Vol 42 I No.5
Official publication of the Australian Education Union (SA Branch)
August 2010
AEUJOURNAL SA VOTE FOR PUBLIC EDUCATION
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Federal Election: Time to invest in public education
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Tony Abbott: His plans to increase private school funding
FPERAT E SUI D RE N ST’S VIEW
AEU JOURNAL
VOTE FOR PUBLIC EDUCATION
Australian Education Union | SA Branch 163 Greenhill Road, Parkside SA 5063 Telephone: 8272 1399
SSO Permanency page 6 We talk to two SSOs set to benefit from the arbitration decision
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. AEU Journal 2010 Dates Deadline
Publication date
#6
August 27
September 15
#7
October 15
November 3
Subscriptions: Free for AEU members. Nonmembers may subscribe for $33 per year. Print Post approved PP 531629/0025 ISSN 1440-2971
INSIDE N
Federal Election: Time to invest in public education
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Tony Abbott:
Cover: istockphoto
His plans to increase private school funding
Illustrations: Simon Kneebone Printing: Finsbury Green Printing
Public Education and the 2010 Election page 8 Make your vote count! See AEU Federal President, Angelo Gavrielatos’ on federal education matters.
Ontario: Unions at the helm page 18 Interview with Lynn Hall
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8272 1399 journal@aeusa.asn.au
L E T T E R S TO T H E E D I TO R
TOP LETTER
*Winner of TOP LETTER!
Dear Editor I’m sure most members can attest to the fact that we are so busy in our working day that finding time to sit down with a colleague to help them join the AEU is a real challenge. This may be surprising, but being busy is usually the only reason many education workers don’t take the time to join up. Many of our colleagues who have not yet joined actually want to. And why wouldn’t they? The Industrial Relations Commission decision regarding our Award added to our wage win earlier in the year. The class size and instruction-time guarantees remain, permanent employment will be more accessible to teachers and non-teaching staff, special needs will receive a long-awaited boost and a review of workload for all staff will take place. Thanks to the incredible collective efforts of AEU members taking a massive stand against a belligerent State Government, working and
learning conditions in our public schools finally appear to be improving. Everybody benefits from this but not everybody contributed to this success. Many of our colleagues want to join and contribute to future campaigns to further improve public education for ourselves, but most importantly for our students. The challenge is finding the time to fill out the form! In the last AEU Journal, President Correna Haythorpe talked about the importance of recruiting new members to increase our collective strength in future campaigns. Just as the education sector will struggle under the wave of looming retirements, so too will our union. We must encourage our colleagues to join if we are to remain viable against governments that wish to use the education budget as an area to drive ‘efficiency measures’ (otherwise known as cost slashings). I will endeavour to find more time to sit down with colleagues who have not yet joined our union. In the meantime, I wish to express my sincere thanks to the AEU organisers who visited our site recently for the express purpose of sit-
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journal@aeusa.asn.au ting down with staff who had not yet filled out the membership pack we handed to them weeks ago saying, “I’ll pop by your office later and we’ll fill that out”. The response to the visit was well received with staff at our site. They felt better informed after conversations with organisers, encouraged by the news of our new Award, and proud to join a union with members who stand together in order to achieve the goals that we could not achieve alone. I Brett Ferris Open Access College
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L E T T E R S TO T H E E D I TO R CO N T. . .
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2011 EDUCATION AND MINISTERS’ ARTS AWARDS Carclew Youth Arts is calling on the public to nominate South Australia’s best arts teachers and artists for the annual Education and Arts Ministers’ Awards. The awards recognise outstanding arts teachers and artists working in DECS schools with a $5,000 prize to be used for professional development. AEU members Evelynne Richardson and Jicky Anderson were among last years’s recipients and have benefitted from some fantastic PD opportunities as a result.
There are three Education and Arts Ministers’ Awards being offered: • Primary arts education • Secondary arts education • Artists working in schools Nomination forms for the 2011 awards can be found at:
www.carclew.com.au
Nominations close at 5.00pm, 1 September 2010
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AEU PRESIDENT’S VIEW
TA F E M AT T E R S
Steps, ceilings and ballot boxes
Lecturer qualifications for TAFE
provided to site leaders to ensure that they can manage their workload and comply with the agreed industrial timelines. To date, we are still awaiting a response. However, we will continue to vigorously pursue this matter with DECS.
Straw ceilings
The new Step 9 classification has generated much debate over the past few months. There is no doubt that there is a high level of interest from teachers who are eligible to apply for Step 9 reclassification and from principals who will have to manage this process at the local level. There also seems to be misleading information circulating in various networks about the process and I think it is vitally important that people understand what is actually required in order to progress to Step 9. With this in mind, DECS and the AEU are currently running joint training sessions across the state in order to provide clear information about the process, how to apply and how to manage the Professional Development Plan. As a further means of supporting members through the reclassification process, the AEU is running Step 9 workshops as part of the Term 3 area meetings. We strongly recommended that up to three members from each worksite attend one of these sessions and share the information with other AEU members. It’s important that any issues or concerns related to Step 9 can be addressed before the deadline on October 1, 2010. The new Step 9 classification is a great opportunity for South Australian teachers and I would urge everyone who is eligible to apply. Many of our interstate colleagues already have a similar process in place which values experienced teachers and this has been recognised by the Industrial Relations Commission in its decision to implement Step 9 here in South Australia. AEU principals and preschool directors have expressed concern about the workload implications of implementing Step 9 procedures at the worksite. The AEU has formally written to the Chief Executive requesting that additional resources be
In the 1970s it was a common practice to build new school buildings and put in straw ceilings. Over thirty years on a potential hazard has been identified in at least one worksite. Staff at Port Lincoln High School have recently evacuated the Year 11 and Year 12 building while the straw ceilings are replaced. There are a further three areas that have straw ceilings and have been the subject of ongoing debate between staff, the AEU and DECS. The Department has conducted further testing of these sites and we are awaiting their response. So, what is the actual problem? Leaks in the roof have caused a build up of moisture and mould in the straw ceilings, leading to a release of mould spores into the learning environment and a breakdown of the actual ceilings. There are various OHS&W concerns related to this incident and the school community has been very active in having these concerns resolved. While the initial areas at Port Lincoln are being repaired, the AEU is aware that there may be many more schools that have these ceilings in place. The AEU will be surveying members to ascertain how many sites may be affected, what level of damage, if any, has occurred and whether there are any ongoing OHS&W issues to be addressed. We understand that surveys add to workloads but I would urge members to send this one back to the AEU as soon as you can so we can negotiate with the Department about how to ensure there are no associated health risks at sites with these ceilings. And finally, the Federal Election – please make your vote count for Public Education. It is vital that we have a federal government that is committed to properly funding Public Education. Both major parties have released education policies and positions and this information can be found at
www.forourfuture.org.au
The issue of TAFE lecturer educational qualifications has taken on a much greater significance since the IRC arbitration decision. The Commission determined that there should be a separate TAFE Award, thus breaking the salary nexus with teachers. While many TAFE lecturers already have educational qualifications, this is not a requirement as it is for teachers in schools. These days there appears to be far less emphasis on getting a qualification than in times past. Why would a lecturer on a twelve month contract take on study for a degree or diploma in education when their employment in TAFE was uncertain? The Certificate 4 TAA has become the defacto qualification for TAFE lecturers and in the new Award, the Diploma TAA is required to progress beyond Level 4. The issue of teaching qualifications for TAFE lecturers is now a matter of serious concern across Australia. This will be the theme of a national conference (details below). South Australian TAFE lecturers are encouraged to attend this conference which will help frame the AEU’s approach to building an appropriate teaching qualification into future industrial awards and agreements. I
TAFE Conference in October What’s happened to TAFE and VET teachers? Putting vocational teaching back on the agenda in the emerging tertiary education environment.
