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Newspaper of the NSW/ACT Independent Education Union (vol 33 #6) October 2013
Beating
the bullies
Support Staff
conference p7
30-year badge
celebrations p11
Nice ladies
no more p8
The
Revolution
is over
…if there ever was one
Cap on backburner
Following an IEU submission on the
issue, the outgoing Labor Government
announced it would place on the
backburner a cap on tax concessions for
work-related self-education expenses.
The Government said it would defer the
introduction of the $2,000 cap from 1 July 2014
to 1 July 2015, to allow further consultation
on how to best target excessive claims “while
ensuring the impact on university enrolments and
genuine continuing professional development is
minimised”.
In the IEU submission, the Union outlined its
argument that the cap is bad policy because:
•
•
•
•
it is a short sighted measure that fails to take into account the long-term national economic and productivity consequences
there was no consideration of the education industry or a sector-by-sector analysis
it is a tax on learning, innovation, aspiration and the continuing professional development that is a mandated requirement for accreditation, and
regional Australia would be particularly disadvantaged because of the higher real costs involved in further study.
The Union has urged a review of the cap and
will continue to stress its incompatibility with the
requirements of professional teacher accreditation.
Cooperation costs
The election of the
Coalition Government will
certainly have an impact
on workers in our sector
and will lead to change,
IEU General Secretary
John Quessy writes.
How quickly that change comes
about will likely depend on the
eventual makeup of the new
Senate next year and how easily
micro-parties can be influenced.
The precise nature of any change
will depend not only on the
Senate. It will also hinge on what
the Coalition parties ultimately
decide some of the generalised
statements in their policy
documents actually mean.
Schools and funding
The new Government has
committed to the same school
funding that the ALP introduced
but only for the next four years.
This cuts short the six-year
“Gonski” deal where the bulk of
funding increases were in years
five and six. Depending on future
events this could leave a shortfall
off up to $7billion.
The Abbott Government claims
it will dismantle “command and
control” from Canberra ending
the Federal Government’s ability
to “dictate to states and territories
about what they must do in
their schools”.
This is in marked conflict with
other parts of their policy where
they set out what they expect to see
implemented, including:
• 25% of existing public schools
to become Independent Public
Schools
• a focus on Science, Technology, Engineering and Maths
• revive teaching of foreign
languages and improve the take up rate for studying Asian
languages, and
• revisit and refocus the
Australian Curriculum
particularly in respect of
what they see as its
politicisation.
None of this is consistent
with a “hands off” approach.
A remarkable amount of their
policy in relation to teachers and
teaching seems to reflect that
of the outgoing Government’s
National Education Reform
Agreement (NERA) & National
Plan for School Improvement
(NPSI). In short, the Gonski
dollars may not be delivered but
the requirements will be.
Perhaps one differentiating factor
is the attitude of the incoming
Government to NAPLAN where
they want a quick turnaround for
the test results and an end to the
publication of data which can be
used to “name and shame” schools.
Continued page 3
If the State Government wants teachers
to take on additional duties related to
supervising prac it must be made worth
their while, The Union told a Great Teaching
Inspired Learning forum at press time.
The IEU attended the forum on Great Teaching
Inspired Learning as one of the major stakeholder
groups to address the NSW Institute of Teachers
and State Education Minister Adrian Piccoli.
IEU General Secretary John Quessy says the day,
which dealt with the practicum, “for us is about
recognition”.
“The pay for those supervising, guiding, assisting
and reporting on student teachers has not changed
since 1991, yet the work has, as has the level of
responsibility of the task. Where else have wages
stood still for more than two decades?”
The Union’s position remains consistent.
“If teachers are taking on extra advising and
mentoring tasks it must be made worth their
while,” he says.
“Governments and universities do not own
the practicums. They are owned by teachers and
schools and what we are calling for is a significant
lift in the rate for supervisors. Governments and
universities can have all the cooperation they are
prepared to pay for.”
The Union is calling for the resourcing of the
practicum to be re-examined at both a State and
Federal Government level.
Related coverage, page 4
www.ieu.asn.au on the ground
Bells across the water
for World Teachers’ Day
Gloria Taylor
IEU Deputy Secretary
From the National Carillon in
Canberra to the Swan Bells in Perth,
the IEU will celebrate World Teachers’
Day with bells ringing across Australia
on 4 October. The ceremony will
commence during the Union’s 2013
national Conference in Canberra
and include a video message from
the General Secretary of Education
International (EI) Fred van Leeuwen
and the presentation of message
sticks. World Teachers’ Day on 5
October will also mark the launch of
an international campaign ‘Unite for
Education – Better Quality Education
for a Better World’.
EI is calling for the mobilisation of
quality education across the globe by urging
teachers to think global and act local. The
campaign is designed to promote and
defend the quality of education services
in all countries. Quality teaching is too
readily defined by the imposition of new
accountability measures and a focus on
negativity. This approach fails to recognise
teachers’ ownership of quality education.
Quality education campaigns incorporate
better salaries and conditions for teachers
and other education staff, continuous
professional development, more planning
time, better curriculum support and
improved education environments
and facilities.
Australian teachers are being confronted
with increasing demands, but scant
recognition for the work they do. Funding
and salary freezes have denied teachers their
bargaining rights and there is an ongoing
threat to hand over conditions.
Quality teaching requires a commitment
to quality career pathways, quality
teacher development and quality learning
environments. The IEU will continue to work
during 2013-2014 to ensure governments
commit to resourcing and supporting quality
education.
The IEU campaign slogan Quality
Education - ‘What we do: Who we are!’
emphasises teacher professionalism and
sends a clear message to governments
and employers of teachers’ centrality and
commitment to this agenda.
Sydney CEO dispute
back in Fair Work
Carol Matthews
IEU Assistant Secretary
Members at Bethleham College, Ashfield, pass a motion on the Sydney CEO Leave Handbook.
The IEU notification of dispute
concerning the Sydney CEO Leave
Handbook was back before the
Fair Work Commission on Friday
13 September.
The Union was able to advise the
Commission that we had met with
Sydney CEO and had extensive
discussions about our concerns. The
Union had earlier identified more than
15 misrepresentations of members’
entitlements in the ‘draft’ Handbook
distributed by Sydney CEO in many
schools.
The CEO has substantially revised the
Handbook following these discussions
but the Union retained concerns about a
number of issues. However the Union is
now optimistic that the remaining issues
regarding entitlements to leave, which
mainly relate to eligibility for personal/
carer’s leave, can be resolved.
The Union has been unable to achieve
a change in the Sydney CEO requirement
to produce medical evidence after two
days absence due to sick leave in any
year. Unfortunately this is consistent
with the provision in enterprise
agreements that employees can be
required to produce health certificates
in these circumstances. The Union
will seek further discussions on this
issue in 2014 when we finalise the
provisions of a new enterprise agreement
for teachers if members find these
provisions unworkable.
Support staff negotiations
Negotiations are continuing
concerning a 2013 Support and
Operational Staff Agreement for
Catholic independent schools.
The Union has reached agreement
with the Catholic Commission for
2
newsmonth - Vol 33 #6 2013
Employment Relations on wages
increases for almost all groups of
employees and is hopeful of finalising
the terms of the Enterprise Agreement
within the next week.
The Union is still concerned that
some Catholic independent schools
have refused to pay increases in
rates of pay for 2013 until the new
Agreement is approved by the Fair
Work Commission. The delay that
is occurring has not been caused by
the Union nor members and, in these
circumstances, it is unreasonable for
employees to be disadvantaged by
the delay.
The Revolution is over
…if there ever was one
John Quessy
General Secretary
From page 1
Workplace laws
Much has been said during the
election campaign about the Coalition’s
intentions regarding industrial relations.
What worries many workers is the
vagueness of the policy which says
they will “keep and improve the Fair
Work Laws”, “ensure union right of
entry provisions are sensible and fair”
and “promote harmonious, sensible
and productive enterprise bargaining”.
However one interprets these statements
it is a sure thing they do
not intend to make it any
easier for Unions to recruit,
organise or represent their
members.
One stated intention is to create a
Registered Organisation Commission
to regulate and oversee registered
organisations, which are mostly trade
unions. The IEU would be subject to
scrutiny by this body but not Catholic or
independent school employers. There
are fears in some quarters that this body
would be the ABCC (Australian Building
and Construction Commission) for all
other industries, with the same powers
to strip legal and civil rights
from citizens.
New powers for the Fair Work
Commission to deal with workplace
bullying are supported by the Coalition
but they propose to impose additional
red tape which would slow down access
to the FWC and potentially put bullied
workers at continued risk.
Superannuation
For most workers the election is not
good news for superannuation. Increases
in minimum contributions will be
delayed by two years with the targeted
12% not reached before the 2021-22
financial year. Older workers who
want to top up their super beyond the
concessional caps will have to wait for a
“strong surplus”.
Students, low income and parttime workers can expect no joy as
the incoming Government intends
to reintroduce a tax of 15% on super
to tell shareholders in super funds what
directors they could appoint but a weak
Senate might do anything.
Early childhood
Probably the biggest losers from the
change of Government are teachers in
the early childhood education sector.
While the Coalition offers “in principle”
support for the National Quality
Framework, it claims that Framework
is too expensive and needs to have “red
tape” removed.
The “red tape” they refer to is
regulations about staff child
ratios and qualifications.
The Coalition’s policy is
to seek a moratorium on
these regulations pending
another review by the Productivity
Commission.
At best, the policy can be described
as aspiring towards the lowest cost
childcare. This would be achieved
by requiring the least conceivable
qualifications of staff and highest adult
child ratio possible. Combine this with
salary setting totally dependent on the
Fair Work Commission, and a spiral
of decline in the educational quality of
the nation’s childcare is assured. The
new Minister may well find they are
implementing the largest babysitting
service imaginable.
If there ever was an education
revolution, it’s probably over.
If there ever was an education
revolution, it’s probably over.”
contributions for those who earn less
than $37,000. These workers will pay
more tax on super than they pay on
income. Those earning over $300,000
can however expect their super tax to
be halved.
Although it is unlikely to impact
on the vast majority of our members,
superannuation will be stripped from
modern awards and, according to the
previous Superannuation spokesperson,
might not be allowed in enterprise
agreements.
The Coalition has an ideological
opposition to the equal representation
model on superannuation boards (equal
employer and employee directors) and
wants to impose so called “independent”
directors on not-for-profit-funds. It
would likely take some adroit legislation
Recognising the workload
Mark Northam
Assistant Secretary
The following outline of VET in
2013 provides clear evidence of
why VET teachers have legitimate
concerns regarding their workload:
•
•
•
VET Training packages change every two years – the consequent upgrading of qualifications and redevelopment of teaching programs is onerous.
Assessment demands from the
Australian Skills Quality Authority
(ASQA) are time consuming. All
completed student assessments for
each student have to be kept. These
administrative demands are excessive.
In 2013 teachers of Business Services,
IT and Construction have had to
redesign teaching programs. The
ASQA demands that Registered
Training Organisations (RTOs) utilise
the most current qualification
available. Previously courses were
‘taught out’ ie. students finished the
course they started. ASQA now
stipulates that students transition into
new qualifications as they are released.
This requirement is totally at odds with
Board of Studies requirements.
•
•
In 2013 Construction, Hospitality, IT
and Retail have had to upgrade their
qualifications. ASQA maintains that
teachers cannot deliver courses unless
they complete the relevant upgrade.
IEU members who deliver Hospitality
estimate the ‘work’ of the updates is
beyond 50 hours.
VET teachers require release time
to upgrade qualifications and support
their ongoing work. Schools and
systems must recognise the disparity
that exists between ASQA and the
Board of Studies. Best practice in
regards to how VET is managed at
school level should be articulated in
agreements and at Catholic systemic
school level it is the provision of
additional release time for retraining,
visiting workplaces, redesigning
courses and the complexities of
administration that allow VET teachers
to meet employer expectations.
