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Official publication of the Australian Education Union (SA Branch)
Vol 41 I No.7
November 2009
AEUJOURNAL SA
Journal-No07_09
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Journal-No07_09
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FPERAT E SUI D RE N ST’S VIEW
AEU JOURNAL
A UNION OF DEDICATED ACTIVISTS Member opinions page 12 – 13 Member activists give their opinions on arbitration and life in the union
Australian Education Union | SA Branch Telephone: 8272 1399 Facsimile: 8373 1254 Email: journal@aeusa.asn.au Editor: Craig Greer Graphic Designer: Jo Frost AEU Journal is published seven times annually by the South Australian Branch of the Australian Education Union. Subscriptions: Free for AEU members. Nonmembers may subscribe for $33 per year. Print Post approved PP 531629/0025 ISSN 1440-2971 Cover: Maria Liberopoulos Printing: Finsbury Green Printing
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8272 1399 journal@aeusa.asn.au
Arbitration ends
Hundreds rally
page 6 After almost two years of campaigning, the AEU has made its case in the Industrial Relations Commission
page 15 Parents and educators fight for special ed
The AEU Journal welcomes all letters. Top letter each issue WINS two bottles of wine.
journal@aeusa.asn.au
L E T T E R S TO T H E E D I TO R
TOP LETTER
*Winner of TOP LETTER!
Dear Editor, Good on principal associations across the nation who have voiced their opposition to the misuse of NAPLaN tests. Professor Alan Reid (“Comment” Advertiser 16/10/09) correctly highlights the dangers of using a narrow diagnostic learning tool, the National Literacy and Numeracy tests, for a purpose not intended nor suited. That purpose is the ranking of schools in local, state or national league tables. Such league tables will inevitably be used by parents to choose which school their children will attend. In the US and UK, the outcomes of these tests are used to justify whole of school staff dismissals, if not school closures, as part of “School Turn Around”. Listen to Rudd and Gillard when they next speak on education for these and similar key words. The Prime Minister gave the game away when he announced in reply to a question after his 2008 National Press Club address that “if some (parents) walk with their feet that’s exactly what the system is designed to do”. Really? It’s not just lazy populist politics from the Rudd Government; this is a recipe for a further polarisation of standards in schools. This is an abrogation of the responsibility of governments to provide the highest possible
quality of public education at the local level, accessible to all regardless of income. It will be very interesting to observe Education Minister Lomax-Smith and DECS backslide out of previous guarantees that NAPLaN test results will not be used to compare schools. It’s time to reconsider the recent ease with which these tests have been administered if they are not to be used for the narrow educational purpose they were intended. We should also examine whether or not to cooperate with the provision of additional data as required by the Australian Curriculum, Assessment and Reporting Authority, who are required to publish school comparisons on behalf of the Rudd Government. I Andrew Gohl, Hallet Cove R-12 School Dear Editor, It seems that around the nation, the public and the media are concerned about the future of education. Apparently ‘burnout’ in teachers aged over 50 will lead to mass retirements and those that stay may pose the students that they have apparently lost touch with at an educational disadvantage. At the same time, our CEO Chris Robinson recently informed the media that overall, there is no shortage of teachers in SA. Operative word being ‘overall’. The surplus of teachers that he is talking about are primary teachers in the metropolitan area.
He concedes that there are indeed shortages in rural and remote locations across sectors and secondary shortages in the subject areas of maths, science and technology. So that’s okay is it? Overall we’ve got the bodies to put in front of kids, just not in the areas that they are trained. Perhaps that is the reason for any supposed ‘burnout’. As an arts and humanities teacher, I wonder how I’d feel after 30 years of dedicated service to public education to be asked, “Hey, how handy are you with a Bunsen burner?” “How’s your trigonometry?” Given that the average age of teachers, like most professions, is 49, the shortage in specific areas is only going to get worse and the employer’s simplistic view of teacher numbers has us headed for disaster. The solution to this problem is obvious, but Mike Rann has made it abundantly clear over the past two years that he doesn’t wish to pursue it and honour his commitment to be the ‘Education Premier’. We need fair salaries across the country that value our professional training; manageable class sizes; greater equity of funding for public schools; a reduction in public criticism of teachers and their qualifications and results; more public appreciation for their skills and success in preparing students for productive careers in a range of industries. For goodness sake, it’s not rocket science! After all, I know the answer and I’m no science teacher. I Brett Ferris, The Heights School
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Journal-No07_09
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UPCOMING EVENTS @ THE AEU
Australian Education Union | SA Branch
Australian Education Union | SA Branch
Climate Connectors
Coming Soon: REAL TIME
Interested in helping to reduce your school’s carbon footprint?
Conversations on the National Transparency Agenda
Friday 13 November 2009 | 4.00-6.00pm
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Starring JANE CARO as The Moderator and an all star cast of pollies, presidents, principals, practitioners, professors and parents
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SCHOOL LEADERS’ EVENT SEQUEL 2009
The AEU and other unions are teaming up with the Australian Conservation Foundation to help ensure a safe and sustainable future for our kids.
If you enjoyed the Leaders’ Event at the Tiv you will love this sequel forum. Based on the popular SBS “Insight” format, hear insightful comment, debate and interpretations on the national testing regime, league tables and the Education Revolution!
If you are passionate about our environment and want to make a difference, contact Lynn Hall:
T: For further info or to register:
www.aeusa.asn.au/events
8272 1399
E:lhall@aeusa.asn.au
For further info:
www.climateconnectors.org/
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AEU PRESIDENT’S VIEW
We’ve walked this road together for public education award including workload protections, nationally competitive salaries, one agreement for all sectors and modes of employment – to name a few! If you would like to read the submission, it can be located in the arbitration section of the AEU website.
It is with the greatest delight that the AEU congratulates Senior Counsel Mordy Bromberg on his appointment as a Federal Court Judge. Mordy has been the Senior Counsel for the AEU’s arbitration case over the past 12 months. His appointment to the Federal Court is consistent with Mordy’s skill and dedication to his profession and his capacity to provide leadership throughout a very challenging arbitration process. Our legal team aka Mordy Bromberg, Mark Irving, Malcolm Harding and Michael Ats, have worked tirelessly on establishing the AEU’s case, gathering the necessary data and witness statements and presenting these in the IRC (SA). They have been assisted in this work by the highly skilled AEU Industrial Team who have shown incredible resilience and commitment on behalf of AEU members. I wish to also acknowledge the extensive support that has been provided by all AEU staff who have stepped up to the plate when the pressure has been on to meet IRC deadlines. As President during a time of intense industrial turbulence, witnessing the dedication and commitment shown by so many people over the past two years has been a humbling experience. From Industrial action and rallies on the steps of Parliament to the writing of witness statements, hundreds of members of our union have shown our strength and capacity to stand up and fight for what is right. When the EB negotiation process began in February 2008, nobody could have predicted the path that it would take. Twelve months of intense negotiations followed by mediation in the IRC and then arbitration. This is the last resort of any bargaining process and I still find it hard to understand why a Labor government would choose arbitration over genuinely engaging with the AEU to get a just outcome for education workers and public education. On Monday, 26 October, the AEU’s closing submission was tabled in the IRC (SA) during the last week of formal proceedings. This outlines the key components of our draft
The government’s closing submission has also been tabled and primarily puts their case in much the same terms as the various offers which were made during 2008. The Industrial Relations Commission expects to hand down the full bench decision before Christmas. Whilst the media will no doubt focus primarily on the salary decision, we know that there are many, many more issues which will be determined that will have a significant impact on the daily work of AEU members. As soon as we receive official notification, we will provide AEU members with an analysis of the decision that has been made by the IRC with respect to the key issues. I would like to take the opportunity to extend my personal thanks to all AEU members who have stood together loyally, patiently and bravely during the EB process. Arbitration has not been the only challenge faced by our union this year and I would also like to thank members for their commitment to campaigns such as Education Works, students with special needs, preschool leadership, TAFE contestability agenda, National partnerships and SSO, ECW permanency. In doing so, you have shown both the State Government and the community that we will not accept a second-class deal for Public Education. On behalf of AEU staff, I wish you a safe festive season and look forward to working with you in 2010. I In solidarity, Correna Haythorpe AEU President
“It is a time for the Commission to act in the public interest and set salaries at a level that reflects real labour market conditions in this industry and thereby assist South Australia to meet its broader labour market and social needs. Those needs and the role of this industry in meeting them is exemplified by what was said by the Economic Development Board: The public sector plays the key role in education and the capture and application of knowledge at all levels, from schooling, to employment training, to funding and undertaking applied research and innovation. Expansion and application of knowledge and education underpins sustainable competitive advantage and productivity improvement. How well we compete abroad depends in very large measure on how well we educate and train at home.” Mordy Bromberg SC AEU
“The AEU’s central submission is that the AEU’s salaries proposal will positively contribute to the economic welfare of South Australia. It could not be a worse time to leave the salaries of South Australia’s public education and training industry inadequate and uncompetitive, or break the historical salary nexus that has existed between schools and TAFE, as this employer unwisely urges the Commission to do. This is not a time for the Commission to adopt a tentative approach to fixing rates of pay in this industry.” Mordy Bromberg SC AEU 5
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A R B I T R AT I O N
The AEU has made a strong case in the Commission… ...and along the way we’ve had some wins. After 13 weeks of hearings, witness statements, cross examination, site inspections and submissions, the formal arbitration process has drawn to a close. During arbitration, both parties had the opportunity to attend further negotiations in the hope that several matters could be settled and thus not have to be tabled as evidence in the Industrial relations Commission. This process was quite successful in reaching agreement on some matters in the school sector however not so successful in the TAFE and preschool sector.
• Salary packaging clause
One question that AEU members are entitled to ask is: ”What has been achieved thus far?” The following list is a snapshot of Enterprise Bargaining wins for AEU members in preschools, schools and TAFE.
