journal aug2015

Q U E E N S L A N D T E A C H E R S ’

21 August 2015Volume 120 number 6

Also in this issue:

State Budget EI Congress Gonski Curriculum ban

lifted

WORKLOAD - What wastes your time?

From conversation

comes growth.Whether it’s over-the-phone or face-to-face advice, we’ll talk you through your options and provide a plan to help get your finances growing towards the lifestyle you’re looking for in the future.

See what a good financial plan could do for you.

Start the conversation today.

qinvest.com.au/conversation1800 643 893

QInvest Limited (ABN 35 063 511 580, AFSL and Australian Credit Licence Number 238274) (QInvest) is ultimately owned by the QSuper Board (ABN 32 125 059 006) as trustee for the QSuper Fund (ABN 60 905 115 063), and is a separate legal entity responsible for the financial services and credit services it provides. Advice fees apply. © QSuper Board of Trustees 2015. 8977 07/15.

Appointments available now

8977 Qld Teachers Union Journal Ad.indd 1 20/07/2015 4:47:15 PM

This QR code will take you to the QTU website. In order to scan QR codes, your mobile device must have a QR code reader app installed.

8 Safe Schools

12 State Budget

14 Highly accomplished classification

15 Curriculum ban lifted

16 Positive teacher

18 Gonski making a difference

20 Don't let feds take TAFE

22 NAIDOC Week

23 Policy changed to maximise activism

features

21 August 2015Q U E E N S L A N D T E A C H E R S ’

www.qtu.asn.auISSN 0033-6238

Cover image: QTU members have been reporting the biggest time wasters adding to their workload (p.10)

regulars 4 News

5 Editorial

7 From the President

9 From the VP

21 New teachers

28 QTAD

29 Legal

30 Retired teachers

31 Lighter side

32 At leisure

32 Classifieds

35 QTU contacts

35 Anniversaries, reunions and events

10 Your workload woes

Send your letter to the editor

Letters should be no more than 200 words in length and may be edited for publication.

online: www.qtu.asn.au/lettersemail: [email protected]: PO Box 1750, Milton LPO 4064fax: 07 3512 9050

Editorial policy Articles and letters should be sent to ‘The General Secretary, Queensland Teachers’ Journal Editor, PO Box 1750, Milton BC, 4064’, faxed to (07) 3512 9050 or emailed to [email protected]. Letters should be no more than 200 words in length. Articles should be a maximum length of 500 words. All submissions should be signed and those wishing to remain anonymous should indicate their name is not for publication. Articles, letters to the editor and advertising in this journal do not necessarily represent the views of the Union. The next edition will be published on 2 October 2015. The deadline for all editorial and advertising material is 7 September 2015. For advertising enquiries, email [email protected] or call (07) 3512 9000.

17 EI Congress 2015

25 Our 2015 "Annas"

Vol 120 No 6 | Queensland Teachers' Journal 3

From conversation

comes growth.Whether it’s over-the-phone or face-to-face advice, we’ll talk you through your options and provide a plan to help get your finances growing towards the lifestyle you’re looking for in the future.

See what a good financial plan could do for you.

Start the conversation today.

qinvest.com.au/conversation1800 643 893

QInvest Limited (ABN 35 063 511 580, AFSL and Australian Credit Licence Number 238274) (QInvest) is ultimately owned by the QSuper Board (ABN 32 125 059 006) as trustee for the QSuper Fund (ABN 60 905 115 063), and is a separate legal entity responsible for the financial services and credit services it provides. Advice fees apply. © QSuper Board of Trustees 2015. 8977 07/15.

Appointments available now

8977 Qld Teachers Union Journal Ad.indd 1 20/07/2015 4:47:15 PM

After years of campaigning, the State Budget brought cause for cautious celebration for many FNQ teachers and parents, with the announcement of funding for the long-awaited Cairns Special School.

Local campaign secures special school for Cairns

Due for opening in 2017, it is contingent on $25 million over two years, with the latest site pegged adjacent to Woree State High School. This year’s budget contained $7 million towards the project, with the rest due in next year’s announcement.