Friday 22 October 2010 William Angliss Institute Melbourne For info or to register:
www.aeusa.asn.au Your AEU>Sectors>TAFE
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In solidarity, Correna Haythorpe, AEU President
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SS O P E R M A N E N C Y CO N V E R S I O N S
Permanency gives SSOs more security
rewarding. I think it’s great when you see a child’s confidence and abilities grow. The teachers and staff here are really talented and dedicated to providing the best education possible so it’s a great place to be.
AEU Journal speaks with two SSO members about the Stage 2 arbitration outcome.
Sonya: I joined last year because I felt that if I needed help there would be someone there to support me.
SUE WOOLDRIDGE is an SSO2 at Thebarton Senior College
Sue: The main thing is the security about the future. You don’t have to sorry about it as much. It’s a big weight off my shoulders. Journal: Why did you join the AEU? Sue: It was a fairly big decision for me, especially coming from the private sector where unions are almost a taboo subject. I really had to look into it and spoke to a lot of AEU members here as well as PSA members. But I also spoke to a lot of the teachers who, more than anything, encouraged me to join.
Journal: How did you come to work as an SSO? Sue: I kind of fell into becoming an SSO after working in private enterprise, as I have done for most of my life. I was working in adult education in the private sector and really, really loved it. A temp position came up through an agency for a short stint here and they needed someone with experience and I got the job.
Basically when they fight for something they’re fighting for us as well and that made a lot of sense to me. Through the AEU the teachers were fighting for better benefits, not just pay but better conditions, which is what I am looking for – things like permanency and better conditions for SSOs. I
SONYA FOX is an SSO1 at Brompton Primary School
Sue: It’s really hard to plan for holidays and we are buying a new house. Not so much for us, but it can be hard for contract workers to get loans and things like that. It can be really hard to plan ahead. Journal: What was your first reaction to the Stage 2 decision?
Journal: How will it change things for you?
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“Join now. Do it today, do it tomorrow. The union will fight for better outcomes for both you and the students you serve.” Journal: What was your reaction when you heard about the Stage 2 Arbitration decision to grant permanency to longterm contract staff? Sonya: Hope. Just hope that I could get some permanency, finally. I think the nature of contract work has negative effects on schools. I think the government is short-changing our schools and students. I find students with learning difficulties tend to do well when there is consistency and this is undermined when staff are constantly changing. I think this is one of the most important aspects of the conversions to permanency decision. Journal: How will permanency improve things in your personal life?
Journal: What are the challenges of being on a long-term contract?
Sue: It is really exciting. There are SSOs here at our college who have been on contract for ten or more years and everyone I’ve spoken to is excited we are being recognised. It’s been a bit like we are the forgotten family of the education department.
Journal: When did you join the AEU?
Journal: How did you come to work as an SSO? Sonya: I did five years of voluntary work and a job became available. The newly appointed principal came and asked me if I wanted a job. After five years! I really enjoy working with the students, watching them learn and develop is really
Sonya: Permanency will give my family some stability. I might be able to plan for a holiday with my family. I’ve been too nervous to spend money without the security that permanency provides. I think the nature of contract work has negative effects on the staff and the school and its students. Also, it might save me from having to prove myself to Centrelink. Because I’ve been working only 24 hours per week, they require me to participate in Centrelink approved “intensive activities” with a job network in order to help me find “ongoing sustainable employment”. It’s made me feel a bit like a second-class citizen. Journal: What would you say to nonmember SSOs about the AEU? Sonya: Join now. Do it today, do it tomorrow. The union will fight for better outcomes for both you and the students you serve. I
VICE PRESIDENT’S REPORT
V I CE P R E S I D E N T ’ S V I E W
Testing questions David Smith reports
We must keep asking: why NAPLAN?
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ome years back we banned the Basic Skills Test (BST) in primary schools on educational grounds. After a few years, that petered out. Our teachers made the best of the diagnostic data the tests – and their successors – provided, to assist their students in the areas of literacy and numeracy. Indeed, some came to value the tests quite highly. Even those who didn’t, eventually came to see they could be used for certain positive purposes. But then came MySchool. That raised the political and educational stakes enormously and we are well aware of the resulting furore. In Sydney last month the AEU, AGPPA and ASPA (the Australian Secondary Principals Association) conducted an excellent national symposium which presented much thoughtful material by way of Advice for Ministers and ACARA on NAPLAN, the use of student data, MySchool and League Tables. Six highly credentialed speakers analysed not only the effects of the tests on students, schools and communities found to be at the low end of the comparative achievement scales, but called into deep question the very premises on which the tests are allegedly based. The list of influential academic presenters was impressive. They all saw NAPLAN and the MySchool website as but two of the manifestations of the move towards a national curriculum. Professor Alan Reid carefully analysed the use made by the MySchool website of the NAPLAN data and clearly established that it was at complete odds with the public and democratic purpose of
education in our community. He showed its detrimental effects include discouraging openness in favour of competitive jockeying by schools for high scores. He demonstrated, with the evidence of research data, that both NAPLAN and ICSEA are flawed measures, and that already there is across Australia a narrowing of the curriculum in favour of preparing students for the tests. That trend can be seen in any country with similar high stakes testing, along with the international evidence that giving the tests such high importance encourages widespread manipulation and hiding of many children’s real learning problems. He was supported by Professor Brian Caldwell who cogently argued a national curriculum in itself is a positive thing, but only if the highly skilled teaching profession is genuinely consulted and can make decisions about curriculum at a local school level, and that there must be a clear link between testing and the professional judgement of teachers. He cited studies in the UK which demonstrate all too well that our worst fears about NAPLAN and high stakes testing have already been realised there. What has been lost are passion, imagination, creativity and innovation, and he sees that already happening here. The most clinical dissection of the political claims regarding the value of judging schools, teachers and students by interpreting NAPLAN results was made by associate professor and statistician Margaret Wu. She showed the fallibility of placing any significant importance on the results of the tests for individual students and indeed, individual schools. The margin for statistical error is enormous and in many cases is as much as 20% of any individual result. That is a sobering thought when the Australian public has been encouraged to ‘identify failing schools’ by means of consulting MySchool. The message was clear and united in challenging the validity of the tests themselves, and affirming what many of us already held to be true – that the way in which they have been and are being used by politicians and education departments around the nation is both
1 Professor Alan Reid addresses delegates at the recent Public Education Symposium
unjustified and potentially destructive. What’s to be done? Alan Reid has offered a much more enlightened and palatable set of principles to replace those behind MySchool. He, and I dare say, we, would rather see curriculum developed with genuine community and professional consultation; based on the assumption that a complete picture of each school requires a far greater range of data which promotes questioning and recognises the complexity of learning outcomes. In my eyes his most important principle of all was that quality educational outcomes arise from collaboration, not competition. All this reminds us that it’s not just League Tables we must continue to question, but the very tests on which they’re based. I 7
FEDERAL ELECTION 2010
Public Education and the 2010 Election AEU Federal President Angelo Gavrielatos shares his thoughts.
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he federal election is an important chance for all parties to present their plans for Australia’s future. Central to those plans in 2010 must be investing more in our teacher and our public schools. For too long our public schools have been underfunded and the need for a fairer funding system that is not blind to the real needs of students and schools has been repeatedly demonstrated. Unfortunately, at the halfway mark of the campaign, we have seen no evidence from the major parties that they are prepared to invest significantly more in our public schools. Labor’s announcement on August 4 that it will break its promise to introduce a new funding system in 2013 means that for the next term of government both the major parties will keep the Howard Government’s discredited SES funding system in place. That system delivers two-thirds of funding to the one-third of students in public schools. Labor remains committed to a review of the funding system. That review will conclude next year and remains a way for us to present our case for a fairer funding system. The Coalition has already committed to keeping the SES funding system in place for the next quadrennium (2013– 2016), regardless of what the review finds. In a report prepared for the AEU, funding expert Dr Jim McMorrow has warned that will increase the inequity in school resourcing with funding increases almost four times higher for private schools than public schools. Between 2012 and 2016 private schools will receive an extra $2.35 billion (8,300 teachers) and public schools will get an extra $652 million.
