Workload – where will it stop?

Vol 43 | No. 7 November 2011

aEUJOURNAL Sa

Find out more at teachershealth.com.auTeachers Federation Health Ltd ABN 86 097 030 414 trading as Teachers Health Fund SA AEU-AD-1011

CMYK BLACK

SPOT WHITE

The holidays are fast approaching...

...Is it time for a health insurance health check?

Does your health cover still suit your needs and budget?

Have you compared your current fund against other insurers?

Do you know that Teachers Health Fund offers some of the most competitively priced and comprehensive health insurance covers in South Australia?

Answer these questions to see how you fare:

Find out more at teachershealth.com.auTeachers Federation Health Ltd ABN 86 097 030 414 trading as Teachers Health Fund SA AEU-AD-1011

CMYK BLACK

SPOT WHITE

The holidays are fast approaching...

...Is it time for a health insurance health check?

Does your health cover still suit your needs and budget?

Have you compared your current fund against other insurers?

Do you know that Teachers Health Fund offers some of the most competitively priced and comprehensive health insurance covers in South Australia?

Answer these questions to see how you fare:

Best letter in each aEU Journal will receive two tickets to an adelaide Symphony orchestra concert. Three contributors will receive a double movie pass courtesy of Palace Nova Cinemas. Email to:

journal@aeusa.asn.au

went through the process with.These research skills will be invalua-

ble in later life, both in education and in real world applications. It doesn’t hap-pen too often but this time I feel that the SACE Board has got something right. n

Stewart Morrell | Seaton HS

dear Editor,Whilst I applaud the intentions behind

the new Training Guarantee for SACE students, the workload implications of SACE including substantial amounts of VET are really problematic.

The SA IRC described teacher and leader workloads as excessive and unsustainable, so why are those of us dealing with this cohort of students being landed with even more paperwork and responsibility: individual negotia-tion with the student, parents and TAFE of an Education and Training Plan; mon-itoring student progress with both their school-based subjects and TAFE or oth-er RTO courses; assisting students to maintain a workplace learning logbook and so on.

We need time to do all of this. Where is it??? n

Name Withheld

AEU JoUrnAl iS CarBoN NEUTralUnless you’re an expert on paper

stocks you probably won’t have noticed any change to the feel of the AEU Journal in recent editions. However, this current Journal is now the fourth the AEU has printed on “FRESH ZERO”, Finsbury Green’s certified carbon neutral stock.

The AEU is committed to reducing its carbon footprint and moving to carbon neutral material for our main publication, the AEU Journal, is one measure we have taken to achieve this.

Play your part! 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.auThe AEU Journal is online at: www.aeusa.asn.au/journals.html

PResideNt’s View UNiON tRAiNiNg

australian Education Union | SA Branch 163 Greenhill Road, Parkside SA 5063

Telephone: 8272 1399

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. Non- members may subscribe for $33 per year.

Print Post approved PP 531629/0025

ISSN 1440-2971

Cover photo: Matt Walker

illustration: Simon Kneebone

Printing: Finsbury Green Printing

3

Features

Letters to the editor

AeU JOURNAL

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100% membership at Aldinga Community Kindergarten

What’s the rush?pages 8 – 10

Implementing the Australian Curriculum

dear Editor,I really feel the need to balance out

the comments in Stephen Miles’ article about the research project (AEU Journal September 2011). Whilst I recognise the challenges it poses regarding sub-ject choices in Year 12, I believe that the skills it gives Year 12 students can have the ability to increase their success in other subjects, where that subject requires elements of research.

We need to remember that we are marking the process of research, not the end product, therefore we do not need to be experts in whatever field of research is engaged. This is hard how-ever, given that teacher and student go on the research journey together and it may be hard for the teacher to disen-tangle from the subject matter in order to mark the evidence of the process objectively. Maybe teachers could mark from a different class than the one they

leaders’ Workloadpages 12 – 13

An FOI request by the AEU provides further evidence of increased workload for coordinators and leaders

Workload – where will it stop?

4

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5

members in rallies large and small and by committing to an extended and protracted campaign. We did this not because of individuals and their personalities but because this was seen as the only way to get a Labor Government back to what all unions saw as “true Labor values”. The result of this campaign has been remarka-ble. A new premier, treasurer and state cabinet are in place and the public sector unions are working closely with their peak body to ensure that our members’ voices are heard by the State Government.

To a certain extent the basis for the cooperation across the unions in this cam-paign was laid elsewhere – in the great Ark Tribe struggle. Ark was a CFMEU member facing six months jail for refusing to cooperate with the draconian powers of the Australian Building and Construction Commission. Large cross-union rallies cre-ated a momentum that was subsequently channelled by SA Unions into the fight against the 2010 Budget.

Whether it is the great Wisconsin fight-back against education ‘reform’, Occupy Wall Street, Tahrir Square or the fight against school amalgamations, properly funded NAP programs and the restoration of public sector LSL entitlements, there is an international mood brewing. The peo-ple are saying that enough is enough!

Ironically Alan Joyce has contributed to this. Hours before grounding his fleet world-wide, he had taken a 71% pay rise of some $2m per year. Keep that percentage in mind as we head into our next EB round in March. An SSO2 or AEW2 on around $50,000 per year would need to work 40 years to earn what Alan Joyce picked up as a pay rise (his salary is actually $5.1m). A Step 9 teacher on around $83,000 would have to work a full quarter of a cen-tury to match Joyce’s pay rise.

Don’t ever be defensive or worried about your membership of a union. We are a force for good in the face of growing dis-parities of wealth and attacks on commu-nity needs and services. Our commitment to social justice, equity and improved workers’ rights and conditions is the key to a vibrant future for our children. n

in solidarity,Correna Haythorpe aEU President

on Saturday October 29, the SA Branch hosted a dinner for del-egates to the National New Educators Conference at a Chi-

natown restaurant. A NSW delegate rose and toasted the SA Branch for hosting the event, and then launched into a broadside on Qantas CEO Alan Joyce, followed by a toast to Qantas workers. The eighty dele-gates then spontaneously sang the old union standard Solidarity Forever.

At the end of the song, a somewhat emotional gentleman from another table approached. Were we about to be told to be quiet? He had no complaint with us as he was a Qantas pilot, having a meal with his family. Full of emotion, he just wanted to thank us for what we had demonstrat-ed – union solidarity.

Recent developments in a number of areas underline the importance of the sol-idarity and strength of unions in hard times.

The 2010 State Budget was a focusing moment for unions in SA. An arrogant and pro-business State Labor Government firstly outsourced the preparation of the 2010 Budget to the Sustainable Budget Commission, and then implemented its attacks on our communities, on our hospi-tals and schools, and on workers across the public sector.

The Government expected complaints from the unions but were confident that they could ride the situation out and keep the lid on things. Well, they were wrong!

Instead, SA Unions Executive decided that they would fight for a government that respected workers and their families and the values that are upheld by the working class. And we did. We did it by mobilising all of the unions and their

We’re union and we’re proud

PResideNt’s View ssO FOcUs

Let’s build on our wins in 2012

As we head into EB 2012, I would like to take this opportunity to remind readers of the wonderful gains made by AEU SSO members in the last EB.

Thanks to strong member action we achieved:

• 16.7% wage increase with the last 4% increase coming on 14 October 2011.

• Over 1500 SSO/ECW conversions to permanency. This was a fantastic result and was achieved through the determi-nation and unity of our members.

• Stronger overtime provisions.

• A minimum of one SSO present while a class in a special school, special unit or special small class is being taught.

• A higher classification of Level 6 introduced.

• Increased maternity leave from 12 to 14 weeks.

The AEU will soon be consulting with members in regards to the next EB. A great way to get involved in the decision making process is to nominate for our SSO Consultative Committee. The Com-mittee is made up of up to 15 SSOs who work in a wide range of roles such as Special Education, Finance, IT, Classroom Support, Library and more. The Commit-tee represents members in metro and country schools and plays a valuable role in the AEU by providing the link between schools and the union.

If you are interested in joining the SSO Consultative Committee, go to the SSo section of the aEU website: Your aEU >Sectors>SSos to download a nomi-nation form and send back to the AEU no later than Friday, 18 November 2011.