The city of Cairns does not currently have a school facility for students with multiple or significant impairments. Most students with extreme special needs are currently dispersed around the area, enrolled in special education programs in a variety of local schools, none of which has the resources to provide specialised programs for a small number of very high-need students.

So five years ago, a passionate standing-room only crowd of local educators launched a campaign to ensure that students, parents and teachers should have access to a special school located in Cairns that not only served the city but also the whole far north region. Since then, intensive political lobbying has occurred with three successive state governments. In practical terms this has involved convincing each new FNQ MP and Minister for Education – first ALP, then LNP, then ALP – of the importance of funding what is envisaged as a resources hub as well as a special school.

FNQ regional personnel are to be commended on their ongoing support and advocacy. Parent activism has also been impressive, with various individuals and

groups maintaining an ongoing positive media presence.

One constant during this time has been the support of Mulgrave MP and former Disabilities Services Minister Curtis Pitt, a firm proponent of the scheme since meeting an early QTU delegation led by then acting QTU Organiser Zeb Sugden.

The first tangible outcome of this support was when the Bligh Labor government made a 2012 election promise to build a special school. After the ALP’s massive electoral loss, Curtis Pitt issued a media release “LNP must build the Cairns Special School”, which then put pressure on his newly elected LNP counterparts in Cairns to express bi-partisan support. Fast forward to 2015, and as Treasurer he is now delivering on what he terms “a project close to my heart”.

Recently elected Cairns ALP MP Rob Pyne has been quoted in the media with sentiments that sum up the outcome of the collective campaign: “First and foremost I’m pleased that Cairns will get a fantastic new educational facility that will benefit students and their families for years to come”.

Maureen Duffy QTU ORGANISER PENINSULA AND NORTH WEST

QTU helps girls in remote areas enjoy their big nightThe QTU’s Women Teachers and Girls Education Committee (WTGEC) has launched Girlz ‘n Frox, a new initiative which aims to connect senior girls living in isolated and remote communities with pre-loved and donated formal wear.

Senior students from remote and isolated schools will, through a coordinating member, be able to preview items on a closed Facebook group (visit www.facebook.com/groups/girlznfrox/ and ask to join the group). The formal wear will then be sent to the coordinating teacher at the school.

QTU members with quality, clean, pre-loved and suitable formal wear can donate via their local Organiser, by dropping formal wear into the QTU’s regional offices or by mailing directly to the QTU building in Milton in Brisbane.

Kevina O’NeillASSISTANT SECRETARY - WOMEN’S AND SOCIAL WELFARE ISSUES

Students with disability deserve betterSchools need more resources and better training for teachers to ensure that students with disability receive a quality education.

That was the message contained in the AEU’s submission to the federal government’s Review of the Disability Standards in Education.

To view the submission visit: www.aeufederal.org.au/Publications/2015/Disabilitystandards2015.pdf

News

4 Queensland Teachers' Journal | Vol 120 No 6

Taking stock of government


Editorial

Six months after the election of the Palaszczuk government, it is worthwhile taking stock of the changes that have occurred.

Requirements for implementation of phase 2 of the Australian Curriculum have been removed in response to a QTU request. The ongoing implementation had significant workload implications for teachers, particularly in primary schools, and in circumstances where the curriculum itself was being reviewed and there was no decision about its final form. Consequently, the directive that members voted on last year when the LNP government did not respond adequately to a similar request has now been lifted. The Union has established a process whereby specialist teachers in phase 2 subject areas can choose to start to implement new curriculum, having regard to their workload.

There is in-principle agreement to a 10-month continuation of the current enterprise bargaining agreement up to 30 June 2016. Final discussion is required concerning the quantum of salary increase that accompanies the continuation. Hopefully, by the time this Journal reaches schools, a Newsflash will have arrived announcing a final agreement. The continuation was requested because the Industrial Relations Act still requires a modernised award before bargaining can occur. Even if bargaining was permissible, it would still occur according to the previous government's unfair processes, under which teachers were facing a wage freeze and having conditions stripped away. That will now not be the case.

