Vol 45 I No.4 June 2013

AEUJOURNAL SAOfficial publication of the Australian Education Union (SA Branch)

uNAPLAN: Stop using it to

compare schools

u IDAHODay:Students say no to homophobia

INSIde:

TAFEisproducing

someofSA’sbest

StateoftheArt

For the well-being of teachers & their families.

Our members enjoy high benefits on Extras services, including general dental, optical, remedial massage, psychology and speech therapy.

Switching is easy so join Teachers Health Fund today to access:

a mutual, for-member health fund

competitively priced health insurance

a range of quality products and services

generous benefits for the services we know are important to you

fast, efficient claiming options – on-the-spot and online claiming

To join visit teachershealth.com.au or call 1300 728 188 (Monday – Friday, 7.30am – 7pm ACST)

Teachers Health Fund is dedicated to teachers & their families.

Teachers Federation Health Ltd. ABN 86 097 030 414 trading as Teachers Health Fund. THF-U-2013

*Conditions apply. Visit teachershealth.com.au for more information.

For the well-being of teachers & their families.

Our members enjoy high benefits on Extras services, including general dental, optical, remedial massage, psychology and speech therapy.

Switching is easy so join Teachers Health Fund today to access:

a mutual, for-member health fund

competitively priced health insurance

a range of quality products and services

generous benefits for the services we know are important to you

fast, efficient claiming options – on-the-spot and online claiming

To join visit teachershealth.com.au or call 1300 728 188 (Monday – Friday, 7.30am – 7pm ACST)

Teachers Health Fund is dedicated to teachers & their families.

Teachers Federation Health Ltd. ABN 86 097 030 414 trading as Teachers Health Fund. THF-U-2013

*Conditions apply. Visit teachershealth.com.au for more information.

President’s View Union training

AustralianEducationUnion|SABranch

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.

DeadlineDates PublicationDates#5 July 26 August 14#6 August 30 September 18#7 October 18 November 6

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

Print Post approved PP 531629/0025

ISSN 1440-2971

CoverPhoto: Craig Greer

Printing:Lane Print

Features aeU JoUrnal

AdvertiseintheAEUJournal.Reachover13,500membersacrossSouthAustralia.

8272 1399journal@aeusa.asn.au

NAPLANpage6 – 7

Stop using it to compare schools

IDAHODaypage14

Students say no to homophobia

Ajewelinthecrownpages11 – 13

Adelaide College of the Arts is producing some of SA’s finest creative talent

3

Tube, twitter, and of course video games, the chocolate biscuit.

Parents, and teachers in particular, face a dilemma almost every day mak-ing the apple available to their children and students whilst attempting to pre-vent them from snacking on the choco-late biscuit. A task which is becoming increasingly difficult.

Where is this leading? A difficult question to answer. But if there are concerns about the future of our young people having over-indulged on the chocolate biscuit, what should be done now to address these concerns? n

DavidMercerDesign&TechnologyTeacher

DearEditor,I read with interest the May issue of

the AEU Journal and in particular the feature on the Leave on Time & Leave it Behind campaign which by now will be taking place in our preschools. As a pre-school Director my first instinct was to wonder how we could possibly manage to leave our centres anywhere near on time, given the excessive and unprece-dented workload we currently face in our constantly changing sector. Many of us are lucky to leave before dark most

Letters to the editor

*WinnerofTOPLETTER!

TheAppleortheChocolateBiscuit?

What are children and young adoles-cents going to choose, despite being directed to the apple and away from the chocolate biscuit? Technologies, such as stand-alone computers, laptops, tablets, and let’s not forget the smart-phone, offer these alternatives.

Vast educational information and resources supplied by the internet and extremely useful tools such as spread-sheets, databases, word processors, multimedia programs and many more present as the apple; facebook, You-

days and there are plenty spending much of their so-called “free time”, both at night and on weekends, at work dealing with the constantly growing administration tasks that, put simply, won’t get done on their own.

While I believe many of the changes in our sector are generally positive and will contribute, in most cases, to improved provision of early childhood education, there seems to be a consid-erable disconnect between the ideas and the implementation. It’s obvious to me that no-one has really looked in detail at what it takes for the real-life Director in a preschool to carry out the wishes of those who spend their time thinking up new initiatives. Has no one told the policy junkies that we’re sup-posed spend time with children?

Despite the challenges, staff at my preschool, and myself, god willing, will be walking out before it’s too dark to see our families. We won’t be coming in on weekends and we won’t be carrying out tasks that don’t directly benefit our children. After all they are the reason we teach, aren’t they? n

PreschoolDirectorNameWithheld

BestletterineachissueoftheAEU JournalwillreceivetwoticketstoeitherPalaceNovaCinemasortheAdelaideSymphonyOrchestra.Emailto:

journal@aeusa.asn.au

uNAPLAN: Stop using it to

compare schools

u IDAHODay:Students say no to homophobia

INSIde:

StateoftheArt

TAFEisproducing

someofSA’sbest

4

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Roald Dahl’s Little Red Riding HoodAdelaide Symphony Orchestra

We are excited to bring you Roald Dahl’s wonderful retelling of this classic fairy tale, with an excellent full-orchestra score by composer Paul Patterson. Dandi Productions and the Adelaide Symphony Orchestra will bring Dahl’s bizarre imagination to life using a variety of life-sized puppets. For more details check www.aso.com.au/learning

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enviroweek2013_poster1_high.pdf 1 14/06/13 11:28 AM

DECD TEACHER EXCHANGE PROGRAM

CANADA, UNITED KINGDOM, USAApplications are invited from permanent DECD employees interested in a teacher exchange overseas in 2015

PROFESSIONAL DEVELOPMENT – OPPORTUNITIES UNLIMITED Travel, refresh, and renew your commitment, passion & dedication

Applicants must:• be a permanent employee of the Department for

Education and Child Development,• and have been working in South Australia for five full

years, if applying for a first exchange position,• or on application, must be in the second year of

employment since return from an exchange position.

Registration of interest and questions are welcome. Applications due date Friday 6 December 2013

For further information contact Rebecca Fuss, Manager International Exchanges and Accreditation

Email: rebecca.fuss@sa.gov.au Ph: 8226 2978 Or go to the SAETL website: www.saetl.sa.edu.au/

Youth Leadership. Advocacy. Climate Action.

It’s time to Start the Switch on climate!

Start the Switch is the Australian Youth Climate Coalition’s schools program allowing school-aged students to take action on climate change. This year you have the opportunity to bring students to the Start the Switch summit, where they can foster their leadership skills and start taking action on climate by switching to sustainability.

When: Monday 26th October, 9am-4pmWhere: Australian Education Union SA Branch, 163 Greenhill Rd, Parkside

Bring your students!

Contact Daniel Lynch for enquires: daniel.lynch@aycc.org.au

Register at: http://goo.gl/vBCgE

5

HardconversationsAs a woman in a leadership position,

I cannot stay silent about the recent events which have surrounded our Prime Minister Julia Gillard, another woman in a leadership position. It may surprise you but when I first took up this position, I was called a “feminazi”, “frisky”, “a bad mother” and likened to a “dog marking her territory”. On Twit-ter recently some random stranger called me a harpy when I posted about Gonski. All comments pertaining to my gender, which none of the past presidents who have been male have experienced in their work as leaders of our union.

I had a choice, I could laugh, cry, ignore it or hold my head high and stay true to my beliefs about our union. It is a choice that Julia Gillard is making eve-ry day as she holds her head up high and wades through the muck. All of these comments pale into insignificance when compared with the barrage of sex-ist statements, dreadfully violent and sexist cartoons and questions of sexual-ity that have been thrown at the PM.

Regardless of our personal political positions, whether we think Julia or Kevin should lead the ALP, whether we vote ALP, Liberal, Greens or Independ-ent, we must all be appalled at the vin-dictive and nasty barrage that the first female Prime Minister has had to endure. Casual acceptance of this sends a negative message to our young peo-ple about respect and leadership.

Congratulations to AEU mem-bers for your outstanding commitment to the I give a Gonski campaign. On Friday 14th June, Premier Jay

Weatherill signed up to the Gonski school funding reform worth $1.1 bil-lion to South Australian students over the next six years. With indexation this amounts to new funding of $717 million for public schools. It is an historic moment for South Australia and this has been recognised in a thank you let-ter from the Premier, which we have published for your information (p15).

Wheretonext?The sign-up was the first step but

now we need a Gonski Guarantee. Tony Abbott and Christopher Pyne are threat-ening to overturn the Gonski reforms if elected. We need your help to lobby them to make sure they understand the very real impact such action would have on our students. Over the next few weeks the AEU will be asking members to contact Christopher Pyne, calling on him and the Opposition Leader Tony Abbott to provide our students with a Gonski Guarantee if they are elected at the next election. Please take this action to ensure funding security for your students. Once again, thank you and congratulations!

The three Gs: Gonski, Gillard and gender

President’s View

aeU sa President CorrenaHaythorpe says gonski is signed but there’s work to do on many fronts.

A month ago, there was universal condemnation of racist remarks made about Adam Goodes, and rightly so. However we have to ask why this not the case for the PM. As educators we know the importance of modelling to our students and their families. So I urge all of you, engage your students in this debate, have the hard conversa-tions with your friends and neighbours and let’s work together to overcome both racism and sexism.