• On-call and re-call allowances for SSOs and ECWs
AEU EB GAINS FOR MEMBERS • 14 weeks Paid Maternity Leave and paid Adoption Leave • Improved provision for returning to work after maternity/adoption leave on a part-time basis • Improved union access for sub-branch secretaries to facilities such as telephone, computers, photocopiers, fax, union webpages, storage space, meeting space and notice boards • Employee declaration for the 37.5 (preschool 36.25) hours Training and Professional Development scheme. SSO, ECW and AECO staff who are required to work in Week 10 of Term 4 are to be provided with time off in lieu
• Agreed PAC Clause with the AEU’s preferred composition • Agreed procedures for preventing and settling industrial disputes
and AECO staff who wish to train as a teacher; mentoring and support to undertake leadership positions; and improved induction for graduate teachers. • Modes of employment – including conversions of fixed term/task contract employment, casual employment and part-time employment to ongoing employment after more than 12 months
• Improved conditions for Swimming and Aquatics which have already been included in a schedule of the Teachers (DECS) Award
• Country incentives – extension of the five years cap to ten years; extended to district office
• New SSO 6 classification
• Workload protections – preschools, schools and TAFE
• Voluntary and flexible work arrangements for SSOs
• Reimbursement of child care costs when less than 24 hours prior notice is given for SSOs and ECWs if required to work outside of normal hours of work • Award protection for adult re-entry schools, part-time teachers and seconded teachers • Agreed provision for consultation mechanism in TAFE.
OUTSTANDING ISSUES These are awaiting a determination from the IRC
• Special Leave
• Improved Face-to-face teaching time • Smaller class and group size • Workload protections for Leaders, Counsellors and Librarians in schools • One award for all sectors.
The State Government’s claim for an Award • Differential salaries for non-teaching staff, leaders and TAFE in comparison to the general teaching sector. • Separate award for TAFE • Aboriginal Education is simply not addressed • Leadership classification structures have been removed from their claim • Status quo for country incentives
• Salaries for all sectors – the AEU is seeking 17.25% over three years with backdating to October 08. This, along with the 3.75% interim salary already granted in February, totals 21 %
• No improvements to class and group size
• Career advancement for Aboriginal employees. This includes improved study leave provision for ATSI SSO, ECW
• No improvements to modes of employment (high level of casual employment to remain as is).
• Workload protection with a changed definition of teaching time (give with one hand take with the other!)
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“The evidence shows that South Australian teachers have fallen well behind the salaries of their interstate counterparts. They are the worst paid teachers in the country and have been so since at least October 2007. In October 2008 SA teacher salaries were $5,991 per annum behind the national average. Currently SA teacher salaries are $6,384 behind the national average. This is a shortfall of 9% of their current salary. A South Australian teacher who moves to Victoria will be rewarded with a weekly pay increase of $126. A move to Western Australia will result in an extra $115 per week. South Australian teachers may share borders with Victoria and Western Australia, but they do not share pay equity.” AEU closing submission 6
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SS O F O C U S
Contracts be gone! AEU Journal profiles two SSO members who, after a long union campaign, can now call themselves ‘permanent’. DIANNE EMES Finance Officer Nuriootpa High School Journal: Dianne, how long have you been an SSO? Dianne: I’ve been working as an SSO for nine years, starting at Moonta Area School. Now I work in finance at Nuriootpa High School. I have a Diploma of Teaching but had been out of teaching for quite a while so I started doing some voluntary work in a classroom at Moonta Area School. They asked me if I could do some hours as an SSO and I never really got back into teaching because there was always an SSO job that needed doing. Journal: What is the main function of your role?
Journal: You must have gained a lot of skills over the nine years you’ve been working as an SSO? Dianne: It took a few years to learn the skills to manage the finances of a large high school. I’ve obviously learnt how to do receipting, accounts payable and various other administrative tasks. I’ve also worked in the library, so I’ve learnt those systems. I do some classroom work with the students and sometimes work at reception dealing with parents and their needs. So it’s quite a broad range of things. Journal: Your role has now become permanent, is this something you’ve been hoping would happen for a while now? Dianne: I’ve been doing the finance role now for four years so I suppose after two years I was thinking, well is this my job or isn’t it? Fortunately, I’ve just been made permanent so it’s a big relief. I’ve now got 30 permanent hours and the rest is topped up with
Journal: How has it made a difference in your personal life? Dianne: I’ve got a son at university and another one hoping to go next year so being made permanent just gives me the confidence of knowing what income I’ve got and how much support I can give them. It just takes the pressure off. At this time of year I’m usually thinking “do I get this job next year, do I need to get my resume up-to-date, do I need to look for other jobs”, so it’s a big relief. I had a lot of assistance from the union, particularly Irene Tam and Anne Crawford. They gave me a lot of advice and kept me informed around the permanency campaign. I also had great support from my principal, which was fantastic. Everyone seemed to be supportive of what the union was trying to achieve. It would have been much harder and I don’t think it would have happened for me without the collective effort. I
YVONNE BITMEAD SSO Classroom Support Clovelly Park Primary School Journal: How did you come to work as an SSO? Yvonne: I started as a volunteer reading to kids and working in the library and I’m still here working as an SSO and just as passionate about it as ever. I just missed out on going to teachers college but never gave up on my desire to work in education. My main work now is in the junior area with children with disabilities. Journal: What are some of the highlights of your career as an SSO? Yvonne: A couple of years ago I was offered a scholarship to do Certificate III in Government Health and Disability, which I did while I was working full-time. I got some release
on the days I needed to attend. Like many of the other staff, I’ve got various certificates in occupational therapy, speech therapy and various other areas relating to work with special needs students. I really enjoy improving and adding to my skills. Journal: Do you need special qualities to work with special needs students? Yvonne: I think you have to have a love and a passion for the job and the students, and we all do here. Patience and compassion are also important. The kids are great to work with and the staff here are all really committed to giving them their best. Journal: Congratulations on being made permanent, has this been a long time coming for you? Yvonne: Well quite a few years back the union sent out forms to fill in relating to the past five years work and whether we’d been working more than 15 hours per week on a consistent basis. I remember filling those in so I’d say it’s been about six years since I started hoping to be made permanent. Journal: What happened on the day you were told you would be made permanent? Yvonne: Oh, well, it was first thing in the morning and I went over to the teacher in my classroom, it’s a mainstream class where I do the intense literacy work. She asked me to do some photocopying and check to make sure all the computers were working properly. Another SSO found me and said that Julie, my line manager, is looking for me. So I thought I’d finish what I was doing and go over. Then when two more members of staff came past and said the same thing I started to worry that my husband or kids had been in an accident or something. I went straight over. When I walked into her office she closed the door, which she rarely does, and was looking at me with a very serious face and I thought “Oh my god, somebody’s died”. Then, looking really serious, she said, “I’d like to offer you permanency.” As soon as I heard “permanent” I just burst into tears, I cried and I cried and I cried. I couldn’t believe what I was hearing.
SSOs
Dianne: I’m the finance officer here so I do things like managing the materials and services for the students, the school card, reconciling the bank accounts, submitting the BAS statement and managing the budgets. We also have a wine program here at the school. People can come to the school and purchase wine; some local businesses on-sell our wine for us. Managing that takes up a fair bit of time as it’s a significant part of what we do.
contract hours. I feel a lot more valued since I was made permanent. I feel like I have ownership of the position and I’m more settled, confident and able to make some changes. I don’t feel like I’m just keeping the seat warm. It has given me a lot more confidence.
Journal: Obviously permanency is a big deal; what does it mean to you exactly?
Yvonne: You know what it is, to me, it’s DECS finally recognising me and actually valuing me as a member of the department. I didn’t feel that before. So it’s the feeling that I matter and that I’m a valued part of the education system. It’s quite simple really. I
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N AT I O N A L T E ST I N G
AEU VICE PRESIDENT’S REPORT
School results fail to measure up
Aboriginal Education: A top priority for the AEU
A testing expert has made some devastating criticisms of the reliability of school test results to be published later this year or early next year. Professor Margaret Wu from the University of Melbourne says that linking school performance to student achievement on these tests is “pure conjecture”. In a keynote paper delivered in Hong Kong in July, Professor Wu said that the NAPLAN tests have a high level of inaccuracy. She said that there are large measurement errors at the individual student and class levels. She said that these errors meant that high stakes decisions such as judging school and teacher performance on student scores should not be made on the basis of these tests. Professor Wu also said that and that the tests are not suitable for measuring achievement growth between two points in time for individual students or classes. She also made some technical criticisms which call into question the validity of the tests and the method used to equate the scores of students across different year levels on the same scoring scale. The extent of the errors is quite large, even for individual students, and they are exacerbated at the class and school levels. Professor Wu found that measurement errors in annual 40-item tests, such as those being used in NAPLAN, would lead to about 16 per cent of students appearing to go backward when they had actually made a year’s progress. She said this is a conservative estimate as it does not take account of other sources of error such as the assumption that two tests are assessing the same content. The errors could well be larger. While the size of the measurement error reduces for classes and schools, they are still quite large. For example, Professor Wu found that the statistical uncertainty around the average results on these tests for classes of 30 students is equivalent to more than six month’s learning. Many schools around Australia only have this many students or less participating in the NAPLAN tests. For schools, with two classes of 30 students tested the error could amount to about four months of learning. These results relate only to measurement error in the tests. There are also other sources of error, most notably sampling and equating errors, which add to the uncertainty and inaccuracy of the results. Trevor Cobbold Read the full article and Professor Wu’s keynote paper on the Save Our Schools website at www.saveourschools.com
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Vice President Anne Crawford is encouraged by recent developments interstate is committed wholeheartedly to improving educational opportunities for Aboriginal children and students.
