood educators. Support: Relief, country travel and accommodation.
To register or for further info follow the links (below) 5
For further info on any of the above events and courses,
8: training@aeusa.asn.au
email Phoebe Gunn on
8: www.aeusa.asn.au>events & courses
To register go to
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COUNCIL DATES FOR 2 015
Branch Council Meetings Saturday, August 22 Saturday, November 7
TAFE Divisional Council Meetings Friday, August 14 Friday, November 6
UNION SUBS ARE TAX DEDUCTIBLE A tax statement confirming membership subscriptions received by the Union from 1 July 2014 to 30 June 2015 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.
NOTI C E B OARD
Fred Burns 1800RESPECT counselling Real Estate National helpline, information and support 24/7 7% property management. • Are you experiencing sexual assault or domestic and family violence?
No admin fees! A special rate for teachers and education personnel as new clients. A family business specialising in sales and property management, with a focus on customer service, communication and a high standard of ethics. We look forward to providing you with an outstanding result.
Contact Frank Mittiga
: 0401 123 328 ) to discuss your property
• Seeking to support someone who is? • WE CAN HELP. Call:
1800 737 732 or
go to: www.1800respect.org.au and connect to a councillor online
AEU Journal ONLINE If you currently receive a hard copy of the Journal and would prefer to read the Journal online, please let us know by emailing:
journal@aeusa.asn.au
and how we can help.
fredburnsre@bigpond.com Unit 1/21 Sando Avenue, Tranmere SA 5073 Est. 1980 Registered Agent RLA1405
The AEU Journal is online at:
www.aeusa.asn.au/ journals.html
One STAFF, One UNION!
5 1 0 2 EB 2015 EB
Learning Program
HAVE YOUR SCHOOL PERFORM AS A CHOIR WITH THE ASO!
Are you a member of the union that fights for your wages, conditions and a strong public education?
JOIN THE AEU AND HAVE A SAY IN THE FUTURE OF YOUR PROFESSION!
Call our membership section on 8272 1399 or join online: : www.aeusa.asn.au/join.html
Authorised by Jack Major, Branch Secretary, Australian Education Union | SA Branch, 163 Greenhill Road, Parkside SA 5063 © 2014
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Authorised by Jack Major, Branch Secretary, Australian Education Union | SA Branch, 163 Greenhill Road, Parkside SA 5063 © 2014
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David Banney Presenter
This carefully structured program is accompanied by an in-depth teacher resource pack and workshop to support teachers to deliver the new Australian Curriculum for Music. School Touring Dates 15 – 18 Sep, 22 – 25 Sep Ages R – Year 2 or Year 3 – 4 Cost $1000 for up to 100 students. Additional students charged at $6 each. Teacher Professional Development Workshop Mon 18 May, 4pm – 6pm, ASO Grainger Studio 91 Hindley Street, Adelaide Resource Pack 2 resource books + CD + workshop: $100
Visit aso.com.au/learning for more info and booking form.
NOTI C E B OA R D
Member’s Market In order to cater for extra editorial space, the AEU Members
members. T: 0419 868 143 E: foumakis@hotmail.com W: www.victorharborgetaways. com.au
Market now has a reduced space allocation in the Journal.
VICTOR HARBOR HOLIDAY HSE:
Advertisements will be printed at the discretion of the Editor and will not run in more than three issues in succession. KENSINGTON TOWN HOUSE:
GOOLWA HOLIDAY 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
15-mins from beach, shops and river. Sleeps 9, in-ground pool, decking with BBQ, fully equipped, A/C, etc. $100 night. T: 0403 841 031 E: leonday@adam.com.au
STREAKY BAY HOLIDAY HSE:
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
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
HOUSE FOR SALE:
VICTOR HARBOR GETAWAYS:
3 BR in Pt Noarlunga Sth. Close to great beaches and facilities. $295,000. T: 0435 489 429
2 fully self-contained homes. Sleeps up to 8. One with private beach/lake! 10% discount to AEU
SECOND VALLEY HOLIDAY HSE:
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.
Contact us on:
Anne Walker
KINGSTON NEAR ROBE: 2-storey on 22 kms of stunning beach stretching down to wineries. Sleeps 8, 2 bathrooms. Or Balcony Suite, 5 RMs. Special from $70/ double, mid-week, off peak, min. 4-nights. T: 0402 922 445 (Judy)
OUTBACK TAGALONG TOURS Guided tours in your 4 wheel drive, with your gear loaded on the ‘Big Red Truck’. Hassle Free Outback Touring. Book now for our Spring Tour – Innaminka Races, Coward Springs, Warren Gorge. T: David Connell – (02) 8885 4620 or Lyn Rowe – 0403 594 406 W: www.brtoutback.com.au
To give away: Folders hard/soft covered...upper to middle primary ...many topics covered... from retired teacher. Donation to the Smith Family. Interested? T: 0418 834 174 (Jane)
SEAGRASS VILLAS AT NORMANVILLE: situated on Jetty Rd, two new 1 BR spacious villas for holiday rental. Luxury accomm. a short stroll to cafes, shops, pub and to the Normanville Beach. Spa in court yard garden for the perfect getaway, come and treat yourself. Villa 1 is dog friendly – allowed inside. 5% discount for AEU members. T: 0409 400 265 (Lynn) E: lynn.wilson22@bigpond.com
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.
Simon Willcox
: (08)
8410 6788 Fax: (08) 8410 6799 Email: anne@saitconveyancers.com.au SAIT Conveyancers
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
TEACHING RESOURCES:
located at Credit Union SA
Level 3, 400 King William Street, Adelaide, SA 5000
If you are interested in finding out more about our walking group, you are invited to contact: our Secretary, Roger Tagg email: rogertag@tpg.com.au 23