Martin Luther King Jr said that “Our lives begin to end the day we become silent about things that matter.” Well, this matters and we cannot stay silent or our children will inherit a nation which accepts racism, sexism and misogyny. n

“Ourlivesbegintoendthedaywebecomesilentaboutthingsthatmatter.”MartinLutherKingJr

South African teachers arrive for three week SA tour

After a day and half in transit, ten tired but excited South African public school educators were greeted by an equally excited welcoming party, which included AEU members and staff, in Adelaide late on Friday June 14.

Visiting Adelaide for three weeks on a professional development tour, the delegation will spend time in a number of metro and country schools, DECD and the AEU.

The trip, which for five of the group is their first overseas experience, is the result of an AEU/DECD fundraiser and should be a great learning opportunity for both the South African teachers, local hosts, schools and others involved in the tour.

Speaking at an afternoon tea to wel-come the delegation to Adelaide, West-ern Cape Metro East Circuit Manager Robin Botes thanked the organising committee, set up by former teacher and South African ex-pat Sybil Wake-field, and said the group is very happy to be in South Australia.

“We are very glad to be here and want to thank everyone who supported us by contributing time and money to our trip. We have representatives from nine schools including primary and high schools and a special school. I’m sure we will take a lot of new information and ideas back with us, and we hope we can also share some of our knowl-edge with you” he said. n

66

US citizen Rupert Murdoch’s Week-end Australian (June 1-2, 2013) carried a 16-page league table lift-out of NAPLAN results for the nation’s top 100 schools.

Included in its 17 tables of data mined from the Federal Government’s My School website was a State and Ter-ritory disaggregation that showed that SA had no primary schools in the Top 100 primaries and only three secondary schools in the Top 100 secondaries.

This was too good an opportunity for local education expert David Pisoni MP who called Matt and Dave’s 891 radio show the following Monday morning to put the boot into SA schools.

Conveniently ignoring the fact that the data set comprised schools in all three sectors (government, Catholic and publicly-subsidised selective entry), Pisoni quoted from a paper delivered to school leaders in the Eastern Fleurieu region by DECD Schools Head Garry Costello. Pisoni had been alerted to the

Turning the tables

paper which he subsequently obtained via a Freedom of Information request.

Costello’s paper provided a rationale for the creation of the DECD Numeracy and Literacy Unit and outlined system support for improving the teaching of numeracy in particular.

It was used by Pisoni to focus the “Top 100” tables on public education and to call for greater freedom for prin-cipals to hire and fire staff.

naPlan

However, Pisoni’s presentation of the results is disingenuous.

Schools and teachers are not the major determinants of student educa-tional outcomes. Prof John Hattie showed that of all the in-school factors, the quality of teaching was the most important. However, his work is often misquoted by those wanting to assign the blame for poor results on teachers. Julia Gillard’s throw-away line that “demography is not destiny” is typical of a view that dismisses the very sub-stantial impact of factors like poverty, remoteness and Indigeneity on student educational outcomes. These, com-bined, are according to Hattie of more significance than in-school factors.

We know that NSW and Victoria, as centres of Australian manufacturing and finance capital, have larger communi-ties of affluence and a higher level of affluence than other States and Territo-ries. Combined, they have 57% of the population. And if we are going to look at in-school factors, these two states have long had Year 7 positioned at the secondary level with specialist teachers for every subject. Schools without Year 7 had a nominal score created which “tends to underestimate the real score”. These factors give NSW and Vic-

aeU research officer MikeWillisssays important social factors are being ignored when schools are ranked on naPlan scores

States/ % Australian Top 100 Top 100 Territories population Primary schools Secondary schools

NSW 32.2 59 50

Vic 24.7 35 32

Qld 20.7 1 4

WA 10.61 3 8

SA 7.31 0 3

Tas 2.28 0 1

ACT 1.64 2 2

NT 1.03 0 0

“AccordingtoPisoni,thelessonfromallofthisisthatSouthAustralianpublicschoolsmustgiveprincipalstherighttohireandfirestaff.”

continued over page3

77

Country Conditions

allowance or being paid at a rate that is less than they are entitled. This matter has been raised with DECD but has not been adequately addressed.

We encourage members to check the amount of locality allowance being paid and to lodge a locality allowance appli-cation form.1

Whyallateachers:The payment of the locality allowance has been extend-ed to teachers working in Whyalla. This is in addition to the $26 pa Whyalla Allowance and the Country Incentives Allowance. We are told that a number of teachers are yet to claim this allowance.

Whyalla teachers are encouraged to lodge their locality allowance claim forms and to check their earnings advice to ensure the correct amount of locality allowance is being paid.

TAFElecturersare also entitled to a locality allowance on the same basis as DECD teachers. In general, TAFE lectur-ers have told us that the locality allow-ance is being paid.

IncreasestoLocalityAllowancesThe AEU has notified the Department of its intention to apply for a 2.2% increase in the locality allowance with respect to the components that are increased by the March-to-March CPI. The operative date sought for this increase is 1 July 2013. n

1 Country members can claim the Locality Allowance using VL115. Members on Kangaroo Island should use ED161KI.

The June 1 meeting of the Country Conditions Consultative Commit-tee gave rise to some lively dis-

cussion about the payment of locality allowances and, in particular, that a number of members were not being paid the allowance or are being paid a nominal allowance that is less than that prescribed in the Award. Frustration was expressed that these pay matters have not been adequately addressed despite being raised consistently over a long period of time. Here are some of the issues in more detail.

Non-teachingstaff(SSOs,AEWs&ECWs)who live in locations more than 320 kms from Adelaide (excluding Whyalla) are eligible to claim a locality allowance. The information on this allowance, the eligibility criteria and the rates that are payable can be found in Commissioners Determination 3.2. A copy of this document can be found in the Members Area Q&A on the AEU website.

The amount of locality allowance var-ies from location to location and for non- teaching staff the allowances are pro-rata based upon the number of hours worked per week.

The Recreation Leave component of the travelling allowance is paid annually at the time that recreation leave is taken, normally Christmas time. This allowance needs to be claimed.

The AEU has been advised that a number of members have not claimed this allowance. Members should be aware that retrospective claims can be made up to six years after the travel took place and we encourage members to claim these allowances.1

Schoolandpreschoolteachers:DECD is requiring teachers to put in a locality allowance claim form annually in order to receive their full locality allowance. If you have not completed this form you may be receiving a nomi-nal locality allowance payment which may be less than that prescribed under the Award, depending on your individu-al circumstances.

Unfortunately a number of teachers may not be receiving their locality

Country members frustrated at allowance underpayment

ACTION• Checkyourearningsadviceto

ensurethatyouarebeingpaidthecorrectlocalityallowancerate

• Ifyouhaven’talreadydoneso,completealocalityallowanceclaimform

• Contactyourpayofficerifthereareanydiscrepanciesintheamountpaid

• Countrysub-branchesshouldincludelocalityallowanceontheagendaofthenextsub-branchmeetingtodiscussanyissuesandtoencourageallmemberstoclaim.

torian schools a head start in the league tables race.

This is certainly borne out by the Top 100 State and Territory data (refer to

Table below).

NSW and Victoria together account for the top 94/100 primary schools and the top 82/100 secondary schools.

But wait, there’s more! According to Pisoni, the lesson from all of this is that South Australian public schools must give principals the right to hire and fire staff.

Yet NSW, which still has more of a centralised staffing system than other states, performs significantly better than Victoria, which is closest to the model that Pisoni advocates. If he was at all consistent in drawing conclusions from the available facts, Pisoni would be advocating a return to a centralised staffing system for South Australian public schools.

And let’s not forget, again, that no Catholic or private primary school from SA made it into the Top 100, and only three secondaries, with Glenunga Inter-national High School on equal second place.

In fact, of the Top 25 secondary schools around the nation, 24 were government schools. Nineteen of those were from NSW.

But before we get too carried away with that, the Top 25 secondaries were all selective enrolment schools. That is, they not only had a selective program, like Ignite at Glenunga, their whole enrolment process was based on aca-demic selection.

SA does not operate a public school system that provides selective enrolment to certain schools. NSW and Victoria do.

So what this whole unethical busi-ness of using NAPLAN results to place schools in a league table gets down to is that poverty and wealth and not prin-cipal hire and fire are the major deter-minants of a school’s ranking.

“In my view, “ Garry Costello told me, “I don’t believe you can construct a league table of school success based on NAPLAN results”.

And that means that the sooner we stop using NAPLAN to compare and judge schools, the better. n

8

running head

The May 2012 AEU Journal carried a story on the preschool single intake and the impact it would have, in particular, on children with special needs. The Journal interviewed Lee-Anne Cartledge who, until the new policy preventing termly intakes came in, was hoping to give her deaf daughter Mackenzie a head start to preschool. Research shows that hear-ing-impaired children benefit greatly from early intervention.

Not satisfied with the possibility that Mackenzie and other children attending Klemzig’s special unit may be disadvan-taged by the single intake policy, Lee-Anne and parent Kylie Thornley who has two children at the special unit, worked with parents and AEU members at the preschool to campaign for a better outcome, and they got it.

