AEUJournal06_16 by Australian Education Union (SA Branch)

Vol 48 I No.6

Official publication of the Australian Education Union (SA Branch)

September 2016

AEUJOURNAL SA

Open Access:

one day with a high school Principal

INSIDE: Elections: vote for a new Branch Secretary

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funding: Turnbullâ&#x20AC;&#x2122;s elitist plan

2016 AEU AEU ABORIGINAL ABORIGINAL 2016 MEMBERS’ CONFERENCE CONFERENCE MEMBERS’

FREEDOM EARLY CHILDHOOD

Friday Friday 44 November November 9.15am–––3.30pm 3.30pm 9.15am 9.15am 3.30pm

EARLY CHILDHOOD CONFERENCE 2016

@the theAEU: AEU: @ @ the AEU:

163Greenhill GreenhillRoad, Road,Parkside Parkside 163 163 Greenhill Road, Parkside

FRIDAY 14 OCT. | 9.15am - 3.30pm

Conferencedinner: dinner: Conference Conference dinner:

Dinner: THURS 13 OCT @ 6.00pm Venue: THE ASTOR, 437 Pulteney St. Adelaide

Thursday333November November|||6.00pm 6.00pm Thursday Thursday November 6.00pm

TheCoopers CoopersAlehouse Alehouse---316 316Pulteney PulteneyStreet, Street,Adelaide Adelaide The The Coopers Alehouse 316 Pulteney Street, Adelaide

Authorised by Jack Major, AEU Branch Secretary, Australian Education Union | SA Branch, 163 Greenhill Road, Parkside SA 5063 © 2016 Authorised by Jack Major, AEU Branch Secretary, Australian Education Union | SA Branch, 163 Greenhill Road, Parkside SA 5063 © 2016

Authorised by Jack Major, AEU Branch Secretary, Australian Education Union | SA Branch, 163 Greenhill Road, Parkside SA 5063 © 2016 Authorised byby Jack Major, AEU Branch Secretary, Australian Education Union | SA Branch, 163 Greenhill Road, Parkside SASA 5063 ©© 2016 Authorised Jack Major, AEU Branch Secretary, Australian Education Union | SA Branch, 163 Greenhill Road, Parkside 5063 2016

Australian Education Union | SA Branch For For further further info info or or to to register register8: www.aeusa.asn.au > Events & Courses

AustralianEducation EducationUnion Union|||SA SABranch Branch Australian Australian Education Union SA Branch For further info or to register8 :www.aeusa.asn.au www.aeusa.asn.au>>>Events Events&&&Courses Courses For further info or toto register For further info or register Events Courses 8 8: :www.aeusa.asn.au

If you would like to know more, please contact Susan Hopgood, Federal Secretary, aeu@aeufederal.org.au, or visit http://www.aeufederal.org.au/our-work/indigenous

Winner of the 2015 Arthur Hamilton Award, Sally Mackander. The award was presented by Correna Haythorpe, Federal President AEU to Sally Mackander, at the 2016 AEU Federal Conference.

Further Information

Nominations

The winner will receive a $1500 prize and will be flown to Melbourne to accept the Award at the Annual Federal Conference of the AEU in February 2017. All nominees will receive a certificate from the AEU.

The closing date for nominations is Friday, 11 November, 2016.

Nominations forms can be obtained from the AEU by phoning (03) 9693 1800, faxing (03) 9693 1805, or emailing slowndes@aeufederal.org.au or can be downloaded from http://www.aeufederal.org.au/ourwork/indigenous

Nominations

Recognising and Rewarding

The Arthur Hamilton Award for Outstanding Contribution to Aboriginal and Torres Strait Islander Education

If you would like to know more, please contact Susan Hopgood, Federal Secretary, aeu@aeufederal.org.au, or visit http://www.aeufederal.org.au/our-work/indigenous

Recognising and Rewarding

Winner of the 2015 Arthur Hamilton Award, Sally Mackander. The award was presented by Correna Haythorpe, Federal President AEU to Sally Mackander, at the 2016 AEU Federal Conference.

or for further information email Danny Ellis: dellis@aeusa.asn.au oror for further information email Danny Ellis: dellis@aeusa.asn.au for further information email Danny Ellis: dellis@aeusa.asn.au

The Arthur Hamilton Award for Outstanding Contribution to Aboriginal and Torres Strait Islander Education

Award, Sally Mackander. The award was presented by Correna Haythorpe, Federal President AEU to Sally Mackander, at the 2016 AEU Federal Conference.

or or for for further further information information email: email: training@aeusa.asn.au

If you would like to know more, please contact Susan Hopgood, Federal Secretary, aeu@aeufederal.org.au, or visit http://www.aeufederal.org.au/our-work/indigenous

Further Information

If not not you, you, If then who? who? then

FEATURES PRESIDENT’S VIEW

AEU UNION JOURNAL TRAINING

Australian Education Union | SA Branch 163 Greenhill Road, Parkside SA 5063 Telephone: 8272 1399

Schools funding page 16 Turbull’s elitist plan favours private schools at the expense of the Gonski needs-based funding model.

Open Access:

one day with a high school Principal

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 21

November 9

Subscriptions: Free for AEU members. Nonmembers may subscribe for $33 per year. Print Post approved PP 531629/0025 ISSN 1440-2971 Cover: Photo Craig Greer

INSIDE: Elections: vote for a new Branch Secretary

u AEU

Printing: Lane Print

u Schools

funding: Turnbull’s elitist plan

Open Access: one day with a high school Principal

AEU Election

pages 12 – 13 The AEU Journal spends a day with Modbury High School Principal Martin Rumsby.

pages 6 – 7 Vote for a new Branch Secretary.

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

8272 1399 journal@aeusa.asn.au

LE TT E R TO TH E E DITO R

Dear Editor I read with disappointment Craig Greer’s article about the TAFE SA Noarlunga Campus which appeared in the AEU Journal (Noarlunga TAFE – a Ghost Town, Vol 48 – No. 4, June 2016). Claims that the Noarlunga Campus is failing to attract students, underresourced and inadequately marketed could not be further from the truth. Our dedicated Noarlunga staff provides a range of training programs in high demand both locally and throughout the southern region. For example, Noarlunga’s Hospitality and Cookery program delivers Certificate II and III training to well over 100 students and is the hub of hospitality training for the southern region. TAFE SA Noarlunga provided training to 280 Hair and Beauty students last financial year and conducts a weekly VET for Schools program. Our fully utilised salons are located upstairs on level one and may not be visible to those who wander through the campus. TAFE SA recently appointed a Metro-

politan Regional Manager for the South and East area who is responsible for marketing our courses to the region by regularly engaging with key stakeholders and showcasing our facilities and training opportunities. Enrolments to specific programs rise and fall with local demand, campus activity levels vary depending on the time and day, and the universal shift from classroom-based training to online learning also impacts student numbers on campuses. A more meaningful indicator of our effectiveness at Noarlunga is that during our Improving Access to Education consultation conducted last year, students, staff, the community and local businesses told us we are providing the training that people want, using the innovative methods that today’s students expect and in locations that best suit communities’ needs. TAFE SA’s Noarlunga Campus has a long, proud history of serving the training needs of the greater southern region, and we will continue to provide vocational education and training essential to

workforce development and economic growth. n Robin Murt CHIEF EXECUTIVE, TAFE SA

Editor’s Reply I want to take this opportunity to thank the TAFE CE Robin Murt for his letter regarding my recent article on Noarlunga TAFE. We appreciate receiving his perspective on the matter and of course congratulate those involved for the achievements made in the courses still on offer. Mr Murt’s reply, however, fails to address recent cuts to courses such as Music, Automotive and Building and Construction, all of which were attracting students but have since been relocated or cut altogether. This has been a disaster for young people in the southern suburbs. The AEU’s objective in highlighting the cuts at Noarlunga is to raise members’ awareness around the decimation taking place in TAFE and to put a spotlight on the increasing fees students are subjected to by our public VET provider. n Craig Greer, Editor 3

VET REPORT

Report says VET needs urgent review

new report from the Centre for the Economic Development of Australia (CEDA) has found that Australia’s Vocational Education and Training system has been weakened by scandals around the behaviour of private providers and needs an urgent review. CEDA’s report blamed “regulatory oversight” and “poor decision-making” for the VET FEE-HELP student loan scandal, which has seen a blowout in taxpayer funds going to for-profit providers despite growing evidence of rip-offs and fraud in the sector. CEDA is a business-focused think tank and is yet another voice added to the growing chorus of discontent with our privatised VET system.

