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EdU is a quarterly journal of non-government education issues, published by the Independent Education Union of South Australia.
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EdUVol 24 Issue 4 Dec 2009
Working with members in non-government schools
Independent Education Union South Australia
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EdU December 2009 IEU(SA)
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[email protected],byfaxon(08)84100282,orbypost.
ContentsSecretorial–NewIRtoys(batteriesnotincluded) 4
FarewelltoJulieLundberg 5
Schoolstogetfinancialhealthcheck-up 5
Frankly Speaking–‘Thereareswingsandroundabouts...’ 6
2009Reps’andDelegates’Conference 8
Helpisathandfornewteachers 10
CongratulationstoWestminsterteachers! 11
2009SAteacherwagereportcard 12
Thedownsideofbeingnice 13
RallyforactiononCatholicEAs 14
Toohardoradreamcometrue? 16
OHS project–Theimportanceofhazardreports 19
AbsolutelySuper:NGSplacedintoptensuperfunds 20
SAUnionsClimateChangeConference 22
APHEDATenyearsofindependenceinTimor-Leste 23
SeaBreeze–RoryHarris 23
Adayinthelifeofajuniorprimaryteacher 24
BookReview–ThePromiseandthePrice–TenYearsoftheClareBurtonLectures 25
PDDiary:JulietA.PainetravelstoHobartforanengagingliteracyconference 26
ESOprofile:ShirleyBauer,SamaritanCollege 27
ISSN1448-3637PublishedbyIndependentEducationUnion(SouthAustralia)Inc.213-215CurrieStreet,AdelaideSA5000Phone:(08)84100122Fax:(08)84100282CountryCallers:1800634815Email:[email protected]
EdUispublished4timesayearandhasacirculationofapproximately4000.EnquiriesregardingcirculationshouldbedirectedtotheCommunicationsCoordinator,on(08)84100122.
EditorialcommentistheresponsibilityofGlenSeidel,Secretary.
Advertising Disclaimer
AdvertisingiscarriedinEdUinordertominimisecoststomembers.MembersareadvisedthatadvertisingthatappearsinEdUdoesnotinanywayreflectanyendorsementorotherwiseoftheadvertisedproductsand/orservicesbytheIndependentEducationUnion(SA).
Intendingadvertisersshouldphone(08)84100122.
IEU(SA) Executive Members
MargaretSansom(Retired)(President)
GlenSeidel(Secretary)
JohnBlackwell(Retired)(VicePresident)
JennyGilchrist(PrinceAlfredCollege)(VicePresident)
ValReinke(NazarethCollege)(Treasurer)
ChristopherBurrows(CardijnCollege)
GregElliott(St.Peter’sCollege)
SherylHoffmann(ConcordiaCollege)
NoelKarcher(ChristianBrothersCollege)
MarleneManey(CardijnCollege)
StephanieMargitich(GleesonCollege)
ShirleySchubert(CornerstoneCollege)
3
EdU December 2009 IEU(SA)4
SecretorialNew IR toys (batteries not included)
We were allowed to open our presents early this year. On 1 July 2009 we unwrapped the long-awaited Fair Work Act. Thank you, Kevin. Thank you, Julia. It was just what we had hoped for and we knew just where to use it: the protracted Catholic EA campaign.
TheFair Work Act 2009isladenwithgreatnewfeatures.ItistoourIRtoolkitwhatanewiPodistoyourChristmasstocking,leavingWorkchoiceslookinglikeanotherseven-daypackofbriefsfromAuntyMavis.ButjustasmanynewtoyswillneedbatteriesonChristmasmorning,theFair Work Act 2009needspowertorun.Andthathastobesuppliedbythemembership.
Itisnotunusualfornegotiationsandcampaignstolastoverayearwherethereareentrenched,stronglyheldpositions.ThisroundofCatholic-sectorbargaininghasreturnedtotheintensityof2004,after2006wasuncharacteristicallyquickandeasyinordertosidesteptheevilsofWorkchoices.
Atthelocallevel,ourCatholicemployershavebeenchallengedandarebunkeringdownforawarofattrition,despitetheobjectionsofavocalmembershipandmultipleappearancesin‘thecommission’(nowcalledFairWorkAustralia).Attheheartofthematteraretwoimportantissues:
• howoneestablishesamarketrateforsalaries,and
• theresponsibilitiesofthelocalemployervis-à-visthecentralbureaucracy.
TheIEUhasneverconcededthattheSAGovernmentpayratesarethesoledeterminantofCatholicschoolpayrates.Historically,therehavebeendifferentoutcomesforDECSandCatholicEAs,withthe2006salaryalignmentbeingapragmaticresponsetoWorkchoices,ratherthanachangeofpositionontheunion’spart.Ingeneral,theDECSpayrateisusedtounderpintheCatholicschoolsEA(andsomeAISEAs)toensurethatemployeesreceivenolessthanthegovernmentrate.TheIEUpositionisthatprofessionalratesofpayarebestbenchmarkedagainstabasketofnationaloutcomes.
BynotnegotiatingwageincreasesindependentlyofDECS,theCatholicemployersarechoosingtheirrelationshipwiththeSAGovernmentoverthatwiththeirownemployees.
Thoughit’snolongernecessarytoavoidembarrassingtheGovernmentduringtheDECSarbitration,withastateelectionmootedforearly2010,theemployersarenowlobbyingfortheirquid pro quo:increasesinstatefunding.Amuchasincreasesarewarrantedandnecessary,itisdisappointingthatourmembersarebeingusedaspoliticalcannonfodderintheprocess.
IndependentandLutheranschoolshavegenerallyagreedtoongoingpayrisesof5%p.a.TheyhavebeenconvincedthatnationalbenchmarkratesareinevitableandappropriateandhavetherebyavoidedtheacrimonyofthecurrentCatholiccampaign.
UntilWorkchoices,thelegalidentity,corporatestatusandinter-relationshipsbetweentheseventeen(nowsixteen)Catholicemployerswasnotimportantforday-to-dayIR.Operatingasoneoverallsectorhadbeenconvenientandefficient,butitcameatthecostoflocalownershipofIRbyemployersandemployeesalike.InSeptemberitbecamestrategicallyappropriatetoattempttonegotiatedirectlywitheachofthesixteenemployers.Thisisbeingstronglyresistedbythecongregational(order-run)schools,butseparatebargainingordershavebeenmadeagainstthetwodioceses.
Membersinmanyschoolsarenowkeentonegotiatelocalissuesatthelocallevelwithprincipals,buthavebeenincensedtobemetwithformlettersandrefusalseventomeet.Whatevertheeventualoutcomeofthesingle-interestandscopeorderapplications,membersarenowawarethattheiremployerdoeshaveadirectresponsibilityfornegotiatingwiththemonmattersofconcern.
Whatdomemberswant?
• Wagesconsistentwithnationalbenchmarks.
• Workloadandotherissuesaddressed.
• Atimelyconclusion.
• Togetbacktothemaingame:teachingandlearning.
Whatwillthattake?
• Afocusoncoreobjectives.
• Persistenceatthegrass-rootslevel.
Asmuchasthelegalprocessisnecessarytoclarifytheparties’rightsandresponsibilitiestonegotiateingoodfaith,toundertakeindustrialactionandevenwhocannegotiate,theresolutionofthedisputelieswiththemembershipconvincingschoolmanagementthattheyhavestronglyheldandvalidconcerns.Ifthattakesacampaignwithnoiseatthecathedral,thewearingofbadgesandthetakingofindustrialaction,thensobeit.
Andwhenaresolutionisreached,itwillbeduetotheenergygeneratedbythemembership,notthenewlegislativetoys.
Glen SeidelSecretary
Glen SeidelSecretary
EdU December 2009 IEU(SA) 5
The financial viability of non-government schools will be tested annually by DEEWR from next year onwards. In accordance with the Schools Assistance Act 2008, schools receiving recurrent funding must achieve the benchmarks outlined in the Financial Health Assessment Framework.
Schoolsparticipatinginapilotprogramthisyearwereassessedonanumberoffinancialindicatorsandindustrybenchmarks,includingstudent-to-teacherratios,enrolmentrates,tuitionfeeincomes,andtotalborrowingsasapercentageofrecurrentincome.
Thenumberofbenchmarksmetbyaschooldeterminesitsoverallranking,andtheleveloffinancialmanagementwhichmustbeimposedtoensurefinancialviability.Outcomesofthetrialarecurrentlybeingreviewed,withaviewtoimplementingtheframeworkinallschoolsin2010.
Julie Lundberg is leaving after some fifteen years with ANGEE and IEU. In 1994 Julie started as an education and training officer and later became assistant secretary. Her specific area of responsibility was professional issues and she has for many years represented the organisation’s members on bodies such as SSABSA and TRB.
Followingarestructuringofrolesandresponsibilitieswithintheoffice,thepositionofassistantsecretarywillnolongercontinueasithasinthepast.JulieLundberghasacceptedtheopportunityofaredundancyarrangementandhasleftourunion.Juliehasleaveaccumulatedwhichwillallowhertotakeabreakandconsiderherfuture.Sheislookingforwardtobeinginvolvedinventuresinthefuturewhichcanbenefitfromherwealthofexperienceandknowledge.
Julie’ssupportofmemberswithprotractedorcomplexpersonalorEAissueswillberememberedbythosewhohavebenefitedfromhertenacityandattentiontodetail.WewishJulieallthebestforthefutureandthankherforherpastcontributions.
FromdatamadeavailablebyDEEWRearlierthisyear,theIEUunderstandsthat,ofthe2,700-plusnon-governmentschools,perhapstwotothreepercent(lessthan80schoolsnationally)fallintothecategoryrequiringassistancewithfinancialmanagement.
TheIEUhaslongsupportedgreatertransparencyinschoolfundingandbelievesthatschoolsshouldbefinanciallyviable.Itisespeciallypertinentinthecontextofnegotiationsaroundsalariesandconditions,andallegedover-staffing.
Whereaschooldoescitefinancialdifficulties,unionmembersshouldbegivenaccesstothefinancialmanagementplansrequiredundertheframework.Indeed,unionmembers,withthesupportofunionorganisers,shouldbeconsultedandinvolvedinthedevelopmentofsuchplans.
Ifyourschoolisexperiencingfinancialdifficulties,contactyourorganisertoday.
Farewell to Julie Lundberg
Schools to get financial health check-up
EdU December 2009 IEU(SA)6
Ifwefollowthelogicoftheemployers,thatmeansCatholicteachersdon’thaveresponsibilitiesoraccountabilityrequirementsdifferenttotheirDECSpeers.It’sallstrikinglysimilar:samecurriculum,samepedagogies,sameexpectationsofstudents,sameduty-of-carerequirements,sameextra-curricularexpectations,sameparentalexpectations,samePDrequirements,sameassessmentmethods.Accordingtotheemployers,it’sjustallthesame.FromSt.IgnatiustoSt.Monica’s;fromRoxbyDownstoPenola;Catholicteachersprovidemoreofthesame.MakesyouwonderwhyparentswouldbotherpayingforaCatholiceducation.