It is important that we maintain the momentum from the last EB and carry it forward into bargaining next year. As you know, member strength and activity is vital in making sure your voice is heard in DECD, government and the community. n

lisa Sigalla SSo organiser

6

ous programs to run. I have a 0.8 teach-ing load, which means administration time isn’t easy to come by. Thankfully, we have a very supportive and commit-ted staff,” she says.

With preschools facing a number of major reforms such as the new National Quality Framework (NQF) and Universal Access, allocation of appropriate admin-istration time for preschool directors is crucial.

“Universal Access is par for the course for us now because we’ve been a pilot site from the outset, but it still has a big impact on workload. With sessions to run every day there’s a lot of planning and preparation to do when children

aren’t here, especially towards the end of term. As far as the NQF, well, it’s going to be huge and a lot will depend on what recommendations the assess-ment teams make on what meets the standards and what doesn’t,” says Keryn.

With yet another increase in work-load likely when the NQF kicks in it is more important than ever for preschool staff to be in the union. For Keryn, there are a number of reasons why she has been a member of the AEU since she began working in education.

“The legal support provided by the union is particularly important for lead-ers. It’s also really important to see both sides of an equation. When DECS proposes a new agenda or a new initia-tive it’s important to have their point of view and also the point of view of the union so you can make informed and

as preschools go there aren’t many around with ten staff members, let alone ten who are all members of the AEU. Aldinga Community Kinder-

garten is a notable exception. A large centre with an enrolment over 150, it’s a work site buzzing with activi-ty. On the surface ten staff sounds high compared to most preschools, however the large enrolment presents many challenges for the hard-working team. Director Keryn Moyle explains.

“A preschool this size isn’t easy to manage, we have a lot of children com-ing and going each term; we have dif-ferent children here each day and vari-

All in at Aldinga Community Kindergartenthe AEU Journal pays a visit to a preschool with 100% AeU membership

PReschOOLs

1Members at Aldinga Community Kindergarten – Front row from left: Vicki Symons, Sarah Flynn, Carrie-Anne McGarry, Sally Sutherland. Back row from left: Gill Bolton, Michelle Burns, Janet Harding, Annette Orsborn, Keryn Moyle and Jules Murphy.

Recruitment and Selection updateAeU Vice President anne Crawford writes

At the time of writing this column, the last of the met-

ropolitan local selection processes are being finalised, and 50 additional coun-try positions have just been advertised. To date, over 700 PATs have been appointed to permanent positions and HR officers are about to begin placing the remaining 130 PATs into consequen-tial vacancies. Over 750 permanent teaching positions have been adver-tised in the past three months, resulting in many long serving contract teachers finally achieving job security and creat-ing opportunities for permanent staff to change location.

This year, teacher recruitment and selection has been conducted in very demanding timelines which has put considerable pressure on PACs, panel-lists, applicants and DECD HR officers alike. Agreement on the new policy was only reached in mid June, and it is a credit to all concerned that so much has been achieved since. Major chal-lenges in the next few weeks are to finalise the placement of PATs and then identify appointments for other teachers requiring placement, includ-ing those exercising country guaran-tees and returning to the classroom after periods of leave at the end of tenure of leadership positions.

Overall, the new policy has delivered some very significant improvements in a very short timeframe: a vast reduction in the number of PAT appointments, new country guarantees for the first time in 15 years, and permanency for many contract teachers. Nevertheless, the process has not met the needs or aspirations of all members, and it is incumbent on both the AEU and DECD to monitor this year’s outcomes closely

vice President’s rePort

and identify areas for further improve-ments in 2012 and beyond.

Welcome relief for preschoolsA few days prior to becoming Pre-

mier, Minister Weatherill wrote to all Directors announcing that every pre-school would receive a grant of $1,500 to assist with the implementation of the National Early Years Reform Agenda.

The Minister’s letter acknowledged the challenges faced by preschool staff in managing a diverse range of State and Federal initiatives, including Universal Access, the Early Years Learning Framework and the National Quality Agenda.

The AEU has met with the Minister and the Chief Executive on many occa-sions this year to highlight the very sig-nificant increase in workload associated with the introduction of these initiatives and the urgent need for additional sup-port to alleviate the daily pressures faced by preschool educators. Similar concerns have been raised by the Pre-school Directors Association and indi-vidual AEU members in a range of forums, including our recent Early Childhood Conference.

The $1,500 grant has been warmly welcomed in providing much needed relief, at least in the short term. It must, however, be followed by sustain-able, long term funding reform that takes account of the very demanding and complex workloads of our pre-school members.

last but not least This is my final Journal article for

2011 and my last after four years as your Vice-President. It has been a great privilege to have met and worked with so many dedicated AEU members. I would like to take this opportunity to express my deep gratitude for your friendship, solidarity and fine company. I wish you everything that is bright and beautiful for the future. n

77

balanced judgements. Collegiality is also a big part of it, along with the training and development opportunities the union offers,” says Keryn.

Teacher Annette Orsborn reiterates her Director’s views around workload in a large site and says the high enrolment means staff have to spread themselves quite thin.

“Kindy should be an extension between home and the school and it’s very hard to achieve that in such a big site. There’s no doubt the relationships are harder to build in a bigger site as you see different children all the time. Even though we have what is deemed to be the correct staffing levels, it doesn’t necessarily make it any easier to give the children the attention they need,” she says.

Sub-branch Secretary and ECW Jules Murphy has been running the Occasion-al Care at Aldinga until this term when, due to DECD policy, it was stopped to provide more places for four-year-olds. Fortunately for Jules she won perma-nency as part of the recent AEU cam-paign to increase levels of permanency for ECWs and SSOs.

“With union backing I fought for per-manency and won it,” says Jules. “Particularly being a single mum at the time, it was great to be certain that I had money coming in and that I was financially secure,” she adds.

Jules says that it’s great to have built up to 100 percent membership in recent years.

I think the thing that galvanised the staff was the recent arbitration – we all shared the union communications together and it was a real eye-opener. I think that staff who weren’t already members saw that the union was fight-ing for them and they were keen to join up,” she says. n

“i think that staff who weren’t already members saw that the union was fighting for them and they were keen to join up.”

PUBLic edUcAtiON week UPdAte: eNteRPRise BARgAiNiNg 2008

8

are concerns among others that a set of national curriculum standards leaves students dangerously exposed to the perils of standardised testing – a rea-sonable fear when considered in the context of the My School website and Julia Gillard’s other education misadventures.

Less political but perhaps resonating much further, certainly among teachers and leaders, is the issue of workload attached to a seemingly never-ending raft of reforms; the Australian Curricu-lum is just one more in a long line of wholesale changes that educators in South Australia, and indeed across the country, have been forced to contend with in recent years.

So it comes as no surprise that teachers and leaders are telling their union that implementation of the Aus-

tralian Curriculum is currently among the greatest causes of workload stress.

Suzi Vladamirov from East Torrens Primary School is an AEU rep on the Department for Education and Child Development (DECD) Australian Curricu-lum Reference Group for the Middle Years and says the associated workload and time pressures are impacting nega-tively on employees.

“Apart from the difficulty teachers are having working out how they are going to split themselves in two to pro-gram and teach the vastly different con-tent that exists between years six and seven, they are saying they need more time to prepare for the introduction of the Australian Curriculum,” she said.

“While many members are looking forward to working with a new curricu-lum, DECD must give us a timeframe that is reasonable and flexible enough, so if we’re saying we need more time that we certainly do get it,” she added.

Gawler High School teacher and AEU Branch Executive member Bob Wood-bury believes the professional develop-

Mention the Australian Curriculum to a teacher or school leader and the first response you get is often one of

exasperation. “Don’t talk to me about it” says one teacher. “I’ve barely had time to think about it,” says another. For many, it’s too much, too soon.

The idea of a national curriculum that places every Australian student on a similar learning continuum regardless of their street address has long been mooted as the ideal in a country where state bureaucracies have adopted and implemented education policies in any-thing but a coordinated manner.

While there seems to be some con-sensus among educators that more con-sistency in what is taught in schools across the country makes sense, there

The Australian Curriculum: what’s the rush?AeU members are bearing the brunt of yet another badly planned reform writes Craig Greer

the AUstRALiAN cURRicULUm

ment opportunities will go some way to reducing some of the stress associated with the introduction of the new curriculum.

