Official publication of the Australian Education Union (SA Branch)
Vol 44 I No.6
September 2012
AEUJOURNAL SA Workload Class Sizes Permanency
Attraction and Retention Inside: u EB2012:
Our claim is lodged. See pages 11 – 15
u Gonski:
Our campaign delivers a massive win!
Nationally Competitive Salaries
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the secret! Join Teachers Health Fund before 28 September 2012 and get one month’s FREE health cover! Plus we’ll waive your 2 & 6 month waiting periods on Extras services* Members can win one of three $1,000 Coles Group & Myer OR Flight Centre gift cards, if they refer a new member to join by 28 September 2012. Find out more at teachershealth.com.au/sharethesecret Join now! Call
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For the well-being of teachers. * One month’s free cover applies to the second month of your new membership. For full terms and conditions on the new member offer, visit teachershealth.com.au/sharethesecret.^ Prize draw terms and conditions apply. Visit teachershealth.com.au/sharethesecret for details.Teachers Federation Health Ltd ABN 86 097 030 414 trading as Teachers Health Fund. A Registered Private Health Insurer. THF-AD-C-STS-09/12-AEUVIC
Features President’s View
AEU Union Journal Training
Workload Class Sizes Permanency
Attraction and Retention
Nationally Competitive Salaries
Australian Education Union | SA Branch 163 Greenhill Road, Parkside SA 5063 Telephone: 8272 1399
We gave a Gonski, and won! pages 5 – 6 Your campaign delivers massive funding commitment for public schools
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
#7 October 19
November 7
Subscriptions: Free for AEU members. Nonmembers may subscribe for $33 per year.
Inside:
Print Post approved PP 531629/0025
u EB2012:
Our claim is lodged. See pages 11 – 15
ISSN 1440-2971 Cover Photo: istock
u Gonski:
Our campaign delivers a massive win!
Illustration: dreamstime (page 8) Printing: Finsbury Green Printing
Our claim is lodged
Academy Schools
pages 11 – 15 The AEU has lodged with the State Government our Log of Claims for a new Enterprise Agreement
pages 9 – 10 Not all they’re cracked up to be
Letters to the Editor
*Winner of top letter! Dear Editor,
In response to President Correna Haythorpe’s column in the last issue of the AEU Journal: “Our union attacked in Parliament”, I could not help but question what was motivating the Liberal Party to attack the AEU, moving amendments to remove the legislated compulsory AEU representation on Merit Selection Panels, Classification Review Panels, School Closure and Amalgamation Panels and the Teachers Appeals Board from the Education Act (1972). In speaking against the amendments in the Legislative Council, Greens MLC Tammy Franks powerfully pointed out the value the AEU gives its members and how devastating the consequences would be should the
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
Liberal amendments be enacted. If the Liberal Party were genuinely interested in workers being “entitled to have a say in relation to what goes on in their workplace,” as Rob Lucas stated when moving the amendments on June 14, they would leave the sections of the Education Act pertaining to the AEU’s involvement in panels and committees alone, because the only way our voice is heard by decision-makers at the Education Department, whose policies are subject to the whim of changing political ideologies in government, is through the AEU. The motivation for attacking the AEU could be found in Liberal Government policy across the border, such as: In Victoria, Premier Ted Baillieu and his Teaching Profession Minster, Peter Hall, have announced plans to introduce longer working hours for teachers and unfair, divisive performance pay that allows them to deny pay increases to nearly 20% of Victorian educators. Worse, they have also announced a plan to sack 5% of the “worst performing” teachers; a despicable move that will devastate any chance of consistent teaching numbers in the most disadvantaged areas. In New South Wales, Premier Barry O’Farrell has announced plans to sack 2400 Education Department employees in
Advertise in the AEU Journal. Reach over 13,500 members across South Australia.
8272 1399 journal@aeusa.asn.au
an effort to decentralise the NSW education system but he has refused to rule out extending the job cuts to school counsellors, contract teachers in schools and TAFE, and SSOs. The Liberal Party’s surreptitious attacks on educators and our union crush the rights of educators to fair decision-making processes that AEU members have fought vehemently to have enshrined in legislation, paving the way for a further erosion of our industrial protections if and when they form government. We must oppose these types of attacks on our industrial rights now by standing up for public education and the families who depend on us to deliver the best possible learning outcomes for their children. n
Brett Ferris Teacher, Open Access College
AEU Journal is carbon neutral If you currently receive a hard copy of the Journal and would prefer to read the Journal online, please let us know by emailing: journal@aeusa.asn.au
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3
Rights at work and rights inat the community. Rights work and
Running Head
Make your own Music! rights in the community. Aboriginal and Rights atTorres work and
Rights at work and Strait Islander Workers Rights at rights inwork the and community. Conferencein the community. rights rights in the community. Aboriginal and Torres Strait Islander Workers Date 22 October 2012 Aboriginal and Torres Time 9.00 am 4.30 pm Aboriginal and Torres Aboriginal and Torres Conference Strait Islander Workers Venue Australian Education Union Strait Islander Workers Strait Islander Workers 163 Greenhill Road, Parkside Conference Conference Conference Supported by the Minister of Aboriginal Affairs Date 22 October 2012 Date 22 October 2012
Date 22 October 2012 Time 9.00 am - 4.30 pm Time 9.00 am2012 - 4.30 Date October Time 22 9.00 am - 4.30 pm
pm
Making music can involve sticky tape and glue as much as practice! The Adelaide Symphony Orchestra is inviting families to come to Grainger Studio to make their own instruments, and to try different activities based around the percussion section of the orchestra
Sunday 14 October, 11am to 2pm Ages 3 – 8 FREE EVENT Grainger Studio, 91 Hindley Street Adelaide
Venue Australian Education Union
Time 9.00 am - 4.30 pm 163 Greenhill Road, Parkside Venue Australian Education Venue Australian Education Union Union Venue Australian Education Union 163 Greenhill Parkside 163 Greenhill Road, Parkside Supported by theRoad, Minister of Aboriginal Affairs 163 Greenhill Road, Parkside
Supported by the Minister of Aboriginal Affairs Supported by the Minister of Aboriginal Supported by the Minister of Aboriginal Affairs
Affairs
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from Karranjal Ku Yalanji. Language and Country Law,- Ku Ceremony Family are Ceremony the foundations of Aboriginal Country Law, Language and Family are the foundations of Aboriginal the entirety life-ways and run throughout and run throughout the entirety oflife-ways Australia connected from rock hole to Artwork permission of Australiawith connected from rock hole to Artwork with permission from Karranjal - Ku Yalanji. rock hole as brothers and sisters. This rock hole as brothers and Ku sisters. This heritage is the real story of spirit of from Karranjal -real Kuand Kuspirit Yalanji. heritage is the story and Australia and belongs to everyone. We Country Law, Ceremony Language and Australia belongs should valueand and protect it. to everyone. We Country Law, Ceremony Language and Family are the foundations of Aboriginal Artwork with should value and permission protect it. Family are the foundations of Aboriginal
life-ways and run throughout the entirety from Karranjal - Ku Ku Yalanji. life-ways and run throughout the entirety of Australia connected from rock hole to of Australia from rock hole rock hole asconnected brothers and sisters. Thisto Country Law, and rock holeisas brothers andand sisters. This heritage the real Ceremony story spiritLanguage of heritage thebelongs real story spirit ofof Australia to and everyone. WeAboriginal Family isand are the foundations Australia and and belongs everyone. We should value protect it. life-ways and runtothroughout the entirety should value and protect it.
º
When:
Friday 5 October
ºº
2012
AEU LEADERS’ CONFERENCE When:
Friday 9 November 9.15am – 4.00pm
Where:
At the AEU 163 Greenhill Road, Parkside, SA 5063
9.15am – 3.30pm
Where:
@ the AEU
163 Greenhill Road, Parkside, SA 5063
Conference dinner:
Thursday 4 October | 6.00pm
Australian Education Union | SA Branch To register or for further information go to: www.aeusa.asn.au or email: training@aeusa.asn.au
4
What makes a good school and preschool?
2012 Climbing the Wall
AEU EARLY CHILDHOOD CONFERENCE
of Australia connected from rock hole to rock hole as brothers and sisters. This heritage is the real story and spirit of Australia and belongs to everyone. We should value and protect it.
Part of the ASO’s SA Power Networks 2012 Learning Program
Conference dinner:
Thursday 8 November | 6.15pm Adelaide Pavilion on the Park Veale Gardens, South Terrace, Adelaide
Australian Education Union | SA Branch For further info or to register go to8: www.aeusa.asn.au/events.html or email Ken Drury on8: kdrury@aeusa.asn.au
President’s View
1 Parliament House, Canberra, August 20: Unley High School Principal Susan Cameron speaks with PM Julia Gillard in front of the sea of hands representing 6700 Australian public schools.