Primary matters
Interestingly, the Board of Studies
‘program builder’ has some 35,000
registered users. Purpose-built templates
are proving to be particularly sought
after and reflect the inclination of
teachers to enhance the wheel rather
than recreate it.
Primary teachers have expressed
concern regarding the development of
student skills in digital technologies. The
level of technical knowledge to teach
computer programming for example is
considerable.
The Aboriginal and Torres Strait
Islander draft languages paper has been
well received. However, other languages
appear to be content heavy.
An interactive road safety program
‘Safetytown’ will be launched in
November. The program for Stage 3
students is based upon Blooms taxonomy
and will examine driver and pedestrian
distractions as changing sources of
accidents.
The prac not just goodwill
Great Teaching Inspired Learning,
4.1, a new Framework for Professional
Experience, will be further developed
at a Forum convened by the NSW
Institute of Teachers. A number of IEU
representatives will attend the forum to
provide a Union perspective.
The IEU has had a consistent view
that the levels of payment (which have
not increased since 1990) to teachers
are inadequate and must be negotiated.
The Federal Government provides some
$833 per annum per student to support
the practicum.
Further, as it appears teachers who
wish to supervise practicum students will
now have to complete an online course
provided by AITSL, time release to
support the practicum is essential.
It is inappropriate to simply propose
additional layers of expectations without
tangible support. Supervising, assisting,
coaching and monitoring students is
work by our members which must be
acknowledged.
The goodwill of teachers can no longer
be the cement supporting the effective
induction and retention of teachers.
Systems and schools require clear
industrial understandings regarding the
practicum, mentoring and supporting
teachers to meet the Institute’s
expectations.
3
Great
Teaching
Inspired
Learning
on the move
In late August the NSW Education
Minister made a significant
announcement in relation to
inducting new teachers into the
profession, writes IEU General
Secretary John Quessy.
From 2014 the State Government
will provide two hours per week release
time to permanent teachers in their first
year and an additional one hour in their
second. Mentors will also attract an hour
per week of time.
We applaud this move as a great
step towards achieving the high quality
induction the Government claims it
wants. Providing this time will of itself not
deliver quality and it does seem to ignore
those in temporary or casual positions,
but it is a start.
In the Catholic sector we have already
had discussions with some diocesan
directors about their attitude to and
plans for the implementation of the State
Government’s blueprint for education
Great Teaching Inspired Learning (GTIL)
over the coming years. Of those who have
elected not to meet with us to talk through
these issues, we can only assume they are
embarrassed by their lack of readiness
to implement the blueprint. The Union
has also had an initial discussion with the
Association of Independent School (AIS).
What we want from GTIL is simply
stated. We are taking every opportunity
to make it clear and seeking to meet with
everyone who can make it happen.
In respect of teacher practicums, we
want a significantly improved and proper
payment for those who supervise, guide
and counsel student teachers. We also
support appropriate PD to assist and
enhance them with the prac experience
Professional
eye for new
courses
Nicole Stojanovski has been
appointed IEU rep on a new
committee to examine PD courses
for the NSW Institute of Teachers.
Any organisation that applies to offer
Institute-registered PD for teachers
doing accreditation, be it a private
company, school, union or other
organisation, will be assessed by the
Professional Learning Endorsement and
Advisory Committee (PLEAC) on behalf
of the institute.
PLEAC has 12 members, comprising
teachers from all sectors as well as an
IEU and Teachers’ Federation rep.
PLEAC will assess the quality and
suitability of the courses being offered.
“We will filter the PD to make sure
it aligns with the Institute’s standards
and provides benefits to teachers and
4
ultimately schools and students,”
Nicole says.
Once PLEAC has recommended a
course, the Institute’s Quality Teaching
Council assesses it again before it
is approved.
IEU Assistant Secretary Mark
Northam nominated Nicole for the
role. Mark is from the Newcastle area
where Nicole teaches at Corpus Christi
Primary School in Waratah.
He was aware that she was Union
Rep at her school, has undergone
accreditation herself and assisted a
prac student.
“Mark asked me to present on
managing challenging students at
the IEU’s conference for beginning
teachers, and he also recommended I
nominate for this role.”
and we want a manageable system
of placements.
We see resourcing the induction of
beginning teachers to at least the level
proposed by the Government as an
absolute minimum and will seek to ensure
that all employers have policies to provide
for this. We have written to the Minister
with an outline of our views on this
subject and are requesting an opportunity
to expand our case.
The Union already has some good
agreements around induction. Our
Workpractices Agreement with
Parramatta CEO provides for 18 days in
the first year split 12/6 between inductee
and mentor and nine days split 6/3 in the
second year. We acknowledge there are a
variety of ways this time can be used and
seek only to ensure that the resourcing is
an entitlement for those involved.
It is our view that transitioning
those teachers currently exempt, to the
operation of the Institute of Teachers Act
can be done without any additional work
or demands on school administrations
or on teachers. We also believe it can
be achieved within the timeframe
already established for the Working
With Children Check. There can be
little intelligent argument that existing
and long-term successful teachers do
not meet the standards for professional
competence.
The concept of teacher performance
review as identified in GTIL as an annual
event is, we believe, flawed. However
consultation around that issue is yet to
begin and the IEU is currently working
on a framework for consideration
by members.
Federal IEU
to run equal
pay case
The Federal IEU is making an
application to Fair Work Australia for
equal pay for teachers in long day care
services, based on gender comparisons.
The case is similar to the recent successful
community sector pay claim which led to a pay
increase of up to 25% for some workers.
In the community sector case Fair Work
Australia was forced to agree that the sector was
underpaid because women dominated it.
The IEU is hoping for a similar outcome in
this case.
The IEU’s case will revolve around the
intrinsic value of teachers in all educational
settings and the value of teachers’ work
compared to male dominated professions.
It will rely on statistics comparing early
childhood teachers’ pay with other teachers and
other professions.
The Union will use Sydney-based counsel to
pursue the case, with an aim to maintain cost
efficiency in relation to the prospects of success
and the level of representation by other parties
involved in the case.
“I just find
being an
advocate really
vital because
some people
feel they
can’t do it for
themselves.
If this is what
it takes for
people to be
treated fairly,
I’ll do it”
Health and Safety Rep
emphasises advocacy and inclusion
John The Baptist Catholic Primary
School, Bonnyrigg, has its first-ever
Health and Safety Rep, Bernadette
Hawthorne. She tells Newsmonth
Journalist Tara de Boehmler that
she’s been around for a while, but
her new role is very much a work
in progress.
I’ve been a Union Rep for years and am
also on IEU Council. Early on I went to a
Work Health and Safety workshop because
I wanted to know more about the laws.
I put myself forward for nomination as
a Health and Safety Rep within the school
as I felt it would fit really well with what I
do as IEU Rep. The Health and Safety Rep
role is not about creating policy but about
being able to speak with the leadership
if there is a problem. It’s useful to have
someone who knows about the work of
staff and can talk about it on their behalf
if needed.
My particular concern is in relation to
the health of staff. I feel the safety aspect
is well covered.
I’m looking forward to more training so
I can fulfill the role adequately. I’m keen to
attend training tailored for educators and
school staff, like that provided by the IEU,
because the issues are very different to those
relating to construction sites, for example.
Our specific issues include voice strain,
supporting educators in dealing with
children and parents and stress.
Part of my role will involve setting up a
meeting if someone feels their health and
safety is being compromised.
It lends more power and support
to have someone delegated to that
advocating and consulting role.
I just find being an advocate really vital
because some people feel they can’t do it
for themselves. If this is what it takes for
people to be treated fairly, I’ll do it, and I
can also see both sides.
I’ve been an IEU Rep for a long time
and I’ve never felt I’m doing it on my own
because we also have a Secretary who is
just as much a Rep as I am.
The two of us periodically try to get others
involved, including support staff. There
are a couple of support staff members in
particular that we always talk with.
We are also looking at the usefulness of
working with a Work Health and Safety
Committee. There is a lot of confusion,
but you can have both and they can work
together effectively. It could also be a
good opportunity for more people to take
things on.
Awakening the spirit
The IEU welcomed the
opportunity to attend the 2013
Catholic Indigenous Education
Conference which was held in
Wollongong on 5-6 September
with 150 participants.
This year’s conference theme was
Awakening the Spirit Through Sharing
and Connecting to Country, with a focus
on empowerment through literacy,
numeracy and technology, as well as
reconnecting personally and spiritually.
In addition to input from the Catholic
Education Commission and host
diocese Wollongong, the conference
was addressed by Lois Peeler, Executive
Director of Worawa Indigenous College
in Victoria, who also spoke at this year’s
IEU Indigenous Conference.
IEU Indigenous Adviser Diat Callope
said that the IEU appreciated the
opportunity to attend these conferences
every two years to meet with Indigenous
education staff in the Catholic sector
and to engage with the practical issues
facing them in their work in schools and
communities.
The Union will follow up with
conference participants as appropriate,
including invitations to participate in
regional PIPs, women’s forums and
future IEU conferences.
5
Starting the conversation
Streamlining content delivery
and the amount of student
certification required for VET in
schools might be a better way of
tackling teacher overload than
reducing accreditation, Southern
Cross Catholic Vocational College
Manager of Hospitality Jonathon
Mascorella says.
The IEU has been advocating on behalf
of VET teachers across NSW who argue
that the accreditation requirements of the
various Registered Training Organisation
and the Australian Skills Quality
Authority are onerous and repetitive.
Jonathon, who is proposing doctoral
research into the effects of qualitative
reporting of student achievement on
human capital, and has 15 years experience
as a chef, disagrees with this view.
“However, it’s great that this
conversation has been started,” he says.
“I spoke with Mark Northam [IEU
Assistant Secretary] recently when he
came to visit the College.
“I don’t think we should lessen the
requirements on facilitators, if anything
they should be more rigorous.
“We should be looking more deeply
at the courses in terms of the content
provided to students.
“There are also issues about the
professional development available.
“There’s a lot of over-certification of
students which lacks quality and I’m
sure we need to provide teachers with
better frameworks and more training so
they can provide less but more rigorous
certification of students.”
In his research Jonathon is also
exploring problems around academically
trained teachers preparing students for
trade careers, and trade trained teachers
preparing students for the HSC.
“As I say, this is a great conversation to
be having.”
The IEU has previously made a
submission to the NSW Board of
Studies VET Hospitality syllabus review,
highlighting members’ concerns and is
continuing discussions with the Catholic
Commission for Employment Relations.
· A new paper recommends changes
to the Fair Work Act to provide stronger
protections for students undertaking
vocational placements and work
experience, Workforce reports.
Author of the paper, Griffith University
lecturer Craig Cameron, distinguishes
between work-integrated learning (WIL)
and work experience, Workforce says.
He defines WIL as “a tertiary program
which combines and integrates learning
with its workplace application in the
workplace”.
He says the Fair Work Act’s definition
of “vocational placement” in s12
effectively deregulates the “work”
component of WIL by placing the
responsibility for regulating the programs
on tertiary institutions.
Cameron says any work by a student for
a national system employer is excluded
from regulation by the Fair Work Act
provided that it is conducted during a
vocational placement.
The problem arising from this is that
students can often be asked to carry out
functions that are not consistent with
their vocational placement, he argues.
Cameron says the definition of
“vocational placement” should be
tightened
Grafton Anglican Diocese schools ring bell
early on Working With Children Check
Principals in the five Anglican
K-12 Independent schools that
fall under the Anglican Diocese
of Grafton have rung the bell too
early on teachers having to obtain
the new NSW Working With
Children Check (WWCC), IEU
Organiser Steve Bergan writes.
It has come to the Union’s attention
that the Grafton Diocese has instructed
the principals of the five schools to
inform and direct their existing teaching
staff to obtain their WWCC prior to the
end of the 2013 academic year. One
such school has even attempted to have
their existing teaching staff apply for
the WWCC as recently as the last July
school holiday period. This is despite
there being a cost to teachers and a
published phase-in schedule timetabled
by the NSW Office of the Children’s
Guardian.
This phase-in schedule for existing
teachers applies for secondary school
teachers in 2016 and 2017 for primary,
early education and child care teachers.