An evaluation of the Independent Public School (IPS) scheme has been conducted, with Union involvement, to address the two-tier system of state schooling that the QTU and many members observed developing. This was starting to have an impact on, among other things, transfers

and relocations, as well as perceptions of schools. It is essential that public education is maintained as a system. The Union’s request for an evaluation of IPS was predicated on extending appropriate independence to all schools, while maintaining elements, such as the transfer and relocation policies, that are essential to functioning of the system. A final government decision is awaited.

The first changes to industrial relations legislation have been made, removing LNP laws that invalidated provisions of existing awards and agreements, and fundamentally changing the award modernisation process from a process of stripping conditions to a genuine process of modernisation. The Minister has issued a new award modernisation request to the Industrial Relations Commission that will provide a fair basis for negotiation and the establishment of up-to-date awards, while maintaining conditions won over 20 or more years.

In TAFE, legislation has passed through Parliament repealing the Queensland Training Assets Management Authority legislation, which made TAFE facilities available to for-profit private providers in competition with the TAFE system.

The QTU has also been involved in discussions with the department about the implementation of the government’s election promises, particularly an additional 45 guidance officers and 875 teachers above those required for enrolment increases over three years and the development of a process to recognise and reward highly accomplished and lead teacher categories within the Australian Professional Standards.

There is further work in progress. • The QTU has sought a pay increase for

TAFE teachers who, as at 1 July, had been without a pay increase for two years while the LNP government attempted to strip back their working conditions and denied them arbitration of their last round of enterprise bargaining.

• The QTU has also asked for changes to the way in which Gonski (GRG) funding is allocated to schools, so that it better reflects the architecture proposed by the Gonski review, i.e. a school resource standard with loadings for each of the six factors of disadvantage. Existing allocations do not properly reflect this needs-based funding and the lack of certainty leaves schools unable to commit to programs and permanent employment for those employed.

• A fundamental review of industrial legislation will occur during the remainder of 2015, with the establishment of fair legislation when teachers next come to bargain in 2016.

• A review of WorkCover legislation to restore entitlements stripped away by the LNP government is nearing a conclusion and the introduction of amending legislation.

It will take time to undo damage done to the education system and employee rights by the previous government, but work is in progress and the results of the first six months of the Palaszczuk government, working with unions, are positive.

Graham MoloneyGENERAL SECRETARY

What is your school planning for Anti-Poverty Week 2015?

11-17 October

Sun 11 - Sat 17 October

Poverty and severe hardship affect more than a million Australians, and around the world, more than a billion people are desperately poor.

Anti-Poverty Week aims to:• strengthen public understanding

of the causes and consequences of poverty and hardship around the world and in Australia

• encourage research, discussion and action to address these problems, including action by individuals, communities, organisations and governments.

How schools can get involved• Organise an activity• Bring poverty into the school

curriculum • Launch a program to ensure that

students who are experiencing poverty or hardship are able to fully participate in all aspects of school life.

To find out more, visit www.antipovertyweek.org.au/organise-an-activity/how-schools-can-get-involved

Teachers face jail for reporting risks to children in detention Teachers and other professionals working in detention centres must be free to report suspicions of abuse of children without the threat of jail, the AEU has said.

The Abbott government’s Border Force Act, which took effect from 1 July, threatens criminal penalties, including jail terms of up to two years, for employees who make public their concerns over conditions in detention centres.

AEU Federal President Correna Haythorpe said it was unconscionable to threaten teachers with jail for voicing their concerns regarding conditions inside detention centres in an effort to prevent long-term damage to young children.

“Teachers working in detention centres must retain their ability as professionals to speak out on behalf of their students, and to draw attention to issues which can damage students’ long-term health and well-being.

“They must be able to tell the truth about what is happening to protect vulnerable children whose welfare must take priority over the government’s desire to maintain the secrecy of its detention regime.

“Teachers have a legal duty to report suspected child abuse, and may face penalties for not doing so, yet this government wants them to leave their ethical and legal responsibilities behind when they enter detention centres."

