AEU Journal September 2018 by Australian Education Union (SA Branch)

Vol 50 I No.6

Official publication of the Australian Education Union (SA Branch)

September 2018

AEUJOURNAL SA

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WORLD TEACHERS DAY 2018

*RALLY | Friday 26 October | pg 18

INSIDE: u Enterprise

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RU G IVE N NAW I NG AYS H E AD

Ladies in BLACK From Academy Award® nominated director Bruce Beresford comes the comedy-drama Ladies in Black, based on Madeleine St John’s best-selling novel, The Women in Black.

In cinemas September 20. In the summer of 1959, when the impact of European migration and the rise of women’s liberation is about to change Australia forever, shy schoolgirl Lisa takes a summer job at the prestigious Sydney department store, Goode’s. There she meets the ‘ladies in black’, Patty, Fay and the exotic Magda. The impact they have on each other will change all their lives. Beautifully bringing to life 1950s Sydney, this is a classic Australian story about love, hope and the perfect dress. Ladies in Black is the heart-warming, Australian movie of the year!

To win an inseason double pass to Ladies in Black be one of the first five members to email: journal@aeusa.asn.au on Tuesday September 25. Study Guide for secondary students to download free at:

Cartoons for Teachers English illustrator Marcus Owen spent 20 years at the chalkface before taking up scribbling for a living. He was also a rep for UK teacher unions. He draws on this experience to create cartoons that capture the good, the bad and ugly of life in the classroom. Have a chuckle scrolling through the images on his Facebook page or check out his website. Marcus has published two collections in his ‘Who’d be a Teacher?’ series, available through Amazon.

To win one of Marcus Owen’s books be one of the first four members to email: journal@aeusa.asn.au on Wednesday September 26.

Facebook: www.facebook.com/whodteach/ Website: www.marcusowenartist.com 2

FPRESIDENT’S E ATU R E S VIEW

AEU UNION JOURNAL TRAINING

Australian Education Union | SA Branch 163 Greenhill Road, Parkside SA 5063 Telephone: 8172 6300

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Fair Funding Now

Email:

journal@aeusa.asn.au

pages 12 – 13 Members can make history at the next election.

Branch President: Howard Spreadbury

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*RALLY | Friday 26 October | pg 18 sta

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bargaining: Government stalls on pay offer.

Publication Dates November 7

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

WORLD TEACHERS DAY 2018

Print: ISSN 1440-2971 Digital: ISSN 2207-9092

INSIDE: u Enterprise

Branch Secretary: Leah York AEU Journal is published seven times annually by the South Australian Branch of the Australian Education Union. Deadline Dates #7 October 29

rs a leade nd sup p rs, to

Secure jobs and a living wage

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Early childhood workers need

Facsimile:

Editor: Dan Murphy

u NAPLAN:

Credibility crisis continues.

Cover Photo: Tony Lewis Photography Printing: Lane Print

Cover story

NZ Strike

pages 6 – 7 No job security or pay over summer are reality for thousands of education workers.

page 14 What lessons can AEU members learn?

schools and

WORLD TEACHERS DAY 2018

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public sch

FRIDAY 26 OCTOBER @ 4.30pm

Join us at DEPARTMENT FOR EDUCATION (DfE) 31 Flinders Street, Adelaide (City) ‘It’s Time’ THE

8172 6300 journal@aeusa.asn.au

ts or

RALLY!

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

DEPARTMENT shows more

Family & community members welcome!

Teachers Hanna and Claire from Marryatville Primary School were thrilled to hear their applications for permanency were successful. With the support of Sub-branch Secretary Jan and the AEU they now have secured their jobs!

SECURE OUR JOBS 3

HHH H H

M E M B E R S U RVEY

SUPERSTAR SUPPORT STAFF!

NATIONAL SUPPORT STAFF WEEK 2018!

HHH

Authorised by Leah York, Branch Secretary, Australian Education Union | SA Branch, 163 Greenhill Road, Parkside SA 5063

Check these posts and more and

HHH

SUPERSTAR SUPPORT STAFF!

SUPERSTAR

PLAYFORD SUPPORT STAFF! INTERNATIONAL COLLEGE

NATIONAL SUPPORT STAFF WEEK 2018!

ADELAIDE EAST EDUCATION CENTRE on Facebook at:

HHH

SUPERSTAR SUPPORT STAFF!

THEBARTON SENIOR COLLEGE

facebook.com/aeusa

Support staff under stress Survey exposes strain of insecure work and low wages. • A survey of support staff has confirmed that job security and a living wage remain elusive for many. • Held during National Support Staff Week, August 13 – 17, the survey received a healthy 440 responses. • Results and testimony will be used to strengthen our bargaining position as we push for a better deal for the people who keep schools and preschools running. Lack of respect from the employer results in great financial strain. Many of our support staff colleagues can’t plan families or make financial commitments.

Every member has a role to play promoting the AEU as the only union that all leaders, teachers, SSOs, AEWs and ECWs can belong to, and fight collectively with, to improve our rights and entitlements.

Support staff speak

“I am worried at the end of every term that I may not get the hours I need to survive.”

Not enough hours, no security While the number of support staff AEU members continues to grow, we need to ask ourselves if it’s enough to build the power to create the changes we need. These will not be handed to us.

“I have been an SSO for 13 years and it was very stressful not knowing if I had work next term or the following year. I have

Employed

ON CONTRACT

PART-TIME

Student Support Officers

56%

81%

Early Childhood Workers

81%

90%

Aboriginal Education Workers

51%

66%

been unable to get any sort of loan. This has put unnecessary financial stress on my family and my relationship.” SSO finally made permanent this year.

“I don’t get enough money to live on. I would like more hours but they’re not available to me” “I am a single person. I live pay-to-pay. I barely have any money left once I pay my rent/bills and buy groceries. I earn less than someone on a single parent pension. Considering all we do in our roles as special education SSOs, I think we deserve better.”

PRESIDENT’S VIEW RU N N I NG H E AD

Reclaim the profession AEU President Howard Spreadbury explains. “With the validity of NAPLAN now in question, the AEU reinforces its call for a comprehensive review.” It’s time for educators to reclaim our profession. We need to assert our expertise when it comes to teaching, learning and assessment. We are tired of politicians and bureaucrats with little or no education experience determining how we deliver curricula. Respect for the profession is lacking when elected representatives implement major policy change, which impacts on our work, without consultation. Being an employee of the DfE or TAFE SA should not relegate you to subservience when it comes to matters of pedagogy, such as assessment and reporting. We accept that the system requires support structures to assist us in meeting the needs of all our students, however we expect the development and implementation of those structures to involve people with expertise in education delivery. Understandably we are cynical when this is missing. Recent events at federal and state levels demonstrate complete lack of understanding of what the profession needs and expects.

NAPLAN Take NAPLAN for example. We have put up with this intrusion into our established assessment and reporting practices for over a decade. Leaders and teachers are committed to a range of means of assessment, which can provide rich feedback to students and parents. Significant time is dedicated to the gathering of evidence, its analysis and collation and reporting to those who really need to know. Additionally, edu-

cators now need to allocate significant time to prepare for and administer NAPLAN. There are ongoing concerns about the impact of the literacy and numeracy tests on students and the balance of the curriculum. We now have the emergence of the online version (Computer Adaptive Testing) and, most recently, the issue of compatibility of data with that gathered through traditional pen and paper. International assessment experts are highly critical of NAPLAN per se, and specifically of equating the two testing modes on a regular single national assessment. With the validity of comparative data now in question, the AEU reinforces its call for a comprehensive review of NAPLAN. This must include representatives of the profession. Political leaders have developed what can only be described as an obsession with comparative data at all levels – by student cohort, at year levels, by school and by state and territory.