AEU Federal TAFE Secretary Pat Forward said business and industry groups were increasingly concerned about the damage government policies of privatisation were doing to VET and Australia’s future skills base. “Industry recognises that the huge damage being done to our TAFEs, and the reputation of our VET sector, has long-term consequences for the health of our economy.” “They recognise that the current VET FEE-HELP system – which rewards lowquality private providers and costs taxpayers $2.9 billion per year – is not sustainable,” Forward said. The CEDA report recommends a comprehensive national review of VET to address the issues caused by low-quality private providers and the drop in government funding for TAFEs. CEDA Chief Executive, Professor Stephen Martin, said yesterday the VET sector had been weakened by falling enrolments, scandals and a disconnect with industry. “That is why CEDA’s report is calling for a comprehensive national review of the sector,” Professor Martin said. He said there needed to be a refocus on working with industry to ensure courses

are being linked with the labour market so that students have a real chance of getting a job on completion of a course. “Comments from the Federal Minister for Education Senator Simon Birmingham last week suggest that the government is taking the right approach to cutting off dodgy private operators with poor outcomes from utilising VET FEE-HELP. However, much more needs to be done,” Professor Martin said. “The skyrocketing VET FEE-HELP costs have been concentrated to a relatively small number of private operators and must be fixed. However, what is equally concerning is the drastically plummeting enrolments in government supported providers.” The AEU has criticised Minister Birmingham for failing to tackle the root causes of VET FEE-HELP – the deregulation of VET and the lack of accountability for providers, which has allowed private operators to make huge profits at taxpayer expense. Ms Forward said the cost of VET FEEHELP has ballooned to $2.9 billion a year. “84 per cent of the funds are going to the for-profit sector, which has a student completion rate of just 8 per cent. How is this giving the taxpayers value for money?” n

PRESIDENT’S VIE W

Jury is out on Year 7s in high school AEU President Howard Spreadbury asks if the millions it would cost to relocate Year 7s to high school is money well spent universities in the 1970s and has provided opportunities for many pre-service teachers to qualify in this area of teaching.

he placement of Year 7 students in South Australian schools is already featuring as a major political issue in the months leading up to the 2018 State Election as the Opposition argues strongly in favour of complete relocation to secondary schools.

There are further industrial implications for primary schools should they lose Year 7 enrolments which go to the viability of small country schools and the impact on many primary Principal classification levels. Whilst a view of inevitability will prevail in relation to national consistency of Year 7 student location, the AEU is

In unity, Howard Spreadbury

INTERNATIONAL

Support teachers in Ecuador The teachers’ union UNE of Ecuador (Unión Nacional de Educadores) is facing the threat of being shut down as the Ministry of Education has initiated proceedings for the union’s legal dissolution. According to UNE, the Ecuadorean government is seeking to dissolve the union in retaliation for the public statements made at the International Labour Organisation (ILO) Conference and the UN Human Rights Committee this year explaining, in detail and with evidence, how the government is systematically violating freedom of association. The government justifies the dissolution by the implementation of a specific regulation, Decree 16, which concerns the registration of non-profit organisations. However, the Ministry of Labour had assured the ILO earlier this year that Decree 16 does not apply to trade unions. Education International and UNE call on you to urge the Minister of Education of Ecuador, Mr Augusto Espinosa Andrade, to halt the legal proceedings against the teachers’ union and to respect the fundamental rights of the education n employees and their organisations. 5

8: www.labourstartcampaigns.net

South Australia has a long history of breaking down the traditional primary/ secondary transition with the establishment in regional locations of the Area School construct. In more recent times this has been expanded through the establishment of R–12 and then B–12 schools which enable the establishment of middle schooling programs. Middle schooling as an education construct was established in South Australian

The SA government has approximated costings to relocate Year 7 students to secondary schools at $300 million. This would need to include retraining opportunities for those Year 7 teachers who wish to develop particular specialist subject expertise in the context of themselves relocating to a secondary school. Given budget constraints, the AEU poses the question as to whether such a significant amount of government funds might be better expended on other areas of public education.

The Year 7 and Middle Schooling statement will be tabled at November Branch Council for further discussion and endorsement. This will provide the AEU with a strong public position, well founded in educational rationale, to take up to both Government and Opposition in the months preceding the next State Election. n

Show your support at

As the Opposition Leader and Shadow Education spokesperson continue to remind us, South Australia is now the only state where Year 7 students’ education remains, in the main, the domain of primary schools. But is this a sound rationale for the expenditure of the significant taxpayer dollars it would take to physically relocate students to secondary schools? Recently, the South Australian government adopted the national approach to single annual intakes in Reception. This has led to children as young as 4 years 8 months enrolling in school, and that hasn’t been the most successful educational policy decision for our young children. So much for being in-step with the rest of the country!

So the real issue is not about the physical setting of Year 7 students but about the appropriateness of the pedagogy and the style of teaching that best suits students of this age and stage of development. To that end, the AEU SA Branch, through its Curriculum and Professional Development Committee, is in the process of developing a position statement on middle schooling as it relates to Year 7, 8 and 9 students. Furthermore, the development of the Australian Curriculum now provides an even stronger focus on the integration of what has been traditional Year 7 primary and Year 8 secondary curriculum. Another opportunity to break down what has become historic transition points in our education system and therefore barriers to what should be a seamless education for our students.

currently focussing its attention on the value of seamless curriculum transition and the role that a strong middle schooling curriculum plays in shaping the lives of adolescents at this vital stage of their education. So, the setting continues to be important. But is the Australian Curriculum best delivered in a single setting or does the current range of South Australian learning environments provide a sound mix of learning opportunities for our Year 7 students?

RUNNING ??????? EQUAL PAYHEAD

TRUANCY POLICY

Gender pay gap effects educators too

School-based resources needed to reduce truancy, not punitive measures

Thursday 8 September was national Equal Pay Day – this date marks the number of extra days Australian women must work beyond the end of the financial year to earn the same amount as men, based on Australia’s gender pay gap of 16.2%. This gap is calculated by the Workplace Gender Equality Agency which found that this year it took women an extra 69 days to catch up. While education is often seen as a female-friendly profession the (WGEA’s) latest research has found there is still a 9 per cent pay gap between average male and female wages in the sector. Education has a highly feminised workforce; 58% of staff in secondary schools and 80% of staff in primary schools are female. It is also a profession where pay scales are set out in EBAs rather than negotiated by individuals. While the pay gap in education is smaller than the national average, it still represents a major issue affecting women in education. Despite the strong gains that have been made in recent years we still need to fight against any dilution of the rights of female educators. In the education sector the key issue is not that women are paid less for the same job as men, it’s that women are not given the opportunities to get into the better paid and more secure jobs within the profession. The AEU’s surveys of female members have found that women are significantly less likely to seek out opportunities for promotion than men and cite the difficulty in balancing work and family commitments as a key reason. The 2015 State of Our Schools survey found that at primary school level only 6 per cent of female teachers say they are actively pursuing promotion positions compared to 25 per cent of male teachers. The growth in temporary teaching contracts is particularly difficult for women with young children, who are not guaranteed a return to work after maternity leave unless they are in a permanent position. n 6

Punishing poor parents isn’t the solution for chronic absenteeism

ccording to a report in the Advertiser on Friday 9 September, both the State Government and Opposition are proposing massive increases in fines for parents whose children are chronically absent from school. Opposition leader Stephen Marshall has said his Party would be aggressive in prosecuting parents while the State Government is reported to be considering a joint initiative with the federal government to cut Centrelink payments to parents if their children are failing to attend school on a regular basis. In what seems like an unnecessary attack on already struggling families, the fines being mooted by both parties could be as much as $5000. Acting AEU President Jan Murphy has told the AEU Journal that punitive measures such as those being proposed by both major parties are draconian and won’t fix the problem of non-attendance. “Research shows that these types of regressive measures to increase school attendance generally fail. You only have to look to the Northern Territory intervention for proof of that,” she said. “We want to see more investment in qualified school counsellors to support

and educate families about the importance of education. By trying to fine people into complying all you’re doing is entrenching poverty and exacerbating the very issues which have led to the problems many face.” Anti-Poverty Network SA Coordinator Pas Forgione reiterated the AEU’s concerns and has called on both the State Government and the Opposition to look for other strategies that don’t penalise poor, struggling families. “I think the punitive approach is a very old policy that has been tried and failed. It’s a real lack of imagination from both sides of politics. For struggling low-income families in particular, it’s going to be devastating. Truancy is a very complex issue and not going to be solved with a blunt approach,” he said. “We need governments to look at the reasons why families are struggling and children are choosing not to got to school and to take those reasons seriously. The State Government needs to make sure services are there to support parents and children rather than simply blaming them for what might be serious issues at home.” n

AEU | SA BRANCH SECRETARY ELECTIONS 2016 An election will be conducted by the Australian Electoral Commission for the position of Branch Secretary. The Branch Secretary is a member of Branch Executive and responsible for the “effective and efficient management of the Branch Office and the control of persons employed by the Branch”. The ballot will open on:

Friday, 23 September 2016 and close at 10:00am on Friday, 14 October 2016.

ENQUIRIES: Enquiries regarding the election should be directed to the:

AEC Returning Officer Jeanette Hill email: saelections@aec.gov.au phone: (08) 8237 6554 Candidates’ advertisements are published in alphabetical order. n

VOTE 1 LYNN HALL FOR AEU SA BRANCH SECRETARY Members, if elected as your next Branch Secretary I will strengthen and energise our union. The AEU’s activist “baby boomers” are retiring. TAFE is still being decimated. Workload in preschools and schools is increasing. Business as usual will no longer cut it! I will lead the regeneration of our union to ensure it is relevant to all members in preschools, schools and TAFE.