Soonthebasisofemployerlogic,wedothesamejobanddeservethesamepay,italsonaturallyfollowswedeservethesameconditions!Notso.
IEU: When the employer says parity with DECS, they mean wages only (forget all the other benefits DECS enjoys).
Employers:‘TheemployersnegotiatingteamhasonlytalkedaboutsalaryequivalencewithDECSforthereasonsgiven(funding,benchmarkcomparability,politicalandthesinglesystemnatureofCatholicEducation).Wehavenottalkedaboutotherconditionsasthereareswingsandroundabouts[myemphasis]inthese.SomeDECSconditionsareappealing,othersarenot;forexample,inDECSschoolsmostpermanentstaffaremovedontoanotherschoolaftertenyearswhereasyourpermanentpositionrelatestotheCatholicschoolinwhichyouareemployed.WebelievetoadoptalltheDECSconditionswouldbeunpalatabletostaffinCatholicschools.’(TakenfromCatholic Schools Employers EB Bulletin #4 Appendix).
Thankfully,theemployeralsodoesourthinkinganddecision-makingforus,withrespecttoworkplaceconditions.Theyknowwhatis‘unpalatable’tous.AndtheoneexampleofadifferenceinconditionsbetweenteachersinDECSandtheCatholicsystemthattheycontinuallythrowupistheten-yeartenurerule.
Anotherstrangeexampletopick.Aten-yeartenurerulemeansatransfersystemmustbeimplemented.CatholicEducationhasfailedtoorganiseatransfersystemovertheyearsbecauseprincipalswantthepowertocontrolwhotheyhireandhow.Hence,employersdon’twantit;possiblyevenlessthantheyimplyemployeesdon’t.Butitwouldbenicetothinkthatemployees,asprofessionals,couldmakeuptheirownmind.GivenhowstagnantthemovementofstaffinCatholicschoolsis(andthenumberofcomplaintsweregularlyreceivearoundtheemploymentprocess),I’mguessingsome,possiblymany,mayactuallythinksit’sagoodthing.Butwewillneverknowbecausetheyknowwhatisbestforus!
Solet’smovepasttheoneconditionregularlyusedtoscareemployees,andlookatafewoftheotherconditionstheybelieveyouarealsobetteroffnothaving(NBBaseduponcurrentEAconditions).
Frankly Speaking
Frank BernardiOrganiser
In the many statements and counter-statements bandied about during the Catholic EA campaign, some have caused conjecture and confusion amongst members. Let’s look at a couple in detail.
IEU: Employers use interstate benchmarks when considering wages for deputies and principals, but refuse to do the same for teachers and ESOs.
Employers:‘WeuseDECSteachersalarybenchmarksfortheEAsalariesasthatprovidesarelativelycomparableSouthAustralianeducationsalarybenchmark.Theresponsibilitiesandaccountabilityrequirements(forexample,employingstaff)forCESAleadersdifferinmanywaysfromthoseofDECSleaders.HencewelooktoCatholicleaders’salariesinterstateforguidanceregardingappropriatesalarylevelsforthelocalSouthAustraliansituation.’(TakenfromCatholic Schools Employers EB Bulletin #4 Appendix).
Atlast,thegreatmysterysurroundinghowcontradictorysalarypoliciesoperateintheCatholiceducationsystemissolved.Inessence,it’squitesimple.Teachersteach–DECS,Catholic,doesn’tmatter.It’sthesamejob.Notsoforprincipalsanddeputies.Catholicschoolprincipalsanddeputieshave‘different’responsibilitiesandaccountabilityrequirementsthantheirDECScounterparts.So,interstateCatholicprincipalsanddeputiesprovidetheonlycomparablebenchmarkwhensettingwages.Hmmm…‘Different’.Itdoesn’tsaymoreresponsibilitiesorgreateraccountabilitythantheirDECScounterparts;just‘different’.
However,using‘employingstaff’astheirexampleofadifferenceiscurious,giventheemployershaveelectednottoimplementatransfersystembecauseprincipalswanttotalcontroloverwhoaschoolemploys.So,thejobofemployingstaffisn’tbeingfoisteduponthem.Onthecontrary;itisamanagerialfunctiontheyhavedeliberatelychosen.Andthat’swhatenablesaprincipal,inaCatholicschool,totapanemployeeontheshoulderandofferthemtheone-yearreplacementjobfornextyearandnotopenthevacancytoothers.Ratherthanmakingtheirjobmoredifficult,beingresponsibleforemployingstaffoftenmakestheirjobeasier.It’scertainlyanironythatthiscouldn’thappenintheDECSsystem,becausetheretheprocessmustbetransparentandthesystemaccountable.
Sono,‘different’can’tmeanmoreorgreaterresponsibilitiesandaccountability,butjust‘different’.
‘There are swings and roundabouts…’
EdU December 2009 IEU(SA) 7
2007 2008 2009 2010 2011SA
Step10 $68,422 $68,422 $70,987
1.10.07 Noincrement200828.1.09,3.75%,
InterimDECS
NSW/ACT
$75,352 $78,667 $81,656 $84,759
01.01.08 01.01.09 01.01.10(3.8%) 01.01.11(3.8%)
VIC
Level2-2/E4 $67,517 $75,500 $77,546 $79,648 $81,806
01.01.07 01.05.08 01.01.09 01.01.10 01.01.11
QLD
Level3/4 $66,191 $68,839 $71,936
LeadTeacher(softbarrier)
$71,996 $75,236
30.04.07 28.04.08 Interim4.5%
NT
$71,798 Negotiating
03.03.08
WA
Step9 $68,217 $73,280 $78,521
01.02.08 01.01.09 01.02.10
$72,310 $76,944 $81,662
5/9/08,6%interim 05.10.09,5% 01.10.10,4%
Step10 $84,863
TAS
Step13 $67,792 $70,551 $74,706 ParityG’tee ParityG’tee
01.04.074.07% 01.04.08,4.53% 24.06.09,5.89%
Table 2: National Catholic teacher rates, December 2009
Conditions Government Schools Catholic Schools
Salary (top-step teacher) $70,987 $70,987
TRT salary Paidatincrementstep Paidatstepthree
Advanced Skills Teacher AST1andAST2 AST1
Long-service leave 9.1daysaccruedp.a.forfirstfifteenyearsofservice,thenfifteendaysp.a.
9.1daysp.a.forwholecareer
Transfer system Yes No
Beginning teachers Minimumextrafourhoursreleaseperfortnightorpartthereoffor0.5FTE,andabovefor‘professionalactivity’
NoadditionaltimereleaseinEA(annualguidelinesincludeanadditionalpro-ratedallowanceof0.1FTEnon-contacttimetobeallocatedtofirst-yearteachersinregionalareasonly)
Class sizes Noyeareighttotwelvepracticalclassneedbe,onaverage,greaterthaneighteenstudents
TechandHomeEc:24students
Bereavement leave Fivedays Twodays
Union reps Fivedays’paidleavep.a.fortraining Oneday’spaidleavep.a.
Special leave Allpermanentteachersareabletoaccessuptofifteendaysofspecialleavewithpaypercalendaryear,whichcanbeusedfor:
• urgentpressingnecessity(onedayperrequest)
• compassionatereasons(pre-natalleave,partnerleave,fertilitytreatmentleave)(onedayperrequest,butuptothreedayscanbegranted)
• careofasickfamilymember(uptothreedaysmaybegranted)
Specialleaveforanyperiodmaybegrantedwithorwithoutpayandasuponsuchconditionsthataremutuallyagreedwiththeemployer
Paidfamilyeventsleave:twodaysp.a.fornon-reoccurringfamilyevents
Country incentives • Guaranteedreturntometropolitanschoolfollowingfouryearsinregionalschool
• Oneterm’sleaveonfullpayaftersixyears’continuousservice
• Twoterms’leaveonfullpayaftereightyears’continuousservice
• Oneyear’sleaveonfullpayaftertenyears’continuousservice
• Zonesystem(isolationallowance)withpaymentsofupto$7,108p.a.forzone-fourcountryschools
• Noguaranteeofapositionuponreturntometropolitanarea
• AssistancewithremovalexpensesstaggeredaccordingtodistancefromAdelaideandtimespentincountry
• Once-off$2,500establishmentgrantforplacementsoftwelvemonthsorlonger
Table 1: Comparison of entitlements in government and Catholic schools
EdU December 2009 IEU(SA)
2009 Reps’ and Delegates’ Conference
8
Gerry ConleyOHS Project Officer
Health, Safety and BERThis year’s conference focussed on the health and safety implications of the Rudd Government’s Building the Education Revolution (BER) program. It was promoted as an education unions’ conference on building safer schools, and for the first time, the annual IEU event was opened to AEU members who were HSRs.
Intotal,49IEUand23AEUreps,HSRsandmembersdecidedthattheOHSissuessurroundingBERwereimportantenoughtotakethemawayfromtheirworkonThursday3September.
FollowingawelcomebyIEU(SA)VicePresidentJennyGilchrist,theconferencebeganwithapanelofunionrepresentatives,includingAaronCartledge,AssistantSecretaryoftheCFMEU,LynHall,educatorwiththeAEU,andJanetGiles,SecretaryofSAUnions.TheyjoinedIEUSecretaryGlenSeidelindiscussingthehazardsassociatedwithconstructionsitesonschoolgrounds.EachofferedtheirinformedperspectivesonhowunionrepsandHSRscanbeactivelyinvolvedincontrollingtherisksposedtosafetyofbotheducationandconstructionworkers,aswellasstudents.
Havinglookedatthehealthandsafetyissuesfromaworkerperspective,itwastimefortheemployersandSAGovernmentrepresentativestodiscusstheirapproachtotheBERroll-out.BrianAdams,ChiefAdviserwithIndustryStrategyatSafeworkSA,JulianneFlowers,DirectorofHealthandSafetywithDECS,NeilLutz,HumanResourcesManagerwithLutheranSchoolsSA,andSteveByrne,PrincipalofStMichael’sCollege,providedattendeeswithaninsightintowhattheirrespectiveorganisationsweredoingtoensureemployersmettheirOHSresponsibilitiesduringconstructionworks.
Followingthis,AmandaRishworth,FederalMPforKingston,presentedtheRuddGovernment’sobjectivesforBER,andthebenefitsofthevariousprogramsplannedforschoolsandcommunities.ShealsoacknowledgedthatBERwouldcreatehealthandsafetyissuesandsupportedtheneedforunionrepsandHSRstobeinvolvedasworksprogressedintheirschools.
Fourworkshopsintheafternooncoveredvariouseducation-relatedhealthandsafetyissues,aswellasthosespecifictoBER.BrianAdamsprovidedanintroductiontosafedesign,andhowHSRscouldbeinvolvedintheprocess.SharonDorispresentedaworkshoponthecausesandimpactofworkloadburnout,andexploredtoolstodevelopresponsestrategies.JaneJones’sworkshoponviolenceinschoolslookedathoweducationworkerscanassesspotentiallyviolentsituationsandensureemployersareprovidingasafeworkplace.AndtheIEU’sGerryConleyfacilitatedaworkshopmanagingtheincreasedriskofslips,tripsandfallsaroundconstructionsites.
