AEU Journal Vol. 48 No.7

Official publication of the Australian Education Union (SA Branch)

Vol 48 I No.7

November 2016

AEUJOURNAL SA JACK MAJOR AEU Branch Secretary

ANNE WALKER AEU Legal Officer

LYNN HALL AEU T&D Coordinator

DEBORAH DOWSETT AEU Resource Centre Manager

BILL HIGNETT AEU Organisers Group Coordinator

End of an era:

we say goodbye to five AEU stalwarts

INSIDE: Prix: developing students’ teamwork and confidence

u Pedal

u The

role of a teacher: more than just academic performance

OPINION

We’re not getting the full picture on nuclear waste Conservation SA Chief Executive Craig Wilkins writes …

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e’re not being told the full story about the plan to make money by importing into our state high level toxic waste from overseas nuclear reactors.

Most people think it’s about burying this waste deep in the SA outback.

That’s not the half of it. Before then, waste cargo ships will enter our waters every three to four weeks for the next 70 years. After unloading, the radioactive waste will be stored above ground a few kilometres inland from our coastline for the next 80 years. 50,000 tonnes will be stockpiled in this aboveground site for around 20 years before the underground dump is even built.

The scale in creating the world’s largest nuclear dump site is staggering.

It will change our state forever.

The claims of an economic bonanza are also staggering. But if there is so much profit in taking the world’s nuclear waste, why aren’t other countries or states rushing to do it?

Something just doesn’t add up.

Economists can’t agree what interest rates will be in three months, let alone the price of nuclear waste in 70 years.

So why has the Commission only requested economic modelling from one consultant with a keen interest in seeing the nuclear industry expand?

As there is no international market for high level nuclear waste, any profit forecast is pure guesswork and assumption.

Ultimately, there is a fundamental

fatal flaw at the heart of this plan. We can try for maximum safety, or we can try to make a profit, but we can’t do both. The gold standard level of safety the SA public rightly expects will take decades to achieve, and be ridiculously costly, if it can be done at all.

The nuclear safety experience around the world is far from reassuring.

The only real-life working example of a deep underground radioactive waste repository anywhere in the world is in the US. It’s currently closed after a fire and workers were exposed to radiation.

The cost of the clean-up is going to be more than $500 million.

What makes it even more concerning is the only way the proposal makes money is if we import the waste and stockpile it on our soil for years before the site for the underground dump has even been identified, let alone built. We will be forced to take on the risk before we know we have a solution.

There is no doubt there is a great deal of concern in our state about our economy and jobs for our children.

But a decision for us to become the world’s nuclear waste dump should not be made in fear or desperation.

A nuclear dump is not our only choice. If we are willing to invest billions, there are many options worth exploring, with far lower risks and many more jobs.

Taking the world’s nuclear waste is a forever decision – once we decide to do it there is no going back. We can’t change our minds or send it somewhere else. Neither can future generations of South Australians.

It’s just not worth the risk. And as a proud state we can do much better. n

The Lecce Italian Language Experience September 2017 - from $5890

Four weeks learning Italian in the beautiful Baroque city of Lecce in Puglia, Italy.

Price includes airfares, accommodation, tuition, cooking classes and more.

Italian language teachers tour offered for January 2018.

Visit the website for more information and to register your interest.

www.learnitalianlecce.com 2

FEATURES PRESIDENT’S VIEW

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AEU UNION JOURNAL TRAINING

Australian Education Union | SA Branch 163 Greenhill Road, Parkside SA 5063 JACK MAJOR AEU Branch Secretary

LYNN HALL AEU T&D Coordinator

ANNE WALKER AEU Legal Officer

Telephone: 8272 1399

What is the role of a teacher?

DEBORAH DOWSETT AEU Resource Centre Manager

BILL HIGNETT AEU Organisers Group Coordinator

End of an era:

page 10 It’s not just academic, it’s about developing well-rounded citizens.

we say goodbye to five AEU stalwarts

Facsimile: 8373 1254 Email: journal@aeusa.asn.au Editor: Craig Greer AEU Journal is published seven times annually by the South Australian Branch of the Australian Education Union.

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

Print Post approved PP 531629/0025 ISSN 1440-2971 Cover: Photo Craig Greer Printing: Lane Print

INSIDE: Prix: developing students’ teamwork and confidence

u Pedal

u The

role of a teacher: more than just academic performance

End of an era

Pedal Prix

pages 12 – 15 We celebrate the dedicated service of five union stalwarts on their retirement from the AEU.

pages 16 – 17 We profile the Heights School.

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

8272 1399 journal@aeusa.asn.au

TAFE

Funding rorts are crippling VET

State and Federal Governments must cut funding to private RTOs and properly fund TAFE.

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hocking new evidence of rorting and waste among for-profit private vocational training companies is more evidence to ban them from government funding and to properly fund TAFEs. The Federal Government’s analysis of the flawed VET FEE-HELP loans

scheme showed that private for-profit companies are charging higher fees than TAFEs, have lower completion rates and are abusing the scheme through multiple enrolments.

AEU Federal TAFE Secretary Pat Forward says the Federal Government’s decision to shut down VET FEE-HELP did not go far enough, and no for-profit provider should be eligible for any future loans scheme. “Policy makers need to realise that any scheme that allows for-profit providers to access government funds will be abused,” Ms Forward said.

In recent years a plethora of private for-profit colleges have been caught out ripping off students by providing substandard training and certificates that are effectively worth nothing. Other operators have falsely claimed RTO status to cash in on a policy that has stripped public TAFEs of crucial funding. continued over page 3 3

TAFE CONT.

VICE PRESIDENT’S REPORT

A recent article in the Australian Financial Review (October 5, 2016) acknowledged this rorting and asked why the Coalition hadn’t acted sooner to stop it. “Colleges trolled youth in disadvantaged areas, setting up booths in shopping centres, handing out leaflets at railway stations promising qualifications and jobs if they enrolled in a course which would cost them nothing up front and offered a sign-on incentive of a free iPad or laptop,” wrote Education commentator Tim Dodd.

“Why didn’t the current government see the problem earlier? While Labor was to blame for the design of the scheme why wasn’t action taken after the Coalition came to power in 2013,” he subsequently asked.

Pat Forward agrees and says the only way to ensure students are getting value for money is to redirect public funding to back to TAFE. “How much more evidence do we need that allowing for-profit providers to access government loans is an invitation to them to fleece taxpayers?”

“Their business models and big profit margins are built on charging big dollars for low-value courses. Attempts to cap costs will simply see them drive quality down even further,” she said.

“The funding which is going to forprofit providers should go to TAFEs which have a strong record of delivering high quality courses. All governments should ensure that at least 70 per cent of all VET funding is reserved for TAFEs, to give them the certainty they need.”

The analysis released by the Federal Government showed that some for-profit providers had completion rates of less than 2%, yet still received over $100 million in government subsidies through VET FEE-HELP. The data also shows the dramatic difference in fees between public TAFEs and private colleges accessing the loans scheme. For example, in 2015, a diploma of early childhood education cost an average of $15,158 at a private college - compared to $4,378 at TAFE. “Huge damage has already been done to TAFEs by reducing their funding and forcing them to compete with these shonky operators who are not interested in student welfare or quality,” Ms Forward said.

“The Federal Government has already recognised the quality of TAFEs by making them automatically eligible for its new loans scheme. So why not increase funding to the part of the VET sector which is working the way it should?” n

EA16 – where are we up to?

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AEU Vice President Jan Murphy reports HATs and Lead Teachers The interim arrangement for all those who are certified as Highly Accomplished Teachers (HAT) or Lead Teachers (LT), whether this was done through the DECD trial or independently, is in place. The AEU website has information about entitlement to the HAT or LT salary up until the end of 2017. If you have the certification make sure you don’t miss out and that you are having conversations at your school or preschool about your possible HAT or LT role to receive the additional salary. Members have received information via earlier AEU eNews editions and DECD has sent all the details to site leaders. If you’re thinking of undertaking the certification, DECD will waive the $650 application fee for eligible applicants who agree to commit to submitting their Stage 1 application by Week 1, Term 3 2017. To gain the HAT or LT salary from the beginning of 2018, you’ll need to win one of the advertised positions.

Toileting Allowance It’s finally here! Head to the EB section of the AEU website for the information sheet and link to the application form. SSOS and ECWs who are eligible for the allowance will be back-paid to May, when the EA was signed. Get those forms in!

Preschool Workload Review Planning and negotiations are still in their early stages but it’s our view that any review must encompass preschool workload issues broadly – including the workload of Directors.

PAC Training The online component of the PAC training is up and running and available through DECD Plink, and the face-to-face component is almost ready. To be fully PAC trained you must complete both the online and face-to-face components.

If required, Organisers are still offering sub-branch PAC information sessions.

And there’s more to come: Principal

– Special Class, Swimming and Aquatics, SSO Work-level Definitions, HATs and LTs beyond 2017, Principal reappointment, the Workload Management Group, AEW matters and the AST2 reassessment are some of the matters yet to be finalised.

Beyond EA – what else is happening at the AEU? I was really lucky to attend three community rallies recently and to share those experiences with active and dedicated AEU members.

The first was the ‘No Dump’ rally at Parliament House. The AEU flags were flying and the AEU Environment Action Group banner was proudly on show along with those from many other unions and community groups. There’s plenty of AEU policy, in SA and federally, on the protection of our environment and consultation in decision-making.

Environmental sustainability is an important part of learning programs.

Many members are keen to point out that this is indeed union business. I agree.

The following weekend was the “Welcome Walk”. Again the AEU flags and new AEU Teachers for Refugees banner were very visible and became a rallying point for members who came along as individuals and also for school groups who came with school banners, staff, parents and students. Teachers for Refugees is the newest member group to be established and has come about at the request and interest of members. Human rights is union business too.