As Branch Secretary I have the experience and determination to: • Apply my values of respect, democracy and collectivism to union governance, while complying with the AEU Rules and the Fair Work Act • Make members’ vision for our union a reality by using our human, financial and physical resources to improve your salaries, conditions and financial security in retirement

ENDORSED BY SPREADBURY, MURPHY, TAYLOR JOHNSON

• Work collaboratively with the current AEU leadership and industrial team to progress implementation of our enterprise agreement and fight for strong future EB outcomes for leaders, teachers, SSOs, early childhood workers, Aboriginal Educators and members working in TAFE • Fight against proposals for the AEU SA to become an RTO competing with our hard-working TAFE members

• Implement extensive online membership services and find new ways to recruit and retain members • Enhance legal and industrial protection for all members in preschools, schools and TAFE • Build strong professional and activist networks between members in all sectors, union officers, the community and universities.

Education and Union Experience As a long-time AEU member and activist I’ve had an extensive career in South Australia as a teacher, leader and curriculum policy writer and advisor. I am the current AEU SA Training and Development Coordinator and am strongly committed to AEU members, to public education and social justice. I believe our Union should be redefining what it means to be a professional in education, giving respect and protection to members and passionately supporting you in the complex work you do. Play your part in taking our union forward and Vote 1 Lynn Hall for AEU SA Branch Secretary.

UNITY. STRENGTH. ACTION!

PAC

“...people are more likely to feel valued if they’ve been given an opportunity to have a say.”

From left: PAC members Michelle Goudie, Leonie Schultz and Leanne Wall

Better processes boost the success of school’s PAC Staff at Angaston Primary School are reaping the benefits of a few small changes writes Craig Greer.

n our last issue we profiled the Port Augusta Secondary School PAC, which in cooperation with the AEU sub-branch, operates like a welloiled machine, ensuring consultation is a major priority when site-based decisions are being made. Consultation is at the heart of the PAC – it’s what it’s all about, and done well it results in good decision-making, happy and motivated staff, and ultimately a great learning environment for students. The AEU Journal recently visited Angaston Primary School in the Barossa Valley, another school with a PAC that ticks all the right boxes. Sub-branch Secretary Joy Darmody and PAC rep Leonie Schultz highlighted the importance of getting processes right and ensuring that consultation and reporting back decisions is a priority. “Leonie and I went to the two-day AEU workplace reps training which was really engaging and activating, and there was a strong focus on the PAC. The very last activity was to write an action plan around three or four things that we could focus on back at school and we chose to focus on enhancing our PAC,” said Joy. 8

“As a result of this planning we’ve timetabled fortnightly PAC meetings and we hold our AEU meeting the next day so consultation can take place and any concerns can be discussed,” said Leonie. One of the important characteristics of a healthy PAC is transparency around decisions and making sure people are informed about them. “We’ve reorganised our noticeboard which is located opposite the pigeon holes and we’ve put up the AEU Your PAC poster and written in who the various reps are. At the bottom of that we pin up the minutes and the agenda for the next meeting to ensure members are informed,” said Joy. Staff know that if they want something added to the agenda that it has to be in writing and they email that to one of the PAC members,” added Leonie. Joy says it didn’t take a lot to consolidate the right culture in the worksite around the operation of the PAC. “It was really just those simple few things that made the difference,” she said. “There hasn’t been anything really wrong with our PAC but it was just making sure those processes were in place to ensure

more regular consultation; we were only really meeting previously on a needs basis and we were often reacting to things rather than planning ahead. The workplace reps training instilled the idea of having short, medium and long-term goals for PAC, so you’re not reacting all the time and you’re looking further ahead.” “With respect to staffing we conducted a survey back in Term 2 to find out what preferences staff had regarding what they wouldn’t be doing next year, i.e. what year levels did staff want to teach, who they wanted to work with, how many hours did they work and so on. From that we had all the information we needed to help plan staffing for next year and we’d arrived at that through a process of staff consultation. We also identified the positions that would need filling,” said Joy. Importantly, and like Port Augusta Secondary, representation of non-teaching staff and their issues has been strengthened. AEU member and non-teaching staff rep Leanne Wall says the Principal has always been consultative but that has been enhanced of late. “I think we’ve improved with respect to communication and non-teaching staff being informed and involved in things. For example, because I’m now at every PAC meeting when things like training and development are raised I can suggest that SSOs be involved, whereas in the past I might have had SSOs coming up and saying ‘oh, that training would have been good for us too.’ So, yeah, we’re more informed and we meet fortnightly to discuss the PAC minutes and agenda and everyone gets an opportunity to raise issues,” said Leanne. Principal Sam Lawrence is in his fourth year as Principal at Angaston Primary after a couple of years as a deputy in Whyalla. He says transparency in leadership is a must. “Transparency is one of the keys to good leadership – people are more likely to feel valued if they’ve been given an opportunity to have a say and are informed as to why why a decision was made and how it was arrived at,” said Sam. “When Joy and Leonie came back from the AEU training we had an opportunity to strengthen our structures and processes and I think our PAC is working better now because we meet regularly without fail and consultation is always happening,” he said. n

TEACHER TRAINING

We can solve the country teacher shortage Monash University Chair of Teacher Training, Professor Simone White, says we need to stop borrowing approaches from overseas

hile statistics might show Australia has an oversupply of teachers, this masks the reality that many rural schools find it increasingly difficult to recruit and retain teachers. This has dire consequences for the life opportunities for rural students, and contributes to the widening gap in educational results and pathways for young people born in rural communities compared to their urban counterparts. While some policymakers might tend to look to countries such as England and the US for solutions, such models require further investigation before being adopted in to the Australian context.

Stop borrowing approaches from overseas Australia needs a new approach to solve the rural staffing churn, and a solution might lie closer to home in investing in teacher educators’ professional learning rather than borrowing approaches from overseas. Fast track teacher “training” programs such as Teach First in England and Teach for America seem like an appealing solution to solve the rural (and indeed remote) staffing crisis. But the logic is somewhat flawed. The model presupposes that some people need less preparation time before being placed in the hardest to staff schools. It also only requires these people to stay for a maximum period of two years. And while some make a very positive contribution, few stay in rural communities beyond their initial post. No matter how intelligent someone might be, why place the least prepared teachers into the neediest schools and communities for short periods of time? Surely teachers in rural schools require the same level of preparation as those in urban settings.

Is preparing teachers on the ground effective? Another solution being proposed is for a move towards a school-led teacher

preparation model, similar to what has been implemented in the form of charter schools in the US or academies in England. These models claim to allow for greater staffing control by schools who can fast track someone and then “train” them on the ground. At first glance, this model is appealing to principals keen to adequately staff their schools with committed recruits. While enthusiasm is an important quality, so too is the wide-ranging experience that universities and multiple school placements offer. These stimulate an open, critical and discerning teacher workforce. Research reveals that fast track, school-led models can create teachers who are poorly prepared beyond the narrow apprenticeship of their own school experience. This has lasting effects for their own career opportunities and the learning opportunities of their students. They also tend to follow the teaching formula set for them, rather than following a creative, professional approach that responds daily to students changing needs. In the US, where there appears a wid-

ening educational opportunity gap students in poorer communities are more likely to be taught by under-prepared teachers who must attend to regimented teaching of commercially-based “back to basics” programs. Meanwhile, children in more affluent communities benefit from teachers who have been fully prepared and have the professional agency to stimulate their curiosity and creativity by adapting their teaching to meet the diverse needs of their students. Rather than continue to borrow solutions from other countries like the US and England (which both perform below Australia in PISA results), our rural students and schools deserve a solution that will meet the needs of all communities.

We need models that work for Australia The current model of teacher education needs improvement and it is time to address the “one size fits all” approach to teacher education. It needs transformation from within rather than turning to reform models from other countries. To do this, a new approach would involve a number of changes across the

continued over page 3 9

TEACHER TRAINING CONT. education system. These would place teacher educators as key to solving the widening gap between rural and urban (and indeed between poor and wealthy schools). Teacher educators (those who teach the teachers) are an under-researched occupational group. But they are gradually gaining more policy recognition for the role they play in trainee teacher and students’ education. All teacher educators (no matter if they are based at a metropolitan or regional campus) require better preparation to understand the rural places and communities that students might come from. They also need to know how to connect their discipline-based knowledge with place-based teaching methods in innovative ways. An Australian Learning and Teaching Council funded project, now known as RRRTEC has created the foundation of such a knowledge base. More professional learning resources are needed.

Going against the recruiting trend There are excellent examples of rural schools going against the trend of recruiting and retaining teachers. An Australian Research Council study that investigated 20 such cases from across Australia highlighted new models where rural school communities were partnering in innovative ways with universities, creating purposeful teacher education models. This collaboration involved connecting teacher education curriculum units of study into rural schools and their communities. Principals in these cases were outward-looking and progressive in their thinking, actively seeking the expertise and wealth of resources universities could bring into their schools. Such approaches showcase the exemplary practices in rural schools and highlight the best of what is happening in universities with teacher educators. We do not need to borrow approaches or commercial products from overseas that do not best serve the needs of our rural schools. We have the capacity to create a transformative and joined up teacher education model, we just need to focus our attention now on teacher educators and invest further in their professional learning. n This article was first published online at The Conversation on September 6, 2016. 10

SPECIAL NEEDS

SSO Jenine Northrop working one-to-one with a student.