Why the Anglican Diocese of Grafton
moved to have teachers obtain this
WWCC so soon is yet to be determined.
IEU members within these schools
raised the issue with the IEU because
they are concerned about their
employer’s early push.
The IEU has notified the Office of the
Children’s Guardian seeking that they
contact the Bishops Registry of Grafton
to inform them of the Child Protection
(Working With Children) Regulation
2013 and ask that they comply with the
correct timeline for this requirement.
The IEU and its members look
forward to the Anglican Diocese of
Grafton instructing their principals
to adhere to the correct timeline,
thereby saving teachers the unnecessary
time pressure and easing the additional
financial burden that this WWCC
brings.
Present Tense
ELICOS News
Kendall Warren
IEU Organiser
The change of government on 7
September is unlikely to lead to
many changes for the international
college sector. The most significant
policy that was flagged prior to the
election was a plan by the Coalition
to extend post-study work rights
for international students.
Under arrangements introduced under
the Labor Government, work rights
were expanded for students completing
university degrees, and the Coalition
has promised to extend this to students
gaining qualifications from vocational
colleges. This change should meet the
concerns of TAFEs and private providers
that the previous arrangements worked
against them. It should also contribute
to a recovery in the international college
sector which has been gathering steam
over the last 12 months.
· The big imponderable of the
new Tony Abbott-led Government is
what they have in mind for industrial
relations. In the lead-up to the election,
6
the Coalition deliberately hosed down
concerns in the community about
widespread changes to Labor’s Fair
Work Act, including changes to union
right of entry rules, greater use of the
existing requirement for flexibility terms
and the reintroduction of the draconian
Australian Building and Construction
Commission. However, there will
undoubtedly be pressures within the
Coalition and from their backers in
the business world to undertake more
extensive changes. For the moment,
they will need to be content with a
Productivity Commission enquiry into
the Act, and Abbott has flagged that he
will seek a mandate at the 2016 election
for any further changes.
This means that much of the existing
architecture of the Fair Work system
will remain in place for the foreseeable
future. Fair Work encourages enterprise
bargaining at each workplace,
underpinned by decent industry awards.
Your Union has been bargaining
extensively with several colleges during
2013, and negotiations have recently
commenced with Embassy College and
with Navitas English Services. For the
most part, the IEU has been able to
negotiate significant improvements at
several colleges this year.
· Negotiations with one employer,
however, have become very protracted.
In the last issue of Present Tense, we
outlined the result of a vote at Navitas
English (formerly ACL). Your Union and
Navitas have been in discussions since
early in 2012, and while several matters
have been agreed, the parties have been
unable to agree on salary. Navitas have
offered 7.5% over the life of the (threeyear) agreement, while members have
felt unable to settle for less than 12%.
In the normal course of events, parties
would settle somewhere in the middle of
that, but Navitas wanted to test the water
with their offer, and put the agreement
up for a vote in July. The result was an
overwhelming rejection of the offer, with
277 votes against to 138.
· Your Union has since made a
successful application to the Fair
Work Commission for teachers to take
protected industrial action, and balloting
for this was taking place at the deadline
for this column. If successful, it is likely
that any industrial action still required
will take place after the upcoming school
holidays.
This means that there is still a small
window for the parties to come to an
alternative settlement. With this in mind,
the IEU has proposed a settlement based
on an agreement ending one year later
than originally proposed (ie, 30 June,
2016), with salary increases of 2.5%,
2.5%, 4% and 4% (which would give an
average salary increase of 3.25% per
annum over four years). Navitas are
currently considering this offer.
If you would like to know
more, contact the IEU at
[email protected]
Support Staff Conference
Stopping bullies in the staffroom
“Support staff are often working
in isolation or under the control
of another person and this makes
it easier for them to be bullied.”
The IEU’s Support Staff
Conference, Enough is Enough,
Bully Proof Yourself, provided
members with the tools and
knowledge to deal with any
incidents of workplace bullying at
their school, Newsmonth Journalist
Sue Osborne writes.
As IEU Industrial Officer and
Conference Convener Carolyn Moore told
delegates at the 23 August event, antibullying campaigns in schools need to
focus on staff as well as students.
Research part sponsored by the IEU
has shown that bullying is happening
in schools and support staff are
overrepresented as the victims of bullies.
Workplace Bullies researchers Dan
Riley, Deirdre Duncan and John Edwards
(pictured top left) presented their interim
findings to the conference.
Dr Riley said support staff should
receive professional development and
training about bullying.
“The most bullied need development,
support and confidence,” he said.
The trio presented a National
Framework for a Bully-free School
Workplace which outlines key actions
needed to eradicate bullying.
Mr Edwards said the take-home
message was that organisations must
actively work against bullying.
“Unless the school is very active in
Debra Braund
Debra Braund
Leader of Administration
St John Evangelist Catholic High School, Nowra
“This is my first IEU conference. Whenever there’s
talk of bullying the focus is usually on students not
staff. I wanted to get a definition of bullying so I could
understand it and provide support to my staff. The
keynote speaker today has clarified what bullying is,
which is helpful.”
ensuring it has a bully-proof culture, it will
have a bullying one by default,” he said.
IEU General Secretary John Quessy told
the Conference that the Union, which in
2014 celebrates 20 years of representing
all staff, not just teachers, was intent
on providing PD for support staff that
informed them of their rights.
“Support staff are often working in
isolation or under the control of another
person and this makes it easier for them
to be bullied,” John said.
“Schools are a microcosm of society.
You work in a soap opera. They can be
intense places.”
Keynote speaker Carlo Caponecchia,
Senior Lecturer at the University of NSW
Kate Walden and Donna Forrest
travelled from Tamworth together
and Workplace hazards expert, gave a
comprehensive definition of what is and
isn’t bullying, and how to deal with it.
Workshops during the day allowed
people to drill down into the details of
what happens when a bullying complaint
is made, getting on with the job after a
complaint is made, dealing with difficult
people, cyber bullying and rights and
responsibilities.
There were plenty of opportunities for
staff to network and swap ideas during
the morning and lunch breaks at the
Mercure Hotel.
More comprehensive coverage of this
Conference will appear in the November
issue of IE magazine.
Husband and wife Shane
and Terrianne Ryan
Kate Walden
Terriane Ryan
Donna Forrest
Shane Ryan
Student Attendance Officer
McCarthy Catholic College, Tamworth
“I came to gain skills and strategies to help deal
with bullying issues. It’s also good to meet with other
school support staff and brainstorm ideas with them.
I can take ideas back to the College with me.”
Senior School Support Officer
“There’s not a lot of PD available for support staff,
especially in rural areas, so it’s great the IEU puts on
conferences like this for support staff. I wanted to
make the most of the chance for some PD.”
Executive Assistant
Lumen Christ Catholic College, Pambula
“It’s important support staff are supported themselves
and the IEU does a great job. It’s good to network with
others from different schools. We’re all experiencing the
same problems.”
Cleaner
Lumen Christ Catholic College, Pambula
“There are different people here with the same stories
which is good. We’ve always been in the Union because it
does a fantastic job of helping support staff.”
7
Deb and Gabe
“Hopefully this
Conference ignites
more fire.”
Emma and Antonella
Nice ladies
no more
Add animated and even angry
to the theme of this year’s Early
Childhood Conference: Advocacy,
Activism and Transformation,
Newsmonth Journalist
Sue Osborne writes.
The Conference kicked off with IEU
Vice President Gabe Connell’s witty and
wicked take on all things early childhood.
8
This year she tackled the ever-confusing
funding models.
IEU General Secretary John Quessy
told the full house at the Mercure Hotel
that finally early childhood issues were
making the front-pages, but teachers still
needed to take as much care of themselves
as those in their care.
Speakers throughout the day repeated
this theme. Professor Deb Brennan
looked at the history of early childhood
education, when pay for such work was
not the norm. Social commentator Jane
Caro also examined the idea of women
working “for love not money”.
Consultant Lisa Bryant urged teachers
to be “nice ladies no more” and stand up
for their rights. The audience took this
message to heart, with one woman literally
standing on her chair to show support.
Teachers Antonella Panuccio and
Emma Cullen from Abbotsford Long
Day Care Centre were attending their
fourth Conference and wishing they
could attend more.
“It’s my favourite thing. I wish the
IEU could put it on twice a year. We get
Annastasia
Jan and Deb
Red day of action
Lisa
to network with other teachers and
there’s such a variety of speakers,”
Antonella said.
Emma said the speakers were relevant
to the political climate and “inspiring”.
“We’ve been big advocates for the
Teachers are Teachers campaign for the
last few years and we’re looking forward
to the next chapter,” Emma said.
“Hopefully this Conference ignites a
bit more fire.”
Antonnella said it was nice to hear the
strong message that they were not just
‘nice ladies’.
“We need to have more voices and
angrier teachers to break down the
barriers and not accept the pay and
conditions we currently have.
“We have to get out there with the
politicians and really fight for what
we deserve.”
Annastasia Norris of Bega Preschool
has been a teacher for 13 years and
is keen to stand up more for her
profession, but so far has been unsure
how to do so.
“This Conference has left me inspired
and it’s given me more knowledge.
“In the past I’ve wanted to do more,
but work and life has got in the way.
Today I’ve got some guidance and I want
to be an activist. I wish I had invested
more in educating my community in the
past but now maybe I will.
“The IEU has provided a sense of
support and guidance so I don’t have to
be one of those nice ladies that works
with children.
“I’m ready to challenge that discourse
and educate others around me.
“All the keynote speakers have been
so inspiring with positive messages that
need to be heard. I want to be one of
those messengers now.”
See page 11 for coverage of ECS
members receiving their 30-year
membership badges.
Extensive coverage of all
the Conference speakers and
workshops will be available in the
November issue of Bedrock.
At the end of August the early
education sector hit the streets
holding an advocacy action at the
NSW Parliament House and a
simultaneous Red Day of Action at
community based preschools and
long day care services from Broken
Hill to Braidwood and everywhere
in between, education consultant
Lisa Bryant writes.
Over 200 educators, teachers,
children and their families descended
upon Parliament at 7.30am. Holding
red balloons, wearing red T-shirts and
carrying red banners they were there to
persuade the NSW Government that it
was time to invest in early education.
The NSW Government spends less
on early education and care than any
other state and territory. In 2011, the
Minister for Education, Adrian Piccoli
commissioned a Review of NSW
Government Funding for Early Childhood
Education. The first recommendation
of the review was that the NSW
Government needed to increase its
investment in early education and care.
This has not yet happened.
The Government is also proposing
changing how not-for-profit preschools
and long day care services are funded, a
move IEU Early Childhood Vice
President Gabe Connell said could be
very problematic.
“The Government has proposed
removing funding for three-year-old
children attending preschools. This means
that preschools across NSW will be forced
to charge higher fees for three-year-old
children. They have also suggested that
some preschools will receive less funding.
If this occurs preschool fees will have to
increase for all ages.
“The Government has also proposed
removing operational subsidies for
community-based long day care centres.
This will mean fee rises for these services
as well.
Australian three and four year olds are
engaged in formal early education at one
of the lowest rates in the world, and NSW
has the lowest rates in Australia. The
OECD report Education at a Glance 2013
showed that only 13% of Australian threeyear-olds and 67% of four-year-olds are
engaged in early education.
9
“Through
supporting
others I
found I was
constantly
reflecting on
my practice
and setting
goals to
challenge my
students.”
Angela Cottier with Head of Juniour School Brett Allen and students
My Journey to Professional
Leadership accreditation
By IEU member Angela Cottier
Early in August 2013 I received
a letter from the Association
of Independent Schools NSW
(AIS) congratulating me on being
awarded my accreditation at
Professional Leadership with the
NSW Institute of Teachers. It was
the culmination of a four and a half
year journey.
I have always enjoyed the challenges
of teaching and embraced opportunities
to learn, taking on many roles during
my career.
In 2005, prior to moving to St Philip’s
Christian College Port Stephens, I was one
of a group of DET teachers who supported
the first New Scheme teachers.