And later that same day the third, and most colourful, was the Pride March in support of the LGBTI community. Our own LGBTI Consultative Committee was very well represented and again our AEU flags were a rallying point for the other members who attended with family and friends. Is the fight for equity and respect for all, n union business? For sure.

PRESIDENT’S VIE W

An EB year to build on AEU President Howard Spreadbury reflects on 2016 and says thanks to five dedicated stalwarts of the Union. the members with whom they work. Bill has made a significant contribution to the working lives of Aboriginal members, in particular through the development of Award provisions for Aboriginal Education Workers in this state as well as nationally.

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his year (2016) has delivered significant improvements in salary and conditions for members in preschools, schools and TAFE, as a result of enterprise bargaining. A new Agreement for schools and preschools was finalised in May and a subsequent Agreement for TAFE was settled in October. Both agreements delivered salary increases of 2.5% per annum up to October 2017 for schools and preschools and October 2018 for TAFE. In addition, the AEU has secured additional resources to address workload for teachers and leaders in schools and preschools at a time when the South Australian government is under significant economic pressure.

As we head towards 2017, it is time to recognise significant change in leadership and other personnel at the AEU including the departure of officers who have dedicated years of service and accumulated a wealth of experience which has been of significant benefit to our members.

After holding the office of Branch Secretary for the past 21 years, Jack Major has decided that retirement is an attractive proposition and has not contested in the recent election. Leah York has been elected to the position for three years from the beginning of 2017 and I welcome her to the leadership team where she will be an integral part of the determination of the future direction of our Union.

Bill Hignett, Coordinator of the Organisers group, has also decided to retire having dedicated 38 years of service to supporting AEU Organisers and

Lynn Hall, Corordinator of Training and Development and Anne Walker, Legal and Information Officer, have also decided it is time to complete their lengthy careers at the AEU. Respectively, they too have made significant contributions to members in the areas of union and sub-branch development, professional issues and support for members who find themselves in difficult situations in the course of their employment. We are also saying goodbye to long-time Resource Centre Manager Deborah Dowsett, who has made a significant contribution to the AEU, supporting the work of AEU research officers and other staff who have sought access to important information.

Collectively, these staff take a significant body of experience and expertise with them and in turn this provides the Branch with the opportunity to progress our priorities with new team members who bring their own skills to the work we need to continue.

The AEU remains one of the strongest advocates for public education as we continue to campaign for increased investment from governments at both federal and state levels. Our work is not complete in ensuring that fair and needs-based schools funding arrangements are protected by current federal legislation, that preschool-aged children continue to have universal access to 15 hours per week of high quality early childhood education and that we maintain a high quality TAFE system that is not in competition for funding with shonky private providers.

AEU policy also reflects those issues which are important to members and to

the students we educate for life including our environment and a fair and just Australian society for all.

It is from this base that I look forward to the coming year as we build upon the wins of 2016 and ensure that we have a strong and active membership in order to advance the conditions of members and enhance our proud and vibrant public education provision in South Australia. Together, when we are organised, we can make our priorities the reality that is needed to benefit our students and build a better future. n In unity, Howard Spreadbury

TEACHERS FOR REFUGEES

Members support refugee walk AEU members and staff were highly visible at the recent “Welcome Walk” organised by Adelaide-based not-forprofit Welcome to Australia.

Hundreds of people turned out for the walk which began at Torrens Parade Ground and finished at Elder Park on October 22. Community members from a wide range of cultural backgrounds participated, creating a vibrant and colourful atmosphere.

The walk was the first outing of the AEU’s newest member interest group Teachers for Refugees who walked behind our new banner with AEU staff.

There were a number of schools represented at the rally, including Thebarton Senior College, Darlington Primary School, Woodville High School, Goodwood Primary School, Norwood Morialta High School, Roma Mitchell Secondary College, Charles Campbell College, Para Hills High School, Adelaide Secondary School of English and Hamilton n Secondary College.

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SCHOOLS FUNDING

A commitment to Gonski is the only option AEU Federal President Correna Haythorpe says the Coalition is all at sea on schools funding

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o one could find fault with David Gonski’s commitment to disadvantaged students and schools.

His decision to donate his own money to disadvantaged public schools in NSW, and to persuade other philanthropists to join him, is evidence of this commitment.

But private funds should never be allowed to substitute for government responsibility for fully funding public schools. Nowhere is that responsibility more evident than in closing the gaps for disadvantaged schools so that they are not reliant on charity.

The publicity around the donation may even add to the impression that the needs-based funding named after Mr Gonski is not working, or the debate around it is over.

Is it actually working?

If you believe Gonski isn’t working, you probably haven’t visited a disadvantaged school recently. If you think the debate around the full six years of Gonski is over you may have swallowed some of the myths that the federal government is pushing to distract you from the fact they want to stop $3.9 billion in additional funding to schools after 2017. This is funding that would see many schools reach the minimum level of resourcing they need for the first time ever.

In 2016, schools across Australia are receiving more Gonski funding than ever before. That’s how the agreements, which see increases in funding until 2019, are designed. In most states this funding appears as a line item in school budgets, so educators and parents can see exactly how much they are getting and what it is being spent on.

The funding is being distributed on the basis of student need. Schools in 6

regional areas, in low-SES areas, with high numbers of students with disability, with high numbers of Indigenous students or those from nonEnglish speaking homes are all getting the biggest increases.

Students are receiving help through speech pathology, one-to-one support in class and extra literacy and numeracy programs. Teachers are being supported by classroom aides and better training and professional development.

That is why it is strange to hear Education Minister Simon Birmingham continually claim that Gonski has been ‘corrupted’ or is not working.

He is wrong. The problem is not with Gonski, it is with a Federal Government which wants to walk away from the sixyear Gonski agreements signed with the states and territories and stop schools getting $3.9 billion in extra funding in 2018 and 2019.

Does the Coalition have another plan?

If Simon Birmingham has a plan for how schools will be able to maintain and extend the results they are achieving through Gonski without these extra resources, he hasn’t shared it.

Stopping this support going to schools, means taking staff and programs out of classrooms and impacting on our most disadvantaged students the hardest. It means denying schools the resources needed to close the gaps in achievement which see students from low SES families two to three years behind their high-SES peers by the time they reach Year 9.

It means believing that Australia can afford $50 billion in company tax cuts, but not to invest in education which will make our future workforce more productive.

The Federal Government pays lip service to needs-based funding but is pushing ahead with a funding plan which would mean the most disadvantaged schools will never receive the resources the Gonski Review found that they needed.

The key recommendation from the Gonski Review was that all schools be lifted to a minimum Schooling Resource Standard (SRS) by 2019.

Funding schools on the basis of need may not seem like a radical idea, but the Gonski Review came at the end of a period when the ideology of ‘parental choice’ had dominated and the biggest increases in funding went to private schools. From 2009 to 2014 combined government funding for private schools increased by 30% per student, compared to a 14% increase to public schools.

Pitting state against state Minister Birmingham has claimed the Gonski agreements are flawed because the Federal Government provides different amounts of money to schools of equal need in different states.

The reason why states are getting different amounts from the federal government is not because the system is ‘corrupt’ it is because each state started from a different point and has a different capacity to fund schools.

Under Gonski, the NT and Tasmania will receive more from the federal government because those state governments don’t have the resource base to meet student needs by themselves. The continued over page 3

TAKE ACTION ON GONSKI alternative is for students in those states to miss out.

But the bigger issue is that pitting states against each other won’t do anything to solve the problems caused by a lack of resources.

Redistributing funding between states won’t add a single new teacher or support program. It’ll just move existing funding around, from one under-resourced system to another.

Because when it comes to our public schools EVERY single state public system, apart from the ACT, is currently below the SRS, in some states the average public school is receiving just over 80 per cent of what it needs.

Threats and thought bubbles The second distraction has been Minister Birmingham’s comments about over-resourced private schools.

Again, a distraction from the fact that under his funding model 62 per cent of extra federal funding would go to private schools after 2017 – that’s what happens when you ignore need.

In contrast the last two years of the Gonski agreements would see 80 per cent of the extra federal funding go to public schools, a figure that corresponds to the actual needs in public schools which educate about two-thirds of all students.

The Coalition says it wants to redesign schools funding, but can’t even offer a plan, just a series of threats and thought bubbles.

Compare that to the Gonski reforms which were based on the biggest review in a generation – which took into account the views of educators, school systems and academics.

How can the Coalition explain to states like NSW and SA – where governments know Gonski is working and have committed to their share of the last two years – why it won’t properly resource their schools?

And, more importantly, how can it explain to disadvantaged students and their parents why it does not think they deserve to have the support they need at school?

Disadvantaged schools shouldn’t have to hope for philanthropy to pay for the occupational therapist, additional SSO support, counsellor or literacy program they need. They should be able to rely on the certainty of funding which Gonski is delivering. n

NXT commits to protecting Gonski Education community campaigners join together to protect needs-based funding.

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he AEU, in partnership with One Community, the South Australian primary and secondary schools principals associations and the IEU (Independent Education Union) has been successful in gaining commitment from Senator Nick Xenophon to stand by the Gonski Schools Funding Agreement and reject any move by the Coalition to get legislation through the Senate that would tear up the Better Schools funding legislation.

But Malcolm Turnbull wants to axe Gonski after 2017 and shift to a funding system that is not needs-based and will leave schools $3.8 billion worse off in 2018 and 2019 alone.

A major factor in getting commitment on Gonski from Nick Xenophon Team (NXT) was a letter signed by 147 South Australian school principals from across the sectors, asking him to block moves to ditch Gonski in the Senate.