We gave a Gonski, and won! AEU President Correna Haythorpe says members’ commitment to the Gonski campaign has delivered a massive win for public education. At the National Press Club on Monday September 3, PM Julia Gillard made the historic announcement that the Federal Government will table legislation to implement the Gonski Review recommendations, which will deliver $6.5 billion funding to Australian schools. This is an outstanding win for Public Education and the ‘I give a Gonski’ campaign and AEU members are to be congratulated for their commitment to achieving funding equity for our students. As AEU members are aware, the Gonski review found that the existing funding system is inequitable and fails to deliver much needed resources to our students. The Federal Government’s commitment to Gonski will ensure fundamental changes to the way school
funding is delivered and that all children, including those with the greatest needs will receive a high quality education.
How will it be rolled out? The PM has announced that there will be a National Plan for School Improvement with the intention that by 2025 Australia is ranked as a top 5 country in the world in reading, science, mathematics, and in providing a high quality, high equity education system. As with past policy announcements, the funding reform will be tied to the National Plan, which identifies areas such as teacher quality, pre-service requirements, more teaching practicum experience, annual performance reviews, more training for managing disruptive behaviour and bullying, school autonomy and information for parents via My School. There are no real surprises here. Much of this information is already in the public domain and has been debated for some time.
8: www.igiveagonski.com.au
The AEU has been in regular discussions with DECD about implications of federal policy and we will keep members up-to-date with respect to future directions. Much of what has been outlined by the PM in her Gonski speech with regard to school improvement policy is currently in practice in South Australia. For example, we have a local selection process, local management, annual performance development processes, school improvement plans and individual learning plans already in operation. Our members have strong views about policy and we will carefully analyse any state commitments with this in mind. However, we cannot lose sight of the fact that this announcement represents a huge funding win for the I Give a Gonski campaign, our students and the thousands of AEU members who have campaigned tirelessly for a systemic change to school funding. continued over page 3 5
President’s vie w Cont...
What about the funding? In line with the Gonski recommendations, there will be a new Schooling Resource Standard which will provide a benchmark amount for every student. Loadings will then be applied based on need for students from low SES backgrounds, indigenous students, students with disabilities, those with limited english proficiency and for students from small and remote schools. This funding will be phased in over a six year timeframe. The AEU has expressed its strong disappointment about this extended transition process. The Gonski review established the urgent need for additional resources and we believe the Federal Government should consider how this transition can be achieved in a shorter timeframe.
What next? The Federal Government will introduce legislation into Parliament this year to enable the implementation of the new funding arrangements in 2014. Negotiations are under way with state and territory governments to commit to the funding reforms. This means, our I give a Gonski campaign must continue. While Minister Portolesi has been supportive of Gonski, the State Government is yet to formally commit. Therefore, over the next few weeks, we will focus our attention on Premier Jay Weatherill and ask members to undertake lobbying activities to seek his commitment to Gonski.
What can you do? • Register your support on the I give a Gonski website:
8: www.igiveagonski.com.au
• Join the I give a Gonski facebook page and share it with your friends • Keep an eye out for AEU communications and please take action when we ask you to lobby the Premier. We gave a Gonski and we achieved a $6.5 billion funding commitment from the Federal Government. Now it is time for state and territory leaders to sign up so that funding equity is achieved for our children. Thank you for your ongoing support of this campaign. n In solidarity, Correna Haythorpe AEU Branch President 6
Issues & Actions
Your union working for you Issue: We have been informed that no teacher has claimed the Conveyancing Reimbursement afforded to countrybased teachers. We are assuming this is because members are unaware they may be eligible for the reimbursement. Action: The AEU has confirmed that consistent with the Commissioner’s Standards teachers are eligible to claim conveyancing fees and other costs associated with purchasing a house when transferring. The eligibility requirements and general provisions can be found in Commissioner’s Standard 3.2 pages 23 and 24. We encourage all eligible members to lodge claims for these payments. Issue: DECD reneges on assurances to give the AEU access to details on PATs yet to be placed into ongoing positions. The AEU, in the best interests of members, needs to check on unplaced PATs to ensure that the Recruitment & Selection policy has been followed and that these members are placed into ongoing positions wherever possible Action: The AEU contacted all sites by fax to request information from all unplaced PATs. Please return the fax with all necessary details if you are a PAT awaiting placement. Issue: Feedback from an AEU member outlined concern over the large number of issues and changes in the Early Childhood sector and raised a question about how the AEU is addressing these issues. Action: A letter was sent to the home address of all AEU Early Childhood members outlining the work the AEU has been doing to address member concerns. Please contact the union if for some reason you didn’t receive a copy.
Early childhood information sessions have been added to the September and October regional Leaders Dinner meetings and negotiations are underway with DECD in regard to running joint Early Childhood forums across the state early next term. Issue: A member called the AEU Information Unit concerned that she would have to return to work for 12 months after having her first child in order to access maternity leave during her second pregnancy. Action: In 2010 the AEU successfully secured the right for a permanent DECD employee on any form of leave – including maternity or parenting leave – to access a second or third period of paid maternity leave from the Department without having to return to work. If you have 12 months of continuous service with the Department prior to taking leave, you qualify for paid maternity leave without having to return to work. Issue: Members are being required by DECD to complete a ‘Code of Ethics Request for Approval’ if they wish to seek work outside DECD. According to the document circulated to sites, outside employment may include, among other things, paid or voluntary work, shareholdings, interest in properties, writing or editing of books, articles or other published documents or provision of consultancy services. Action: AEU Industrial Officers are writing to DECD in regard to this matter and to ask that the requests be withdrawn. It is our view that it is not a necessity for all members to complete the request for approval. The AEU will circulate further information when the matter is resolved. n
Report: SSO week 2012
SSOs : FAQs
SSO: did you know? 1 SSO members from Clovelly Park Primary School support the “Our Pay, Our Way!” campaign
Campaign kicks off during SSO Week AEU SSO Focus Organiser Lisa Sigalla reports
T
his year’s SSO Week celebrations were a big success. Along with morning teas, lunches, special assemblies and other events to recognise the work of all SSOs, AEU members across the state got behind the union’s new campaign in support of SSOs in receipt of the 16% loading, who go without pay during the school holidays. The AEU is calling on DECD to give these members the option of having their pay spread across the full calendar year.
ed sites during the week and said the solidarity and support for SSOs from all members was fantastic.
These SSOs are not asking for more money, they are simply requesting that the salary they receive be spread over the year giving them some financial stability, particularly over the Christmas/ New Year period. Not too much to ask!
The AEU will be writing to DECD to organise a meeting with Chief Executive Keith Bartley and AEU SSO members. It’s important that he gets to hear the real stories of how this pay issue affects the lives of SSOs.
During SSO Week AEU Organisers and Officers joined SSO celebrations in over 45 schools. There was lots of fun, food and of course plenty of members sending hundreds of emails and faxes to the Department calling on them to take action on SSO pay.
Thanks to all AEU members who have signed the campaign fax and sent an email to the DECD Chief Executive. We’ll keep you updated on developments as they come to light.
AEU Vice President Jan Murphy visit-
“The SSO campaign was received positively everywhere we went. It was great to see so many teachers, leaders and SSOs supporting their colleagues. It’s such a reasonable and logical request and we want the Department to take action as soon as possible.”
What next?
If you are yet to send the Chief Executive an email, go to the link (below) and follow the prompts. n
8: www.aeusa.asn.au>Issues>Our Pay, Our Way!
Permanent Increases in time of less than 15 hours per week. Schools are able to run an internal selection process within their site or region(s) for additional hours of less than 15 hours per week where existing permanent employees are only eligible to apply. It is recommended that sites undertake this process in Term 4 because the permanent increase in hours starts from January of each year. A modified selection process occurs where the Principal or nominee is the chairperson with a non-teaching panellist nominated by the non-teaching staff. The panel must have trained members and a gender balance.
School closure days SSOs are normally required to remain on duty when there is a school closure day. However, if available, they may request to use recreation leave to cover these days. Alternatively, the Principal may grant leave without pay for the day, or authorise the employee to work additional hours on other working days, to make up the time during that pay period. Part-time school support staff may access their time bank hours with the approval of the school.
PAC participation Any financial member of the AEU can be elected as the AEU rep on the PAC. The AEU rep attends all PAC meetings. SSOs have the right to nominate for the position of non-teaching rep on the PAC. Most sites consider that decisions made by the PAC affect the work of all members of all meetings of the PAC. The non-teaching rep on the PAC must consult with all the non-teaching staff about PAC issues. This may be done at SSO meetings. n 7
Superannuation
AEU Information Unit
Super SA Open Day 2012
F
ollowing last year’s phenomenal response to the Super SA Open Day they’re holding it again! This time they’ve chosen a bigger, more centrally located city venue.
Super SA’s Open Day is an opportunity for you to talk to key financial people, attend short info sessions about your super and take steps to gaining control of your financial future. Drop in, grab a complimentary cappuccino and get your questions answered by staff at the information booths.
When: Thursday 27 September 2012 10am – 3pm Where: Adelaide Town Hall, 128 King William Street, Adelaide
For full details and to register online visit www.supersa.sa.gov.au and follow the prompts. You’ll also be in the running to win a Financial Plan valued at $3,000 or another great prize. Full terms and conditions of entry are on the Super SA website. n
Figure out your finances: Staff will be on hand to answer your questions at the Super SA Open Day.
AEU Legal and Information Officer Anne Walker provides advice.
M
are intentional. Employees also have the right to expect that their employer will take prompt and appropriate action on their behalf if such an incident occurs.