State of play In the state budget handed down by Treasurer Rob Lucas on 4 September, $21 million was allocated to a Literacy Guarantee over the next four years. In speaking to this, Lucas stated the government has determined that there need to be changes in practice within education including the phonics check, NAPLAN, a literacy guarantee, languages and anti-bullying. In relation to additional funds for literacy, his rationale was South Australia’s alleged low ranking on NAPLAN. While members would welcome addi-

tional funding to support student learning, we are cynical about this government throwing more money at a testing regime which is already well resourced through federal funds and has highly questionable validity. As long as we have politicians who believe the best measure of an education system is a set of inconsistent testing modes applied at particular points in a student’s progress, we are not in control of the information we provide to those who matter most – our students and their carers. We must continue to assert our position as professionals and demand, through our union, what we believe to be in the best interests of students and public education. n

TOGETHER WE WILL WIN ... In unity, Howard Spreadbury

ALLOWANCES INCREASE 3.5% Unions have had a victory over the State Government. The SA Employment Tribunal has determined that allowances in state awards increase 3.5%, back paid to 1 July this year. This affects the special class, locality, instrumental music teacher, and supervision of practical teacher training allowances. The Government had argued that allowances be increased by only 2%. In addition, we have argued that those locality allowances traditionally increased by the CPI also increase with payment backdated to 1 July 2018. n

COVE R STO RY

1 The family budget of early childhood worker

Early childhood staff want security and respect

Fiona Woodward comes under strain over summer when she is without wages for eight weeks. PHOTO: TONY LEWIS

Early childhood workers are being taken for granted Fiona Woodward tells Karen Phillips.

or more than three years, Fiona Woodward has been the constant presence at a southern suburbs kindergarten where she’s a contracted early childhood worker and preschool support worker. Fiona’s is the face that welcomes and comforts children when their parents and carers hesitantly deliver them to the kindergarten each day. Four days a week, Fiona is a member of the team that cares for the kindergarten children; on Fridays, she fills a similar role with children in the playgroup area. Often, she may be the only person available to meet and greet children and guarantee

they are safe and cared for while the director and teacher tend to other duties. For this 34-hour, five-day-a-week commitment, Fiona is paid about $800. Less than half of this is guaranteed, as Fiona’s contract is for 14.5 hours a week. For the eight or so weeks between the end of Term 4 and her first pay in Term 1, Fiona is not paid at all.

Summertime blues This year, she will finish work on 14 December. Until she is notified in late December or early January, she won’t know if she has a job – any job – next February. In the meantime, there is

Christmas, adding often unpredictable outlays to the bills that must be paid each month. As for big-ticket items, she says “there’s none of that”. “It’s sad, it’s frustrating, and it’s unfair,” Fiona says. “I know so many people who have lived like this for years. We are passionate and committed to working with children, to ensuring they are safe, and the parents at our kindies trust us to look after the most precious, vulnerable people in their lives. “The Department for Education claims to be focused on children and continued over page 3

B RA NCH S ECR E TA RY ’S R E PO RT

“We want to be able to do our job and pay our bills and have our work respected.”

The future of our union (2) AEU Branch Secretary Leah York explains. Standard. Please register at:

staff’s wellbeing, but the overuse of contract employment doesn’t help anyone.”

: www.fairfundingnow.org.au 8 The AEU is working at a state and federal level on this matter. Target seat Organiser Owen Gale (see pages 12–13) will be in touch if you live or work in the federal seat of Boothby.

Fiona says she and her peers don’t enter the sector expecting to be paid exorbitant amounts. But with 14 years’ experience backed by a Certificate III in Children’s Services, she wants stability. “We need to know we have work,” she says. “We want to be able to do our work and pay our bills, knowing that the skills we have and the work we do are valued and respected.” Job security and better wages are priorities for the AEU in enterprise bargaining negotiations. “Many support staff workers don’t get enough hours’ work to earn the living wage – the $855-aweek wage considered the minimum needed to ensure Australians can live safely and cover their expenses,” says AEU early childhood organiser Jan Murphy (pictured). “They don’t have the security that enables them to feel respected and meaningful contributors to their learning environments. “We have a system that does not provide sustainable funding for preschool support, so the early childhood workers who are employed to provide that support are trapped in a cycle of insecure employment.” Fiona says she knows of many highly qualified and experienced people who are leaving their jobs in kindergartens for roles in child-care and aged-care centres. They might be paid less per hour, but their roles are more secure and provide pay packets over the summer months. “I looked into it myself, but I couldn’t do it,” Fiona says. “But I’m fortunate to have a husband who does have a salary and can carry me when our family needs him to. Many people who are just as passionate as I am do not have that safety net, and the sector is losing their skills and expertise, and their dedican tion and passion.”

• Early Childhood Education and Universal Access In the last Journal I wrote about the review of the AEU SA undertaken by Paul Goulter of the New Zealand Education Institute and his report, titled ‘Stuck’. His recommendations aim to ensure a strong union able to respond to members’ individual needs while furthering our professional and industrial agendas. To this end, we are strengthening our messaging to ensure educators are always the respected voice of public education.

A federal and state campaign to highlight the importance of universal access to early childhood education and seek bipartisan support for funding.

• Adequate Student Support Services An ongoing state campaign to deliver adequate resources and support to schools and preschools.

• Year 7 at High School Professional, pedagogical and industrial issues abound.

Strengthening our professional voice

In VET, it’s fair to say the State Government is attempting to dismantle TAFE and completely privatise the sector. Despite assurances from Education Minister Gardner that social and community obligations would be met, it is obvious that ‘grim reaper Lucas’ and ‘Privatisation at all costs Pisoni’ are pulling the strings.

The Marshall State Government, the Rob Lucas Budget and the Liberal ‘mess’ in Canberra are providing opportunities to strengthen our professional voice.

They have decided that TAFE will be decimated, and campuses sold off to line the pockets of ‘for profit’ providers. Of course, this has been disastrous interstate and overseas.

AEU Principal Officers are focused on many issues, including:

Our TAFE Divisional Council is resolute that we will not accept any lowering of the quality of vocational education that our members deliver.

I will use this column and other channels to keep you updated. I presented a PowerPoint of the report to August Branch Council. If you would like more information please contact me at : lyork@aeusa.asn.au

• NAPLAN As the voice of the profession we have a duty to call out the educational failings of the tests and resultant damage to students in our care. The botched transition to online testing raises serious questions about the authorities who are supposed to hold children’s best interests paramount. A position on NAPLAN will be presented at November Branch Council.

• Fair Funding Now! Australia must fund all public schools at Gonski’s Schooling Resource

Please join our TAFE: Too Good to Lose in South Australia campaign by liking our Facebook page. Strengthen our professional voice by attending the World Teachers Day

event on Friday 26 October at 4.30pm, 31 Flinders Street, Adelaide, (see page 18) or join one of the local events being organised across the state. n If you have any queries or comments please email me at:

8: lyork@aeusa.asn.au

RU RES NPECT: N I NG H EB E AD 2018

E B 2018

The AEU 7-Point Plan for Public Education • Better remuneration • Increased quality jobs that are secure and safe • More teachers

EB pay issues October 1 marks 12 months since school and preschool staff had a pay rise.

s AEU Journal went to press, the employer had not entered discussions about pay.