Needs-based Gonski funding is crucial if we want all our children to reach their potential at school. We need state and territory leaders and education ministers to reject the Turnbull plan to axe Gonski funding.

The AEU will be doing all it can to ensure the Gonski legislation is protected. Gonski funding is delivering extra resources to schools across Australia and lifting results for students.

You can take action on this by going to the I Give a Gonski website and signing the new petition to protect the Gonski legislation.

See link below 5

The majority of extra Gonski funding is due to be delivered in those two years. Ending Gonski would hurt disadvantaged schools that would not be able to reach the resource standard they need to properly educate all their students.

147 SA SCHOOL PRINCIPALS ASKED NICK XENOPHON TO BLOCK EDUCATION CUTS

– AND HE AGREED! SA principals asked Senator Xenophon to use his balance of power to stop $335 million in cuts to education - and he listened.

Senator Xenophon committed to blocking any cuts to SA schools. Now will State Education Ministers stand up for our children’s education?

When they meet in Adelaide tomorrow, Education Ministers must refuse any proposal that will cut education funding to thousands of SA children - they deserve better than that.

Education Ministers, the future of our children’s education is relying on you.

Sign the new petition

8: www.igiveagonski.com.au/savegonski

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COUNTRY HEAD MATTERS

AEU EDCAMP

Are you on the move this year?

As the school year comes to an end, many teachers will be relocating to and from country schools.

If you are one of these teachers you will be eligible for DECD to pay for and arrange your removal. This will also include transit insurance. Such requests can be made using an ED131 form.

When transferring you will also be eligible for:

1. Packing Allowance $85 to cover the cost of packing materials.

2. Accelerated Furniture Depreciation Allowance $650 to cover the cost of accelerated depreciation caused by the move and for the extra wear and tear on furniture plus cover replacement and alteration to carpets, linoleum and curtains.

3. Travelling Expenses 26 cents per kilometre to cover the cost for private vehicle expenses and the actual cost of public transport (bus, plane or train) if it is used.

4. Incidental Allowance $7.40 per day for incidental costs.

5. Miscellaneous Payment for other such expenses as necessary and reasonably incurred by the teacher and their family in connection with that transfer or removal. This could include the cost of meals and accommodation.

If you transfer to a country location and on arrival you find that the Government Employee Housing is not ready for occupancy you will be reimbursed for meals and accommodation until the house becomes available. n

ACTION

• Please ensure that all members, particularly beginning teachers, are aware of these entitlements.

Often appointment letters contain errors and do not state that removal expenses are paid.

• Further information contact the AEU Information Unit : 8272 1399

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The AEU brings EdCamp to you Session boards, Kick-offs, The Law of Two Feet and Smack Downs … what more could you ask for?

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t’s time for the teaching profession to take over their own professional development priorities.

But how can the profession do that? AEU EdCamp is the answer, and the inaugural event in January this year was proof it can be done.

This year we chose to use the EdCamp professional development model for early career teachers in January and for our middle schooling members in October. EdCamp is a world-wide professional development movement which gives real voice and authority back to the profession and their learning.

The AEU SA Branch is the first to run an officially badged EdCamp in Australia. EdCamp follows the “unconference” model and is similar to “Open Space Technologies” another model of professional development used by the AEU in SA. At the start of the day, EdCamp participants are asked a question. For

example: “What do you wish you had known before you started work in the classroom?” or “What do you need to know as a middle schooling teacher about what works well with early adolescents?” Participants are then asked to bring their best ideas for effective teaching of students and to be prepared to share their ideas from their own experiences with students, their teaching practice, professional reading and observing what works for other teachers.

The next step is the topic selection process or “kick-off” based on what participants wish to engage with. The Kick-off determines and builds the program or “Session Board” for the day.

Participants then select the topics they will engage with and spend the day actively sharing and learning from the knowledge and experiences of other participants. If a participant feels they continued over page 3

AEU INFORMATION UNIT are not actively contributing and engaging in a session then “The Law of Two Feet’ prevails and they have an obligation to join a different group that they can contribute to.

The day finishes with a “Smack Down” where participants get 30 seconds to spruik their best professional idea, strategy, app or website.

EdCamp supports the establishment of professional networks so that members can continue to learn from each other and share resources and information based on common interests. In this way the profession learns from each other and forges strong collective union-based networks.

Performance Development v Unsatisfactory Performance AEU Legal Officer Anne Walker explains

Watch the following clips:

Summary of key points:

Role of AEU

All DECD employees should be supported by ongoing processes of performance planning, professional learning, feedback and review. Performance and development should be a positive and collaborative process that includes the open exchange of feedback between colleagues, shared learning activities and recognition of contributions and achievements. A Performance and Development Plan should be developed and agreed to when both leader and employee are satisfied with the outcomes of the performance conversation.

Performance and development will, from time to time, identify areas of unsatisfactory performance. If it becomes apparent to a leader that an element or elements of an employee’s performance is unsatisfactory, the leader: • In a timely manner, advises the employee as to how their performance is alleged to be unsatisfactory, providing evidence and specific examples as appropriate • Gives the employee reasonable opportunity to respond and provide details of any mitigating circumstances (e.g. personal issues, medical conditions, workplace conflict, workload issues) • Provides the employee with reasonable support and opportunity to remedy the unsatisfactory performance (e.g. training, mentoring, counselling, infrastructure) • Conducts regular meetings as required to monitor, discuss and document progress.

All meetings and discussions relating to unsatisfactory performance are confi-

The AEU is not involved with Performance and Development meetings. If, during these meetings, concerns are raised with the employee that they are not performing the duties of their role to the required standard, or not performing in a satisfactory manner, the employee is then entitled to have a support person with them. For AEU members this is usually the AEU Sub-branch Secretary at the site or a trusted work colleague.

The AEU recommends that if a member has concerns raised with them about unsatisfactory performance they should contact and inform the AEU of what is occurring. The AEU does not become formally involved at this stage except to give advice on the process.

The member should have the AEU Subbranch Secretary or a trusted work colleague with them at their regular meetings. However, we will confidentially note the call so that the process can be monitored if the member so wishes.

If the unsatisfactory performance persists and the process enters the formal stage where the matter is referred to the Chief Executive to determine appropriate action, it is appropriate for the AEU to assist the member to formally respond to the letter from the Chief Executive. It assists the AEU if we have been made aware of the process in the early stages rather than at the end of the process.

Further information can be obtained from the documents mentioned above on the DECD Intranet, the DECD Performance and Incapacity Unit and the AEU n Information Unit.

Kristen Swanson, “EdCamp”, TEDxPhiladelphiaED “Edcamp 101”

DON’T BE AFRAID OF EDCAMP! Here’s what past participants say about it: “An environment in which everybody can highlight points of knowledge or interest which other teachers can take away.” “#mindblown … a full day of engaging professional development! I took control of what I wanted to learn and get out of the session. I have lots of new ideas ready for next term.

Thank you.”

“EdCamp was a fantastic opportunity for me to reflect on my own practise. It was valuable to hear other professionals share their experience and knowledge. The format allowed me to tailor my day to suit my own interests.”

“Excellent professional learning process. Opened up the agenda and made it relevant to the participants.

Loved hearing from other teachers opening up with new ideas, experiences and sharing in a non-threatening safe environment. So much info to share.

Thank you!”

“The most beneficial part of EdCamp was the ability to have really meaningful and relevant conversations with like-minded people.” n Lynn Hall | AEU Coordinator, Training & Development

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dential and must be documented and maintained by the leader in a confidential file.

Usually instances of unsatisfactory performance will be resolved following a supportive, targeted management process, particularly when issues are addressed by leaders as soon as they arise.

If, with support and opportunity, the unsatisfactory performance continues, it should then be managed in accordance with the DECD Managing Unsatisfactory Performance Guideline.

AEU Information Unit | Weekdays | 10:30am – 5.00pm |

Still don’t understand what we mean by “EdCamp”?

The AEU Information Unit receives many calls from members enquiring about the difference between Performance Development meetings and Underperformance meetings. The following information comes from the DECD Performance and Development Policy and the DECD Managing Unsatisfactory Performance Guideline. Both of these documents can be accessed on the DECD intranet.

COMMENT

What is the role of a teacher?

Monash University Associate Professor Deborah Corrigan poses an important question

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he fundamental premise of being a teacher is to add value to the learning of each student in your care.

The act of teaching should be able to focus on enabling students to learn more than they would on their own, and to improve the possibilities that each student can realise their potential regardless of their situation in life.

These outcomes are also the foundation of Australia’s goals for education as expressed in the Melbourne Declaration of Educational Goals for Young Australians and the preamble in the Australian Education Act 2013.

The focus on what makes a better teacher then rests on the difference a teacher can make with each student.

Such a focus is often lost as current arguments around “quality teaching” focus on the education systems outputs, such as performance on tests such as NAPLAN, PISA or Trends in International Mathematics and Science Study (TIMSS).

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“As an educator, I want the accountability of teachers to the system kept in balance with accountability to students, as the context of student learning is important.”

As a parent, I would want teachers accountable to my child. I want them to help me in the education of my child.

Teachers also want the level of accountability to their students as evidenced by research on teachers’ motivations.

From the Australian research on future teachers, the highest motivations for teaching were perceived teaching abilities, the intrinsic value of teaching, and the desire to make a social contribution, shape the future and work with children and adolescents.

That accountability rests in educating the person. While skills in literacy and numeracy are important, so are

abilities such as creative thinking, problem solving and managing risk. While these abilities are important, they are rarely given prominence in the curriculum as they are often embedded within different discipline areas, where the content of facts of each discipline gains more prominence.

Sometimes these skills are given prominence as cross-curricular priorities, but it is not always clear who takes responsibility for their learning within the different subject areas.

As an educator, I want the accountability of teachers to the system kept in balance with accountability to students, as the context of student learning is important.