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In simple terms, that is enough money to pay for an extra 8,300 teachers in private schools compared to an extra 1,670 teachers in public schools. To make matters worse, the Coalition’s first major announcement on education in May was that it would cut $3.1 billion worth of programs. Those cuts, including $968 million for new trades training centres in secondary schools and $700 million for computers in schools, will disproportionately affect public schools. The effect will be that 120,000 secondary students across Australia who have not yet received laptop computers through the Labor Government’s program will miss out. In addition 900 secondary schools will miss out on getting their own centre for undertaking trades training or being funded to set up a centre in combination with other local schools. Those cuts are disappointing considering the importance of education, not only for individuals and families, but for the future economic and social prosperity of our country. All students should have access to computers, not just those whose families can afford them. In addition, not everyone will go on to further study after school and trades training is a good way to keep many
children engaged and allow them to begin developing the skills they will need to be successful in their chosen area. Of course the largest education initiative of the Labor Government has been the $16 billion program of school rebuilding – the largest one-off commitment ever to education by the Commonwealth. There have obviously been some issues with the rapid rollout of this program but the overwhelming response from teachers and school communities has been positive. After voting in parliament against schools getting this funding, the Coalition has now decided if it wins office that it will continue the program. However, it will direct the money straight to schools, rather than through state and territory governments. In their education policy, The Greens have called for a new federal funding model for schools. That model should include a significant investment in public education. The party has also wants a scholarship program to attract top students into teaching and a mentoring program for new teachers. A third commitment is for a school community fund where public schools can apply for funding for student wellbeing and support services. I
FEDERAL ELECTIONS 2010
What’s on offer for Public Education at the election? The summary below has been prepared by AEU Research Officer Mike Williss. The AEU is not affiliated with and does not donate to any political party. The AEU is not formally endorsing any political party. Members should make their own informed judgement about which party best supports public education. The AEU’s policy preferences include: • Ensuring universal access for all students to education of the highest quality in their local communities, • Ending the inequitable SES funding formula for private schools and doubling the allocation of funding to government schools so that no student is disadvantaged by enrolment in a public school, and • Ending school league tables, preventing the use of NAPLAN results for the public comparison of schools, and replacing the unfair ICSEA formula used on the My School website.
GREENS Will voters register a protest vote with the only party with an uncompromising commitment to public education? The Greens are a long way from being able to form a government but may have leverage in a hung parliament. Their website reads:
“2 YEARS PUBLIC PRESCHOOL” “FREE UNI, NO HECS DEBT”
“MORE TO PUBLIC SCHOOLS” “NO LEAGUE TABLES”
For more information go to:
A strong public education system is key to investing in the next generation and building a fair, successful and cohesive society. Greens policies are largely in accord with AEU policy.
www.greens.org.au
LIBERAL Abbott has promised to cut $3.1 billion from education programs including trade training in schools, improving teacher quality, and computers in schools. Strongly favours private schools. At least two thirds of federal funding will go to private schools, regardless of whether they need the money or not, through a continuation of the discredited and inequitable SES funding model. The Liberals have floated the idea of introducing annual national tests for
students in every year level. They will introduce a performance pay system which allows principals to decide which teachers get more money. The Liberals will introduce voucher funding of up to $20,000 for individual students with a disability. Less than 6,000 of 157,486 students with disabilities will benefit. The “dead, buried & cremated” assurances re WorkChoices have failed to allay fears on the industrial relations front.
LABOR Labor has promised to continue funding for Building the Education Revolution. Labor will establish trade cadetships in schools. Gillard has announced extra funding for family tax benefits to support students completing their secondary education. Gillard has pledged more than $70m for the creation of independent government schools (following the model introduced by the Liberals in WA) which will increase the power of principals to hire and select staff. Labor established a review of funding for schools but will continue the inequitable SES funding formula for at least the first term of the next government. Gillard has overseen the introduction of school rankings via the MySchool website and is promoting parental choice in schooling.
For more information go to:
For more information go to:
www.liberal.org.au
www.alp.org.au
FAMILY FIRST A minor party strongly committed to the support of private education. A current campaign brochure reads: “Parents increasingly
choose to send their children to schools that reflect the values that are important to them. At Family First we are committed to choice in education.” On their website Family First also states: “We support the introduction of
educational vouchers allowing parents to spend the vouchers at whichever school they see fit.”
For more information go to:
www.familyfirst.org.au 9
NEW EDUCATOR PROFILE
“I love the fact that the union is so passionate about helping new educators.” Janna Lewis
From Uni to Union Stuart High School teacher Janna Lewis talks to the AEU Journal about union membership and teaching in the country.
Journal: How long have you been teaching? Janna: I’ve been teaching full-time for the first half of this year but did some TRT work in Adelaide during the second half of last year. Journal: Having come from the city, how do you find working in the country? Janna: It’s challenging for sure, but everyone up here at Stuart is amazing. I’ve got a great support network and am friends with pretty much everyone on staff. We have a lot of new educators up here I think the majority of teachers here are under 26 years of age, which is great. Journal: Why did you choose to go into teaching? Janna: I worked in retail, administration and hospitality prior to studying teach-
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ing and was considered a mature-age student went I went to Uni at 21! I guess I started to think about what I wanted out of life and I got bit over making money for other people which was what I was basically doing in all my other jobs. So I thought about my passions, which are sewing and cooking, and thought I could teach that to kids, especially in relation to food and the importance of healthy living habits. I worked in the US at a performing arts camp and taught sewing to kids and really enjoyed it. Journal: What do you enjoy most about your job? Janna: I love the ‘light-bulb’ moments you see with kids. For example, a lot of my students have never seen a sewing machine before, so getting them to the
V I CE P R E S I D E N T ’ S R E PO RT point where they can ‘thread up’ and get on with a task without needing my help is really fulfilling. Seeing them happy about producing something and the excitement that goes with it is great. Journal: You’ve taken on the role of sub-branch secretary quite early in your career, how did this come about?
Hard work of activists brings about change
Janna: All through Uni everyone had me pegged as a future union rep and while studying I worked at a shoe store as a rep for helping staff get better working conditions. So it was always on the cards I guess.
AEU Vice President Anne Crawford says AEU committees deserve much of the credit for our gains in arbitration.