After months of lobbying, Lee-Anne received an email in April from DECD advising that a new policy called “Associated programs for preschools” would be introduced and that not only would it be inclusive of hearing-impaired children, but it would also apply to “tar-geted populations who may have addi-tional needs.”

Klemzig Preschool Director and AEU member Sue Nickson said the decision to allow hearing-impaired students to start at the age of three is a great outcome.

“This makes a huge difference. The children will be able to access a formal language environment where they can learn Auslan (Australian Sign Language) that they can learn from a range of peo-ple, not just their parents, who are not always experts or able to pass on the full language,” she said.

Lee-Anne says the change of policy will mean children will be exposed to native signers in their native environment, some-thing they don’t all get at home. She says the change is a long time coming.

“The parents and the staff here have been asking for this over and over again but it’s only happened now that parents have organised and lobbied DECD in a concerted manner,” she says. “It needs to be understood that being deaf is only a disability if you don’t have language skills and this decision will really bene-fit our kids,” she said. n

sPecial needs

A win for hearing-impaired preschoolers

While on holiday recently I was lucky enough to visit Vanuatu’s Women’s Centre in Port Vila. The centre is run

by a total of six staff members – three counsellors and three administrative staff. The centre offers support and counselling services to victims of vio-lence, putting the needs of women and children first.

The main focus of the centre is on education and community awareness. Their work involves visiting nearby islands and villages to educate commu-nity leaders and chiefs, religious lead-ers and police on the issue of domestic violence and how this issue can be addressed. Religious and cultural beliefs often prevent women seeking help. The centre is trying to break the cycle of abuse by educating community and church leaders and working closely with police.

We often hear about the lack of sup-port and harsh social and political issues for women in under-developed countries, including poor living conditions, lack of government assistance, and violation of their basic human rights. It was inter-esting, however, to see the similarities and differences between the struggles faced by women in Vanuatu and our own struggles here in Australia.

Many Ni-Vanuatu women are self-employed – some support their families by gardening and selling their produce at markets; others sell souvenirs at stalls around the city and local beach areas to generate income. Being self employed, women have no union to back them, poor working conditions, no leave entitlements and rely heavily on tourism to earn an income. It’s a far cry from what many of us are accustomed to in Australia.

Women who work on the port-front

market stalls work on municipal land and all stall-holders are members of an association which liaises with local gov-ernment to assist in improving their workplace conditions and environment. Women who work in hospitality earn as little as 250 vatu – less than $2.50AUD per hour. The women on the island are not afraid of hard work and do it for a better life for their children and extend-ed family. The women were not despond-ent about their situation – they are kind, generous, friendly, and welcoming. They make the best of their circumstances and they make it work.

Compounding their daily struggles to survive is the issue of domestic violence. Approximately 60 percent of women in Vanuatu have been victims of domestic violence, with the problem being worse in rural and remote inland areas.

Vanuatu is divided into six provinces, so the Women’s Centre uses radio and other media to help spread the word across the other islands. It has an office in Port Vila on Efate Island and Lugan-ville on Espiritu Santo Island. The Cen-tre also provides legal assistance and runs workshops and various training

aeU member NoraThomas reports on her visit to the new Vanuatu women’s centre.

Vanuatu’s women are fighting back against domestic violence

international

1Nora Thomas with Merilyn Tahi, Coordinator, Vanuatu Women’s Centre

9

ViCe President’s rePort

Working in public edu-cation, as in any worth-while job, involves a bal-

ance of the day-to-day and the broader view. The problem is that in any educa-tional setting, the balance can so easily be tilted the wrong way, and the daily or weekly jobs take nearly all of our attention.

The big issues sometimes slip from our view. We just don’t have the time to learn about, think about and take action on the broader educational and political trends of our times. That’s dangerous. The implications of not noticing what’s going on around us are obvious.

Let’s put aside for now the possible motives of those who keep issuing the often heavily clerical tasks that occupy so much of our time. That speculation can wait for another time.

Let us consider, rather, what is, can and should be done to address the situ-ation. As a strong and active public sec-tor union the AEU is well placed to high-light the necessary balance between the macro and micro issues facing educa-tion workers.

Over time the AEU membership, both here and nationally, has responded to, and often materially affected govern-ment or departmental decisions. Some examples - Into the 80s, SACSA, Part-nerships, NAPLAN, the Student Centred Funding Model, Education Works, school closures and amalgamations, changes to adult re-entry colleges, the Teachers and Leaders Workload Review, and now the Australian Curriculum, the national Gonski sign-up and Brighter Futures.

The union, through our existing structures and forums quite rightly takes a strong stand on these issues, as do our natural allies – the families and

communities of which the public pre-schools, schools and TAFE colleges are a vital part – along with those millions of successful public education gradu-ates in this country. Sometimes it’s the members who raise their concerns and at other times AEU staff and officers are the first to get wind of the proposals. Either way, there is and has been con-certed, unified action.

And why is the AEU membership so active on these matters? It’s not for self- interest as is often claimed by the union’s most persistent external detrac-tors. It’s because the members of the AEU have a well-entrenched belief in the public good which comes from a strong, properly resourced and equita-ble system of Public Education. Our belief is in a system that offers every child and young person in society the chance to achieve to their highest potential. It’s this laudable goal which we defend and will defend to the last. It’s the essence of a sound democracy.

Our resolve is proven and solid, yet now we need to regard the future. If, for example, this State heads in the dubi-ous direction of charter schools, acade-mies or independent public schools which we see in other jurisdictions, our society will not be well served. Nor will we be well served by an allied belief system which tries to imitate the most draconian employment practices of pri-vate commerce and industry. We need to make sure we know what’s at stake and what we should do to defend our sound, rational position on a genuinely public education.

So let’s all look up from the daily grind for a moment, engage our col-leagues in active union membership, reach out to our allies beyond our indi-vidual workplaces, and gird our loins in defence of the citadel. Union member-ship has never been so vital. n

Time to gird the loinsa strong and engaged membership will help secure the future of public education writes aeU Vice President DavidSmith

activities. As it does for all women who experience it, domestic violence has serious implications for Ni-Vanuatu women – it impacts on their health and wellbeing and their ability to provide for their families.

With no job security, leave entitle-ments or union protection, stress and physical injuries caused by domestic violence result in huge disruptions to work, financial security and daily life. Women who are subjected to ongoing violence are often left with lasting health issues and are unable to fully participate in their community. Many women and girls have been raised in families where violence is common. Their mothers want a better life for their daughters.

In 2008 there was a major break-through when family protection legisla-tion was passed and new laws intro-duced which gave women the ability to apply for protection orders. A family protection unit was established within the police force; the Women’s Centre works in collaboration with the unit to help fight domestic violence. This legis-lative change combined with the efforts of the Women’s Centre has given wom-en increased confidence to seek help and gain assistance when experiencing and reporting domestic violence.

As members of the AEU we are fortu-nate to have a union that has won excellent leave entitlements, provides support, access to information and the ability to network. The AEU offers mem-bers opportunities to develop skills, confidence and experience to pursue new careers and pathways. As a mem-ber of the AEU Status of Women Consul-tative Committee I have had many opportunities through conferences and workshops to learn more about women in Australia and overseas, and to gain an appreciation for what unions have won in Australia and what we still need to fight for.

As women we have a responsibility to respect, defend and fight for the basic human rights of all women, near and far, of similar and different cul-tures, regardless of sexual preference or religious beliefs. All women, working as one. n

Nora Thomas is an SSO with the Instru-mental Music Service and a member of the AEU Status of Women Consultative Committee

10

indigenous

The 2014 AEU Aboriginal Mem-bers Conference was held at the end of Reconciliation Week on Monday June 3. The con-ference got off to a great but

somewhat hazy start with dance and a smoking ceremony performed by Karl Winda Kudnuitya Telfer, Tjirbruki Custo-dian. The conference featured a keynote speech from Professor Peter Buckskin and a range of interesting workshops.

The AEU Journal attended a work-shop delivered by SAASTA, the South Australian Aboriginal Sports Training Academy, which was later described by particiapnts as a highlight of the confer-ence. In particular, it was the stories of three SACE students and how involve-ment in the SAASTA program had liter-ally turned their lives around that had people talking.

Two of the students, David Murray and Coen Taylor, are currently complet-ing their SACE at Le Fevre High School. Both talented footballers, they recently moved to Adelaide from Port Lincoln. They chose to relocate in the hope that

Sports academy offers pathway to success

opportunities not available back home would open up.

While their first few weeks in Ade-laide didn’t inspire great confidence that they’d made the right decision – they were initially sharing a house with friends and struggling for food and money – things began to turn around when they made a strong commitment to attend school and were accepted into SAASTA.

With the support of Lindsay Bassani, SAASTA Manager, the boys started to get their lives back on track; as young teens they had been on a negative and dangerous trajectory. To their credit they’ve succeeded in completely turn-

aeU members attending this year’s aboriginal Members conference heard inspiring stories from students taking control of their lives.

ing things around. David Murray, 19, aims to finish his SACE this year, some-thing he wouldn’t have thought possi-ble a couple of years ago. He explains how things have changed for him and his mate Coen.