This is currently not the case, with system accountability far outweighing accountability to students.

System accountability that rests on performance in tests such as NAPLAN, PISA and TIMSS does not account for the contexts in which learning occurs.

Alternatively, system accountability that embeds the importance of context – such as through a school review process – begins to provide a richer picture of what the education system is achieving.

For example, a school has performed well below expectation every year in year 5 NAPLAN tests. Sometime later the school realised that the annual year 5 camp was in the week preceding the NAPLAN testing and the students were in a different frame of mind about what was important learning at this time.

While this is a simple example, there are many more examples of individual instances where Indigenous groups of students, who typically focus on visual cues for their understanding, need explicit help in focusing on tasks, such as NAPLAN items, that require them to focus on text analysis.

As an ex-school teacher who now has a child who is beginning their teaching career, I do not know if I think this is a good career choice now, and not only for the accountability issues highlighted above.

For many countries including Australia, teaching is not an attractive career.

It does not provide social prestige or a high salary, which are usually seen as the rewards of a good career.

This is not the case in Finland, Taiwan, Norway, Singapore, Hong Kong or continued over page 3

VICE PRESIDENT’S REPORT ??????????????

“Public perception of teachers influences not only those who may be considering entering this profession, but also how those already in this profession perceive themselves.”

Japan. These countries are often seen as high performers on international comparison tests such as PISA and TIMSS. Contrast this with the US research sampling of 802 young college graduates (not teachers) in the US about their perceptions of teachers as underpaid, had to worry about personal safety, lacked career opportunities and were made scapegoats for many difficulties in education.

Public perception of teachers influences not only those who may be considering entering this profession, but also how those already in this profession perceive themselves.

Negative perceptions of teachers – such as it is an easy career that requires little more than a desire to work with children – that exist in countries such as Australia can only have detrimental effects on even the most motivated person who wants to be a teacher.

If we value the education of young Australians, we must value the role teachers have in this process.

In deciding what makes an effective teacher, it is not only their cognitive abilities that are important. The attitudes they have are also important, such as caring, fairness, respect for students, peers, parents and the general community, enthusiasm, motivation, dedication to teaching, morality, ethics and a sensitivity to children’s experiences.

It is to the youth of our country that we owe our accountability as they are our future. It is not just about academic performance, but also about every student having the opportunity to reach their potential regardless of their situation in life. We, as members of the general public, need to support our teachers in helping us to achieve these goals in our youth. n This article first appeared at The Conversation: www.conversation.com

So long, and thanks for all the fish AEU Vice President Dash Taylor Johnson calls for more recognition of AEU activists Change is upon us!

As our cover story indicates, the AEU SA Branch is set to lose decades of knowledge and experience, so while the pithy message left

by Douglas Adams’ dolphins may be a metaphorical hyperbole, it nevertheless is apt. No, the building at 163 Greenhill Road is not scheduled for a hyperspace bypass and even though an environmentally sustainable make-over is prudent for all organisations, when a hundred years of experience is suddenly not ‘on tap’ then a hole appears. Now the challenge is to fill it.

As educators, change is something we are used to. New staff members, new curriculum, new policies, new procedures and in May of this year a new Enterprise Agreement. Work has already begun on a new CBD high school and I sit on the stakeholders reference group as your representative. In this term alone, recommendations will be made about naming and zoning implications and the process for appointing the Band A9 Principal who will start in 2017 is underway. This is just one example of a physical change but what we can never forget is that change needs people for it to happen and what we can certainly get much better at is not being all-consumed by it; making time for the simple things, the power of a thank you, for example, cannot be underestimated.

You are all about to embark on a round of farewells at your own sites, those retiring and the victims of contract employment get an extended recess and over-sized card, a speech or two and an obligatory gift; it is never enough and for those who have changed workplaces late in their careers, this acknowledgement falls well short. As a system, under the leadership of our previous CE, a mechanism to acknowledge employee service has been implemented and the

AEU supports this attempt at recognition but we all can do more, especially us.

It is fantastic that this publication celebrates a lifetime of service but why did it have to wait until their work was done? What we as a union can and should do is recognise the endeavours of our colleagues alongside their work.

Why can’t we have excellence in unionism awards? To this end, our Curriculum and Professional Development Management Committee has suggested exactly that.

Whatever you want to call it, it is the membership that makes things happen and the membership that receive the industrial conditions and entitlements as a result. Currently, years of membership, service on committees, sub-branch secretary commitments, PAC representation, Area and Branch Council delegates, conference presenters and delegation members as part of our enterprise bargaining processes are not recognised formally, and there is no reason why they shouldn’t. Members aren’t necessarily expecting anything but you certainly deserve to be.

This is a change that we can control and we can do it well. Our recent interest groups have an environmental and social justice focus and it is you who have demanded that your voice be heard. The Environment Action Group continues to advocate for no change to SA’s current nuclear energy policy and Teachers for Refugees embraces all educators for actions against mandatory detention along with supporting the transition to life in South Australia for new arrivals. These groups are thriving and present another public face for the AEU, a face respected in our community.

Change is upon us but we are the n navigators! Embrace it.

TOGETHER WE ARE STRONG! 11

AEU RETIREMENTS

We bid you farewell A new era will begin as five stalwarts conclude their AEU service in 2016.

B

etween them they have over 150 years of combined service to the AEU and they will be missed by staff and members alike. Branch Secretary Jack Major, Coordinator of Organisers Bill Hignett, Legal Officer Anne Walker, T&D Coordinator Lynn Hall, and Resource Centre Officer Deborah Dowsett are all leaving the AEU at the end of 2016.

All but Lynn Hall who will pursue work in the area of freelance training and curriculum development, are retiring after long careers dedicated to supporting AEU members in preschools, school and TAFE. We dedicate the following pages of the Journal to these long-term AEU staff to recognise their significant contribution to our branch over many years. n

aged to apply for the position. I’ve been here ever since.

JOURNAL: What were the key campaigns when you started at the Union?

BILL: In the early days of my employment most of my work involved servicing the membership in the Upper Spencer Gulf, Far North and Eyre Peninsula.

A career dedicated to helping others Organisers Group Coordinator Bill Hignett talks about his 38 years of service to the Union.

JOURNAL: When did you start working at the AEU and why did you decide to pursue work in the Union?

BILL: When I first started, our Union was known as the South Australian Institute of Teachers (SAIT) and I started work in the Whyalla Office at the beginning of Term 1, 1979. Prior to employment with the Union, I was active as a union representative at Cleve Area School and the Secretary for the union regional association that covered schools on Upper Eastern Eyre Peninsula. The position of Liaison Officer had been advertised twice without success and I was encour12

One of the big issues in the country at the time was the inability for members working in the country to transfer back to the city. The Union fought for a country guarantee to the city once a teacher had completed four years of country service. The other main issue I dealt with was country housing. There was not enough housing and the quality was poor. We campaigned strongly for improved country housing with a reasonable rent structure.

JOURNAL: You’ve got a lot of experience under your belt, will that be lost when you leave the AEU? BILL: I am not sure that another Organiser in the AEU will complete 38 years on the staff like me. I was not subjected to the constant three-year reappointments Organisers are today. For the first three years of my appointment I was seconded from the Department like current Organisers are but at the end of my three years at the end of the school year in 1981 the Department refused to extend my tenure any further and I was faced with the decision of either going back to a school or resigning from the Department to continue working in the Union office. I moved from Cleve to Adelaide at the beginning of 1982 to take up the newly created position of Senior Field Officer, later called Coordinator of the Organisers Group, and I set up the

Organisers Group. By the end of 1982, the Union had appointed six new Organisers (then called Field Officers) making a total of eight Organisers appointed by the union. Today we have 12 Organisers working with members across the sectors.

JOURNAL: You’ve supported a lot of members on a huge range of issues during your career, are there any that really stand out for you?

BILL: There are two issues involving individual members that stand out and have had an effect on our whole membership. The first issue relates to a female teacher who was appointed to Amata Anangu School part-time and found it very difficult to live in a remote community on a 0.6 salary and a 0.6 locality allowance. We successfully argued in the Commission for her to receive the locality allowance for a fulltime teacher at Amata and that brought a benefit for all part-time teachers in remote areas.

The second matter involved a teacher who was treated very badly upon returning to work after a serious illness.

When our negotiations on her return to work were unsuccessful, I took the matter to the Teachers Appeal Board which led to a new policy being developed for teachers returning to work after nonwork-related illnesses.

JOURNAL: What’s the one piece of advice you would give to AEU members who are dealing with an issue in the workplace?

BILL: Make sure that all of the members are aware and engaged in the issue and don’t give up. Sometimes outcomes from the issues that are raised are like pushing a log – you only make a little progress but it is an improvement and something to build on for the future.

JOURNAL: You often asked the many Presidents that came through the AEU during your tenure to think about what their legacy would be. What legacy do you hope you’ve left after 38 years in the Union?

BILL: I am firm believer that when you work for the union you should leave it in a better place than when you started.

I will let others talk about what my legacy is. I am proud of the work we did on the AEW Award which was the first culturally based award in Australia. It took six years to achieve it but the work was continued over page 3

AEU RETIREMENTS strongly supported by the leadership of the AEU, the Aboriginal movement in South Australia and our Aboriginal members. Next year will be the 40th anniversary of the certification of the Award so it has stood the test of time. I am also proud of the work we did with the South Australian Government Superannuation Federation to ensure

that SuperSA offered post retirement products to our members. I have always considered superannuation deferred wages, and part of our social commitment to our retired members.

JOURNAL: Members might recall you received an OAM for your work on Reconciliation and supporting both Aboriginal and non-Aboriginal war

debated issues with many Ministers for TAFE, at times a frustrating task given the frequent turnover of incumbents in that role.