“The success of the Australian Cur-riculum is contingent on a genuine engagement with teachers and learners to ensure that the preparatory work meets due diligence in the sense that all phases have been collaboratively designed, trialled and evaluated by edu-cational communities prior to the pub-lished implementation dates,” he said.

“As professionals we know that if

provision is not made for meaningful discourse amongst teachers, significant change to both curriculum content and pedagogy will not succeed. The cata-logue of resources recently published in Issue 3 of the DECD Curriculum News must be matched by adequate profes-sional development budgets to provide forums that are genuinely collaborative and empowering for our diverse learn-ing communities,” Bob added.

Citing a range of issues around work-load and timelines, the AEU’s Australian Curriculum and National Professional Standards working group, led by Vice President David Smith, called for a delay to the introduction of the Australi-an Curriculum back in August. Two days later DECD, accepted.

While the AEU saw this decision as a small gesture of goodwill from the Department, it was only afforded to secondary schools and has merely sidelined members’ anxiety rather than relieving it.

A key area of focus for the AEU in recent discussions with DECD since the

announcement of the delay relates to a risk assessment carried out by the Department prior to the Australian Curriculum implementation process. Rather than focussing on the potential affects on staff, the original risk assess-ment only outlined the “strategic” risk to DECD and to the project itself.

Eventually acting on our concerns, DECD have now assessed the risk to employees as “extreme”, but it must be asked why the risk to employees from such a mammoth reform wasn’t consid-ered important from the outset?

Unfortunately there is still no sign of any concrete measures to address the problem and AEU members are yet to see any significant reduction in workload.

If the Federal Government and their State Labor counterparts don’t take swift action to properly alleviate the workload stress on employees, you can bet the Australian Curriculum will be remembered as yet another policy debacle from a government that can’t seem to get much right. n

9

the AUstRALiAN cURRicULUm

“Teachers and leaders are telling their union that implementation of the australian Curriculum is currently among the greatest causes of work-load stress.”

Get a head start on the australian Curriculum with Coo!

Implementation of the Australian Curriculum in Maths and Science for Foundation – Year 7 starts next year. We know that many members have not had time to fully prepare and cannot even manage to download the scope and sequence charts from the ACARA website.

If you want to get a jump start in preparing for the Australian Curriculum, look no further than the AEU Curriculum Organiser Online (COO).

Sample materials prepared by teachers, Interactive White Board web links, Skootle links to sample lesson plans, and pre-prepared scope and sequence charts are all ready for you to download.

With an already excessive workload, teachers don’t have time to reinvent the wheel. Adapting units of work already created by other teachers provides an excellent way to manage your work-load as the Australian Curriculum approaches.

Go to the aEU website to access the aEU Curriculum organiser online or email: lhall@aeusa.asn.au for further information.

Training is available by negotiation for groups of members at their school or for members via their own computer and phone.

After school sessions also available by negotiation for COO subscribers.

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running head

house during her childhood. Mrs Wei-denhofer described what life was like for her as a young woman growing up without electricity and all the mod cons today’s children take for granted.

Ashley is in Year 6 and one of a number of students in a group who interviewed Mrs Weidenhofer. She was fascinated by what she’d heard.

“Well, there was no TV and they were only allowed to listen to the radio when the news was on. She also said that they had to put cardboard into their only pair of shoes so that when it was raining their feet wouldn’t get wet because they were full of holes,” she reported.

Other students in Ashley’s group agreed it was more fun to be measuring the old things in the bakehouse and learning all about them while they did it. “It’s much better than being stuck in the classroom using a ruler and some paper,” said Year 7 student Steph.

Teacher and Aberfoyle Hub Sub-branch Secretary Andy Polis explained that the visit to the bakehouse was part of a bigger unit of work.

“We’ve been looking at local history and also South Australia over time, so with Geoff’s knowledge and the resource we have here it’s an ideal combination. This area of study will actually fit into the Australian Curriculum at Year 4 but as you can see, the Year 6/7 students here are still getting a lot out of it,” he said.

“We’ve also tried combine other cur-riculum into the visit. For example, we have to fit in 300 minutes of maths a week, and if the students were just sit-ting in the classroom the whole time it would be pretty boring. Coming to a location like this we can kill two birds with one stone,” he adds.

Properties like Winns Bakehouse are scattered all around South Australia, and along with some very knowledgea-ble senior citizens like Mrs Weidnehofer, they offer a great resource for teachers wanting to give their students a genu-inely rich learning experience. n

if you would like more information on how to access National Trust proper-ties, you can contact them on %: 8202 9200

the AUstRALiAN cURRicULUm

10

7Mrs Weidenhofer is interviewed by Year 6/7 students from Aberfoyle Hub School

A great way to teach historywondering how to teach history in the Australian curriculum? take your students back in time with a visit to a National trust property.

Retired AEU member Geoff Lock empathises with teachers who will be expected to teach history for the first time under the new Australian Curricu-lum. “It’s hard to know where to start,” he says. “It’s such an incredibly big field of study and can seem quite daunting if you’ve never specialised in history study or teaching.”

Since retiring in 2008, Geoff has been working with teachers at his former worksite Aberfoyle Hub R-7 School to provide some fantastic cross-curricular learning experiences. And as the AEU Journal found out when we joined a Year 6/7 class at Winns Bakehouse in the Adelaide Hills, connecting subjects like English, Maths, Science and Technology to a real world historical experience is a great way to get students engaged.

Situated on a bend along the steep and winding Winns Road in Coromandel Valley, the tiny stone dwelling operated as a bakery from 1862 until 1940 and is now a comprehensive museum main-tained by the National Trust.

Getting a large group of students into the tiny bakehouse wasn’t as hard is it looked and once inside Geoff gave the students a brief history of the bake-house and some background on what it was like to live during those times. The students were clearly fascinated not only with stories of a bygone era but also with the impressive array of arte-facts on display.

Once the scene was set the students were kitted up with some fantastic worksheets prepared by Geoff and in small groups they began their own jour-ney of discovery. While some students measured the depth of the old bread oven, the height of the doors and the length of the giant baker’s peal, others checked out equipment like the old mangle in the laundry room off to the side of the main building.

A real highlight of the experience was the chance for the students to take on the role of journalist by interviewing Ronda Weidenhofer, an 89 year-old local woman who lived near the bake-

1 1

taFe Focus

sured to implement various reforms in order to receive their funding, dimin-ished as it was. Unfortunately, the incoming federal Labor government simply carried on with the same agenda which has now developed into the crea-tion of an open market, leaving TAFE to compete with private RTOs for the money that would have previously been allocated to the public provider.

The AEU Invest in Quality, Invest in TAFE campaign is focused on pressur-ing both the Federal and State Govern-ment to properly invest in TAFE and to dissuade them from opening up VET funding to full contestability, introduc-ing HECS-type fee help for students and converting TAFEs to statutory authorities.

The Victorian Government was the first to go down this path some three years ago. In the last few months, infor-mation has come to light that clearly demonstrates how disastrous this has been for both TAFE and for skills devel-opment in Victoria. Headlines such as “Victorian TAFEs in financial trouble” and “Students feel the squeeze” should send warning signs to any other states who are contemplating going down

across Australia right now, the TAFE system is facing its greatest ever fight for survival. TAFE in South Aus-tralia, under the State Gov-

ernment’s Skills for All reform, is on the verge of going down a path that mem-bers believe will lead to the demise of TAFE as we know it. Skills for All is essentially a voucher system whereby students will be given public funds to use at a VET provider of their choosing.

This allocation of public funding, which can be used at any VET provider, will inevitably lead to a flood of pri-vate Registered Training Organisations (RTOs) entering the market with the prime objective of making profit.

AEU members in TAFE believe that creating a market in education and training where the focus shifts to one of running a successful business rather than aspiring to high quality education-al outcomes for students is not the way to go.

Why are we heading down this path?

Under the Howard Federal Govern-ment, states were increasingly pres-

‘Skills for All’ – privatisation by stealthstate government reforms will see tAFe competing with private providers for government funding.

what is likely to be the road to eventual privatisation.

Thanks to the State Government’s Skills for All policy, this is precisely where South Australia is heading. Ini-tially the TAFE Minister confirmed that the South Australian reforms were basi-cally a copy of what was done in Vic-toria. Now, with the regular bad news reports coming out of Victoria, the mes-sage has changed to one of “SA will be different”.