Journal: What do you see as the benefits of being a union member? Janna: I love the fact that the union is so passionate about helping new educators. The courses the union run are really good and the classroom management course was amazing. I’m talking that up to everyone here, telling them all that they have to go and do it. Also, the new educators conference is great. It’s good to talk to others from around the state who are going through the same things as me; it makes me feel even more supported despite the isolation. In many ways the union training and development is better than what I got at university. It could be because I can relate it directly back to the classroom whereas it was more difficult to do that while at Uni. Journal: You’re going to be delegate to the upcoming Federal New Educators Conference, what do you hope to get out of it? Janna: I’m really interested to see how teachers in other states work so when we go to a national curriculum I’ll have some understanding of the differences between our curriculums and perhaps some of the different challenges they face. And I guess just looking forward to making more connections, that’s one of the best things about being in the union. Journal: What do you say to people who are considering joining the AEU? Janna: Don’t hold back, it will be the best decision you make. I
One of the real highlights of the arbitration decision delivered in June was the recognition of the wonderful work of our members with students with disabilities. The Commission had received abundant evidence through AEU witness statements, compiled by members of our Special Education Consultative Committee, that teachers working with students with special needs face daunting challenges on a daily basis. This evidence was no doubt strengthened by visits by the Commission to schools, preschools and TAFE Institutes, where they saw first-hand the invaluable work carried out by teachers, leaders and support staff – work that is making a significant difference for the better in the lives of students across South Australia every day of the week. Seeing is believing, and the wording of the decision indicates that the Commission recognised unequivocally that educators in the field of special education are making an amazing contribution in difficult circumstances, often with inadequate support. A very welcome and hard fought outcome of the decision is that every class in a special school or unit, as well as all special classes in mainstream schools, will have a minimum of one SSO present while these classes are being taught. Common sense would tell us no teacher should be working alone in classes with children who have exceptional health needs and, all too often, challenging behaviours. At last, this untenable situation has been at least partially addressed. The Commission also acknowledged there are many classrooms in mainstream schools with high numbers of students with NEPs, ILPs, IEPs and HSPs. A few decades ago, many students in mainstream schools would have been in special schools, and a considerable
number of students currently in special schools would have been in institutions, with all of the emphasis on care and none on education. The shift to providing improved choices and opportunities in education for children with special needs is one we all applaud. However, this shift was implemented over time without a corresponding increase in resources to mainstream and special schools. Some of the inadvertent consequences of the gap between good intentions and proper funding have been unsafe learning environments for students and physical and psychological injury for educators. The Commission’s decision reflects this: “Teachers of such classes face challenges in managing the class and delivering the lesson. They must give individual attention to each student with a plan, teach the remainder of the class and deal with behavioural problems which may build from one student to others during the lesson period.” The Commission’s description of the complexity of teachers’ work is tellingly accurate and their recommendation for additional support staff for mainstream classes as well as special education settings acknowledges that the progress made in delivering a better education system for students with disabilities has not been matched by the allocation of basic resources, particularly with regard to staffing levels. Much of the credit for the gains made in this round of enterprise bargaining can be attributed to AEU committees such as the Special Education Consultative Committee, which meet after hours and work with great determination and conviction to bring about reform. Subbranch secretaries, PAC representatives and a host of other dedicated AEU members play a similar role, giving so much of their time and themselves to improving conditions for their colleagues and making sure they receive their industrial entitlements. It is a fitting time to pay tribute to all the unsung heroes of the AEU whose commitment and sheer hard work are the foundation stones for each and every victory we achieve as a union in our quest for an education system that values and respects students and educators in equal measure. I
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OBITUARY
Jim Giles 31 October 1931 – 28 June 2010 He became inspector of schools based at Kadina, serving schools on the Yorke Peninsula and Port Pirie. He took care to provide encouragement and support for young teachers in the first years of their careers. They were often working in isolated communities. In 1968 he travelled with Ruth and their five children to London to take up a 12 month scholarship to study a Masters of Education at London University. During this time he visited the Soviet Union to examine their education system and the family travelled extensively in Europe. On his return he became Deputy Director General of Education in the Dunstan Government. With the election of a Labor Government in Canberra under Gough Whitlam he was involved in the heady times of educational and curriculum reform.
Curriculum leader and champion for Public Education.
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ell known and loved South Australian Jim Giles was a strong supporter of Public Education and someone who loved children, valued teachers and was instrumental in a number of progressive initiatives in the SA education system. After gaining a degree at Adelaide University Jim started his teaching career in 1951 at Lochaber Rural School. He then moved to Maitland Area School and to Oakbank Area School where he also began married life with Ruth, his lifelong partner. He showed early talent as a teacher and soon won a promotion as Senior Master of Lameroo Area School. In 1963 became Headmaster of Pinnaroo Area School. His pupils remember him as a fun and energetic teacher. He advocated for and supported those who struggled or came from difficult and disadvantaged backgrounds.
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In 1988 Jim was a victim of a change in leadership in the Education Department. A new broom of managerialism was sweeping through, in the form of Dr. Ken Boston. An entire change of leadership meant that he retired early at the age of 57. A tribute to his career at the time, the Primary Principals magazine, Primary Focus said: “He has been a distinguished performer and guru who left his mark. He has been a strong hand in shaping the direction of education in South Australia.” In the years following his retirement Jim continued to advocate for the important role of Public Education, making a number of key speeches including one for the AEU in 2004 at the launch of the For the Public Good campaign. In this speech Jim stated: “I treasure greatly the rough egalitarianism of this country of mine, the laconic response to tough times, and the amused rejection of those who would put themselves above their fellows. I believe that public schools can form and preserve in their students the things we value most as Australians.” Jim was passionate about Public Education and it distressed him to see the reduction of funding which took place under successive conservative governments. He wore with a badge of honour the fact that all his five children were educated in public schools and had all become successful people in
“...I believe that public schools can form and preserve in their students the things we value most as Australians.”
their own right. In his retirement, Jim continued to be active in public life, culminating in a distinguished era championing seniors as National President of the Council on the Ageing. During this time Jim declared that older people’s “ideas should burn bright”. Jim was on the board of the South Australian Theatre Company and was Chair of Doppio Teatro. He also served as Chairman of the Board of Management of the Survivors of Torture and Trauma Assistance and Rehabilitation Service. Having spent time teaching English to overseas students at UniSA, Jim could lay claim to having taught from reception through to university and was awarded a Member of the Order of Australia for his services to education, multiculturalism and the arts. To his friends, wife and family of five children and 14 grandchildren Jim was the man they all adored, so much fun to be around, lover of good food and wine, the champion of boogie woogie piano, the gardener, the poet and the man who sucked every speck of marrow from life. Jim died of cancer at home with his family around him on 28 June 2010. I
OHS&W
A E U I N F O R M AT I O N U N I T
DECS’ OHSW services shrinking
Q & A from the Workplace
Long in decline, DECS support for OHSW in worksites has now shrunk to the point where it is almost non-existent.
At the same time, expectations relating to OHSW outcomes have increased. Much more is expected of site leaders and HSRs . This transfer to sites has increased the workload of the Business Manager and added to duties related to the Injury Management and Reporting System, audits, risk assessments, hazardous waste disposal and the like. This increase in workload for members at worksites is itself an OHSW issue. The recent Commission decision stated: “teachers and leaders suffer from poor job design where the task demands outweigh both the personal resources of teaching staff and the financial resources of the school”. While the extra work is bad enough, there are now new concerns that changes in the way schools are resourced may lead to a further transfer of the ‘respon-
sibility’ and real costs of making and keeping sites safe away from DECS. This transfer would fall to site leaders and site budgets, but without allocated funding. This may result in leaders compensating in other areas, such as staffing. Already, a DECS service originally designed in consultation with the AEU to deal with workplace conflict issues, and previously available from six DECS personnel counsellors is now only available for a fee, paid by the site to a private provider. Having been used to calling the original outsourced Employee Assistance Program, Converge, and then ITIM, members now have to recognise the name Davidson, Trahaire Corpsych (a Sydney Company), or at least remember their number: 1300 360 364. OHSW Advisors in the Department have been cut to two and it is rumoured there will be further reductions in service provision in response to treasury demands. In this context, it could be logical for site leaders to believe that that they could better manage things themselves – if they had a relevant funding stream and more time. However, it is the AEU’s fundamental position that OHSW remains the responsibility of the employer and the additional workload should not be foisted onto site leaders. I
Q
I have exhausted my sick leave entitlement, what are my options? There are several options:
A
Firstly, provided you have a medical certificate you can access unpaid sick leave during term time and receive your normal pay through the holiday period. If no medical certificate is provided then you will not be paid through the holiday period.
A
Secondly, If you are a member of any of the three schemes administered by Super SA, you have the option of applying for a temporary disability benefit. The conditions on which you may be eligible for the benefit varies for each of the three schemes and you should contact Super SA prior to making an application. In all of the three schemes the AEU has negotiated for members to receive their temporary disability benefit through term time and their normal fortnightly salary from DECS or DEFEEST during the holiday period.
A
Thirdly, If you have long service leave entitlements, you may convert your long service leave to sick leave credits. In these circumstances long service leave will only be granted in full calendar days. AND,
A SSO/ECW WEEK 16 – 20 August ...is a time when we celebrate the work of our hard-working SSOs and ECWs. We encourage all worksites to hold morning teas or afterschool events to celebrate recent AEU wins for SSOs and ECWs.