Jack hits the road!

Respected and wellliked by members and colleagues, retiring AEU SA Branch Secretary Jack Major has been a stalwart of the AEU for many years writes successor, Leah York.

Jack Major graduated from the University of Adelaide with a DipEd in 1975. From 1976 to 1980, he pursued secondary teaching at Coober Pedy Area School and Taperoo High School, interspersed with overland travel to London. Returning to Adelaide Jack moved to teaching in TAFE, in School to Work transition programs and Aboriginal Education until 1984.

Jack has remained a strong advocate for TAFE. Over the years, he has negotiated many improvements to Government proposals regarding funding models, restructures, the move to a Statutory Authority and on individual employee matters to ensure best possible outcomes for AEU TAFE members. He has

In 1984, Jack commenced his Union career as SAIT TAFE Organiser, a position he held until his appointment in 1990 as SAIT Assistant General Secretary. In May 1994 Jack was appointed SAIT General Secretary. Following SAIT’s move to become a branch of the AEU, in 1996 Jack transitioned to the position of AEU SA Branch Secretary. He has since been re-elected by the membership for successive three year terms.

Working with many SAIT and AEU Presidents over the years, Jack’s effective and efficient management of the SA Branch office has contributed to many significant achievements, including: • A smooth transition from SAIT to the AEU (SA Branch), ensuring compliance with the legal requirements of both State and Federal legislation.

This has been crucial in a broad and ongoing sense, in the face of government attacks on union governance and anti-worker legislation such as Work Choices • Strong industrial campaigning to underpin the making of Federal and State Awards and enterprise agreements that have delivered sound salary outcomes and improved working conditions, and related Arbitrated decisions that have been favourable to all classifications of education workers • Ongoing strong advocacy for public education across preschools, schools and TAFE • Prudent financial management of the Branch’s resources to enable strong organising and campaigning on public education issues, and when necessary, to fund crucial legal matters and test cases. Indeed, Jack’s thrifty ways are legendary, reputed to be one of the few union officials to regu-

veterans. Do you plan to keep up that work in your retirement?

BILL: Yes. I am very committed to these issues and I would like to use my expertise as an advocate and union official in supporting these issues. I would also like to use my expertise as a teacher to support the Australian curriculum in n fleshing out these issues.

larly fly budget airlines.

Jack’s affable personality and management style have ensured that AEU office staff are ‘on board’, and give their all to achieving the aims and priorities of the AEU. Never one to shy away from controversy, Jack also endured the unenviable experience of being dismissed from his TAFE Act position by Minister Malcolm Buckby on the recommendation of Chief Executive Geoff Spring. In 1999 the then Liberal Government, in an attempt to weaken the AEU, refused to extend leave without pay for employees taking up a reappointment in the AEU as had been the practice for many years; and strangely refusal wasn’t being applied to any other union or department. Jack was deemed to be absent without authorisation, disciplined and dismissed after a protracted battle in 2000. Many suspect he secretly enjoyed the fight!

Over the years, Jack has continued to travel, taking annual trips to Far North Queensland with his partner Libby and sons, Tom and Patrick, and often spending school holidays and long weekends returning to his childhood hometown of Beachport.

More recently, empty nesters Jack and Libby have enjoyed trips to Europe and the United States. On one occasion, AEU lawyers had to track Jack down in the US to swear an Affidavit for an urgent matter. Jack was sent on a wild goose chase around central New York in an attempt to track down the Australian Consul-General, alas to no avail. Fortunately, the unsworn affidavit was accepted by the court given the circumstances. I’m sure Jack and Libby will enjoy many more overseas adventures, albeit without such interruption.

On behalf of AEU members and staff, I wish Jack all the very best in his retirement and sincerely thank him for his valued contribution. n continued over page 3 13

AEU RETIREMENTS JOURNAL: Why do you think it’s important for the union to provide professional development opportunities for members?

Lynn is taking up new challenges AEU T&D Coordinator Lynn Hall is handing over the baton.

JOURNAL: When did you start working at the AEU and how did you come to be in your current role as Training & Development Coordinator?

LYNN: I started in 1996. I had been working as a teacher for 20 years and was a DECD Curriculum Officer prior to applying for the role of SAIT T&D Coordinator.

JOURNAL: How has training and development for AEU members grown over the years – is it a lot different now to when you first started in the job?

LYNN: When I started we had a very small union education program. We also employed a project officer to run projects which included professional development and school-based action research funded by federal government grants. The administrative systems were all manual. The first things I did when I started was to buy a Windows 95 computer as the office was using DOS systems and developed a relational database to manage the administrative requirements of training. In 1996 we ran 42 courses for just over 600 members. In 2016 we ran 113 courses/ workshops and conferences for over 2,500 members and have online registrations, online event pages, Moodles, facebook and webinars in our delivery.

The volume of work, the diversity of the work and the range of delivery has grown.

14

LYNN: The conditions our members work in are the conditions our students learn in. They are inextricably linked so we have to focus on both industrial conditions as well as the professional issues for members. Our professional development is also based on what members tell us they want professionally rather than what the employer wants them to have. There is a real gap now in SA in progressive professional development that we have sought to fill in the interests of our members.

JOURNAL: What has been the most rewarding aspect of working at the AEU? LYNN: I am a teacher/educator at heart so the most rewarding aspect for me has been working directly with members who want to learn and who thank me for the experiences they have in the training room, workshops or conferences. I have had the privilege of watching members grow in confidence, knowledge and activism and as professionals.

I have also had the freedom to try out new ideas like EdCamp and have worked with some great educational thinkers and powerful unionists.

JOURNAL: Would you encourage members in schools to get involved in the delivery of Union PD? LYNN: One of the key features of our professional development program is that the content is based on what members say they want and the delivery is often by member facilitators. Members learning from members can be an incredibly powerful force for change.

Educators should be the ones driving professional growth rather than governments and lobbyists. And our union should be the ones giving voice to the profession.

JOURNAL: What are your plans into the future?

LYNN: I am very excited about moving into freelance work, writing curriculum and training materials or running workshops. I am looking forward to having a better work-life balance which I have control over. I may even have time to finish building my dry stone wall in our over-run rambling garden!

n

Anne calls it a day after 32 years AEU Legal Officer Anne Walker is retiring at the end of 2016 JOURNAL: When did you start working at the AEU and in what capacity?

ANNE: I first started working for AEU when it was SAIT in 1974 as Legal and Industrial Secretary. I resigned to have children from 1978 – 1982 and returned in 1983 to work in the Journal office.

Over the next decade I had a few different roles but I think a highlight of my career was working as assistant to Jan Lee when she was General Secretary.

She was the first person who told me to “go and get a law degree”.

JOURNAL: How is the Union different now to when you began here?

ANNE: In 1974 SAIT was regarded more as a professional association looking after members industrial rights. When I first started, women weren’t allowed to wear trousers! Equality between genders was lacking and when I applied for maternity leave in 1978, the General Secretary at the time didn’t know what I was talking about. Since then, we have had some wonderful leaders who have grown and broadened the work of the Union and made it strong and a force to be reckoned with.

JOURNAL: You’re currently the AEU Legal Officer, what have been the challenges for you in this position?

ANNE: To become the subject of a continued over page 3

AEU RETIREMENTS police investigation, departmental investigation or a Teachers Registration Board inquiry is not something I’d wish on anyone. There have been many changes in the Department over the years regarding how investigations are conducted but it remains a lengthy and arduous process; very often people suspended from duty are left feeling isolated and distressed. There is very little that can be done to alleviate those feelings and often it is the AEU that constantly monitors members’ wellbeing while trying to encourage the Department to finalise the process.

JOURNAL: Many people chop and change careers and/or workplaces over the course of their careers, what’s kept you working at the AEU? ANNE: I love this Union. It’s passionate and committed to the improvement of working conditions for all its members.

The AEU staff are a team that work together with strong commitment and for a common purpose.

JOURNAL: What do you see as the challenges for the Union and its members into the future?

ANNE: We can never become complacent as there will always be attacks on the working lives of our members. From a legal perspective, more and more rules apply and the challenge for members will be to keep a balance between what is appropriate professional behaviour and ensuring they are still creative when working with children.

JOURNAL: What do you plan to do with yourself in retirement?

ANNE: I intend to learn Italian next year, then travel, do some volunteer work with refugees and probably the Oxfam Book Shop. In between this, spend time with my first grandchild who will be born in January, play with the dog, walk with my husband and drink red wine.

JOURNAL: Any last message as you head off into the sunset?

ANNE: I have loved my time at the AEU. I have worked with some amazing people. I have loved going to sites to run legal workshops. It was such a positive part of my work meeting such dedicated people who work with our young people.

The AEU has achieved some wonderful outcomes for our members and it will continue to do so. I will take with me some wonderful memories and will n cherish them all.

A new chapter begins for Deborah Long-time AEU Resource Centre Manager Deborah Dowsett’s retirement won’t stop her supporting others.

JOURNAL: When did you start working at the AEU? DEBORAH: I started on March 12, 1984 as a Library Assistant to Roy Martin the Research Librarian. It was my first job and I was very nervous. Within days I found it interesting and stimulating and I couldn’t get over the vibe of the place, it seemed to be full of energy and that never stopped.

JOURNAL: Our members may not know you have a condition that restricts your mobility. Was that the case when you first started at the AEU? DEBORAH: Yes. I was employed as a disabled person on 20 hours per week. At 18, I was diagnosed with rheumatoid arthritis. I didn’t know what my condition would do to me through my life so I picked a career that would let me stand, sit, walk, and work out my own schedule.

This place definitely let me do that.

JOURNAL: What were your duties?

DEBORAH: I was initially employed to help Roy close down and pack up the library and turn it into a Resource Centre.