Quite frankly, that isn’t good enough. The AEU has been told that in South Australia there will be a rigorous selec-tion process for RTOs to become a Skills for All provider. That is precisely what the Victorian government said before they moved to full contestability and now we hear stories of Private RTOs in Victoria delivering Diploma courses in one weekend! We can’t allow that to happen here. At present, 16 of the 18 TAFE Institutes in Victoria are in serious financial trouble, all of them Statutory Authorities with years of experience already.

Right now in South Australia, three TAFE institutes are experiencing seri-ous financial difficulties and are under pressure to get their budgets back into the “black”, something they have to do before becoming a statutory authority. To enable this, programs are being axed and more than 100 positions have been identified as surplus to requirements across TAFE.

What next?We will continue to take this issue up to politicians in the coming months and we will be providing regular updates on these activities. This campaign will only be won through a relentless lobbying campaign of state and federal politi-cians. n

alan WilsonaEU organiser, TaFE focus

1 11 1

TakE aCTioN!• if you haven’t already done so,

we urge you to take a few minutes to send a message to your local federal and state MPs, demand-ing they bring these pro-private reforms to a halt.

• Go to www.aeusa.asn.au>Your aEU>Sectors>TaFE for details.

Authorised by AEU federal TAFE secretary Pat Forward 120 Clarendon Street, Southbank 3006

Visit www.aeufederal.org.au

Join the campaign for more TAFE funding today

12

cover story

Figures recently obtained by the AEU under Freedom of Information show the number of coordinators in public schools has decreased by 93 in the 12 month period from February 2010 to February 2011.

This decrease in the number of coor-dinator leadership roles is no doubt part-ly to blame for the upsurge in reports from school leaders of substantially increased workload.

The figures released to the AEU show that there has not been a full translation of coordinator 1s to coordinator 2s as expected by the Industrial Relations Com-misson of SA (IRCSA) in its 2010 Arbitra-tion decision:

at paragraph 214: “The funding at Coordinator 1 level for primary schools is by all accounts out of step with the practical requirements of schools given the stated need for administration time. Coordinator 1 positions will translate to Coordinator 2. The timing of that trans-lation is dealt with in paragraph 540 of the decision.”

at paragraph 540: “The removal of the Coordinator 1 position and the transla-tion of existing Coordinator 1 positions to Coordinator 2 has resource implica-tions arising from the latter’s entitle-ment to administration time. The transla-tion to Coordinator positions will there-fore operate from the commencement of the 2011 school year.”

Where are all the Coordinator 2s?

In light of the IRCSA decision we are concerned that the number of Coordina-tor 2 positions has not increased by the corresponding number of Coordinator 1s who were translating. In fact, accord-

Schools need leaders, leaders need time

ing to the data obtained by the AEU, there has been virtually no increase in the number of Coordinator 2 positions.

We have no evidence to show wheth-er coordinators in primary schools with a classification of PCO5 or above are being classified at the Coordinator 3 level as per Schedule 7 of the Arbitrated Award.

The AEU is also concerned that there is no evidence to show that school budgets have been increased to provide for increased coordinator classifications and release time as a result of the arbi-tration decision or that the Administra-tion Leadership Time Resource is being provided to schools.

Workload increasingThe AEU does have evidence that the

workload of coordinators in schools is increasing and that school principals, especially in small and large schools, are stating that they have less resourc-es under the Student Centred Funding Model (SCFM) to employ school leaders.

It appears that the move to the SCFM has masked cuts to resources provided to employ coordinators in schools, while hiding the employer’s failure to provide additional funds to enable full imple-mentation of changes to the coordinator classifications.

The irCSa arbitration decision at paragraph 728 found: “that the cur-rent hours of work are unreasonable. This supports an inference that the cur-rent level of funding is inadequate to provide reasonable working hours.”

The AEU contends that the current levels of funding to schools are inade-quate and as such reasonable workloads cannot be provided. This is a particular

with the findings of the AeU/decs Review into teachers and Leaders work getting closer, startling information relating to workload for leaders and coordinators has come to light.

problem for schools funded under the “same or more” funding guarantee.

Working hours unreasonable and excessive

The workload of coordinators contin-ues to be, as the Industrial Relations Commission described it, “unreasona-ble, excessive and unsustainable.”

a recent aEU survey of coordinators shows:

• 74.6% of coordinators work more than 45 hours per week.

• 56.4% of coordinators work more than 50 hours per week.

• 29% of coordinators work more than 55 hours per week.

• 13.6% of coordinators work more than 60 hours per week.

• 7.2% of coordinators work less than 35 hours.

• 9.9% of coordinators work part-time.

leadership Functions Under Schedule 7 of the Arbitrated

Award, coordinators are able to under-take one or two functions depending upon the size of the school. The follow-ing leadership functions may be includ-ed in a coordinator’s role:

• Management and coordination of an aspect of curriculum or faculty man-agement or year level supervision

• Student or school counselling

• Leadership in student wellbeing and support the behaviour management program in a section of the school

• Leadership and management of a specific program or projects such as international student wellbeing or local employer liaison

• Line management of a group of staff including responsibility for perfor-mance management

• Management of resources for a pro-gram or project

• Undertake special projects within a defined timeframe such as imple-mentation of organisational change.

82% of coordinators reported in a recent survey that they are undertaking three or more functions. This means that their workload is in excess of that provided under the Arbitrated Award. (See Table 1)

For further information go to: 8: www.aeusa.asn.au>issues>arbitration 2009 – 2010

13

cover story

coordination role. We accept that the accommodation of VET students by oth-er teachers may also require additional time and effort spilling over into lunch breaks, NIT time or after hours.”

So, what needs to happen?Face-to-face Teaching• Coordinators and school PACs must

ensure that the face-to-face teaching load of coordinators does not exceed the maximum as prescribed in the Award

• Coordinators and school PACs must ensure that coordinators are not overloaded with relief lessons when TRTs are not available

• The AEU needs to pursue further workload protections through the provision of additional leadership time.

Position functions must comply with the award• All schools should comply with

Schedule 7 of the Arbitrated Award and all coordinator roles be written to reflect the Arbitrated Award. No coor-dinator should be required to under-take more functions than required

Face-to-face Teaching Time29.4% of coordinators reported in a

recent AEU survey that they are under-taking face-to-face teaching hours in excess of that prescribed in the Award.

Counsellors are reporting less face-to-face teaching but it appears that they are not applying the new definition of face-to-face teaching when calculating their face-to-face teaching time.

vETThe IRCSA in Decision 2 at paragraph

592 summarises the problem for VET Coordinators.

“We accept that providing leadership time for the VET program takes resourc-es away from other priorities. The effects will differ across schools but will impact on other priorities such as leadership time and class size. We are also satis-fied that the VET program in schools is a significant workload increase for those specifically involved in it and for other secondary teachers who are required to accommodate those students who are undertaking a VET course. The coordi-nation of large numbers of students either undertaking two courses simulta-neously at school or leaving the school grounds to attend another location will require additional organisation, respon-sibility and accountability for leaders including those undertaking the VET

• If the school requires that more func-tions need to undertaken for a partic-ular role than prescribed in the award for coordinators then the position should be classified at the level of senior leader

• An audit of the workload of coordina-tors and the number of functions that they are required to undertake should be conducted by each school PAC. Where a coordinator is being asked to undertake more functions, the number of functions should be reduced or the classification of the position increased

• Current practices in some secondary schools where coordinators lead a large faculty or curriculum area, line manage the teachers in the faculty (including Step 9) and undertake stu-dent behaviour management roles should cease.

leadership time must increase• More leadership time needs to be

allocated to schools. Additional fund-ing must be provided to schools to ensure that all schools can meet all of the leadership functions required to be undertaken at the site

• Clear and enforceable leadership structures must be prescribed so that workload limits can be enforced

• Counsellors must be provided to all primary schools regardless of the Index of Educational Disadvantage

• Wellbeing Coordinators need to be provided to all special schools/units

• Additional teacher leadership time is provided to secondary schools for the VET functions that they are now required to undertake. n

For further information go to: 8: www.aeusa.asn.au>issues>arbitration 2009 – 2010

Number of Functions 1 2 3 4 5 6 7 8 More

Percentage of Coordinators 6.1% 11.8% 17.6% 16.3% 14.3% 11.4% 6.9% 1.6% 13.9%

TaBlE 1: leadership Functions

Source: obtained via Freedom of Information request

1AEU members campaign for more leadership time at Parliament House in 2008.

new trade training centre

located on the picturesque Sims Farm in the Cleve Hills, the Terry Hampel Agricultural Skills and Trade Training Cen-tre is a newly built, industry

standard facility designed to increase opportunities for young people.