Graduate students in their first two years of permanent employment with DECS, are eligible for an additional 10 days of sick leave when existing sick leave entitlements have been exhausted in any one of those first two years. This is not an accumulative entitlement and is limited to only the first two years of permanent appointment. I Anne Walker, AEU Legal & Information Officer
Officers of the AEU Information Unit are available Monday – Friday from 10.30am – 5.00pm. Phone:
8272 1399 13
FEDERAL ELECTION 2010
Abbott’s back door plan to increase private school funding Save Our Schools convenor Trevor Cobbold reports
A
Liberal/National Party government will provide another boost to private schools with a tax rebate on school fees. It will provide a backdoor funding increase and shift more students to private schools. It will further damage public education in Australia and increase social segregation between the private and government school sectors. The coalition says it will increase the current tax rebate for education expenses and expand the scheme to include school fees. It will provide a 50% tax rebate of
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up to $500 per year per primary school student for a range of education expenses up to $1000 including school fees. It will also provide a rebate to up to $1000 per year per secondary school student for school fees and other expenses up to $2000. While the rebate will also be available for government school fees, parents with children in private schools will derive the most benefit from the rebate. They will be able to claim the maximum rebate on private school fees because in most cases their fees exceed the upper limit of claimable expenses for the rebate. In contrast, government school fees are not compulsory in most states. Voluntary contributions are the main way government schools raise funds from parents and the rebate will not be available for these contributions. In addition, fees in government schools are typically less than $250 per primary student and less than $500 per secondary student, which is well below the upper limit of
“Abbott’s backdoor funding scheme for private schools will compound the increasing social segregation between schools in Australia ”
claimable expenses for the rebate. If the coalition were serious about being neutral between school sectors it would make voluntary contributions to government schools eligible for the rebate. But, even then private school parents would continue to receive the most benefit because of the disparity between average private school fees and voluntary contributions/fees in government schools. The rebate will be a windfall gain for
I N D U ST R I A L all families with children already enrolled in private schools. It will be fully available to all but the very highest income earners as all recipients of Family Tax Benefit A are eligible for the full rebate. The income limit for which some Family Tax Benefit A is available is about $150,000 a year depending on the number of dependent children. This is nearly three times average weekly earnings. Less than 15% of households in Australia have gross income in excess of $150,000 a year. Maralyn Parker of the Daily Telegraph (21 July) commented: “The Coalition’s promise of a tax refund for school fees is the most blatant offer of middle class welfare I have seen in any election. Voters already paying thousands in school fees will love it. It is certainly not a refund offered with public school working families in mind.” She said it was “short-sighted, politically self-interested policy making and would have the potential to take us in the wrong direction in the schooling of our children”. The rebate will encourage more parents to shift their children to private schools because it reduces the effective fees they pay. The rebate amounts to about a 10% subsidy for medium-fee schools, a 25% subsidy for lower-fee schools and a 50% subsidy for low fee private schools. It will further undermine public education by encouraging another tier of families in the income distribution hierarchy to enrol in private schools. It will mean that the composition of government schools is likely to become even more concentrated amongst lower income families. While estimates of the cost of the rebate vary, it is likely to cost in the order of $1 billion a year. This expenditure would be better spent on reducing the massive achievement gap between rich and poor in Australia. It would be better used to improve the learning of disadvantaged students, the large majority of whom are in government schools. Abbott’s backdoor funding scheme for private schools will compound the increasing social segregation between schools in Australia driven by choice and competition policies and the existing SES funding model for private schools. It will further enhance privilege in education at the expense of greater equity. I
AEU moves to improve teacher permanency levels The AEU is continuing to seek improvements in the percentage of permanent teachers in schools and preschools Dan Farmer AEU Industrial Officer
As a union we continue to be concerned at the high levels of temporary contract employment. We are seeking a commitment from both the Minister and Chief Executive to address this problem through immediate action. Recently the AEU met with Minister Weatherill to discuss our concerns over the level of permanency. We had been heartened by his positive comments in the media and sought to put to him our views as to how change could be achieved. Our delegation was impressed with the Minister’s knowledge of the topic and his understanding of the views of teachers. The Minister informed us that the Government’s preferred position was to have high levels of permanent and stable employment in education. The AEU’s proposal put to the Minister included: • A target for teacher permanency • The re-establishment of the permanency working party • The immediate conversion of longterm contract teachers and contract teachers in leadership positions • A proper application of the recruitment and selection policy rules in regards to whether a position should to be declared ‘temporary’
action to reduce the number of contract teachers by ensuring that the recruitment and selection policy rules are applied. If you are concerned about levels of temporary employment in your school, ask your PAC representatives why a position has been described as a ‘temporary’ position? Ask the question, who is being replaced? The rules defining whether a position is ongoing or temporary can be found in the Recruitment and Selection of Teaching Staff in the School Sector handbook at clause 2.1.2. Wherever possible, ensure that an ongoing position is described and that temporary positions are only declared when the criteria is met.
Country Incentives Win: The AEU has negotiated an increase in the rate of the country incentives payments over the life of the Enterprise Bargaining Arbitrated Award. This includes the annual cash incentives payments and the one-off incidentals payments. The rates were reported to the Industrial Relations Commission on July 24, 2010. The increases include 3.75% backdated until the start of the 2009 school year, 4% backdated until the start of the 2010 school year, 4% from 2011 and 4% in 2012.
AST 2 Compromise: The AEU has secured a change to the eligibility criteria for application for reclassification to AST 2 to include Step 9 teachers. The AEU had sought that eligibility be extended to all teachers who met the AST 2 criteria but this was rigorously opposed by the employer. These changes were needed as a result of the introduction of Step 9. With a small number of AST 2 applicants and 34% of teachers withdrawing from the process, issues still remain with the AST 2 processes. I
• A commitment from the Department to a contract teacher working party.
If you have concerns, contact the AEU information unit on:
Local Action: Sub-branches can take
T: 8272 1399 15
W O R P L ACE SA F E T Y
Scrap the ABCC! Stop the war on workers’ rights! Adelaide construction worker Ark Tribe’s trial continues...
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cross the country last week, thousands of workers rallied again in support of Ark Tribe – the South Australian construction worker charged by the Australian Building and Construction Commission (ABCC) with failing to attend an interrogation in 2008. The worksite secret police were trying to get names and other details of a workplace safety meeting at which a list of issues were drawn up for action at a site at Flinders University. The need for workers to organise to defend themselves against lethal risks was in the news yet again as Tribe entered the court on Tuesday. The Friday before the rally, a 35-year-old worker was killed at the site of Adelaide’s desalination plant when a steel beam fell from a soft sling. The tragedy occurred at the site the day after it had been cleared by a federal safety commission. A joint audit by unions and project managers found 300 issues to be addressed at the desal site. Maritime workers were also mourning the loss of Steve Piper on Melbourne’s Appleton Dock on July 14. He was the third wharfie to be killed at work this year. Also in the news was the judgement of the South Australian Industrial Court that BHP Billiton must pay a $75,000 fine over the death of 34-year-old Scott Rigg, who was struck by a piece of heavy equipment while working inside a humidifier at the company’s Olympic Dam operations. The transnational was also ordered to pay $20,000 in compensation to Rigg’s family. Twenty-thousand dollars – the price of a worker’s life in 2010. Against this backdrop, the sight of a rank and file construction worker entering court to be defended against charges
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“...if the ABCC is not abolished there is nothing to prevent similar tactics being used against other unions, including teacher unions, in the future.”
arising from a meeting devoted to workplace safety was truly shocking. The outrage has mobilised many. About 2000 supporters gathered outside the Magistrates Court in Adelaide before marching and chanting their way to the offices of the ABCC. About 3000 march-
ed in Sydney, 4000 in Melbourne, 3500 in Perth, 800 in Warrnambool. There was even a rally in Wonthaggi in regional Victoria. The case against Ark was adjourned again – this time until September 13. The anxious wait for Ark and his family continues. They live with the threat of a six-month jail term for the construction worker should he be convicted. The court heard from ABCC inspector Seamus Flynn that the industry Star Chamber had made no other efforts to gather the information they sought concerning the workplace meeting they wanted to pry into. They reached straight for the biggest weapon in the armoury – the section 52 order that compels workers to attend an interrogation at which
U PCO M I N G E V E N T
2010 Reconciliation ...Ark’s trial continues on 13 September Schools Congress Photos: JO FROST
Presented by: Reconciliation South Australia
Be the change:
“I am the change” 9:30am – 3:30pm [Registrations:
9:00am]
Adelaide Town Hall, King William St. Adelaide
(above left): CFMEU Secretary Martin O’Malley during the minute silence to honour an Adelaide construction worker who died on the job the day before. (above): Union officials and supporters from around the country raise their fists in solidarity with Ark Tribe.
they have no right to legal representation and no right to remain silent. Terror suspects have more rights before the law than construction workers in Australia today.