Following extensive research, the AEU Industrial team believes the following need to be considered.

Inflation

• Addressing gender inequality

The consumer price index rose 2.7% in Adelaide for the year to June 2018. Any pay rise less than this would be a cut in real terms.

• Improved country provisions to attract and retain staff

Fair Work Commission (FWC) minimum wage case

• Workloads that are reasonable, sustainable and not excessive

Earlier this year, the FWC decreed that minimum pay rates under awards rise 3.5% from July 1. The has flowed on to salaries and allowances in our safety net awards.

The gender pay gap in education

• Fair treatment at work. For more info see:

8: www.aeusa.asn.au

This is the average difference between men’s and women’s remuneration. Across the DfE it is: • Education Act workers 1% p.a. or $732

• School Services Officers 4% p.a. or $2300 • Children’s Services 9% p.a. or $5464.

National comparison South Australia ranks seventh for top of the teaching scale (Step 9) salaries across the states and territories. Only Tasmania pays teachers less.

WE NEED: • Pay rises that keep us ahead of inflation and address the gender pay gap. • Increases to allowances i.e. toileting, health care and country allowance. • Classifications and relativities reviewed. • Removal of incremental progression for part-time teachers. • Improved retirement incomes including a $300 per fortnight primary carer’s leave super contribution. • To ensure all members receive a living wage ($855 per week) as a bare minimum. n

Budget 2018: Smoke and mirrors

he Marshall Government’s first budget tells us little about their plans for education. • New schools at Munno Para and Aldinga had already been announced • The trumpeted $515 million increase in spending by 2022 doesn’t say what is allocated for 2019 • The $21 million ‘Literacy Guarantee’ is a NAPLAN propping up exercise • Additional Gonski funding the state receives is nowhere to be found. TAFE is where alarm bells really sound. Labelling an extra $109 million over five years a ‘bail out’ is an insult to all who work and study in TAFE. The closure of seven campuses and a $33 million ‘operating efficiencies’ cut show this government intends to walk away from TAFE. n The AEU joined PSA members protesting the budget on 10 September. PHOTO: PHOEBE GUNN

VICE PR E S I DE NT ’S R E PO RT

Look after your mates! AEU Vice President Dash Taylor Johnson is passionate about members’ wellbeing. While September 13 was RUOK day, caring for family, friends and colleagues has timeless relevance. The website : www.

“It is our union and our members who will make the difference.”

ruok.org.au/work advocates for a four step process: asking, listening, encouraging action and checking in.

diagnosed with a mental illness in our lifetime; the remaining 55% will be impacted as carers or colleagues!

Digitalisation and data are prevalent in education but it is a human industry and we are its most valuable resource. So, just how well are we being looked after?

Of particular concern to us is that education is one of the identified highrisk groups (15% incident rate – Safe Work Australia). However, forewarned is not forearmed. The absence of overt physical injury leads to the assumption is that everything is fine.

Section 19 of the WHS Act 2012 – Primary Duty of Care places responsibility directly with the elected government and our chief executive to “ensure, so far as is reasonably practicable – the provision and maintenance of a work environment without risks to health and safety.” Straightforward? Should be but when it comes to operational mechanisms and our system responses there is a definite sense of automation, not personalisation. Our psychological health is a case in point. The SA Mental Health Plan 2017 – 2022 identified that 45% of us will be

Compare a broken limb to anxiety, depression or a balance disorder. For one, a medical certificate is accepted, for the others, the Incapacity Unit lifts its eyes and clarifying medical reports are requested (at your own cost). This example may seem extreme but is occurring and demonstrates the depersonalising of care for educators. Wellbeing is a widely used term and can be diluted as a result. The state plan defines it as a complex combination of a person’s physical, emotional, mental and social health factors.

More stress When it comes to TAFE, the wellbeing of our members will face pressure following the budget announcement to close another seven sites, taking the total to 19. It seems duty of care takes second place to privatisation and contestable funding markets, alienating those with the greatest need for a publicly-funded accessible service. On August 9 the AEU wrote to the CE expressing concern at the number of psychological injuries being recorded and seeking details on how these were being addressed. We also sought an update on the draft Employee Psychological Mental Health and Wellbeing Procedure that the AEU responded to in February but is yet to be published. At the time of writing, no response had been received. Our work environment is a significant risk factor in compromising our wellbeing. October is national Safe Work Month and the AEU has engaged Chris Burns CSC Mental Health Commissioner to present at our Mental Health Conference (details page 19) on October 2. But a focus month is never enough; it is the system that must be more responsive. The power of community connectedness is a key wellbeing strategy and as union members this is our core business. As we strive for an enterprise agreement that recognises our work and professional status, it is our union and its members – your colleagues – who will make the difference. n

Ask. Listen. Act. TOGETHER WE ARE STRONG.

*Infographics: Safe Work Australia

Resources: SA Mental Health Plan 2017 – 2022

8: samentalhealthcommission.com.au/the-plan/

SSO: DID YOU KNOW?

LOBBYING

School Closure Days SSOs are normally required to remain on duty when there is a school closure day, however they may request to use recreation leave to cover these days, provided entitlements are available. Alternatively, the principal may grant leave without pay for the day, or by rearranging timetables, authorise SSOs to work their normal total hours within the pay period. SSOs may access their accrued TOIL hours with the approval of the school. (Source DECD Policy- School terms, vacations, closures and celebration)

Pupil Free Days SSOs must attend work on these days. Arrangements may differ within worksites with SSOs either involved in activities organised for whole of staff or separate training and development activities specifically for non-teaching staff. Alternatively, they may wish to continue with their work as normal. SSO meetings at the beginning of the year should be used to discuss pupil free days and how SSOs will access the site’s professional development budget for meaningful training. n

1 Labor’s Kate Ellis (top right) and Greens leader Richard Di Natale (top left) were among politicians

who pledged to guarantee funding for universal access to 15 hours preschool during an AEU lobbying blitz on August 15. Our branch was represented by Vice President Lara Golding and Executive member David Coulter. (Above) Josh Wilson MP, Sharon Bird MP and Emma McBride MP sign the pledge.

Preschool in jeopardy Recent reports indicate the Federal Government has no plans to fund universal access to preschool beyond 2019. In South Australia, this would cut children’s entitlement from 15 to 12 hours per week and potentially spell the end for six vital Inclusive Preschool Programs (IPPs). These cater for children with high needs, similar to a special options class in a school.

AEU Branch Executive member David Coulter and Vice President Lara Golding joined teachers and parents from across the country in Canberra on August 15 to lobby against this short-sighted cut. MPs from all parties were urged to maintain funding. In 2009 commonwealth and state governments agreed to fund 15 hours of preschool instruction by a qualified teacher for every child in the year before school. Since then attendance has risen from 77% to almost 100%. n

ACTION

Write to the new federal Minister for Education, DAN TEHAN. Email: dan.tehan.mp@aph.gov.au to demand children continue to receive 15 hours per week preschool.