Inroundingoffaveryinformativeday,SAUnionsSecretaryJanetGilesjoinedIEUSecretaryGlenSeideltodrawdoorprizesdonatedbysponsorsNGSSuperandMembersEquity,beforeofficiallyclosingtheconference.
Janetthankedallthosewhohelpedtomaketheconferenceasuccessfuljoint-unionevent,andannouncedthatSAUnionswouldbelookingatdevelopingtrainingforeducationunionrepsandHSRsthatcouldallowthemaccesstobuildingsites.
EdU December 2009 IEU(SA) 9
EdU December 2009 IEU(SA)10
Bruno SartorettoOrganiser
Help is at hand for new teachers
Hundreds of university graduates will enter the teaching profession in February 2010, embarking on what will hopefully be long and rewarding careers. The significance of stepping into a classroom alone for the first time, however, can be quite overwhelming; and the support of colleagues can be vital to successfully making the transition from study to work.
Itiseasyasagraduateteachertofallintothetrapofover-commitment,especiallyifthepositionistemporaryandthereispressuretoimpress.Settingreasonablegoalsisessential.Asaprofession,weoweournewcolleagueseveryassistanceasthecomplexityoftheworkofateacherunfolds.TheIEU,too,canprovideguidanceandsupport.
AsmembersoftheIEU,beginningteachershaveaccessto:
• informationaboutsalariesandconditions
• workshopswithexperiencedteachers(seepage26)
• legalprotection
• assistancewithmanagingworkloadsandotherpressures,and
• professionaldevelopment.
Salaries and conditions
IEUmembershavebeensuccessfulinwinningsignificantgainsinwagesandconditionsacrossthenon-governmentschoolssector.First-yearteachersalariesinschoolswithaunion-negotiatedagreementareuptotwentypercentmoreperyear.
Likesalaries,employmentconditionscanvarybetweenschools.However,theawardandunion-negotiatedagreementsgenerallyprovidefor:
• fullycumulative,paidsickleave
• employersuperannuationcontributions
• long-serviceleave
• paidschoolvacationbreaks
• maternityleave
• familycarers’leave,and
• insomecases,salarypackagingarrangements.
Legal protection
Thesedays,itisvitalthatteachershaveadequatelegalprotection.Newlawsandtheincreasedresponsibilitiesplacedonschoolshavecreatedacomplexlegalsituationforteachers.
AllIEU(SA)membershaveaccesstolegaladviceandarecoveredbycomprehensiveprofessionalindemnityinsurance.Anycomplaintshouldbehandledbytheschoolinafairandtransparentmanner,andmembersalwayshavetherighttoseekadvicefromtheirunion.Whereameetingwiththeemployertodiscussacomplaintisrequired,membersmayseektoattendwithaunionrepresentativeforsupport.
Managing workloads and other pressures
WorkintensificationisacriticalissueforteachersandESOsbecause,unfortunately,workplacestressisaserioushealthandsafetyissueintheeducationsector.
Teachersareentitledtoafairbalanceofworkandpersonallife.Inwhatisanimportantfirstyear,beginningteachersmustensurethattheirwork/lifebalanceisfairandreasonable.Whileparticipationintheschoolcommunityisimportant,itmustnotcompromiseclassroomteachingstandardsoremployees’personalhealth.
BeginningteacherswhoareconcernedabouttheirworkloadshouldcontacttheirIEUorganiser.
Professional development
TheIEUprovidesarangeofprofessionaldevelopmentopportunities;allofwhicharefreeofchargetounionmembers.
AprogrammeofsupportforgraduatesincludestheMeetthePrincipalsessions,atwhichgraduatescanmeetwithprincipalstodiscussthedosanddon’tsofapplyingforteachingpositions.Therearealsoseminars(seebelow)onmakingthetransitiontotheworkplace.
Takinganactiveroleinunionactivityandlearninghowissuesmightbeaddressedcollectivelyintheworkplacecanbearewardingpartofbeingateacher.
DetailsofPDopportunitiesareregularlyadvertisedinEdU,atwww.ieusa.org.au,andthroughunionrepresentativesinschools.
Mostimportantly,IEUmembersshouldensurebeginningteachersfeelwelcomedtotheschoolandtotheprofession,andthattheyareintroducedtothebenefitsofunionmembership.Iftheyaretoenjoyimprovedsalaryandconditionswellintotheirteachingcareers,thenmaintainingastrongunionpresenceinschoolsisessential.
EdU December 2009 IEU(SA) 11
Help is at hand for new teachers
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Themostnotablethingaboutthesenegotiationswasthesolidarityofthestaff.Alloftheteachingstaffworkedtogetherandsupportedeachother,particularlywhen‘stopworks’wereimminenttherewasagreatsenseofcohesion.Attheendoftheday,thatwaswhatmadethedifferencebetweenanunsatisfactoryoutcomeandonewhichstaffwerecomfortablewith.Westminsterteachershaveshownclearlywhatbeingunitedcanachieve!
(Westminster School is one of only two independent schools in South Australia that has separate agreements for its teachers and school assistants. This is a management decision.)
Louise FirrellOrganiser
Westminster teaching staff negotiated a new agreement during the last two terms, following a successful application to Fair Work Australia for a protected action ballot under the new Fair Work Act 2009.
Thiscameaboutaftermanymonthsofmakingverylittleprogressinpursuitofwhatstaffsawasareasonableandminimalclaim.Quiteearlyinthenegotiationsthestaffagreedtoremovefromthetableallnon-salaryitemsthathadformedpartoftheoriginalclaiminagenuineattempttomaximisetheirsalaryclaimandexpeditetheprocess.Thisdidnoteventuateastheschooldidnotimproveitssalaryoffertoapointthatstaffthoughtwouldmaintaintheirpositioninthesector,andputtheminagoodpositionforthenextagreement.
TheirapplicationtoFairWorkAustraliametthecriteriasetoutintheActandtheschoolbecamethefirstinSouthAustraliatoexercisethisprovision.Theunionmembers(themajorityofstaff)thenvotedinaballotorganisedbytheAustralianElectoralCommission.Thevotewasaresounding‘Yes’forarangeofindustrialactionsduringthefollowingthirtydays.
Thestaffplannedfourseparate‘stopworks’,butattheeleventhhourtheschoolmadeasalaryofferthatthemajorityofstaffaccepted,thusavoidinganyfurtheractionbeingtaken.
Congratulations to Westminster teachers!
IEU Organiser Louise Firrell (second from left) and negotiating team Mary-Anne Beck, Heather Lines, Peter Walwyn, Steve Wayne and Sarah Vesis
EdU December 2009 IEU(SA)
School Name Date % 2008 Date % 2009 Date % 2010 Date % 2011Annesley College 1/2/08 1.20% $69,767 1/2/09 1.93% $72,697 1/2/10 1.84% $76,144
1/8/08 2.22% $71,318 1/8/09 2.84% $74,765 1/8/10 1.81% $77,523
Burc College 26/8/09 5% $52,441
1/10/09 $53,208
Catholic schools 1/10/07 0% $68,422 28/1/09 3.75% $70,987
DECS 1/10/07 0% $68,422 28/1/09 3.75% $70,987
Eynesbury Senior College Inc 2/1/08 5% $71,356 1/2/09 5% $74,924 1/2/10 5% $78,671 1/2/11 5% $82,605
Harvest Christian School 2/1/08 3.50% $63,821
Investigator College 1/10/08 2.5% $69,109 1/2/09 2.25% $70,664 1/2/10 2.25% $74,061 1/2/11 2.25% $77,621
1/8/09 2.50% $72,431 1/8/10 2.5% $75,913
Islamic College SA 30/1/09 33%
1/10/09 $67,396
King's Baptist Grammar School 1/2/08 4% $70,011 1/2/09 2.5% $73,411 1/2/10 2.6% $76,449 1/2/11 2.5% $79,928
1/10/08 2.3% $71,621 1/10/09 1.5% $74,512 1/8/10 2% $77,978
Kirinari Community School 1/11/08 6.5% $60,775
Lutheran Schools 1/2/08 3% $69,534 1/2/09 3% $72,694 1/2/10 3% $76,372
1/7/08 1.5% $70,577 1/7/09 2% $74,148 1/7/10 2% $77,899
Mount Barker Waldorf School 2/8/08 8% $68,973 2/8/09 7% $73,801 TBA
Pedare Christian College 30/6/10 4.2% $69,400 1/2/09 5.5% $73,212 1/2/10 4.2% $76,292
Pembroke School 1/2/08 2% $69,379 1/2/09 3% offer $74,347
1/8/08 2% $72,182 1/8/09 2% offer $75,834
Pilgrim School 1/2/08 4% $68,951 1/2/09 5% $72,399 1/2/10 4.50% $75,657 TBA
Prince Alfred College 7/1/08 5% $73,280 1/1/09 5% $76,944 22/1/10 4% $80,021
ExtraCurricular $1,560
Pulteney Grammar School 1/2/08 1% $68,386 1/2/09 3% $72,341 1/5/10 4.75% $77,433 1/5/11 4.75% $80,769
1/8/08 3% $70,234 1/8/09 2.5% $74,097
Step12 $70,665 Step12 $74,752 Step12 $80,014 Step12 $83,461
Step12 $74,752 Step12 $76,567
Scotch College 1/2/08 2% $70,594 1/2/09 3% $74,893 TBA
1/8/08 3% $72,711 1/8/09 2% $76,391 TBA
Seymour College 1/2/08 3% $69,740 1/2/09 3% $73,126 1/2/10 2% $77,351 1/2/11 3% $81,143
1/8/08 2% $71,094 1/8/09 2% $74,480 1/8/10 2% $78,868 1/8/11 2% $82,659
1/8/09 $75,834 Step11 $78,851 Step11 $82,718
Step11 $80,398 Step11 $84,264
Southern Montessori School 3/1/08 3% $68,288 3/1/09 3% $71,743
8/1/08 2% $69,654
Southern Vales Christian College 2/1/08 4.5% $68,464
St Andrew's School 8/2/08 2.5% $68,904 7/2/09 2.5% $72,210 6/2/10 2.5% $75,732 5/2/11 2.5% $79,254
8/8/08 2.5% $70,449 8/8/09 2.5% $73,971 7/8/10 2.5% $77,493 6/8/11 2.5% $81,015
St George College 1/2/08 2.50% $68,604 1/4/09 2.50% $72,077
1/10/08 2.50% $70,319 1/10/09 2.50% $73,878
St John's Grammar School 1/2/08 3.5% $69,546 1/2/09 5% $73,023 1/2/10 5% $76,674 1/2/11 TBA
St Peter's College 1/7/08 5% $74,137 1/2/09 5% $77,844 1/7/10 5% $81,736
St Peter's Collegiate Girls' School 0% $68,501 1/2/09 5% $71,926 1/2/10 2% $76,666 1/2/11 4% $81,327
1/10/09 4.5% $75,163 1/7/10 2% $78,199
St Peter's Woodlands Grammar School 1/2/08 5% $69,607 1/2/09 5% $73,087 1/2/10 4% $76,010 TBA
Temple Christian College 2/1/08 2% $68,422
The Hills Christian Community School 1/2/08 2.25% $68,552 1/2/09 2.25% $71,671 1/2/10 2.25% $74,933
1/7/08 2.25% $70,094 1/2/09 2.25% $73,284
The Hills Montessori School 1/2/08 2.5% $65,637 1/2/09 4% $68,262 1/2/10 >2.5% $70,232
Torrens Valley Christian School 1/2/08 2% $69,345 1/2/09 3% $72,854
1/7/08 2% $70,732 1/7/09 1.5% $73,946
Trinity College x4 1/2/08 2% $69,639 1/2/09 2% $72,453 1/2/10 2.25% $75,750
1/8/08 2% $71,032 1/8/09 2% $7,483
Tyndale Christian School 28/1/08 3% $67,770 26/1/09 2% $70,509 25/1/10 3% $74,078
28/7/08 2% $69,126 27/7/09 2% $71,920 26/7/10 2% $75,560
Walford Anglican School for Girls 2/1/08 1% $69,122 2/1/09 3% $73,601 2/1/10 2.50% $77,531 2/1/11 2.5% $81,104
8/1/08 3.75% $71,457 8/1/09 3% $75,745 8/1/10 2.50% $79,317 8/1/11 2.5% $82,890
Westminster School 1/2/08 4.5% $70,155 1/1/09 2.35% $73,176 1/1/10 2.44% $76,835 1/1/11 2.34% $79,945
1/10/08 1.91% $71,498 1/7/09 2.5% $75,005 1/7/10 1.67% $78,115
Wilderness School 2/1/08 2% $69,662 2/1/09 6% $73,842 1/2/10 3% $76,057 1/2/11 2% $79,130
1/8/10 2% $77,578 1/8/11 3% $81,504
1/11/11 2% $83,134
Willunga Waldorf School 1/2/08 5% $67,103 1/2/09 2% $68,473 1/2/10 5% $71,896
Woodcroft College 1/2/08 2.3% $70,036 1/2/09 2% $72,516 1/2/10 3% $76,071 1/2/11 2.5% $79,981
1/8/08 1.7% $71,094 1/8/09 2% $73,938 1/8/10 3% $78,203 1/8/11 2.5% $81,758
12
2009 SA teacher wage report card
13EdU December 2009 IEU(SA)
Astudy,Does it Pay to be Nice?byEssexUniversity’sGuidoHaineck,showedthisyearthatagreeablewomenwerepaidfourpercentlessthanthosewithmoremalebehaviourtraits,equatingtoapaydifferenceof£40,000($71,725)overaworkinglife,basedona£25,000annualwage.