“Lincoln’s a great place but I was going through tough times during my early teens and my schooling went off track. I needed a fresh start and with Coen decided to come down to Adelaide to see how we’d go,” says David.

“We had to make a choice to either get some work or continue with school, and we chose school. We’re both hop-ing to get our SACE and to go on to uni; we’re going to study human movement and then do a post-grad teaching degree,” he says.

Three months ago the boys started a traineeship at Port Adelaide Football Club, primarily supporting the running of the Power Cup, a three-day event focusing on cultural activities, health, career and tertiary pathways and the high profile nine-a-side football compe-tition. It’s been part of the inspiration for their subject choices at school. Through teaching, both David and Coen want to help young Aboriginal kids fin-ish school so they have the kinds of life choices that many of their family mem-bers before them missed out on.

SAASTA Manager Lindsay Bassani

continued over page3

7 Left: SAASTA manager Lindsay Bassani with students Samara Fernandez, david Murray and Coen Taylor.

1Above: AeU members participate in a traditional Aboriginal smoking ceremony

Ifyou’dliketofindoutmoreaboutSAASTA,goto:8:www.saasta.sa.edu.au

“ManyourstudentsdooursubjectsontopofafullloadofSACEbecausetheydon’twanttobewithouttheAcademy.”

The Queensland Government’s reform plan would see TAFEs operate at a huge commercial disadvantage from their pri-vate competitors, who appear to have been influential in determining the detail of these proposals.

In response to the reforms, AEU Fed-eral TAFE Secretary Pat Forward said it is impossible to see what, if any con-cessions the Federal Government has elicited from the Queensland Govern-ment in return for the handover of the Partnership funding.

“There is no mention or guarantee of community service obligation, or full service delivery funding to give real meaning to the claim that the plan would ‘recognise the services’ TAFE provides to its students. The removal of this funding in Victoria has significantly damaged TAFE institutions,” she said.

“TAFEs will not be able to own any facilities, and will be forced to compete with private providers for use of public facilities. Private providers will be able to own their own facilities, operate them for profit, and will not be required to offer them for use to other RTOs,” she continued.

While the reforms which paved the way for TAFE to be run as a Statutory Authority in South Australia haven’t gone quite this far, the Queensland reforms are a clear warning that con-servative governments have little inter-est in maintaining a well-funded public VET provider.

If ever there was a time for strong, concerted action to defend TAFE, it’s now. n

On June 3, National TAFE Day, AEU members celebrated the work they do to provide high quality

training to South Australia’s TAFE stu-dents while also taking action against the savage cuts are threatening to crip-ple public provision of Vocational Edu-cation and Training around the country.

The Elizabeth TAFE sub-branch signed on the Stop TAFE Cuts website at www.stoptafecuts.com.au and sent through a photo of members holding Stop TAFE Cuts signs (pictured) which was distributed via AEU social media. At Port Pirie members held a morning tea to celebrate their work and also signed up to the campaign site. Similar actions were held in other campuses around the state including at Adelaide College of the Arts (see feature p12).

If anyone had doubts about the need to campaign around TAFE cuts, they were soon cast aside when just five days after National TAFE Day the Queensland Gov-ernment announced detail of a reform pro-cess which is likely to be the most dam-aging in the country. The day prior to the announcement, the Federal Govern-ment had caved into pressure from the Queensland government, handing over more than $356M of Commonwealth partnership funding.

The Queensland government’s announcement that it would strip TAFE institutes of all of their assets, and then open these assets up to private for-profit RTOs, is the first stage in the disman-tling of TAFE, and a far more damaging VET reform process than those imple-mented in Victoria or South Australia.

1 1

Members call for end to funding cuts

says the boys have come a long way. “They were both highly at risk. Those that were around them had made some bad decisions and these guys were cry-ing out for opportunities, and by their own admissions, if they hadn’t come to SAASTA they were likely headed for a life of substance abuse.”

SAASTA, previously known as the South Australian Indigenous Sports Training Academy (SAISTA), was set up after the State Government’s Social Inclusion Board endorsed a community proposal to focus on improving Aborigi-nal health and wellbeing through sports, recreation and the Arts. It’s a unique program that caters for not only kids at risk but also kids who are doing well at school and in life.

Each year in Term 3 SAASTA recruits students to be placed in one of its 13 academies which are situated mainly in areas with high Aboriginal populations. Each one of the “virtual” academies, which are based in public high schools, is headed up by a qualified teacher at Coordinator level. While there is a focus on sport and active play, the program encompasses everything from literacy and numeracy through to integrated learning, VET, the PLP, and the Research Project.

“We use the Academy environment to attract and engage the kids,” says Lindsay. “It is sport, but it’s not just that, it’s the leadership skills, the envi-ronment and the culture; it’s more about the overall structure of the Acad-emy and the pathways it provides. Many our students do our subjects on top of a full load of SACE because they don’t want to be without the Academy.”

The confidence with which the two boys and Craigmore High School student Samara Fernandez told their stories to AEU members at the conference work-shop was testament to the success of the program.

Warriappendi School teacher Tara Budarick said it has inspired her to investigate how her school can get involved. “As teachers working with Aboriginal kids who are disengaged with learning we’re forever looking at strategies to get the kids to school, keep them at school and engage them in learning so they can achieve great things, and the SAASTA program is that down to a tee. It would be great if we can get some of our students involved,” she said. n

SignuptotheAEUcampaignat:

8:www.stoptafecuts.com.au

taFe FoCus

12

JOURNAL: When was Adelaide College of the Arts was established and what is its mandate/vision?

LIz: ACArts began its life in 2001. I was a student here then – the landscaping out the front hadn’t been finished and inside the smell of cement dust was everywhere. It was very exciting then and it still is!

ACArts “mandate” is to deliver train-ing on all aspects of theatre production, acting of course, but also stage design, costume and wardrobe, technical areas like lighting and sound, set and prop production, and stage management. But that’s not all! We also have fantastic Film & TV courses, a wonderful dance program, a Bachelor of Art & Design degree that has specialisations in photography, jewel-lery, sculpture, ceramics, digital/media art, print making, painting and drawing. And other visual arts certificate and diploma courses… It’s very hands-on training across the board at ACArts.

JOURNAL: Tell us about your role at ACArts.

LIz:My area is Professional Writing and we cover an excellent range of creative

writing options as well as professional or business writing topics focused, for example, on public relations or techni-cal writing or copywriting. Poetry. Edit-ing. Radio. Novels. Plays. There’s lots more writing specialist subjects. We have a very practical approach. I look after the online program – you can do our courses online as well as face-to-face. My colleague, Sue Fleming, and I started coordinating the Program in a job-share arrangement five and a half years ago. I got the online program going, and Sue organised our program into a well-oiled machine.

JOURNAL:How many staff are employed at ACArts and approximately how many students are enrolled across the various programs each year?

LIz:There are currently approximately 131 staff, i.e. 70 full-time and part-time people, and 61 HPIs (hourly paid instruc-tors). Student numbers are growing. Most courses are fully subscribed, oth-erwise we wouldn’t be able to run them.

JOURNAL:How many graduates go on to work in their chosen discipline each year?

LIz:About 30% of graduates get employed in actual arts work – but it’s rare to be full-time or ongoing or even contract. However, there are lots of jobs people with creative arts quals can do in other industries (roughly another 30% of employment). For example our Professional Writing grads can get work as communications officers or publica-tions people producing corporate news-letters or looking after the website or writing training materials and so on. Self-employment (approx. 30%) is the other ubiquitous kind of occupational title not adequately counted as arts in the stats – visual artists are often cate-gorised this way – and writers too.

JOURNAL:VET aside, how else is the ACArts facility utilised?

LIz:We have regular student perfor-mances around the end of every semester – it’s a major part of their assessment – for performing arts (acting and dance). Recently we’ve been having Fringe acts in the building during festival time. Tours are usually by arrangement but they happen quite frequently, and if someone wants a tour they should con-tact Reception. It’s really fascinating to get behind the scenes here. I love it. People are always gob-smacked by the facilities and opportunities for study that are available in the building.

JOURNAL:Why should our community, and those that make decisions about funding, value the work being done at ACArts?

LIz:I’ve done some research that shows how around the world people are revital-ising old industrial precincts by using arts projects to get people together in meaningful ways to rebuild a sense of community. As cities get bigger, pres-sures build in dangerous ways around (lack of) wealth and access to health care and education – violence increases and

recently the AEU Journal caught up with adelaide college of the arts (taFe) Sub-branchSecretaryLizPacker(pictured) to get the low-down on what happens inside the iconic building at light square

Adelaide College of the Arts – a jewel in TAFe’s crown

taFe FocUs

TAFE

13

running head taFe FocUs

What do staff and students say about ACArts?JEANNEHURRELLLecturer,AudioProduction

“I’ve been working here at ACArts since it opened in 2000 but have been work-ing for TAFE SA since the mid 80s. My background is

in live audio production, and that’s what I teach here, along with technical management – I also have a back-ground in stage and production man-agement for live events…

…ACArts attracts students who are interested in most technical aspects of the Performing Arts including lighting, staging, sound and the like. Around half are really interested in theatre and the rest are into rock music, conferences and so on. Those with a theatre bias can really develop their skills because ACArts has the acting and dance departments. They can work on our in-house produc-tions and because we have good rela-tionships with places like the Adelaide Convention Centre and some of the oth-er major conference venues we can place students with those employers.”