Sad but true 18 years after James Heckman won the Nobel Economics Prize for proving preschool provides the best returns of any investment in education, Australia is still dithering over providing 15 hours a week. Further info

8: www.heckmanequation.org

VICE PR E S I DE NT ’S R E PO RT

The rating game What ‘stage of improvement’ would you give the new data dashboard? Vice President Lara Golding asks. The new regime of school reviews gives each school a rating from 1–5. American management consultants McKinsey have given the department a way to reduce every school to a number without context or nuance – the ‘stage of improvement.’ The same Department that tells us we can’t afford smaller classes or individual support has just spent $1 million to be told how to improve our schools. Any educator could have told them for free: stop wasting money on NAPLAN and private consultants and provide us with the time, resources and facilities to support all the students in our care.

NAPLAN again One of many problems with the rating system is that it is heavily reliant on NAPLAN results, which we know to be fatally flawed. Continual pressure to lift NAPLAN results while ignoring all other factors associated with standardised testing is distorting education. I ask officers in the Department to be reflective practitioners when they consider NAPLAN test results. Firstly, does the content and format of the test reflect what we value as a society? As a maths teacher, I dream of the day when everyone loves numeracy as much as I do. My colleagues in the English faculty are also right about the importance of literacy. However, these are not all we value. In focusing so heavily on numeracy and literacy there is a danger we lose capacity to help students explore their learning passions. The tests themselves are too long for the attention spans of many students and multiple-choice tests are certainly not the gold standard in assessment. Rather, the latest research in mathematics education highlights the value of open-ended tasks and authentic contexts. Les Perelman, MIT professor, calls NAPLAN’s writing test, “One of the strangest I have ever seen.”

“As NAPLAN suffers a credibility crisis, American consultants have just recommended we base a school rating system on the testing regime!” “It’s measuring all the wrong things. It doesn’t reward spelling correctly. It rewards using big words.”

Fatally flawed Secondly, is the data gained from the test statistically valid? Ever since NAPLAN was introduced many academics have argued that the error margins are so large the tests have no real validity. This year, results were withheld while ACARA did some statistical magic to try to equate the online and paper tests. It turns out the new online test is more precise, which just demonstrates what a blunt assessment tool NAPLAN was to begin with. All of this means there can be no real comparisons between states and schools over time. According to Perelman, flaws in the design and execution of NAPLAN 2018 mean its results are of very limited use. Thirdly, what do we know about the cohort of children participating in the test? We know that our students are becoming increasingly complex over time

(many of you reinforced this when you rang our complexity hotline), and that attendance and retention have improved. We also need to consider how the online test affects different groups of students. We know from studies in the US that online testing widens the achievement gap between the most advantaged students and the least. When NAPLAN was introduced, many of us were worried we would follow the path of US high-stakes testing regimes. One of the many well-documented negative impacts of these tests was a narrowing of the curriculum and teaching to the test.

Stand strong I urge you to stand your ground in this battle for our professional autonomy. While we might be under pressure to put aside our misgivings and teach to the test, we know this is not in the best interests of our children. We know how important it is for kids to have a broad curriculum, rich learning experiences and opportunities to develop a broad range of vitally important skills and dispositions. Schools are so much more than NAPLAN test results, and so much more vibrant and complex than a rating of 1–5. So I will not reduce the new data dashboard to merely a number. Instead I will write a comment: ‘This rating is fatally flawed.’ n 11

FAI R FU N DI NG NOW 7 Teacher Kendall Proud explains the issues to parents at Edwardstown Primary School during recent leafleting.

“One final push is needed to bring home our long march for fair school funding.” Schools were primed to use this funding to provide more individual attention, reduce class sizes, and build capacity among staff.

Yes! The planets have finally aligned for the cause of fair school funding.

he Liberal Party, which has always favoured private schools, is in disarray. When they tore up education funding last year, public schools lost $1.9 billion across 2018 and 2019. That money would have delivered the

needs-based funding system the AEU has long demanded. It was to be distributed consistent with the findings of the Gonski Review, that greater funding should go to places where factors of educational disadvantage are concentrated. Overwhelmingly, these are public schools.

Under the Libs’ raw deal, public schools are guaranteed only 20% of the schooling resource standard – the amount Gonski determined necessary to deliver every child a quality education. Private schools are guaranteed 80% of theirs. While public schools miss out, a variety of government ‘funds’ have been established to funnel even more money into the private sector (see last AEU Journal). This cannot be allowed to stand and we have the chance to make sure it doesn’t. continued over page 3

SPOTLIGHT ON BOOTHBY • Spans Adelaide’s mid-southern suburbs from Blackwood and Belair on the hills face to Marino and Glenelg beaches.

REVERSE THE CUTS to BOOTHBY public schools

• The seat is named after William Boothby (1829-1903), an early sheriff and returning officer of the colony. He is credited with initiating secret ballots. • First contested in 1903, It has been held by the Liberals continuously since 1949.

$17.3 million cut from BOOTHBY schools in 2018/2019 20% funding cap on public schools BOOTHBY kids and schools will be permanently underfunded

• It has been mostly safe for them over that period but the vote can swing around. In 2010, then member Andrew Southcott hung on with only a 0.75% margin. • Currently the seat is held by right-wing Liberal Nicolle Flint who backed Peter Dutton’s farcical leadership grab. She has a margin of 2.8% after the latest redistribution. n Facebook post September 5: In Nicolle Flint’s seat of Boothby, public schools are losing 17.3 million thanks to Turnbull’s school funding arrangement. Scott Morrison must guarantee Fair Funding Now! to ensure all public schools are resourced to meet the needs of all students. For more, follow us on

facebook.com/aeusa

8: www.fairfundingnow.org.au

Join the campaign at:

C A M PAIG N OF F ICE R

MORE INDIVIDUAL SUPPORT COULD CHANGE YOUR CHILD’S LIFE A MESSAGE FROM SOUTH AUSTRALIAN PRINCIPALS, TEACHERS AND SUPPORT STAFF

“Campaigning by public education supporters in marginal seats like Boothby could have huge impact.”

ACTION! • Register at8 www.

fairfundingnow.org.au to receive campaign updates

• Follow Fair Funding Now on social media and share posts

The public education community is strong in every electorate across the country. Our schools educate 66% of children and this proportion is growing.

• Tell friends and family school funding needs fixing and that the federal election will be crucial

A strong campaign in school communities and on social media can pressure parties and independents to endorse fair funding for all Australian children. We need a new government elected to fix Australia’s school funding mess.

It’s up to us.

• Raise the issue at your SCHOOL.

THE BIGGEST LOSERS

What some SA schools are losing over 2018-2019 as a result of the Liberals’ funding cuts.