Make sure the SLD grant is working for you Workload reduction is a key objective of the increased Students with Learning Difficulties grant writes Craig Greer

ne of the significant enterprise bargaining wins for members working in schools is the substantial increase in the Student with Learning Difficulties (SLD) grant. For 2016, 2017 and 2018 the grant has been increased by 27%, which amounts to an extra $4 million per year injected into SA schools as one measure to ensure teachers working with students with learning difficulties have a fair and reasonable workload. This extra funding has boosted the 2016 SLD grant from $13.59 million in 2015 to $18.13 million for 2016. The SLD grant appears in each school’s Resource Entitlement Statement under the “Improved Outcomes for Students with Disabilities” funding line. The Principal in partnership with the PAC can utilise the grant to: • Reduce class sizes for those with students with additional learning needs • Employ additional teachers and/or leaders to work collaboratively with teachers to support assessment for learning and identify adjustments for learning for these students • Provide funding for TRT salaries or additional release for teachers to develop, monitor and review individ-

“…the increased funding has benefitted students but of course has assisted teachers who would normally not have that support available.” ual learning plans and adjust learning programs for students with learning difficulties and/or disabilities • Employ SSOs to assist teachers in their classrooms • Provide additional release time for a leader or mentor teacher to support others with student management. Importantly, the grant can be used to support any student who experiences difficulties as a result of poor reading skills, limited vocabulary for their age, significant diffìculty in the development of verbal concepts and significant difficulty reasoning or problem solving using words. Students who receive support using this funding may or may not be on a Negotiated Education Plan (NEP). One school that has hit the ground running in utilising the extra funding continued over page 3

The AEU’s Students with Learning Difficulties Grant factsheet is available at:

8: www.aeusa.asn.au>Issues>EB16

VICE PRESIDENT’S REPORT available via the SLD grant is Golden Grove High School in Adelaide’s northeast. Principal Paul Wilson says the school has boosted SSO hours to provide extra support in the special learning facility. “We’ve been able to provide an extra 30 hours for a curriculum specific SSO who is supporting identified students who are either below benchmark in relation to NAPLAN or students who have had poor results during Semester 1 in Literacy and Numeracy. Our SSO, Jenine, has fifteen hours in each learning area working flexibly in an ‘in class’ and ‘small group withdrawal’ model,” he said. Paul says that feedback from teachers and students is very positive. Further, Golden Grove High has been approached by another high school to observe its operations specifically in relation to their implementation of the SLD funding. Golden Grove High School Subbranch Secretary Lynnette Haines says the approach the school has taken came about after the PAC looked at various models developed by the Business Manager based on information provided by the AEU. The PAC then voted to implement the strategy it believed would have the most impact after looking at the various options. At Darlington Primary School in the south, increased grant funding has been used to support children who have a combination of behaviour and learning difficulties. Deputy Principal JennieMarie Gorman explains. “We’ve used the funding to support Reception children that came from preschool and hadn’t yet been assessed but needed one to one support in the classroom and the yard,” she said. “We also had students who were waiting on RAAP funding to be approved. So rather than provide no extra support until that arrived, we directed some of the extra SLD funding to provide extra SSO support in the classroom for those students. There was also a student who had returned from the Behaviour Unit and needed extra support both in the yard and the classroom; the funding has also been used to support them. So, the increased funding has benefitted students but of course has assisted teachers who would normally not have that support available. It’s a win/win,” she said. n

Consultation is the key to success AEU Vice President Dash Taylor Johnson discusses the importance of effective PACs and Workgroups “The parties acknowledge that staff morale and employee job satisfaction are enhanced where the views of all employees are taken into account before decisions are made.” (Clause 3.5.1, EA 2016) In our current Enterprise Agreement, Clause 3.5 – Personal Advisory Committee, has 19 sub-clauses that outline the composition, operation and expectations of this committee, a committee charged with all matters of a human resource nature, including the site’s human resource profile. This means that the Principal, and three elected representatives (AEU, EO, non-teaching staff) consider the number of leaders and staff, the complexity of their roles and how this best meets the needs of the whole school community. Face-to-face teaching requirements, class sizes, vacancy identification and description, strategies for workload management, training and development priorities, determining the number, length, frequency and timing of staff meetings are just a few of the tasks that fall under clause 3.5.9. It is a pretty big deal and with planning for 2017 in full swing, an effective PAC is more critical than ever. So, how do they know what is best for you, your colleagues and your students? At Branch Council on August 27, your delegates from around the State were asked to reflect on the operations of their PACs (Workgroups in Early Childhood Centres). Discussion was animated and the feedback varied; consultation is strong in some sites and inconsistent in others. On the upside, there are sites where members are always included in site-based decisions, meetings are regular, agendas are shared, minutes distributed and representatives provided with the time to consult and collaborate. This transparency of approach and opportunities for engagement result in conversations at the committee level that genuinely reflect the views of the whole staff. This is the best practice that clause 3.5.1 alludes to. Frustratingly though, there were observations of fragmented or non-existent communication, ad hoc meeting times, and unilateral decision-making. Yes, the

updated training has been slow to roll out but this is not a justification for non-compliance, and while there have been some amendments to the PAC clause, in essence, the existing handbook and guidelines are an excellent reference. If you can answer yes to any of the following then you should feel comfortable that you have a PAC or Workgroup that is on the right track: • I know when the PAC meets, who the representatives are, what is on the agenda and how I can access minutes • I know the process for contributing to any discussion related to PAC matters that might affect me • PAC outcomes are shared in staff meeting forums. But what if you can’t? The launch of the AEU PAC Chat this term has provided PAC representatives, sub-branch secretaries and proxies with a statewide email network in order to ask questions, seek clarification, confirm understandings and shape practice; it’s effectively a one-stop shop of information that filters the edspeak to provide clear answers to support members at the site level. It is a place where your voice can be heard, where you can get a sense of how other sites operate and where the most correct interpretations can be found. Please contact the AEU if you are in one of these roles and are not receiving PAC Chat emails. The new PAC training is more about format than content. The administrative component will be online and while as a stand-alone activity it may not be as engaging as it could be, it does provide participants with essential information. Following the online component is a three-hour face-to-face workshop guided by an AEU and DECD team where members will be able to grapple with scenarios that sites are confronted with; ideally it’s training for your PAC members to do together. An effective PAC or Preschool Workgroup will have an incredible impact on staff morale and positively influence outcomes for students. And as educators in public preschools and schools, that’s n what we’re all about.

TOGETHER WE ARE STRONG! 11

COVER STORY: LEADERSHIP

1 Modbury High School Principal Martin Rumsby in conversation with teacher Anne Fry.

Open door, open access Sue Fenwick spends a day shadowing Modbury High School Principal Martin Rumsby

t’s 11am and already I’m exhausted! I’ve only been shadowing the Modbury High School Principal for a few hours but in that time I’ve lost count of the number of people and issues he’s dealt with. With about 900 students and 90 staff members, Martin Rumsby’s open door policy keeps him both very busy but also directly in touch with his school through its people. Eschewing a single Personal Assistant, Martin keeps his own diary and surrounds himself with a team of people who clearly enjoy their work. “They are a good team,” he says. “They know that I trust them because they have the best interests of the school at heart.” It is leadership at its finest and directly demonstrates the school’s vision statement: A culture of achievement in a respectful and rigorous environment.

“People are the priority during the school day,” says Martin. “Staff, students, and parents alike. Everything else takes a back seat until I can get to it later in the day or at home.” He has an 8am – 6pm routine that includes riding to and from work and dealing with emails from home. He attends regular meetings after school, school events like Pedal Prix and about a third of holidays are spent in the office. He describes his workload as being “full up”. It requires long hours, flexibility and juggling.

A natural leader “Martin was the natural choice for leadership,” said Deputy Principal, David Kschammer. “He’s able to move from task to task very well. He knows the detail of individual student matters. He uses good humour and respect in every interaction while at the same time pushing relentlessly for better results.”

“He uses good humour and respect in every interaction while at the same time pushing relentlessly for better results.” Martin says that the bike ride to and from work helps. Stress falls off or a solution appears by the time he gets home. Being fit and having outside interests allows him to switch off. “I’ve always been a good sleeper so I don’t lie awake at night worrying,” he says. He problem-solves with apparent ease but more importantly, every interaction I observed – whether with staff or students – included open questions and a confidence that the person he continued over page 3

COVER STORY: LEADERSHIP

“There’s praise and thanks, open questions, problem solving … Martin approaches everything and everyone in the same way.” was with could come up with their own solutions. He seems to know everything that is going on in his school and while he approves the things that only the Principal can, he doesn’t appear to be controlling the work. Busy but calm, there is no sense of panic in Martin’s approach. Everyone is valued and gets the full focus of his attention. So far he has sat at his desk for less than a minute.