MaraOlekalns,professorofmanagementattheMelbourneBusinessSchool,saysbeingniceallthetimecanencourageworkplaceconflictbecausepeoplearetoopolitetotackleissuesastheyarise.‘Wesweepitunderthecarpet,butthoseissuesfester’,shesays.‘Bythetimewegettothepointwherewearenotabletobeniceanymore,thesituationcanbeexplosive.Itcancreatemoreconflictthantacklingthingsheadon.’
Thinkaboutannoyingbehaviourbycolleagues–say,bouncingaballnearyouwhenyouaretryingtoconcentrateonwritingareport.Ifyoudon’taskthemtostopthefirsttime,youhavegiventhemtacitpermissiontocontinue.Whenyoueventuallysnap,yousaysomethinginangerandyourcolleaguesareshockedbecausetheydidn’tthinkanyoneminded.
Olekalnssaysthereisalsoagenderdifferenceinthewaynicenessisperceived.‘Menreallygetabonusforbeingnice,whentheyengageinextratasksaroundtheworkplace...thingsthatarenottheirjob’,shesays.‘Conversely,womengetpenalisedfornotbeingnice.Weexpectwomentobemorerelationship-oriented.’
Insimpleterms,amanwhogetscoffeeforhisworkmateswillgetplentyofslapsontheback.Abusywomanwhosaysnotoataskislikelytobeviewedasdifficultorlazy.Peoplewhofeelcompelledtobenicedoitbecausetheywanttobeliked,theywanttomakeothersfeelhappyandtheyhopeitwillhelpthembeseenasteamplayersandasenthusiasticcan-doworkers.
Butestablishingapatternofnicebehaviourcanbeatrap,Olekalnssays.Onceanicepersonhasbeenoverburdenedbywork,itcanbedifficulttostartsaying‘no’.Olekalnssayspeoplewhoareworriedtheyareturningintodoormatsneedtothinkhowtheyframetheirrefusals.Youcanappealtotheotherperson’ssympathy:‘Ihavesomuchworktodo.I’dlovetohelpout,butIcan’tdealwiththestuffIalreadyhaveonmydesk.’Youcanputtheonusonthemtomakeitpossible:‘I’dlovetohelp,butwhatdoyouthinkyoucouldtakeoffmydesksoIcanclearsometimeforyou?’
Thesestrategiesmayworkbetterforwomenbecausetheywouldbemorelikelyseeanappealforhelpasbonding,whereasmenmightseeitasanadmissionofweakness.
RepublishedcourtesyofThe Australian Financial Review
Fiona SmithEditor, Work Space
Playing ‘nice’ is at the heart of just about every management book that has hit the shops in recent years. Be kind to others and they will follow you, work harder, stay longer and be more creative. Workplace harmony has become the key to success.
Well,there’sjustoneresponsetoallthat:SteveJobs.Jobs,thehugelysuccessfulchiefexecutiveandfounderofApplehasneverbeenknownforhisniceness.HeratesaspecialmentioninStanfordUniversitymanagementprofessorRobertSutton’sbestsellingbookThe No Asshole Rule(Hachette2007)asanexampleoftheupsideofbadbehaviour.WhenSuttonkeyedSteveJobsandassholeintoGoogle,hegot89,400matches.
Suttonrelatesoneexample,astoldtohimbyamanageronlydaysafterithappened:‘...Jobsstartedscreaming,cryingandmakingthreatsbecausethecolourofthenewNeXTvans(fromhisnowdefunctcomputercompany)didnotpreciselymatchtheshadeofwhitethatthemanufacturingfacilitywaspainted.ToappeaseJobs,NeXTmanufacturingmanagershadtospendprecioushours(andthousandsofdollars)gettingthevanspaintedexactlythesameshade.
‘Yetthepeoplewhotellthesestoriesargueheisamongthemostimaginative,decisiveandpersuasivepeopletheyhaveevermet’,Suttonwrites.‘Theyadmitthatheinspiresastoundingeffortandcreativityfromhispeople.’
Thereisnodoubtthatbullying,intimidatingbehaviourcanbeeffective,asSuttonnotes,particularlywhenitcomestogainingpersonalpower,intimidatingandvanquishingrivals,motivatingfear-drivenperformanceandperfectionismandtobringunfair,cluelessandlazypeopletotheirsenses.Thatiswhysomanyleadersfeeljustifiedinusingthiskindofbehaviouratwork.
However,studiesshowconclusivelythatbulliesarealsodestructive–suppressinginitiative,raisingstresslevelstoburn-out,discouraginghonestfeedback,creatinganexodusofgoodstaff,andspreadingmisery.
Instead,treatingemployeeswithrespectislinkedwithsuperiorfinancialperformance,asshownbythecompaniesthatmakeitontoFortunemagazine’s‘100BestCompaniestoWorkFor’list.Suttonsaysintimidatingleadersoftenmistakenlybelievetheirnastinessisthereasonfortheirsuccess,orerroneouslythinkthemethodsthathelpedthemconnivetheirwaytothetopofanorganisationarealsosuitabletoleadandmanagethatorganisation.
So,treatingpeoplewithdignityandrespect(puttingasideanomaliessuchasJobs)ismorelikelytocreatebusinesssuccess–butthereisalsoevidencetoshowthatbeingtoonicecanbearealproblem.
The downside of being nice
EdU December 2009 IEU(SA)14
Rally for action on Catholic EAsAround 500 members and supporters from other unions rallied at St. Francis Xavier Cathedral on Sunday 8 November, urging Catholic Education SA to make a pay offer to staff.
EdU December 2009 IEU(SA) 15
EdU December 2009 IEU(SA)16
Professor Karen Starr is the Foundation Chair, School Development and Leadership, and Director of the Centre for Educational Leadership and Renewal in the Faculty of Arts and Education at Deakin University, Victoria.
Introduction
TrialsareoccurringaroundAustraliaandacrosseducationsystemstotesttheveracityandfeasibilityofvariousmodelsofjobsharingintheprincipalship[2].Currently,itappearsthatCatholicschoolsaremorelikelytoentertainsucharrangementsthanotherschoolingsectors[4],althoughtrialsarecurrentlyunderwayingovernmentschoolsinseveralAustralianstates.Thesetrialsarisefromtheneedtoencouragemorepeopleintotheprincipalshipandtoretainexperiencedprincipals.ThereisscarceresearchinthisareainAustralia,butjobsharingisanemergingtrendintheprincipalshipthatcouldgrowinpopularity.
Therearemanyreasonsgivenforsharingtheprincipalship.Firstistheincumbents’desiretoacquire‘work/lifebalance’.Withanaverageworkingweekof60hoursormore[3],sharingtheleadershiploadisattractive.Principalscurrentlytriallingasharedarrangementcitethedesireformorepersonaltime,ageandstagereasonssuchastheneedtocareforageingparents,andthehopeforatransitionperiodtoretirementasthebasisforjob-sharing.Educationdepartmentsseethepart-time/sharedoptionasbeingattractivetoleadershipaspirantsatatimewhenthere’sashortageofprincipalsandthe‘baby-boomer’retirementissuetoaddress.Anotherreasonisanemerginginterestinre-designingtheprincipalship,withvariousconstructionsbeingexplored[8].
Types of job sharing arrangements
Therearemanypossiblemodelsofjobsharingintheprincipalship.Herearesomeofthemostcommonoptions:
• Thefractionaltime,rotatingauthoritymodelwhereaprincipalsharestheroleforsomeofthetimewithadeputyorassistantprincipal.Inthismodelthereisahierarchyofasubstantiveprincipalformostofthetimewithanactingorassociateprincipalfortherest.
• Theinternshipmodelwhereanaspirantleaderpairswithanexperiencedprincipalinorderto‘learntheropes’,eitherfull-timepartnersorapart-time,sharedarrangement.
• Thepart-time/partialoverlapmodel,wherepartnersarepart-timewithcommontimewhenbotharepresenttoensurethoroughcommunications,hand-over,andjointpresence.