DANMANSUTTIStudent,VisualArts

“I looked at a lot of other courses and the ACArts one was probably the most accessible and the most affordable. At a lot of other

Art schools it’s very difficult to get in and then to afford the study. The good thing about TAFE is that it’s accessible and the quality of the tuition is as good as anywhere. If you can’t afford the $8-10 thousand per year that private

schools charge you can end up thinking there’s nothing you’re good at and then end up doing other things like ending up on the dole or whatever else. If you have accessibility then people are going to build their self-esteem and be able to contribute to society.”

BRUCENUSKELecturer,Ceramics

“We get a really wide range of school leavers that are interested in visual arts and design courses and we also get some peo-

ple who are mid-career and looking to do something new. We have a very good success rate of students who go on from here to either do extra study at university or traineeships at places like the Jam Factory. Some choose to be practicing artists or they end up with careers in Arts administration and cura-torship and so on...

...South Australia has a very long standing reputation in the Arts and I think that this school is very much a part of the Arts community; there are some other courses at unis and private-ly but I think TAFE has a good reputa-tion for being accessible and there are very good opportunities for people to succeed.”

PETERSHEEDyLecturer,ContemporaryDance

“I’ve been working in TAFE for around 12 years. Initially I was a dancer in contemporary dance com-panies and started coming

in and out of TAFE doing some teaching, and choreography. I eventually made a career choice to come into the system and focus on tertiary training...

...I’m really enjoying the work and I think the vocational nature of TAFE qualifications means that rather than focussing too heavily on the theoretical aspects we can simulate something that is like a real dance environment, like a company experience, so that students are involved in choreographic practice and the various things they need to get into the industry. The students are not only learning dance skills, they’re devel-oping a lot of teamwork, self-motivation and so on. They’re acquiring a broad range of skills they can use not only in a dance environment but in life as well.”

DAVIDJOBLINgStudent,ProfessionalWriting

“The good thing about ACArts is that most of the time you are being guided by people who are working in the profession that

they’re teaching some aspect of. For example, if you’re doing editing or proofreading you have a professional editor or proofreader teaching you. So you’re getting insights that someone who has been working in an education-al institution for a long time isn’t going to be able to provide...

...The course here is as good as NIDA or anywhere else I’ve ever attended. In some cases, because of the variety of people you get exposed to, I find that it’s actually quite conducive to being creative and more hands on than other Arts training out there.” n

crime increases – anything that stops the disintegration of social cohesion is really important. That’s what the arts can do.

People need shared experiences to live healthy lives. Cricket’s okay. Foot-ball’s okay – but some of us feel much more enlivened by going to a play or a concert or a painting workshop or choir practice – at least some of the time. That’s what we produce at ACArts, directly and indirectly over time.

JOURNAL:Are you confident about the future of ACArts with respect to fund-ing, access to facilities and so on?

LIz:I’m certain that ACArts will survive in one form or another. I worry a lot about it. My past work history is in small businesses and I clearly under-stand how to balance a budget. Due to the nature of our facility our overheads are high (63% of operating revenue). If base revenue is not enough to maintain our current programs, we face a choice of cutting programs (and therefore staff), raising fees or finding more busi-ness (or all three). Finding more (profit-able) business is by far the best choice but it’s the one over which there is least

control. If we raise fees, our students may not be able to continue – or even start – we simply have to maintain accessibility! If we cut programs, I feel as though that will be the beginning of the end.

Our production house model is unique in Australia, to the best of my knowl-edge, and gives our students a really rich learning environment. The facilities (theatres, studios, general environ-ment) are fantastic. The teaching staff are amazing and have so much to offer. It’s definitely worth fighting for! n

14

running head

QWhatisthepanelcompositionfora12-monthStudentCounsellor

positionthathasbeenadvertisedexternallyacrosstheState?

A Positions of 12 months or less can be advertised externally if the PAC

deems it necessary. The panel must comprise at least two members – the Principal (or nominee) and a represent-ative elected from staff.

If the position is for more than 12 months the panel must have a minimum of three panel members comprised of Principal (or nominee) an AEU repre-sentative nominated by the AEU Presi-dent and a peer panelist nominated by Regional Office.

QWhatarethelimitationstoaccess-ingthe15daysspecialleavewith

pay,e.g.caringforasickfamilymem-berorbereavementleave?

A The only limitation is that the 15 days are not exceeded. Any limits

mentioned in the DECD Special Leave Policy (HR04) only apply to each sepa-rate request and even then they are open to negotiation depending on the employee’s circumstances.

The limitations outlined in the Special Leave Policy apply to each separate request an employee makes and there are no limits to the number of times an employee can request bereavement leave or days to care for a sick family member, as long as those requests remain within the maximum number of 15 special leave days in any one year.

Importantly, page 9 of the Special Leave Policy (HR04) clearly states: “Applications are to be considered in the light of the information provided and in the context of each employee’s circumstances. The guidelines regard-ing the period of leave are not binding and the length of leave granted may therefore vary from case to case.”

N.B. In the case of caring for a sick family member, after they have accessed special leave with pay, staff can access up to ten days from their personal sick leave. This could (depending on the individual circumstances) allow them to access up to 25 days of paid leave to care for a sick family member. n

AnneWalkerLegal&InformationOfficer

positive initiative in the school.“The GSA aims to create an environ-

ment where young people who are questioning their sexual diversity can do so without feeling it’s something that has to be hidden or kept quiet. The students work hard to put on events like this which are one means of achiev-ing that outcome,” said Jo.

“A particular aim of these events is to really make students think about the language they use, especially the use of the word “gay” in a negative context – “That’s so gay”, for example. Getting the issue out in the open makes it obvi-ous to the broader student body that it’s not acceptable,” she said.

Former student Amy Park was the previous coordinator of the GSA at Unley High and came back to the school to attend the IDAHO Day event.

“To come back to the school and to see that the GSA is alive and well is really fantastic. Everyone who is part of the alliance has the view that everyone should be accepted no matter who they are or who they love. It’s a really wel-coming environment which in turn pro-motes a similar environment through-out the school,” said Amy.

The AEU has its own LGBTI commit-tee which meets regularly to discuss issues related to sexual diversity, to organise events, and to provide a sup-port network for AEU members. If you would like to get involved contact Lynn Hall (email below). n

aeU inForMation Unit

Unley High School’s Gay Straight Alliance organised daily activi-ties promoting respect for sexual

diversity during their “Think Before You Speak Week” which culminated in IDAHO Day (International Day Against Homo-phobia) celebrations on Friday May 17.

The week’s activities included an assembly which was addressed by Ian Hunter MP, video screenings address-ing the issue of homophobia, a barbe-cue, a casual dress day to raise funds for community group Befriend, who support LGBTI people coming out, an expo featuring organisations that pro-mote awareness of sexual diversity, and more. It was a great opportunity for members of the Gay Straight Alliance (GSA) to spread the message that hom-ophobia is not okay.

Student Ben Strempel is a second-year member and coordinator of the GSA and says the group meets weekly to discuss and address issues that have arisen in the past week and to organise events and other opportunities to get their message across.

“There’s a lot of international events throughout the year that we use as tools to reduce the use of homophobic lan-guage in particular. Think Before You Speak Week is one of those events and soon we plan on surveying the students to get a sense of whether or not their attitudes have changed since our last survey in 2011,” he said.

Teacher and AEU member Jo Van Der Zwaag said that the GSA has been a

Unley High school students are promoting healthy attitudes towards sexual diversity

idaho day

Students take action on homophobia

EmailAEUTrainingandDevelopmentCoordinatorLynnHallon:

8:lhall@aeusa.asn.au

Questions from the Workplace

AEU

InformationU

nit | Mon–Fri|10:30am

– 5pm | %

8272 1399

1 Students sign a pledge to stop using negative language like “that’s so gay”

running head

15

Letter From the Premier

16

*uPComing eVent

SSO: did you know?SSO/ECW/AEWLevel1 & 2TopLevelIncrementalStep

The AEU has lodged an objection to the publication by DECD of the criteria and procedure for accessing the addi-tional SSO1 and SSO2 salary increments without genuine consultation or agree-ment with the union.

The AEU has serious concerns about the Department’s matrix of qualifica-tions, workload in the application pro-cess for principals and line managers, and the lack of genuine consultation with the AEU.

The AEU has asked that DECD remove the material from their website and are seeking genuine consultation so that these issues can be quickly resolved.

While AEU members must be able to apply for the higher increment as soon as possible, we ask that members delay applying for the new increment until the current dispute is resolved. Members will not be disadvantaged by waiting. Members who gain the new increment and were eligible before the start of the year, will be back-paid to the start of the school year.

Members who have met the criteria since the beginning of the 2013 school year will be back-paid to when they became eligible, not from the date of application.

RecruitmentandSelectionThe AEU and DECD met on Wednes-

day June 5 to discuss possible changes to the recruitment and selection of SSOs and ECWs, which resulted from the 2012 Enterprise Agreement.