Threatening people with violence, whether online or offline, or encouraging others to perpetrate violence against individuals can be a criminal offence.
DECD have many documents on their website regarding bullying, cyber bullying and physical violence. However, nearly all focus on the protection of students. There is little information related to the protection of school staff.
any calls are coming in from members who have been subjected to threatening, abusive and defamatory comments made on facebook and other social networking sites.
Intentionally causing offence with defamatory or inflammatory comments online can also be a criminal offence.
All employees have the right to a safe working environment that is free from abuse, physical violence or threats of violence, whether or not the actions 8
• Immediately report the matter to your Principal (facebook sites can be shut down) • Lodge an ED 155 (Injury Report Form) • Lodge a Critical Incident Report which should be forwarded promptly to the District Office and School Care • Report the matter to the Police • Talk to your Sub-branch secretary and/or OHS&W Representative. A risk assessment may need to be undertaken. For more detailed information please contact the AEU Information Unit. n
% 8272 1399
It is also an offence under the Education Act to insult a teacher in the course of their duties. Section 104 of the Act states “Any person who behaves in an offensive or insulting manner to a teacher who is acting in the course of his (or her) duties as such shall be guilty of an offence and liability to a penalty not exceeding $500.” Although a trifling sum, every teacher or school should require the Minister to implement this section of the Act every time an incident of this nature occurs.
If you have been subjected to any form of violence, threats of violence, abuse, inflammatory or defamatory comments, you should:
AEU Information Unit | Mon – Fri | 10:30am – 5pm |
Gathered under one roof there will be representatives from Funds SA, Industry Fund Financial Planning, the Public Trustee & Centrelink… and lots more!
Keep safe – don’t be bullied online
Vice President’s Report
A cautionary tale AEU Vice President David Smith shares a former colleague’s view of England’s version of Independent Public Schools Recently I met up with an old colleague, a former South Australian teacher and good member of the AEU. He has been teaching in Southern England for the past fifteen years or so, the last two of which he has spent in an Academy school. In June this year he resigned, very disillusioned. The secondary school my friend taught at, previously run by the local County Education Authority, became an Academy two years ago and many things changed, not all for the better. There was a promising beginning. Before the new Principal took office, he made it clear that there would be high academic and behavioural expectations. That pleased the staff, because there was a significant proportion of disinclined students at the school and the teachers were enthusiastically anticipating positive changes. The new zero-tolerance behaviour management regime lasted about a month. Several students were removed from the school, but then the scheme was largely abandoned. Funding is based on enrolments, and losing too many students was not desirable. Now, if a student behaves especially badly in class, the teacher can call for assistance. The student is removed for the rest of the lesson, and returns at the start of the next lesson, almost always without any reconciliation. There are definitely no restorative practices. The exam results improved slightly in the first year, but the emphasis seemed far from being about improved learning. Rather, the several additional senior staff who appeared on the payroll – assistant principals and similar – seemed to be mostly occupied in checking up on teachers. Teaching staff felt pressured much of the time to perform certain routine tasks. They are obliged to produce a lesson plan for every lesson, ‘to improve teaching and learning’; they write reports on
all students every six weeks; every student’s workbook has to be marked every two weeks (my friend had a total of 330 students at any one time); once each week the Head of the year group will randomly select workbooks of three students and check that they have been marked for grammar, spelling, subject comments and student ‘targets’; each teacher will be formally observed in class three times a year; in addition, there are mini-observations in which the Head of Department will, unannounced, visit a classroom to check up on the teacher’s work – and will use Traffic Light ratings of red, amber and green to judge: a) the level of student engagement, b) the presence of a list of lesson objectives on the whiteboard, and c) how recently the books have been marked. That last activity is euphemistically known as a Learning Walk. You have to ask: Who’s learning what? The quite reasonable aim for senior classes is that 50% of the students will achieve grades in the A – C range. My friend, an experienced and competent teacher on two continents, had a class which did not achieve 50%. The conse-
quence was that he was threatened with ‘serious action’. What was an aim had become a requirement. In general the teachers feel that despite the increase in senior staff numbers, they are less supported than before the school became an Academy. Indeed, they feel that if students behave badly or score poorly in tests, it is entirely the teachers’ fault. Some of the cruder surveillance of teachers at work has been reduced thanks to union action. With NUT (National Union of Teachers) support, the Learning Walks and the examination of reductionist lesson plans have largely disappeared. However, the workload is much greater and the morale much lower, yet the measurable results are inconclusive.” Why mention any of this here in enlightened South Australia? Charter schools in the US, Academies in the UK, Independent Public Schools across our Western border… And were we to be listening to the educational chattering classes in this State, we may just have heard similar whisperings here too. On the experiences of my friend alone, we would be well advised to treat them with severe caution. n
What is an Academy School?
R
oughly similar to US Charter Schools, UK Academies are government funded but independently run, often by business people with no educational qualifications.
Some characteristics: • Academies can set their own pay, conditions, and working time arrangements for newly appointed teachers joining the Academy. • Some Academies have a two-tier workforce because they operate two different contracts, one for transferees and one for new staff. • In some Academies teachers are being expected to work an extended
day and for more hours in each academic year. • Teachers transferring to an Academy on their existing conditions are not protected against the loss of employment in the event of a future reorganisation. • Academies are only obliged to have two parent governors. They are not required to have a teacher governor or a staff governor. • When a school becomes an Academy the Academy Trust (or its sponsor) controls all aspects of the school including admissions, curriculum and n length of school day. 9
International
Academy Awards? Not! The outsourcing of public education is a mistake says AEU Research Officer Mike Williss.
W
hat is the significance of the English embrace of “Academy” schools? These are government schools that have been “outsourced” to private operators. While some Academies are run by tertiary institutions and diocesan boards of education, quite a few are run by entrepreneurs and corporations with little or no background in education. A list of Academy sponsors includes Bob Edmiston, who has the UK franchise for Subaru and Isuzu cars. He is one of the wealthiest people in the UK and a Pentecostal Christian running three Grace Academies. Edmiston was involved in the 2006-07 “cash for peerages” scandal but survived that to join the House of Lords under David Cameron. He is described as one of the biggest financial backers of the Conservative Party. Then there is David Ross who made his hundreds of millions of pounds out of mobile phones. He has four Academies. He is a citizen of Switzerland for taxation purposes and was forced to resign from Carphone Warehouse, a company he had founded, after using a large proportion of his shares in the business as collateral for personal loans without informing the company, apparently a breach of stock market rules. As recently as last 10
May he was seeking to add another three public schools to his Academy chain. Other Academy sponsors include carpet and mattress magnate Lord Harris of Peckham, car dealer Sir Peter Vardy whose Academies teach creationism, and David Samworth, a sausage, pies and ready meals manufacturer. Public schools that opt – or are forced by government decree – into becoming Academies are locked into an irreversible arrangement. Academies can set their own term dates and school day timings without consultation with parents. They can override parental requests to take students on holidays in term time – “any requests to do this will not be agreed” states Colchester Academy’s Attendance Policy. All Academies are able to set their own pay, conditions and working time arrangements and are not required to accept the presence of unions. In fact, schools “planning to become academies could see their applications thwarted if heads recognise unions and sign up to national pay and conditions for staff,” warned education secretary Michael Gove in 2011. Government Ministers said they considered flexibility on staff pay to be one of the “key freedoms” of academy status, according to the Times
Educational Supplement (TES). Nor are they required to employ qualified teachers. Cost-cutting by Academies has seen teaching assistants delivering classes for up to three years despite being unqualified. Relief lessons are commonly taken by teaching assistants in Academies. Supporters of Academies claim that they bring about improvements in educational standards. That is true of some; others have a far worse record. However, Academy admission policies make it difficult to compare apples with apples. Academies are their own admissions authorities. They can select more wealthy students providing they do not exceed the national demographic spread. This can make their enrolments quite unrepresentative of the local community. Poor performance by a number of Academies has forced the government to implement inspections of such schools. This follows an admission by schools minister Nick Gibb that there was “an issue about the oversight of academies”. One Academy that prompted the move was Sir Robert Woodward Academy, co-sponsored by the private school chain Woodward Schools. It has seen its General Certificate of School Education (GSCE) results drop in the two years since converting to Academy status. Another religious independent school chain was barred from sponsoring further Academies after three of them were judged “inadequate” by school inspectors in 2009-10. The ban was put in place under Labour but lifted last year by the Conservatives. Studies have shown that students at Academies are less likely to take major academic subjects in the GSCE than counterparts in other state schools. Only 49 per cent of Academies’ GSCE results were made up of academic GSCEs in 2009, compared with 73 per cent for other state schools. Whilst the very name “Academy” is suggestive of academic prowess, this latest neo-liberal experiment on other people’s children shows yet again the danger of privatising and making a market of public education. n
Running Head Enterprise Bargaining 2012
Our claim is lodged, now we wait for an offer
levels, with the comparative point falling in the top three for the classroom teacher scale.
Leaders
The AEU has formally lodged with the State Government our Log of Claims for a new Enterprise Agreement based on the proposals which were adopted by March Branch Council.