Brighton Secondary School

$1,462,000

Charles Campbell College

$1,017,000

Eastern Fleurieu R-12 School

$1,352,000

Gawler and District College B-12

$1,114,000

Golden Grove High School

$1,204,000

Hallett Cove School

$1,230,000

Kadina Memorial School

$1,078,000

Mark Oliphant College (B-12) Murray Bridge High School Paralowie School

Reynella East College

$1,277,000 $ 968,000 $1,226,000

$1,554,000

Roma Mitchell Secondary College

$1,165,000

The Heights School

$1,064,000

Unley High School

$1,065,000

Boothby Campaign Organiser The AEU is employing teacher Owen Gale to drive our campaign in the federal seat of Boothby. “I am a third-generation unionist and have been politically active my whole life. I have worked in the peace movement, the anti-fracking movement and electoral campaigns for the Greens. I helped design what is believed to be the first major party indigenous language election campaign poster in Australian history. As a teacher and active AEU member, I am keen to take on this role because it gives me a real chance to affect the political discourse of the coming election campaign and to improve opportunities for Australian students. I taught in Darwin, Borroloola and Alice Springs before moving back to Adelaide. I have seen first-hand the profound effect a teacher can have on the lives of disadvantaged students. I know the difference school facilities and resourcing make. The difference between showcase schools with wonderful facilities and one stuck with overhead projectors or transportables, is that the first gives the students the idea that they have the potential to go anywhere. The latter tends to give them the feeling their future is at the local Centrelink. We need to campaign hard for public school funding, and you can make a real difference by getting your friends and family to visit fairfundingnow.org.au and by making sure the people you meet know the truth about the issue.” n In solidarity, Owen Gale 1133

RU I NTNENRINNG AT ION H E AD AL

1 Primary school teachers, students and parents

Striking example

massed in Wellington and across New Zealand to demand a fix to the country’s education crisis.

Teachers across the ditch are locked in dispute and the issues sound very familiar.

ew Zealand’s primary schools fell silent on August 15 as 30,000 teachers walked off the job to demand the government address the nation’s education crisis. Their first strike in 24 years was a resounding success and more action is on the cards if a realistic response to their claims is not forthcoming. Their demands are: • More staff to support students with complex learning needs • Excessive workloads addressed through release time, allowing teachers to carry out tasks loaded on them • Salaries that will attract people to the profession • Salary relativities that acknowledge the status of leaders • More meaningful career development. Years of salaries falling behind inflation have led to a teacher shortage. The profession is unattractive to young people and education faculties are laying off lecturers.

Public opinion

Although better pay and conditions are key to solving the crisis, the union has carefully framed its campaign as in

“Like any teachers’ pay dispute, this one will be solved partly in the court of public opinion.” the best interest of students. This appears to be paying dividends. Liam Rutherford, lead negotiator for the New Zealand Education Institute Te Riu Roa, says he feels he enters talks with the backing not only of his members but the New Zealand public. “Huge numbers of parents and students joined us on the day,” he tells AEU Journal. “There was also a massive outpouring of support on Facebook.” “Polls and focus groups have shown 87 per cent of parents support a substantial pay rise for teachers.” Following the successful stoppage, teachers have concentrated on lobbying politicians. A memorable moment on strike day occurred when Prime Minister Jacinda Ardern (pictured) came down from her office to tell massed teachers and supporters she wanted to ‘move forward’ with them.

Liam says while it was good to have the PM show empathy for their plight, Ardern’s high profile intervention does not get Labour off the hook. “They keep talking about inheriting a mess, and that’s true but they need to face up to the crisis now to avoid it becoming a complete disaster.” At the time of writing, the union was still waiting for a revised offer. Previous salary offers have been inadequate and not even across the workforce. However the dispute unfolds from here, teachers are in a good position having built strong public support and shown they are not afraid to act. n

7 The union’s successful community strategy includes a high-quality website that invites kids to upload a drawing of their teacher. See link below.5

8: www.weneedteachers.co.nz

M E M B E R I N FO RM AT ION

W E A R IT PU R PLE DAY 2018

#Empower Together

Questions from the workplace Focus: One Child One Plan (OCOP)

Q A

Is One Child One Plan compulsory across all sites?

Not at this stage. 14 partnerships are piloting OCOP this year; a second group of 25 will transition in 2019 (currently being identified) with the remainder participating in 2020. OCOP arose from enterprise bargaining negotiations in 2012 when agreement was reached to introduce a single personalised learning plan to support students through their educational journey. The AEU has been involved in the introduction of OCOP. Members have been part of ongoing consultative forums and trial participants (Murraylands Area and Branch Executive members). AEU Vice President Dash Taylor Johnson is on the OCOP Steering Committee which formed this year.

Q A

What support is available for teachers in developing individual learning plans?

The introduction of OCOP represents a significant change to a new online format and it must be appropriately resourced. It was always the intention that OCOP would reduce workload. While no additional funding is provided for the transition to OCOP, the Students with Learning Difficulties Grant and Tier 2 funding can be used to support the following workload reduction strategies: â&#x20AC;˘ Provide funding for TRT salaries or additional non-instruction time to release teachers to develop, monitor and review individual learning plans and adjust learning programs for students with learning difficulties and/or disabilities

â&#x20AC;˘ Reduce class sizes where students have additional learning needs â&#x20AC;˘ Employ additional teachers and/or leaders to support assessment for learning and identify adjustments for learning â&#x20AC;˘ Employ SSOs to assist teachers in their classrooms â&#x20AC;˘ Provide additional release time for a leader or mentor teacher to support others with student management. The principal, in consultation with the PAC, has responsibility for developing strategies to manage the workload for teachers where one or more students with an individual learning plan or students with other special needs are enrolled.

1 Nuriootpa High School staff and GLO

Committee celebrations for Wear it Purple Day! Despite the bad weather, what a cracker of a day! Together We Empower! đ&#x;&#x2019;&#x153;

1 All the way from Whyalla, staff at

Gabmididi Manoo Children and Family Centre proudly Wear it Purple in support of LGBTIQ+ staff and students!

The recently agreed Workload Assessment Tool (WAT) can be used to determine the level of resourcing needed. The message that this is a professional responsibility to be managed within your NIT is not accurate. If support is not provided, a grievance can be raised through the PAC using Clause 5.6 of the enterprise agreement. The AEU One Child One Plan information sheet can be downloaded from our website : www.aeusa.asn.au

1 So, check out Millicent High School.

On Wear it Purple Day they had a school closure day!

One Child One Plan resources and templates can be accessed from the departmentâ&#x20AC;&#x2122;s website. n

For further information or advice contact the AEU information unit Mon. to Fri. 10:30am to 5:00pm on:

) 8172 6300

1 AEU staff at Greenhill Road celebrate

Wear it Purple Day 2018. PHOTO: PHOEBE GUNN 15

WHS

WO RKE RS CO M PE N SAT ION

F Hazard reporting system broken Are you having trouble using DfE’s online system to report safety hazards and incidents? The Department admits its transition from paper ED155s to online reporting has had some major glitches. They are taking their time fixing this, so in the interim the AEU WHS Committee recommends every HSR request that at: • every regular WHS discussion, whether a weekly or fortnightly meeting between the HSR and the site leader (preferable), or, • the WHS Committee or in the regular WHS section of staff meetings, there be a discussion that includes: 1. The number and type of injuries/ WHS incidents/hazards reported to the site leader and online since the last meeting, with sufficient detail to establish what form of hazard it is and what kind of control is required (there should be sufficient confidentiality to alleviate privacy concerns). 2. What the response has been. 3. Follow-up required by site management or other sections of the department to control the hazard and any support that could be provided by the HSR using their powers. It would be best practice for a summary ‘Injury and Hazard Reporting and Response’ report to be given by the site leader at each staff meeting. This should focus on any changed practices resulting from an investigation. This approach also protects the leader – who is after all, a worker first and foremost – so long as they seek upline help when a hazard can’t be solved at the site level. n Jill Cavanough, Organiser – WHS focus 16

for fail

Workers comp review dodges real issues. The AEU has given the thumbs down to the independent review by John Mansfield QC of the Return to Work Act 2014. Mansfield’s report: • Refuses to acknowledge that, with weekly payments of compensation ceasing after 104 weeks, SA has the worst workers compensation scheme in the country. • Fails to recommend an immediate change to a level playing-field in relation to psychiatric injury, such as exists for Federal Government workers, who, under the ComCare system, are treated no differently from those with non-psychiatric injuries. Mansfield concedes the current situation is unjustified, stating “there would appear to be no rational reason for distinguishing psychiatric injuries from other types of injuries in terms of compensability or causation under the RTW Act.” Unfortunately, he goes on to endorse inaction: “This is a policy position that merits review once the RTW Scheme has matured.”