• Theequalpartners,co-principal,job-integrationmodel,withtwopeoplebearingequalresponsibilityandequalauthority,workingforequalamountsoftimebutnotconcurrently.
• Thesyndicateorconcurrentmodelwheretwopeoplesharetheroleandstatusatthesametimeallthetime,witheachundertakingspecifictasksorbothsharingalltasks.
Too hard or a dream come true?
Professor Karen Starr
• Thecyclicalorturn-takingmodelwhereonepersonundertakestheprincipalshipforapartoftheyearwiththeothertakingoverfortheremainder.Alternativelythismodelcouldbeconfiguredtohaveco-principalsconcurrentlypresentbuttakingacyclicalswap-overofresponsibility.
• Theeducationalleader/businessmanagermodelwherebytasksaredividedthrougheducationalorbusiness/managementimperatives.
• Thetemporarysharingarrangement(forexample,foraperiodoftime–suchasoneschoolterm–toenabletheprincipaltohavepersonaltimeforaparticularreason).
• Themulti-campusorsectionofschoolmodel,withdifferentpeopleleadingdifferentsections/campuses.
• Thesuperprincipalmodel,withoneprincipalresponsibleforamulti-campusschoolorformorethanonesovereignschool,perhapswithasiteprincipalormanagerineachschool.
• Across-culturalmodel,withpartnersfromtwodifferentculturalbackgroundsmeetingthecross-culturalneedsofaschool[1].
Thepossibilitiesofjob-sharingmodelsappearendless,sotherearenodoubtmanyconfigurationsotherthanthosecitedabove.Eachpossiblemodel,however,isderivedfromdifferentimperatives.Insomeconfigurationstherearenodivisionsofauthoritywhileothersfollowamain/delegatedmodelofauthority.Thetypesofarrangementsdescribedaboveinvolvetwopeople,butpotentiallymorethantwocouldbeinvolved,andmodelscouldbeamalgamatedtoproducemorecomplexexemplars.
FromthemodelscurrentlybeingtrialledorunderwayinAustralia,thetypeofsharingarrangementappearstobedecidedbyincumbents[6].Atpresent,sharedprincipalshipsarevoluntaryanddesignedtomeettheneedsofindividualsandtheschool.Obviouslyapprovalsforsucharrangementsareatthediscretionofschoolcouncilsandemployingbodies.
Benefits
Jobsharingprovidesopportunitiesforaspirantstogainexperienceintherolewhilebeingsupportedandmentoredbyasubstantiveprincipal.Thismaybeanattractiveoptionforyoungerschoolleaderswhowouldliketohaveasupported‘testrun’beforetakingadeependplungeintoafull-time,soleprincipalposition.Inthisway,aco-principalshipappearstoofferenormousadvantagesforanewprincipal’sinduction.
Job-sharingprovidesavalidandreasonablemeansofacquiringmorepersonaltime–or‘work/life’balance.Mostlargeorganisationshave‘work/lifebalance’policies,eventhoughineducationtheyappeartobemoreaspirationalthanmandatedorachievable.Sharingarrangementsalsoofferindividualsgreaterscopeforprofessionallearning,research,reflection,planningandobservationsinotherschools.
EdU December 2009 IEU(SA)
Aprincipalwantingtopursuefurtheracademicstudymayfindaco-principalshipattractive.
Jointresponsibilitymaybelessstressfulwhenshared,andcommonfeelingsconcerningisolationand‘beinglonelyatthetop’coulddisappear[13].The‘burden’ofrunningaschoolcouldbereduced,especiallywhendifficultproblemsarise–withtwoheads,quiteliterally,beingbetterthanone.Jobsatisfactioncouldbeincreasedandprincipalssharingarolewouldhaveanautomaticinternalsupportbase.
Ajoint,democraticapproachtotheprincipalshipcouldappealtothosewhoprefertoworkinteams,withreducedhierarchiesandformality.Job-sharingintheprincipalshipsupportspreferencesforsharedordistributedleadershipmodels,asopposedtosole,heroicleadershipnotions.Ifthetopjobcanbeshared,soitcanmodelmorecollegialteam-basedmodelsthroughouttheschool.
Thereisevidencetosuggestthatinitscurrentconfiguration,theprincipalshipisperceivedastoocomplex,time-consuminganddemandingtobeattractivetosome[9;10;13].Hencethepossibilityofsharingmayappealtogroupswhoarecurrentlydeterredorunder-representedintheprincipalshipwhichwouldhavesystemicadvantagesandimproveequityinemploymentopportunities.
Theremaybeadvantagesforschoolimprovementiftwopeoplewithdifferentpersonalities,expertiseandinterestsarebehindstrategicplansandactivities.Furthermore,theremaybegreateropportunitiesforco-principalstoteachforlongerperiodsoftime.
Intheeducationalleaders/businessmanagermodel,anewprincipal’slackofexperienceinfinancialandbusinessmatterscouldbeovercome,althoughiftheheadhasoverallresponsibilityandauthority,s/hewouldbeadvisedtoassumesubstantialdecision-makinginvolvementandbusinessoversight.
Disadvantages
Therearesomeobviousdownsidestosharedleadershipmodels.Firstistheissueofwhattodowhenincumbentssharingajobfallout.Marriagesandfriendshipscanbreakdown,sowhycouldn’tjob-sharingpartners?Adividedleadershipteamwouldbedisastrousfortheschoolandtheindividualsinvolvedandverydifficultforaschooltoresolve.Temperaments,jobcommitment,personalitiesanddispositionsallcomeintotheequation.Forjob-sharingtowork,therecouldbenopower-plays,no‘white-anting’,nogrizzlingaboutpartnersbehindbacks,noexclusionormarginalisation.Trustwithintherelationshipwouldbeanimperative.
Therearefewexamplesofemploymentcontractsforjointappointments,yetthereareanenormousnumberofconsiderationsthatwoulddifferfromasoleappointee’s
contract.Forexample,howwouldaco-principalshipbeadvertised–orwoulditsimplyariseasindividualssawtheneedandbenefits?Wouldpartnersbejointlyinterviewed?Wouldtheyreceivethesamepay(fractionallyadjusted)andtenure?Whatinductionprocesseswouldbenecessaryandhowwoulditbearranged?Wouldtheschoolrequireaprobationaryemploymentperiod?Almostuniversallyprincipalsworklongerhoursthantheyarepaidfor,sowhodoestheovertime–whathoursarerequiredofeachpartner?Whatwouldhappenifonepartnerresigned–whatnoticePeriodandsuccessionplanswouldberequired,especiallyifthesharedarrangementhadrequiredeliminationofdeputyorassistantprincipalpositionsduetocosts?Whotakesoverifsomeoneisabsentoronleave?Whathappensifonepersonwishedtochangetheirworkconditions?Howwouldperformanceappraisalsbeconducted–solelyorasateam?Howwouldconflictswithinthepartnershiporcomplaintsagainstapartnerberesolved?
Thereisthepossibilityofresentmentifonepersonweretoreceivecreditforworkjointlydoneorcompletedbythepartner,ifoneperson’sskillswererecognisedaboveanother’s,orifonepersonfeltimposedupon–ornotinvolvedenough–intaskssuchas[1]respondingtoemails.Inthesamevein,thejointsigningofofficialdocumentsandcommunicationswouldneedtobeorganised.Partnerswouldneedtohaveequalaccesstosupportstaff,especiallyifthesepeoplewerethemselvespart-timers.Appointmentsandbriefingswouldneedtobeajointresponsibility.Itmayberaretofindtwopeopleequallyreliableandcapable,yetifthiswerenotthecaseeitherthepartnersortheschoolcommunitywouldbecomeresentfulanddisenchantedwithasharingarrangement.
Roleoverlaportaskomissionaretwoobviouspitfallsifcommunicationsbetweenthejob-sharingpartnerswerenotwatertight.Furthermore,asharedprincipalshipcouldincurgreaterdemandsandworkdelegationtothemiddlelevelofschoolleadersandmanagers,makingtheirworkinglivesmoredifficult.
Schoolcouncilsandothersintheschoolcommunitymaybeconfusedaboutunclearlinesofresponsibilityordelegation.Quitepossiblystafforparentsmaytrytoplayoneoffagainsttheother,whichwouldundermineonepartner.
Making it work
Obviously,peoplesharingonejobneedtobecompatible,havesimilarvalues,understandingsandphilosophicalbeliefs,primarilyabouteducationbutaboutotherimportantareas,suchasthenumberofhourstheywilldedicatetoschoolwork.
ItappearsfromthesmallnumberofreportedcasesinAustralia,thatco-principalshipsarebestimplementedwhenpartnerschooseeachother[6].
17
EdU December 2009 IEU(SA)18
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Theschoolcommunityandemployingbodieswouldhavetobesupportiveofasharedarrangement.Therewouldbeaneedforcleardocumentationonhowthejob-sharingistobeexecutedandbudgeted.
Conclusion
Researchisneededinthisfield,soitispleasingtohearthateducationsystemstriallingsharedleadershipmodelsarereviewinghowthesearrangementsareworkinginpractice.
Sharedleadershiprolesprovideanopportunitytofocusonleadershipratherthanonleaders[14],andenablemorepeopletoexperiencewhatschoolleadershipactuallyinvolves[11].Sharedrolesalsoemphasisecontinualprofessionallearningonthejobasanimperativeofasuccessfulprincipalship.Giventheenormousbenefitsthatcouldbepossible,let’shopethedisadvantagescanbeovercome.
ThisarticlewasoriginallypublishedinRedress,thejournaloftheAssociationofWomenEducators,andisreprintedwithpermissionfromthatorganisation.
References
[1]Bunnell,T.(2007)TheYewChungModelofDualCultureCo-principalship:AUniqueFormofDistributedLeadership.InInternational Journal of Leadership in Education.Vol.11,No.2,pp.191-210.
[2]DepartmentofEducationandChildren’sServices(2009)LeadersTriallingJobsharing.InEducations NEWS,SAGovernmentSchools&Children’sServices,Vol.3,No.2,p.13.www.decs.sa.gov.au/mediacentre.
[3]DepartmentofEducationandTraining,Victoria(2004)The Privilege and the Price.Melbourne:Victoria.
[4]DiStephano,L.(2002)Co-Principalship:AnAlternativeModelforSchools.InEducare News: The National Newspaper for All Non-government Schools,Issue122.Camberwell,Victoria:ACERPress.
[5]Clatter,R.&Harvey,J.(2006)New Models of Leadership: Varieties of Shared Leadership – A Preliminary Exploration.Nottingham,UK:NationalCouncilofSchoolLeadership.
[6]Gronn,P.&Hamilton,A.(2004)ABitMoreLifeintheLeadership:Co-principalshipasDistributedLeadershipPractice.InLeadership & Policy in Schools,Vol.3,No.1,pp.3-35.
[7]Harris,A.,Brown,D.&Abbott,I.(2006)ExecutiveLeadership:AnotherLeverintheSystem?InSchool Leadership & Management,Vol.26,No.4,pp.397-409.