The Department tabled a draft policy that they will be taking out to sites to consult and discuss with SSOs. This

sso: FaQs

Friday 19 July 9.15a

m –

3.30p

m

Specialised workshops Launch of the 2013 SSO Handbook Your role in the PAC The power of positive thinking WHS: Keeping you safe at work Understanding

your SUPERannuation IT for children with special needs What makes a good line manager Belly Dancing Tai Chi Creative Cup-Cake making DECD HR Help

Desk Qualification Doctor Massages – Teachers’ Health

is it a Principal? is it a Teacher?No! its a

SuPEr SSo!Professional sPecialised suPPort

thursday 18 July @ 6pmJoin us for dinner at the Kings hotel in the “Ballroom”cnr King William street and sturt street, adelaide sa 5000

aEu SSo CoNFErENCE 2013

document is not the final version – any changes to the way SSOs and ECWs are recruited and/or selected must be agreed to by the AEU.

If you attend one of these DECD con-sultation sessions and have any concerns or feedback, please contact Lisa Sigalla (email above).

The SSO Consultative Committee dis-cussed the development of the new

DECD policy at their recent planning day. At the request of AEU Executive, the Committee has produced a list of recommendations for consideration in the development of the new policy.

These include the need for the policy to ensure increased permanency, increased movement and job opportuni-ties and a fair and equitable process for members. n

further info or to register8: www.aeusa.asn.au>events&courses

or email lisa sigalla on8: lsigalla@aeusa.asn.au

17

Anna Stewart Memorial Project participant ElisaResce reflects on the need to appreciate and build on the past.

Our past must inform our future

“It was the little things that made me realise I was a real teacher: the delirious joy I felt at owning my own lamina-

tor, or the newly-developed ability to skillfully march the length of a football field with a cup of tea in one hand, and 23 exercise books in the other, and not spill a drop.

But the greatest moment was when I successfully told a “Back in my day” story. It was with somewhat smug satisfaction that I watched my students gasp in hor-ror at the news that, when I was their age, I didn’t have a mobile phone; and I immediately looked forward to being able to join in future “Kids these days” conversations with my colleagues, where we could collectively complain about how much teenagers take every-thing for granted.

But then I participated in the Anna Stewart Memorial Project, and realised that perhaps I’m not entirely guiltless. Until the training, I didn’t realise how many of my work conditions I take for granted. Like the fact that it wasn’t until the year 2000 that female educators were able to have paid maternity leave, and even then, it was only for two weeks; the current entitlement up to 18 weeks paid leave was only achieved through the most recent round of enterprise bargaining.

In fact, it wasn’t until 2009 that women had the right to work part-time. And this is only mentioning changes of this cen-tury. Prior to 1984, the year of my birth, and also the year Tetris was invented, there was no law to prevent discrimina-tion on the grounds of gender.

Learning about Anna Stewart was similarly eye-opening. Anna’s bravery and persistence helped shift well-entrenched work policies and practices that prevented women from fully engag-ing in the workforce, including a culture of female objectification and sexism, a lack of basic facilities such as women’s bathrooms and lactation rooms, and the

absence of childcare and crèche options. And we don’t need to look much further in the past to remember when women needed to retire once having a child, and even more limiting, retire once get-ting married.

Now, similarly to our students who assume it’s always been normal to text their friend a hyperlink to a new YouTube clip while listening to their iPod (I hope I’ve got that right…), young women in the workforce may fall into the trap of assuming that many of our hard-won rights have always been there, even while our more experienced colleagues can remember very different times.

In taking our current rights for grant-ed, we dishonour those who worked so hard to change things. And we are also in danger of becoming apathetic.

My experience in the Anna Stewart Memorial Project was eye-opening and challenging, especially because there is still work to be done, in our own and in other industries.

If we remember and celebrate the past, we will be more appreciative of our present and more proactive in work-ing for a better future.” n

ANNCLARKEfrom Port Augusta Secondary School also participated in the Anna Stewart Memorial Project. Her reflection on the Project can be read on the Women’s Focus section of the AEU website. Follow the link below. n

The Anna Stewart Memorial Project is a two-week, cross-union program where women learn about unionism through training days, union visits and work shadowing. The program honours Anna Stewart, an inspirational union official who was instrumental in chal-lenging and changing practices that prevented women, especially mothers, from being able to fully engage in the workforce.

To read Anne Clarke’s story go to:

8:www.aeusa.asn.au/interest_women.html

Women’s FoCus

1 Project participants elisa Resce (left) and Ann Clarke (right)

On May 31, forty AEU women took part in a Joint Unions Women’s Conference at the AEU

18

sa unions’ Women’s ConFerenCe 2013

Union women come together

T he conference was only the third of its kind to be held in South Australia since the inaugural

Joint Unions Women’s Conference in 2000. This memorable day was an opportunity for women from various unions to meet, talk, work together and network. It allowed women to learn about other unions, industrial entitlements for other women and cur-rent political issues for women in Australia.

The AEU women who attended the conference had a wonderful day and were grateful for the chance to hear cur-rent ACTU President Ged Kearney talk passionately about the role of women in politics and the trade union movement.

Participants also heard from the Minister for the Status of Women, Hon Gail Gago, who shared statistics for women in government and some very funny political stories. For many of the AEU women there, the first-hand stories of access to entitlements and work/life balance from women in other unions were the big eye-openers. The issues are all the same no matter where you go, we just have to stick together to solve them.

LEEDUHRINg,DECD: “I loved hearing women’s stories of taking action in their workplaces and it was great to share a table with members

of the National Tertiary Education Union.”

ELIANAMAPPOURIDOU-HOCKLEy,Teacher: “It was a great opportunity to network with other women union members who work together on women’s issues.”

SUERyAN,SSO: “After the confer-ence I had my own Ged Kearney ‘I don’t think so’moment when I was ignored at a counter trying to pay for my meal. I instantly thought of Ged, and stood up for myself!”

PENNyKARATzOVALIS,Teacher: “It was an absolute privi-lege to be part of such a fantastic day. I enjoyed the sense of solidarity with such a fabulous group of women who are prepared to stand up and speak out about rights at work. I found the guest speakers entertaining, inspiring and real. There is no way I wouldn’t be in a union. I will certainly continue to encourage friends and co-workers to join their union.”

NORATHOMAS,SSO: “I think it was interesting to see a diversity of women come together, particularly in the workshops we attended. It was great to hear the different insights of individuals.” n

1 ACTU President Ged Kearney speaking to a full house of union women at the recent conference

caMPaign

1 Aunty Josie 1 Ged Kearney 1 Gail Gago

º ºº

“Leave

onTim

e&Leave

itBehind”

º

Preschool campaign underway

Launched on June 17, the AEU’s cam-paign in preschools is well under way. Through the AEU Early Childhood Con-sultative Committee, preschools mem-bers determined to campaign against increasing workload pressures during weeks 8, 9 and 10 of this term.

Results of the 2011 Teachers and Leaders Workload Review, the federal and SA AEU preschool member surveys and the AEU Enterprise Agreement sur-vey all identified workload as a major issue for our preschool members. It is affecting members both at work and at home. Further, the system is losing highly skilled personnel as some staff choose not to continue in their roles.

In a time of massive change and mul-tiple new initiatives, members are say-ing that increases in workload are not being resourced or addressed by the Department. When AEU officers raise the issue of preschool workload with DECD, the response is, “How can they have a workload problem. They have set hours of work?” Members are now taking action to ensure that workload returns to a level that is fair and sustainable.

Members in all preschools have been sent a campaign kit containing materials to support the campaign which is cen-tred around staff in preschools “leaving on time and leaving it (work) behind”. Too many preschool staff are working unpaid hours because there’s not enough time available in the day to complete the tasks expected by DECD; this is especially the case with respect to data collection and other admin tasks.

Members are encouraged to ensure they have met as a staff team to discuss the campaign and how it will be imple-mented in their centres.

Included in the campaign kit is an information sheet outlining a number of actions preschools can take to reduce workload that is surplus to that required to deliver a high quality learning experi-ence for their children.

Takecontrolofworkload–LeaveonTime&LeaveitBehind. n

19

For further info on any of the above events and courses email SaniyaSidhwanion8: training@aeusa.asn.au

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

aeu training and deVeLoPment Program 2013

Mon8 July(hols) 8.45am – 4.00pmRespondingtoAbuse&NeglectThe AEU provides full-day Responding to Abuse & Neglect Education and Care Focus training as a service for members. Opento: AEU Members only.

Mon8 July(hols) 9.15am – 12.30pmCurriculumOrganiserOnline–IntroA short introduction to the AEU’s Curriculum Organiser Online (COO) and how it can help members teaching Foundation - Year 10 to plan and program based on the Australian Curriculum. Opento: Everyone interested in finding out how COO can help them in their Australian Curriculum preparation.