At St Philip’s I expressed my interest in
continuing to support the New Scheme
teachers and I was encouraged to do so.
In October 2008 the College received
an email from the AIS asking for
applications for a grant to support
accreditation of teachers at higher levels.
As I had a working knowledge of the
accreditation process I was asked to
complete the application. Our application
was successful so we refined our plan
with guidance from the AIS. As far as we
were concerned the process was simple;
I would support the four teaching
members of the College Leadership
Team to achieve their accreditation at
Professional Leadership.
10
We formed a team of five to understand
the standards and the system, to gather
evidence, annotate and critique it. We
thought this would be a two-year project!
All members of the group were so busy
that time to devote to the project was
extremely hard to find. We all had teaching
loads, executive responsibilities and the
other four were all Heads of Schools.
Over the following four years we
continued to successfully apply for grants
to support our project and we brought on
board a team of teachers who nominated
to work towards their accreditation at
Professional Accomplishment.
Using the grants we were able to
get two or three days each year off
class to work on the project but for
me there were hundreds of hours on
weekends and during holidays devoted
to gathering evidence and completing
my documentation. Gathering evidence
involved working with others. Referees
needed to have the standards and the
specific language explained so they could
write the references for the standard.
Many of these referees were experienced
teachers but they had little to no
involvement in the accreditation process.
I used the expertise of the AIS
through the grant process and through
professional development courses offered
to ensure I developed an understanding
of the requirements. I took every
opportunity to develop my skills and
share my understandings through
presenting at the AIS as well as to the
schools in our group and the independent
schools in our area.
I worked with a team of teachers
from AIS affiliated schools across NSW
to critique and rewrite a guide for
accreditation at Professional Leadership.
We were invited to be involved in AITSL
filming of Illustrations of Practice for
accreditation at higher levels. As school
project leader this was a big undertaking
but was an extremely valuable experience.
Through supporting others I found I
was constantly reflecting on my practice
and setting goals to challenge my
students. I also supported the staff to do
the same for their students.
The opportunity to have my evidence
reviewed by the AIS before submission
was valuable as the feedback allowed me
to understand the depth required and the
importance of triangulating the evidence
to cover all aspects of the standard.
My interactions with the Institute were
many and varied. They have worked on
improving their systems for uploading
evidence but this continued to be a
frustration. Computer access is often
slow. The phone system puts you through
to endless answer machines and the
return calls can take a few days. When I
finally hit the submit button a statement
appeared asking for patience. I submitted
my file on 25 February 2013. I received
confirmation from the AIS in the first
week of August. When following up on
this it was discovered that there was
another computer glitch. In mid-August I
checked my account and I found that my
accreditation had been approved. This
was a moment of great excitement and
relief. As of Newsmonth deadline I still
had not had any confirmation from the
Institute.
The whole process has been huge.
As there was no one else who achieved
accreditation at this level through
the AIS I had no one to refer to or to
provide guidance. I have therefore given
permission for the AIS to use some
aspects of my evidence as examples for
others. I have learnt so much along the
way and so have the teachers I worked
with from our school, other affiliated
schools and educational groups.
To provide the best education for
all we must support, challenge and
encourage our staff to constantly review
and develop their skills. Through this
process I am a better teacher and as I
maintain my accreditation I will continue
to hone my skills. I am grateful for all the
opportunities I have been offered.
Growing in unity
“In recent years teachers and
directors have become more united.
I don’t think this would have
happened without the IEU bringing
everyone together.”
The IEU’s ECS Conference was a
fitting venue for the presentation of
four long-serving early childhood
teachers with their 30-year
membership badges, Newsmonth
Journalist Sue Osborne writes.
Kathy Toirkens has worked at Braidwood
Preschool since leaving college in 1982. A
quick Google search of her name reveals
that Kathy’s an activist and advocate for
young children and the profession.
She’s been fighting the good fight
for many a long year. “It’s always been
a struggle for funding,” she says. “I’m
four-years trained and it’s always been a
concern if the Preschool will have enough
to pay me one year to the next.
“Having worked with volunteer
committees for so many years, being in
the IEU has been essential. Having a new
person taking over your wages every two
years, you need that back-up.
“I knew if I had issues with my
committee and things were not being
done properly I could call on the IEU.”
Kathy says she has also seen improved
acknowledgement of early childhood
teachers’ vital role.
“It’s fabulous to see there’s more
recognition for early childhood teachers
in recent years.”
Director of Sans Souci Preschool in
Sydney, Jan Elder says quality standards
have improved in early childhood centres
over the years.
“Despite the extra paperwork, I am a
fan of the National Quality Framework
and I hope it stays with us,” Jan says.
“The IEU has been a great support to
me over the years. Help is a phone call
away and I can give advice to the staff
in the Centre and encourage them to
advocate for early childhood.
“It’s close to my heart and I’ve been
a part of the Teachers are Teachers
campaign, sending out letters and emails
with parents joining in.
“It’s nice to know with have the Union
behind us on this.”
Helen Inglis, a former member of
the IEU executive, was surprised to be
honoured with the badge, as her career in
early childhood has been broken up with
stints at TAFE and in community services,
but she’s been an active union member is
whatever role she’s taken.
Her first job was at a Queensland
preschool in 1968, when she received $1760
a year, not enough to buy a basic car.
“I would have starved if I didn’t live at
home,” Helen says.
“We were basically considered
volunteer workers.
“When I was applying for a mortgage the
bank manager told me it didn’t matter as
they didn’t count women’s wages anyway.”
Helen has always believed in unionism
and advocacy.
“ECS teachers are very isolated, so being
in the Union gives you back-up. I couldn’t
imagine always being on your own.”
Janette Essery started professional life
at St Marys Preschool in Casino in 1980,
and now works at Goonellabah Preschool
near Lismore.
“We’ve always been about providing the
best we can for children and families. The
paperwork’s changed a lot over the years
and there’s more accountability.
“Funding has been a fight for 30 years
and that’s the same.
“I think the theme of the ECS
Conference of advocacy and activism is a
good idea.
“When I started teachers felt isolated
and vulnerable to change by the
committee. But in recent years teachers
and directors have become more united.
They’ve developed alliances through
e-groups.
“I don’t think this would have happened
without the IEU bringing everyone
together.”
11
www.ieu.asn.au feature
Environmental
Conference
all aboard for
sustainability in
the curriculum
The extraordinary popularity of the IEU’s biannual Environmental Conference meant this
year’s event, Sustainability Education in the Australian Curriculum, sold out five weeks prior
to the day.
IEU Deputy Secretary and Conference Convenor Gloria Taylor likened the jam-packed room to flying
economy. Although this year they had to do away with tables in favour of wall-to-wall seating “we are going
somewhere amazing that we will enjoy and find useful,” she told the audience. “Afterwards it’s the experience
and the ideas gathered along the way that will stay with us”.
Members’ overwhelmingly positive feedback of the day suggested this was exactly their experience.
Keynote speaker science journalist and author Robyn Williams told members that looking for solutions to
minimise our environmental impact was “so much more interesting than feeling guilty about getting on the
plane”. Another keynote speaker, Taronga Zoo’s Paul Maguire, spoke about the importance of immersive
nature experiences for students. “When they grow up and start voting, it’s a concern if they haven’t experienced
that connection.”
Conference reporting by Newsmonth journalists Tara de Boehmler and Sue Osborne.
“The difference
between getting
depressed or
optimistic is doing
something.”
Science the new rock star
How do you pique students’ enthusiasm
while stopping them from getting
overwhelmed at the challenges of achieving
environmental sustainability? Taking action
is the key, according to keynote speaker
Robyn Williams.
As a science journalist, author and broadcaster
on shows such as Radio National’s Ockham’s Razor
and The Science Show, Robyn says he examines
about 20 science issues a week.
When it comes to sustainability, the news is not
always good but what is unwavering is his passion
for the topic.
Science education is “vital for everyone”, he says.
Aside from being great for the economy, it “enriches
the world”, is “bloody interesting”, tells us “who we
are” and may even “save the world”.
So how do you tell your classroom that around
72% of the Great Barrier Reef’s hard coral has died
since the 1960s without “depressing everyone”?
“The difference between getting depressed or
optimistic is doing something,” Robyn says.
12
Whether replanting mangroves, getting involved
in bush regeneration, demonstrating alternative
ways to generate electricity, observing animal
behaviour or even just enjoying a debate, Robyn
provided numerous examples of activities likely
to inspire.
It may also be a matter of tempering the
difficult news with breakthroughs achieved
through taking action.
No fishing zones introduced in parts of the Great
Barrier Reef have more than doubled fish stocks,
which has also fed into fishing areas, Robyn says.
“Politics doesn’t understand this or do it justice,”
he says. “They just say boffins are taking away some
divine right to fish.”
Robyn says exercises requiring students to
imagine the future are also powerful when followed
with a call to imagine the future how they might
like it to be, and what would be needed to get it to
that point.
“Science is the new rock star,” he says. “There are
ways of combining the grunt with the fun stuff.”
A way
of living
For Indigenous preservice primary
teachers Tara Tonkin, Kayla Ryan and
Ashley Gibbs, sustainability is a way of life.
The trio joined presenters Phil Smith and
Les Vozzo at the IEU’s Environment Workshop
Conference Embedding Sustainability and
Indigenous Education in the Curriculum.
They volunteered after a request was made at one
of their University of Western Sydney classes.
“We’re here to show how both Indigenous
education and sustainability can be taught across
the curriculum,” Tara says.
Kayla says sustainability is an integral part of
Indigenous culture. It is natural to talk about
“country, totems, animals, plants and food” every day.
Ashley says: “It’s natural for us, it’s just a way of
living. We’re always aware of it.”
All three were looking forward to teaching in
schools in regional NSW, where they would have a
chance to share their culture with students, and get
out to country regularly.
www.ieu.asn.au feature
Is your school a zoo?
Anne Johnstone
Our Lady of Fatima Catholic Primary
School, Kingsgrove
“I’m here to learn a little bit more about
sustainability and making it practical in the
classroom.”
Gary Bone
Kinross Wolaroi School, Orange
“I’ve started looking at the new curriculum
for Geography and sustainability is a key
concept. The Conference was an opportunity
to look at resources.”
Nicola Miller
Moriah War Memorial College, Sydney
“Sustainability seems to be driven by
individual teachers, and when those teachers
leave it all falls apart. I would like to see it
embedded in every part of the curriculum.”
Margaret Wayland
Karuna Montessori Preschool,
Narraweena
“Our Quality Improvement Plan needs to
show how we are addressing sustainability
and the environment and I came to see what
others are doing.”
Paula Bustamante
Our Lady of Fatima Catholic Primary
School, Kingsgrove
“I want the students to know it’s not all
about little gadgets, and get them outdoors
more.”
Lynne Gross
Thomas Hassall Anglican College,
Middleton Grange
“I’m looking for ideas I can implement
in the College to make the kids aware
of sustainability and get them actively
involved.”
Graeme Best
Illawarra Christian School,
Cordeaux Heights
“I’m a Science Teacher and the
implementation of the new curriculum is
the catalyst for me coming. I want to get the
creative juices flowing.”
A few decades ago zoos were seen as ‘arks’
battling to save endangered species. But as
Taronga Zoo Visitor Experience and Learning
Manager Paul Maguire told IEU Environment
Conference attendees, it is impossible for zoos
alone to save them.
Rather, they use their iconic animals as sparks to inspire
learning among visitors about the need to live sustainably,
thereby protecting wild habitats.
“The Zoo’s role is to inspire, motivate and bring context
to people. And it’s fun for kids to
get out of the classroom and get
up close with animals.”
The almost mystic power that
animals have to enthrall even the
most disengaged students could
be usefull in schools.
“You will have more success
talking to students about
sustainability in the context of
animals,” Paul says.
Taronga Zoo has put this theory into practice with its
own campaigns, such as one using a gorilla picture on
campaign material to stop the mining of Coltan for mobile
phones in their home in the Congo.