That “cop” has victimised unions and made it harder for them to organise in defence of their members, including over workplace health and safety issues.
The judge will now take written submissions on Ark’s matter before moving to judgment and sentencing. Meanwhile, a federal election is being contested with two major contenders facing off again – the Liberals, who are proud of their founding of the ABCC and Labor, who have consistently promised to keep a “tough cop on the beat” of the building industry.
So far it’s construction workers who are bearing the brunt of this anti-union and undemocratic legislation. However, if the ABCC is not abolished there is nothing to prevent similar tactics being used against other unions, including teacher unions, in the future. The ABCC must be opposed by all union members and workers, it’s literally a matter of life I and death.
Deadline for registrations:
Friday 20 August 2010 Limited places available.
For more information: Rosslyn Cox: T: 8302 0493 E: reconciliationsa@yahoo.com.au W: www.reconciliationsa.org.au
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www.reconciliationsa.org.au
1
The 2010 Reconciliation Schools Congress is an exciting event for secondary school students in years 9, 10 and 11. Students will have unique access to significant Aboriginal and Torres Strait Islander leaders as well as nonAboriginal champions of reconciliation in a facilitated small group environment. Groups will research and debate relevant reconciliation issues before presenting their work to a plenary session at the end of the day. Students will also learn how they can be reconciliation ambassadors in their own schools, organising activities for Reconciliation Week and role modelling culturally appropriate behaviours throughout the year.
For more information go to:
Friday 27 August
WOMEN’S FOCUS I N T E R N AT I O N A L Lynn Hall with resources brought back from her trip to Ontario, Canada.
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is great. The public system included both Catholic and secular schools. Journal: You’ve already mentioned some interesting differences, but was there anything that immediately jumped out at you about the Canadian unions? Lynn: : The unions there are very involved in global issues, human rights issues and social justice, and are heavily involved in professional development. The teacher unions are funded by the Ministry of Education to run professional development for teachers.
Education unions are at the helm in Ontario The AEU Journal speaks to SA Branch Training and Development Coordinator Lynn Hall about her recent visit to Ontario, Canada. Journal: Lynn, how did your recent trip to Canada come about? Lynn: The AEU has a connection with a group of union educators based in Ontario and we’ve also been using materials in our professional development program which originally came from the Ontario Institute for Studies in Education (OISE). Teacher unions there are facing some of the same issues as us - standardised testing, accountability issues and the like. So my trip there was multi-faceted. I went to learn more about how they are dealing with some of these issues but primarily to look at what they are currently doing in relation to union training and professional
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development for members. Journal: I understand you visited the Elementary Teachers Federation of Ontario (ETFO) and the Ontario Secondary School Teachers Federation (OSSTF), what can you tell us about these unions? Lynn: Well first of all they are big. Combined, the two unions have almost as many members as we do across the whole of Australia, so they are quite large considering we’re talking about just the state of Ontario. Secondly, every teacher working in the public system is a union member. Journal: 100 percent union membership? Wow! How is this possible? Lynn: There is legislation in Ontario that requires teachers to join their respective union, so it’s only the non-teaching staff that need to be recruited. I expressed surprise and my contact there responded by saying “of course everyone should be in a union” and “the legislation was passed to support people in the workplace”. I couldn’t agree more.
Journal: You mentioned the involvement in social justice, can you tell us more about this? Lynn: Both the unions run social justice projects. They fund schools and members wanting to work on social and community issues, they support teachers to travel to developing countries to research issues and develop teaching materials on global concerns for use back in the schools. Teachers have a lot more input into the curriculum and also develop teaching resources for other union members to use. The secondary teachers union also has a great awards program to recognise and encourage secondary student activists commitment to social justice issues. So it’s quite broad ranging. Journal: It sounds like the Ontario unions are quite well funded, this must make it easier to do this kind of work? Lynn: It does. Thanks to the government funding of things like PD, they are in a good financial position. The government understands that teachers are best equipped to run professional development so they make that possible. It makes a lot of sense and in turn it allows for union finances to be directed to other projects like the ones I mentioned.
Journal: What percentage of children attend public schools in Ontario?
Journal: How does the education landscape in Ontario compare with ours here in Australia? Are they facing the same sorts of issues?
Lynn: There are very few private schools in Ontario so the majority, 96 percent, of children attend public schools, which
Lynn: I’m really concerned that some of the changes introduced by a previous conservative government in Canada,
N OT I CE B OA R D (since defeated), may be revisited here in Australia. Teacher testing is one example. They got rid of it in Canada when the conservative government was ousted. However, as we speak, teachers in the US are being fired in their hundreds for failing to achieve externally enforced benchmarks. It’s just outrageous. Journal: Canada ranks near the top in education internationally, I think they sit at number three in science on the PISA rankings, how do they get such good results? Lynn: According to PISA, they are ahead of most Western countries, including Australia, in many curriculum areas. In Ontario the government heavily invests in the profession, for example they have a very strong requirement for teachers to engage in professional development and resources are therefore put into PD. There is a well articulated induction program and progressive leadership development program, both of which are funded and based on development by teachers for teachers. They must also have the appropriate qualifications to teach a particular curriculum area or level of schooling. The unions, with Ministry funding and member expertise develop and run these accredited courses. The profession really seems to be taken seriously and involved at all levels of educational decision-making. Journal: You mentioned the sharing of resources and materials between our countries. I believe there will be some opportunities for our members to benefit from this directly? Lynn:Yes, the Elementary Teachers Federation has agreed to open up its new online courses to our members. These courses were developed by practicing classroom teachers and blend theory with practical applications back into the workplace. I am seeking feedback from any members about whether they are interested in registering through the AEU SA for them 2011. We could start with more generic topics such as mentoring, leadership and ICT/multimedia across the curriculum. The opportunity to learn through high-level, engaging, and practical professional development with our Canadian colleagues at any time of the day, week or in any part of the state with internet access is very exciting. I
Lynn can be contacted by email training@aeusa.asn.au or by phone at the AEU 8272 1399
E X P R E SS I O N S O F I N T E R E ST
ATTENTION: all teachers aspiring to Step 9 and AST 2 and teachers with specific skills and experience they wish to share.
Are you good at what you do? Interesting and interested? Do you want to develop and share your skills with other teachers?
AEU seeks workshop developers/ presenters for new AEU PD Register The AEU wants to expand its repertoire of workshops offered for 2011. Expressions of interest are sought from AEU members interested in developing and running short workshops on a range of professional topics for other AEU members in SA. Topics may include but are not restricted to: curriculum areas, educational methodologies and strategies, teaching specific year levels, social justice and equity matters, assessment and reporting, effective teaching of specific groups of students, working with parents and communities, leadership issues. Workshops may last one hour or one day. Time and support will be given to selected members to develop their ideas into workshops for the broader membership, for schools or regional locations. The timing and location of workshops will be determined by workshop presenters in negotiation with those making the request. Pairs of members may submit a joint expression of interest.
Lynn Hall | AEU Coordinator, Training and Development E: lhall@aeusa.asn.au Interested? Contact Lynn Hall (email above) and include the following information:
• member’s name • workplace • possible workshop topics (with one sentence descriptor) • preferred location/s for delivery • workshop length and • contact details. Members will be advised during term 4 if they are selected and will be invited to attend a workshop design day to plan and prepare their offerings. A register of workshops, locations offered, charges and workshop length will be advertised during 2011. The list will be reviewed at the end of 2011.
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Follow Us on Twitter @aeusa For the latest AEU news updates and links to interesting education media, follow our tweets today.