T
he AEU is meeting regularly with Government representatives to negotiate a new agreement and has already, on a without prejudice basis, outlined in detail our Enterprise Bargaining proposals. We are looking forward to receiving the Government response to the AEU claim and will give due consideration to any proposals which will achieve improvements for AEU members in preschools, schools and TAFE. Here we provide a comprehensive outline of the key features of the Claim for a New Agreement.
Nationally Competitive Salaries The traditional comparison point with other states and territories for salary
increase amounts is the top of the classroom teacher scale. Over the years the incremental scale has been complicated by both the introduction and rolling in of AST classifications, hard (e.g. onerous AST processes) and soft barriers (e.g. Step 9 PDP process) to progression through classroom teacher levels, and the expansion and collapsing of the number of incremental levels. Generally, the AEU uses the top of the incremental scale and includes soft barrier progression processes (Step 9 in SA, and Senior Teacher in both WA and Victoria). The table (below) shows where South Australia currently sits nationally. AEU negotiators have consistently made arguments for nationally competitive salaries for all classifications and
Nationally Competitive Salaries Classroom Teachers (Top of scale) Rank State/Territory October 2012 Oct ‘12
October 2013
October 2014
1
WA (ST) WA (Lvl 2.9)
91,497 (Dec 11) 95,157 (Dec 12) 99,201 (Dec 13) 88,045 (Dec 11) 91,567 (Dec 12) 95,459 (Dec 13)
2
NT (CT 9)
88,941 (Sep 12)
3
ACT (3.2)
86,881 (Oct 12) 88,184 (Oct 13) 90,388 (Apr 14)
4
NSW (Step 13) 86,878 (Jan 12)
5
Tas (L12)
84,184 (Mar 12) 85,868 (Mar 13)
6
Vic* (E-4)
84,059 (Jan 12)
7
SA* (Step 9)
83,009 (Oct 11)
8
Qld* (ST) 81,372 (Jul 11) Qld (Band 3 L4) 77,806 (Jul 11)
*State/territory currently bargaining, or in dispute
8: www.aeusa.asn.au> Issues > EB2012
Comparison of Principal salary levels is not as straightforward, and generally not able to be compared in a similar way, due to the components of salary rates and allowances as opposed to total remuneration packages (TRPs). For example, TRPs generally include superannuation payments made by the employer, which are ‘invisible’ in a straight salary rate; country incentive type allowances and locality allowances which are paid on top of a salary rate; and in states and territories that have ‘contract Principals’, include a compensatory figure for loss of permanent employment status which is industrially valued in the vicinity of approximately 15 percent. Further complexities include the unique School Size and Complexity Rating (SSACR) method of classification that South Australia uses, rather than simply based on enrolments and primary/secondary type; and the comparatively broad range of leadership classifications that South Australia has compared to most other states and territories. Classification is intrinsically linked to achieving salary increases for leaders. Therefore, the AEU’s submissions in enterprise bargaining negotiations have centred around: • An improved classification structure for all levels of leadership, including Band 2 and Band 3 levels and Preschool Directors • The abolition of PCO1 level as a Principal classification with translation to PCO2 • Defining of the levels of Senior Leader to more accurately reflect the work value of the role as determined by the PAC • The abolition of Coordinator 2 with translation to Coordinator 3 • Defining the role of Coordinator to more accurately reflect the work value of the role as determined by the PAC • The provision and enhancement of fallback classification. continued over page 3 11
Running Head Enterprise Bargaining 2012
Security of Employment: time for fairness for all A number of AEU members gave evidence to the recent Independent Inquiry into Insecure Work. Their stories highlighted the disadvantage and exploitation that temporary and casual workers face. The State Government has a policy of permanent and stable employment and we would like DECD to implement it. The AEU’s claim seeks that the employer addresses member concerns about job security, including the unacceptably high levels of contract and casual employment. In particular we have concerns about the level of insecure and precarious employment among swimming and aquatics instructors and the growing use of HPIs as instrumental music teachers. Some swimming and aquatics instructors have worked full-time for DECD for nearly 30 years and the employer still considers them to be casual employees, despite the fact that they have regular work, weekly rosters and have never been paid a casual loading. There are at least 1000 HPIs teaching music in schools with no job security or basic entitlements!
Contract Teachers The AEU continues to receive complaints from long-term contract teachers who are being employed year after year in the same school. Many are in vacancies that should have been described as ongoing positions. Premier Weatherill when Minister for Education gave the AEU and its members a commitment that he would take a strong approach to the behaviour of withholding permanent vacancies but it appears that his enthusiasm in this area has not extended to DECD. For example, despite the lodging of grievances with DECD about the description of some vacancies, the employer refuses to meet to resolve these concerns. Temporary Contract teachers who win leadership positions should have an award entitlement on completion of their leadership tenure to fallback to ongoing employment at the AST 2 level. The current procedures are not transparent. We believe that many of the above concerns could be addressed through better and more enforceable definitions of ongoing, temporary and casual employment and the introduction of a real conversion to permanency process. 12
The conversion to permanency process in the teacher selection and recruitment policy is ineffective and very few long term contract teachers have been converted. For example, a language teacher has been employed for many years as a TRT or temporary contract because the vacancy is 0.3 and DECD will only employ people permanently if they are 0.4. Better definitions would enable this position to be described as ongoing and why shouldn’t someone who has done the same job for many years be converted to permanent? We believe that casual employment should be reserved for emergencies or unexpected or unpredictable work patterns.
Casual Loadings The AEU is also looking to improve the loadings for all casual employees; we believe that staff should be compensated for the precarious nature of such work. It is unacceptable for the employer to transfer the employment risk and cost to the employee. The AEU was party to the recent Industrial Relations Commission of SA (IRCSA) Test Case to increase casual loadings to 25% and this case is still ongoing. If agreement cannot be reached in bargaining on the appropriate causal loading rate for casual swimming and aquatics instructors, HPIs and TRTs, the matter will be arbitrated in the Commission. The AEU believes that the casual loading for HPIs and Swimming and Aquatics should be increased to 25%. We are concerned that the daily rate paid to a TRT is less than the daily rate for a temporary contract teacher. This is because the TRT rate does not take into account that a TRT can only work 200 days or less in a year and the loading is calculated assuming that TRTs could work for 52 weeks. The temporary contract teacher rate is calculated using a formula based on a school year of 207 days. We will be seeking to address this anomaly and have a new formula for TRTs included in the safety net award.
Loadings For Contract Teachers In Paragraph 176 of the Arbitration Decision 2, the IRC recommended that the loading for contract teachers be increased after successive yearly contracts. This was to compensate contract teachers for the insecurity of their work
and to act as a disincentive for the employer to incorrectly describe positions. When we have tried to raise this with DECD during the life of this award, they have referred it to bargaining. As bargaining has started we now expect the employer to engage in negotiations on this matter. The question is what level of compensation should be paid for long-term contract work and should this compensation increase with the amount of time a teacher spends on contract?
Swimming and Aquatics instructors The AEU has and will continue to raise with the employer the key elements of our claim for instructors. This includes security of work, casual loadings, minimum hours of engagement and pack up and set up time for swimming centres. So far the employer has not provided us with its position on these matters.
Leave The AEU is seeking to increase paid maternity leave from 14 weeks to 26 weeks. We have noted that the State Government offered public sector employees 20 weeks. The paid maternity leave definitions also need to be changed so ‘permanent casuals’ can access the leave. An example of this might be an SSO who works 14 hours per week. Under current rules they would be not be eligible for paid maternity leave as any employee working less than 15 hours is considered casual! The paid maternity leave clause does not allow parents, if they are both DECD employees, to share the leave, and makes an assumption about who will be the primary carer. We continue to seek Dad and Partner leave as the special leave arrangements DECD offered in the 2005 EB have not worked as promised – many people have not been able to access the leave to attend the birth of their child or to care for their family. It should be noted that unlike many other workers, teachers can not take their annual leave at a time convenient to them. Unless the child is born in the school holidays their leave options are limited. The AEU has put on the table a comprehensive clause in relation to Domestic Violence Leave and hope that the
Enterprise Bargaining 2012 employer accepts the AEU’s position. A watered down offer in this area, designed to make it look like something has been done, would not be acceptable to the AEU. This is a serious issue and our members are looking for action rather than platitudes.
One Union, StrOnger tOgether!
Coordinators Concerns have been raised by coordinators about their classification structure and the pay rate. Secondary coordinators have correctly pointed out that the historical relativities of their classification have changed over time and some adjustment needs to be made to their rate of pay. Concerns have been raised that the employer has not applied the Coordinator classification criteria correctly for a number of Coordinator positions. Primary coordinators continue to raise issues about under-classification and the union has an ongoing grievance with the employer over the under classification of many members. Coordinators in regional offices have also raised with the AEU inconsistencies in the classification with some classified at Level 2 and others at Level 3. The employer has no criteria to justify this difference. The AEU has been seeking a single classification of Coordinator as we believe that the work value of this classification does not vary due to size of school; as in smaller schools coordinators do the same type of work and in many cases there is less leadership density. The AEU will continue to pursue an increase to the Coordinator base pay, a single classification, workload protections and better fallback conditions.