Creating a behaviour change campaign using an animal
ambassador would be a great project for a class or SRC
group to undertake, Paul says.
“Ultimately, we’re trying to create experiences that move
people enough to take action,” Paul says.
Using animals to create positive learning experiences is a
great way to do this.
“Every school has its own ecosystem. It has biodiversity. Even
in city schools there are insects, birds, plants and reptiles.
“I would say more schools should try frog ponds. Get kids
outside. I recommend every school keep reptiles.”
Paul says he has had many experiences at the Zoo of
teachers warning him about the so-called ‘naughty kids in
the group’ who end up being the best behaved and asking
lots of questions during the reptile show.
The Zoo has won a police award for its work keeping very
troubled youngsters away from crime simply by allowing them
to become reptile keepers.
“Let the problem kids in your school become the reptile
custodians. Get them writing reports about it. The learner
with animals will surprise you.”
The new curriculum provides many opportunities for
project based learning and sustainability action. Taronga’s
model for in-situ project based learning involves giving
students a voice in a community-based conservation program.
The Zoo was involved with a school in Manly that decided
to help penguins that were being attacked by dogs.
The students engaged with zoo staff, National Parks
and Wildlife staff, council rangers
and vets to design an education
campaign about the penguins.
The students created murals, shop
front displays, a movie, sculpture,
live performance and artwork. There
was an expo day and coverage in the
local newspaper, and the community
began to control their dogs near the
penguins’ habitat.
He says schools could find a
species whose habitat was under threat in its area.
See Taronga Zoo Learning Centre www.taronga.org.au for
learning ideas.
“You will have more
success talking
to students about
sustainability in the
context of animals.”
Recipe for success
A highly successful vegetable garden, a
kitchen and restaurant trades training centre
and plenty of encouragement from celebrity
gardener Costa Georgiadis have all contributed
to Merici College Canberra’s success in running
its own canteen.
Hospitality and Canteen Coordinator Virginia
McLeod told conference participants the decision not to
renew the former canteen provider’s lease “wasn’t easy”
and the transition while waiting
for the new premises to be built
had its challenges.
The results, however, are
worth it.
The new canteen sells nothing
packaged and, as far as possible,
there are “no numbers in our
food”, Virginia says. There is also
a large vegetarian menu, and
anything containing meat has a
picture of the animal displayed
alongside it.
The school has implemented
a number of waste awareness
initiatives, including an exercise
that demonstrated the value of the waste students were
throwing away ($110 on one day – Virginia and Fiona
shocked students by screwing up the same amount and
throwing it in the bin).
Merici College also collects foodscraps for the garden.
“We had been generating a large amount of food
waste which we were sending home for families but
when we realised we had a huge resource, we decided to
establish a compost and kitchen garden,” Virgina says.
An old basketball court was transformed, Costa
was invited to launch the food garden and, on his
encouragement, a chicken shed (Cluckingham Palace)
was also installed.
Science and Sustainability Teacher Fiona Bunning
says all food produced is now used by the canteen. The
exercise has also helped increase students’ awareness
about what it takes to provide their meals.
“Many students didn’t know
that garlic took six months to
grow,” she says. Nor did they
realise the environmental impact
of supplying their food.
A project getting students to
measure the grams of carbon
dioxide equivalent emissions
per gram of food they have
consumed over the course of a
day provided a wake-up call.
“We went on an excursion to
a supermarket and looked at the
shelf space given to health food
and junk food,” Fiona says.
Aside from the sustainability
benefits, the canteen and garden have been used for the
Yellow Van (Oz Harvest), have fed into their community
partnership and charity activities and provide an extra
boost around testing time.
Research says that students perform better if they
have eaten and exercised before exams. Virginia says
they now do both before the NAPLAN and AST tests.
“Many students
didn’t know that
garlic took six
months to grow.
Nor did they realise
the environmental
impact of supplying
their food.”
13
www.ieu.asn.au overview
Unearthing
the possibilities
“We want an environment that creates potent
memories of the indoor and outdoor environments.”
St Mark’s Preschool Director
Tinna Loker has been on a 10-year
journey working out how to put
her passion for the environment
and sustainability into practice in a
practical, cost effective and smart way.
During her workshop she showed how
the Early Years Framework and National
Quality Framework are incorporated into
the Preschool’s philosophy and program
and explained how sustainability learning
is made transparent to the families and
wider community.
“The Quality Improvement Plan goal of
respecting the land is something that is
very important to me and every morning
we pay respect to our land,” Tinna says.
“Using the Rainbow Serpent story ties
in beautifully with sustainability principles
and it’s a lovely introduction to Aboriginal
land knowledge for our children.”
At St Marks the outdoors is just as
important as the indoors.
“Explaining to families that learning
and play outdoors is just as important as
indoors is a bit hard. They think outside is
playtime and indoors is learning.”
Tinna documents everything that goes
on outside in photos and on the floor
book, and she has erected signs about
the outside areas and activities that go on
there to educate families and visitors.
The outside is planted and landscaped
to create distinct areas that children can
take ownership of on a particular day.
Every Thursday the children spend the
whole day outside.
“At first they were a little lost. They
needed time to get used to it but now they
are busy and look forward to it. We must
give children the time to explore.
“The parents can see what we’ve done.
A spider audit, a worm investigation or
building the frog pond, we document it.
“We give children time to encourage ‘I
wonder moments’.”
The outside area has a cubby house and
trees, ponds and an inhabited possum box
and the children are allowed to explore
and climb.
Small solar panels from Bunnings have
been installed. Some boys have created a
secret tunnel in the bushes. They like to
climb the outside of the cubby house and
peer from the tops of trees. The children
also go on excursions to Centennial Park
where they can climb and explore.
“It’s written in our policy that we allow
children to take controlled risk.”
St Mark’s children have access to a rock
garden and are allowed to use hammers
and nails. Tinna is convinced learning
about risk at an early age will make them
better able to judge danger in the future.
The Preschool’s garden was
inexpensive. Tinna and her staff use
rocks and sticks they find in parks or
that families contribute. They collect old
baskets and pots from the side of the road
during council pick-up times. When they
hear tree loppers in the area they go and
ask for tree stumps.
Stone blocks being discarded during
a church renovation were collected by
the Preschool.
“The children are involved in everything
and empowered by being able to take
charge of an area.”
Tinna says her local council has been
invaluable. As well as a source of grants,
council staff have visited the centre to
plant plants and give sustainability talks.
The Preschool has reintroduced a
nature table, which Tinna says dads in
particular enjoy. It’s full of animal skulls
and other interesting objects.
Documentation is mostly visual and
Tinna says each staff member does what
he or she is most comfortable with.
Teachers’ musings are an important part
of the records enjoyed by families.
Tinna cuts and pastes items from the
daily diary to create folders for NQF.
Tinna brings her own pet dog into
Preschool and the children have been
encouraged to respect animals.
“There’s been a lot less squishing of
insects and more interest by the boys
since we began our program.”
Tinna says to be successful preschool
teachers should be activists themselves,
believing in and acting on sustainability
principles.
“We want an environment that creates
potent memories of the indoor and
outdoor environments.
Worms fire passion
for sustainability
Canberra Teacher Eugene Lehmensich
was “never a greenie” but when a few
colleagues asked him to build a worm farm
for the school, he started finding out about
Sustainability.
Almost 10 years since then, Eugene has worked
in both primary and secondary schools, turning
a passion for learning outdoors into engaging
pedagogy and project-driven learning activities with
meaningful practical outcomes.
During his time as one of the teachers working in
the ‘Environment Club’ at St Francis of Assisi Primary
School, Calwell, students collected food scraps from
their peers and used worm farms to process the waste
into rich, organic fertiliser known as vermicast. The
vermicast was not only free, it reduced waste to landfill
and saved money in waste collection. It was then used
in no-dig gardens to provide nutrients for organically
grown fruit and vegetables. Garden produce was
auctioned for charities, used in the canteen and eaten
by students while they worked, often volunteering
during their lunchtimes.
As the Environmental Science teacher at Sts Peter
and Paul Primary School, Garran, Eugene took it a
step further, getting students to build a wood fired
clay oven to make pizzas topped with produce from
their garden. Students were applying their knowledge
of the science content to build the oven and plan
the garden with respect to the seasons, the soil and
appropriate plant selections. “Students don’t learn
to play a musical instrument by looking at pictures
of guitars and completing worksheets on them, they
learn by doing”.
14
The past 10 years hasn’t always been smooth
sailing for Eugene and his students. Living things are
unpredictable and sometimes fragile. When crops
failed or chickens died “it became about learning to
respond to difficult situations, building resilience and
learning that sometimes things don’t work out the
way we plan”.
In order to make informed sustainable decisions,
students need to have a deep understanding of
economic, social and natural systems.” As schools,
we are faced with a challenge. The Australian
Curriculum mandates the teaching of Sustainability
as a cross curriculum priority. There is a very real
possibility of schools modelling unsustainable
practices whilst preaching sustainability inside
classrooms. “Students get mixed messages when we
tell them to do what we say and not what we do.”
Being outside and applying knowledge in a
practical way creates different avenues for students to
excel. “We had experiences of ‘disengaged’ students
working hard during class time and even giving their
lunchtimes to do more work! When we work handson and outside, conversations become more relaxed
and students start to share their stories,” he says.
Now employed as the Sustainability Coordinator
and Science Teacher at St Mary Mackillop College,
Canberra, Eugene is working with colleagues across
two campuses to embed Sustainability as a cross
curriculum priority and to bring the college in line
with sustainable best practice.
“Sustainability is not just about the environment,
it is about Healthy People living in Healthy
Communities on a Healthy Planet… indefinitely.”
“When we
work handson and outside,
conversations
become more
relaxed and
students
start to share
their stories”
PD and Training Calendar
40+40
Term 4 Calendar
reasons to celebrate
Wk 2: 14 Oct – 18 Oct
15 Oct: PIP – Teacher Development Processes, Bathurst
16 Oct: PIP – Your Rights (and Obligations) at Work, Parramatta
16 Oct: PIP – Work Hoarse – Voice Care, Dapto 17 Oct: Women in
Education Forum, Gosford
17 Oct: PIP – An Indigenous Perspective, Gymea 17 Oct: PIP
– Maintenance of Accreditation at Professional Competence,
Campbelltown
Wk 3: 21 Oct – 25 Oct
22 Oct: 23 Oct: 23 Oct: 23 Oct: 24 Oct: PIP – Dealing with Difficult People, Richmond
PIP – Work Hoarse – Voice Care, Lane Cove
PIP – Your Rights (and Obligations) at Work, Fairfield
IEU Reps Training Day, Independent Reps only, Newcastle
PIP – Cyber Savvy, Goulburn
Wk 4: 28 Oct – 1 Nov
28, 29, 30 Oct and 18-19 Nov, Health and Safety Representatives
(HSR) Training, Ultimo
28 Oct: ELICOS seminar
30 Oct: PIP – Be Wary, Be Wise, Barton ACT
31 Oct: PIP – Your Rights (and Obligations) at Work, Fairfield
Wk 5: 4 Nov – 8 Nov
5 Nov: PIP – Camps and Excursions, Blacktown 6 Nov: PIP – Work,
Health and Safety (WHS) in the Workplace, Ultimo
7 Nov: PIP – An Indigenous Perspective, Bathurst
St Pius X Dubbo and its
Principal, Heather Irwin, both
celebrate ruby anniversaries this
year, Newsmonth Journalist
Tara de Boehmler writes.
August saw a string of events to
celebrate St Pius X Dubbo’s 40th
year, including a liturgy to open its
new Sacred Space, a special Parish
mass, a morning tea, a dinner, a
barbecue, singing, dancing and many
opportunities to catch up with current
and past staff, students and their
families.
While Heather oversaw festivities,
she also marked her 40th year teaching
in Australia. In fact her career has
spanned 47 years and it hasn’t always
been smooth sailing.
Heather began her teaching career
in India and after seven years migrated
to Australia with her engineer husband
and their three-year-old daughter.