In 1985 we began to computerise the library system. With a natural love of history and a good analytical brain, I became the union’s archivist and assisted colleagues in their research. I had very little formal education because I was so ill in my teens. Roy encouraged me to go further and the Union was right behind me. It paid for all my education from a TAFE certificate to an Associate Diploma to a Diploma. TAFE gave me an award for the application of the training at work. It was a very proud moment for me. Roy left after seven years and I took over and have been in the role for the last 25 years.

JOURNAL: How has your work changed over the years?

DEBORAH: The Centre was set up to provide information for Research Officers.

There are no Research Officers anymore but there is still a need for research. The resources aren’t in the same demand because of the internet but people need to be able to learn what words to put in a search, whether to believe the information, and how make judgments about the credibility of the source, so the role of librarians is still critical.

JOURNAL: What did you love about the job?

DEBORAH: I often told people: I get to do what I love, I get to learn more everyday about the things that I love and I get to work in a place that suits my social conscience.

JOURNAL: What’s next for you?

DEBORAH: Volunteering. I would love to work with migrant women to help with basic English skills so that they are able to get out of the house and be part of the community and understand the basic n rights of women in Australia.

LEAH YORK elected as new AEU SA Branch Secretary Upon retirement of long-serving AEU Branch Secretary Jack Major, an election was held to fill the position.

A member-wide ballot was conducted from September 23 to October 14 by the Australian Electoral Commission and, as a result, current AEU Industrial Coordinator Leah York was elected as AEU SA Branch Secretary.

AEU Branch Executive thanks Jack Major for his long and dedicated service to the Union and congratulates his successor Leah York on her election.

Watch out for a feature interview with Leah in the first Journal of 2017! n 15

PEDAL PRIX

More than a bike race, there’s something for everyone Sue Fenwick reports on the impact of Pedal Prix on staff and students at the Heights School

O

ver 200 teams from schools around Australia set up camp in Murray Bridge in September to compete in the final race of the UniSA Australian HPV Super Series. It’s 24-hours of non-stop racing and “the biggest and best HPV race in the world”, according to UniSA. HPVs are Human Powered Vehicles. The Heights School has four of them – one for each age category, from primary to open/old scholars.

The Heights School has been competing in the series since 2004 when it had one vehicle and eight students.

Events 1 and 2 are 6-hour races at the former Victoria Park Racecourse in May and July. The Heights School’s Green Technology Racing now races Quasar (Category 1), Pulsar (Category 2), Odyssey (Category 3), and Thor (Category 4) in all three events. They are the only school in the country to compete in all 16

“The students get to see that I’m more than just a teacher. We can bond over the team aspect of the events.” four categories and have been doing so since 2010.

“We are multidimensional at the Heights,” said Roger Button, Team Manager and the school’s Design & Technology Coordinator. “We raise awareness and funds for a different charity every year while we are competing. This year we chose beyondblue to highlight the importance of tackling mental illnesses such as anxiety, depression and suicide in our community.”

“The name Green Technology Racing was chosen as the event promotes cycling as a mode of transport and, as a team,

1 The Blue Planet recycling program we actively care for the environment.

Our team creates a platform for activities such as our Blue Planet recycling program, an off-grid wind-powered lighting system, and a tree planting weekend.”

The race was nearly over when I interviewed some senior students about continued over page 3

8: www.pedalprix.com.au

All event information is available on:

WORK, HEALTH & SAFETY

“The positive undercurrent that drives the team creates a profound effect on learning in school.”

Maddy, Year 8, comes along with her Dad. She has been involved for three years. She goes to the training once a week run by teacher Ms Niven and a student who is developing his personal training skills by training the riders.

“I like how everyone can do it, whatever your fitness level,” she said. “You have great experiences. It’s fun to race at night. It’s a different experience with the lights on.”

Roger Button has either established or been involved as a parent in Pedal Prix programs in every one of the six schools he’s worked in. “It brings people together for a common cause,” he said.

“The students pick up on the quality of relationships developed between teachers and parents. The positive undercurrent that drives the team creates a profound effect on learning in school. We don’t make a big deal about it but it happens of itself.”

Early career teacher, Torston Reicher, is an old scholar. He worked in the pit crew while his sister was riding and began racing in 2000. While a TRT at The Heights, he was able to step into the Team Manager position at Victoria Park earlier in the year.

“It’s been a very important experience for me as a new teacher,” he said.

“I have interacted with students and staff that I wouldn’t have otherwise. It makes it possible to develop relationship with parents without the pressure of an issue. The students get to see that I’m more than just a teacher. We can bond over the team aspect of the events.” n

If HSRs or members have questions regarding the above or any other WHS issue that can’t be answered adequately at the local level, please contact Jill Cavanough at the AEU (email right) 3 17

8: jcavanough@aeusa.asn.au

“It’s been full on, non-stop,” said a parent. “It’s been a long night, everyone is tired but we all just pull together.

It’s all about teamwork.”

1 The Prix-mium Coffee Shop

The DECD mantra of “Full steam ahead with STEM” is all very well, but not if it means cutting corners on safety.

Did you know that it’s a requirement under the WHS Act and regulations that workers must be consulted regarding potential hazards and risks when any work that could affect their occupational health, safety and welfare is being planned and undertaken?

This consultation means that there must be a genuine opportunity for all employees’ views to be taken into account in decision-making. The Health and Safety Rep (HSR) is entitled to participate actively in the process to raise concerns of those in the work group.

If members have concerns related to the Science Technology Engineering and Maths (STEM) project (or any other WHS issue), they should document the issues and questions at an AEU meeting and provide them in writing to the site leader, preferably with the support of the HSR. Even if the HSR is not an AEU member, the HSR should act to bring to the attention of management any WHS issues raised by members of the work group they represent, including groups of e.g. AEU members. This tabling of concerns should result in inclusive discussion about how the hazards can be eliminated or minimised.

A plan should then be drawn up based on an assessment of risk for everyone on site, including all workers (school staff and builders), students, and visitors.

Education Directors have due diligence responsibility for WHS and should support their site leaders to consult properly with staff, even if this may mean some delay in implementation.

While the architects and DPTI may be the providers, the staff are the experts in what outcomes they want and how the process will affect them. n

AEU WHS Officer Jill Cavanough

how it worked and what their involvement in the Green Team, as they called it, meant to them.

Year 12 student Brendan has been involved for two years. He went along with his friend one year and decided he wanted to get more involved. “This weekend is fun but it is also mentally and physically demanding,” he said.

“We have to do shifts through the day and night. We don’t get much sleep.”

The older students are Team Leaders working together in shifts. They help the younger students, help with repairs, and they race. They call out encouragement as their vehicles go by, they are alert, and ready to help the pit crew when a vehicle comes into the pits.

“We’re trying to get them together to cross the line at the same time to get a great photo of the whole team,” said Year 11 student Anthony. Involved since Year 7, he has also undertaken a landscape design project as part of his studies. It integrated with a project undertaken by two other students who did a barista course and set up the Prix-mium Coffee Shop on the school grounds to raise money.

Students and parents are attracted to the technical side too. The school’s workshop is open to team members to work on the vehicles. Expertise and interest brought in by parents is invaluable. It creates a hands-on connection with the school for them. Vehicles must comply with strict safety standards and are often modified and repaired after events.

“We treat the race at Victoria Park as a training and test run,” said Year 12 student Alex, a Green Team veteran of five years. “We had some technical issues with Odyssey after the last race.

We had to modify it and we did this in our free lessons.”

The Green Team includes everyone.

Parents, students and staff are all packing up around me like a well-oiled machine.

SSO: DID YOU KNOW?

WOMEN’S FOCUS

The Coalition’s ‘Fairer’ Paid Parental Leave Bill 2016 We continue our series of Q&As arising from the SSO Conference held in the Term 2 holidays.

Are Tea Breaks an award provision?

Tea breaks are not an award provision for any DECD school staff employees.

However it is expected that schools, in terms of long-standing custom and practice, will make arrangements to provide staff, including SSOs, the opportunity to have a cup of tea or coffee. Tea breaks are paid breaks and therefore SSOs are not required to make up the time.

Do all classroom-based SSOs have to hold a relevant qualification?

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

Only SSOs working in School Based Preschools must have, or be actively working towards, at least an approved Certificate III level education and care qualification.

Who determines the relevant training required under the Training and Professional Support Strategy?

The strategy relies on the professionalism of SSOs to decide for themselves the relevance of training and development activities undertaken. Note: The declaration form is located at the back of the Training and Professional Support Strategy.

Which SSOs are eligible to spread their pay over 52 weeks?

Permanent SSOs in receipt of a 16% loading and temporary SSO whose tenure is for a complete school year are eligible to opt into the scheme to have their pay spread over 52 weeks. Refer to DECD HR Series ‘SSO Payments Over 52 weeks’.

Are SSOs replaced when on leave?

% 8272 1399

In emergency situations created by key SSOs being absent or where duty of care, health, safety and welfare responsibilities and essential school services need to be maintained a minimum allocation of additional hours would normally be made to the school. However it is rare for a full replacement to be made.

Who do you communicate with if you have a workload issue?

SSOs can lodge a written workload grievance with the PAC. Refer to Clause n 5.6 of Agreement 2016.

18

AEU Women’s Officer Tish Champions says many will lose out.

What does the Coalition’s “Fairer” Paid Parental Leave Bill 2016 mean for you?

T

The proposed changes to what the Coalition has dubbed the Fairer Paid Parental Leave Bill have enormous potential to impact extensively on AEU members. DECD employees who are entitled employer-funded paid maternity leave that is effectively funded by government are likely to be ineligible under this new proposal.

If your current employer-funded scheme is financially less in total value than the total entitlement of the federal scheme you will be eligible for any difference as a top-up payment.