Workload: Outstanding Matters from Conciliation Relief Teaching Shortages of TRTs continue in many schools and in breach of the award teachers are being required to take relief lessons above their maximum face-to-face teaching load. This is leading to excessive and unreasonable work hours. The AEU is seeking award provisions that would ensure teachers were repaid their Non-Instruction Time (NIT) within a reasonable and agreed timeframe or receive an overtime payment for the extra work undertaken.
Class Size Members are telling us that the Student Centred Funding Model (SCFM) has led to an increase in class sizes. This is despite the Arbitrated Award (clause 5.3.7) making it clear that the teacher, Principal and PAC must agree to any increase above that specified. We do not believe it is acceptable for schools to increase a teacher’s class size with the justification that they are not receiving enough funding from DECD to meet their obligations to teachers and students. A key concern of teachers is the complexity of some classes. The number of students on NEPs, ILPs and behaviour plans in some classes is unreasonable. The question should be asked: when is a class a special class? We are seeking to cap the number of complex students in a mainstream class and/or reducing the class size of complex classes. The employer has flagged that it will seek to remove or reduce the commitment in the current enterprise agreement. If this occurs the AEU will seek to regulate class size to accommodate other class types e.g. special education, behavioural units and NAP.
Principals of Small Schools The Arbitrated Award is silent on the amount of face-to-face teaching a school Principal can undertake and they have no effective workload protections. This is particularly pertinent to small schools. The AEU has raised this matter in the IRCSA and in conciliation. It is now a matter for bargaining. We are concerned that the employer continues to ignore the workload pressures facing Principals in small schools and has failed to address their concerns.
VET Coordinators The workload of VET Coordinators was identified by the Commission in arbitration as an area that should be addressed in bargaining. The Teachers’ and Lead-
8: www.aeusa.asn.au> Issues > EB2012
ers’ Workload Review also identified this as an area of concern. Provisions should be included in the agreement that address these workload concerns.
Workload Monitoring Group The establishment of a workload monitoring group is needed to ensure that workloads due to new initiatives and systemic process are not unreasonable or excessive.
Country Conditions We seek provisions that ensure rental subsidies for teachers will be paid in accordance with the Housing Rental Agreement and that this agreement be attached to the enterprise agreement. Changes to the agreement would need to be agreed by the DECD and the AEU. A number of improvements to locality allowances paid to teachers are sought, particularly for those based in Whyalla and Kangaroo Island. We are seeking improvements to the study leave provisions for teachers in remote schools to enable a teacher to claim the leave more than once in each location. The AEU is also seeking flexible incentives for country teachers in schools that meet set criteria as ‘hard to staff’. In locations were it can be shown that the increased cost of living is greater than that provided by the locality allowance, employees would be able to access a process to seek increased payments. To retain teachers in country schools we seek that the country incentives allowances are paid beyond five years.
Pay Issues The AEU continues to receive complaints about pay errors – both underpayments and overpayments. We are insisting that if errors occur, continued over page 3 13
Running Head Enterprise Bargaining 2012 these are rectified promptly in accordance with processes developed and agreed between DECD and the AEU. This includes enforceable rules on the recovery of underpayments. Consistent with the Fair Work Act 1984, employees would be paid interest or an agreed lump sum in lieu of interest on each and every underpayment of salary and allowances.
Employees Working in Secure Facilities The AEU seeks that the recent agreement relating to the conditions of employment for members working in secure facilities be referenced in the EB and that employees be paid a secure facilities allowance.
Overseas Trained Teachers The AEU is seeking induction programs for overseas trained teachers and the provision of time when they are appointed to a school to ‘acclimatise’ to local school structures and systems of work.
Travel It has been determined that no employee can be required to use their own private vehicle for work purposes and that the processes used to claim the travel allowance are onerous. While there seems to be agreement as to what the current arrangements are, the AEU is frustrated that the employer continues to breach Education Regulation 29 and Commissioners Standard 3.2. We have asked the employer to outline to the AEU how it plans to comply. This issue has been raised by Principal members in country schools who, for example, have to travel over 100 km just to access a government vehicle which is housed at the location of the meeting. The reality is that they have to use their own vehicles and the employer has told them that there are no funds to pay the travel allowance. In Mount Gambier, members have been told that they can no longer access the seven cars in the Regional Office. This results in them having to use their own car for work purposes. Local PRTs are being told that they will not be provided with a car, IMS teachers have to travel between schools using their private vehicles and members in regional offices are being asked to use their own private vehicles to provide support services to schools. We seek that the employer complies with the current industrial arrangements. 14
Aboriginal Educators In discussions with Government and Department representatives the AEU has sought the provision of a Level 4 classification for school based ACEOs, improved overtime provisions, an increase of at least one additional ACEM based in regional offices, a reduction in the ratio of students to ACEOs to 1:30 with extra weighting given to more complex students, an allowance for members working in secure facilities, Aboriginal schools, special schools, professional practice as part of a pre-service teacher qualification, units and classes, and replacement of ACEOs when on leave or undertaking professional practice as part of a pre-service teacher qualification.
Reconciliation The AEU has sought the establishment of a joint AEU/DECD Reconciliation Committee to ensure the ongoing implementation of the Reconciliation Statement. The implementation of the Reconciliation Statement will include, but not be restricted to, a requirement that the parties recognise past injustices towards Aboriginal and Torres Strait Islander peoples and a commitment to working towards a better future providing justice and equality for all. In addition we have sought the development of an agreed reconciliation action plan.
School Services Officers and Early Childhood Workers Modes of Employment The AEU is seeking improvements to the definition of ‘Temporary Employee’ and ‘Casual Employee’ contained in the School Services Officer (Government Schools) Award and the Early Childhood Award as well as the inclusion of a definition for ‘Ongoing Employee’. These definitions need to reflect the true nature of each engagement and where possible provide a pathway for conversions to permanency. The AEU is also seeking increases to some salary loadings for SSOs and ECWs.
Classifications The AEU has proposed improved classification structures and access to reclassification for SSOs and ECWs to include a provision where those holding
relevant qualifications (including a Certificate III) are automatically reclassified to the next higher level. We are also seeking the provision of new classifications for SSOs and ECWs, working in administration and/or finance in school based preschools and preschools, which appropriately classify our members at higher levels based on the complexity and responsibility of the positions as well as the development and implementation of higher ECW classifications for Occasional Care, Rural Care and Special Education.
Workload The AEU has proposed an allowance to compensate for increased complexity for SSOs and ECWs working in secure facilities, Aboriginal schools and special schools, units and classes; the replacement of SSOs and ECWs when on leave or undertaking professional practice as part of a pre-service teacher qualification; additional allocation of ECW/SSO hours to all preschools and school based preschools for administration/finance purposes; additional hours for Rural Care ECWs to allow for set up and pack up time to be undertaken as paid time; and, replacement of ECWs/SSOs working in preschools and school based preschools when on leave or when undertaking professional practice as part of a pre-service teacher qualification.
Preschool Directors Classification The introduction and implementation of a range of new initiatives has added to the workload and increased complexity for preschool directors. The AEU has sought an improved Preschool Director classification structure and has proposed the alignment of all PSD classifications to PCO classifications. The AEU has also proposed the introduction of a new classification of ‘Highly Accomplished Director’ based on the professional Practices of Preschool Directors.
Workload The AEU is seeking release time of one additional TRT day per term for preschool directors for administration/ leadership purposes to allow for the introduction and implementation of State and National initiatives. We are also seeking an additional allocation of ECW hours to all preschools
Enterprise Bargaining 2012 for administration/finance purposes. We have proposed the provision of a pupil complexity index in preschools and school based preschools when determining the Staffing Formula. The AEU believes that due to the national regulations regarding compliance with such things as educator to child ratios and Centre capacity, in the future all preschools and school based preschools will need to be staffed on enrolment. We are also seeking to have the rights and entitlements of preschool and school based preschool members codified in the Agreement, including industrial protection of 0.2 additional staffing currently provided to all preschools and school based preschools involved in the delivery of Universal Access. We have also proposed the provision of an additional time allocation for preschool directors, preschool teachers and school based preschool teachers involved in the preparation of individual learning plans.
Leadership in school based preschools The AEU has sought the introduction of a leadership structure that recognises the work value of teachers working in school based preschools, where there is no director appointed. This will include the introduction of a Coordinator position in these sites. The AEU is also seeking an additional allocation of SSO hours to all school based preschools for administration/ finance purposes.
Preschool Teachers Classifications The AEU has sought improved fallback provisions for preschool teachers occupying Preschool Director positions for 5 years including fallback to permanency for contract preschool teachers to 1.0 FTE teacher. The AEU is seeking the translation of Step 9 to an incremental step following 200 days of service at Step 8.
Highly Accomplished Teacher and Lead Teacher Introduction of Highly Accomplished Teachers (HATs) and Lead Teachers (LTs) for preschool teachers with process and criteria in line with the National Professional Standards for Teachers,
and agreed between the AEU and DECD.
Workload As well as some of the provisions mentioned in the Preschool Director section above which will also assist with the reduction in the workload of preschool teachers, the AEU has proposed that preschool and school based preschool teachers will be provided with additional non-contact or Non Instruction Time. This will include improvements to the application of beginning teacher noncontact and Non Instruction Time.