[8]Lacey,K.(2006)Attitudes to Job-Sharing and Co- Principalship.AddresstotheiNetConference,29April,2006.www.cybertext.net.au/inet
[9]Macnamara,L.(2006)PrincipalsLoseTheirJobAppeal.InThe Australian, Higher Education,23August,p.26.
[10]Myers,T.(2006)PrincipalsUnderPressure.InTeacher,June2006,pp.12-16.
[11]NCSL(2007)Leadership Succession: An Overview of Securing the Next Generation of School Leaders.Nottingham,UK:NCSL.
[12]Revans,R.(1983)The ABC of Action Learning.Bromley,Kent,UK:Chartwell-BrattPublishers.
[13]Starr,K.(2007)CapacityBuildingforthePrincipalship.InThe International Journal of Knowledge, Cultures and Change Management,Vol.6,No.8,pp.189-198.
[14]West-Burnham,J.(nodatecited)BuildingLeadershipCapacity:HelpingLeadersLearn.InMeeting the Challenge: Growing Tomorrow’s School Leaders.Nottingham,UK:NCSL.
EdU December 2009 IEU(SA) 19
Gerry ConleyOHS Project Officer
OHS ProjectThe importance of hazard reportsRecently, two safety hazards in schools have highlighted the need for all employees to understand their responsibilities in addressing health and safety hazards; particularly the importance of completing hazard reports.
Hazardreportsarevitaltoanyschool’sOHSWprocedures.Theyalertschoolmanagementandthehealthandsafetyrep(HSR)tohazardsandinitiatetheprocessofproperlyminimisingoreradicatingriskstohealthandsafety.
Atbothschoolsconcerned,anumberofstaffhadverballyraisedwiththeirHSRswhattheybelievedtobehazards.TheHSRsineachcasewerepreparedtotakeuptheissueswithschoolmanagement,anddulyaskedthestaffconcernedtocompletehazardreports.Inbothcases,staffdeclined,saying‘Itseemedtoomuchofahassle’,or‘Well,that’swhyI’mraisingitwithyou[theHSR];soyoucanfillitout.’
All employees have a responsibility to report hazards – in fact, it’s a legislative requirement – and that means completing a hazard report, not just making a verbal complaint to a HSR. OHSWmanagementisheavilylegislated,andHSRscannotaddresshazardstothefullextentoftheirlegislatedpowersifemployeesarenotwillingtodocumenttheircomplaint.
Allschoolsshouldhaveahazardreportformavailabletoallemployees.Itshouldbeeasytocomplete,withprovisionforthenameofthereporter,andthelocationandthenatureofthehazard.Mostalsoprovidespaceforanyremedialactiontaken,wherethathasoccurred,andforanyrecommendedaction.
Oncecompleted,ahazardreportrequiresschoolmanagementtotakeaction.OHSWlegislationstatesthatonceahazardhasbeenidentified,managementmustconductariskassessmentandimplementappropriateriskcontrols.
Andwhatbetterformofhazardidentificationthanawrittendocument?Averbalcomplaintcanbeignored,butacompletedreportformcannot.
With a hazard report that clearly identifies the hazard and the risk it presents to employees, the HSR can present a stronger case when negotiating an acceptable solution with management. Indeed, the more reports the better.Furthermore,managementcannotdismissahazardreportsimplybystatingthatitdoesnotconsiderthehazardanOHSWissue,asoccurredatoneschoolwhereahazardreportwaslodgedonbehalfofstaffperformingworkinwhichtheyhadnopreviousexperience.ManagementmustprovidefeedbacktothereporterandtheHSRastowhyitdoesn’tbelieveanissuewouldaffecthealthandsafety,andwhyariskassessmentisn’tnecessary.IftheHSRdisagrees,heorsheisenabledbydueprocesstotakefurtheractionandensurethataproperriskassessmentiscarriedout.
One of the most difficult problems facing HSRs, however, is employees’ reluctance to complete hazard reports for fear of repercussions. Section 56 of the OHSW Act protects any employee who raises a health and safety issue from dismissal, intimidation or threats, and any such behaviour should be raised immediately with an IEU rep or organiser.
EdU December 2009 IEU(SA)20
SuperRatings, an independent rating agency, conducts regular reviews of Australian super funds to determine their strengths, weaknesses and value for money for members. It encourages super fund members to use their website to see how a fund is performing in relation to its peers.
Thecriteriausedforassessingfundsincludeinvestments,fees,insurancedelivery,membereducation,financialplanningfacilities,employersupportandfundgovernance.
Astheindustryfundwhichspecialisesinprovidingsuperannuationforemployeesinthenon-governmenteducationsector,NGSSuperwasnamedinthetoptenfundsthisyearforthefirsttime.TheManagingDirectorofSuperRatings,JeffBresnahan,saidthatinspiteofthefactthatallfundssufferednegativereturnsoverthepasttwoyears,that‘whilstitisnevergoodtoseesuperfundssufferthelossestheyhaveoverrecenttimes,somefundshaveperformedsignificantlybetterthanothersthroughthevariousinvestmentcyclesofthepastfiveyears.Thisstrongrelativeperformance,whichinsomecasesreflectsadifferentialofoversixpercentperannumbetweenfunds,combinedwithcompetitivefeesandservices,hasledtoconsumersinthenamedfundsenjoyingresultsfaraheadofmanyotherfunds.Atthispoint,industryfundscontinuetodominateourbestvalueformoneyfundlist.Clearlythereareanumberofretailfundsthatoffergoodvalue,howevermanyfunds,includingsomenot-for-profitfunds,havedonelittletoassistAustralians’retirementsavingsduringtheseturbulenttimes.’*Let’sfaceit;sixpercentisaconsiderabledifferenceinfundperformance.
Bynow,mostAustralianworkersrecognisewhatanindustryfundisandthevaluetheyofferduetotheirnot-for-profitethosandlowfeestructure.TheSuperRatingsresultsconfirmthat,ingeneral,membersinindustryfundsenjoysolidinvestmentreturnsandlowfeestructures,leavingmoreintheiraccounts.Afterall,buildinganadequateretirementnesteggiswhatsuperannuationisallabout.
Absolutely Super: NGS placed in top ten super funds
Bernard O’ConnorNGS Super
InawardingNGSSuperthePlatinumRating,whichrepresentsthetopfifteenpercentofsuperfundsintermsofvalueformoney,SuperRatingsalsodeterminedaratingof110totheFundforInvestmentand110forInsurance.Thisratingequatesto‘premiumperformerinthisarea–wellabovebenchmark’.ItisastrongvoteofconfidenceintheinvestmentselectionandgovernanceusedbyNGSSuperinitsfiduciarycapacityofmanagingandgrowingmembers’money.ItisalsopleasingtonotethehighratingachievedbyNGSInsurance,anareawhichmanymembersonlyconsideratpointofneed.Enhancedlifeandincome-protectioninsuranceprovidememberswithameasureoffinancialsecurityforrelativelylowpremiums.
Ifyouwouldliketoobtainfurtherinformationastohowyourcurrentfundratesagainstitspeers,gotowww.superratings.com.auandhavealookattheirresults.Thetoptenperformerscanalsobefoundatthissite.Youmayalsowishtocheckouttheindustryfundswebsiteatwww.industrysuperfunds.com.autoseewhichindustryfundssupportthecurrentcampaign.
Nowisagoodtimetore-evaluateyoursuperannuationdirectionbyseekinginformationandmakinginformedchoicesaboutyourpreferredfund,investmentoptionsandinsurance.It’samatteroftakingcontrolofyoursuperandmakingdecisionsbasedonyourtoleranceforrisk.And,ofcourse,seekprofessionaladviceifyouarenotclearaboutanyaspectsofthecomparison.
Source:SuperRatingsmediarelease,15September2009
(Disclaimer: The information in this article is general information only and does not take into account your objectives, financial situation or needs. Before making a financial decision, please assess the appropriateness to the information to your individual circumstances and consider seeking independent advice from a licensed or appropriately authorised financial advisor.)
EdU December 2009 IEU(SA) 21
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21
22 EdU December 2009 IEU(SA)
Ialsoenjoyedthestraight-talking,down-to-earthTonyMaher,whoisNationalSecretaryoftheCFMEU’sminingdivision.Hismessagewasclear:unionsrepresentingtheso-called‘polluting’coalindustryareenvironmentallypro-active.Tosummarise,hesaid:
• Unionshavebeenactiveonclimatechangeforalongtime
• Engagementwithenvironmentalgroups,businessandunionsiscriticalforgovernment
• TheCFMEU’smessageisthatallindustriesshouldtakeresponsibility,becauseweneedalltechnologies
• Debateshouldbeabouthowwegrow,notwhetherwegrow
• Pollingconsistentlyshowsvastsupportforthisposition
• Communityacceptanceispossibleifproperlyledbygovernmentandstakeholders,and
• Unionshaveakeyroleingeneratingcommunityacceptance.
AnotherinspiringandpassionatespeakerwasKatieFlanders,fromQPSU,whopromotedUnionClimateConnectors,acampaigndevelopedbytheAustralianConservationFoundationandAustralianUnions.Ifyouwanttohelpfacilitateactioninyourworkplace,homeorcommunity;tobuildawarenessandunderstandingabouttheenvironmentwhilebeingpartofanetworkofsupportconnectorsaroundAustralia;thisisforyou.Visitwww.climateconnectors.org
There were eight presenters on the day and the presentations are available on the SA Unions website (www.saunions.org.au).
Elenor DaviesPA to Principal, Immanuel College
IEU member Elenor Davies finds that unions are making ground on the green front.
ThoughIliketokeepinformedaboutclimatechange,theconsequencesaresohugethatIcanonlytakesomuchbeforeIhavetoburymyheadforawhile.Seeingtheretractionofglaciersandsatelliteimagesofthepolarcapsdiminishingisjusttooscary.
However,IcanhappilyreportthatIfoundtheSAUnionsClimateChangeConferencesurprisinglyuplifting.Therearesomegoodpeopleouttheredoinggreatthings.
ThefirstspeakerwasBenMcNeil,authorofThe Clean Industrial Revolution.Benfocussedonopportunitiestogrowjobsthroughnewcleanindustries,andAustralia’sinnovativehistorysuggestswearewell-placedtoleadacleaneconomicrevolution.Heshowedhow‘investingin,commercialisingandexportingthenewfuels,materialsandtechnologieswillboosteconomicprosperityaswellassecuringenvironmentalsustainability’.
Thereisamajorshiftgloballyinclimatechangeopinion,andadesiretoaddressourabuseofourenvironment.Wejusthavetokeepfaith.Peopledocare,andthatmakesGovernmentsreact.
ColinPittmanisDirectorofCityProjectsfortheCityofSalisburyandamanwiththreeexceptionalskills:vision,practicalapplicationandmarketing.Hisvisionisnotunusual.Manyofusvisualisehowwewouldliketheworldtobe.Weallwanttokeepourenvironmentingoodshapewhilestillretainingagoodlifestyle.ButColinhasturnedhisvisionintoareality;addingpracticalitytodreaming.Thatmakeshimrare.Manyofusjustdon’tknowwheretostart.