Be part of the new generation! The AEU is supporting GenerationOne’s call for all teachers and students to be part of the generation for change. GenerationOne has partnered with The Australian School of Performing Arts (ASPS) to launch a great opportunity for schools to raise awareness and end Indigenous disadvantage. GenerationOne is holding a competition and invite every school in Australia to get involved. The national winner will receive a GenerationOne Education Award of $25,000 to undertake a project of their design that aims to rise awareness and reduce Indigenous disadvantage in their community. State and Territory finalists will win a one day performing arts workshop. All you need to do is learn Hands Across Australia, the GenerationOne theme song, and create a video clip of your school performing it. It’s easy to learn and all the resources you needs are on the GenerationOne website (below). Schools need to also be creative in writing new lyrics for the rap section of the song and designing their project. I
For info and resources go to:
www.generationone.org.au
http://twitter.com/aeusa WOODVILLE GARDENS PRE-SCHOOL 18 – 58 Ridley Grove, Woodville Gardens We are combining with: •
Ridley Grove Primary • Ferryden Park
• Mansfield Park
...to become a Birth to Year 7 Primary School. Currently known as “The Inner West Birth – 7 School” – official name yet to be decided.
Are you a past staff member, student, parent or carer? As part of Woodville Gardens Pre-school closing celebrations, we cordially invite past staff, students, parents and carers to come and join in our activities on:
Saturday 23 October | 10am – 12noon Morning tea provided Enquiries:
info@wdvlgnspre.edu.au
RSVP: by
13 October 2010
ARE YOU ABLE TO CONTRIBUTE TO OUR DISPLAY BOARD? We ask for any old photos (copies only to postal address) to be submitted by 27 September, 2010
We hope to hear from you soon! E X P R E SS I O N S O F I N T E R E ST
Can’t access PD? Family commitments? Country location? Want to extend your professional networks internationally? Committed to developing yourself professionally? Want to have more flexibility when and where you study?
Expressions of interest in online Professional Development in 2011 The AEU is investigating the delivery of on-line PD Courses during 2011 covering a limited range of topics. Participants could be based in primary or secondary schools in South Australia and/or Ontario, Canada in city or country locations. Depending on demand, topics offered may include:
• Leadership • Mentoring/coaching • Using multimedia/ICT across the curriculum
In the school holiday mail out the AEU included a range of peace posters, collated in a magazine by the Graham F. Smith Peace Trust. These posters may be a valuable resource for art lessons in secondary schools. If for some reason you haven’t been made aware of the posters, please see your sub-branch secretary. I 20
Each course would be assessed, be relevant to classroom teachers and have a time commitment of 125 hours over a term. Participants would commit to contribute to online discussions and complete activities and projects relevant to their work situation. The courses have been developed by Canadian teacher union members for teachers and are practical, grounded in effective practice and feature a balance between theory and practice. There will be opportunities for shared collaborative learning with Canadian colleagues and access to a broad range of classroom resources. The cost would be approximately $700 per course. Members are invited to express interest in committing to a course for 2011. 1,500 Canadian teachers have already registered for these courses. For further info or to submit expressions of interest, email:
Lynn Hall | AEU Coordinator, Training and Development E: lhall@aeusa.asn.au
A E U 2 0 1 0 T R A I N I N G A N D D E V E LO P M E N T P R O G R A M
CO U N C I L DAT E S F O R 2 0 1 0
2010 UNION MEMBER DEVELOPMENT PROGRAM
Branch Council Meetings
Fri 19 November
All courses are held at the AEU unless otherwise specified.
Saturday, 14 August Saturday, 20 November
For more info or to register go to:
TAFE Divisional Council Meetings
www.aeusa.asn.au
Upcoming dates for 2010 are:
9.15am-15.00pm
Potential Delegates Course 1-day course introducing members to AEU decision making processes. Who can attend: AEU members.
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U PCO M I N G E V E N T INS IDE N
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May 2010
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Email your contributions TODAY to: journal@aeusa.asn.au E L E C T I O N N OT I CE
Australian Education Union
Branch Secretary Election
ELECTION NOTICE Fair Work (Registered Organisations) Act 2009 Nominations are called for:
South Australian Branch
Branch Secretary Written nominations which comply with the Rules of the Organisation must reach me not later than 12:00 noon on Friday, 3 September 2010. Nomination forms are available on request.
By Post: GPO Box 344 ADELAIDE SA 5001
The ballot, if required, will open on Friday, 8 October 2010 and close at 9:00am on Friday, 29 October 2010.
By Fax: 08 8237 6553
Changed Address? Advise the Union now.
By Hand: Australian Electoral Commission, 9th Floor, Origin Energy Bldg 1 King William St ADELAIDE SA 5000
Note: A copy of the AEC’s election report can be obtained from the organisation or from me after the completion of the election.
HOW TO LODGE NOMINATIONS
I No. 4
...this save tiny leaf could your life
The AEU Journal wants to publish your stories and celebrate your work. We welcome your articles, letters, photos, advertisements and other forms of media – GREAT PRIZES
TO BE WON!
Friday, 13 August Friday, 19 November
AEUJO URNA L SA Erem ophil S Vol 42
What’s happening at your preschool, school or TAFE?
Upcoming dates for 2010 are:
February 2010
AEU PrimaryYears Conference Thursday 30 September 9.15am – 3.00pm
Our profession in a changing education environment The conference will provide members with an opportunity to access current research on NAPLAN and the use of NAPLAN data so they are able to clearly articulate and substantiate their professional views. Focus group workshops on the Australian Curriculum will be included in the program to explore members views and concerns. A selection of practical workshops will be run by teachers to showcase the work they are engaged in with their students. Open to: MEMBERS ONLY working with students in years 3, 4 and 5.
Barry Barons Returning Officer Tel: 08 8237 6501 13 August 2010
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N OT I CE B OA R D
Members’ Market VICTOR HARBOR Holiday Hse: Renovated 3BR hse walk to beach, skate park, shops, restaurants and town. All facilities, lge yard, BBQ. T: 0413 920 554 E: crupi@chariot.net.au
HOLIDAY HOUSE, 'NORTH BAY', CARRICKALINGA: Arch. designed new 2- storey beach hse. 4BR, 3 bath, 2 living areas, European kitchen, decking & views. Suits 2 families. Sleeps 10. Play equip. for kids. T: 0403 015 964 www.stayz.com.au>North Bay, Carrickalinga
ABSOLUTE SEAFRONT HOUSE Stunning beach, dolphins - wine seafood. House (neg), beach or balcony suites. Min 4 nights. fm $45/dble, mid-wk off-peak. Kingston. T: 0402 922 445
KI HOLIDAY HSE, KANGASTAY
Harriet River, Vivonne Bay, 3BR fully equipped. Close to Seal Bay, Remarkables, Admiral Arch and MARION BAY: ff, near new hse. more) relax, swim, fish. Linen prov. Gateway to Innes National Park. winter discounts, sleeps 6. From 3BRs, lge living, TV /DVD, Sleeps 8. $100/night. T: 0407 215 345 Spacious balcony w. outdoor furn. kangastay@gmail.com & BBQ. 5 mins to Willyama Beach, KI HOLIDAY COTTAGE: Vivonne 5km to Park. Bay, close to beach & Harriet E: kireland15@gmail.com River, wildlife, exc. location for KI HOLIDAY GETAWAYS attractions. 2BR. s/cont, air, BBQ. VICTOR HARBOR: Sleep 4, $95. T: (08) 8341 9185 All Seasons Lakefront Getaway: E: enquiries@ravencottage.com.au Stunning s/cont. lux. colonial hme. Priv. secl. beach & lake! 4BRs, www.ravencottage.com.au 2 living areas, 2nd bath, 3 toilets & laundry, lge backyd. Sleeps 8. Lakeside Getaway: Encounter Lakes Villa, 100m to beach & reserve. 5-min. to Esplanade, walk/bike trail, cafes, restaurants, store. 3BRs. Sleeps 6. Spacious living/fam/dine, 2-way bath, sep. toilet, laundry. M: 0419 868 143 E: foumakis@hotmail.com www.victorharborholidayhomes. spaces.live.com
HOLIDAY RENTAL: Yorke Peninsula: New up-market Kangaroo Island Getaway esplanade beach hse ‘Manyana’ KI RURAL RETREAT: Attractive at Wool Bay (near Edithburgh). Spa, plasma TV, DVD, stereo, dishwasher. Tastefully ff & equiped, 3BR, sleeps 7. Panoramic views, walks, fishing. T:(08) 8832 2623 www.countrygetaways.info
s/cont. lge country hme, gdn, native bush, 260 acres. 2 bath, 2 qn beds, 2 living areas, laundry, patio. Sleeps 12. From $120/night. T: 0407 790754 a/h E: semurphy@optusnet.com.au
SAIT Conveyancers We offer AEU members: • Free advice on real estate queries. • 25% off the Statutory or Land Brokers Society recommended fee structure.