The AEU’s position is that no children should be in detention centres; they should be integrated into the community and receive an education.

Correna Haythorpe said: “If children are held in detention, they must be able to exercise their right to an education from qualified teachers. The Human Rights Commissioner’s report ‘The Forgotten Children’ detailed the shocking treatment of children in Australian detention centres and the long-term damage it is doing to them, including mental illness, trauma and other harm."

Schools across the South Burnett have been “going green for needs”, to highlight the importance of needs-based funding for students across the state.

From articles in the local paper to letters to local members, dress in green days to advertising the greatness of state schools on school signs, the South Burnett is doing its part to put needs-based funding back on the federal government’s agenda.

The fourth annual South Burnett Queensland Teachers’ Union Ball also

supported the Wide Bay Fair Schools Funding campaign, with attendees asked to add a “piece of greenery” to their outfit. QTU Deputy General Secretary Barry Welch, who attended on the night, commended South Burnett members on their support of the campaign and reminded members of the power of solidarity in gaining momentum.

Kendall SeccombeSOUTH BURNETT BRANCH SECRETARY

South Burnett goes green for needs

Pictured, clockwise from top left: members at Murgon State High School launch their Gonski campaign; 2015 QTU South Burnett Ball attendees put their hand up for Gonski; Cooyar State School; Nanango State High School

News


This is a week

when we can all

do something

about poverty

Anti-PovertyWeek

11-17th October 2015


From the President

There is power in our Union

My recent experience at the 7th Education International World Congress in Ottawa, Canada, caused me to reflect on some things that we take for granted: not least of which is the meaning of the word union.

In our world, the word union takes on a utilitarian purpose describing our organisation, a thing, an entity. What I heard and experienced during six days of discussions and deliberations at World Congress has led me to believe that we diminish ourselves and our purpose by seeing ourselves in this narrow light.

As reported on page 17 of this Journal, representatives from 400 unions in 170 nations gathered in Ottawa. People like Gastão Da Graça Ferreira (pictured left) , the Secretary General of the SINPRESTEP from Sao Tome and Principe, a small African nation, representing 700 members. A large delegation from the National Education Association of the USA, led by president Lily Eskelsen Garcia (pictured right), representing some 2 million members.

Altogether, almost 2,000 people as the collective voice of some 32 million teachers and education support workers across the world. A democratic forum where no one voice was more powerful or more valuable than any other in the debates, which ranged

over a wide variety of topics, such as dues payable through to combating child labour and trafficking for sexual exploitation.

Just like the apparent simplicity of the word union, this seemingly mundane gathering of union representatives was so much more. Each day brought strikingly similar stories of struggles and frustrations with maintaining the integrity of the teaching profession and of the education we strive to offer to people across the age spectrum. Each day brought reports of struggles against repressive governments, threats of death and beatings for promoting the education of women and girls, and radical actions to eliminate a union or gag its members to prevent professional teachers and education support workers from exercising their fundamental human rights, especially the right to collective action.

What the word union meant to these teachers and education support workers from all over the world was clear: it is the power to their arm, the provider of meaning through professional identity and the descriptor of our higher purpose.

Our Union and our profession are inextricably bound together. The needs of learners compel us to join together, not out of self interest, but from a need to use the power of the collective to propel us to even greater potential to do good through the provision of education. Our struggles in the classroom are mirrored in the political and

social struggles of teachers and learners as a part of the broader community opposing ignorance, poverty, child abuse, racism and discrimination.

What motivates us all is the belief that education has a transformative power. Time and again the Congress heard people exclaim that they willingly suffer personal and professional hardships to ensure that children receive a chance at a better life through education. For me, this is best expressed by a simple quote from Nobel Laureate, Malala Yousafzai: “One child, one teacher, one book and one pen can change the world. Education is the only solution.”

We are part of the solution. There is power in our Union. Together we are so much more than even that “one teacher”, and we can change the world. Let’s continue to do all that we can to honour the nobility of our profession.