DAy1:Tues9July 9.15am–4:00pmDAy2:Wed10July 9.15am–4:00pmConflictResolutionthroughMediation–PartB“Culture,genderandPower” (hols)A high demand 2-day course on considering issues of culture, gender and power when managing conflict situations. This workshop has been developed by Associate Professor Dale Bagshaw. Opento:Educators who have completed the 3-day AEU ‘Conflict Resolution through Mediation’ Part A course.Cost: Members $110, Non-members $330

Thurs11July(hols)10.00am–12.00pmApplicationWritingforDECDLeadershipPositions(City)

Thurs1Aug(Online) 4.30pm–6.00pmApplicationWritingforDECDLeadershipPositions(Country)This workshop supports AEU country members applying for DECD leadership positions.Opento: AEU financial members who are aspiring to DECD leadership positions in schools and preschools.

ClassroomManagementforNewEducators(City)Wed17July(hols) 9.15am–3.00pm

Thurs18July(hols) 9.15am–3.00pm

Thurs10Oct(hols) 9.15am–3.00pmHighly recommended by new teachers, this 3-day practical course builds on the keynote and workshops run at the AEU New Educators’ Conferences. Participantsmustattendforthethreedays.The course is recommended as a practical way to develop new teachers’ skills in the classroom.Opento: AEU Members who are new teachers in their first 2 years of teaching and who have attended the 2011, 2012 or 2013 AEU New Educators’ Conference.

Thurs18July(hols) 9.15am–3.00pm

SSOReclassificationWorkshopA 1-day practical workshop to assist SSOs in applying for reclassification.Opento: AEU members working as SSOs.

Mon29July 9.15am–3.00pmSSO/Non-teachingStaffContactOfficers’CourseA 1-day course for AEU SSO Contact Officers and non-teaching PAC reps on resolving workplace issues effectively through various school decision making structures and Departmental processes. Participants will also better understand their role and conditions of work so they can support non-teaching members.Opento: AEU members.

Mon29July 9.15am–3.00pmSSO/Non-teachingStaffContactOfficers’CourseA 1-day course for SSO Contact Officers and non-teaching PAC reps on resolving workplace issues effectively through various school decision making structures and Departmen-tal processes. Participants will also better understand their role and conditions of work to support non-teaching members.Opento: AEU members.

UNION EDUCATION COURSES | Holidays & Term 3

‘13REgIONALNEWEDUCATORS’CONFERENCE

Sun.8September 1.00pm–9.00pmMon.9September 9.15am–2.30pm

*UPcoMing eVent

An afternoon and full day residential mini-conference for early career teachers featuring workshops on current educational and professional issues, including the Australian Curriculum.Opento: Only financial AEU members from the South East in their first 5-years of teaching.

Toregisterorforfurtherinfo,followthelinksbelow 5

Thurs22August 4.30pm–6.30pmAEULeadersDiscussionCirclesThe leader’s discussion circles provide opportunities to share and explore with colleagues how to deal with the pressing issues involved in leading a school.Opento: AEU members pariticularly in leadership positions.

‘13Tues.20Aug 10.00am–2.00pm

This workshop is for secondary students and teachers on creating schools as safe places supportive of sexual and gender diversity and free from homo-phobic bullying and harassment.Opento:AEU Members and school students of years 10, 11, 12.

Toregisterorforfurtherinfo,followthelinksbelow 5

*UPcoMing eVent

SafeSchools forALL:

*UPcoMing eVent

‘13Wed.10July 9.30am–3.30pm

This 1-day conference is designed for AEU members who were initially trained overseas prior to teaching in Australia. It is planned and facilitated by members of the AEU Overseas Trained Teachers’ Network.

Opento:AEU members trained overseas.

OVERSEASTRAINEDTEACHERS’CONFERENCE

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

Thegood: less than one-third of Aus-tralians have any income protection insurance1. The good news is that if you’re employed either full or part-time and you’re a member of Super SA, you may be one of them.

But the good news doesn’t stop there. Most members also have Death and Total Permanent Disablement (TPD) Insurance – regardless of their current state of health and medical history. Best of all, Super SA’s insurance has low-cost premiums which are deducted from your super, not your salary. (See table below).

Theshould: less than 5% of Australi-ans with dependents have enough insurance to support themselves and/ or their family should the unexpected happen2. This means that most of us should be increasing our insurance. Insurance through super can be used: 1) to increase your level of Death and

TPD cover; or

2) in combination with insurance you have outside of super.

The maximum you can increase your Death and TPD cover to is $1,500,000. You can do this by purchasing more Standard units, or transferring to Fixed units – where the premiums depend on your age at purchase. And a lower age

InsurancethroughSuper: the good, the should and the how-to

means lower fixed premiums!

How-to: find out how much insurance you already have and then determine how much you should have:

• your Annual Statement shows how much insurance you have through Triple S;

• use Super SA’s online Insurance Cover Estimator to find out how much insurance you need. n

1. Financial Services Council, The Australian, June 11, 2011

2. Financial Services Council, The Australian, June 11, 2011

sUPerannUation

20

Formoreinformationaboutsuperandinsurancevisit:

8:www.supersa.sa.gov.au

Insurance automatically provided to most members of Super SA’s Triple S Scheme

Age Level of cover Cost Details

Death Under 2 units of $0.75 pw Includes & TPD 65 standard cover per unit terminal illness

Income Under Up to 75% of salary 0.2% For a period of up to Protection 60 while unable to work of salary 24 months or to age for more than 30 days 60, whichever occurs first

Correct interpretation is the key to panel composition says AEUWomen’sOfficer,TishChampion.

Panel processes to select teaching staff (local selection) are underpinned by merit and therefore require consider-ation of the Department’s merit selec-tion policy, procedures and instructions. The Procedures for the recruitment and selection of teaching staff in schools must also be adhered to.

Many DECD documents are open to interpretation and the Department and the AEU are not always in agreement on the interpretation of certain words and points.

Take for instance the composition of the various panels for the selection of leaders, teachers or support staff. The Merit Selection Policy is quite clear about the various positions on a panel and how they are filled. The Merit Selection policy, procedures and instructions clearly state that the AEU representa-tive on a merit selection panel process is nominated by the President of the AEU. “AEU representative nominated by the President, AEU.” Obviously, the President is never going to nominate a non-AEU member to take up the posi-tion of AEU representative on a panel!

Unfortunately some Departmental officers are interpreting the local selec-tion policy differently to the AEU. The policy states: “The Local Selection Pan-el consists of the Principal (or nominee) and an AEU representative, elected by financial AEU members on the staff.” It has come to our attention that the Department is asserting that the AEU representative on a teaching vacancy panel only needs to be voted for by AEU members in the site without actually being an AEU member. Are they serious? Don’t be fooled!

The AEU strongly asserts that any AEU representative for a local selection panel must be an AEU member who is merit trained and has been elected by the AEU sub-branch. AEU members must reject the notion that non-members can repre-sent the AEU on selection panels. n

Merit selection

No merit in deCd panel advice

21

ruLe Change

FollowingtheFairWorkCommissionInquiryintotheaffairsoftheHealthServicesUniontheFederalParliamentamendedtheFairWork(RegisteredOrganisations)Act2009torequireallfederallyregisteredunionstoimplementrulechangesthataddressthefollowinggovernancerequirements.

• Approved training in financial man-agement to be undertaken by Com-mittee of Management (Branch Exec-utive) members.

• Development and implementation of policies relating to expenditure of union funds.

• Financial disclosure requirements that require:a) Officials to disclose remuneration

received as a member of a board; b) Publication of remuneration of the

two highest paid officers of the Branch.

c) Disclosure of any ‘material per-sonal interest’ that relates to the affairs of the union that an officer of the union or a relative of the officer may have.

d) Payments made to ‘related par-ties’ (such as officers and their family members) to be disclosed.

The Minister for Employment and Work-place Relations has published model rules which meet the requirements of the legislated amendments.

COMMITTEEOFMANAgEMENTTRAININg–PROPOSEDRULEInsert new Rule 34 (1A).

Each person who holds an office in the Branch whose duties include financial duties that relate to the financial man-agement of the Branch, must comply with all of the following:

a) The person must undertake training approved by the General Manager of the Fair Work Commission under sec-tion 154C of the Fair Work Registered Organisations Act 2009.

b) The training so undertaken must cover each of the person’s financial duties.

c) The training so undertaken must be completed within 6 months after the person begins to hold the office.

BRANCHPOLICIESANDPROCE-DURES–PROPOSEDRULEInsert new Rule 34 (1B).

The Branch shall develop and imple-ment policies and procedures relating to the expenditure of the Branch.

DISCLOSUREOFOFFICERS’REL-EVANTREMUNERATIONANDNON-CASHBENEFITS–PROPOSEDRULEInsert new Rule 34 (1C).

A. Each officer of the branch shall dis-close to the branch any remuneration paid to the officer:

a) because the officer is a member of a board, if:

i. the officer is a member of the board only because the officer is an officer of the branch; or

ii. the officer was nominated for the position as a member of the board by the organisation, branch or a peak council; or

b) by any related party of the branch in connection with the perfor-mance of the officer’s duties as an officer.

B. The disclosure required by sub-rule (A) shall be made to the branch:

a) as soon as practicable after the remuneration is paid to the officer; and

b) in writing.

C. A branch shall disclose to the mem-bers of the branch:

a) the identity of the officers who are the two highest paid officers of the branch in terms of relevant remuneration for the disclosure period, and

b) for those officers:

i. the actual amount of the offic-ers’ relevant remuneration for the disclosure period; and

ii. either the value of the offic-ers relevant non-cash benefits, or the form of the officers’ rel-evant non-cash benefits, for the disclosure period.