The AEU has a proud history of advocacy for better educational and employment outcomes for Aboriginal people. In the current Enterprise Bargaining process, now in the final stages of Arbitration, the AEU has fought valiantly for increased recruitment, retention and promotion of Aboriginal educators. With a State Labor Government that espouses the rhetoric of social inclusion, it would have been reasonable to expect a level of consensus with regard to the glaringly obvious need to increase the number of Aboriginal educators in South Australia, and improve professional development and study pathways for the relatively small number of Aboriginal people currently working in preschools, schools and TAFE Institutes. Personally, I have been shocked and disillusioned to find not a skerrick of goodwill or commitment on the part of the State Government negotiators, who have, at every stage of the negotiations, steadfastly opposed even the most modest measures to address the unacceptable discrepancies in education and employment outcomes for Aboriginal and non-Aboriginal people. Theirs has been a shameful performance throughout the last 18 months, and it has demonstrated unequivocally the hypocrisy of the Rann Government, whose public stance of social inclusion is so often bereft of tangible measures to address the ongoing exclusion of Aboriginal people in education, health, employment and every other social benefit enjoyed by most South Australians. However, my faith in the future was considerably restored in late September when I had the privilege of attending the Stronger Smarter Summit in Brisbane, organised by the Indigenous Education Leadership Institute. Dr Chris Sarra, a brilliant Aboriginal educator, is the executive director of the Institute which
The two-day conference focussed on the concept of creating a national culture of high expectations for Aboriginal students. Educators from every state shared best case studies, presented keynote addresses and led discussions and workshops highlighting practical and achievable strategies that produce positive results for Aboriginal students. It was an inspiring experience to witness the expertise and total commitment of fellow educators whose practice is making a real and immediate difference to the lives of Aboriginal youth, their families and communities. The objective of the Summit was to promote dramatically improved results for Aboriginal students comparable to any other section of the community. Equally encouraging is the recent announcement of the Governor-General’s Indigenous Student Teacher Scholarships to support Aboriginal university students to undertake teacher education studies. Recipients of these scholarships will be awarded $25,000 annually for up to four years to assist with study costs. Secondary teachers, counsellors and SACE coordinators may wish to bring these scholarships to the attention of Aboriginal students undertaking the SACE who are keen to pursue careers in education. The importance of Aboriginal teachers as role models and educators of Aboriginal students cannot be underestimated. It seems the appointment of Quentin Bryce as the first woman in the post of Governor-General has not only promoted gender equity in Australia, but is also contributing to a greater awareness and commitment to genuine Reconciliation, which will only be realised when Aboriginal people have the same opportunities and outcomes in education as their fellow Australians. I Anne Crawford, AEU Vice President
Further information regarding the Governor-General’s teaching scholarships is available at:
www.deewr.gov.au/indigenousteacherscholarships
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A E U E A R LY C H I L D H O O D CO N F E R E N CE 2 0 0 9
AEU Vice President Anne Crawford opens the conference. (Inset below) 1. the people’s carrousel 2. Keynote speaker, Anne Glover from the University of South Australia 3. Drumming workshop with Andrzej Markiewicz and Betty Elsworthy 4. Howard Spreadbury presents a workshop on Education Works 5. AEU President Correna Haythorpe closes the conference.
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Creativity, play and the Education Revolution This year’s Early Childhood Conference provided participants with a mixed bag of activity and discussion from both professional and industrial perspectives. The conference theme was based on the Education Revolution and the future of early childhood education in this state. Keynote speaker, Anne Glover, from the University of South Australia, reinforced the message about the need to maintain the focus on play and creative play spaces for young children in an ever-increasing context of diminishing funding for the early years. The reduction in funding is occurring despite Minister Lomax-Smith’s recent commitment to early years education through the Virtual Village Report and Minister Weatherill’s statements in relation to the value of preschool education as we know it in South Australia. The other key focus of the conference was
the effects of Education Works structures on the placement of early years staffing in relation to the establishment of new school sites, which will include relocated preschool programs. The government and DECS have made it abundantly clear that in instances where a preschool community decides to become part of a newly established school site, the staffing arrangements will become school-based. This means early childhood workers will become school services officers and the leadership configuration will remove the position of preschool director. It is clear the government’s intent is to create “expanded early years leadership”. The AEU believes that, if carried out, dedicated preschool leadership in South Australia will be nothing more than a fond memory. The conference workshops focused on practical early years areas such as Indigenous inclusivity and the Arts, the use of specialist technologies in the early years, the value of puppets in the development of young child-
5 ren’s literacy and creativity and the importance of music and drumming as the lifebeat of an exciting early years curriculum. There was an opportunity for new teachers to share their expectations and anxieties about looking for and gaining employment in the early years through a workshop titled: Oh help! I have just got a job! What do I do? The greatest thing about the gathering together of early years educators is the melding of their collective passion for their area of education and for the work they do on a daily basis with young children. And the current key messages for the early years are: • Early years education, in both preschool and early years schooling, are under threat from this government in relation to staffing and leadership. • The Federal Government’s agenda in relation to universal access to 15 hours per week of preschool education is welcomed, however the AEU must be involved in determining the appropriate industrial outcomes for members. To that end, at the state level, the AEU will be party to negotiations with DECS in relation to the expanded implementation of the Rudd Government’s Universal Access roll-out program over ensuing years. I Howard Spreadbury, AEU Lead Organiser
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“ S M A RT E R SC H O O L S ”
W E L L B E I N G DAY 2 0 0 9
CoAG National Partnerships “Recently the Council of Australian Government’s (CoAG) agreed to three new “Smarter Schools” National Partnerships which aim to improve the outcomes for students and the skills and qualities of teachers and school leaders. These three National Partnerships are for Literacy and Numeracy, Improving Teacher Quality, and Low Socio-Economic-Status (SES) School Communities. The federal government funding commitment with co-contributions from the South Australian government and non-government education sectors aims to bring about systemic and sustained educational reforms. A commitment to collaboration between the three schooling sectors in South Australia means that there is widespread interest in related matters.” Well, that’s the spiel from The Hawke Centre. The panel members include: Professor Lori Beckett | Leeds Metropolitan University, UK (low SES School Communities), Professor Barbara Comber | UniSA (literacy & numeracy), Professor Tania Aspland | Adelaide University (Improving teacher quality), and Professor Alan Reid | respondent. Go along to the Round Table on November 9 and make up your own mind. I
Cost is free. Register at:
www.mybookingmanager. com/smarterschools
Did you know? That early years leadership is under threat • Preschools should not agree to enter Education Works until there is a guarantee of an on-going Preschool Director position within the leadership structure. • Junior primary schools should not agree to amalgamate with primary schools until they have complete information on the staffing losses in relation to leadership. • All amalgamations result in staffing losses in other areas such as SSOs.
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Overworked educators are given a chance to relax Craig Greer reports on the inaugural Wellbeing Day held at the AEU in Term 3 school holidays Free health and optical checks, massage, relaxation sessions and information sessions on cyber-bullying and superannuation were the order of the day as hundreds of teachers, school services officers and TAFE staff took part in the Australian Education Union’s inaugural Wellbeing Day at its Greenhill Rd offices.
Wellbeing Day was an opportunity for educators to take time out from their normal hectic schedules in order to relax and pay some much needed attention to their own health and wellbeing. This can be a challenge for teachers who are more used to caring for others rather than putting themselves first.
A sharp rise in students with special needs, increased administrative expectations and excessive unpaid out-of-hours work, are all contributing to increased stress and loss of work/life balance for South Australian Public Education workers, says AEU (SA) President Correna Haythorpe.
Among the presenters at the Wellbeing Day was SafeWork SA’s Michelle Hogan, project coordinator for the SafeWork’s Work/ Life Balance strategy. She says while all education workers are overworked, females, in particular, need special consideration when it comes to flexible work arrangements.
“This increase in student complexity compounds the already massive workloads experienced by our members. Most teachers work on weekends. Almost all dedicate substantial time during school holidays to marking and preparing lessons and learning programs. This weak boundary between holidays and work adds to the stress of teachers and reduces the quality of time spent away from work,” says Ms Haythorpe.
“While the Federal Government’s new paid parental leave scheme has given workers in some sectors access to leave they have been denied in the past, there’s still work to do to if we’re are going to catch up to other western nations. For example, European countries can’t believe Australia’s position on not only paid parental leave but also just how minimal the support systems are to keep people at work when they have kids. They just can’t believe how far behind we are on this,” she says.
“The AEU recognises these very important issues and for years we have been urging the State Government to reduce the workload of education workers by providing the necessary human resources. Our students deserve to be taught be educators who are energised and healthy but the consequences of government inaction on this issue are quite worrying. We’re seeing a lot of education workers leaving the system simply because the stress and workload is unmanageable. Unfortunately, this trend is particularly evident in our beginning teachers,” she says.
Summing up the value of the event was Fremont-Elizabeth High School teacher Ken Thompson. “Today was a good opportunity to stop and think about the things we need to do to look after ourselves so we can make sure we are able to provide the best outcomes for our kids in the classroom,” he said. I Craig Greer, AEU Communications Coordinator
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OPINION
C L E A N STA RT
Close the corporate classroom
Lend us an ear Ms Gillard
Greens MLC wants parliament to debate the involvement of big business in public education To download Mark Parnell’s speech go to:
www.markparnell.org.au
On 9 August 2006, nine people broke into an industrial facility in the City of Derry in the North of Ireland and ransacked the office. They destroyed computers including the mainframe. They then proceeded to occupy the premises until the police arrived and all were arrested and charged with criminal damage and affray. None of them denied what they had done or apologised for it. Two years later, they were acquitted by a jury in a Belfast Court. The target of this protest was one of the world’s largest armaments manufacturers, US multi-national, Raytheon. The reason the company was targeted by these anti-war protesters was because Raytheon made the bombs that killed civilians in Lebanon during the Israeli offensive in 2006, including 28 members of two families killed sheltering in a basement which was struck by one of Raytheon’s “bunker-buster” bombs. Raytheon is the biggest manufacturer of missiles in the world. Their stable includes missiles such as the Maverick, the Sparrow, the Sidewinder, the Tomahawk and the Patriot. Raytheon missiles featured most recently in the attacks on Gaza. An interesting story, you might think, but what does it have to do with Public Education in South Australia? The link is that Raytheon has been welcomed as a corporate sponsor of Aberfoyle Park High School’s Ignite Program for gifted students. The sponsorship involves $450,000 over three years including the provision of laptop computers to all students and special training of students and teachers to help prepare students for careers in the defence industry. Regardless of what one thinks about the push to expand the defence industry in South Australia (which employs less than 2% of the workforce), I think there are clear
and present dangers in allowing this level of corporate involvement in our schools. Sure we need to equip our young people with a range of useful and relevant skills for their later working lives, but it is unacceptable to allow our schools to become dependent on the richest corporate players for resources and then allowing these companies to influence curriculum and teaching priorities. Most of us would be appalled at our kids entering school beneath golden arches to study in the McDonalds Library or kick a footy on the Benson & Hedges Oval. While the Raytheon sponsorship might be more subtle, it is in many ways just as dangerous. The danger of subtle advertising was why I also opposed the promotion in schools of McDonalds’ online maths program – the socalled “McMaths” sponsorship. The AEU position on corporate sponsorship going back more than 15 years is very clear. It is the role of government to fund Public Education and corporate involvement should never be a substitute for a properly resourced school system with curriculum determined by educational professionals, not in company board rooms. In relation to arrangements such as Raytheon’s sponsorship of Aberfoyle Park High School, the AEU’s policy is: “No sponsorship under any circumstances should be accepted from corporations involved in the ownership of armaments factories, sale or manufacture of armaments or environmentally damaging products.” On behalf of the Greens, I took the opportunity in State Parliament recently to applaud the Union for its stance and to call for a genuine debate about corporate funding of public education. I Mark Parnell MLC, Australian Greens
The AEU Journal has previously reported on the plight of South Australian cleaners, who with their interstate counterparts are among the most underpaid workers in the nation. Recently, after a three-year long battle, their comrades in NSW celebrated after the LHMU’s Clean Start campaign achieved a monumental victory. Under the Clean Start Collective Agreement, office cleaners’ full time pay will increase to $21.17 an hour and the part-time night shift workers rate will increase to $24.35 an hour over the next four years. Cleaner Mostofa Tareque spoke to a crowd of more than 50 cleaners about how proud he was to be a cleaner in Sydney. “Today is a special day for cleaners. We have won our Clean Start agreement,” he said to loud cheers from the crowd. “For many cleaners like me, the pay increase will help us a lot. It will help pay the rent, buy food and for university.” LHMU NSW Branch Executive Vice President Rebecca Reilly says the Clean Start fair deal for cleaners campaign was launched in 2006 because cleaners were caught in the cross-fire of a vicious price-cutting war in the contract cleaning industry. “This race to the bottom saw cleaners’ workloads increase and working conditions decline while maintenance of buildings suffered as standards dropped,” she said. “This win means cleaners are fundamentally changing this industry - a proud achievement for this invisible workforce of mostly migrant, undervalued, underpaid cleaners working in isolation in empty buildings.” In July, Julia Gillard committed the Australian Government to supporting Clean Start fair work principles in all new contracts to clean government-owned or occupied buildings. The Australian Capital Territory, Queensland, South Australian and Tasmanian Governments have also announced their support for Clean Start. Ms Gillard’s support for cleaners and their campaign for better wages and conditions is commendable. Now it’s time she turned her support toward Australian education workers, many of whom are paid wages well below national benchmarks. Despite this, Ms Gillard and her advisors are vehement in their support for the publication of what they refer to as “performance data”. Perhaps Ms Gillard will have a better understanding of the demands placed on educators if she just bothers to listen. Well done to NSW cleaners and their union. I
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MEMBER PROFILE
JODIE WALLACE Gawler Primary School Japanese teacher, Jodie Wallace says an interesting conversation with former AEU president Andrew Gohl opened her eyes to the support the AEU provides teachers, especially those new to the profession. “In my first year at Gawler Primary School, I attended an area meeting where I spoke to Andrew about being on the contract teacher bandwagon and expressed concern about the level I was on - considering the experience I gained working for three years in Japan. He said my experience did count and helped me apply to DECS to have my level bumped up and I also got three years back pay! I am totally indebted to the AEU.”