AEU members with psychiatric injuries will be sincerely hoping that, unlike a decent cheddar, the RTW Scheme matures sooner rather than later. Education workers experience all sorts of workplace injuries; from noiseinduced hearing loss to injuries resulting from criminal acts. However, the number of psychiatric injuries and illnesses sustained by DfE and TAFESA employees is still substantially higher than non-psychiatric injuries. While workers compensation is a no fault system, injuries can be prevented by good management practices, reasonable workloads and clearly defined roles, as well as a supportive work environment free from bullying and harassment. n AEU members with workers compensation questions can call the Information Unit on: 8172 6300, or email: aeusa@aeusa.asn.au Kate Abrams, AEU Information Officer Workers Compensation

“South Australia has the worst workers compensation scheme in the country.”

From the Act In order for a psychiatric injury to be compensated, Section 7 of the RTW Act 2014 states:

7. Injury must arise from employment 1) This Act applies to an injury if (and only if) it arises from employment. 2) Subject to this section, an injury arises from employment if – a) in the case of an injury other than a psychiatric injury – the injury arises out of or in the course of employment and the employment

was a significant contributing cause of the injury; and b) in the case of a psychiatric injury – (i) the psychiatric injury arises out of or in the course of employment and the employment was the significant contributing cause of the injury. This distinction means it is tougher to prove compensability for psychiatric injuries, and, due to the lack of a lump sum entitlement, leaves injured workers at a disadvantage in terms of non-economic loss. n

WHS their hearing and they were considering a hearing test.

9% 19%

of those with hearing deterioration had considered a hear-

ing aid.

Hear Hear Tech teacher Tim Magnusson sounds a warning on hearing loss. Six years ago, I went through the ordeal of getting hearing aids so I could continue as a design and technology (D&T) teacher. The process wasn’t difficult, although I had to jump through a few hoops for the claims officer. There was one test I didn’t expect though. After being ushered into a dimly lit room I was asked to recline in a comfy chair while electrodes were strapped to my head. “This is to tell if you’re lying,” the interrogator advised as my consternation showed. It felt embarrassing and belittling, having my integrity questioned in such a manner.

Common problem When my hearing began to fail I was working alongside five other techies. All had hearing problems and two more had retired recently with hearing aids. That was a 100% hit rate in my workplace, so I started asking around. It turns out hearing problems are commonplace among D&T teachers with 15 years’ experience. In 2017, the Department’s work health & safety unit created a D&T email group and I took the opportunity to gauge the scale of hearing loss in more systematic fashion. The online survey I ran garnered a robust 61% response rate.

wanted more information about hearing loss, indicating widespread concern and lack of awareness. It is hoped these findings will lead to greater focus on hearing loss among D&T teachers and measures to reduce risk in school workshops. In 2016, SA instrumental music teachers took part in audiometric testing to establish a baseline and are required to re-test every two years. Tech teachers were excluded from this process and I want to know why.

Research Multiple studies have highlighted psychological effects that arise from hearing loss. Sufferers are likely to experience a myriad of mental and emotional issues. Anger, depression, anxiety, loneliness, frustration, social isolation, and decreased cognitive functioning are common.

If you or your family have noticed a deterioration in your hearing, PLEASE get tested at one of the many independent and free hearing testers. If the audiologist recommends hearing aids, you can fill out a claim form with DfE or contact a lawyer specialising in the field. Hearing technologies are fantastic and almost invisible these days, but the best reasons to act are your relationship with loved ones and your social life. n Tim Magnusson teaches at Urrbrae Agricultural High School.

Download the Sound Meter app if you wish to test your workshop sound levels.

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described their workshop as excessively noisy and the levels in need of testing.

C H R I S K ATS O U L A S

said family or friends have noticed deterioration in

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88% 62%

“The primary cause of deafness is long-term exposure to noise from working inside.”

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*UPCO M I NG EVE NT

TIRED OF WAITING FOR AN OFFER? schools and e r p TA ls,

Friday 26 October

in taff

publi

c s c h

WORLD TEACHERS DAY 2018 ts or

rs a leade nd sup p rs, to

IT’S OVER 12 MONTHS SINCE YOUR LAST PAY RISE!

. FE

ognising edu c e R c

FRIDAY 26 OCTOBER @ 4.30pm

Join us at DEPARTMENT FOR EDUCATION (DfE) 31 Flinders Street, Adelaide (City) ‘It’s Time’ THE

DEPARTMENT shows more

U N ION TRAI N I NG A N D PROF E S S ION A L DEVE LOPM E NT PRO G RA M 2018

Union Training

Applying for Step 9 Thursday 18 October

MINI PAC Info Session

DETAILS: A short information session on what matters PAC should consider, how decisions are made and hot topics AEU members should be aware of. This session can be tailored for your site as it looks at the consultation process and building on improved understanding of process.

This is not formal PAC training but helps members have clarity on the PAC in general via a short, informal session. OPEN TO: AEU SA Members. COST: Free.

Aboriginal Members Conference Thursday, 4 October

9:15am – 3:30pm

OPEN TO: AEU SA Aboriginal & Torres Straight Islander members. COST: Free. *See advertisement on page 23.

Professional Development Tuesday, 2 October

9:15am – 3:30pm

DETAILS: Our first Mental Health Conference looks at the big picture of Mental Health in SA via the Mental Health Commissioner. We discuss systems of work and the impact on staff as well as up to date definitions, conditions and celebrations of success and you select a workshop relevant to you. For example: Mindfulness or Art therapy may help you consider your own wellbeing or that of your students. An intensive workshop on psychosis will focus thinking on students in need of support. Or you may like to consider ‘Whose responsibility is mental health at work’? OPEN TO: Financial members and potential members.

COST: AEU SA Members – $55 and Potential Members – $165.

Make a banner for World Teachers Day rally! Thursday 11 October

1:00pm – 4.00pm

DETAILS: Reviving the art of clever, fun and meaningful banners, placards and signs at our World Teachers Day events. Bring your family, friends, sub-branch members and good ideas to make banners for our World Teachers Day rally on October 26. OPEN TO: All AEU SA Members including student members. COST: Free.

AST2 Information Session Wednesday 17 October

4:30pm – 6:30pm

DETAILS: A 2-hour workshop that looks at the process of applying for AST2 classification. Facebook live will be available for country members. OPEN TO: AEU SA Members only who are currently on Step 9. COST: Free

DETAILS: A 2-hour workshop that looks at the process of applying for Step 9. We will review current practice; workshop evidence based statement writing and discuss challenges / proactive solutions. Facebook live will be available if requested by country members. OPEN TO: AEU SA Members only on Step 8 (TRT and Contract members encouraged to attend). COST: Free.