If your current employer-funded scheme is shorter in weeks than the federal scheme of 18 weeks, you will be entitled to the balance of weeks up to 18 weeks. There has been no mention of what the arrangement is for a woman who gets less than 18 weeks of employerfunded maternity leave which equates to more money than the $11,826 entitlement under the PPL scheme. Will a woman entitled to 14 weeks of employer-funded paid maternity leave get an extra four weeks to bring her up to the PPL scheme of 18 weeks regardless of how much money she received during that 14 weeks?

The new scheme, if passed through the Senate, will no longer be administered through the employer’s payroll but through the Department of Human Services.

These changes are set to save the Federal Government about $1.18 billion over four years and impact on approximately 80,000 families. Those with an income of over $150,000 will not be eligible for the scheme at all. This point is interesting given Tony Abbott, in the lead up to the 2013 election, promised to improve, increase and expand the Paid Parental Leave Scheme. He assured the women of Australia that the Paid Parental Leave Scheme would provide

full salary replacement for 26 weeks regardless of someone’s income or circumstances.

Government employees who already have good paid maternity leave entitlements through their enterprise agreements are set to lose all or most of the Federal Paid Parental Leave scheme if the Fair Paid Parental Leave Bill is passed.

In early 2016, Senator Jenny McAllister established the Senate Inquiry into Women’s Economic Security in Retirement. In April this year, the Senate Inquiry handed down its findings and made 19 recommendations that were all aimed at narrowing the gap between men and women’s retirement security in an effort to prevent women entering retirement facing poverty, housing stress and homelessness. Among those recommendations was the notion that superannuation contributions be paid on the Commonwealth Paid Parental Leave Scheme. Not surprisingly, this has not been included in the proposed “Fairer Paid Parental Leave” Bill.

Perhaps the only positive for DECD employees in this new Bill, is a change in the eligibility rule regarding a break in service. Previously, any break in work of 8 or more weeks would result in a woman no longer being eligible for the PPL. This was particularly difficult for contract and casual DECD employees who had no employment over the Christmas break and perhaps did not secure any work until week 2 or 3 of the new school year. The Fairer Paid Parental Leave Bill 2016 proposes increasing the break in service rule from 8 weeks to 12 weeks.

This means those women who may have become ineligible to access the scheme after the summer school break will now have a few more weeks grace to find contract or casual work before being deemed to have had a break in service and losing all entitlement to the scheme.

This Bill, along with several others will be up for consideration when the Senate resumes on November 7. n

RUNNING HEAD

WOMEN’S FOCUS

2016 Federal Women’s Conference

1 Back row: Michele Appleton, Sarah Bennett, Jan Murphy (VP), Tammie Iacopetta, Wendy Baldwin, Barbro Stranz, Suzi Vladimirov, Di Whitaker-Lockwood, Jenny Haskett, Nadine Schoen.

Front Row: Tish Champion, Georgia O’Neill, Anna Taylor.

T

H

he 2016 Federal Women’s Conference was a huge success. AEU SA Branch took a delegation of 12 to the conference this year representing women from across all sectors of our membership. The theme, RESPECT, was extremely apt in this ever changing world. The conference explored themes such as age, race and gender discrimination, precarious employment, occupational violence and harnessing the power of our voice. All topics that are particularly relevant to women working in education.

I have previously written about a sense of ‘fear or favour’ that seems to exist right across the board within the Department for both men and women, but it is more often women that I speak to about suspected ageism, racism and gender bias, as well as instances of violence or bullying and harassment.

In educational settings, diversity, maturity and experience must be valued, embraced and respected. As Audre Lorde said, “It’s not our differences that divide us. It’s our inability to recognise, accept and celebrate those differences.” n

Email Tish Champion on:

Speak up or forever hold your peace! ave you ever been with a child who eats a full bowl of lollies and then says, “I didn’t like them.” Have you ever worked with a colleague who waits until the end of the year to say they didn’t get their entire NIT each week? Have you ever been with someone who eats everything on their plate in a restaurant and then complains that it was cold or too salty?

Do you find yourself thinking, “You wait until now to say something!”

When an applicant contacts the AEU or the Ethical Conduct Unit (ECU) after a merit process is completely finished to complain that there was a conflict with one of the panelists or something wrong with the J&P, there are usually just two simple questions that will be asked.

1. Was there an issue with that panellist or the J&P when the panel process started?

2. If you had been the nominated applicant would you be calling to complain of conflict or a poor J&P? When an applicant screams bias, conflict, poor J&P or foul play at the very

8: tchampion@aeusa.asn.au

end of a process when they have been informed they were not the recommended applicant, it does smack a little of sour grapes. Even applicants have responsibilities in a Merit Selection process.

TIP: Don’t wait until you have written an application, submitted it and found out you were not the recommended applicant to complain that the J&P was dodgy. Contact the AEU or the ECU before you finish writing your application.

TIP: Contact the ECU or the AEU as soon as you know who is on the panel if you believe there is a significant history of conflict between you and one of the panelists.

Don’t be that person who goes along with the show and waits until the end to complain. If there is a conflict, don’t wait until the end to declare it. If the J&P is inappropriate, don’t attempt to write to it – contact the AEU or ECU first.

There will always be issues that come to light after the process has been completed, sometimes through feedback and sometimes through general gossip.

By all means, take these issues to the ECU. The J&P and the panel composition however, are not confidential components of the panel process and should be dealt with immediately if they have the potential to compromise the process. n

Merry Christmas

The Status of Women Consultative Committee extend very warm wishes for the upcoming holiday period to all members. n 19

PUBLIC EDUCATION AWARDS

AEU members feature in Public Education Awards The DECD Public Education Awards were announced at the end of Term 3 and a large number of those recognised were also AEU members. We congratulate the following people for their work.

ADMINISTRATIVE OFFICER VACANCY ADMINISTRATIVE OFFICER POSITION

AUSTRALIAN EDUCATION UNION | SA Branch The term of office of the position is from 1 February 2017 to 31 January 2020

INDUSTRIAL COORDINATOR The position of Industrial Coordinator will become vacant as a result of Leah York’s election as AEU Branch Secretary.

Job and person specifications and details of the selection process for these positions are available from:

Irene Tam on 8272 1399 (email - aeusa@aeusa.asn.au) Applicants must address the requirements of the job and person specification in their application.

LEADERSHIP DAN JARRAD, Elizabeth Grove Primary School Winners are able to attend 1 of 2 Harvard Graduate School of Education short courses.

SECONDARY TEACHING

Leave without pay may be negotiated for AEU members whose employer is a state government agency.

Applications must reach the Branch Secretary, AEU (SA Branch), 163 Greenhill Road, Parkside, SA 5063 by 5.00pm on Friday, 25 November 2016.

MEGAN HOOPER, Mimili Anangu School Winners receive a professional learning activity of their choice, valued at up to $10,000.

CREDIT UNION SA PRIMARY TEACHING CASSANDRA YOUNG, Mount Barker South Primary School Charlene McGrath, Aberfoyle Hub R-7 School Winners receive a professional learning activity of their choice, valued at up to $10,000.

EARLY YEARS TEACHING TARSHA HOWARD, Craigmore Kindergarten JOANNE TILLEY, Port Lincoln Junior Primary School Winners receive a professional learning activity of their choice, valued up to $10,000.

SUPPORT STAFF PAULINE BOLTO, Littlehampton Primary School KARLEY ANDERSON, Riverland Special School Winners receive a professional learning activity of their choice, valued up to $10,000.

LIFETIME ACHIEVEMENT ROSALIE RICHARDS, Pipalyatjara Anangu School The lifetime achievement award winner receives a $1,000 personal wellbeing n grant.

20

Letter from Ged on Paid Parental Leave Dear AEU members,

is to have their t the best thing for babies Even though we know tha Turnbull during the early days, the parents at home with them to cut the amount pushing ahead with plans Government is once again lm Turnbull parents. You can tell Malco of paid time at home for new signing our petition at: that family comes first by ns > PPL

.au > Campaig www.australianunions.org

start in life is ily can give a child a good Making sure every new fam vide, together. the government need to pro and s yer plo em ing eth som and maternal angements enhance child Current parental leave arr back to work. It s until they are ready to go ent par rt po sup and ing wellbe h employers. s obtain by negotiation wit yee plo em ver ate wh s pin under a universal al leave was introduced as ent par d pai ded fun ent Governm must stay that all families in Australia. It to le ilab ava be to – m progra way.

r networks and ase spread the word in you Once you’ve signed it, ple ily and friends. share the petition with fam In unity,

Ged Kearney ACTU President

STATUTORY BOARD ELECTION

Australian Education Union | SA Branch Statutory Board Election

TEACHERS REGISTRATION BOARD Five Members and Five Deputy Members Nominations are invited from AEU teacher members to serve as Members and Deputy Members of the Teachers Registration Board of South Australia.

Successful candidates will be appointed to the Board by the Governor for a term of office of up to three years.

Board members are released from teaching duties to attend Teachers Registration Board meetings.

Nominations, accompanied by a supporting statement of up to 200 words and a brief curriculum vitae, close on

Monday, 28 November 2016.

Nomination forms are available from the AEU. An election, if required, will be conducted at the Branch Executive meeting to be held on Monday, 5 December 2016.

NOMINATIONS FOR AEU COMMITTEES

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.

One male and two female positions for 2 years ending December 2018.

FINANCE The Committee is chaired by the Treasurer and prepares the AEU budget and reviews expenditure on a quarterly basis.

Two female positions for 1 year ending December 2017.

One female and two male positions for 2 years ending December 2018.

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.

One male and two female positions for 2 years ending December 2018.