MEMBER OPINION
A UNION OF DEDICATED ACTIVISTS AEU Journal hears what some of our members have to say about their EB experience.
Journal: How did you become a sub-branch secretary? “Our school is very active and we have a 95% membership rate. Last year we had a vacancy and I was encouraged to become the new sub-branch secretary. The training and support from the AEU has been amazing. Irene Tam at the AEU has been fantastic. I am armed with resources to help other staff and this knowledge has given me the confidence to speak up about issues during meetings. From my own experience, I was able to help a new teacher at our school who had worked extensively in private schools go up an increment as well.” Journal: How do you feel about plans to cut back on language in schools? “There’s not enough money and not enough teachers. We often talk about burnout with language teachers – but when you have people at your school who really value what you do you feel valued. We have a Japanese festival every two years at Gawler Primary and the whole community gets involved. I’ve also found that language class can help non-verbal students – the non-verbal students are at the same level as other students and because I use a lot of games and music in teaching they can participate equally.” Journal: How does your school feel about the pending Arbitration outcome? “We’re optimistic. A pay rise would be great but it’s everything else that comes into teaching. We’re still looking for outcomes on class size and don’t want to lose funding for special needs children.” Journal: In your opinion has the AEU done all it can? “The AEU has done an amazing job. They’ve been fantastic. Anne Crawford spent a lot of time talking to us about the core issues we are fighting for – she really took the time out to explain things in detail and even cancelled a meeting to stay with us.” I
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MANDY KLESSENS Preschool Director | Norrie Stuart Children's Services Centre As a preschool director I’m really concerned about the potential loss of early years leadership. While this is not directly linked with the Arbitration, I feel it’s part of the bigger picture. The government needs to put kids’ education first. As educators, we are very frustrated with the way the State Government has handled the dispute and we just want to get on with teaching. I’m concerned about the length of time it’s taken. The conditions are not good for teachers and we’re putting up with them still, even thought we started
CHRIS TURRELL Principal | Wasley’s Primary School Throughout the EB I’ve been involved with the Principals’ Consultative Committee and I guess I’ve acted like a conduit in that I’ve been doing my best to pass information on to other principals in order to make sure people know what’s happening. I’ve also been involved in the rallies and other activities around the campaign. I provided a witness statement for the Arbitration case. I found this really interesting. I’ve been involved in applying for positions over the years, so I’m used to talking about what my role is and I guess reflecting on what I do in the job. However,
negotiations almost two years ago. One of the big problems is the lack of administration time available. More and more jobs are put on our shoulders, like contracts and leave forms and lots of other reports. I like to be out on the floor with the children and it’s hard to see where the extra admin hours will come from. During the campaign for an new agreement we’ve attended many meetings and we’ve sent off letters and delegations to Lyn Breuer. Some members also wrote letters to the Whyalla News but unfortunately many of these weren’t printed. It obviously wasn’t an important enough story! The union has done a good job keeping members informed with constant emails, faxes, phone calls and information meetings and now we’re just waiting for a result. I can’t say I’m incredibly confident about it but we have to hope for a good result. I putting together the witness statement was a real eye-opener. The detail required was such that it really made you think about every thing you do in your role. Sitting down with the AEU Industrial Officer and talking about what I do on a day-to-day basis was great. As it turned out, I wasn’t cross-examined by the DECS lawyers. I was sitting in the Commission with another principal waiting my turn when it was announced they wouldn’t need to cross-examine any more witnesses. It was real pressure-cooker stuff in there so I was somewhat relieved. I do have some reservations about the outcome of the Arbitration, but knowing the quantity and indeed the quality of the information that we as a group of educators were able to provide the Commission puts us in good stead. It is really obvious we deserve what we are seeking in our claim so in that sense, I’m quite confident. I
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MEMBER PROFILE
KRISTY LOCK MALCOLM VAUGHAN Teacher | Kingston Community School Branch Council Delegate | Upper SE I’ve been a member of the union since I started teaching way back in 1972. I was inspired by the labour movement as a young person and I love being in the union. Union membership has benefitted me in many ways. The collective support when there is a struggle between employees and the Department is great, not to mention the fantastic training and development opportunities that the union offers. Everyone’s patience has been tested throughout this current dispute. There’s a lot of frustration among members about the way we’ve been treated by the government.
DALE PENNEY Lecturer | TAFE SA Regency Park I’m apprehensive about the outcome of the Arbitration, quite anxious about the future and whether I’ll even have a long-term future here. I worked for myself previously so this is the first time I’ve been through an EB. I thought it might take a few months and it would be done, but here we are almost two years down the track and soon we’ll have to think about the next one coming round. Last year was very draining, as the union rep with about 50 members to get active it was very tiring. It also drained me of some
IAN KENT Principal | Kangaroo Island Community Education – Kingscote Campus I think in the past ten years there’s been a revolution in education, not the kind that the ALP espouses but rather an economic rationalist shift toward local management. In the past ten years, we’ve worked with a department that has applied a one-size-fits-all model that will never ever work in education. Because of this trend they have devolved responsibilities on to schools that would have previously been taken care of by the head office. This has led to increased workload and at the
I’m sub-branch secretary at Kingston and we’ve worked hard to support the campaign at every opportunity. The solidarity and collegiality has been great. We’ve held regular meetings and unanimously decided on taking strike action when necessary. There was a great feeling of anger when we got the orders not to strike last year, especially as the order came so late in the night. There is still a great sense of anger about how long it’s taking to settle the dispute. This anger is directed squarely at the government. We are feeling optimistic and we hope that at least in relation to the pay rise, the 21% is agreed to. Even if we get that we’ll be only just at a nationally competitive level and it won’t be long before we fall behind again. One of the key reasons to give us a decent salary is to attract young dynamic teachers to the country. Everyone can name someone who has moved interstate and that’s a real worry for South Australia. I
confidence. I thought this is where I’ll be for the next 20 years but now it’s very much an open question. I’ve gone from being a tradesman getting $80 an hour down to $35 an hour. I rely on having good conditions here to make up for that deficit. Are my conditions going to deteriorate to a point where I’m not going to accept a lower wage? I can honestly say that the EB has been very draining, although this year has been a little quieter with the arbitration happening. There are a lot of changes going on in TAFE and I actually understand that given we’re facing a contestable funding market we have to be able to compete, but what I don’t understand is why we need two non-teaching staff for every one lecturer? It’s the skills of lecturers that bring in the dollars to TAFE yet we are the ones copping it in the EB negotiations. So if our delivery costs are so high, why are they attacking teachers? I same time reduced the funding going to schools. The increase in workload and the change in the nature of our work is one of the biggest issues, perhaps ahead of salary and other things. Of course, we need to maintain a wage that is comparable to the Consumer Price Index. Leaders are appointed in schools to be curriculum leaders, yet this devolution of responsibilities from the central office has increased our workload to the point that we as leaders cannot put the right amount of time into curriculum development and leadership. We have a government that is hell-bent on achievement data so it’s a no-win situation. The leaders role is to support teachers in the delivery of curriculum. But when our work is anything other than the core business we are not able to support them. I
In her second year in South Australia, Fremont-Elizabeth HS School teacher, Kristy Lock, has become an active AEU advocate, hoping to increase the school’s 40% membership. “I grew up with both my parents being union representatives at various sites in Queensland so it was natural to me to be involved.” Journal: How did you arrive in South Australia? Kristy studied teaching in Queensland, moving to South Australia to be with her partner shortly after completing her training in Brisbane schools. Seeing an advertisement for a hospitality position at Fremont-Elizabeth High School she wrote a letter to the principal enquiring about teaching positions – they created one for her as media studies teacher of film, TV and drama. Journal: How did Fremont-Elizabeth High School get involved in the EB action? “Fremont-Elizabeth High School members were involved in all the rallies last year and are in the process of purchasing a flag to bring to more rallies. Previously we had a high turnover of SBSs but now we’re having social days; ensuring we forward information the AEU provides by fax and email; and liaise with staff when AEU issues arise. The communication from the AEU during our strike action was amazing.” Journal: What is important to members at Fremont-Elizabeth High School? “We have a lot of complex behaviour management issues – but the students are still learning and we focus on high expectations and positive achievements. The drop-out rate here is no different to any other site really and if students drop-out they go to TAFE, or full-time or part-time work. It’s challenging to work here and I really like it.” Journal: How does the AEU support teachers? “The AEU provides a lot of security, especially when you work at a site with a lot of complex issues. As the year is progressing we’re becoming more involved in decisionmaking processes at the school. I’ve also participated in a lot of training and development from the new educators to new leaders conferences, as well as training as a subbranch secretary. Journal: How do you feel about an Arbitration outcome? “We really hope to have an outcome by the end of this year and we hope it has a lot to do with working conditions – it’s not just about pay.” Journal: If the Arbitration outcome is not favourable are you willing to continue the fight? “It depends on the result. I think people are tired with DECS and the government but I would like to keep fighting. I’m prepared to support the AEU in whatever action they wish to take – whether it’s strike action or work to rule.” I
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IN BRIEF
CO M M U N I T Y C A B I N E T F O R U M
US Education: a love story It seems Julia Gillard’s fascination with US education policy knows no bounds. A recent piece in the Sydney Morning Herald from Education Correspondent Dan Harrison reports the Deputy PM has signed a memorandum of understanding with US Education Secretary Arne Duncan (and ex-professional basketballer). Under the policy, officers from both nations will come together regularly to share ideas. Save our Schools convenor Trevor Cobbold was also quoted in the piece. His reaction summed up what many in education are wondering: “Why would you sign a memorandum of understanding with a country that’s so far behind us on average results and on dealing with low socio-economic students and minority students?” “We’re doing so much better than they are.” Exactly right Trevor! Who would tolerate this US example? On September 29, 2009 a grade one boy called Zachary rocked up as usual to Downes Elementary School in Newark, Delaware. Zachary brought his camping utensil to school to use at lunch (a spoon, fork, bottle opener, and knife). As he was getting off the bus, a teacher asked him what he was holding in his hand. Zachary showed it to her and explained why he had brought it... to eat his lunch. The teacher gave the utensil to the principal, at which point Zach was suspended from school pending a school district hearing – the United States has a “Zero Tolerance Policy” on violence and drug use in schools. Zachary, you should have known better! I
Funny As... is AEU member John Stark’s new book of stories amassed from 50 years as both student and teacher in Australian and overseas schools. The book was launched at the Magill School Fair on Saturday October 24 and has already proved to be a big hit with the students and their parents. Written while Jon was on Long Service Leave last term, the stories contained inside are all true and are sure to put a smile on your face. I Funny As… is only $20 and available through libraries, the Erindale Paper Shop and from the author via email: jonandjennystark@hotmail.com
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1(from left) Garry Connor, Heidi Davidson, Taimi Saxon, Angie Groves and Daryl Barkhazen with signatures from the hundreds of parents and members at the recent “Children with Special Needs” rally.