Built under the Federal Government Trade Training Centres in Schools pro-gram, and the State Government Trade Schools for the Future schemes, the facility is a high quality Vocational Edu-cation and Training centre.

The newly built centre boasts a state of the art shearing facility, a modern conference centre with an interactive whiteboard, and a fully equipped work-shop. It exposes students to a broad range of agricultural and technological experiences. When combined with Cleve Area School’s Certificate in Agriculture, the new centre provides a hands-on approach to learning. The project has already begun to improve training and educational outcomes in Agriculture for

its students.

The Gordon Sims Training Farm is a 400 hectare farming and grazing prop-erty specialising in broadacre agricul-tural education. It was bequeathed to Cleve Area School in 1960 by the late Mr. Gordon Sims and is situated 5km east of the township of Cleve. The prop-erty is bordered by the Yeldulknie and Poonana Creeks and is the largest school-based farm operating in South Australia.

Specialising in minimum tillage crop-ping, wool and prime lamb production, it gives students alternatives to main-stream schooling, and provides an inno-vative and practical approach to learn-ing. Sims Farm also acts as a host employer, providing a hands-on work-place for school-based apprenticeships in agriculture and rural production. The improvement of this site is a school and community initiative, and with the recent opening of the Trade Training Centre, is a benefit to both the local community

Sims Farm – an experience for all ages

and students from across the State.

“Through the practical use of upgraded technology students can enter the workforce with access to the sorts of technologies they will experi-ence in their chosen field, having learnt things that are basic requirements of a course dealing with practical agricul-ture,” Cleve Area School Agriculture teacher Aleks Suljagic recently said of the new equipment and the school’s agriculture course.

Students are allocated a paddock, and make decisions on all aspects of the cropping program, as well as being responsible for the Sims Farm Merino and Prime Lamb sheep enterprises. The education is based in a real farm envi-ronment, also involving training and practical work in:• Tractor driving and operations• Shearing and crutching• Wool classing• Seeding• Harvest operations• Welding and metal fabrication

Through these activities students are exposed to modern technologies com-monly seen in everyday farming enter-prises, such as auto-steer technology, direct drill seeding methods, and the use of computer technology and infor-mation management resources.

In conjunction with all of these mod-ern technologies, Sims Farm is working with the Primary Industries and Resource department to ensure all farming meth-

After many years of hard work, the sims Farm committee opened the doors to its new trade training centre

14

ods used support an ecologically sensi-tive approach to the environment.

“All of these processes enhance the learning environment, professionalise the delivery of education, and ultimate-ly aid in the transition to the agricultur-al industry,” said Cleve Area School Principal Ray Marino.

Strong partnerships with community groups, local farmers, other schools, service providers, industry and training providers is seen as essential to the Cleve Area School Certificate in Agricul-ture, enhancing learning in all aspects of student education. The Sims Farm com-mittee, along with a progression of Cleve Area School Principals, including current Principal Ray Marino, helped develop this project to connect and aug-ment the things that are happening in the community with the students and the school.

“We are going to be working together with Cowell, Burra and Lucindale… and I am also making some enquiries to link with Roseworthy College and Urrbrae Agricultural High School in Adelaide,’ said Mr. Marino. “The ultimate aim of this is to broaden students’ opportuni-ties and offer a range of different special-isations through the different schools, including the Sims Farm expertise in dry-land farming,” he added.

Along with continuing to deliver quality education in Agriculture, there are long term plans to use Sims Farm for farm stay visits for schools and other groups. Dingle Dell, the newly renovated homestead was built in 1913 and overlooks the farm. It will house groups of up to 20 students. This facility will offer a farm experience to students from all across Australia and provide a first-hand look at food production.

There are also many other attrac-tions in the region, including the eco-logically-valued Estuary Boardwalk in Arno Bay, threatened flora and fauna species within the Cleve Hills, and the biggest wind farm on Eyre Peninsula, Mount Millar.

Teachers and classes interested in more information about the property or organising a farm stay experience with their students and groups should contact ClEvE arEa SCHool %: 8628 2104

Hannah Forrest Student, Cleve area School

Just what is going on with school libraries?

vice President’s rePort

AeU Vice President david Smith asks

The AEU has growing concerns about what seems to be happening to libraries and resource centres in schools and the rich and varied

learning that takes place therein.

There are several reasons for our con-cern. There is a developing file of evi-dence that the much debated Student Centred Funding Model (SCFM) has had a negative impact on libraries and the time allocated to staffing them. In the previous system, teacher librarians’ time was outlined in, and guaranteed by, the Staffing Allocation Document. That has gone. The SCFM provides a certain amount of money and all staff-ing must be found from that. There is sound evidence to show that in many schools the SCFM simply does not cover the costs of running all aspects of a school. Unfortunately, without the quar-antine of library staffing allocation, schools have been tempted to lop a little from that budget area.

Some schools, in the name of embracing advanced 21st century tech-nology, have done away with the resource centre entirely and have dissi-pated the resources to various parts of the school. That is misguided. Both dig-ital and print based learning require attentive assistance from accredited teacher librarians. That’s not to say that access to the digital world should be restricted to one place in the school. There are many excellent examples of students and teachers using laptops and interactive whiteboards in class-rooms throughout our State. Yet the balance needs to be maintained between that and the central availabili-ty of those trained to locate resources and advise students on their use. Also, doing away with libraries may play into the hands of those who would like to sell education online to individual users. A quick scan of Rupert Murdoch’s speech ‘Education: The Last Frontier’

to the e-G8 Forum in Paris earlier this year reveals his plans in this area.

Where can we find trained teacher librarians? As Hamlet put it, “Ay, there’s the rub.” South Australia has not had real pre-service training for teacher librarians for some time, and the deficit is widely felt. That lack of access to training is matched by poor spending on libraries in general. Softlink Interna-tional’s Australian School Library Sur-vey of June 2011 shows a high correla-tion between student literacy and the amount schools spend on their librar-ies. That is worth contemplating.

Of course, these developments are not uniform. With increasing decision making autonomy in schools comes a variety of means to achieve “fiscal responsibility”. With limited funds, some snip here, others there. Whatever the constraints and decisions, the role of resource centre staff and the implicit workload have not diminished. For a start, consider the extra hours now being spent by teacher librarians in assisting students with the Research Project for the SACE.

The AEU is not alone in stressing the importance of school libraries and teacher librarians. In May this year the House of Representatives Standing Committee on Education and Employ-ment presented the results of their inquiry to Parliament. The committee made 11 recommendations to improve learning in Australian schools. Not one of them questioned the importance of school libraries and teacher librarians. On the contrary, the major thrust was to enhance the role of both. So, what’s to be done? The AEU is in discussions with executive members of other feder-al and state organisations including the School Library Association of South Australia (SLASA). Also we continue to advocate for the good cause of school libraries, resource centres and their staff, in particular that potentially endangered but essential educator – the teacher librarian. n

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16

running headindigenous education

hoped that the presentations would be simple to follow and that some of the ideas could be implemented on my return home. I wasn’t disappointed.

The presenters came from all corners of the globe and the breadth of informa-tion was amazing. Topics ranged from the use of e-Learning as a means to overcome high drop out rates in high school to the use of twitter to promote indigenous languages.

In Peru and throughout South Ameri-ca there are 14 million Quechua speak-ers – the Quechua people make up the majority of the 45 percent Indigenous population of Peru yet the language is considered endangered. This is because it’s not widely taught in school in the larger cities – there is a stigma associ-ated with it. Teachers who don’t have the knowledge are, perhaps under-standably, reluctant to teach it. Many of the presentations at the conference were addressing this important subject of language and the role it plays in pre-venting the demise of traditional cultures.

The e-Learning presentation was of particular interest to me given the remoteness of our own Indigenous com-

When the city of Cusco in Peru was announced as the host country for the 2011 World Indige-nous People’s Confer-

ence on Education in 2008 there was a ripple of excitement among the thou-sands of delegates attending that year’s conference closing ceremony at the Rod Laver Arena in Melbourne.