CONSULTATIVE COMMITTEES Consultative Committees provide advice to Branch Executive on matters affecting their membership sector. All positions are for a one-year term of office ending

December 2017.

Contract and TRT – 9 positions. Employable, Contract and TRT members.

Special Education – 9 positions. Teachers and School Services Officers involved in Special Education.

Status of Women – 9 positions. Women members from all membership sectors and classifications.

Nominations should be addressed to:

Leaders Consultative Committee – 9 positions. School leader members in

Branch Secretary, Jack Major Australian Education Union, 163 Greenhill Road, Parkside 5063.

sectors and classifications.

Further information is available from Jack Major on: 8272 1399.

all sectors of schooling.

Aboriginal Education – 9 positions. Indigenous members from all membership School Services Officers – 9 positions. School Services Officers in DECD. Lesbian, Gay, Bisexual, Transgender and Intersex (LGBTI)

*UPCO MING EV ENT

Super SA Financial Wellbeing Day Wed 21 Dec

10:00am – 3:00pm

A holiday ‘drop-in’ day on financial wellbeing! Questions about your super? Need to speak to the professionals about financial planning, Centrelink entitlements or other related topics?

Open to: Everyone! (AEU Members and non-members).

To register: www.supersa.sa.gov.au/ knowledge_centre/seminars

– 9 positions. All membership sectors and classifications. One position reserved for an ATSI member.

Early Childhood – up to 15 positions, a majority of whom shall be Children’s Services Act employees. 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 5.00pm on Thursday, 17 November 2016.

A nomination form is available at: http://www.aeusa.asn.au/nomination.pdf?lid=68 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, 19 November 2016.

Peter Norman Returning Officer

21

COUNCIL DATES FOR 2016

NOTICE BOARD

Branch Council Meetings

The AEU Executive & Staff of the SA Branch wish all members

Saturday, November 19

TAFE Divisional Council Meetings Friday, November 11

Seeking promotion?

Aspiring Principals, DPs, Senior Leaders, Coordinators

$135

ONLINE PACKAGE

FOR APPLICATION WRITING AND INTERVIEW for all promotion positions in SA government schools FULL SCHOOL SITE LICENCE $399 Tailored to DECD’s MERIT SELECTION processes, this detailed 65 page booklet and PowerPoint shows you how to develop a dynamic résumé and cover letter, as well as many valuable ideas and hints to help you prepare for a powerful interview performance!

Available for immediate download at:

Merry Christmas and a Happy NewYear!

Have a peaceful, relaxing and safe holiday.

The AEU Office will close at 12 noon Friday 23 December 2016 and will reopen on Monday 9 January 2017.

Lip reading & hearing loss management tutors required

www.teachers–resumes.com.au WE ALSO PROVIDE INDIVIDUAL ASSISTANCE

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

Teachers’ Professional Résumés T: 0411 245 415 E: teachers-resumes@bigpond.com Serving Australia’s teachers since 1990.

ABN: 40 833 718 673

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

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

TAFE SA MEMBERS Subscription rates for AEU members employed by TAFE SA will be adjusted from 1 January 2017 to reflect salary increases in the TAFE SA Educational Staff Enterprise Agreement 2016.

Please advise AEU Membership staff of any change to your classification, fraction of time, workplace or home address by:

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

email: updates@aeusa.asn.au phone: 8272 1399 fax: 8373 1254

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

To find out more contact:

BETTER HEARING AUSTRALIA ADELAIDE INC. Coordinator: Dr. Mary Allen email: admin@betterhearing adelaide.com.au or Tutor: Shona Fennell Phone: 08 8268 4189

email: msfennell@bigpond.com

Are you up-to-date ONLINE? We need your preferred

email address

8: membership@aeusa.asn.au

Email to

22

or call Membership on: 8272

1399

NOTICE BOARD

Member’s Market In order to cater for extra editorial space, the AEU Members Market now has a reduced space allocation in the Journal.

Advertisements will be printed at the discretion of the Editor and will not run in more than three issues in succession.

W: www.victorharborgetaways. com.au

VICTOR HARBOR HOLIDAY HSE: New, 4 BR, 2 bath, (2 x Qu, 2 x singles, 1 dble bunk), sleeps 8, 3 living areas, 2 balconies, views of hills & Granite Island, A/C, D/W, BBQ, C’pt, 2-storey, quiet location.

T: 0400 303 300 (Ian) E: ir211057@internode.on.net

KINGSTON NEAR ROBE:

GOOLWA HOLIDAY HOUSE

2-storey on 22 kms of stunning beach stretching down to wineries.

Sleeps 8, 2 bathrooms. Or Balcony Suite, 5 RMs. Special from $70/ double, mid-week, off peak, min.

4-nights. T: 0402 922 445 (Judy)

15-mins from beach, shops and river. Sleeps 9, in-ground pool, decking with BBQ, fully equipped, A/C, etc. $100 night.

T: 0403 841 031 E: leonday@adam.com.au

4 BR brand new 2-story house – sleeps 9 plus 2 fold out couches.

5-min. walk to the jetty. Relax for wkend or longer. T: 0407 654 464 E: arthur1966.dellas@gmail.com

STREAKY BAY HOLIDAY HSE:

TEACHING RESOURCES:

SEAGRASS VILLAS AT NORMANVILLE: situated on Jetty Rd, two new 1 BR spacious villas for holiday rental. Luxury accomm. a short stroll to cafes, shops, pub and to the Normanville Beach.

Spa in courtyard garden for the perfect getaway, come and treat yourself. Villa 1 is dog friendly – allowed inside. 5% discount for AEU members.

T: 0409 400 265 (Lynn) E: lynn.wilson22@bigpond.com

5-min walk to beach, in town, close to shops. Sleeps 13. Fish & boat facilities. New bath & kit; BBQ entertaining area and private spa suite avail. Starting rate $140 p/ night. T: (08) 8626 1539 E: ascaines@hotmail.com

VICTOR HARBOR GETAWAYS: 2 fully self-contained homes.

Sleeps up to 8. One with private beach/lake! 10% discount to AEU members. T: 0419 868 143 E: foumakis@hotmail.com

SAIT Conveyancers

We offer AEU members: Free advice on real estate queries.

Expert advice and professional experience with: • Mortgages, • Private Contract Transfers, • Strata Plan and Plan of Division Lodgments, • Caveats, Discharges of Mortgages, • All facets of conveyancing work.

If you are buying or selling or are involved in any real estate matter, either through a land agent or privately, consult us.

Contact us on:

Anne Walker

(: (08) 8410 6788

Simon Willcox

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

Fax: (08)

located at Credit Union SA

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

SECOND VALLEY HOLIDAY HSE:

To give away: Folders hard/soft covered...upper to middle primary ...many topics covered...from retired teacher. Donation to the Smith Family. Interested?

T: 0418 834 174 (Jane)

ROBE HOLIDAY HOUSE: Easy walk to main street with shops, cafes and 2 minute stroll to Mahalia Coffee and secure playground. Sleeps up to 8 with 2 bath. Lovely open plan living with all mod cons, A/C. 10% discount

to AEU members. Starting rate: $140 p/night.

T: 0429 358 797 (Robyn)

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

CAR FOR SALE: Hyundai i30 2012 diesel wagon. 73,000km plenty of extras $15,900.

T: 0435 489 429 (Bill) TEACHING RESOURCES: Retired teacher wishes to sell early childhood materials to beginning teachers. Books, literacy, maths games and music materials all in good condition.

Contact Betty on: M: 0413 125 399 Hme: 7329 4272

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

journal@aeusa.asn.au

AN INVITATION TO RETIRED OR RETIRING TEACHERS & SSOs Have you retired or are about to retire? Are you seeking opportunities to maintain or increase your level of fitness and want to learn more about your city and surrounding hills and bushland? Are you seeking companionship with other retired teachers and their partners as well as other walkers from a range of backgrounds (not just teaching!)?

Walks are organised at several levels. Rovers walk from 14–18 kms, Walkers from 8–10 kms, Ramblers from 6–7 kms and Amblers up to 5 kms. The R.T.A. Walking Group is a sub-group of the Retired Teachers Association and is affiliated with Walking SA – the peak walking body in SA. We walk in conservation parks, national parks and forestry reserves within the Mt Lofty Ranges and Fleurieu Peninsula, suburban beaches and along the six creeks of the Adelaide Plains, the River Torrens Linear Park and other suburban trails. It’s a great way to get to know your city and surroundings! A camp is also organised each year in country areas within SA or Victoria.

If you are interested in finding out more about our walking group, you are invited to contact: our President, Kym Wenham Tel: (08) 8386 1110 email: wenhams@adam.com.au or John Eaton Tel: 0419 176 713 email: joneaton@bigpond.net.au We hope you will join us for the 2017 walking season!

23

Teachers – we’ve driven our rate down, so you can trade up

Our very low car loan rate applies to loans from just $5,000 and is available for new and used vehicles under 2 years of age – and as a teacher you pay no loan establishment fee, saving you $195.

Along with a low rate, you’ll also enjoy: • Fast approvals • No monthly loan fees • Flexible repayment options

To get yourself moving, talk to us today – call 8202 7777, ask a mobile manager, visit a branch or apply online at creditunionsa.com.au/ our-special-teacher-car-loan-rate

Lending criteria, fees and conditions apply and are available upon request. Available to members of the South Australian education community and their partners. Available for new and used cars less than 2 years of age. *Comparison rate is based on a secured loan of $30,000 fixed over 5 years. WARNING: This comparison rate is true only for the example given and may not include all fees and charges. Different terms, fees or other loan amounts might result in a different comparison rate. Credit Union SA Ltd | ABN 36 087 651 232 AFSL/Australian Credit Licence 241066 | Credit Union SA Centre, 400 King William Street, Adelaide SA 5000.