AEU members join with parents to lobby Ministers Ken Case reports on the fourth Community Cabinet Forum held on Monday 19 October Recently, 18 members from schools in the electorates of Hartley, Bragg and Norwood attended the fourth Community Cabinet Forum this year. “Minister for what? Somebody should point out to Jane that she also has the Education Portfolio,” said an AEU member after Jane Lomax-Smith was introduced by the Premier as the Minister for Tourism at the recent State Government Community Cabinet Meeting. The State Government holds on average four Community Cabinet forums per year. But this is an election year – expect more to come. Members organised by Jill Cavanough met beforehand to discuss the key issues and then went on to the forum where they mingled with ministers and chief executives, pressing the AEU’s claims for fair funding for public schools, increased support for students with special needs and a commitment to improved class sizes and resources. Members were angry at the government for ignoring their pleas. However, they were more surprised that the Premier should publicly give education workers a slap in the face by excluding education or schools from his address to those present. Extra nurses, more roads, a tram, investment in armaments and a special mention for tourism, the main focus of Minister Jane Lomax-Smith, but no mention of education.
Mike Rann seems to have happily shrugged off his bogus “Education Premier” mantle and replaced it with anything else that comes to mind. Or was he being churlish? He was well aware that our members were attending. Not to be deterred, members united with parents from Adelaide Autism to hand a large letter to the Premier, calling on the government to improve funding for special needs students in schools and preschools. The government’s lack of interest in education leaves no doubt we have our work cut out for us in the lead up to next year’s State Election. It’s obvious this government has decided they don’t need the votes of education workers or parents. Members need to join those who have attended events, such as community cabinets, right up to the next election. We need Local Campaign Networks to become active in all electorates in order to raise the profile of education now and in the weeks ahead, before voters go to the polling booths to determine the next government. If there is an event coming up in your area please let us know so that we can assist to coordinate action such as last night. Future events could include Community Cabinet meetings, saturday morning street corner meetings with local MPs, local fairs, roadside vigils, bus or train stop leafleting. I Ken Case AEU Organiser
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S P E C I A L N E E D S R A L LY
We’re not gonna take it! Hundreds sing out for more special needs funding It is a sobering fact that since the year 2000, there has been a dramatic increase in student complexity in South Australian public schools – children with special needs now account for one in every ten students, and most are placed in mainstream classes. To the people directly affected, parents, teachers, SSOs, school leaders and the students themselves, the problem can’t be measured by mere statistics. They live with the challenges created by this terrible lack of resourcing on a daily basis. And while their voices have been loud and clear on this issue for some time, State Governments have failed to address it. Such inaction prompted members of parent group Adelaide Autism to join the AEU in a major protest at Parliament House during the Term 3 school holiday break. Participants carried placards with slogans such as “More Resources = Better Outcomes”, “Training for Special Needs Staff ” and one carried by a young girl which
read, “My brother Ben has Autism and I love him very much”. Such was the strong sentiment on display. Garry Connor is the father of two nonverbal autistic children and a member of Adelaide Autism. He told the crowd South Australia is lacking the resources required to give his kids the education they need. “We could go to Melbourne where they offer education that is directed more toward children with special needs, or to Sydney where they have six Autism specific schools. We could go to America where every child is guaranteed 40 hours support every week. But I’m a South Australian and damn proud of it. I want the South Australian Rann Government to stand up and take notice of what’s happening here right now and provide us with what every child is entitled to – a decent education.” Garry then put his vocal chords to the test by leading the crowd on the chorus of the old Twisted Sister hit “We’re Not Gonna
Take It”. It was a tough act to follow but AEU SA President Correna Haythorpe closed the rally with the following motions: 1. We call on the Rann Government to recognise the importance of early intervention and ongoing support for children with special needs. 2. We call on the Rann Government to ensure children with special needs are given high priority when decisions are made about the government’s allocation of funding and resources. 3. We call on the government to provide better funding for children with special needs to ensure better outcomes for our children.
To achieve this: We commit to continue campaigning for better funding for children with special needs up to and beyond the next election. I
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LEADERS FOCUS
TA F E I SS U E S
Looking after our leaders
Tread carefully, it’s all about footprints
This list is not exhaustive, nor is it unrealistic. If you answered “No” to all of these scenarios, then your luck is in! Take more Lotto tickets! You’re bound to win! These sorts of issues and more confront many of our DECS school leaders every day of every term throughout any school year.
The AEU set up a “Band 3 Organiser” position and a Band 3 Consultative Committee to assist school leaders in 2000. Previous to this, from 1995, the SAIT/AEU operated a “Principals Reference Group” and from that time, the federal body of the AEU operated a “National Principals Committee”. Our branch has strong representation on this national committee. Here in SA, the Band 3 Consultative Committee has morphed into the Principals Consultative Committee and the Band 3 Organiser position to Organiser with School
Continued on page 20 3
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Once again, TAFE is awash with rumours as various aspects of the Skills Strategy are rolled out. Consultation relies on staff knowing when new discussion papers are posted on the intranet and having time to read and discuss the proposals. And once again, what appears is not much more than a statement of what is planned, a brief opportunity for feedback and then implementation, irrespective of what the views of staff might have been. One of the key objectives under the Skills Strategy is to reduce the cost of delivery in TAFE SA. To help achieve this, DFEEST are looking to reduce the amount of floor space (footprint), as SA apparently has more floor space (a bigger footprint) per lecturer than any other state. For anyone out there who hasn’t worked it out, reducing the footprint is merely code for closure of some campuses and consolidating programs on to fewer sites, which again fits with the practice of establishing lead centres as was done when hospitality moved from the Currie St Campus to Regency, for example. The closure of campuses and/or consolidation of programs is not necessarily a bad thing when you consider the state of the infrastructure and equipment at many of the TAFE campuses across SA. Sadly, under both state and federal governments, particularly through the Howard years, TAFE has been shamefully underfunded to the point where it now requires a major injection of funding to bring it back up to an acceptable standard. Most members, if asked, would probably agree their place of work is far from a shining example of a state-of-the-art training facility, although there are one or two exceptions: the recently refurbished veterinary science centre at Gilles Plains comes to mind. It could well be a good thing if the State Government were to put some serious money into establishing a new site, one that could be partially funded by selling off some of the older and run down sites. Most AEU members in TAFE have worked out if TAFE is going to survive in a contestable funding market then TAFE needs to become more competitive. Members realise if one of the key strategies in the Skills Strategy, reaffirmed by Minister O’Brien recently, is to reduce TAFE’s footprint, then there will be campus closures. Typically though, rumours of campus
closures are continually denied by the government and bureaucrats. How stupid do they think you are? Blind Freddie could predict there will be announcements of closures after the next State Election. Panorama campus has been under threat of closure for years now so it should be no surprise to the government this is being discussed once again. This time though, members have good reason to come to this conclusion when they see one program after another being moved from Panorama to other campuses. Staff in engineering are being told Regency is likely to become the lead centre by 2011. Marleston campus was on the drawing board for a major redevelopment some years ago, but that has now gone quiet. Serious OHS&W concerns exist at this site, so something needs to be done as a matter of urgency. The AEU has suggested to both DFEEST and the Minister’s office that if they really want the rumours of closures to continue, then their approach of withholding information from staff will certainly guarantee that outcome. The AEU proposes the government makes announcements now so TAFE staff and students have a general understanding of what is planned rather than living in a world of uncertainty and denial. I Alan Wilson AEU Organiser | TAFE Focus
TAFE
Lots of leaders stay hush when confronted with these sorts of challenges. Perhaps they fear a loss of reputation if they were seen to be less than “perfect” in their work roles, or maybe they are just hoping the problem with eventually sort itself out. So they choose to suffer in silence. Some leaders are confident to work through each and every challenge that comes their way. They are usually confident, experienced and their support networks are extensive. However, most leaders seek advice – a “second” opinion if you like – when confronting challenges. Some just need information and others strong support.