It is important that the AEU send del-egates to the conference if we are going to comment on and influence how Indig-enous Education in Australia is going to be shaped and progress into the future. I was lucky enough to be chosen by Federal Office as the delegate from the TAFE sector.

Presentations: WIPCE is an oppor-tunity for Indigenous education practi-tioners and academics to share with a global audience their point of view on programs and policies that impact of their respective First Nation community.

Generally there is a sense of opti-mism and hope in these presentations and it was my hope that as a delegate to the conference I would be inspired by the combined wisdom of dedicated edu-cators from around the world. I also

Aboriginal member Malcolm Hawkins from Port Adelaide tAFe reports

munities here in Australia.The e-Learning model described by

Cristina Lai from Brantford in Ontario enables Indigenous students to stay in their home community where they won’t suffer ostracisation in a culturally unfamiliar urban setting.

The model prioritises the students’ wellbeing and focuses on attributes. It’s inclusive of all learners and allows the use of multiple intelligences. According to Lai it delivers a culturally relevant curriculum based on constructivism. It made the classroom safe and non-judg-mental, worked on cumulative assess-ment, adapted courses and learning materials and had an underlining mes-sage from the teachers to the students: “I care about you.”

our Base: Like many South American cities, Cusco is a city of two sides. Where the tourists go it’s clean and orderly but wander off the beaten track and you will see abject poverty and lots of people begging for money, food or whatever passers-by have to give.

Cusco still has walls dating from the time before the Incas so that in itself was spectacular.

For those that can afford it, food is readily available yet much is grown at the subsistence level as there is little mechanisation on the farms.

Schools in the city seemed to be run by both the State and the Catholic Church and appear to be adequately resourced, with opportunity for stu-dents to go on to higher education institutions.

In the rural areas the schools are under-resourced and under-utilised, as many students don’t complete high school. Instead, they work their family plot in order to survive.

And speaking of things growing, it was a strange site to see gum trees eve-rywhere. They were introduced as a cheap source of timber and firewood but now seemed to be growing wild. They were a constant reminder of home and before we knew it it was time to head in that direction.

WIPCE in Peru was inspiring and I would encourage our Aboriginal and Torres Strait Islander members to nomi-nate as a delegate to the next confer-ence in 2017. n

7 WIPCE delegates with Malcolm Hawkins (pictured right)

Indigenous educators come together in Peru

steP 9

After months of negotiations and hearings in the Industrial Relations Commission, the AEU has won access to Step 9 for TRTs.

On 19 October 2011 the AEU was successful in varying the South Australian Education Staff (Government Preschools and Schools) Arbitrated Enterprise Bargaining Award 2010 to reflect changes that were agreed between the union and employer.

The changes make it clear that the intention was always that the Step 9 classification was available to all teach-ers including TRTs. It also clarifies the fact that there will be continuity of appointment to Step 9 for all teachers. This means that a Step 9 temporary contract teacher will be paid at the Step 9 rate when they undertake TRT work.

The anomaly of a part-time contract teacher being paid two salary rates when they top up their time with TRT work is removed.

A new clause will also be inserted into the Award, which is a disclaimer that must appear on information pub-lished by the parties on Step 9.

The operative date for these changes will be on and from 3 September 2010.

Some eligible TRTs will receive back pay and all those who meet the Step 9 requirements will receive a pay increase.

All eligible Step 8 AEU members are encouraged to complete and lodge a PDP with your school Principal or Preschool Director to start the process of reclassification to Step 9.

Go to the AEU website (link below) for the Step 9 criteria, how to apply and information on pay rates and back pay. n

dan Farmer aEU industrial officer

8: www.aeusa.asn.au> issues>arbitration 2009-2010

TRTs eligible for Step 9

Panel urging them to ensure that their recommendations to the federal govern-ment provide strong representation of the issues identified by public school communities as well as research con-ducted for the panel which articulate the arguments for equitable funding for all children regardless of the school they attend.

Research conducted by the Allen Consulting Group provides strong endorsement for the urgent need for a new equitable funding system based on the total recurrent funding required to achieve an agreed set of educational outcomes. An essential condition of this is breaking the nexus between public and private school funding which actu-ally delivers significantly greater resources to private schools.

The AEU will be sending an email to all members that will provide a link to the letter which can be easily forwarded to the Review Panel. Copies of letters sent by members will automatically be forwarded to Peter Garret, Federal Min-ister for Schools and your local federal MP.

Members should ensure that parents and other supporters of public educa-tion also participate in the National Day of Action so that collectively we send a powerful message to those who can effect changes to the legislation govern-ing the allocation of resources to schools.

Please be sure that your sub-branch is involved in sending mes-sages and that information about the National day of action is conveyed to your school community.

This may well be our last chance for a long time to influence the gov-ernment to change the way funding is delivered to our public schools and the students who depend on a well resourced local public school. n

The review of federal funding to schools is nearing completion. The Review Panel is scheduled to

release its final report and recommen-dations to the Federal Government on December 15. The AEU has engaged in a significant national campaign which has included the lodging of over 7000 sub-missions from schools and other sup-porters of public education as well as the lobbying of Federal MPs. Members who have contributed in any way to this campaign are to be commended for their efforts to impress upon the panel and government the need for a new funding model that delivers a fairer allo-cation of resources to public schools.

In order to reinforce the messages already conveyed, the AEU is conduct-ing a national day of action on Tuesday November 15. This action will take the form of an email to the Gonski Review

17

schooL Funding

National Day of Action on schools funding – 15 Nov.members have one last chance to take action before the biggest review into school funding in 30 years is complete.

18

mendations are endorsed by conference, they are taken to the AEU Federal Execu-tive to be enacted through Branches and Associated Bodies. Therefore, the AEU Federal Women’s Conference aims to be a feminist, consensus based, direction set-ting body within the AEU Federal structures.

The following represents some of the recommendations endorsed by all women at the conference:

• That the AEU continues to work on and promote secure work, reversing the trend of casualisation.

• That the AEU provides enhanced mentoring programs for women with succession planning that focuses on women.

• That the AEU Executive encourages and supports the Branches and Associated Bodies to pursue Domestic Violence clauses that provide specific domestic violence leave entitlement for employ-ees and that this leave be separate form all other forms of leave.

• That the AEU Federal Office and Branches and Associated Bodies ensure that experiences and aspira-tions, structures and processes repre-sent GLBTI members by virtue of their own involvement in these structures and processes.

• That the AEU continues to advocate for and support strategies which will

To mark the 100th anniversary of International Women’s Day, the 2011 Federal Women’s Conference theme was ‘Another world is possible, another world

is necessary – the next 100 years”. The conference was an opportunity to acknowl-edge the ground- breaking progress of many women over the past century while also promoting the fact that there is still a long way to go before we can realise a socially just and equally prosperous future for all.

The AEU SA Branch took a delegation of 11 women to this year’s conference (pictured above), which was held in Melbourne on the middle weekend of the school holidays – October 8 and 9.

Each year, meetings of the TAFE Women’s Committee and the Aboriginal and Torres Strait Island (ATSI) caucus precede the conference; delegates from the SA Branch are elected to attend these meetings.

The 2011 conference consisted of five workshops including: ‘What world is pos-sible’, ‘How to make change in your union’, ‘National bargaining framework – flexible work options’, ‘Domestic violence’, and ‘Creating Safe Schools’.

In these workshops, delegates make recommendations that reflect the views of women at the conference. If these recom-

with over 135,000 women members across Australia, the AeU hosts its Federal women’s conference every October.

women’s Focus

ensure that there is an increase in the number of Aboriginal and Torres Strait Islander peoples employed in the pub-lic education sector, and an increase in Aboriginal and Torres Strait Islander peoples with appropriate qualifications.

The Federal Women’s Conference pro-vides an opportunity for the women mem-bers of the AEU to have a voice in the future direction and aims of the AEU fed-erally and locally. It is a chance for women from all sectors and from all over Australia to connect and network. Any women inter-ested in attending this annual conference as a delegate contact me (email above). n

‘Another world is possible, another world is necessary’

Contact Tish Champion:8: tchampion@aeusa.asn.au

*did YoU kNoW?A study completed in 1997 estab-

lished that of 147,000 families with sick children where both parents were employed full-time, 46% of mothers and 23% of fathers took time off work to care for the children. 38% of the mothers who took time off used their own sick leave. DECS employees have the option of using ‘Special Leave’ instead of their personal sick leave.