Leading a curriculum team (online workshop)

DETAILS: A one-day conference for Aboriginal members on current educational issues of interest. Using feedback from the Aboriginal Members Consultative Committee we will curate a program of contemporary education issues. Program available on: www.aeusa.asn.au

Mental Health Conference

4:30pm – 6:30pm

Tuesday 23 October

3:00pm – 4:00pm

DETAILS: Identify the requirements and strategies of leading a curriculum team. Teachers are committed to delivering an engaging and rewarding curriculum for students. How can you pull ideas together? *Note: Early start time due to being a national event. OPEN TO: AEU SA members (10 places only). COST: $40 (GST inclusive).

Whole School approach to support students with additional needs (online workshop) Tuesday 23 October

3:45pm – 4:45pm

DETAILS: Identify essential components to setting up a whole school approach. Supporting students with additional needs is essential to ensuring they are able to learn in a positive and inclusive environment. This session will explore the key components and understanding required to ensure that a successful strategy can be put in place for all students and staff. OPEN TO: AEU SA members (10 places only). COST: $40 (GST inclusive).

Counselling students effectively (online workshop) Tuesday 23 October

5:00pm – 6:00pm

DETAILS: This is a session for those who are not trained counsellors to learn some basic skills and techniques to use when having difficult or challenging conversations with students. OPEN TO: AEU SA members (10 places only). COST: $40 (GST inclusive).

Mindfulness for TRTs Tuesday 6 November

WORKSHOP 4: ‘Mindfulness for TRTs’

4:30pm – 6:30pm

DETAILS: Keeping up to date with current professional learning developments for dedicated relief teachers can come with challenges. In 2018, the AEU SA launch a new series of TRT specific workshops looking at industrial and professional matters for teachers who are choosing to work as casual relief teachers. OPEN TO: AEU SA TRT members and potential members. You may join the AEU to attend these sessions. COST: AEU members: $11 per workshop. Potential members: $66 per workshop.

8: training@aeusa.asn.au

Further info on any events and courses, email Sam Lisle-Menzel at:

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

To register go to:

8: tchampion@aeusa.asn.au

WO M E N’S FOCU S

Even worse off are the 30% of women who find themselves with NO superannuation. This stems from not working or being constantly underemployed and therefore under the superannuation threshold. Unless an employee earns at least $450 a month, their employer has no obligation to pay the 9.5% superannuation contribution. In an ideal world education support staff would be more valued through: • job security • better remuneration • training and pay progression based on skills • more consistent hours • equal opportunities • adjustments to superannuation conditions, and, • support for caring roles.

1ASMP 2018 participants from left: Manisha Kumar (NUW), Heather Muggridge (PSA), Amanda

Hockey (AEU), Kathy Williams (UV), Kaeli Convey (SAU), Shoona Howard (PSA), Bec Nilon (PSA), Helen Adams (SAU), Emma Lowe (ACTU), Melissa Davis (CPSU), Vicki Lacey (AEU).

Still work to do! Amanda Hockey and Vicki Lacey on their Anna Stewart Memorial Project (ASMP) experience.

here is still plenty to be won by our unions if women are to achieve true equality in the workplace.

This is the main lesson we took from the ASMP, which gave us the opportunity to come off the job for two weeks and see how the union works. Coordinated by SA Unions, the program provides training and experience for women from across the movement. This year’s other participants were drawn from the PSA, National Union of Workers, United Voice and the CPSU. Learning about the challenges fellow unionists face in different industries was a real eye-opener. Training began with a primer on the history of women’s rights and union activism in SA. One thing that stood out

“There is still plenty to be won by our unions if women are to achieve true equality in the workplace.” is that, despite so many historical achievements, there is much to be done to achieve equality for Australian women. We brainstormed issues that affect our workplaces, agreeing that the biggest problems are insecurity and underemployment for female workers. Returning to the AEU we determined these would be our focus. With support from our Industrial Unit, we delved into the issue of insecure work. This is most acute among AEWs, ECWs and SSOs, the majority of whom are women. These positions are mostly short term, part-time, low paid and dependent on targeted funding, which is often tenuous. Most women in these areas have low superannuation balances and will have to work well past the age at which men can retire.

Women need greater flexibility around their work. The strongest thing we will take away from our Anna Stewart experience is insight into the dedication and commitment of the AEU staff. They work tirelessly to support improved conditions for us all. We encourage women members to apply for the Anna Stewart Memorial Project, which runs annually. n Vicki Lacey is a teacher at Port Elliot Primary School. Amanda Hockey is a preschool teacher at Port Augusta West Childhood Services Centre.

“My time away from the front line (school) taught me that there are so many dedicated and passionate people behind all of us in unions right across our state fighting for us ALL to have the best conditions and lives that we can.” Vicki Lacey Teacher, Port Elliot Primary School

ADMINISTRATIVE RU N N I NG H E AD OFFICER VACANCIES

Australian Education Union South Australian Branch

TEMPORARY VACANCIES Communications Coordinator As soon as possible to 31 January 2020.

Organiser (Leaders) Organiser (Aboriginal Educators) Organiser (SSO) From 1 February 2019 to 31 January 2020. Job and person specifications and details of the selection process for these positions are available from: Irene Tam – phone: 8172 6300 or email: jobs@aeusa.asn.au Applicants must address the requirements of the job and person specification in a two page expression of interest.

COU NCI L DAT E S FO R 2018

Branch Council Meeting Saturday, 17 November

TAFE Divisional Council Meeting Friday, 16 November

TAFE SA SALARY INCREASE & SUBSCRIPTION ADJUSTMENT AEU subscription rates for TAFE SA members will be adjusted from 1 October 2018 to reflect salary increases of the TAFE SA Enterprise Agreement. Please advise AEU Membership of any change to your classification, fraction of time, workplace or home address by email: membership@aeusa.asn.au phone: 8172 6300 or fax: 8172 6390

HOLIDAY HOUSE – ROBE Holiday house for rent at Longbeach, Robe. Accommodates 8. Member discounts apply. Phone Brett on: 0439 566 523 for further information/photos.

Applications must reach the Branch Secretary, AEU (SA Branch), 163 Greenhill Road, Parkside, SA 5063, email: jobs@aeusa.asn.au by close of business on Friday, 12 October 2018.

Anna Stewart Anna joined the Victorian Vehicle Builders Federation in 1975, where she fought for child care facilities in car plants, researched and argued work value cases, initiated campaigns against sexual harassment as an industrial issue, and assisted with the ACTU Maternity Leave Test Case and campaign.

to be honoured each year through the project. The ASMP is designed specifically to give union women an insight into how unions operate and how women can be more active within their union.

After her death in 1983 her landmark achievements in the struggle for the rights of working women were acknowledged in the launching of the ASMP.

Anna Stewart participants for the AEU are selected based on their activism within the union including involvement in committees, branch executive, and branch council and at a sub-branch level. n

The influence of Anna’s great work is immeasurable and her legacy continues

The project aims to increase women’s active union involvement and to increase the union movement’s acceptance and understanding of women members and their specific issues and needs.