• Expert and experienced professional work
PORT ELLIOT HOLIDAY ESCAPE Stunning new, a/c, 4BR, s/cont. Close to Main St. cafes, shops, restaurants, galleries. Horseshoe Bay, swim, surf and fish. Walk/bike trails, markets, wineries, Steam Ranger Cockle train. Special rates. E: jack.k@live.com.au www.allseasonsescape.spaces. live.com
SEAFRONT HOLIDAY HOUSE:
Kingscote, recently restored 2BRM, period decor, gdn. Walk to beach, cafes, jetty, pubs. Sleeps 6. Exc. location to explore island. T: 08 8553 9007 www.kangarooislandholiday accomodation.com.au/property. php?p_id=232
Yorke Peninsula “Oceanfront Escape” 2-storey hse w. pergola to beach & farmland views, secl, 4 BRMs, full kitchen, BBQ, DVD/ VCR/TV, billiards, fishing. Peaceful & relaxing, great for kids. Contact Brenton on: T: 0409 864 682 E: bjejstevens@bigpond.com
HOLIDAY RENTAL WALLAROO:
CEDUNA BEACH HOUSE:
Arch. designed new 2-storey beach hse, bay views. 3BR, 3 bath, open plan living, modern kitchen, sleeps 7. DVD, CD, dishw. Safe beach for kids, great walks, fishing. www.stayz.com.au>Bayview, North Beach
HOL. RENTAL NORMANVILLE: South Shores Holiday Villa #25. 3BR (sleeps 8). Secure behind
S-cont, beachfront, BBQ/DVD/ LCD/ TV, r/c air. Sleeps 6. Corp. rates AEU members. Main st. and jetty 5 min walk. T: 1800 639 413
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HOUSEBOAT: (near Mannum)
AEU members are offered a 10% disc. during shoulder/off pk. Sleeps 10. T: (08) 8277 8751 E: tandu.prucha@bigpond.com www.bundara2.net/
AEU Early Childhood Conference
Badging our Profession in the New World Friday 8 October | 9.15am– 3.00pm Conference dinner: Thursday 7 October | 6.00pm The Seven Stars Hotel, Angas Street (subsidised cost $11)
If you are buying or selling or are involved in any real estate matter, either through a land agent or privately, consult us.
Contact Anne Walker or Simon Willcox Phone: (08) 8410 6788 Fax: (08) 8410 6799 Located at SATISFAC / Level 3 / 400 King William Street
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with Mortgages, Transfers, Strata Plan and Plan of Division Lodgments, Caveats, Discharges of Mortgages – indeed, all facets of conveyancing work.
KI QUEENSCLIFFE COTTAGE
dunes at Normanville. Golf, horse riding, pools, beach, lawns, cafes. T: 0413 155 460 www.stayz.com.au/23983
By the end of 2010 the Early Years Learning Framework will be introduced at the same time as a raft of significant national changes. Early childhood educators will be expected to understand the changes and be involved in implementation while delivering high quality early childhood learning programmes. This conference will create a space for AEU members to Focus on understanding the upcoming changes and to think about what the changes will mean for their work in early childhood settings.
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Australian Education Union | SA Branch Registration/Info: www.aeusa.asn.au/events
N OT I CE B OA R D FOR RENT – MITCHAM HILLS 3BR hme, 2 bath, living, balcony, hills views, r/c air, gas space heat, 2nd living area, 2 car accom. T: 0417 823 912 HOUSE FOR RENT: Modern 5brm in Hillbank, quiet culdasac, close to public trans, alarm, ducted a/c, solar, shed, gas, dbl carport. $350/wk. T: 0416 113 386 E: thewayne5@hotmail.com ROOM FOR RENT: Share 3BR hse with 2 others in Gawler. $70/wk plus exp. T: 0409 486 088 FOR RENT: f.f. private apartment in Glenelg for hol or wkd rental. Heated pool, spa, steam-room, sauna, gym etc. Plasma TV, 100m to beach. T: 0403 606 052
GLENELG NTH T/HSE RETREAT Hol accom, quiet, mins from Jetty Rd, close to tram/bus stops. Secl. unit feat. 3BRM, 2 toilets, ldry, bath, new kitchen, sep dining, lounge w. patio area, carport. W: www.stayz.com.au/35993 T: 0437847034
35mm SLIDE SCANNING Adelaide & Hills: Do you have old slides gathering dust and deteriorating? Have them professionally scanned at high resolution and transferred onto CD. 17 yrs exp., reasonable rates. T: 0401 590 875
WORKSHOP: Stress management, personal dev. and learning difficulties: Brain Gym-an intro wkshop. Movements to ‘switch on’ the brain. T/fax: (08) 8768 2537 E: gibbons@seol.net.au GO SCUBA DIVING WITH ELITE DIVE ACADEMY: Are you a diver, but haven’t been in the water for a while?! Get $50 off a PADI Tune-Up program to refresh your skills. Contact: T: (Steve) 0413 134 827 E: info@elitediveacademy.com.au www.elitediveacademy.com.au
FOR SALE: Certified organic cosmetics & personal products. www.bodytune.mionegroup.com
CAMERON CAMPER TRAILER FOR SALE: Sits on 6’ by 4’ trailer with electric brakes and water tank. Opens out to create a 17’ by 7’ space. A full annexe is also included. Good cond. $3,200 T: 0407 324 559
HOUSE SITTING: Prof. couple seek hse sit, Adelaide & environs, late July – Oct. 2010. Non-smokers, hse proud, exp. renovators, repairs, gardening, animal caring. Contact Chris & Eleanor Oyston T: 02 6236 3008 E: oystons@iinet.net.au FRANCE – SOUTH: Lovely Village House. Languedoc region. T: 0403 314 928 (Julie) www.myfrenchhome.com.au
CIVIL CELEBRANT: Dr Tom Haig: weddings, renewal of vows, commitment ceremonies, funerals and baby namings. First class personalised services with AEU members receiving a 10% discount on services upon request. T: 85311726 or 0439 687 529 E: tomhaig@internode.on.net www.tomhaig.com.au
Penetanguishene is a close knit community with all the perks of a large city, including hockey arena, skateboard park, soccer oval, swimming pool and lots of family friendly parks. The town and nearby communities offer beaches, boating facilities and water sports. The teaching positions are in middle and upper primary. Contact Darryl Carter, Manager, International Programs T: 8226 1150 or 0402 250 929 E: darryl.carter@sa.gov.au
2011 DOUBLE TEACHING EXCHANGE OPPORTUNITY TO HOUSE SITTING: Mature couple, ONTARIO, CANADA teachers, non-smokers, exp. pet owners, gardeners seek hse sit while new home is built. Adelaide Nth pref. Avail. Dec 2010, late Jan – April 2011. E: edgell.zajac@sehs.sa.edu.au T: 0409 608 518 or 0409 280 019
The opportunity of a lifetime exists to teach in Penetanguishene, Ontario, Canada, living in a 2storey hse, 4 brm, 3 bath and only 5 kms from the school. With a population of 5000, and located only 2 hrs drive from Toronto,
Advertise in Members’ Market for FREE! Rent, sell, buy or offer goods and services. Send ads to:
journal@aeusa.asn.au
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