TAFE Enterprise bargaining discussions have continued between Government negotiators and the AEU. TAFE Divisional Council has received updates, and a Workload Scheduling sub-committee is meeting to input into proposals relating to instruction and assessment and associated matters.
Topics traversed to date include: • Salary nexus with school teachers reinstated, including same percentage increases calculated cumulatively over the life of the Agreement. • A cash payment option equivalent to an employee’s current salary rate in relation to the Skills and Experience Retention Leave Entitlement (see the details under ‘Long Service Leave’). • Incorporation of the agreed outcomes of the HPI Review, including 400 annualised hours rather than a 10 hour per week limit; and rates of pay. • Improvements to workload related definitions, including the delivery of degree level courses. • Increases in paid maternity and adoption leave, and improvements to other leave types, such as foster parenting, cultural, domestic violence. • Recognition of Student Services Officers under Generic Lecturer Level Descriptors. • Fair and reasonable redeployment provisions. • Improved accountability of the Professional Development and Training budget. • Payment for undertaking unscheduled relief work. • Mirroring of statutory employment related conditions in an Award or Agreement, or other industrial protections.
8: www.aeusa.asn.au> Issues > EB2012
In response to the AEU’s claim for an increase in the amount of the protective equipment clothing reimbursement, DFEEST has clarified that the reimbursement is not intended to be used in lieu of the OH&S policy provisions for protective equipment such as safety footwear, eyewear and other safety equipment. Rather, the costs of appropriate safety equipment are met by the employer, and only the cost of equipment of a protective nature (e.g. dust coats, overalls, etc.), when purchased by an employee, is reimbursed. In response to the AEU’s claim for a ‘tools of trade’ allowance, DFEEST has stated that the employer will provide tools at industry standards.
Long Service Leave Following significant lobbying of the State Government by the AEU, SA Unions and other public sector unions, the 2012 State Budget provides $81.9m to reinstate the value of the Long Service Leave lost in Foley’s 2010 State Budget cuts. Although the new provision does not reinstate the additional six calendar days of LSL following 15 years service, it does provide a new Skills and Experience Retention Leave entitlement to four working days leave after 15 years of service. It is calculated in working days rather than calendar days. The new leave must also be taken within five years or it will expire (unlike long service leave which continues to accumulate). After a phasing in period* the new scheme will provide a comparable benefit to that which existed prior to the reduction of long service leave entitlements in the 2010 State Budget. *The new entitlement will be phased in, with up to two working days entitlement (prorated for part-time employees) in 2011–12 and 2012–13, up to three working days entitlement in 2013–14, and then fixed at a maximum of four working days entitlement from 2014–15 onwards. Unlike other standard leave entitlements, employees will also have the option each year of electing to take a cash payment of $180 per day (indexed by Consumer Price Index from 2013–14) instead of taking leave days. Leave days can be accumulated for up to five years, after which point any unused days will expire. In view of the proposed $180 cash payment as compared to the significantly higher salary rates in education and TAFE, the AEU is seeking through enterprise bargaining a cash payment option equivalent to an employee’s current salary. n 15
Industrial
Victorian educators strike in their thousands Hundreds of schools across Victoria closed on September 5 as teachers and support staff took part in the State’s biggest ever education strike. Photo: Hwa Goh
I
n an inspiring demonstration of opposition to the Baillieu Liberal government’s failure to make a fair and reasonable enterprise bargaining offer, thousands of Victorian AEU members filled Rod Laver Arena on September 5 to urge the state government back to the negotiating table. This time it wasn’t just public education staff taking action. In an historic show of support, members from the Independent Education Union defied attempts by the Catholic Education Office to prevent their industrial action, to rally at Melbourne’s Royal Exhibition Buildings before marching to join AEU members and representatives from a range of other trade unions on the steps of Parliament House. The massive AEU rally voted to pursue a rolling series of half-day stop-works around the state during Term 4, starting with a rally in Ted Baillieu’s Hawthorn electorate. 16
AEU members will also ban an hour of meetings each week, provide only data — not comments — in school reports to parents and refuse to submit results to the Education Department. The bans will begin in Term 4 and will be followed in February by another 24-hour strike and the implementation of a 38-hour week, if no progress is made. AEU Vic Branch Deputy President Meredith Peace told members they would need to stay strong and united if plans to reduce workload were to be successful. “For the 38-hour week to be successful you all have to be committed to participating and working side-by-side together. When you vote for this resolution today you need to remember what you are committing to,” she said.
Why strike? The AEU’s Victorian State Council unanimously endorsed the escalation of the campaign for a new enterprise bar-
7 Fifteen thousand members fill Rod Laver Arena to the brim on September 5
gaining agreement in August, almost two years since Premier Ted Baillieu promised to make Victorian teachers the highest paid in the country. Not only did the Premier break his promise on salaries by offering a miserly 2.5 percent per annum increase, in late July his government released a ‘vision paper’ which included proposals to sack the “worst” five percent of teachers, have teachers do extra professional development days during school holidays, pay teachers differential salaries based on subjects taught and employ principals from outside the teaching profession. Further, the AEU is campaigning against attempts by the Baillieu government to introduce performance pay. The government’s proposal would see 10 percent of teachers receive a bonus equal to 10 percent of their pay, a six per cent bonus to a further 20 percent of teachers, and a 1.4 percent bonus to another 40 percent of teachers. Research has shown time and time again that performance pay is not the best way forward, with trials in Australia and overseas failing and in some cases, leading to worse outcomes for students. It seems that on the government’s list of priorities, stripping funding, dividing the education workforce and devaluing the profession rate much higher than providing teachers with conditions that support the delivery of high quality public education. The AEU SA Branch expresses its ongoing solidarity with our colleagues in Victoria and calls on the Baillieu government to value the important role education plays in society by providing Victorian educators with much improved salaries and working conditions. n
Running Interview: Head Sub-branch Secretary
Tips for the Sub-Branch SE C
Are you a new sub-branch secretary? Here are some tips on how you can carry out your role to best support the members at your work site.
Hold regular meetings: The subbranch should meet at least once per term but may be required to meet more often during enterprise bargaining and campaigning periods. Local issues may also dictate that extra meetings are held.
1 Sally Ifantis (left) pictured here with SSO colleague Sharon Hurst
Member Profile The AEU Journal chats with Fulham Gardens PS Sub-branch Secretary Sally Ifantis Journal: How long have you been teaching? Sally: I’ve been teaching 30 years, starting out in Whyalla for around seven years before transferring back to the city where I have worked in various roles as a PAT and now as a permanent teacher at Fulham Gardens Primary. I joined the union in Whyalla and have been a committed member ever since. Journal: Why is AEU membership important? Sally: If for some reason you end up in a difficult situation at work, the union will support you. Throughout my career I’ve had to call the union for advice and it has always been good advice. And it goes without saying – its important to be part of a collective that is advocating for better pay and conditions. Journal: What do you enjoy about your role as Sub-branch Secretary? Sally: I like being able to support members in understanding their rights – that’s one of the key things. Also, as Branch Council rep I get to hear a lot
about what’s going on with regard to education policy. I like being able to take the AEU’s views on these matters back to members. Journal: What do you love about teaching? Sally: I see myself as a facilitator – someone that provides students with the learning skills to grow and to achieve their full potential. I strive to do the best I can for them in the short time I have with them. When you see former students years later and they are doing well for themselves, it really makes you feel good. Journal: What do you see as the most important issue for educators at the moment? Sally: The list is so long, but in general, for me as an experienced teacher, I think the most important thing is the need to feel valued. We need to be valued by our employer and the government. A lot of us are doing a lot more than is required and I don’t think that’s recognised. n
Are you up-to-date Online? We need your preferred Email to
email address
8: membership@aeusa.asn.au
or call Membership on:
8272 1399
Knowledge is power: Try to keep upto-date with and share information in AEU communications that arrive via fax, email or in the Journal. This is crucially important; the more informed your members are the better they will be at ensuring their industrial rights are exercised. Negotiate time: The PAC Handbook recommends that sub-branch secretaries negotiate with the PAC for release time to carry out their union duties. This time would range from 30 minutes to 90 minutes depending on the size of the school.
Promote Activism: Encourage members to do as much as possible themselves. Seek out and encourage active members who are willing and able to carry out leadership positions. Share your workload amongst other members and stay united behind the aims and objectives for the workplace. Claim your space: Make sure there is an AEU Noticeboard in the staff room or other area highly visible to staff. Display a copy of recent AEU faxes, conference and event posters, campaign materials and other important information. Spread the load. Many larger worksites share the work of AEU business by establishing a Workplace Organising Committee (WOC) consisting of the SubBranch Secretary, AEU PAC representative, SSO Contact, Women’s Contact and Occupational Health, Safety and Welfare representative.