‘Special Leave With Pay’ gives some staff the flexibility to respond to individ-ual needs of a pressing or urgent nature that can’t be attended to outside normal working hours.

A maximum 15 days ‘Special Leave With Pay’ for individual needs and responsibilities each year applies to all DECS employees other than School Ser-vices Officers and Early Childhood Workers employed term time only and Aboriginal Education Workers in receipt of 20% loading.

Employees in these categories are only eligible for up to 3-days ‘Special Leave With Pay’ for urgent pressing necessity. To be eligible for leave with pay under these provisions the employ-ee must be employed with a fixed pat-tern of work and must have been ros-tered to work on the actual day for which they are seeking leave.

For more information about your entitlement to Special Leave visit the HR section of the DECS website or con-tact Tish Champion (email above). n

1Back row from left: Correna Haythorpe (AEU President), Jennie Marie Gorman, Helen Whyte, Helaine Costello, Tish Champion. Middle row from left: Michelle Coulthard, Leanne Shane, Jan Makaev, Anne Crawford (AEU Vice President). Front from left: Lara Potter and Jen Harris.

19

No one asked me! a Workbook on Consultation by John Hunter

BOOk ReView

Merry Christmas & a Happy New Year!Have a peaceful, relaxing and safe holiday.

aEU executive & staff wish all members,

STaNdiNG CoMMiTTEES Country Conditions: The Committee monitors country working conditions and makes recommendations to Branch Executive on appropriate policy and action. Two male positions for 2 years ending december 2013 one female position for 2 years ending december 2013

Finance: The Committee is chaired by the Treasurer, prepares the AEU budget and reviews expenditure on a quarterly basis. Two female positions for 2 years ending december 2013 one male position for 1 year ending december 2013 one female position for 1 year ending december 2012 one male position for 1 year ending december 2012

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.Two male positions for 2 years ending december 2013one female position for 2 years ending december 2013one female position for 1 year ending december 2012

CoNSUlTaTivE CoMMiTTEESConsultative Committees provide advice to Branch Executive on matters affecting their membership sector. all positions are for a one-year term of office ending december 2012.

School Services officers | 9 positions School Services Officers in DECS.

Contract and TrT | 9 positions Unemployed, 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.

Principals Consultative Committee | 9 positions School leader members in all sectors of schooling.

aboriginal Education | 9 positions Indigenous members from all membership sectors and classifications.

Early Childhood | up to 15 positions, a majority of whom shall be Children’s Services act employees. Members working in Early Childhood Education.

CloSiNG daTE: Nominations for these Committee vacancies must reach the: returning officer, 163 Greenhill road, Parkside Sa 5063, no later than Wednesday, 16 November 2011. A nomination form is available at: www.aeusa.asn.au/yourunion and from the AEU. Nominations may be accompanied by a supporting statement of not more than 200 words.

ElECTioN ProCEdUrE: Ballots for contested positions will be conducted at Branch Council on Saturday, 19 November 2011.Peter Norman returning officer

australian Education Union | SA BranchNominations are called to fill vacancies on the following AeU committees:

nominations For aeu committees

The AEU Office will close at 12 noon Friday 23 December 2010 and will reopen Monday 9 January 2011.

TAFE Lecturer and former AEU Execu-tive member John Hunter’s publication “No-one asked me!” is a workbook on consultation that addresses many of the problems found at staff meetings and meetings of bodies such as PACs.

In less than 30 pages, Hunter clari-fies roles and processes with the aim of reducing misunderstanding.

He introduces an eight-stage contin-uum of consultative control that ranges from dictatorial to autonomous and provides a series of exercises to guide groups through purposeful discussion of the various alternatives, all of which could mean “consultation” to some and not to others.

Hunter teases out the relationship between consultation and employee participation and industrial democracy.

AEU members interested in clarify-ing the overlap between leadership and management, and in having a theoreti-cal framework for in-house discussions about decision-making and accountabil-ity will find this a useful and worthwhile contribution. at $15.95 it’s well worth the price!

To order contact Software Publications on 1800 146 542 or go to their website: www.softwarepublications.com.au

20

running head

Everything Apple and More.

www.nextbyte.com.au 1300 769 480

Adelaide • Sydney • Melbourne • Brisbane • Gold Coast • Townsville • Perth • Hobart

Go to www.aeusa.asn.au for competition details. *iPad 2 colour dependant on availability.

Next Byte Official Sponsorof AEU Media Competition

For more information phone 1300 769 480

1st PrizeMac mini

2nd PrizeiPad 2*

3rd PrizeiPod Shuffle

The new, faster, MacBook AirThe ultimate everyday notebook.

NOTICE BOARD

Australian Education Union | SA Branch To register go to: www.aeusa.asn.au>events & courses or for further information email: training@aeusa.asn.au

This AEU workshop is being run as part of the Feast Festival and is open to all

26 November 20112.00pm – 4.00pm

AEU Conference Room | 1st Floor

163 Greenhill Road, Parkside SA 5063

SafeSchools for a Sexually Diverse All

For further info email lynn Hall on8: training@aeusa.asn.au

or to register go to8: www.aeusa.asn.au>events & courses

aTTENTioN TEaCHErS!Renewal of Teacher Registration31 December 2011If your registration expires in January 2012 you must renew your registration by 31 December 2011. An application to renew your registration will be sent by post in November 2011. The onus is on you to renew your registration by the due date. Please contact the Teachers Registration Board if you have not received your application to renew your registration by 1 December 2011. Non-receipt of an application to renew registration is not an excuse for allowing your registration to expire.

Change of aDDRess: Change of Address details must be provided in writing via: fax: +61 8 8226 2667 email: renewal@trb.sa.edu.au Post: Po Box 3649, Rundle Mall, sa 5000

Change of naMe: Change of Name details must be provided in writing with a certified copy of a marriage certificate, decree nisi, or deed poll via: Post: Po Box 3649, Rundle Mall, sa 5000 In Person: Level 6, 70 Pirie street, adelaide sa 5000(Faxed copies will not be accepted).

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aeu 2011 t&d Program

TErM

4 – T & d

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Ads

counciL dates For 2011

Branch Council MeetingsSaturday November 19

TaFE divisional Council MeetingsFriday November 11

foster care

Ever thought about being a

foster carer?Foster Carers can be from all kinds of family types: singles, couples, people at home, working full-time, part-time or studying. Free training and ongoing professional support (including 24-hour assistance) is provided.

You are invited to attend one of our information sessions…

• Wednesday, 19 October, Anglicare SA, 4-8 Angas Street,Kent Town (stair access only), 6.30–8.30pm

• Tuesday, 15 November, Marion Bowling Club,262 Sturt Road, Marion, 6.30–8.30pm

To register, or for more informationcall Linda on 8131 3456

www.anglicare-sa.org.au/fostercare

AEU Journal half page 2 column – 2-9-11 deadline

are you up-to-date oNliNE?We need your preferred email address Email to8: membership@aeusa.asn.au or call Membership on: 8272 1399

Potential delegates CourseFri 18 November 9:15am–3:30pm

New activists Conference Mon 21 November 9:15am–3:30pm

Member Seminar: aEU/iEU New SaCE Thurs 1 december 4:30pm – 6:00pm

responding to abuse and Neglect Education and Care Training Mon 19 december 9:15am – 4:00pm

aEU Film Festival is CoMiNG! Watch for dates and lists of films on our website!