Kevin BatesPRESIDENT

@qtupresident

The Safe Schools program is now available in Queensland, with the aim of creating safer educational environments where every family can belong, every teacher can teach, and every student can learn.

To kick off the program, a two-day intensive course was conducted in both Brisbane and Cairns in July. The program introduced the Safe Schools resources and gave participants an experience of some of the professional development which will be available to teachers in schools which sign up to the Safe Schools Coalition.

QTU activist Brent Brown, who attended the Brisbane course, said: “It was energising to join with so many passionate individuals representing a range of different parties who shared a common goal. After the two days of sharing, workshopping and role-playing, I walked away with confidence that the program in Queensland is well placed to deliver on its primary purpose: to ensure that Queensland schools are an inclusive place, where students feel safe and secure and to ensure that teachers are able to teach and students are able to learn.”

I attended the Cairns training and was just so happy that a program like this is finally available in Queensland schools. I’m looking forward to working with the Safe Schools Coalition to make sure as many teachers as possible can benefit from this training and make positive changes in their schools.

Research shows that students at safe and supportive schools have better educational outcomes and are less likely to have poor mental health. When school policies address homophobic and transphobic bullying, they significantly reduce violence and mental wellbeing risks for LGBTI people.

Schools are now able to sign up to the Safe Schools Coalition to access digital and printed resources and professional

development for staff and advice and support for schools.

The program is voluntary and is free to join. It is up to school communities to decide how they wish to use the resources and implement changes in their school. As the Safe Schools materials state: "By signing up, schools commit to building a school that is free from homophobic and transphobic bullying, and is safe and inclusive for the whole school community."

I also attended the National Safe Schools Symposium in Sydney on 30 July. This day brought together students, teachers, school leaders and staff from a range of organisations to share their stories of making changes that benefit everyone in their school communities. There were students talking about how they have started action and support groups in their schools, teachers discussing the ways that they have been empowered to make changes at school and parents sharing their perspectives on how the program is making a difference for their children.

It was an inspiring day made all the more so by the knowledge that the program is now in Queensland. It’s exciting to think that in 2016, there will be a range of Queensland school students, teachers, school leaders and parents sharing their stories of how their Safe School is doing better.

The QTU’s Education Centre (QTEC) will be hosting some Safe Schools workshops for QTU members throughout term four 2015 and term one 2016.

For more information about joining the Safe Schools program go to: www.safeschoolscoalition.org.au/safe-schools-coalition-qld-is-here

Sam PidgeonVICE-PRESIDENT

Safe Schools Coalition Australia is federally funded by the Australian Government Department of Education.

safeschoolscoalition.org.au

Nationally convened by:

Safe schools do better!


Safe Schools

There is work we do as teachers and school leaders which is fundamental to our schools and TAFEs being places that are welcoming and safe for all.

We are able to teach at our best and our students are able to achieve their potential when all members of the community feel included and understood and respected. Creating learning environments free of discrimination and bullying is one of the most complex parts of being a teacher.

The curriculum and the policies of a school can go a long way to addressing ignorance and building understanding, but our curriculum is crowded and there are very few questions to which the answer is another add on to what we are teaching in our already busy classes. However, all of us have a role in addressing bullying and discriminatory behaviours when we see them in the school or workplace. This has a dual effect – it tells the person or people being bullied or discriminated against that we have noticed and we are unwilling to let it happen but it also contributes to the culture of the school or TAFE community and sets down some clear boundaries of what is acceptable and what is not.

Every student and every teacher should be able to come to the place where we learn and teach each day without fear. Every student and every teacher should be able to come to the place where we learn and teach each day and feel that we can proudly be who we are and that we don’t have to apologise or leave our true selves at the door as we leave home.

Through the process of working with QTU

members and officers on the development of our Reconciliation Action Plan (see page 23), and in supporting the roll out in Queensland of the Safe Schools Coalition Program (see page 8), I have listened to people telling their stories and I’ve engaged with ideas and knowledge that are new to me but essential to building an understanding of the experience of those suffering bullying and/or discrimination. There are breathtaking stories of pain and resilience that indicate the need for us to work tirelessly to make our schools inclusive. There are many stories about the way that

a teacher or a school friend or whole school community took steps to make school a safe and welcoming place and made a world of difference a young person’s life.