Alan Wilson reports on one of the key objectives in DFEEST's Skills Strategy
PHOTO: SANDRA CUFFE
Ever had a stressful issue or disagreement with a member of your staff? Never had it suggested that you should step down from your leadership position? Ever thought that your site is incorrectly classified at a “too low” level? Never had a dispute with DECS over leave entitlements or over under payments of salary? Ever needed legal advice? Never been accused of harassment? Never had a grievance against you referred to District (Regional) Office? Never needed to go on WorkCover then undertake re-entry to a workplace? Ever needed assistance in preparing a leadership position application? Never needed advice about merit selection/ appointment processes? Ever needed advice about retirement? Never needed advice about the workloads and timetables of your staff? Never needed advice in times of industrial action?
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I N T E R N AT I O N A L
PHOTO: SANDRA CUFFE
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Military coup in Honduras
In the firing line Teachers in Latin America are risking their lives for democracy writes Giles Goldsmith
F
or more than a decade, radical change has been sweeping through Latin America. New governments heading powerful social movements have been seeking to uproot the underdevelopment and inequality crippling their countries. A rearguard of the old privileged elites has been putting up stiff resistance with attempted coups, flight of capital and the inflaming of secessionist movements. In recent times, education has been a target of the neo-liberal privatisation agenda with devastating consequences and it is no surprise teachers have found themselves in the forefront of the forces for change and targets for those who are violently resisting it. Colombia – one of the few Latin American countries still holding unswervingly to the neoliberal line – is the most dangerous place in the world to be a trade unionist. According to the Colombian National Trade Union School, there were 1,174 trade unionists reported killed throughout the world between 1999 and 2005. Of those, 816 were Colombian. Less well known is that over half – 416 of them – were teachers or education workers. Most were assassinated by right-wing paramilitaries with links to the government of Álvaro Uribe. Teachers and other professionals are often targeted for educating rural communities to stand up for their rights as a corporate land grab unfolds. The murderers enjoy almost total impunity.
In Guatemala, teacher Adolfo Ich Chaman, a representative and leader of the Q’eqchi’ Indigenous community in the municipality of El Estor, was murdered in September after supporting the local people’s petition to the central government for land. Honduras is the latest scene for a heightened clash of the old and the new. A military coup carried out last June installed a right-wing government headed by Roberto Micheletti. The deposed President Manuel Zelaya was not a leftist. His government did not resemble that of neighbouring Nicaragua or El Salvador but it was considering closing the US military base at Soto Cano. It was also opening up to trade with the ALBA group of Latin American and Caribbean countries that includes Venezuela, Cuba, Ecuador, Bolivia and several others. It was also considering constitutional changes to promote popular participation in government. The atmosphere in the country since the coup has been repressive and tense. Resisters crowded around the airport near the nation’s capital of Tegucigalpa to support the return of the exiled President Zelaya. Protests turned deadly as the army fired on protestors. A strike-wave hit the country and authorities imposed a night-time curfew. Finally, Manuel Zelaya slipped back into the country and took refuge in the Brazilian embassy. A stand-off with the coup leaders has ensued. Diplomats from countries affiliated to the Organisation of American States
arrived to try to broker a compromise and a return to some sort of normalcy. They left without making any headway. Observers are convinced the usurpers are not interested in any solution that opens the way again to social progress. The military-installed government’s crackdown on opposition has been harsh and has taken its toll on teachers. The Federation of Teacher Organisations of Honduras (FOMH) represents 52,000 teachers in the country. It has reported on the worsening situation for its members who have answered the call to support the return of the elected government. They have been on strike two days a week since June 29. Primary school teacher Roger Abraham Vallejo was 38 years old and a member of the union COPEMH that represents members at the Middle School Teachers’ College of Honduras. He was shot in the head on 30 July during a demonstration. Another teacher, Martín Florencio Rivera, a member of the Professional Teachers’ College Association of Honduras (COPRUMH), died after being stabbed 27 times when he left a wake held for Vallejo. Saturnino Sanchez, president of another member organisation in the country, COLPROSUMAH which represents teachers at the Higher Teachers’ Professional College, was severely beaten. Rosario Avila is coordinator of the National Committee for Prevention of HIV and AIDS in Honduras. He denounced the recent upsurge in violence against the people of Honduras and pinpointed why teachers are being targeted in the coup leaders’ crackdown: “For many decades, the teaching sector has been the backbone of the popular movement in the country. Their commitment to the defence of quality public education and human rights has been a strong voice against corruption, inequality and social exclusion,” he said. I
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WOMEN’S FOCUS WOMEN’S FOCUS The AEU women’s delegation at the recent Federal Women’s Conference in Melbourne (from left) Carol Fine, Wendy Baldwin, Helaine Costello, Correna Haythorpe, Tish Champion, Diane Cocks, Pauline Nicholson, Zanee Cushway, Lee Duhring, Lesley Lindsay-Taylor, Anne Crawford.
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1 (pictured left) Lesley Lindsay-Taylor, Wendy Baldwin, Lee Duhring (middle) Alana Kitson - Principal Glossop PS and Lise Moody - Principal Policy Advisor DECS, (right) Pauline Nicholson, Zanee Cushway
On Friday I took part in the Aboriginal and Torres Strait Islander Caucus Committee. This was a group of Aboriginal women representing each state and territory. In this meeting we discussed issues affecting our curriculum and our children, along with changes that were about to happen in each state and territory. The meeting was informal and very supportive. It was my first time at the Caucus and everyone was extremely welcoming. Over the course of the day we talked about issues of concern to the education of our children. One participant said: “We could sit here in silence but our voices wouldn’t be heard, but if we take this opportunity to speak for what we believe in, our voices will be listened to. We need to talk about our past, present and the future for our people to stand up and to be heard regarding our children’s education and to keep our Culture alive today.” I found that quite inspiring. With the Caucus over, the annual Federal Women’s Conference kicked off on Saturday
Two women, two stories The role of the Women’s Contact Officer is diverse and fulfilling. Here, two AEU women talk about their experiences in the role. RENEE SULLIVAN Teacher Murray Bridge North Primary My name is Renee Sullivan and I have been the Women’s Contact Officer for three years at Murray Bridge North Schools, supporting others across the Junior Primary and Primary School. I chose to become a Women’s Contact Officer because I wanted to get more involved in the union. I also wanted to learn about the latest events and information relevant to women and share that information with other women. Not long after I took on the role, I took part in a two-day training course for Women’s Contact Officers at the AEU. The course is run every year and provides Women’s Contact Officers with the information and tools required to support women members in their workplace. The training has helped me to confidently provide the appropriate and necessary information to work colleagues when supporting them with their needs. It also gave me a better understanding of the role of women in the union movement, particularly the AEU.
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I believe that each worksite would definitely benefit from having an active Women’s Contact Officer. In this role you act as a point of contact for all staff in regards to issues that arise and you are able to act as an advocate for your peers. It is also very valuable for a school site to have someone who provides the latest information about women’s issues and events. There is always something new and interesting happening in the area of women in education. I would encourage anyone thinking of taking on this role to take the opportunity to attend the training. It provides an excellent opportunity to develop your knowledge and skills in order to effectively support colleagues in the workplace. I
WENDY BALDWIN Aboriginal Community Education Officer Northfield Primary School On the long weekend in October I had the opportunity to attend the Federal AEU Women’s Conference in Melbourne. It was a fantastic and interesting three days.
and concluded Sunday. At the conference, I had the wonderful support of the other SA women. AEU President, Correna Haythorpe, Vice President, Anne Crawford and Women’s Officer, Tish Champion explained how the union works in different areas. I found this very interesting. I didn’t always understand some of the issues but the women took the time to explain how it works, including the final outcomes and decisions and how the voting occurs. I would definitely recommend other women, especially Aboriginal women, take the opportunity to attend any conferences offered by the AEU. It gives us an opportunity to be heard and to make a difference for our children’s future. Ultimately, they are the future leaders of our communities. I
Get Active! If you would like to find out more about the role of the Women’s Contact Officer or are interested in promoting women’s issues in your workplace, contact the AEU Women’s Officer, Tish Champion on: T: 8271 1399 E: tchampion@aeusa.asn.au
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OPINION
Build the house and make it strong Stephen Orr says the New SACE must stand the test of time In a recent survey of the world’s worst ideas we find such gems as capital punishment, credit cards, bottled water, plastic bags and the new SACE. Well, I am joking, sort of, but some real concerns have emerged around staff room lunch tables concerning the necessity for change, as well as the content and means of implementation of our new secondary schooling certificate. Firstly, let me say, in my 14 years of teaching in SA and Queensland I’ve seen hundreds of rubrics, read dozens of assessment plans, considered draft programs, have been made to listen to interactive, self-directed pedagogical, inquiry-based slabs of text without every really having made a connection between what education bureaucracy foisters upon teachers with an interminable frequency, and better, more interested, more engaged students. It seems to me that every few years we knock down the house, salvage the bricks and rebuild our education system using a slightly different floor-plan. Yes, this keeps a lot of people busy, but it doesn’t necessarily provide a better dwelling. Also, do we ever really pay enough attention to what’s going on inside the house? I’m working on the assumption that even with these changes most teachers will do the same experiments, use the same worksheets, make the same speeches and carry
out the same assessments (with a new cover sheet and rubric). My belief is that unless we can improve, update and ‘smarten’ our teachers we can never improve students. But back to new SACE. Let’s take one issue at a time. Students will have to design, implement and execute a Stage 1 Personal Learning Plan. This comes on the tail of the present Year 10 program of the same name that seems to be universally hated by teachers and students. In its very vagueness the idea of planning, goal setting and creating strategies is a giant turn off for most 15-year-olds (especially boys) who deal in the concrete, the here-and-now. I do not doubt the need for more independent thinking in our students, but I do question the means of engendering it. Hot on the heels of the PLP will be the Stage 2 Research Project. I’m all for this idea but I do have concerns about its implementation. I’m not sure teachers will have the time and resources to work individually with students on their ideas. I’m not sure students will be provided with enough scientific equipment, computers and support with their research. My first major research project was second year university, and by then I was ready, and properly supported. But in a secondary environment with a history of underfunding and taking teachers for granted, there may be some major issues. The new SACE website tells us the
research project, “provides students with time to work with their teachers and other experts to develop knowledge and skills…”
Other experts? Thousands of teachers have been packed off for their day of in-service on the new SACE. Being conservative creatures, many of us have sat with our arms crossed, waiting to be impressed, determined to find fault. There are certainly positive things going on. In the old days of doing your Matric, the idea of counting work experience, CFS volunteering or Duke of Edinburgh Awards towards your final grade would have been unthinkable. The aim of engaging students through the five capabilities (communication, citizenship, personal development, work and learning) is also admirable but certainly nothing new. The new system of assessing work using long-winded, subjective rubrics is also worrying many teachers. Scientists and mathematicians, especially, yearn for the objective. Rubrics rarely follow the KISS principle, but perhaps if teachers are given time to redesign assessments these problems may be minimised. Change is inevitable, and no one wants to be the Luddite. My only plea to the powers that be is, once we’ve done it, keep it, improve it, refine it, but don’t knock down the house again. I
AEU leadership team elected The 2009 AEU elections have taken place after candidate statements appeared in the September issue of the AEU Journal. As the Journal goes to print, the ballot for Branch Executive is being counted. However, we can confidently announce the names of the AEU leadership team for the next two years. For the first time ever, our principal officers were elected unopposed, a result that is perhaps testament to their incredible commitment and hard work throughout a two-year campaign for a new agreement for AEU members. The AEU Journal congratulates Correna Haythorpe, who has been re-elected as Branch President; Anne Crawford, re-elected Female Vice-President; and Kapunda High School teacher and AEU Executive member, David Smith, the newly elected Male VicePresident. They join AEU Branch Secretary Jack Major to form your leadership team for the next two years. I
1 (Pictured from left) Anne Crawford, Correna Haythorpe and David Smith 19
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L E A D E R S CO N T I N U E D. . .