The full picture Assembly has been cancelled because of the rain but it is the subject choice time of year so the extended home group time is useful. Martin is also Year 11 Administrator, so we head off to catch up with the Year 11 Manager and a Year 11 student who has won an external award for his photography. First there is a discussion about the fortnightly newsletter which Martin writes for and reviews and approves. Then a teacher needs to talk with him about a student’s difficult behaviour and a quick check in with the Assistant Principals. He approves some purchase orders and we head off to see Nicole Doolan, the Year 11 Manager. She describes him as, “Supportive. I have no hesitations going to him about anything. There is open communication. He knows how to deal effectively with every situation. And a great sense of humour really helps.” A Year 11 student comes in for some advice, Martin engages with a student in a disciplinary matter and then off to a class to congratulate the award winner. Back in the office at 9.30am, a steady stream of people walk in, they don’t need to stay long because it seems they already know what it is Martin needs to know and what they want from him. He starts the suspension paperwork but is interrupted by an urgent request from a student in tears.

A 10am leadership meeting ranges from discussion around handling subject choices to handover arrangements for 2017. (Martin is retiring at the end of 2016). The whole team moves from big picture issues to detail and back again, seamlessly. The morning goes on like this. Martin is constantly zooming from the big picture to minute details, shifting focus with ease. He has been an educator for 42 years, 21 of them at Modbury High School and Principal for the last seven. His leadership style embeds many hooks – built in cues and systems – so that things naturally come up without the need to remember to create them.

Respectful, calm and supportive At 11.45am, the Business Manager comes in for their weekly meeting. He brings a pile of reports and a list of matters about two pages long. They rip through the quick ones and have time to consider matters requiring more attention. There’s an evident shared understanding that makes this process smooth. They work through complex staffing issues, savings on the water cooler to a $80,000 + contract for tennis courts. There’s praise and thanks, open

questions, problem solving and by now I have got the message. Martin approaches everything and everyone in the same way. At 12.50pm he takes a sip of the coffee he made at morning tea time, picks up the newsletter to work on but looks out the window and decides to enact the wet weather policy. Then there’s yard duty which he does three times a week. His role is to check that there’s a teacher at every point and talk with students here and there. He goes out to tell a group of boys on the basketball court to get under cover but ends up trying to shoot some baskets and letting them stay while it’s only drizzling. During a meeting about a photo shoot for the revised website, he takes a call from a teacher away on camp. He gives her positive feedback about her handling of a difficult situation. He returned from camp at 10pm last night and knows she needs more time to debrief so arranges to call her back. I leave at 3.30pm. The newsletter still isn’t done but it will be. Martin will stay at least until 6pm. He’ll make calls, finish the newsletter, and talk with whoever comes in and out of his office. There are no meetings he needs to attend tonight, unlike other nights. Every day is different. n 13

FACEBOOK

Get a fast fact every Friday on facebook All of these conditions have been won through AEU member action.

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

he AEU facebook page has been running a special feature called Fast Fact Friday. Each week we post a “fast fact” outlining a member entitlement which has been won through enterprising bargaining and other member campaign actions. We’re aware that not everyone is on facebook so here is a digest of those posts so far, for those of you who have resisted the lure of social media, and facebook in particular.

Country Incentives

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If you work in a country school you are entitled during years 1 to 5 of service to an annual cash incentive. This incentive is paid on a fortnightly basis and the amount paid should appear on your pay slip. The country incentive amounts, country zones and the list of country schools can be found in Schedule 2.2 of the current Enterprise Agreement.

Apply for Step 9 If you are a Step 8 teacher you may 14

be eligible to apply for Step 9, and through doing so receive a 4.9% salary increase. What is Step 9? Step 9 is a classification that is available to teachers (including TRTs) who have completed 207 duty days at Step 8 and who agree to commit to undertake professional development or mentoring. This commitment is documented through the completion of a Professional Development Plan which is reviewed annually. The Step 9 classification is described as a soft barrier as it is expected that the majority, if not all, eligible teachers should be able to rise to Step 9. The professional development under Step 9 should have minimal impact upon your overall workload and should be incorporated in your general duties wherever possible. Any costs associated with training and development and release time should also be agreed between the teacher and the Principal or Preschool Director. How do you get there? You may progress to Step 9 by making an application in the form of a Professional Development Plan to your Principal or Preschool Director. This application can be lodged up to one month before you have completed 207 duty days at Step 8. Once the application is lodged you should meet with your Principal or Preschool Director to discuss and agree on the PDP. Further information: More information on Step 9 can be found on the AEU website.

Country placement payment Upon recruitment to permanent employment in a country school, a teacher will be eligible to be paid a one off incidentals payment. The amount for 2016 is: Zone 2 $449, Zone 3 $601, Zone 4 $751, Zone 5 $900. The list of country schools and zones can be found in the Enterprise Agreement in Schedule 2.2.

Face-to-face contact hours Did you know teachers cannot be required to teach in excess of the maximum number of hours per week? They are also entitled to receive at least the minimum amount of Non-Instruction Time (NIT). See the Enterprise Agreement at clause 5.2 for more details.

Travel & Accommodation expenses Did you know that members working in the country can claim travel and accommodation expenses for medical and dental treatment? Reimbursement for travel and accommodation costs incurred as a result of obtaining medical/dental assistance in Adelaide or a larger town centre can be claimed for the first 10 years of your appointment in a country location. Full details can be found at Clause 5.9 of the Teachers (DECS) Award.

Class Sizes Class sizes must: • Be safe and without risk to health • Should be planned on the minimum number possible • Can only be greater than that specified if the teacher, PAC and Principal agree • Should have regard for students with individual learning plans. See the Enterprise Agreement at clause 5.3 for more details.

Travel leave The AEU has negotiated that teachers working in schools outside the greater metropolitan area will be granted additional leave for necessary travel during school hours to attend those matters for which leave is provided. This includes special leave such as bereavement and child adoption. Further details can be found in DECD Policy HR04 Special Leave. continued over page 3

8: www.facebook.com/aeusa

To access Fast Fact Friday, like our page at:

VICE PRESIDENT’S REPORT

Study Leave Teachers and Band B leaders who work in Anangu and Aboriginal schools are entitled to one term of study leave with pay after 2 years. Principals and deputy principals who work in Anangu and Aboriginal schools are entitled to one term of study leave with pay after 3 years. Full details can be found in the Enterprise Agreement in schedule 2.2.

Employee Housing Did you know teachers who are appointed to schools which are more than 100 km from Adelaide have the right to access government employee housing? Teachers receive a rental subsidy which varies based on the size and remoteness of the town. There is no upfront bond and the AEU has negotiated agreed housing standards.

PAC and PD The PAC is responsible for setting the schools training and development priorities and ensuring equitable access for all staff to training and development (see clause 3.5.9 (p) page 15 EA 2016). Each school is provided with a training and development grant from DECD. Information on the amount of the training and development grant and the way it is allocated should be available to all staff. Staff must be consulted on training and development priorities. If you have concerns with access to training and development you can write to the PAC seeking a resolution.

Parental/Adoption Leave Employees are entitled to access up to 5 days of their accrued sick leave entitlement on the birth or adoption of a child/ren for whom the employee has direct parental care responsibility (see clause 4.7 p.22 EA 2016).

Locality Allowance Teachers working in schools which are 320 km or more from Adelaide are eligible for a locality allowance to compensate them for adverse environment, the cost of travelling from distant schools to Adelaide for vacation periods, abnormal depreciation of motor vehicles, increased cost of living and some aspects of isolation. The amount of the allowance varies based on the location. See the Teachers (DECS) Award Schedule 2, Clause 5.8 n for more details.

Of plebiscites, toilets & jobs AEU Vice President Jan Murphy rounds up a few current issues Marriage Equality in Australia A recent plan developed by the LGBTI Consultative Committee and endorsed by AEU Executive outlines actions for members and the reasons why it’s important for the decision on marriage equality in Australia to be made by a free vote in the federal parliament, not an expensive and potentially divisive and damaging plebiscite. One way members can get involved is by sending our “Marriage Equality” postcards to federal members of parliament urging that a plebiscite not be held. While a plebiscite may not be binding on the parliament, it is likely to cost in excess of $160 million. That would fund the employment of about 400 teachers or 800 full-time SSOs, ECWs or AEWs for the next four years! Postcards were distributed at Branch Council and are available at the AEU office. You can pick up copies at the next round of Area Meetings or contact the AEU if you’d like us to send you some. GET ACTIVE ON EQUALITY!

Members Win on the Toileting Allowance The AEU successfully bargained for a toileting allowance for eligible SSOs and ECWs in the last round of EB. While the application process and pro-rata calculations are yet to be finalised, members have had a win on the way in which ‘full-time’ will be calculated for the purpose of this allowance. Members were outraged that support staff who work with children and students, and whose hours reflect the time that young people can attend their school or preschool, may not have been eligible for the full-time allowance because children and students cannot be in attendance for 37.5 hours per week. This was raised by AEU members of the Special Education and SSO Consultative Committees and from there a motion was endorsed on the floor of AEU Branch Council calling for action. As a result, we have agreement that for

the purpose of this allowance, eligible SSOs employed for 26 hours per week and ECWs for 30 hours per week will be eligible for the full allowance. We’ll circulate all details and the information on the application process as soon as they are finalised.