Colinandhisteamhavebuiltanextensivewater-catchmentprogramwithwetlandsto(putverysimply)purifywaterfordistributionthroughouttheCityofSalisbury.TheprojecthasbeensosuccessfulthattheSAGovernmenthasrecentlycommittedtoimplementingtheconceptinotherareas.
Afterwards,IjusthappenedtospeakwitharesidentofMawsonLakes,andIasked,‘Didyourealiseallthatinfrastructure,wetlands,pipesandlakesallconnectedtoaquiferswasrightunderneathyourhome?’Hedid,becauseCityofSalisburyrate-payersareregularlyinformedoftheexpansionofthecatchmentprogram.Sothereyouhaveit:avisionary,engineer,andamarketingwhiz.ThankheavensforinnovativeandpassionateAustralians.IrecommendvisitingtheCityofSalisburywebsite(cweb.salisbury.sa.gov.au)forfurtherinformation.
SA Unions Climate Change Conference
EdU December 2009 IEU(SA) 23
APHEDA
Ten years ago, under the threat of bloodshed and destruction, the people of Timor-Leste voted for independence from Indonesia. During the 25-year struggle for Timorese independence, and in the violence that followed the ballot on 30 August 1999, it is estimated that up to 250,000 people were killed and many thousands more were displaced. Union Aid Abroad – APHEDA congratulates the people of Timor-Leste in reaching this important milestone, and reflects upon the important role we have played in the country over the past ten years.
AustralianunionshaveplayedacrucialroleinthehistoryofTimor-Leste,bothinthestruggleforindependence,andinassistingwiththedevelopmentofthisnewnation.Withthesupportofindividualunionmembers,AustralianunionsandAusAID,UnionAidAbroad–APHEDAhasdeliveredover$4,317,000indevelopmentassistancetoTimor-Leste.SincebeginningworkinTimor-Lestein1997,UnionAidAbroad–APHEDAhasworkedwithlocalpartnerorganisationstotrainover5,800people.
UnionAidAbroad–APHEDA’sprograminTimor-Lestehasincludedtraininginarangeofvocationalskillssuchas
carpentry,mechanics,blacksmithing,organicagriculture,sewing,handicraftproduction,andsmall-businessmanagement.Wehavealsotrainedruralwomeninliteracyskills,supportedthedevelopmentofanindependentmediathroughworkingwithcommunityradiostationsandnewspapers,providedcommunityeducationthroughtheatre,andsupportedtheuniversitylibrarywithresources,booksandtraining.WiththesupportofAustralianunions,wehaveplayedanintegralroleinthedevelopmentandstrengtheningofademocratic,independenttradeunionmovement.Over9,000workersinTimor-Lestearemembersofunions,andtheTimor-LesteTradeUnionConfederation(KSTL)continuesthestruggletosupportworkingwomenandmentoaccessfairwagesandsafeworkplaces.
Timor-Lestestillfacesmanychallenges,includingwidespreadpoverty,pooreducation,limitedaccesstohealthcare,andhighlevelsofunemployment.WiththesupportofAustraliantradeunionsandworkers,UnionAidAbroad–APHEDAwillcontinuetostandbythepeopleofTimor-Lesteandworkinpartnershipwiththemtodeveloptheircountryinanequitableandsustainableway.
Ten years of independence in Timor-Leste
Sea BreezeRory Harris
on the young father’s lap sits the child
maybe six months in front of them
blue blanket of ocean to wrap the day
flushed cheeked & staring this bonneted mooring
against the sea breeze
Jun.’08
2010 REP TRAINING DAyMonday 22 February 20109am – 3pm
Education Development Centre Milner Street, Hindmarsh
Prepare for the new school year with workshops and advice on topical issues for 2010.
We’ll examine workload burnout, its causes and its impact on education workers, plus tools to respond to this serious health and safety issue.
You’ll also have the opportunity to:
• meet your organiser and discuss how you can work with them to best represent members’ interests in 2010
• examine the industrial issues facing your school and sector in 2010, and
• review and practise workplace organising skills for your role as an IEU rep.
TRT Support will be provided for all financial members who require it, and country members will be eligible for travel assistance in line with IEU travel policy. Call Carly or Gerry on 8410 0122 for details.
EdU December 2009 IEU(SA)24
The day begins at 8:15. I arrive and log onto my computer. Then I log onto the internet to get the day’s memos. Then I log onto Dux so I can record the absences. No time to read the six emails that have already come in since yesterday. They will have to wait until recess.
ThenI’mreadytosetupthefirstlesson:sixreadinggroupsatvariouslevels.Eachgroupneedsanactivitysetupattheirliteracycentre,sothattheyhaveworktodowhileI’mhearingreading.Iorganisewritingactivities.Nowtheperioduntilrecessisreadytogo.
8:40.ThebellgoesandIcollectandgreetmystudentswithasmile,andlistentotenstoriesatonceastheytellmetheirveryimportantnews.ThekidsdribbleinandImustsayatleastadozentimes,‘Haveyouchangedyourreader?’,and‘Doyouhaveyourfruitandwateronyourdesk?’
8:45.Thedistressedparentofoneofmynewreceptionstudentsaskssomeonetocomeandgetme.Hersonwon’tgetoutofthecar.Iphonetheofficeforhelp–it’sengaged.IasktheteachernextdoortolookaftermyclasswhileItrytocoaxthechildoutofthecar.
9:00.Finally,wearereadytostartthedayintheprayercircle.Therearesixparentswiththeirtoddlersjoiningus,whichislovelybutnoisy!It’shardworkkeepingsomeofthekidsfocussed.
Iintroducetheliteracyactivitiesandsendeveryoneofftowork.Ihavetomakesuremystudentwiththeseverelanguagedisorderknowswhattodo.ThenIstarthearingthereadinggroups.NowmytenpairsofeyesandtwosetsofearscomeinreallyhandyasIcanhearreading,pluslistentoandwatchtheothertwentychildren.Notonlythat,butIcanteacheachgroupanewreadingskillwhichistailoredtotheirexactlevel!Mythreepairsofhandscomeinhandytosharpenpencilsandfindlostbooks.
Nextisguidedwriting,onceagainingroups,wherethelearningistailoredtoeachlevel.Irunaroundlikeablue-arsedflytoeachchild,conferencingtheirwriting.Igettotenstudents;thenextfifteenI’lltrytogettoinshow-and-telltime.Theliteracyblockisover.Weallgooutforawell-
A day in the life of a junior primary teacher
Deb MadgenTeacher
earnedrunaroundtheovalandagame.Oops,afall.Mopuptheblood,applyfirstaid.Thenhelpsortoutacoupleofargumentswhiletheotherkidsaregoingboonta.ThankGod,that’stherecessbell.
Can’trestyet.Ineedtochattothechildwithayard-behaviour-managementplantoremindhimaboutwhereandhowtoplay.
Also,Ihavetotieupeightshoelaces,andmakesureIdisinfectafterwards.Youneverknowwherethoselaceshavebeen.Especiallythewetonesontheboys’shoes!Mustn’tforgetthatlonelykidwhoIneedtosupportwithafriendshipgroup.
Tenminutesgone.Ijusthaveafewminutestoreadtheemails.God,therearefourmore.Tenminuteslater,Iracetothestaffroomtogetacupoftea.God,that’sgood.Heaven.Isitdownand–bugger!Thatcan’tbethebell.
OffIgoagain.Twentyminuteslater,afterIhavecounselledseveralgroupsonresolvingyard-playissues,andhadanimpromptusocial-skillslesson,wearereadyformaths.Fourgroupsworkingwithconcretematerialsonopen-endedtasks.Fullonandnoisy.
I,likemostteachers,havebecomeadeptatcomingupwithjusttherightquestionstokeepeachstudentchallengedattheirparticularlevel.Isetupmyautisticchildonacomputermathsprogram.Hecan’thandlealltheactivityinmathstime.Bugger.Thecomputerwon’twork.Heisstartingtogoballistic.Iphonetheoffice.ThankGod,thistimeIgetthroughandanESOcomesovertohelp.Isetupanalternativetaskforhim.Nowthat’sorganised,where’smymathsassessmentfolder?
12:50.Thelunchbell.Findthreelostlunchesandcheckeveryoneiseating.Especiallythechildwhoseparentcomplainssheisnoteatingproperlyatschool.Dothoseshoelacesforthethirdtime.Disinfect.
Yarddutyontheplayground.Mediatefourfights,andhalf-listentothefivechildrentellingmefivestoriesatonce.Findtheboywhoisexposinghimselfinthetoilets.Itturnsoutthathedoesn’tknowhowtousetheurinal.Makeanotetoemailtheparentsaboutit.
1:25.Igrabmylunch.There’saphonecall.It’sFrankfromtheIEU.I’llnevergettoeatlunch.Ireturnthecall,grabacuppa,sitdownand–youguessedit.Thatbloodybell.
Backintheclassroom,therearemorestoriesabouttheinjusticesintheyard.Anothersocial-skillslesson;thistimewithrole-plays.Ihavetenminutestoorganisecraftwhilethekidshaveshowandtell.Iexplaintotheautisticboyforthefiftiethtimetodaythatthecomputerisnotworking.
EdU December 2009 IEU(SA) 25
MustphoneITtogetthatfixedurgently.Iquicklysethimupwithplaydoughbeforehehasamajorspin-out.
Wegetthroughthecraftlesson.Howcanyoumakethatmuchmesscreatingbutterfliesforgoodness’ssake?Ittakesusforevertocleanup,withhalfhelpingandhalfdoingtheirownthing,oblivioustomyrequests.Abribeworksgreat.NowI’mgivingoutstickersandthebellisabouttogo.Stillhaven’tgivenoutreaderbagsandnotices.Yep,wearegoingtobelateoutagain.
Aparentwantstotalktomeaboutsomestressesathomethatmaybeaffectingherchild.I’vegotoneeyeontheclock.It’sstaffmeetingtonight.OHS&W.Myfavourite.DoIcuthershortorgolatetothemeeting?
Finally,Igettothestaffmeeting.I’mthelastonethereand,asIcollapseonthechair,Irealisethatit’sthefirsttimeIhavesatdownandrelaxedallday.
Andafterdoingallthis,dayin,dayout,whenIaskmyemployertositdownandnegotiatemysalary,DrVinThomas,theirleadnegotiator,pointstoHillcrestPrimaryandsays,‘Don’taskme.Goaskthemwhatyourwagerisewillbe!’
Isthatfair?Doesthatmakesense?Doeshenotunderstandhowdemeaningtome,howdemeaningtous,asprofessionalsthatis?Tosaymyrepresentative,theIEU,cannotnegotiatemywageforme–ourwageforus–isembarrassing.