N O M I N AT I O N S F O R A E U CO M M I T T E E S
Looking after our leaders Continued from page 16 3 Leaders Focus. A rose by any other name? I have held the Organiser position consecutively since 2003 and am currently tenured at 0.6 time until January 2012. As well as working for school leaders, I also work collaboratively with District (Regional) Directors (many of whom are long-term members of the AEU) as well as senior officers at Head Office in Flinders Street. I enjoy respectful and positive relationships with these folk. However, the interests of AEU school leaders is always paramount for me.
Australian Education Union | SA Branch Nominations are called to fill vacancies on the following AEU Committees: STANDING COMMITTEES Country Conditions: The Committee monitors country working conditions and makes recommendations to Branch Executive on appropriate policy and action.
Two male positions for 2 years ending December 2011. One female position for 2 years ending December 2011. Finance: The Committee is chaired by the Treasurer, prepares the AEU budget and reviews expenditure on a quarterly basis. One male position for 1 year ending December 2010. Two female positions for 2 years ending December 2011. One male position for 2 years ending December 2011.
In addition, I work closely with the AEU Principals Consultative Committee and the AEU Vice President with responsibility for school leader matters. I really enjoy the work and seeing leaders taking control, identifying choices and alternatives and gaining access to satisfying solutions and outcomes to their particular challenges. However, I do grow weary of that tired, old number: “But the AEU does nothing for leaders!” If that were the case, my week would be quiet and cozy but terribly unfulfilling.
Occupational Health, Safety & Welfare: The Committee monitors OHS&W issues and advises on matters relating to the working environment and health of members and students.
When seeking support, many leaders find that just carving out time to ring and start the conversation during the bustle of the school day is impossible, so many of my conversations take place after hours.
Consultative Committees provide advice to Branch Executive on matters affecting their membership sector. All positions are for a one-year term of office
If you are confronted by that bugging challenge, like those outlined above, make sure you give the AEU a call. You can get in touch by calling the AEU Information Unit: T: 8272 1399 or you can email me on:
School Services Officers in DECS.
E: kdrury@aeusa.asn.au
Teachers and School Services Officers involved in Special Education.
Don’t forget the upcoming:
Status of Women | 9 positions
CONSULTATIVE COMMITTEES ending December 2010. School Services Officers | 9 positions Contract and TRT | 9 positions Unemployed, Contract and TRT members.
Special Education | 9 positions
School Leaders’ Event Sequel 2009 Friday 13 November 2009 | 4.00-6.00pm at the Mercury Cinema (see advertisement for this event on page 3).
Two male positions for 2 years ending December 2011. One female position for 2 years ending December 2011.
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Ken Drury | AEU Organiser School Leaders Focus
Women members from all membership sectors and classifications.
Principals Consultative Committee | 9 positions School leader members in all sectors of schooling.
Aboriginal Education | 9 positions Indigenous members from all membership sectors and classifications.
Early Childhood | up to 15 positions, a majority of whom shall be Children’s Services Act employees.
AEU executive and staff wish all members,
Merry Christmas & a HappyNewYear! Have a peaceful, relaxing and safe holiday. The AEU Office will close at 12 noon 24 December and will reopen Monday 4 January. 20
Members working in Early Childhood Education.
Closing Date Nominations for these Committee vacancies must reach the:
Returning Officer, 163 Greenhill Road, Parkside SA 5063, no later than Wednesday, 18 November 2009. A nomination form is available at: www.aeusa.asn.au/yourunion and from the AEU. Nominations may be accompanied by a supporting statement of not more than 200 words.
Election Procedure Ballots for contested positions will be conducted at Branch Council on Saturday,
21 November 2009. Peter Norman Returning Officer
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A E U 2 0 0 9 T R A I N I N G A N D D E V E LO P M E N T P R O G R A M
T E AC H E R S ’ R E G I ST R AT I O N
TERM 4 | 2009 AEU/DECS MERIT & PAC TRAINING Merit Selection Training DATE
VENUE
TIME
Wednesday 4 November (wk 4)
AEU Parkside
9.00am – 3.30pm
Tuesday 17 November (wk 6)
AEU Parkside
9.00am – 3.30pm
Friday 15 January 2010 (schl hols)
AEU Parkside
9.30am – 4.00pm
Book online at: www.decs.sa.gov.au/HR1/pages/default/training_dates/
PAC Training DATE
VENUE
TIME
Tuesday 3 November (wk 3)
AEU Parkside
9.00am – 1.00pm
Wednesday 18 November (wk 5)
AEU Parkside
9.00am – 1.00pm
Thursday 14 January 2010 (schl hols) AEU Parkside
9.00am – 1.00pm
Book online at: www.decs.sa.gov.au/HR1/pages/default/training_dates/
Merit Selection Pannellist Retraining
ATTENTION TEACHERS! Renewal of Teacher Registration 31 December 2009 If your registration expires in January 2010 you must renew your registration by 31 December 2009. Applications to renew your registration will be posted to you late October 2009. Please contact the Teachers Registration Board if you have not received your application to renew by early November. Non-receipt of your renewal application is not an excuse for failing to renew.
DATE
VENUE
TIME
Change of Name and/or Address
Wednesday 28 October (wk 3)
AEU Parkside
4.15pm – 6.15pm
Tuesday 10 November (wk 5)
AEU Parkside
4.15pm – 6.15pm
Remember to notify the Board in writing of any change of name or address.
Thursday 14 January 2010 (schl hols) AEU Parkside
2.00pm – 4.00pm
Bookings ONLY by email at: lmangan@aeusa.asn.au
Branch Council Meetings
TAFE Divisional Council Meetings
Upcoming dates for 2009 are: November 21
Upcoming dates for 2009 are: November 20
James Unaipon Award 2009 The James Unaipon Award is an annual award presented by the AEU (SA Branch) which acknowledges achievements by an individual in public Aboriginal Education. The award provides a benefit equivalent to a maximum of $3,000 for a study tour or developmental activity that allows the recipient to further their interest in Aboriginal Education.
James Unaipon 1834 – 1908: also known as James Ngunaitponi, was the first Aboriginal teacher working in a school set-
ting in South Australia. He commenced teaching at Raukkan on 27 February 1865 and was associated with the school for over 20 years. He was also the father of David Unaipon. 2009 Nominations: with supporting evidence for the 2009 award are now open and need to be received by Close of Business on Friday, November 20. They can be sent by post to the AEU or lodged electronically to Vice President Anne Crawford.
E: acrawford@aeusa.asn.au
Arthur Hamilton Award 2009 This Award is in recognition of AEU members who are committed to ensuring all Aboriginal and Torres Strait Islander students have the right to high quality education throughout their lives. The AEU is dedicated to ensuring all Aboriginal and Torres Strait Islander people have local access to a free, publicly funded education system, which affirms cultural identity, and enables Aboriginal and Torres Strait Islander people to contribute to, and participate in, their own and broader society.
Nomination forms can be obtained from the AEU or T: (03) 9693 1800 F: (03) 9693
1805 E: samg@aeufederal.org.au The closing date for nominations is Friday, 27 November 2009. The winner will receive a $1000 prize and all nominees will receive a certificate from the AEU. If you would like to know more, please contact Sam Graziano, Administrative Officer, or Wayne Costelloe, Federal Aboriginal Education Officer, or www.aeufederal.org.au
For further information on both these awards go to:
www.aeusa.asn.au/topics/2008.html
PO Box 3649 Rundle Mall, SA 5000 Tel: (08) 8226 2666 Fax: (08) 8226 2667 Email: info@trb.sa.edu.au Website: www.trb.sa.edu.au
UNION MEMBER DEVELOPMENT PROGRAM Potential Branch Council Delegates Course Friday 20 November 9:15am-4:00pm A 1-day course on decision making in the union and the role of council delegates for those who may be interested in becoming a delegate in the future.
AEU New Activists’ Conference Monday 23 November 9:15am-4:00pm A 1-day conference for new teachers and young activist members. The conference features workshops on current and difficult issues in education and democratic educational practices. Participants will find out how to energise the teaching profession and engage the next generation of AEU members.