Positions for 2017 It’s that time of year when we get many calls from members about recruitment and selection and placement processes. It’s a highly stressful time for applicants, those seeking transfers and members who are on the hundreds of panels being conducted. Members are reporting spending huge amounts of time applying for jobs and panels are receiving hundreds of applications. Members are highly anxious and while some are happy with the outcomes, others are clearly not. There are never enough positions to meet everyone’s needs. Imagine one permanent teaching vacancy: it’s possible that a teacher who’s been on contract in the position or school where it’s being declared, those on contract in other schools, graduates, experienced TRTs, teachers returning from the country, those wanting to transfer from a Cat 1 or 2 school or coming out of a leadership position, all want that one position. Only one will be happy with the outcome. Many will be understandably disappointed, frustrated and even angry. The system needs more permanent positions. Sub-branches and PACs have a role to play in permanency conversions and declaration of ongoing vacancies. Do you know why the temporary or contract jobs at your site are not permanent? Or how many there are? Why not put this on the agenda for your next sub-branch meeting? n 15

GONSKI

How Turnbull’s funding plan favours private schools The AEU has released analysis which shows disadvantage will be entrenched under the Coalition’s proposed schools funding model.

f you thought Malcolm Turnbull had any commitment to needsbased funding for schools, think again. A new analysis by education funding expert, Dr Jim McMorrow, has found the plan will simply entrench disadvantage by directing 62% of extra federal funding to private schools after 2017.

So much for the Coalition’s claims their new funding model will see “funding go where it is most needed”. In contrast, the Gonski funding model would see 80 percent of extra funding go to public schools, where the Gonski Review found that the need is greatest. Malcolm Turnbull’s plan would see schools get a total of $5.28 billion less from 2016/17 to 2019/20 – with public schools missing out on $4.475 billion in extra funds.

How South Australia will miss out In SA schools would miss out on $355 million in 2018 and 2019 alone, meaning that schools won’t meet minimum resource standards and students will miss out on the smaller classes, more one-to-one support and extra literacy and numeracy programs Gonski is delivering Dr McMorrow found there was ‘no educational rationale’ for the Turnbull Government’s education funding plan and it had ‘abandoned the Gonski schools funding model without any rational alternative’. Malcolm Turnbull wants to end Gonski and take us back to a system where

“We need Gonski so that all schools can have the resources that their students need to reach their potential.”

schools are funded by sector, not need, and where disadvantaged students don’t get the help they need to achieve. The analysis also found that, after inflation, per student funding to public schools would increase by just 1.8% in 2018/19 and 2.1% in 2019/20 – that amounts to just $183 per student over three years for public schools compared with $309 per student for private schools. The analysis found this tiny amount is not enough to pay for a single extra teacher in a public school with 500 students.

No commitment to needsbased funding It is clear that the Coalition does not understand how important needsbased funding is for our disadvantaged schools and students. The single biggest problem in Australian education remains the unacceptable gaps in achievement between students from different backgrounds and locations. All the evidence shows that delivering the full Gonski funding is our best chance to ensure all kids get the sup-

Let Premier Jay Weatherill know he needs to stand up for our kids. Sign the petition at: 16

port they need to reach their potential and close these achievement gaps. The majority of disadvantaged students are in our public school system and that is where extra funding needs to go.

Sign the petition and tell Jay Weatherill to stand up for Gonski We are calling on all State and Territory leaders and education ministers to reject the Turnbull plan to abolish the Gonski funding arrangements. The Gonski Review was the most thorough examination of schools funding in a generation, yet the Coalition wants to replace it with a funding model that is not based on need, and where key details are unknown. We need Gonski so that all schools can have the resources that their students need to reach their potential. If you support Gonski then sign the petition today (link below 5) and let Premier Jay Weatherill know he needs to stand up for our kids. n

8: www.igiveagonski.com.au/savegonski

PUBLIC EDUCATION AWARDS

AEU members recognised for their contribution to public education Out of the 50 or so finalists in this year’s DECD Public Education Awards, a large number are AEU members. To highlight the great work our members are doing in public preschools and schools the AEU Journal contacted four nominees for a quick chat about their work.

KIRSTY LUSH Principal, Naracoorte South PS Finalist in the Leadership category Kirsty is a finalist in her first year as Principal. “I am not in this job for awards and accolades,” she said. “But this year I am so proud that two other staff members are finalists – Tina Watson, Early Years Teaching, and Cheryl Kramm, Support Staff. It is great that our school is recognised for the work we are doing within our community.” “We involve the community in our mental health and wellbeing programs,” she said. “I am very passionate about the mental health and wellbeing of our children. We work hard with community links and services to make a significant impact in this area.” Kirsty’s other passion is to ensure children with special needs are given every opportunity to learn. The school created and funded its own special needs class, the first in the area. Previously, children with special needs had to travel to or relocate to Mt Gambier, about 100kms away. “I believe that all children can learn and deserve the best opportunities to be mentally healthy and well connected. This belief underpins and drives my work.”

MEGAN HOOPER Teacher, Mimili Anangu School Finalist in the Secondary Teaching category Mimili Anangu School is in the APY Lands in the Far North of SA and early career teacher Megan Hooper loves her job! “Its an amazing and challenging place to

work,” she said. “We are well resourced and well supported generally but our community is remote and a little more subject to the elements than city schools. Power storms can create technical issues so we need to be able to shift our classes to the outdoors.” It’s the extra curricula activities and programs she organises with her sister who lives in a (relatively) nearby community that are being recognised by her own community. They organise regular Fun Runs as part of the Indigenous Marathon Project and they hold weekly basketball nights, Opp Shop days and regular Kungkas Nights for women and girls. (Kungkas is the Pitjantjatjara word for woman). The regular physical activities teach endurance and confidence and show students and their communities new things they can do. “We’re trying to demonstrate the link between mental health and physical well being. It’s good to see the kids and community take on running as a physical activity and exercising together.”

LISA HENDRY Business Manager Yorketown Area School Finalist in the Support Staff category Lisa is both Business Manager and teacher of yoga and mindfulness to Year 9 – 12 students, staff, and community members at Yorketown Area School. She brought the first World Peace Flame Lamp to SA with an education package that engages students from R – 12 in activities that focus on building resilience. She trained student Resiliency Ambassadors and SRC students implemented activities across every class in the school on Harmony Day. “I love giving students the ability to empower themselves to make choices,”

she said. “Creating an awareness of peace allows individuals to be resilient and focus on solutions rather than problems.” “Yoga and meditation, or mindfulness, give people a different perspective. It’s about movement and being in the moment. It creates a sense of peace and clarity. We are already seeing evidence of the massive impact it has on children’s learning.” School captains recently lit SA’s second World Peace Flame Lamp in Adelaide at a United Nations/Dru Yoga for Harmony and Peace event and presented peace messages to the Lady Mayoress of Adelaide to be forwarded to the UN office in New York. “The shift in just one child can have a ripple effect that flows throughout our whole community.”

NATALIE WILKSCH Teacher, Flinders Park PS Finalist in the Early Years Teaching category Though a teacher since 1990, Natalie sees herself as a learner – always investigating new and better ways of doing things. Currently exploring site specific programs that incorporate nature play and other play based programs, she says new directions for Playful Pedagogies help her cater for a range of abilities including higher order thinkers. “My room adopts aspects of the Reggio Emilia philosophy. Creative inquiry‐based activities are changed and rotated daily. Play-based learning helps me to personalise their learning and celebrate children’s uniqueness.” Natalie is also passionate about inducting families into the school community, in creating a strong sense of belonging within the diverse cultures and backgrounds represented in her classroom. “If parents are on board, children will flourish,” she said. “I have learned to value giving extra consideration to ESL families to help them access our National Curriculum. They value education enormously. Building that community feel within my classroom is a part of the job I really enjoy.” n 17 17

SSO: DID YOU KNOW?

NATIONAL SUPPORT STAFF WEEK 2016

Sweet tooths & sweeter kids In our last issue we published the first of a number of questions which were part of an informative activity at the recent SSO Conference. We undertook to publish all of these in the AEU Journal, so without further ado, here are the next batch!

How many days paid Special Leave can be accessed by SSOs?

Has Time Bank been replaced by TOIL? Yes, this was won in the latest round of bargaining. Refer to Clauses 2.1.4 and 5.5.8 – 5.5.12 of Agreement 2016. Remember that TOIL needs to be taken as soon as practicable after the approved overtime has been worked but in any event it is to be taken no later than 35 days after the overtime is worked or paid out at overtime rates. Note: Part-time SSOs employed during term time and entitled to a 16% loading may accrue TOIL to a maximum of 37.5 hours for no more than 12 months to compensate for any restriction to working time caused by a public holiday provided that the total number of hours of TOIL used do not exceed the total hours which would have been worked had the public holiday not occurred.

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When is it mandatory to have an SSO present in the classroom? Clause 5.4.1 of Agreement 2016 states: “There shall be a minimum of one (1) SSO present while a class in a special school, special unit or special n small class is being taught.” 18

MIGNON WILHELM ACEO Darlington PS This is my sixth year as an ACEO, and I love it. At Darlington Primary School I provide support for around 50 Aboriginal children. I spend quite a bit of time listening to and supporting children with their reading, sight words and that kind of thing. I’m also involved in making cultural connections with the children; we did Boomerang making during NAIDOC Week, for example. Last week we had an Aboriginal performer come to the school, which the kids really enjoyed. I really enjoy being able to support Aboriginal children – it’s important that they have Aboriginal people to mentor and support them in schools.