We talk a lot about our work as state school teachers and why we do it. One of the most important reasons we do it is because every student who comes into our school has a story and hopes and dreams and potential.

Our great state schools are the place where all kinds of people come together. Whether you are Aboriginal or Torres Strait Islander, were born in Australia or are new to Australia (welcome by the way), speak English and/or other languages or dialects, whether you are same-sex attracted, transgender or intersex, whether you are a star student or need a whole lot of extra support, whether you are wealthy or your family doesn’t have much money, your state school – whether in a remote community or the biggest city suburb – is there for you.

And while we continue to campaign for needs-based resourcing as envisaged by the Gonski model and seek funding for other programs to support students in our schools, we should celebrate the wonderful work already being done every day across Queensland.



From the VP

@sampidgeon

Inclusive really does mean everybody

We asked, and you told us. When the QTU asked members what they believed were the biggest time wasters in their professional lives – the activities that add significantly to workload but have little or no apparent educational benefit – nearly 500 feedback forms were submitted via the QTU website.

Naming workload woes

Feedback came from classroom and specialist teachers and school leaders in primary, secondary, combined and special schools. Across all groups, the issues were remarkably similar.

The number one time waster was data for data’s sake – the excessive gathering and reporting of data, including standardised testing (particularly NAPLAN). Five-week data cycles were often noted to be unnecessary and unrealistic, as were data walls and placemats. Respondents were clear that data could be useful in their complex professional lives, but only when there is also time to reflect, plan and have collegial conversations, and then have the resources to put plans into action.

Members' comments:

“Pre-tests on topics you haven’t taught to kids who don’t know how to do something, all for the sake of data gathering. Of course they can’t do something we haven’t taught them to do! A perfect way to make a class full of five year olds cry and feel like failures.” Primary classroom teacher

“Compiling data in a way that suits others but is not user friendly for teachers and school staff to use to inform teaching and learning in their classrooms.” School leader

“Once upon a time, conversation between staff members enabled teachers to discuss their students and get support on how best to work with them. Data is not a conversation!” Secondary classroom teacher

Members nominated administrative processes and record-keeping as another top time waster. OneSchool requirements were named as a particular burden, especially when combined with unreliable ICT and making multiple information entries on different platforms; for example, logging student attendance on class rolls and then having to enter the same information onto OneSchool. Repetitive risk assessments and VET paperwork were also mentioned, as were unreasonable expectations about recording minor parent contacts and positive behaviour.

Members' comments:

“Being expected to give administrative tasks priority over tasks that directly affect students, such as providing feedback on work or preparing lessons, is having the worst impact on student outcomes.” Secondary classroom teacher

“Risk assessments and excursion planning. I would spend an average three hours a week with such paperwork. I’m a PE teacher.” Specialist teacher

“Continually being given more and more little jobs that apparently only take a few minutes each but added together become hours of extra work each week.” Primary classroom teacher

The third biggest time waster, across all groups of respondents, was meetings, and meetings, and more meetings. Most problematic were meetings with no agenda, or with content not relevant to those attending.

Members' comments:

“Meetings are a huge issue when there is no direct action that directly benefits students.” School leader

“I don’t mind meetings we either learn something in or discuss things that are relevant and meaningful, but just to ensure that we ‘have a staff meeting’ is annoying.” P-10/12 classroom teacher

A range of professional issues were also raised, including irrelevant, mandatory PD (such as code of conduct training, even when the code has not changed), prescriptive and ever-changing planning formats, excessive differentiation, and micro-management at all levels.

Thank you to all the QTU members who took the time to tell us exactly what wastes their time.


The information from the time wasters survey confirms members' previous advice - something needs to be done about workload.