8: www.aeusa.asn.au>your interests>women

Enquire now

(08) 8285 6900

enquiries@busesrus.com.au 21

R ECONCI LIAT ION

Innovate Reconciliation Action Plan 2018 to 2020

Australian Education Union SA Branch

Planning on Reconciliation

ur Reconciliation Action Plan was launched at the August 25 Branch Council meeting.

Pictured are (from left) Cheryl Harris, former AEU official Bill Hignett, Reconciliation SA’s Mark Waters, Susan Betts, whose artwork graces the plan’s cover, Professor Peter Buckskin, Organiser Danny Ellis, former training coordinator Lynn Hall, David Butler and Branch

Islander people.

The plan affirms the AEU’s “acknowledgment of and respect for the Aboriginal and Torres Strait Islander people’s unique position as the first Australians, and its significance in making Australia unique and special.” It also details how the union will develop relationships with, and foster respect and opportunities for, Aboriginal and Torres Strait

The report’s cover features the painting ‘Connections’ by Susan Betts depicting the Rainbow Serpent and Seven Sisters that connect us across n South Australia.

Nominations open for the Arthur Hamilton Award Arthur Hamilton Award Arthur Hamilton Award is your chance to celebrate an AEU member who is making an outstanding contribution This istoThis your chance toStrait celebrate an AEU member who is Aboriginal and Torres Islander education. This isan youroutstanding chance to celebratecontribution an AEU member who making an outstanding making toisAboriginal and contribution Torres to Aboriginal and Torres Strait Islander education. The Arthur Hamilton Award commemorates the achievements of Arthur Hamilton, a Strait Islander education. Palawa man who was active in promoting cross-cultural awareness, recognition of The Indigenous Arthur Hamilton Award commemorates the achievements Arthur Hamilton, a to peoples and the right for Aboriginal and Torresof Strait Islander students

mana who active in promoting cross-cultural awareness, recognition The Palawa winner will receive a $1500 prize and be flown toofMelbourne access high was quality public education. Indigenous peoples and the right for Aboriginal and Torres Strait Islander students to to accept the Award at the AEU’s annual Federal Conference in access high quality public education. Thea winner will receive a $1500 prize and be flown to February 2019.toAll nominees will receive Melbourne accept the Award at the AEU’s annual a certificate from the AEU. The Federal winner will receive ain$1500 prize and be flown to Conference February 2019.

Melbourne to accept the Award at the AEU’s annual Closing date infor nominations is Federal February 2019. All Conference nominees will receive a certificate from the AEU.

Friday All nominees9 willNovember receive a certificate from the 2018. AEU. The 2017 Arthur Hamilton Award went to Literature

aeufederal.org.au/our-work/indigenous or, Production Centre (LPC)to: at The 2017 Arthur Hamilton For Download further info or to download your nomination form go nomination form at: requestyour a nomination form from Yirrkala Award went toSchool. Literature aeufederal.org.au/our-work/indigenous Suzanne Lowndes: (03) 9693 1800 or, Production Centre (LPC) at www.aeufederal.org.au/our-work/indigenous or request a nomination form from TheSchool. Award was presented by Yirrkala slowndes@aeufederal.org.au Correna Haythorpe, AEU Suzanne Lowndes: (03) 9693 1800 contact Suzanne Lowndes: phone (03) 9693 1800 or (left), Federal President The Award was presented by to slowndes@aeufederal.org.au Closing date for nominations is Friday 9 November 2018 Rärriwuy Marika (centre) and Correna Haythorpe, AEU email: slowndes@aeufederal.org.au Yalmay Yunupiŋu Federal President (left),(from to the LPC Marika team), at(centre) the 2018 Rärriwuy andAEU Federal Conference Yalmay Yunupiŋu (from. the LPC team), at the 2018 AEU Federal Conference.

Find out more: email AEU Federal Secretary, Susan Hopgood: aeu@aeufederal.org.au

The plan can be downloaded from our website at: www.aeusa.asn.au

2018 AEU ABORIGINAL MEMBERS’ CONFERENCE

Nominations openfor for the Nominations open the

Closing dateout for nominations Find more is Friday 9 November 2018 Visit aeufederal.org.au/our-work/indigenous Find out more or contact AEU Federal Secretary, VisitSusan aeufederal.org.au/our-work/indigenous Hopgood: aeu@aeufederal.org.au or contact AEU Federal Secretary, Susan Hopgood: aeu@aeufederal.org.au

on our website.

President Howard Spreadbury.

Recognising and Recognising and Recognising and rewarding rewarding rewarding

Get nominating! GetGetnominating! Download your nomination form at: nominating!

1 Reconciliation Action Plan booklet is available

Respect ABORIGINAL AND TORRES STRAIT ISLANDER MEMBERS

THURSDAY 4 OCTOBER 9.15am – 3.30pm

AEU Conference Centre | 163 Greenhill Rd. Parkside CONFERENCE DINNER:

Australian Education Union | SA Branch For further info or to register8: www.aeusa.asn.au > Events & Courses or for further information email Danny Ellis: dellis@aeusa.asn.au

LE E RVICE RUGNANL I S NG H E ADS – M A U R ICE B L ACKB U R N L AWYE RS

Can’t work due to a non-work injury? Free initial consultation for AEU members. If you’re seriously injured and can’t work, there may be legal avenues open to help you make ends meet, advises Maurice Blackburn Senior Associate Emma Thornton. Emma is SA born and bred and heads up the national law firm’s Adelaide office. “If you’ve been injured in a car accident or as a result of someone else’s negligence, you may have a claim for compensation,” says Emma. “Understanding when you’ve got what is legally considered to be ‘permanent disability’ or injury resulting in ‘significant loss of income’ can be difficult, which is why lawyers who specialise in this area can help.” Generally in SA, personal injury legal claims must begin within three years of the accident. Most claims are resolved prior to court.

Motor vehicle or public liability compensation could cover you for:

This includes situations such as:

• past medical costs

• slips and falls in shops

• future medical costs

• physical assaults.

• lost income

The claim is usually covered by public liability insurance held by business owners or entities such as councils, and by home and contents insurance for residential property owners.

• pain, suffering and non-economic loss, and • home help and attendant care. The approved compulsory third party insurers for motor vehicle accidents in SA are AAMI, Allianz, QBE and SGIC. These pay claims where injury (including psychological trauma) or death has been caused by the fault of a driver of a vehicle, whether you are a driver, passenger, cyclist or pedestrian. You may be able to make a public liability claim if you suffer when someone was negligent in their duty of care to you.

• recreational accidents

Seeking legal advice Maurice Blackburn Lawyers represents people injured in these situations as well as specialising in medical negligence, asbestos, superannuation and insurance claims. If you think you may have any of the claims mentioned, contact the firm on: (08) 7109 2700 to arrange a free first consultation with one of their n experienced lawyers.

Need legal help? We specialise in: • Road accident injuries

• Financial advice disputes

• Medical Negligence

• Will disputes

• Asbestos & dust diseases

• Superannuation & insurance claims

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• Comcare claims

1800 810 812 mauriceblackburn.com.au

Created by teachers, for teachers. We cover the lives of over 320,000 teachers, education staff and their families. As the largest industry-based health fund, we exist for our members. For your free, side-by-side comparison, and our latest offers, visit teachershealth.com.au or call 1300 764 288 Eligibility criteria and conditions apply. Teachers Federation Health Ltd ABN 86 097 030 414 trading as Teachers Health. A Registered Private Health Insurer. THF-AEU/SA-08/18