KIRSTY AYRIS SSO Darlington PS I’ve been here at Darlington PS for nearly ten years now. I’m still on contract and doing full-time hours. It would be great to be permanent. Currently I’m doing two days of classroom support and one day admin support in the Intensive English Language Program and then two days in the office. I like the variation in my job, it’s good to be doing different things; it keeps me on my toes.

NIKOLA BEVERIDGE SSO Klemzig PS I’ve been an SSO for ten years now, working in a number of schools. Currently I work in the school library and also with special needs students in the classroom. I love both roles but particularly like working in the library. Last week was Book Week and I set up a big display which the kids really liked. It’s great to have contact with all the children in the school. Because we have many students here who are hard of hearing I have learned sign language through TAFE. I felt like I really needed to have that skill so I self-funded my course. I really like seeing kids learn and grow, and I’ve had children of my own, which ultimately led me into this role after becoming part of the parents and friends committee at Ridgehaven PS. Recently I’ve been reclassified and have to thank the Union for it’s support and also my former Assistant Principal who helped with my application. n

8: www.aeusa.asn.au>Issues>National Support Staff Week 2016

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

All SSOs with the exception of casual SSOs (i.e. those in receipt of a 25% loading) are entitled to a maximum of the equivalent of fifteen days Special Leave with pay each year (pro-rata for part-time employees). Note: Casual SSOs are only eligible for Special Leave in extraordinary circumstances at the discretion of the Chief Executive of DECD.

ne thing is for sure, those members with a sweet tooth were well looked after during National Support Staff Week. From August 15 – 19, morning teas, lunches and similar celebrations were held in many preschools and schools to celebrate and recognise the significant contribution SSOs, ECWs, AEWs, ACEOs and other support staff make to public education in South Australia, and indeed, across the nation. AEU officers visited a number of worksites to join in celebrations and speak to members about the campaign to get SSO matters on the PAC agenda and in preschools to lodge their claims for the soon-to-be implemented toileting allowance. During the course of the week the AEU Journal spoke with a number of support staff to find out what they do.

You can find out more about these campaigns at:

AEU members around the state recognised the hard work of support staff in August.

RUNNING HEAD WOMEN’S FOCUS | ASMP

Lorraine Cox

Rhianna Woodbury

Are we there yet?

1 AEU members Rhianna Woodbury and Lorraine Cox with this year’s Anna Stewart Memorial Project participants at Parliament House.

2016 Anna Stewart Memorial Program participants Lorraine Cox & Rhianna Woodbury say we have more to do to achieve equality for women.

his year we have had the great opportunity to participate in the Anna Stewart Memorial Project. A twoweek training program that encourages women’s participation in union activism, it honours the work of Anna Stewart, a lecturer, union activist and tireless campaigner for women’s rights and better working conditions. Her death in 1983 was the catalyst for this program which empowers women to fight and achieve what is needed to ensure the rights of not only our future but the future generation of women. Coming across a book from the 1990s called Life on the Edge by Judy Horacek, featuring satirical cartoons looking at the issues of the day – women’s access to health and work, protection of the environment, peace, domestic violence – it struck us both that many of the cartoons are just as relevant 26 years later. What became apparently clear is that although some gains have been made we are far from there yet. The fight must continue because although there have been many great gains achieved over the years there is still so much to do. The attack on women’s rights is more prevalent in today’s society than ever before. To date, in 2016, there have been 46 women murdered due to domestic violence. Women are on average earning 17% less than their male counterparts. Women in Indigenous

communities suffer poorer health outcomes, akin to women in the third world. On a global scale the rape and torture of women is condoned as normal in many war-torn countries. More recently there is the current debate around the right to wear what we choose being used as a political football and increasingly used to fuel racism under the guise of patriotism. No, we are not there yet! Although we still have a long way to go to achieve equality, it cannot be ignored that we have also come a very long way. If we look at the changing face of women’s working conditions in education, for example, we can celebrate some hard-earned success. Female teachers are no longer forced to retire when married or having a baby. Women are now entitled to up to 20 weeks paid maternity/adoption leave. Women have won gains in leave entitlements for IVF, family caring duties and fostering. As a result of AEU member campaigning, domestic violence and its impact on work has started to be addressed within the DECD Special Leave policy, allowing for an additional 15 days paid leave entitlement. It is at times easy to become complacent, we celebrate our successes and then just go about the business of educating. Hard-earned rights and conditions can be slowly chipped away at and eroded. It’s vital to remember that

“Although we still have a long way to go to achieve equality, it cannot be ignored that we have also come a very long way.” we are not there yet, we must continue to fight for better working conditions. We can do this by ensuring that women continue to have a strong voice within our sites and our public education system. By being proactive in union programs such as the Anna Steward Memorial Project and WILD (Women in Leadership Development) members can become empowered to take on a leadership role and initiate/lead change.

Why YOU should apply for the Anna Stewart Memorial Project • You get to meet a variety of strong women from different unions • You get to find out more about the history of unions and industrial and women’s rights • You get to shadow AEU officers and gain a greater understanding of their work • You get to go on interesting field trips, such as a visit to Parliament House and a range of workplaces both within and outside the education sector. n 19

SSO PROFILE

WENDY BARNES

Business Manager, Stirling North PS

ADMINISTRATIVE OFFICER VACANCIES

Australian Education Union

South Australian Branch

ADMINISTRATIVE OFFICER VACANCIES The term of office for the following positions is from 1 February 2017 to 31 January 2020

INDUSTRIAL OFFICER JOURNAL: How long have you been an SSO and how did you come to be one? WENDY: I’ve been an SSO since 1997. I started at Augusta Park Primary helping kids who needed extra support in the classroom and did that until 2002. I’ve been here at Stirling North Primary since then and am now the Business Manager. JOURNAL: What does your role at Stirling North PS involve? WENDY: Well initially when I came here I was doing a combination of classroom support and admin work but now as the Business Manager it’s mostly administration and I cover on reception here and there. My job is quite challenging – I manage five SSOs and support the Principal with a range of things like the cleaning contract and Occupational Health and Safety, for example.

ORGANISER (Four positions; two Regional Focus) ORGANISER (Early Childhood Focus) WOMEN’S OFFICER COMMUNICATIONS COORDINATOR COORDINATOR ORGANISERS GROUP UNION TRAINING AND PROFESSIONAL DEVELOPMENT COORDINATOR Job and person specifications and details of the selection process for these positions are available from: Irene Tam on 8272 1399 (email - aeusa@aeusa.asn.au). Applicants must address the requirements of the job and person specification in their application.

JOURNAL: Are there particular challenges working in a country school? WENDY: The main thing is getting professional development opportunities. I’ve been to some of the Training and Development run by the AEU, such as the Reclassification workshops and some other DECD-run training but it’s really hard to attend most of it because we’re so far away from the city. We need more opportunities in country areas.

Dyslexia Empowerment Week

JOURNAL: Why is it important for SSOs to be in the Union? WENDY: Well from my perspective, I did have a workplace issue a few years back and the AEU was really supportive and helped me out a lot. That kind of thing can happen to anyone so it makes sense to have the Union there to back you up and support you if you need it. Also, we all benefit from the pay rises and conditions the Union wins for staff in schools so being a member is a good way to contribute to positive outcomes for staff and n children in public schools.

yslexia is a specific learning disability that is neurological in origin. It is characterised by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can

More information at

Leave without pay may be negotiated for AEU members whose employer is a state government agency. Applications must reach the: Branch Secretary, AEU (SA Branch), 163 Greenhill Road, Parkside, SA 5063 by 5.00pm Thursday, 13 October 2016.

impede the growth of vocabulary and background knowledge. n

Dyslexia Empowerment Week runs from 16 – 22 October 2016.

8: www.dyslexiaempowermentweek.com.au

AEU TRAINING AND DEVELOPMENT PROGRAM 2016

E V E N T S & C O U R S E S | H o l s & Te r m 4 Safe Schools! PORT LINCOLN Tues 4 Oct

9:30am – 2:30pm

CITY Wed 5 Oct

9:30am – 2:30pm

Rainbow Cocktail Celebration & Networking Event

Fri 4 Nov 5:00pm – 7:00pm Presented by the AEUSA Lesbian Gay Bisexual Transgender and Intersex Consultative Committee – All welcome and in particular AEU LGBTI members, supporters and allies. Come and celebrate diversity within the AEU SA and the achievements and proactive work of the committee. Open to: AEU LGBTIQ members and supporters.

Supporting Gender and Sexual Diversity in Schools. These practical workshops are organised by the AEUSA and members of the AEU SA Branch Lesbian, Gay, Transgender and Intersex (LGBTI) Consultative Committee to support schools as safe places free from homophobic bullying and harassment. This workshop will be facilitated by David Boots and the AEUSA organiser.

Super SA Financial Wellbeing Day

Wed 21 Dec 10:00am – 3:00pm A holiday ‘drop-in’ day on financial wellbeing! Questions about your super? Need to speak to the professionals about financial planning, Centrelink entitlements or other related topics? Open to: Everyone! (AEU Members and non-members). To register: www.supersa.sa.gov.au/ knowledge_centre/seminars

Open to: AEU Members.