Something must be done

Consequently, workload and processes to moderate workload pressures must be front and centre in the EB campaign. Action also needs to be taken to alleviate the continued administrative burden placed on schools, school leaders and teachers.

As part of the letting teachers teach platform, the state government has committed to a review of school support allocation, which will hopefully reduce some of the pressure on schools.

However, the delaying of EB negotiations until mid next year gives the QTU time to achieve a kit of resources, including agreements with DET, to assist members in taking action at the local level in response to some of the key issues.

The Union’s approach has been to work with DET to establish joint positions on a number of matters, such as collegial engagement in classrooms, planning and preparation, individual curriculum plans, mandatory training and professional development. With these resources, members will be able to ensure that local processes do not extend beyond DET’s requirements (unless members, through proper consultation, agree to do so).

At this year’s Union Reps Conference, the panel was asked “What is the role of a teacher?” While the answer was more extensive, the fundamental role of a teacher is to plan, teach, assess and report. It is the interpretation of what each of these responsibilities means that contributes to the ever increasing workload.

In order to moderate workload, members must know their rights and working conditions, believe that these are their rights and working conditions, and expect them.

With rights and working conditions also comes responsibilities. While the Union can negotiate rights and working conditions through EB, joint statements, memoranda of understanding etc, they will have no effect on working conditions and workload if members do not assert these rights. As part of the workload response, the kit of resources available to members will not be limited to fact sheets and fact checkers, but will include actions to assist members in attaining these rights.

Everyone’s workload looks different, because every school, every context, is different. If members play an active part in defining what the excess workload looks like at a school level, this will be a start in alleviating some of their concerns.

In doing this, members must know their rights, raise the issue at the school level if they believe that expectations erode their rights or working conditions, use the consultative mechanisms to reach agreement about what works at the school, and then implement this agreement.

The first step in knowing your working conditions is the QTU fact checker and website. QTU Organisers and Officers also provide a range of training, including local consultative committees, managing unsatisfactory performance, knowing

your working conditions, the annual performance review, collegial engagement and legal issues.

There is a specific fact checker for school leaders, whose role in acting as a buffer between central and regional expectations and what is implemented at a school level cannot be underestimated. In recent strategic planning exercises, education leaders confirmed that not only do they want the QTU to be their advocate, they expect it to be the source of timely, accurate information. Consequently, the school leader fact checker acts as an additional resource for them to check that what is being asked of them aligns with their rights and conditions.

One example of the local process is the “Unpacking the Joint Statement on Collegial Engagement in Classrooms” resource. Using this, members can implement the joint statement at the local level through consultation and agreement. An outline of this resource was published in the last journal. As resources are developed, they will be made available online, through Organisers and Officers, QTAD and the Journal.

The first step in unravelling increasing workload demands at the local level is to be informed. Once confident about the key issues, work with other members to identify how these issues may be addressed, and share your successes. The Union will also keep members informed as agreements are reached in response to workload pressures.

Kate RuttimanDEPUTY GENERAL SECRETARY


Workload

On Tuesday 14 July, Treasurer Curtis Pitt delivered the Palaszczuk government’s first state budget.

Most responses to the budget have been positive and election commitments have been delivered. The government states that the final cost of election commitments will be $1.975 billion, while stating that through savings, offsets and reprioritisations there will be a saving of $2.315 billion, resulting in fiscal improvement of $340 million.

$12.4 billion has been allocated for education. Importantly, this budget ensures full funding for growth and includes real gains for education (see the table for details.

Budget restrictionsWith a commitment not to increase taxes while still restoring frontline services, retaining state-owned assets and paying down debt, the government’s position was described by economist Jon Stanford as being in a “straight-jacket”, a position made worse by reduced income from coal and liquefied natural gas (LNG). The government’s Debt Action Plan contains three components:• revising the capital structure of

the government’s energy network businesses

• funding long-service leave on an emergent basis

• temporary suspension of investment of defined benefit employer contributions.