Heather had a job waiting in Sydney
but he couldn’t get work so they upped
sticks and moved to Broken Hill after
two years in Sydney.
“For six months I couldn’t get a job
there,” she says. But after “volunteering
every day” at her daughter’s infants
school she was finally offered a full time
position.
Since then, Heather has taught
every class from Kindergarten to Year
10, has been a primary coordinator, a
curriculum coordinator K-10, assistant
principal, and principal of three
schools. She has also continued to study
– often by distance education – and
now holds a masters degree.
“I was so lucky to have a husband that
would do all the housework and look
after our daughter while he managed
the Broken Hill power station when I
travelled to Adelaide for my Bachelor of
Education degree,” she says.
After Heather’s husband passed away
she lost her desire to return to India.
“I’ve only been back once, when
our daughter was 10. But I have no
regrets. I love India and I still make hot
curries every day. But I’d never go back.
Besides, it would bring back too many
sad memories of my husband.”
There are many other ways that
Heather carries her Indian heritage
with her.
“I’m Australian qualified but still
remember the values taught to me in
India by my parents.”
Teaching is in Heather’s blood. Her
mother taught in India for 42 years and
education has always been important to
the family.
“I went to a really posh school in
India. The nuns were true missionaries
and my best teachers. One in particular
really knew how to make a lesson
stand out in your mind. I still vividly
remember her classes.”
One of Heather’s sisters was also a
teacher.
“She came over with 23 years
experience but was told she had to do
the four-year qualification. She went
to work in a factory instead and now
works in aged care.”
Heather says there were years in her
career when she encountered racism,
sometimes standing between her and
jobs she was perfectly qualified to do.
“I’ve had lots of knockbacks along the
way because of the colour of my skin.
But I’m really blessed because I have
managed to rise up.”
“I’m Principal of a great school,
where my granddaughter attends the
Kindergarten. Along the way we’ve met
some beautiful friends and we wouldn’t
swap it.
“My motto is that you need to give
love and happiness to those with whom
you work and you have to trust them. If
you pick on your staff they will not be
happy.
“In my 47 years I have taught in 10
different Catholic schools under nine
directors. What more could I ask for?
I am happy with what I have achieved
and I am blessed.”
Wk 6: 11 Nov – 15 Nov
12 Nov: 13 Nov: 14 Nov: 15 Nov: Women in Education Forum, Yarralumla, ACT
Women in Education Forum, Albury
PIP – Your Rights (and Obligations) at Work, Castle Hill
Women in Education Forum, Dubbo
Wk 7: 18 Nov – 22 Nov
20 Nov: Women in Education Forum, Penrith
•
•
•
•
•
You must register for all IEU courses.
Please contact Kayla Skorupan on 02 8202 8900
(1800 467 943) to register and to get updated
information on venues and dates.
Can’t find a PIP near you? Contact your organiser and
ask about the possibility of a PIP coming to a place
near you!
The IEU is a NSW Institute of Teachers’ endorsed
provider of Institute Registered professional
development for the
Professional Teaching Standards of Elements 2, 3, 4, 5,
6 and 7 at Professional Competence.
The dates included in this calendar may change for
unforeseeable reasons.
Key:
Italics denotes a NSW Teachers Institute registered course
PIP = Pedagogy in the Pub
WHS (OHS) Seminars: Work Health and Safety Regulations
and Codes of Practice for NSW/ACT
Non-Government Schools.
WHS for ECS Seminar: You, Your Centre & WHS.
IEU Reps Training Day: New and experienced IEU Reps can
develop their knowledge
Note: Funding for WHS training provided by WorkCover
NSW through the WorkCover Assist Program.
15
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'ieunswact' in the search bar.
Join the IEU social group & keep up to date with us... www.ieu.asn.au
16
Tara de Boehmler
IT
Wizard
iWant. Are you sure?
A range of colour options and
a marginally cheaper choice
are among features of two
new iPhone models released
in September. But while US
customers are being offered a
credit-for-trade-in service on
their old phones, Apple is leaving
the rest of the world’s disposal
decisions to chance.
In a statement Apple says: “iPhones
hold great value. So, Apple retail stores
are launching a new program to assist
customers who wish to bring in their
previous-generation iPhone for reuse
or recycling. In addition to helping
support the environment, customers
will be able to receive a credit for their
returned phone that they can use
toward the purchase of a new iPhone.”
So what can Australian customers
do? Apple stores are sure to take
old handsets for free and, if you’d
prefer cold hard cash, eBay, Amazon,
pawnbrokers and many more will be
only too willing to oblige.
But if retirement is the only option,
Mobile Muster provides a great
service that will keep old phones of
any model out of landfill and use their
innards only for good. Their recycler
completely breaks down chemical
compounds, preventing potentially
damaging compounds (such as dioxins
and furans) from reforming and
threatening the environment.
What follows Mobile Muster’s sixstep summary of their recycling process.
Step 1: Sorting
First, phones are dismantled and
sorted into the following components:
batteries (NiCad, NiMetHyd, Lithium
Ion), printed circuit boards, handsets,
chargers/accessories, plastics, metals
and paper/cardboard packaging.
Step 2: Batteries
Batteries are sorted, then shipped to
approved recyclers in other countries.
Where they are sent depends on
battery type - currently, lithium ion
batteries are shipped to TES-AMM in
Singapore where they’re processed for
cobalt and lithium. Nickel cadmium
(NiCad) and nickel metal hydride
(NiMetHyd) batteries are shipped to
KOBAR Ltd in South Korea where
they are processed for nickel (to make
stainless steel), cadmium (to make
new batteries) and copper.
Step 3: Circuits
Circuit boards are stored and then
shipped to TES-AMM in Singapore
where they are processed for precious
metals including gold, silver, copper
and lead.
Labour Bites
The IEU website at www.ieu.asn.au carries regular updates of local and
international news with a trade union flavour. IEU General Secretary John
Quessy reproduces below some recent items.
Step 4: Casings
Handset casings are sent to local
plastics manufacturer Australian
Composite Technology, who shreds
and uses the plastic to produce
composite plastic fence posts.
Step 5: Accessories
Accessories are processed by TESAMM in Singapore. Here, they are
shredded and separated from the ferrous
and non-ferrous metals for re-use.
Step 6: Packaging
Packaging is separated into plastic
and paper and sent to local recyclers
for processing.
So, are you ready to pay up for
that new phone? Not so fast.
As previously reported, Apple is
one of the main offenders when it
comes to using sweatshop labour in its
manufacturing processes.
While it’s great to see Apple making
any improvements to its environmental
performance, according to Students
and Scholars Against Corporate
Misbehavior (SACOM) those building
their products continue to work in
difficult conditions.
SACOM has raised awareness of a
spate of attempted suicides at Apple’s
Foxconn factories in China and their
grueling hours and working conditions.
With Foxconn also producing
smartphones and tablets sold by
Samsung, Sony and Dell, simply
buying a competitor product is not
always the answer. Whatever the
smartphone, can you be sure it’s
not the product of child labour,
sweatshops, unsafe mines and
minerals which have passed through
the hands of militias? It’s not easy
when manufacturers decide their own
best approach is to remain ignorant
about supply chains.
But for customers, being aware,
keeping the brands accountable, and
keeping upgrades to a minimum until
they sort out their industrial practices
could be a start. The environment may
be better off too.
Details:
•www.sacom.hk
•www.mobilemuster.com.au
•www.foe.co.uk/what_we_do/
make_it_better_about_37804.html
•www.apple.com/recycling/
nationalservices/asiapac.html
•www.theguardian.com/
commentisfree/2013/mar/11/
search-smartphone-soaked-blood
• www.theguardian.com/
commentisfree/2013/apr/25/
smartphone-samsung-tin-bangkaisland
Conflict of interest?
Staff at the Northern Territory office
of Children and Families have been
told to declare ties to religious groups,
sporting clubs, political parties and
trade unions. Department Acting Chief
Executive Jenni Collard’s request for
staff to declare potential “conflicts of
interest” has angered the Public Sector
Union in tense pay talks.
In a newsletter sent to staff recently
the CEO expressed surprise at the
“small number” of conflict of interest
declarations that had been lodged by
departmental staff, saying staff should
consider political party membership,
union membership and affiliations
with non-profit groups as potential
conflicts of interest.
The Community and Public Sector
Union (CPSU) regional secretary has
written outlining her “deep concern”.
The Union has advised members not to
divulge certain personal information.
NT Shadow Public Employment
Minister Nicole Manison said the
situation was “outrageous” and a
breach of people’s rights.
(Source NT News)
UK teachers to strike again.
The two biggest teachers’ unions are
threatening a national one-day strike in
England before Christmas in a row over
pay, pensions and workloads. Teachers
have accused the government of
“reckless and irresponsible behaviour”
and say that Education Secretary
Michael Gove has refused to engage in
meaningful negotiations.
In a speech in London on Thursday,
Mr Gove rejected claims that reforms
had damaged teachers’ morale, saying
that teaching “has never been more
attractive, more popular or more
rewarding”.
Labour’s Stephen Twigg claimed
the coalition was “undermining
teacher professionalism by allowing
unqualified teachers to be employed in
schools on a permanent basis”.
Chris Keates, General Secretary of
the largest teachers’ union said they
would meet the Government “any time,
any place” and that parents would
understand that teachers needed
to protect their pay and conditions.
(Source: BBC)
Introducing sick leave
The mayor of Jersey City, New
Jersey, Steven Fulop, is proposing a
law that would require most businesses
in the city to offer paid sick days to
workers. Any company with 10 or more
employees would have to provide up to
five paid sick days annually.
“It’s an opportunity to make sure
that employers who move here are
conscious of this basic dignity for
working families,” Fulop says.
If it passes, Jersey City would join
New York City, Portland, Ore, San
Francisco, Seattle, Washington and
the state of Connecticut in offering
paid sick days. New Jersey and
Massachusetts also are considering
similar laws. About 40% of privatesector workers and 80% of low-income
workers don’t have paid sick days.
(Source: AFL-CIO)
Seeking a compensation
commitment
All fashion brands and retailers
that have been producing clothes at
one of the factories affected by the
Tazreen Fashions fire and the collapse
of the Rana Plaza building in Dhaka,
Bangladesh have been asked to attend
a meeting discussing the compensation
for the victims and their families
in Geneva.
The meeting has been convened by
involved unions and will be chaired by
the International Labour Organisation
(ILO) as a neutral and independent
party. To date only a small amount
of compensation has been paid to the
victims of both tragedies. Long-term
compensation estimates are as high as
80m US Dollars.
International companies like
Benetton and Walmart have either
refused to attend or seem to be
determined to avoid any responsibility.
(Source: Fashion United)
17
Shorts
Day for children
UNICEF’s Day for Children is on
23 October and schools can participate
by registering and accessing resources
about children’s rights to education.
Get your whole school to dress in blue
on the day and make a donation to
UNICEF. All schools that raise money
go into a draw to have author Morris
Gleitzman visit. Details:
www.unicefdayforchildren.org.au
New shape for myfuture
The Department of Education,
Employment and Workplace Relations
(DEEWR) is updating its career
information website myfuture.edu.au.
18
Changes include:
· inclusion of information for parents
· improved ease-of-use
· stronger connections with industry
· updated labour market information
· improved access to vocational
education and training (VET)
information and statistics, and
· enhanced social networking technology.
The online service will be updated
to reflect an ‘all ages’ approach to
career development, catering to the
needs of individuals at multiple career
transitions points.
Details: deewr.gov.au/nationalcareer-development-strategy.
E-booklet to help teens avoid
depression
To make those difficult teenage years
easier to handle, beyondblue and the
University of Melbourne have produced
a new free e-booklet. It aims to provide
parents with practical advice on how
to help their adolescent children avoid
depression and anxiety.
How to prevent depression and
clinical anxiety in your teenager:
Strategies for parents can be
downloaded at www.beyondblue.org.au.
All-rounders to be proud of
Here’s a proud achievement.