Middle Schooling Conference

Tues 11 Oct 9:15am – 3:30pm A one-day conference with a focus on student engagement, achievement and the Australian Curriculum for teachers working with years 5 - 10. Open to: All working with years 5-10.

The Connected Leader

Early Childhood Conference

Are you in a Band B position?

Fri 14 Oct 9:15am – 3:30pm A one-day conference exploring issues in early childhood settings. There will be a conference dinner on the evening before the conference.

Facilitator, Thilan Legierse is a conflict transformation expert with more than 20 years of local and international expertise including as a barrister, lawyer and manager for the United Nations. Thilan has worked for State Government agencies and as a Human Resources Manager, DECD. An online and face-to-face course. Webinars are recorded to watch at a time that suits you. Bonus: A manual and individual coaching. Cost: $330 – members only.

Open to: AEU members working in early childhood settings.

Support: Travel and accommodation for country members ONLY.

AEU Aboriginal Members Conference (See Ad on Page 2) Fri 4 Nov

COURSE OUTLINE:

9:15am – 3:30pm

October Holidays WEEK 2: Monday 10 Oct 11.00am – 2.30pm

A one-day conference for AEU SA Branch Aboriginal and Torres Strait Islander members on current educational issues of concern to our ATSI members. There will be a conference dinner on the evening before the conference.

At AEU | SA, 163 Greenhill Road, Parkside (Light lunch provided) Face-to-Face Introductory Session

Detailed outline of the program will be provided and some initial activities used to facilitate the formation of the group. Participants will commit to the course at the close of this session.

Open to: AEU Aboriginal and Torres Strait Islander Members. Support: Relief, travel and accommodation for country members ONLY.

All courses are held at the AEU – 163 Greenhill Rd, Parkside, unless specified.

8: training@aeusa.asn.au

For further info email Saniya Sidhwani on

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

To register go to

SESSION 1: Wed 19 Oct (Week 1) Question Time:

4.45 – 5.45pm 5.45 – 6.00pm

Webinar: The Mindset of Great Communicative Leaders Self-awareness, controlling emotions of self and others & resilience.

SESSION 2: Wed 26 Oct (Week 2) 4.45 – 5.45pm Question Time: 5.45 – 6.00pm Webinar: The Art to Connect with and Influence Others Trust, mentoring and influencing others. SESSION 3: Wed 2 Nov (Week 3) 4.45 – 5.45pm Question Time: 5.45 – 6.00pm Webinar: Initiating Courageous Conversations Courage, boundaries and communication skills. SESSION 4: Wed 9 Nov (Week 4) 4.45 – 5.45pm Question Time: 5.45 – 6.00pm Webinar: Transforming Conflict amongst Staff, Parents and Students Conflict styles, conflict resolution skills and mediation. SESSION 5: Wed 16 Nov (Week 5) 4.45 – 5.45pm Question Time: 5.45 – 6.00pm Webinar: Handling Difficult Personalities and People Personality types, characteristics and strategies. SESSION 6: Wed 23 Nov (Week 6) 4.45 – 5.45pm Question Time: 5.45 – 6.00pm Webinar: Communicating about Complaints Processes, structures and strategies. SESSION 7: Wed 30 Nov (Week 7) 4.45 – 5.45pm Question Time: 5.45 – 6.00pm Webinar: Recap and Questions & Answers Tailored to the needs of the participants. SESSION 8: Mon 19 Dec (Week 10) 9.30am – 4.30pm At AEU | SA, 163 Greenhill Road, Parkside (Light lunch & refreshments provided)

Face-to-Face Workshop to Practise Newly Learned Skills Interactive session with role plays tailored to participant needs. For further information: Lynn Hall, AEU SA Coordinator, Training & Development. email: lhall@aeusa.asn.au

COUNCIL DATES FOR 2016

NOTICE BOARD

Branch Council Meetings

Lip reading & hearing loss management tutors required

Saturday, November 19

TAFE Divisional Council Meetings Friday, November 11

AEU JOURNAL IS CARBON NEUTRAL If you currently receive a hard copy of the Journal and would prefer to read the Journal online, please let us know by emailing: journal@aeusa.asn.au

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

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

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

or Tutor: Shona Fennell

Are you a new educator or student teacher? Join our New Educators facebook group today at:

Coordinator: Dr. Mary Allen email: admin@betterhearing adelaide.com.au

email: msfennell@bigpond.com

Rural Care staff create support network AEU members around the state recognised the hard work of support staff in August.

Subscription rates for AEU members employed by TAFE SA will be adjusted from 1 January 2017 to reflect salary increases in the TAFE SA Enterprise Agreement.

BETTER HEARING AUSTRALIA ADELAIDE INC.

Phone: 08 8268 4189

he AEU Journal visited the MidNorth and caught up with Laura Rural Care worker Kelly Burton (pictured) who has happy to talk to us about what she does and some of the reasons members set up the Rural Care

AEU subscription rates for DECD members will be adjusted from 1 October 2016 to reflect the Schools and Preschools Enterprise Agreement salary increases.

Please advise AEU Membership staff of any change to your classification, fraction of time, workplace or home address by phone: 8272 1399, fax: 8373 1254 or by email: updates@aeusa.asn.au

To find out more contact:

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

SALARY INCREASE & SUBSCRIPTION ADJUSTMENT

Network. “We’ve been doing rural care here at Laura for two years now, so it’s pretty new for us. It’s very popular – we could look at expanding our building as the waiting list is huge. There are lots of people who need the service but we

facebook.com/groups/ NEN.AEU.SA can’t meet the demand at the moment. We’re now looking at trying to offer a two-carer program if we can get the funding. While Kelly enjoys her role she says there is a definite feeling of isolation at times. “The way our centres operate in this area, there isn’t any crossover of staff – one person finishes their shift and someone else takes over – so you do feel a little bit isolated, hence the need for networking. Things are starting to happen and along with the AEU member network one staff member set up a facebook page that we can use to connect more with each other and discuss our work, get ideas and so on.” Kelly says Rural Care staff are doing a number of things to connect with each other. “We had a dinner back in May and staff from Peterborough, Booleroo and Laura attended, but there are other staff further south. Some of our staff went to Jamestown, Burra and Clare to look at what they do there, so that was good.” n If you work in Rural Care and want to be part of this growing network, send an email to AEU Organiser Anne Beinke: abeinke@aeusa.asn.au

NOTICE BOARD

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

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

and will not run in more than three issues in succession. KINGSTON NEAR ROBE:

GOOLWA HOLIDAY HOUSE

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)

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

SEAGRASS VILLAS AT NORMANVILLE: situated on Jetty

STREAKY BAY HOLIDAY HSE:

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

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

VICTOR HARBOR GETAWAYS: 2 fully self-contained homes. Sleeps up to 8. One with private beach/lake! 10% discount to AEU

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

OUTBACK TAGALONG TOURS Guided tours in your 4 wheel drive, with your gear loaded on the ‘Big Red Truck’. Hassle Free Outback Touring. Book now for our Spring Tour – Innaminka Races, Coward Springs, Warren Gorge. T: David Connell: (02) 8885 4620 or Lyn Rowe: 0403 594 406 W: www.brtoutback.com.au

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

ROBE HOLIDAY HOUSE: Easy walk to main street with shops, cafes and 2 minute stroll to Mahalia Coffee and secure playground. Sleeps up to 8 with 2 bath. Lovely open plan living with all mod cons, A/C. 10% discount to AEU members. Starting rate: $140 p/night. T: 0429 358 797 (Robyn)

ANCHORAGE BEACH HOUSE NORMANVILLE: Renovated 4 BR, 2 bath holiday home off Jetty Rd. Sleeps 10-12. 5% discount for AEU members. ID; s59 (Marjory St). T: 8558 2900

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

journal@aeusa.asn.au

SAIT Conveyancers

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

Anne Walker

(: (08) 8410 6788

Simon Willcox

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

Fax: (08)

located at Credit Union SA

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

Anti-Poverty Week in 2016 starts on Sunday 16th October and ends on Saturday 22nd October. The UN’s International Anti-Poverty Day is Monday 17th October. The Week focuses on poverty around the world, especially in the poorest countries but also in wealthier countries such as Australia. See how your school can get involved by following THIS LINK. : www.antipovertyweek.org.au/organise-an-activity/ 8 how-schools-can-get-involved

A fitter card could mean a fitter you

Fitbit Flex

Get a Credit Union SA low rate Visa Credit Card and we’ll give you a FREE Fitbit Flex! Right now when you take out a Credit Union SA low rate Visa Credit Card with $0 annual fee especially for teachers^, you’ll also receive a FREE Fitbit Flex. Make tracking your exercise goals as easy as our Visa Credit Card makes managing your finances.

Don’t delay – this is a strictly limited offer. For more information or to apply, call 8202 7777, ask a mobile manager, visit a branch or creditunionsa.com. au/cards/ teachers-fitbit

Lending criteria, fees and conditions apply and are available upon request. One Fitbit Flex per funded single or joint Visa Credit Card. Available to members of the South Australian education community, and their partners. ^Available during the first six months of membership. The offer is limited and can be withdrawn at any time. Credit Union SA Ltd ABN 36 087 651 232 | AFSL/Australian Credit Licence 241066 | Credit Union SA Centre, Level 3, 400 King William Street, Adelaide SA 5000