For more info, relief funding or to register:
www.aeusa.asn.au/events 21
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N OT I CE B OA R D
Members’ Market VICTOR HARBOR Holiday Hse: Enjoy a Break at ‘Southern Escape’! A beautifully renovated 3BR hse within walking distance of beach, skate park, shops, restaurants and the city centre. A ‘Home away from Home’ with all facilities. Lge yard, great for relaxing and enjoying a BBQ and wine under the Pergola. T: 0413 920 554
HOLIDAY HOUSE, 'NORTH BAY', CARRICKALINGA: Architecturally designed new two storey beach house. 4BR, 3 bath, 2 living areas, European stainless kitchen, extensive decking and views. Suits 2 families. Sleeps up to 10. Play equipment for the kids. View: www.stayz.com.au and visit North Bay at Carrickalinga for rates & availability. T: 0403 015 964
FRANCE – SOUTH: Lovely Village House. Languedoc region. T: 0403 314 928 (Julie) www.myfrenchhome.com.au
HOLIDAY RENTAL: Yorke Peninsula: Brand new upmarket esplanade beach house ‘Manyana’ at Wool Bay (near Edithburgh). Features incl. spa, plasma TV, DVD, stereo, dishwasher. Tastefully furnished &
quality equipment, 3BR, sleeps up to 7. Enjoy panoramic sea views, beach walks, walk to jetty, good fishing etc. Avail. sch. hols, L/weekends, weekends etc. Info/bookings: T:(08) 8832 2623 W: www.countrygetaways.info MARION BAY: ff, near new hse. Gateway to Innes National Park. Sleeps 8, 3BRs, large living area, TV and DVD. Spacious balcony w. outdoor setting and BBQ. Only 5 mins to Willyama Beach and 5km to National Park. Info/bookings: E: kireland15@gmail.com
HOLIDAY GETAWAYS VICTOR HARBOR: All Seasons Lakefront Getaway: Stunning self-contained luxury colonial home in the picturesque surrounds of Encounter Lakes, Victor Harbor. Priv. secl. sandy beach and lake at your back door! 4BRs. Sleeps 8. 2 spacious living areas. 2nd bath, 3 toilets & laundry. Huge lawned backyard. Lakeside Getaway: Stunning modern villa at Encounter Lakes, Victor Harbor. Only 100m to clean, sandy beach and lovely reserve. 5-min. walk to scenic Esplanade, walk/bike trail, cafes, restaurants
SAIT Conveyancers We offer AEU members: • Free advice on real estate queries. • 25% off the Statutory or Land Brokers Society recommended fee structure.
• Expert and experienced professional work with Mortgages, Transfers, Strata Plan and Plan of Division Lodgments, Caveats, Discharges of Mortgages – indeed, all facets of conveyancing work.
and general store. 3BRs. Sleeps 6. Spacious Lounge/ Fam/Dine rm. 2 way bathroom, separate toilet & laundry. Info/bookings: T: 8344 7921 M: 0419 868 143 E: foumakis@hotmail.com www.victorharborholidayhomes. spaces.live.com
Kangaroo Island Getaway KI RURAL RETREAT: Attractive self cont. large rendered country home surrounded by garden and native bushland on 260 acres. Great for families or couples escape. Sleeps 2 to 12; 2 bath, 2 queen beds, 2 spacious living areas, laundry, large patio. From $180/night. T: 0407 790754 a.h. E: semurphy@optusnet.com.au
Kangaroo Island HOLIDAY HSE: Set in bushland beside Harriet River and on Vivonne Bay, (Aust’s best beach), is Kangastay a 3BR fully equipped and comfortable holiday house. Close to all major attractions (Seal Bay, Remarkables, Admiral Arch and more) and great to relax, swim, and fish. Sleeps 6, linen provided, winter special discounts. Available for rent all year. Prices start at $100/night. Book through the owner at kangastay@gmail.com or T/text Ros on: 0407 215 345.
HOLIDAY RENTAL NORMANVILLE: South Shores Holiday Villa #25. 3BR (sleeps 8). Secure gated community behind the dunes at Normanville. Golf, horse riding, pools, beach, lawns, cafes. Avail. all year incl. school holidays. T: 0413 155 460 www.stayz.com.au/23983
HOLIDAY UNIT: Palm Cove 2BR apartment at Rockford Novatel Resort Far North Qld. Overlooks swimming pool. 5 mins walk to beach, shops, restaurants. Close to Great Barrier Reef, Cape Tribulation, Cairns, Tropical Rainforest. Fully self contained, linen supplied, recently refurnished. Sleeps up to 4 adults from $120pn. T: 0415 994 045 E: the.priory@bigpond.com
Kangaroo Island HOLIDAY COTTAGE If you are buying or selling or are involved in any real estate matter, either through a land agent or privately, consult us.
Contact Anne Walker or Simon Willcox Phone: (08) 8410 6788 Fax: (08) 8410 6799 Located at SATISFAC •151 South Terrace • Adelaide SA 5000
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2BR cottage nestled in woodland at Vivonne Bay. Close to beach and Harriet River. Visited at night by friendly wallabies and possums. Abundant birdlife during the day. Well located for touring popular KI attractions. Fully self contained, air con, full size stove, BBQ. Quaint, romantic and cosy! Sleeps up to 4 at $95pn. W: www.ravencottage.com.au E: enquiries@ravencottage.com.au T: (08) 8341 9185
HOUSEBOAT: (near Mannum) There is still plenty of water for recreational boating and the shoulder and off peak seasons are the best ones to relax and enjoy the river. AEU members are offered a 10% discount during these times. Bundara accommodates up to ten people. Visit us at: www.bundara2.net/ E: tandu.prucha@bigpond.com T: (08) 8277 8751
ABSOLUTE SEAFRONT HOUSE Lacepede House on Sea STUNNING SUMMER BEACH Seafood - Wine - Dolphins House 4th night free or Balcony Suite. $80 plus, dble 6th & 7th night free. Discount meals. Conds off-peak. Kingston near Robe. T: 8338 2316 a/h: 0402 922 445
FOR RENT: Yorke Peninsula right on the beach – hard to beat! Sleeps up to 8, all mod. cons. incl. R/C heat/cool. Avail. also for school holidays & L/weekends. Reasonable rates. Min. rental 3 nights. M: 0428 780684 T: (o8) 8449 8626
ROOM FOR RENT: Share 3BR house with 2 others in Gawler. $70 per week plus expenses. T: 0409 679 902
FOR RENT: f.f. private apartment in Glenelg for Xmas holiday or weekend rental. Heated pool, spa, steam-room, sauna, gym etc. Plasma TV, 100m to beach. T: 8376 3747 or 0403 606 052
35mm SLIDE SCANNING Adelaide and Hills: Do you have old 35mm slides gathering dust and deteriorating? Have them professionally scanned at high resolution and transferred onto CD. 17 years exp., reasonable rates. T: 0401 590 875 ACCOMMODATION: Prospect. v. attractive f.f. 3 BR hse (bungalow). Lounge/Dining/open plan kitchen/ family RM + study. Low maintenance, close to public transport, UniSA and facilities. Excellent location. Avail. July 16 for at least 6 months. No pets/smoking. E: foumakis@hotmail.com T: 0419 868 143 WORKSHOP: Stress management, personal development and learning difficulties: Brain Gyman introductory workshop. Movements to ‘switch on’ the brain. T/fax: 08 8768 2537 E: gibbons@seol.net.au WANTED TO BUY: Wood oven for cooking and heating suitable for indoor use. E: pobradovic@optusnet.com.au FOR SALE: Mitsubishi Lancer, 2003, CG VRX, Silver, 90,000km, excellent condition, full service history, WXO372, $11,250 ono. T: 0428 733537
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N OT I CE B OA R D FOR SALE: Certified organic cosmetics & personal products. www.bodytune.mionegroup.com FOR SALE: Retirees/Semi Retirees. Modern beachside hme, Sth Arm (0pp Bruny Island) Tas. 3 – 4BR, easy care landscaped garden w. glass encl. spa. $400,000. T: 8177 0040 WILLIAMSTOWN 5 ACRE TRANQUIL PROPERTY: Are you looking for a magnificent country property near Gawler with beautiful surrounds? Solid brick 4BR home, 2 with BIR’s, 1 with full wall bookcase, rooms are spacious, all in top condition. Garden shed, Security system, low maintenance garden recently relaid solid drive, dog yard, mains water. T: 8524 6043 Reduced to sell at: $469,950. Inspect by appointment.
SEAFRONT HOLIDAY HOUSE: Yorke Peninsula – “Oceanfront Escape” 2-storey holiday house w. pergola overlooking beach & farmland on other side. V. secluded, sleeps 9, 4 BRMs, full kitchen, barbecue, DVD, VCR, TV, Billiard table, fish cleaning room (great fishing). Peaceful and relaxing, great beach for kids to swim and explore. Contact Brenton on: T: 0409 864 682/(08) 8387 1659 E: bjejstevens@bigpond.com
CEDUNA BEACH HOUSE: Self-cont, fronting a secl. swimming and fishing beach. Stunning sunsets and bay views all year round. Features: BBQ, DVD, widescreen LCD TV, R/C aircon, large bath, fully equipped kitchen, large yard. Walking distance to main street and jetty. Sleeps 6. Available all year round for short or long term stays. Corporate rates for AEU members. Info/ Bookings: Ceduna TravelWorld, T: 8625 2780 and 8625 3294
GO SCUBA DIVING WITH ELITE DIVE ACADEMY: Are you a diver, but haven’t been in the water for a while?! Get $50 off a PADI Tune-Up program to refresh your skills if you enroll on 19/9, 17/10, or 31/10 ! Contact: T: (Steve) 0413 134 827 E: info@elitediveacademy.com.au W: www.elitediveacademy.com.au ...to learn about everything scuba.
CIVIL CELEBRANT: Dr Tom Haig weddings, renewal of vows, commitment ceremonies, funerals and baby namings. First class personalised services with AEU members receiving a 10% discount on services upon request. T: 85311726 or 0439 687 529
E: tomhaig@internode.on.net W: www.tomhaig.com.au
RESOURCES NEEDED: Unwanted literacy and numeracy resources for use in small village R- 9 schools in Bougainville. E: ir211057@bigpond.net.au
Advertise in Members’ Market for FREE! Rent, sell, buy or offer goods and services. Send ads to:
journal@aeusa.asn.au
WAT T L E PA R K T E A C H E R S ’ C O L L E G E
40th Reunion for the intake of students in 1970. Please join us for lunch at the
Strathmore Hotel North Tce, Adelaide Sunday 27 December | 12.30pm Register: Louise: 8379 4348 or Margaret: 8377 1724
French Teachers (Secondary) from Metropolitan France, West French Indies, French Guyana, Reunion Island and French Polynesia wish to get in contact with teachers for correspondence, exchange of flats or holidays. If you are interested, write to: SNES Echanges – Florian LASCROUX Syndicat National des Enseignements de Second degré 46 avenue d’Ivry – 75647 PARIS CEDEX 13 Télécopie: (33) 1 40 63 29 36 E-Mail: echanges@snes.edu
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