According to PISA, on average around
4% of students in OECD countries are
top performers in reading, mathematics
and science. Dubbed ‘all-rounders’,
between 8% and 10% of 15-year-old
students in Australia, Finland, Hong
Kong-China, Japan and New Zealand
fall into this category. Shanghai-China
has 14.6% of 15-year-old students in
this category and Singapore has 12.3%.
All-rounders are said to desirable in
satisfying “the growing demand for
high-level skills in knowledge-based
21st-century economies”.
Read more at: www.oecd.org/pisa/
pisainfocus/pisa%20in%20focus%20
n31%20(eng)--FINAL.pdf
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Schoo
Top tips for
teacher exchange
I am a little over half way through my
Canadian exchange and the experience so far
has been better than I expected.
Here are some points to consider before you
exchange:
1) Who will take your position? Being head of
department, I first asked one of my experienced
colleagues if he would be interest in taking in the
position for 12 months. Luckily for me his acceptance
was swift.
2) Once I had my replacement, I approached my
headmaster. I would like to think that most principals
would be supportive since the year away is an
excellent form of professional development.
3) Go fishing on the exchange section of the IEU’s
website. You will find teaching areas categorised into
subject areas.
If you are lucky, it is possible to find an exchange
for the following calendar year. However, some
arrangements may take longer. So I suggest you
start early.
There will never be a perfect time for exchange. Our
difficulty was that our children are in their early 20s
and still living at home. To cut a long story short, we
got them to move out!
I believe the experience of fending for themselves
without Mum and Dad would be a good personal
growth opportunity for them - I never told them that.
When we attended the IEU day for exchange teachers
we met two couples who did the same thing. I didn’t
feel as mean after chatting with them.
Here are some other points you will need to
consider once the process has begun:
1) Be flexible - you may have to teach outside
your comfort zone. A friend of mine is a primary
school teacher but exchanged to a secondary (middle
school) Maths position. At the IEU meeting, I met a
principal of a Catholic school who was returning to
the classroom to teach Years 1 and 2.
2) It’s a give and take arrangement when it come
to schools, houses, suburbs, cars, appliances etc.
You may gain a better house but not be in a perfect
suburb. Don’t search for parity on too many points.
3) Once you have made contact with a possible
match, be honest and forward with your information.
Make your communications regular, send photos of
your school, your house and facilities nearby. This
process will take some time before both parties have
the confidence to make a commitment.
4) You are likely to spend more money than you
anticipate. The cost of air tickets for a family and the
possibility of having one adult (if you are travelling
with a partner) without full time work for a year is an
important consideration. For me, the choice was easy.
The cost was secondary to the experience.
Once the commitment has been made, there still
may be much work to do. Getting your house, cars
and work place in order for your exchange partners
can be a long haul. Usually there is a cycle of
maintenance in your household. When you exchange
you will need to have everything in good working
order. If not you will need to let your exchange
partners know of any potential problem and how you
will deal with it if a breakdown occurs.
The exchange itself has been 12 months like
no other. Travel, new people new culture and an
exposure to a different school system will keep you
busy in the best way.
Being in Canada, we have travelled extensively
- Mexico for Spring Break where we swam in the
Caribbean and walked among Mayan ruins. In Alaska
we paddled in the Kenai Fiords amongst icebergs and
glaciers. We cycled in Denali National Park with close
encounters with caribou, moose and a large grizzly
bear. In the Rockies we did the most beautiful walks.
Shows on Broadway and Sunday cycling at Central
Park. I could keep going. The Canadian people have
been very welcoming and go out of their way to
help us.
Surprisingly, the exchange has been great in respect
of our friends and family. We have had a steady flow
of visitors and their arrival has been planned and
welcomed. We have enjoyed showing them around
our beautiful town (Comox Valley) and it has made
our exchange year all that much better because we
can share the experience with family and friends. We
will relive our fun times together for years to come.
Exchange - I highly recommend it.
Feel like a change of pace?
How does 12 months overseas sound?
Contact IEU Exchange Program Coordinator Helen Gregory
via [email protected] or visit www.ieu.asn.au
The Briscoe Building 485-501 Wattle Street, Ultimo NSW 2007|Tel (02) 8202 8900|Fax (02) 9211 1455
19
Escalating
paper chase
Chris Wilkinson
President
We’ve just said farewell to
another busy term. It is interesting
that many members have
expressed their concerns about
the ever-increasing administrative
duties being asked of them on a
daily basis.
It would be wonderful if we could just
go to school and teach the students in
our classes. Unfortunately these days
are long gone as we join the paper chase
day in, day out.
Anyone who says teachers have it easy
and only work from 9am till 3pm does
not understand the work that we do
on a daily basis and the hours of work
that is also done at home at night and
weekends. This is not going to change in
the near future.
Another area of concern for many
teachers is the need for more attention
to be given to students with special
needs. More support needs to be
provided in the classroom to meet
the needs of both the teachers and
the students.
Funding needs to be increased and
more resources provided for equity for
all students.
The need for teachers to undertake
studies in Religious Education is also
an area of concern for many teachers.
This is adding extra stress as they try to
juggle teaching, study, administrative
duties, family life and changes to the
curriculum. Most of these members
are also new scheme teachers and have
the added responsibilities of the NSW
Institute of Teachers to contend with.
With all this in mind, I wish you all a
very pleasant and safe holiday and hope
that you return next term rejuvenated
and ready for Term 4.
When you return, think about taking
advantage of the IEU’s professional
development program. It continues
to grow, with many interesting topics
relevant to all sectors of the Union.
Check dates and venues on the
IEU website.
Thank you once again for your
continued support and interest.
Presenting on a
variety of fronts
Sidonie Coffey
Principals’ Branch President
IEU principal members have
recently been busy on a variety of
fronts, including presenting at the
IEU’s inaugural student members’
forum on 10 August, participating
in the Wollongong Catholic
principals’ conference on
22-23 August and engaging in
a variety of IEU PIPs, women’s
forums and other events.
Principal members have also been
strongly represented among the
recipients of IEU’s 30 years membership
badges, with principals receiving their
badges at their schools with other staff or
at IEU principals’ gatherings. A special
invitation is extended to retired principal
members eligible for a 30-year badge to
join the Principals’ Branch for morning
tea at the meeting on 2 November at the
Union’s Parramatta office. Other recent or forthcoming IEU
principals’ gatherings include a
Parramatta Diocesan meeting at
Rydalmere on 12 November, the
Canberra-Goulburn Archdiocese
principals’ conference on 23-25 October,
and a Wagga Wagga gathering on 30
October. Planning for other diocesan or
regional events is underway.
In the independent schools sector,
the IEU has welcomed the increasing
membership of principals in a range
of diverse schools and looks forward
to providing advice and support in
relation to relevant professional and
industrial issues.
As previously noted, the Term 4
Principals’ Branch meeting will be
held at the IEU’s Parramatta office on
Saturday morning, 2 November.
Join the online
conversation
Join the IEU social group
& keep up to date with us...
www.ieu.asn.au
20
A right
to respect
Michelle Omeros
Vice President, Non-Systemic Schools
Have you been the victim of a
bully in the workplace? Do you
feel as if someone in your school
is making your life difficult on
purpose? Is the situation made
even worse because your employer
is condoning this behaviour by
either not doing anything to stop
this from occurring, or even
worse, adding to the problem.
Bullying means conduct which is
repeated over a period of time and
which is unreasonable and creates
a risk to health and safety. Not all
unprofessional behaviour amounts
to bullying but, if employees feel
uncomfortable about behaviour,
it should be raised. The behaviour
should, where possible, be raised
with the person who is behaving
unprofessionally or their supervisor.
Dignity and respect in the workplace
is a right of every employee and the
employer should be ensuring that this
is occurring. The employer should
be promoting a happy and healthy
workplace and not one based on
the principle of divide and conquer.
Unfortunately, when this occurs, not
only is the health and well being of the
employees affected but also the quality
of education. Staff that are treated
poorly cannot function properly in their
work environment.
If this is happening in your workplace,
and the employer has not responded
to employee complaints, have an IEU
Chapter Meeting and pass a resolution
calling for the implementation of
proper processes to deal with these
types of problems. Support each other
and ensure that your employer is made
aware of your concerns. Your Work
Health and Safety Committee should be
informed. If this culture in your school
is allowed to continue, then the school
will be responsible for any negative
effects on the employees.
Schools are meant for the education
of our future generation. The
personalities of different people should
not interfere with this. Employers are
responsible for the welfare of their staff
and students. They should be involved
in the resolution of problems and
ensure that they remain impartial by
not taking sides.
Many changes
ahead
Gabe Connell
Vice President, Early Childhood Services
The early childhood education
and care sector finds itself in the
precarious position of knowing
very little about the direction it
is going in and what the future
will be.
We have a State Government who
has changed the funding model once
again for preschools but has yet to pass
this information on to them. It appears
that there will be a cut to funding for
non-equity three year olds, a redefining
of “remote” status and changes to
additional needs funding. We will also
see a change to the historical funding
for community based long day care
services in NSW and the introduction
of the Early Years Quality Fund in an
effort to attract and retain qualified
teachers to long day care.
In August we saw hundreds of
educators, parents and representatives
from the NSW Children’s Services
Forum in a show of solidarity and
anger protest these changes outside
Parliament House as well as across
NSW in individual services.
The election means we will have a
new Minister and we already know what
the Coalition policy for early childhood
education is all about. The incoming
Government’s proposed policy is about
delaying and weakening key aspects of
the National Quality Framework (NQF)
which delivers children more qualified
educators and better ratios. The
sector will need to unite to ensure that
children and their right to access quality
education and care is the priority in any
proposed changes to the NQF.
Wages continue to be an issue, with
the Coalition stating that wages are the
concern of the Fair Work Commission
or the employer. If this is the case, then
it is really time to take control of our
destiny. We are great at advocating
for children and families and always
forget about ourselves. We need to start
thinking about reaching pay parity
through our enterprise bargaining
agreements. I know we always worry
that if we do this then fees will go up
and children will miss out. If we don’t
do this then we will be subsidising the
fees from our own pockets – our own
familys’ lifestyles and opportunities are
significantly reduced! We will need to
work longer and our retirement lifestyle
will be poorer because we have far less
superannuation.
We need to look at this issue through
another lens – our own lens! Negotiate
better wages – force the fees up and
what happens then? Every time the fees
go up and the participation rates drop,
the State Government puts in more
money. Yes, there will always be a ‘spill’
factor and we hate it being children, but
families will not advocate for us on this
issue, so we must do so ourselves.
At this point in time, it is the only way
we will achieve pay parity.
Armed against workplace bullies
Carolyn Collins
Vice Present, School Support Staff
Education is the most powerful
weapon you can use to change the
world. Enough is Enough, the IEU’s
Support Staff Conference
was held on 23 August and
educated 76 support staff from all
over NSW and the ACT on how to
bully proof themselves.
Our keynote speaker was Dr Carlo
Caponecchia, Senior Lecturer at
the University of NSW. He spoke of
the relationship between stress and
health. He set the stage for the day,
which armed us with strategies to
move forward and build a bully-free
school culture.
Following this, John Edwards, Dr
Deirdre Duncan and Dr Dan Riley
launched the National Framework
for a Bully-free School Workplace,
resulting from research done into school
workplaces over the past months. The
statistics from the panel research group
told us what we already know, that
support staff are vulnerable.
They stated that bullying behaviour
is repeated and persistent negative acts
towards one or more individuals which
involves a power imbalance and create
a hostile work environment. They spoke
of the need for us to take ownership of a
bully-free workplace culture.
This led into five workshops
demonstrating techniques to assist us
in dealing with difficult people. One
workshop I attended was about
rebuilding relationships. The convenor,
Eleanor Shakiba, made this powerful
statement: “Don’t let yesterday take up
too much of today”. These workshops
gifted us with knowledge about dealing
with difficult people. I would like to thank these powerful
thinkers who gave of their talent and time.
Since the conference, the IEU has received
feedback from some employers to run a
version of this conference for their staff.