ItunderminesallwehearfromtheChurchandCatholicEducationaboutgospelvalues!Actionsspeaklouderthanwords.It’stimetoactandmakeanofferthatreflectsourvaluetothesystemandtoourcommunities,insteadofhidingbehindDECS.
The Promise and the Price – Ten years of the Clare Burton Lectures
Who was Clare Burton? In her introduction to the book, Her Excellency Quentin Bryce, the Governor General, describes Clare Burton as ‘a scholar of the highest order… For all in the women’s movement her voice was one of the best known, most genuine and trustworthy in articulating what mattered and what would drive us forward.’
ClareBurtonmadeasignificantcontributionthroughherresearch,publicationsandactivismtothegender-equitydebateinhighereducation,aswellasthebroadercontext.
ThebookcontainstenyearsoflectureshostedbytheAustralianTechnologyNetwork’sWomen’sTechnologyNetwork(ATNWEXDEV).ItisafittingtributetotheBurton’swork,inthatitoffersanacademicallysoundandreadablesnapshotoftenyearsofthinking,deliveredbyrespectedcontemporaryresearchers.
Thefirstlecturewasgivenin1999byProfessorRosemaryHunteronpayequity,athemestillverymuchanissueofconcerntenyearslater,andwastitledThe Beauty Therapist,The Geoscientist and the Librarian: Addressing the Undervaluation of Women’s Work.DrJocelynScott’s2000lectureGetting to First Base When You’ve Struck a Home Run: Merit, Equity and the ‘No Change Principle of the Workplace Culture’ exploresthegapbetweenthepositionswomenachieveinorganisationalstructuresandtheirexpertise.AndProfessorBarbaraPocock’s2006lectureJobs, Care and Justice: a Fair Work Regime for Australiaprovidesananalysisofthewaywomen’sundervaluedworkunderpinsthelabourmarketprosperitythatwecurrently‘enjoy’.
Thisbookwillbeaworthwhilereadforanyonewithaninterestingenderandequityissues,whetheryouareoldenoughtohaveburntyourbra,orcareaboutwhat’s‘fair’.
InformationabouttheClareBurtonScholarshipsandATNWEXDEVmaybefoundathttp://www.unisa.edu.au/staffdev/women/clare_burton.asp
Published 2009
Book ReviewLouise Firrell
PD Diary: Juliet A. Paine travels to Hobart for an engaging literacy conference
During the July school holidays, I had the privilege of attending and presenting at the 2009 national conference of the Australian Association for the Teaching of English (AATE) and Australian Literacy Educators’ Association (ALEA) in Hobart. This year’s conference theme was ‘Bridging divides: ensuring access, equity and quality in literacy and English education’. A diverse range of guest speakers were featured, including authors Richard Flanagan, Andy Griffiths, and Mem Fox, as well as several notable academics from both Australia and overseas. The main focus of the conference was the upcoming National Curriculum, and the impact this will have on English and literacy teachers throughout Australia. Despite the chill of a wet mid-winter, with snow visible on the top of Mount Wellington, it was a richly rewarding experience to hear knowledgeable experts and network with colleagues from around the country.
Myownpresentationon‘Qualityandrigorintheteachingofpoetryintheseniorschool’waswell-attended,muchtomysurprise.DespitehavingaSaturdaymorningsessionthatleftmecompetingwiththepopularmarketsatSalamancaPlace,theconferenceroomwasfull.Ipresentedaseriesofsequentialscaffolds,aroundwhichIbasemyteachingofpoetryinyearsninetotwelveatLoretoCollege.Theaudiencewaswarmlyenthusiasticandsupportiveandaskedmanyquestions.Iamstillrespondingtoemailsfromattendeeswantingmoreinformationaboutmypresentation.
TheopeningaddressoftheconferencewasdeliveredontheThursdaynightbyrenownedTasmanianauthorRichardFlanagan,whosenovelsincludeDeath of a River Guide,Gould’s Book of Fish,andThe Sound of One Hand Clapping.IwaskeentohearRichardspeak,asIrateGould’s Book of Fishasoneofthebestconvict-erapiecesofhistoricalfictionthiscountryhasproduced.ThefocusofFlanagan’saddresswastheliberatingpowerofliteratureandthewayinwhichthereadingofnovelscandevelopaschoolstudent’simaginationandexpandtheirviewoftheworld.Heemployedseveralexamplesfromhisownchildhood,suchasKafka’sThe Trial,The Iliad,andTolstoy’sAnna Kaerina,tosupporthispoints.ItwasaninvigoratingopeningaddressthatultimatelyremindedtheEnglishteachersinattendanceoftheirroleineducationandengagingchildrenwithpowerfulliterature.
ThechallengeofwritingandimplementingaNationalCurriculumin2011wasacentralfocusofmanyofthekey-noteandplenarysessions.ProfessorP.DavidPearsonfromBerkeleyhighlightedsomeoftheproblemsthat
areapparentintheUSmodel;especiallythenotionofatop-downcurriculummodelthatiswritteninisolationfromsubjectassociationgroupsandinterestedparties.Thankfully,asAATEpresidentMarkHowiehighlightedinalatersession,thismodelhasbeenjettisonedinAustraliaundertheRuddGovernment.Localsubjectassociations,individualteachers,parentbodiesandotherconcernedgroupshaveallbeeninvitedtobepartoftheprocess.Thehopeisthatbydoingthis,theNationalCurriculummighteventuallycometoresembleaframeworkthatallteachersarecommittedtodelivering.
Overall,theconferencewasanincrediblyrewardingexperience,andIwouldliketothanktheIEUforprovidingmewithfinancialsupporttoattend.I’vedevelopedmoreconfidenceinmyownpedagogyinresponsetothesuccessofmypresentation.Furthermore,theconferencegavemetheopportunitytoheararangeofspeakersdiscussissuessuchastheupcomingNationalCurriculuminanintellectuallyrichandstimulatingenvironmentwithpeersfromaroundthecountry.
Juliet A. PaineTeacher, Loreto College
26 EdU December 2009 IEU(SA)
SO yOU GOT THE JOB! yOU’RE TEACHING IN 2010!You’re ready, but what does the school expect of you? What does the EA say about your work? How do you ask for help without the other teachers thinking you’re incompetent? Where do you put your trust? Who can you talk to about difficult kids or difficult staff?
From grid to GO!Thursday 18 February 2010 Colonel Light Hotel Light Square, Adelaide 4-6pm Drinks and nibbles for IEU members
Come along to talk with union organisers and new and experienced teachers about surviving the classroom and maintaining the work/life balance.
Book in today by contacting the IEU office on 8410 0122, or at [email protected]
27EdU December 2009 IEU(SA)
ESO profile:Shirley Bauer, Samaritan College
Education support officers, Lutheran support officers, and school assistants undertake important roles in our schools, with wide-ranging duties including classroom, library and IT support, groundskeeping and maintenance, youth work and careers counselling, to name but a few.
Forthefirstinaseriesofprofilesofnon-teachingmembers,IEUorganiserWendyEvansmetShirleyBauer,anESOworkingwithspecial-needsstudentsatSamaritanCollegeintheMid-North.
How long have you worked as an ESO supporting students with special needs, and why did you take up this position?
‘Thisismytwelfthyear.Itookthepositionbecauseitwaspart-time,andIwouldgettheschoolholidaysoffwhichsuitedmyfamilylifeatthetime.IwasthefirstESOtobeemployedinthiscapacityattheschoolandIassistedtwostudents.OurdepartmentnowhasfourESOsandwesupportover40students.’
Can you describe some of the special needs and disabilities that you have had to support?
‘Ihavesupportedstudentswithattentiondeficitdisorder,attentiondeficitdisorderwithhyperactivity,autism,Aspergersyndrome,andspecificlearningdisabilities,includingdyslexia,auditoryprocessingdisorder,Downsyndrome,Tourette’ssyndrome,andborderlineIQ.Mylearninghasbeen‘onthejob’.Ihavelearntfromaskingquestionsoftheconsultantwhenshevisits,andtheparentsofthestudents,andIhavedonemyownresearchandreading.ApersonfromtheDownSyndromeSocietyconductedanawarenessworkshopfiveyearsago.’
What kinds of activities have you been undertaking with children in the classroom this year?
‘ThisyearIhavebeenassistingstudentswithin-classsupport;mainlymaths.’
What is it about your job that you most enjoy?
‘TheaspectofmyjobthatIenjoythemostisfeelingthatIcanmakeadifference.Ifastudentisfeelingfrustrated,grumpy,overwhelmed,etc.,Imaybeabletosaysomethingorhelpthemtodosomethingthatmakesthemfeelalittlebetter.Ifastudenthasn’tbeenabletocomprehendsomeworkandIamabletoexplainitandseethattheyare‘gettingit’,itmakesmefeelfantastic.IhopethatImakethemfeelalittlemoreconfidentandsuccessful.’
What is it about working with special-needs students that you find most challenging?
‘ThethingthatIfindmostchallengingisteacherswhohavenotmodifiedadequatelytomeetstudents’needs.Iftheworkispitchedtoohigh,thestudentcanfeelfrustratedandinadequate,andIhaveseenthisleadtofeelingsofhopelessness.Teachershavetoldmethattheyreceivedlittle,ifany,trainingatuniversityindisabilitiesandhowtomodifyforthem.Theco-ordinatoroffersworkshopsandtherehasbeenimprovementinthisarea.’
How do you support and work together with the classroom teacher?
‘Upuntiltwoyearsago,Iworkedcloselywithclassroomteachers,providingthemwithinformationaboutthestudent,theirdisabilityandtheirneeds,feedbackonaregularbasis,andIdiscussedpossiblestrategies.ThiswaswhenmostofmycontacttimewithstudentswasintheLearningSupportCentre,workingone-on-oneorinsmallgroups.Myrolehasbeenchangedtoprovidesupportintheclassroom.Myonlycontactwithteachersnowistosometimesprovidequickverbalfeedbackattheendofthelesson.’
Do you have much involvement with the parents? If so, what does that involve? If not, why do you think that is so?
‘Upuntiltwoyearsago,Iwasthemaincontactpersonforparents.Thenewco-ordinatorhastakenoverthisrole.’
What are the kinds of skills you believe are essential to be able to work effectively with special needs students?
‘TheskillsanESOneedstoworkwithstudentswithspecialneedsareflexibility,anunderstandingofthedisability,andanabilitytogaugethestudents’needs.’
What types of professional development opportunities do you find would be most useful in your area of work?
‘Techniquestoassiststudentswithlearningdifficultiessuchasdyslexiaandauditoryprocessingdisorder.TechniquesorstrategiestoreducethestressofstudentswithAspergersyndrome,tocalmadistressedstudent,andtoprovideacademicscaffolding.’
EdUthanksShirleyforprovidinganinsightintotheissuesfacingESOsworkingwithspecial-needsstudents.
Wendy Evans Organiser
Independent Education Union South Australia
213-215 Currie Street Adelaide SA 5000
Phone (08) 8410 0122 Country caller 1800 634 815 Fax (08) 8410 0282 [email protected]
www.ieusa.org.au