D. For the purposes of sub-rule (C), the disclosure shall be made:

a) in relation to each financial year;

b) within six months after the end of the financial year; and

c) in writing.

DISCLOSUREOFOFFICERS’MATE-RIALPERSONALINTERESTS–PRO-POSEDRULEInsert new Rule 34 (1D).

A. Each officer of a branch shall dis-close to the branch any material per-sonal interest in a matter that:

a) the officer has or acquires; or

b) a relative of the officer has or acquires that relates to the affairs of the organisation.

B. The disclosure required by sub-rule (A) shall be made to the branch:

a) as soon as practicable after the interest is acquired; and

b) in writing.

C. The branch shall disclose to the members of the branch any interests disclosed to the branch pursuant to sub-rule (A).

D. For the purposes of sub-rule (C), the disclosures shall be made:

a) in relation to each financial year;

b) within six months after the end of the financial year; and

c) in writing.

DISCLOSUREByBRANCHOFPAy-MENTS–PROPOSEDRULEInsert new Rule 34 (1E).

A. The branch shall disclose to the members of the branch either:

a) each payment made by the branch, during the disclosure period:

i. to a related party of the branch; or

ii. to a declared person or body of the branch; or

b) the total of the payments made by the branch, during the disclosure period:

i. to each related party of the branch; or

ii. to each declared person or body of the branch.

B. Sub-rule (A) does not apply to a payment made to a related party if the payment consists of amounts deducted by the branch from remu-neration payable to officers or employees of the branch.

C. For the purposes of sub-rule (A), the disclosures shall be made:

a) in relation to each financial year;

b) within six months after the end of the financial year; and

c) in writing. n

Fair Work Inquiry prompts rule change

NOTICE BOARD

22

Areyouup-to-dateONLINE?WeneedyourpreferredemailaddressEmailto8:membership@aeusa.asn.auorcallMembershipon:8272 1399

CounCiL dates For 2013

BranchCouncilMeetingsUpcoming dates for 2013 are:Saturday,August24Saturday,November23

TAFEDivisionalCouncilMeetingsUpcoming dates for 2013 are:

Friday,August 23Friday,November 15

SALARyINCREASE&SUBSCRIPTIONADJUSTMENTAeU subscription rates were adjusted to reflect the new deCd and TAFe enterprise Agreement salary rates on 1 April 2013.

Please advise AeU Membership staff of any change to your classification, fraction of time, workplace or home address by phone: 8272 1399 fax: 8373 1254 or email: updates@aeusa.asn.au

ATTENTIONTRTsorTRPs!‘AUTHORITyTOTEACH’Teachers seeking employment as a

Temporary Relief Teacher (TRT) or a

Temporary Relief Preschool Teacher (TRP)

must completetheonlineRegisterInterestforTeachingviaDECDjobsinordertobeincludedontheEmployableTeacherRegister.

The start of the new school year can be a

stressful time for teachers, particularly

employable teachers seeking employment

with the department. If this is you, it is

important to remember that you need to

have a current “AuthoritytoTeach” letter

in order to start teaching in any capacity.

At the end of 2012 the department were

inundated with over 2000 registrations of

Interest to Teach application forms. This

caused a back log and resulted in some

teachers waiting until after the school

year had begun before they got their

letter confirming their Authority to Teach.

To avoid these lengthy delays, teachers

should apply for their AuthoritytoTeach

as soon as the applications open in April

each school year or when they have the

necessary documentation and updated

certificates to apply, rather than wait until

the end of the school year.

The AuthoritytoTeach application pro-

cess forthe2014 schoolyear opened

on 2April2013 and the form can be

found on the DECD website at:

www.decd.sa.gov.au/hr/pages/jobscareers/schooljobssearch/

Teachers’ Professional RésumésT: 0411 245 415

E: teachers-resumes@bigpond.comServing Australia’s teachers since 1990.

ABN: 40 833 718 673

Seekingpromotion?Aspiring Principals, DPs,

Senior Leaders, Coordinators

Announcing our new

$135 ONLINEPACKAGE

FOR APPLICATION WRITING AND INTERVIEW

for all promotion positions in SA government schools

FuLL sChOOL sITE LICENCE $399

Tailored to DECD’s 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.auWE ALsO PROVIDE INDIVIDuAL AssIsTANCE

TeachersgolfDayMURRAyBRIDgEgOLFCLUBMonday8 July2013Registration: 8:30am

Shotgun Start: 9:00am

Cost:$40.00 per player (incl. lunch)

Bookings:www.sateachersgolf.comKymBriggs:SheidowParkSchoolPhone:(08) 8381 8911Email:ksbriggs@tpg.com.au

LGBTI Workshop

*UPcoMing eVent

Wednesday 17 July

9.15am – 3.30pm

@ the AEU

A 1-day professional interactive workshop to support AEU members who are working at making our schools safe for Lesbian, Gay, Bisexual, Transgender and Intersex (LGBTI) students, families and staff.Opento:AEU members

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

AEU JOUrNAlISCARBONNEUTRALIf 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.auTheAEU Journal isonlineat:www.aeusa.asn.au/journals.html

Member’sMarket

ALDINgABEACHHOUSE:Fully equipped, BBQ, aircon, TV, double bed & 4 singles. 2 mins from beach, near Aldinga Scrub. Beach, restaurants, cafes, wineries all close. Relax for weekend or longer. Avail. wkdays, wkends, Easter and school hols. T:Philip–0434 825 972E:kittophilip@gmail.com

KENSINgTONTOWNHOUSE:Quiet, private, comfortable 2 BR with QB’s. 5-min stroll to historic Rising Sun, Robin Hood, short walk to Parade and great parks. BBQ, fully equipped, all linen supplied. From $130/night. T:0407 744820 E:dover.farm@bigpond.com

OUTBACKTAgALONgTOURSGuided tours in your 4 wheel drive, with your gear loaded on the ‘Big Red Truck’. Hassle Free Outback

Touring. Book now for our Spring Tour – Innaminka Races, Coward Springs, Warren Gorge. T:DavidConnell–02 8885 4620 orLynRowe–0403 594 406www.brtoutback.com.au

ALDINgABEACHRETREAT: Peaceful location, wood fire, R/C air con, cosy accommodation for 2 – 8 guests, 5 mins from beach, opp National Park, LCD TV, fully equip. kitchen, BBQ, kid friendly facilities.Wkends from $290. Email for pamphlet. T:0418 843 711 (Mike)E:acaciahouse@optusnet.com.au

LIFESTyLEOFCHOICES: Invitation to how to create more of what you want in life. Create great health and become more of the person you want to be. No cost to chat. T:(Linda)0410 654 657 E:lindanew@tpg.com.au

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

THEMOBILEMUSOMECHANICThe long break is looming, I’ll come to you – and setup/repair, restring your guitar/bass and even tackle simple amp maintenance. This new service is also available for school music rooms. FrankLang:T:8248 0824STRESS,WEIgHT,HABITS?–RELAX!Hypnotherapy, Counsel-ling, NLP, Relationships, Career, Smoking, Anxiety, Performance, etc. 15% Discount AEU Members.RegChapman:T:0419 829 378E:nlpchanges.com.auWANTED:Primary class sets of readers for developing world education. Best if as relevant as possible to non urban, non western students (Bougainville). Contact Ian on: T: 0400 303 300 E:ir211057@bigpond.net.auFORSALE:HouseonEsplanade at Elliston - great town on west coast. T:0435 489 429

FORSALE:Crows premiership captainMarkBickleysignednewsherrinfootball - $300. T:0435 489 429

AUSTRALIANCERTIFIEDORgANICPRODUCTS: Keep Healthy. For personal use & gifts. www.bodytune.mionegroup.com

VicTor Harbor HOLIDAyHSE:New, 4 BR, 2 bath, (2 x Qu, 2 x singles, 1 dble bunk), sleeps 8, 3 living areas, 2 balconies, views of hills & Granite Island, A/C, D/W, BBQ, C’pt, 2 storey, quiet location. T:0400 303 300 (Ian)E:ir211057@bigpond.net.au

CHILDREN’SBOOKSALEHundreds of novels to suit 6-16 non-fiction books, picture books, a complete Wildlife Fact File set & more. Most titles are advertised on Gumtree, or will be soon (located at Marino). FormoreinformationcallChrisT:0408 689 235

NOTICE BOARD

AdvertiseinMembers’MarketforFREE!Rent,sell,buyoroffergoodsandservices.Sendadsto:

journal@aeusa.asn.au

In order to cater for extra editorial space, the AEU Members

Market now has a reduced space allocation in the Journal.

Advertisements will be printed at the discretion of the Editor

and will not run in more than three issues in succession.

23

Anne Walker Simon Willcox

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

SAIT Conveyancers We offer AEU members:

Contact us on:

(: (08) 8410 6788 Fax: (08) 8410 6799Email: anne@saitconveyancers.com.au

SAIT Conveyancers located at Credit Union SA Level 3, 400 King William Street, Adelaide, SA 5000

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