Missed a presentation? Based in the country? • lEGal iSSUES For lEadErS• dr ClivE HErTzMaNN SEMiNar Theses recent presentations are available by emailing lynn Hall (details below)

CHriSTMaS roUNd Teachers Golf day

viNES GolF ClUBMonday 19 december 20112 or 3 Person Ambrose team event Registration: 8:30am Shotgun Start: 9:00am Cost: $45.00 includes lunch Dress: no jeansBookings: www.sateachersgolf.comkym Briggs: Sheidow Park School Phone: (08) 8381 8911 Email: ksbriggs@tpg.com.au• Open to all PAST-PRESENT-FUTURE

education workers and friends

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Member’s MarketviCTor HarBor Holiday House & Studio apartments: Southern Escape 3BR fully s/cont. family friendly hse. Walk to beach, parks, shops, restaurants and town centre. Lge enclosed yard, BBQ. Rates from $150/n. Studio apts: s/cont, open plan w. kitchenette, bath, living area. Sleep 2 upstairs with sea views OR sleeps 3 ground level. Rates $135/night. 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

CarriCkaliNGa CovE Hol. UNiT rENTal Sleeps 6, dishw, a/c, heating, shared use of pool, spa and half court tennis, BBQ area, close to beach, quiet loca-tion. Rates $100/night. T: 0409 424 946

aBSolUTE SEaFroNT HoUSE kingston: Stunning beach, wine- dolphins - seafood. Heated balcony

suites frm $70. Whole house (off- peak) $190 (half price in winter). sms or T: 0402 922 445 a/h or T: (08) 8338 2316 a/h

Hol. rENTal: Yorke Peninsula: New up-market esplanade beach hse ‘Manyana’ at Wool Bay (near Edithburgh). Spa, plasma TV, DVD, stereo, dishw. Tastefully ff, 3BR, sleeps 7. Panoramic views, walks, fishing. T: (08) 8832 2623 www.countrygetaways.info

viCTor HarBor: all Seasons lakefront Getaway: Stunning s/cont. lux. colonial hme. Priv. secl. beach & lake! 4BRs, 2 living areas, 2 bath, 3 toilets & laundry, lge backyd. Sleeps 8. lakeside Getaway: Encounter Lakes Villa, 100m to beach & re-serve. 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.victorharborgetaways.com.au

kangaroo island Getaway ki rUral rETrEaT: Attractive s/cont. lge country hme, gdn, native bush, 260 acres. 2 bath, 2

qn beds, 2 living areas, laundry, patio. Sleeps 12. Frm $120/night. T: 0407 790 754 a/h E: kiruralretreat@bigpond.com.au

ki HolidaY CoTTaGE: Vivonne Bay, close to beach & Harriet River, wildlife, exc. location for KI attractions. 2BR. s/cont, air, BBQ. Sleep 4, $95. T: (08) 8341 9185 E: enquiries@ravencottage.com.au www.ravencottage.com.au

ki HolidaY HSE, kaNGaSTaY Harriet River, Vivonne Bay, 3BR fully equipped. Close to Seal Bay, Remarkables, Admiral Arch and more) relax, swim, fish. Linen prov. winter discounts, sleeps 6. Frm $100/night. T: 0407 215 345 kangastay@gmail.com

ki QUEENSCliFFE CoTTaGE Kingscote, recently restored 2BR, 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

‘WiNdSWEPT CoTTaGE’ Overnight & short-stay accom. in Adel. Hills (Stirling). Suit couples (no children due to steep stairs to mezz. BR). Quiet, botanic setting,

own carport & entrance w. galley kitchen, TV, DVD etc. 5 min walk to Stirling restaurants, cafes. 15 min drive to wineries, Hahndorf and Hills towns. From $90-$120/night. T: 0431991431 E: windswept@pacific.net.au www.windsweptcottage.webs.com

HolidaY rENTal Wallaroo: 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 dunes at Normanville. Golf, horse riding, pools, beach, lawns, cafes. T: 0413 155 460 www.stayz.com.au/23983

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. Spe-cial rates. E: jack.k@live.com.au www.allseasonsescape.spaces.live.com

NOTICE BOARD

Teachers’ Professional RésumésTel: 0411 245 415

e: teachers-resumes@bigpond.comServing Australia’s teachers for 20 years. ABN: 40 833 718 673

Seeking promotion?Aspiring Principals, DPs, Senior Leaders, Coordinators

announcing our new

$135 onLInePaCKage

FOR APPLICATION WRITING AND INTERVIEWfor all promotion positions in

SA government schoolsfuLL sChooL sITe LICenCe $399

Tailored to DECS’ NEW 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:

www.teachers–resumes.com.au

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SEaFroNT HolidaY HoUSE: Yorke Peninsula “oceanfront Escape” 2-storey hse w. pergola to beach & farmland views, secl, 4 BRs, full kitchen, BBQ, DVD/ VCR/TV, billiards, fishing. Peaceful & relaxing, great for kids. Contact Brenton: T: 0409 864 682 E: bjejstevens@bigpond.com

oYSTalaviSTa, STaNSBUrY: 2 new luxury houses, cliff top location, 4BRs, 2 bath. Each sleeps 10-12. Balcony views, BBQ, air, spa, plasma TV, dishw. Winter specials. T: 0418 849 101 (alan) E: oystalavista@bigpond.com www.oystalavista.com

CEdUNa BEaCH HoUSE: S/cont, beachfront, BBQ/DVD/ LCD/ TV, r/c air. Sleeps 6. Corp. rates AEU members. Main st and jetty 5 min walk. T: (08) 8625 3343

GlENElG NTH/ToWNHoUSE rETrEaT: Rent for short/long/hols. Good, quiet, peaceful loca-tion, mins frm Jetty Rd, close to tram/bus stops. Secl. T-Hse feat. 3 BRM, new kitchen, 2 toilets, ldry, bath, sep. dining, lounge, a/c, gas heating, patio area, car-port, garden. T: 0437 847 034 E: wendyvoight@bigpond.com

WorkSHoP: Stress manage-ment, personal dev. and learning

difficulties: Brain Gym – an intro wkshop. Movements to ‘switch on’ the brain. T/F: (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. T: (Steve) 0413 134 827 E: info@elitediveacademy.com.au www.elitediveacademy.com.au

For rENT: ff private apartment in Glenelg for hols. or wkds. Spa, heated pool, steam-rm, sauna, gym etc. Plasma TV, 100m to beach. T: 0403 606 052

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, com-mitment ceremonies, funerals and baby namings. First class personalised services with AEU members receiving a 10% dis-count on services upon request. T: 85311726 or 0439 687 529 E: tomhaig@internode.on.net www.tomhaig.com.au

HolidaY HoUSE, Wallaroo: New house with 4 BRMs, just a five minute walk to the beach.

Sleeps 8. Self contained. Peaceful and very relaxing. From $700/wk. T: 0410 054 059 E: khatchley82@bigpond.com

MooNTa BaY HolidaY rENTal: 3BR, sleeps 8, 350m to beach, CD/DVD, PayTV, games for kids, modern kitchen. T: 0404 717 720 or 0406 429 040 E: prislodge@yahoo.com.au

aldiNGa BEaCH HoUSE FroM: $680 WEEk 5 minute walk from beach, opp. National Park, sleeps 8, ff, TV, DVD, Microwave, Air Con. T: 0418 843 711 E: acaciahouse@optusnet.com.au

NEW Book: “WHEN GraNdPa SaNG” Written by adelaide teacher Margaret Just. Read the story online and also discover many activities for Book Week and a competition for students to enter. www.whengrandpasang.com or E: whengrandpasang@gmail.com

CaPE TriBUlaTioN Far NorTH QUEENSlaNd Gorgeous hilltop B&B surr. by rain-forest, 5mins to beach. Ensuite double & fam rms from $80/dble (with AEU member discount). T: (07) 4098 9039 E: www.rainforestbb.com

advertise in Members’ Market for FrEE! rent, sell, buy or offer goods and services. Send ads to:

journal@aeusa.asn.au

NOTICE BOARD

aUSTraliaN CErTiFiEd orGaNiC ProdUCTS: Keep Healthy. For personal use & gifts. www.bodytune.mionegroup.com

WorkSHoP: Stress manage-ment, personal goals and learning difficulties. Brain Gym- an intro-ductory workshop. Movements to ‘switch on’ the brain. T or Fax: (08) 8768 2537 E: gibbons@seol.net.au

BEaCH HoUSE SWaP for ‘iT’ TUiTioN: sms or T: 0402 922 445 a/h or T: (08) 8338 2316 a/h

kangaroo island, PENNESHaW Large elevated block in a secluded cull de sac with panoramic views across the village of Penneshaw and Backstairs Passage to the cliffs of Deep Creek and west across the bay to American River. A 5-min walk across the golf course to the pub. $145,000. T: 0429 969 161 E: dpeter@picknowl.com.au

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