Be a good listener: One of the most important qualities of a good union rep is the ability to listen. You can help members by listening to their concerns continued over page 3 17
Tips for the Sub-Branch sec
Development Program
and helping them act if necessary. If you aren’t sure on what advice to give a member colleague, refer them to the AEU Information Unit and follow up to see if they need further help. For more information on the role of the sub-branch secretary, go the Members Area > Reps and Delegates section of our website to download the Organising Your Workplace booklet. It’s a great guide for new and experienced sub-branch secretaries! n
Are you retired or nearing retirement? The Retired Teachers Association (RTA) would be happy for you to join them! We meet at 2pm on the first Monday of each month at the AEU on Greenhill Rd, Parkside. Parking is available at the rear via Porter Street. After a short business segment we have a presentation from an interesting guest speaker and then enjoy a cuppa and a chat until 4pm. The RTA Singers meet at the same venue prior to the meeting from 12 noon. More singers would be welcome and no auditions are required! If you’re a walker, why not get involved with the RTA Walkers, who have regular planned walks. For more information contact Margaret Fenwick (Secretary)
8356 4681 % or Neville Hatwell (President) % 8277 2546
n
Mid-North Teachers Golf Day Kapunda Golf Club Friday 5 October 2012 Two Person Ambrose team event Cost: $30.00 per player (incl. great prizes, fantastic catering)
Teams assemble: 9:30am Tee-off: 10:00am Bookings: Brett Cummins, Kapunda PS Email: brett.cummins@kapundaps.sa.edu.au
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1 2012 WILD participants give a Gonski at a recent full-day workshop held at the AEU. 7 WILD participant and Aberfoyle Campus
Preschool Director Leisl Arthur with a student.
The WILD women are back AEU members from around the state have been taking part in the union’s Women In Leadership Development Program (WILD).
T
he WILD program, which is in its second year, aims to enhance members’ leadership skills and encourage more women to take up leadership roles in our union. The WILD program consists of four days face-to-face training at the AEU office in Parkside and online collaboration through a Moodle site. The program has also trialed the use of Webex and Skype to deliver short seminars to remote sites. Each participant is paired with a leader mentor, with whom they will communicate regularly and workshadow for a day. Among the topics covered during the program are the role of unions, speech making, successful campaigning, dispute resolution, industrial frameworks, recruitment and, of course, women in leadership. Aberfoyle Park Campus Preschool Director Leisl Arthur is participating in the program and says she’s gained a different and more thorough perspective on how the union operates. “This year’s program has focused a lot on how the union works and how members can build their leadership skills and apply them to union activism. It’s also been about listening to the leadership journeys of others and reflecting on how they compare with my own journey – I think this is really
For WILD information, email
useful. We’ve also attended Branch Executive and Branch Council – that was really interesting.” Leisl says she is picking up valuable skills along the way. “The work we’re doing on using clear and concise communication will be really beneficial for me in my role as a member of the Early Childhood Consultative Committee. Also, as our preschool is co-located with the local schools, I attend campus-wide leadership meetings. I can see that the skills I’m learning in the union will assist me in this area too.” This year the WILD program is being facilitated by Clovelly Park Primary School teacher and former Branch Executive member Jennie-Marie Gorman. “The participants aren’t the only one’s gaining new skills. As someone who has come out of a classroom to work on writing and presenting a full year project it has been a real learning curve. I have been very fortunate to be able to attend T & D about union training, work with great staff at the AEU and ACTU and work with great women members who are all enthusiastic about growing our union and being part of the future union movement,” she says. n Interested in finding out more about WILD? Register your interest for next year by contacting Lynn Hall per email below. 5
8: training@aeusa.asn.au
Running Head Women’s Focus
Email Tish
8: tchampion@aeusa.asn.au
Ageism – it’s real and it hurts AEU Women’s Officer Tish Champion says ageism complaints are on the rise.
O
matter. Employees who believe they have been overlooked, ignored, discriminated against or victimised because of their age are often devastated and demoralised. They are often contract or casual employees who sadly see no future for themselves in a profession they are passionate about. I have seen many members in despair due to what they believe was discrimination based on age. One member, who refused to take her complaint to the EO Commission, said through tears of anger, “I’m done. I’m finished. Quite clearly at my age after so many years as a contract teacher I am now seen as too old. I can’t keep putting myself out there to be passed over for younger teachers who compared to me have little or no experience.” Obviously the Department vehemently denies that ageism exists in schools. Perhaps my mum was right when she would say: “If someone feels it, it’s real!” n
ne of the hardest issues I deal with as the Women’s Officer at the AEU is the increasing incidence of perceived ageism. The Age Discrimination Act of 2004 clearly states that: it is unlawful for an employer to discriminate against an employee on the grounds of their age if they are still capable of performing the inherent requirements of the particular employment. It is important to note that age discrimination is not limited to “old” age. There are complaints of age discrimination that are based on a person being “too young” but the majority of complaints taken to the Equal Opportunity (EO) Commission so far in 2012 have been from “older” members. While approximately 60% of the complaints were lodged by men, given women account for 74% of our membership, the majority of complaints we receive are from women. Twenty percent of ageism complaints taken to the EO Commission so far this year have been in relation to recruitment. Working in Education, particularly as a teacher, is no walk in the park. Even those who may appear to be “naturals” get better with practice and experience. While there are many fantastic welltrained young teachers out there, the best teachers my two primary age children have had were “older”; they were in their 40s and 50s. They were teachers who have developed and honed their
teaching skills over time. They chose teaching as a career many years ago and still love the challenges and rewards of working with children. They were methodical, dedicated teachers who expected and got fantastic results. So why is there an increasing perception that DECD doesn’t value and reward teachers with maturity and experience? Why is the Department rapidly gaining a reputation for being ageist? The majority of complaints we receive about discrimination of any sort arise from Local Selection processes. Is the perceived discrimination related to cost saving? Or is it due to the perception that younger teachers are better and brighter? Or is it, as many believe, because younger teachers are viewed as more easily managed and manipulated because they don’t buck the system? For every member an AEU officer supports with a complaint to the EO Commission, there are at least five that aren’t taken that far. There are many members who call the AEU in tears, in anger, in frustration, but choose not to pursue the issue. And who would blame them? They realise that in an employee versus employer Equal Opportunity dispute there are no winners. There is simply a complaint tabled, followed by a denial and finalised with a “confidential” agreement that is rarely favourable to the employee. This growing number of perceived age discrimination cases is no laughing
Check out our Women’s Focus online
8: www.aeusa.asn.au/interest_women.html
Calling all women to join with the RtN Collective to “RECLAIM THE NIGHT” on Friday 26 October – put the date in your diary now!
* Upcoming Ev ent “Education, Training and Viable Work: Addressing pathways for women and girls” Keynote Speaker:
The Hon Kate Ellis MP Minister for Employment Participation Plus the launch of: Career pathways for women and girls: emergent and nontraditional occupations and industries
Thursday, 27 September 4.00pm – 6.00pm @ the AEU Drinks and nibbles provided.
RSVP (by Friday 20 September) Tish Champion, AEU Women’s Officer:
8: tchampion@aeusa.asn.au 19
Festival
A feast of culture coming members’ way Feast Queer Cultural Festival is one of the most anticipated arts and cultural events in Adelaide and Australia. As we hold associate membership of FEAST, all AEU members will receive ticket discounts at the Festival just by showing their AEU membership card. After successful involvement last year, we are continuing to offer a free workshop, this year titled Standing up for LGBTI teachers, students and families in our school communities, on Saturday November 24 from 2.00 – 4.00pm (see Ad on Page 21). We will also have a stall at the Feast Picnic on Pinkie Flat the following day. We’d love to see AEU members at both events. Celebrating 16 consecutive years in 2012, Feast is now ranked in the top three major festivals in Australia that celebrate diverse sexuality, standing proud alongside Sydney’s Mardi Gras and Melbourne’s Midsumma. Opening on Saturday 10 November 2012 Feast runs for 16 days until Sunday 25 November. Creative Producer Kerry Ireland has created an extensive program of theatre, cabaret, comedy, film, forums, literature, visual arts, sporting and community events. Boasting a national profile and attracting visitors and artists from interstate and overseas, Feast has a high profile location in Light Square. This festival hub sets Feast apart from other arts festivals by creating a safe space for gay and lesbian audiences, artists, their family and friends – a space to explore cutting edge creativity in the company of their peers – a “queer space”. For the wider community the hub provides an unrivalled opportunity to experience an alternative to mainstream festivals. The messages of Feast are strong: • Diversity, acceptance and inclusion • Positively showcasing the community – gay, lesbian and queer community • HIV Prevention. And the growth of Feast proves the ways in which the Festival delivers these messages are well received by the public. n
For Feast information and tickets, go to the festival website:
8: www.feast.org.au 20
AEU Ret irement
AEU bids farewell to a stalwart The AEU Journal caught up with retiring TAFE Organiser Alan Wilson
Journal: When did you start working at the AEU? Alan: I was first employed as an Information Officer at SAIT in 1982 and 83. Then in 1990, I was asked by then General Secretary John McComb to fill a three month vacancy because one of the Information Officers was going on study leave. 22 years later and I have finally retired having filled a number of different roles in that time. Journal: What was it that originally inspired you to apply? Alan: I’ve always taken an interest in workers’ rights, first getting involved as a student activist at Teachers College in Brisbane in the late 1960s. As a primary and special ed teacher in Queensland I was a union workplace rep and district delegate. I love working with people, particularly helping individuals who are experiencing some difficulties in their workplace. Journal: Which issue or campaign stands out as the most important during your time in the union? Alan: I think that the Vote No! campaign really stands out for me. During the last round of enterprise bargaining, prior to getting tide up in arbitration, the employer conducted a ballot of all TAFE employees in an attempt to get them to agree to a separate agreement from the schools sector, so as to break the salary nexus that we had enjoyed. In conducting the ballot, the employer included every person who had ever
worked in TAFE in the previous 12 months, which meant that some 1800 hourly paid instructors got to vote, many of whom only had limited employment during the year and weren’t employed at the time of the ballot. We communicated effectively with all members and many non-members about why they ought to vote no and reject the idea of having a separate agreement. The result was an overwhelming rejection of the proposal and while the government eventually succeeded through arbitration to get a separate TAFE agreement, the resounding rejection by employees in the ballot was a great result. Journal: What do you think will be the main challenges for TAFE members in the coming years? Alan: TAFE is currently facing the most significant challenge in its history as a consequence of the State Government’s Skills for All reforms. The challenge for TAFE members will be to maintain their high standard of delivery in a training market where the competition from cheaper private RTOs will put pressure on TAFE to compromise those standards. We will need to increase union membership in TAFE and resist the employers attempts to undermine hard won employment conditions. Journal: What are you going to do with yourself in retirement? Alan: Lots of plans. A bit of relaxing with my partner Chris, who has just retired from teaching. We’ll do some travelling in our recently purchased camper trailer, I’ll finish building my kayak and do a spot of fishing. We both expect to become involved in community groups once we get into a bit of a “retirement” routine, so it’s looking like we should be able to fill the hours each day without too much difficulty. Alan’s wise counsel, member advocacy and problem solving skills have been appreciated by many union members over the years. The AEU wishes him a long and active retirement. n
AEU 2012 Training and Development Program
Noticeboard
Union Education Courses 2012
Council Dates for 2012
Mon 24 Sept Mon 17 Dec
9:15am – 12:30pm 9:15am – 12:30pm
Curriculum Organiser Online: An Intro An introduction to the AEU’s Curriculum Organiser Online (COO) and how it can help members’ transition to the Australian Curriculum. Open to: Everyone interested in finding out how COO can help them in their Australian Curriculum preparation.