This is due to the positive feedback from
those attending and the need they see in
their own work environments.
On behalf of school support staff, I
would like to thank the IEU for such an
empowering conference. In particular, I
would like to thank Carolyn Moore and
staff for the dedication, commitment and
hours of time which goes into such a well
run and valuable conference. Carolyn
Moore is committed to moving the
agenda forward for school support staff.
I also would like to single out Vincent
Cooper for the most beautiful and moving
Welcome to Country I have ever heard.
I invite you to attend our PIPS and
check out our website.
Vale Karen Reid
The Union notes with sadness the passing of
IEU Organiser Karen Reid on 27 August 2013,
following a long and brave battle with cancer.
After working as a finance administrator at Oxford
Falls Grammar School, Karen started working with
the Union in 2005, organising support staff and early
childhood services in the Ku-ring-gai area and in
western Sydney. Even while undergoing treatment,
Karen found great satisfaction in her work with
members. She told Newsmonth Journalist Sue Osborne,
“The more wins I had with the Union, the better I was
feeling in my treatment. It gave me confidence.” Karen
left the Union for intensive treatment in 2009 and
returned part-time in 2012 to conduct member research.
It is a testimony to her strong spirit that during her time
away from the Union she did a counselling degree and
volunteered for Canhelp.
The IEU extends our sympathy to Karen Reid’s family
and friends. She will be greatly missed. newsmonth - Vol 33 #6 2013
21
num
ag
s • By M
On to more serious drinking but still
pretty in pink are two very different rosé
styles. Turkey Flat Rosé 2013 ($18) is a
magnificent salmon pink blend of four
grapes, grenache (81%), shiraz (10%),
cabernet sauvignon (6%) and little
known dolcetto (3%). To me this is a
very complex and adult rosé where each
of the varieties gets an opportunity to
show off. The young grenache displays
strawberries and raspberries on the
nose with a little rose petal and spice
from the shiraz. The palate highlights
the red fruits of the shiraz and the
signature blackcurrant of the cabernet
with a hint of cherry from the dolcetto.
The tannins are soft and the wine
finishes dry with the lingering earthy
qualities of the grenache.
Finally, and to prove the remarkable
versatility of grapes and grape varieties,
ng
22
Next in line is gigglejuice, the
somewhat unkind colloquial name
sometimes given to the Innocent
Bystander Moscato 2013 ($19). A very
pretty pink this is a true moscato made
entirely from muscat grapes. These are
harvested in the cool of the night, chilled
and crushed quickly but left in contact
with the skins to extract a hint of pink.
The juice then undergoes winemaking
processes that keep the alcohol to a low
5.5%, trap the natural effervescence and
heighten the aromatic intensity.
It smells of fairy floss, musk and
orange sherbet and, yes, it is sweet but
not cloying, stick your teeth together
sweet. Rather it is fresh and zesty with
flavours of green apple and brioche and
will compliment a fresh fruit platter or
scones with jam and cream. It is very easy
drinking, refreshing and oh so moreish.
p t e mb
P r e ssi
Pink Ribbon Day is not until
late October but for those of you
who are planning fundraising
parties or barbecues this column
will provide early advice on a few
aptly coloured wines to serve.
I hope these suggestions can
demonstrate that there are plenty
of opportunities to have a glass of
pink without enduring lolly water.
Greet your guests with a glass of
Yellowglen NV Perle Sparkling Rose
($18) a blend of pinot noir and meunier.
This is an elegant wine from an elegant
bottle and makes a wonderful change
from a cheap tasting sparkling wine. A
lovely sparkling but subdued pink, it has
aromas of citrus blossom and flavours
of summer berries. It displays a fine
bead and delicate mousse so is a stylish
entrée to our pink day.
Se
er
Grown
up pinks
•
try the West Cape Howe Rosé 2012
($17) which is mostly, if not totally,
early picked cabernet franc and has a
deeper more blushing pink than any of
the others. This wine displays a lifted
cherry and violet nose with plenty
of strawberries and cream to follow.
What makes this wine a standout is
the underlying cranberry and spice
characteristics which help to balance
acid and fruit sweetness. To do it justice
it needs food but seems to marry well
with lots of savoury nibbles.
I really regret I’ve been unable to find
a really good sparkling sangiovese. Years
ago Fred Pizzini made a most beautiful
and elegant naturally fizzante blush but
alas not recently. Good drinking.
Bernard O’Connor
NGS Super
The Coalition’s
position on super
Superannuation was arguably
not the most contentious issue
during the recent election
campaign, but the two major
parties presented different
positions which were strongly
underpinned by their party
ideology and values.
Prima facie, it appears that both
parties got the strong message
from the public, businesses
and professional representative
organisations to stop tinkering with
super, as this clearly leads to the
breakdown of confidence in our
superannuation system. As a result
of this awareness, Labor promised no
changes to super for five years; the
Coalition promised no more negative,
unexpected changes, or not to move
the ‘goalposts’.
Other policy positions outlined
by the Coalition during the election
include:
• A two-year freeze in the
superannuation guarantee increases
so that the rate of 9.25% remains
in place until June 2016, but a
commitment to a gradual SG rate
of 12%.
• Paid parental leave to include
superannuation payments.
• Revisiting concessional
contribution caps and incentives such
as the Government co-contribution
scheme.
• Removal of tax concessions for low
income earners – currently a payment
of up to $500 per year for individuals
whose adjusted taxable income does
not exceed $37,000 and who satisfy
other criteria.
• No statement on the tax on
superannuation pension savings
where investment earnings exceed
$100,000 per year.
• A promise to ensure fairer
taxation: this relates to the originally
punitive tax penalties imposed
on members who exceeded the
contribution caps for both salary
sacrifice contributions and after-tax
contributions.
• Improving Governance in
Superannuation in line with corporate
governance applicable to ASX listed
companies: this is a three pronged
initiative which includes a mandated
percentage of independent directors
on super fund boards, mandatory
disclosure of conflicts of interests and
a requirement for directors who sit
on multiple boards to report to APRA
(Australian Prudential Regulation
Authority). This goes to the heart
of the “equal representation model”
(50% employer; 50% employee
directors) which is the current
structure for industry funds.
• Enhancing Transparency of
Information: this has to do with
standard reporting of fees and returns,
as well as comparable definitions
for investments and asset classes for
members.
• Streamlining employer reporting
through the use of a superannuation
clearing house through the Australian
Tax Office.
Of course the proof will be in the
pudding as there are both benefits
and detriments depending on
where an individual is placed in the
workforce, as well as age and gender.
Clearly the two-year postponement
of SG increases will hurt national
retirement savings and the removal
of tax concessions for low income
earners will hurt primarily women
who often take part-time work due
to family duties. However, the super
contribution for paid parental leave
will benefit women to some degree.
The requirement for one third of
board directors to be ‘independent’ is
certainly a radical departure from the
current equal representative model
which has served industry funds well
since its inception. If this measure
is legislated, then it should certainly
apply to all funds - retail, corporate
and industry rather than just one
segment of the industry. Obviously the
independent directors measure is no
silver bullet as independent directors
are capable of making mistakes
(consider the corporate failures
this country has seen which were
attributable to independent directors).
As any potential conflict of interest
by a director must be declared to the
board and managed under the current
strict regulations, it is unclear whether
this ‘new’ proposal is grounded
in anything other than bombast
or ideology.
Newsmonth
Newsmonth is published eight times a year (two issues per term)
by the NSW/ACT Independent Education Union.
Executive Editor: John Quessy (General Secretary) for and on behalf of the
IEU Executive and members.
Managing Editor: Tara de Boehmler
Journalists: Tara de Boehmler, Sue Osborne and Daniel Long.
Graphic Design: Chris Ruddle
Contributions and letters from members are welcome. These do not reflect
endorsement if printed, and may be edited for size and style at the Editor's
discretion. They should be forwarded to:
Newsmonth
485-501 Wattle Street
ULTIMO NSW 2007
GPO Box 116
SYDNEY NSW 2001
Tel: 8202 8900 Toll free: 1800 467 943
Fax: 9211 1455 Toll free fax: 1800 804 042
email: [email protected]
On the net: www.ieu.asn.au
Advertising inquiries
Chris Ruddle on 8202 8900. Such
advertising is carried out to offset
production costs to members and
at commercial rates. It does not in
any way reflect endorsement by the
NSW/ACT IEU.
NSW/ACT IEU Executive
John Quessy
General Secretary
Gloria Taylor
Deputy General Secretary
Carol Matthews
Assistant Secretary
Mark Northam
Assistant Secretary
Chris Wilkinson
President
St Joseph’s Catholic College, East
Gosford
Michelle Omeros
Vice President Non-Systemic
St Euphemia College, Bankstown
Bernadette Baker
Vice President Systemic
St Columbkille's Primary School,
Corrimal
Carolyn Collins
Vice President Support Staff
St Michael's Primary School, Nowra
General Executive Members
John O’Neill
Carroll College, Broulee
Ann Rogers
ASPECT South Coast School, Corrimal
Pat Devery
St Mary’s Cathedral College, Sydney
Marty Fitzpatrick
St Francis Xavier’s Primary School,
Ballina
Ralph Hunt
The Armidale School, Armidale
Denise McHugh
Patricia Murnane
Emmaus Catholic College, Kemps Creek
Michael Hagan
Mater Maria College, Warriewood
Leah Bayin
St Jude’s Primary School, Holder ACT
Gabrielle Connell
Vice President ECS
Albury Preschool Kindergarten
Francis Mahanay
Vice President, ACT
Holy Family School, Gowrie
Peter Moore
Financial Officer
De La Salle College, Cronulla
(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 of the information to your individual circumstances,
read the Product Disclosure Statement for any product you may be thinking of acquiring
and consider seeking professional advice. Past performance is not a reliable indicator of
future performance.)
Marie MacTavish
Financial Officer
St Joseph’s Primary School,
East Maitland
23
www.ieu.asn.au giveaways
Giveaway 1
Giveaway 2
Giveaway 3
Ian Frazer
The Man
who Saved
a Million
Lives
The
Great
Gatsby
(Three DVDs to give away)
Roadshow Entertainment
It’s the spring of 1922 in New York City, a decadent
playground of shifting morals, glittering jazz and
bootleg empires. Chasing the dream, would-be
writer Nick Carraway (Tobey Maguire) arrives from
the Midwest only to land next door to Jay Gatsby
(Leonardo DiCaprio) a mysterious millionaire whose
estate overflows with endless parties.
As Nick’s beautiful cousin Daisy (Carey Mulligan)
and her blue-blooded husband Tom Buchanan (Joel
Edgerton) fall into Gatsby’s orbit, Nick bears witness to
a tragedy of impossible love and incorruptible dreams.
Based on F.Scott Fitzgerald’s timeless epic, The
Great Gatsby mirrors the struggles of modern times in
a dazzling visual journey directed by Baz Luhrmann.
(Three books to
give away)
Author: Madonna King
University of
Queensland Press
ISBN: 9780702245670
When Professor Ian Frazer was awarded the
patent for the vaccine to cervical cancer, he knew
it could help to save the lives of 275,000 women
around the world each year. Few people know the
real story of the Scottish-born Australian of the Year
who is behind one of the great medical discoveries
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biographer and award-winning journalist Madonna
King peels back the many layers of his extraordinary
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Imagine
Using mental
Imagery to Reach
your Full Potential
(Three books to giveaway)
Author: Dr Lydia Ievleva
ISBN:978-1-922132-42-0
Much of how we think, feel and behave is dictated
by the images of our mind. Imagine is one of the
first books on the market to provide a practical and
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Dr Lydia Ievleva is a practicing psychologist with
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athletes and Olympians, musicians, artists and dancers
seeking to fulfill their potential.
To enter one of these giveaways, write your name, membership number and address on the back on an envelope addressed to Newsmonth,
NSW/ACT IEU, 485-501, Wattle St, Ultimo 2007 by Friday, 11 October. Please mark on the envelope which giveaway you are entering.
24

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