Mon 24 Sept Mon 17 Dec
9:15am – 3:00pm
Upcoming dates for 2012 are:
A 1-day practical workshop to assist SSOs in applying for reclassification. The workshop is designed for SSO members working in special needs and/or classroom support positions.
TAFE Divisional Council Meetings
9:30am – 3:00pm
Thurs 1 Nov
Wed 7 Nov
5:00pm – 6:30pm
Cooperative Learning and Instructional Strategies Workshop
Member Seminar: Young adults and student behaviour management issues in TAFE/VET
A practical workshop on using cooperative learning strategies to engage students. It incorporates other instructional strategies to maximise student engagement and individual accountability for student learning at any year level.
This seminar creates an opportunity for AEU TAFE members to network receive up-to-date information and work through issues arising from working with “difficult to manage” young adults.
Thurs 4 Oct
Curriculum Organiser Online: Programming & Planning
9:15am – 3:15pm
Stepping Out: DECD/AEU Exit Education Students Conference This conference is designed to support final year education students who complete their course in 2012 and begin their teaching career in 2013. (Held at the EDC, Hindmarsh)
* Upcoming Event
‘12
9.15am – 3.30pm
Mon 17 Dec
A short practical workshop to plan, program and create units of work and teaching resources against the Australian Curriculum. Open to: Members who have subscribed to COO.
* Upcoming Ev ent
FEAST Workshop
with years 5 – 10.
November 4 2 y a d r Satu 0pm 2.00pm –
4.0
Standing up for LGBTI teachers, students and families in our school communities. Open to: Everyone.
For further info on any of the above events and courses email Saniya Sidhwani on
8: www.aeusa.asn.au>events & courses
or to register go to
‘12
Tues. 25 September
10.00am – 2.30pm
Wellbeing Day 2012 A holiday ‘drop in day’ of displays mini seminars and activities designed to inform attendees about how to care for their wellbeing and health. Open to: Everyone.
* Upcoming Ev ent
EU
Middle school Conference
* Upcoming Ev ent
1:30am – 4:30pm
@ the A
Open to: AEU members working
Friday, November 9
9:15am – 3:30pm
A 1-day interactive course on conflict and resolving workplace issues effectively through the PAC.
9:15am – 3:00pm
A 1-day conference for teachers working with years 5 – 10.
Upcoming dates for 2012 are:
A 1-day practical workshop to assist SSOs in the Upper Spencer region to apply for reclassification.
PAC Roleplay: Communication and Negotiation Skills Workshop
The AEU provides full-day Responding to Abuse & Neglect Education and Care Focus training as a service for members.
Saturday, November 17
SSO General Reclassification Workshop [Port Augusta]
Responding to Abuse & Neglect: Education & Care Focus Training
Fri. 16 November
Branch Council Meetings
SSO Reclassification
Tues 16 Oct
9:15am – 4:00pm 9:15am – 4:00pm
Wed 3 Oct
Thurs 4 Oct
‘12
Thurs. 4 October
9.15am – 3.00pm
Overseas Trained Teachers’ Conference
A 1-day conference for AEU members who were initially trained overseas prior to teaching in Australia.
Open to: All AEU members who were initially trained overseas.
8: training@aeusa.asn.au
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Way ne Phillis KI A’S
t n u o c s i D t e National Fle l l A o T e l b a l i a Now Av orkers! Education W
Massive National Fleet Discount now available to: > School Teachers > School Service Officers > Administrative Staff > Grounds Keepers > Prin ncipals Principals
SAVE SAV A UP TO
$5,500
EXTRA BONUS:
Capped price servicing for 5 years plus Roadside Assistance!
For every vehicle sold, we will donate $250 towards your school’s chosen fundraiser! A win for you and a win for your school. Book your test drive today!
Contact our Business Relationship Executive Andrew Tulip on 8387 8777 or 0433 900 013 or email atulip@waynephillis.com.au waynephillis.com.au 22
86 MAIN SOUTH ROAD, REYNELLA
Wayne Phillis & Sam Phillis
NOTICE BOARD
Member’s Market
FOR SALE: Junior Primary/Special
STREAKY BAY HOLIDAY HSE:
Advertisements will be printed at the discretion of the Editor
Ed Books – (mainly phonics) – In excellent condition. Most originally cost $20 –$30. Make an offer! PO Box 4 Kangarilla SA 5157 T: 0414 764 115 or 8327 4027 E: jacqueline@adam.com.au
and will not run in more than three issues in succession.
FOR SALE: Nintendo DS lite.
5-min walk to beach, in town, close to shops. Evenings, catch squid from jetty. Sleeps 13. Fish & boat cleaning 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
In order to cater for extra editorial space, the AEU Members Market now has a reduced space allocation in the Journal.
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
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 – 0288 854 620 or Lyn Rowe – 0403 594 406 www.brtoutback.com.au
WORKSHOP: Stress management, personal goals and learning difficulties. Brain Gym – an introductory workshop. Movements to ‘switch on’ the brain.
T or Fax: (08) 8768 2537 E: gibbons@seol.net.au
Encounter Lakes B&B: Enjoy a quiet romantic stay in 4-star accom. B&B on the lake, Victor Harbor. Fully equipped, incl. condors for a row on the lake. $130 p/night. T: 0421 018 384 E: encounterlakes@bigpond.com W: www.encounterlakes.com.au
Holiday House – 2nd Valley Sleeps 9, Q/S x2, Singles x3, Double x 1, 2 storey, 2 bath, 3 toilets, 2 living, main BRM with ensuite, TV, DVD, Ducted RCAC, UP, RCAC split D/S M/Wave. E: info@sfrealty.com.au PROPERTY CODE D30
BEACH HouSE SWAP for ‘IT’ Tuition: sms or T: 0402 922 445 a/h or T: (08) 8338 2316 a/h
white. Hardly used, 2x stylus, original instruction bks, charger + 3 games – Agatha Christie: the ABC Murders, Brain Training, Tomb Raider. $120 o.n.o. E: hannah@iyouth.com.au
ALDINGA BEACH RETREAT: Peaceful location, wood fire, R/C air con, cosy accommodation for 2 – 8 guests, 5 mins from beach, opp National Park, LCD TV, fully equipped kitchen, BBQ, kid friendly facilities. Wkends from $290. Email for pamphlet. T: 0418 843 711 (Mike) E: acaciahouse@optusnet.com.au
Australian certified organic products: Keep Healthy. For personal use & gifts. www.bodytune.mionegroup.com
for sale: Bianchi Road bike 59 cm Via Nirone7, Coast to Coast Look pedals, Shimano 105 running gear, Ex cond, 18 months old. Perfect starter bike for the Lycra Virgin! $1650 ono T: 0457 864 378
Lifestyle of Choices: Invitation to find out how to create more of what you want in life in every area. Create great health and become more of the person you want to be. No cost to have a chat. T: (Linda) 0410 654 657 E: lindanew@tpg.com.au
Advertise in Members’ Market for FREE! Rent, sell, buy or offer goods and services. Send ads to:
journal@aeusa.asn.au
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