The final two are of most importance to QTU members. The QTU is confident the government’s measures will not negatively impact our members, and further information is available on our website at www.qtu.asn.au/state-budget-2015/

Common queriesIn response to member queries, we have developed a FAQ document, which sits alongside the other state budget information on our website. It confirms that the Great Results Guarantee money is continuing. It also addresses questions related to the cessation of elements of the “Great Teachers = Great Results” plan, ones that have not already been implemented, such as performance bonuses for teachers and contracts for school leaders. Programs that have already been negotiated between the department and the QTU and that are already underway, such as annual performance reviews, mentoring and master teachers, will continue and have not been impacted by the budget.

Kim RoyRESEARCH OFFICER

State Budget 2015: education a priority

QCU's Ron Monaghan retires Queensland Council of Unions General Secretary Ron Monaghan has retired.

Ron, 62, was at the head of the Queensland union movement as it campaigned strongly to retain public ownership of revenue-generating state assets, ensuring a pivotal role in the past two state elections.

During his eight years as General Secretary, Ron has overseen a major change in direction for the QCU, with a focus on campaigning to ensure decent wages and better conditions for all of Queensland's 2.2 million workers.

He has also been a vocal supporter of the Indigenous community in their decades-long fight for Stolen Wages.

Ron started in the union movement in NSW in 1979, but ten years later moved north as an organiser with what is now United Voice. His hard work there contributed to improved outcomes for workers, particularly in the cleaning and brewing industries, and he was branch secretary by 1999.

He was elected QCU General Secretary in 2007 as the Your Rights At Work campaign brought down the Howard federal government, and oversaw a change in the strategic direction of the Council.

A particular highlight during his tenure has been the renewed popularity of Labour Day, with annual celebrations attracting record numbers around the state

QCU Assistant General Secretary Ros McLennan moves into the role of General Secretary.


Budget highlights for education

Beneficiary Amount

Up to 875 more teachers (above those needed to cover enrolment growth) $248.7m (over 4 years)

“Letting Teachers Teach” – new classification structure for teachers (introducing highly accomplished and lead teacher positions)

$6m (over 3 years)

45 additional guidance officers so secondary schools (including combined and special schools with high-school aged students) with enrolments of 500 or more will have a full-time GO

$8.9m (over 3 years) $14.5m (over 4 years)

Cairns Special School (to open in 2017) $7m (2015-16) of $25m

Two new schools in Townsville, a primary and secondary $10m of $90m

Additional funding for school maintenance (from the $500M Statewide Schools and Hospital Fund). DET is running a trial of a new way to manage maintenance. There are 68 schools currently involved in an asset life cycle assessment pilot. The aim of the move away from a model based on identifying deficits to one which provides data on the remaining useful life of the assets to “facilitate better long-term strategic planning and budget allocation strategies for capital maintenance and renewal funding”.

$300m additional $178m (2015-16) $763m total (over 4 years)

Capital works. The Capital Statement (Budget Paper 3, pp33-38) contains further detail and lists 60 schools that will benefit from projects such as additional accommodation, air conditioning and trade skills centres.

$439.2m (2015-16)

Tuckshops and amenities in rural and remote Indigenous communities $4m

Upgrade of fire protection systems $2m (2015-16)

“Rescuing TAFE” policy, additional staff and the re-establishment of a Training Ombudsman $34m

VET Purchasers Grant (of which $139M will go to TAFE Qld and $13.2M to Central Queensland University) $160m

Other budget points that may interest QTU members

Beneficiary Amount

Barrett Adolescent Centre - Commission of Inquiry and new centre to be progressed $5m

Ongoing operations of the state’s 10 Children and Family Centres, which provide Aboriginal and Torres Strait Islander families with integrated early childhood education and health services

$38.8m (over 4 years)

Stolen Wages Reparations Fund $21m (over 3 years)

Local Fare Scheme – cheaper flights for FNQ residents $5.6m (2015-16)

Mental health for young Queenslanders in Townsville $11.8m (over 4 years)


State Budget

The recent State Budget saw the state government follow through on its Letting Teachers Teach election promise by committing $6 million over three years to develop a new classification structure for teachers.

It is introducing the highly accomplished and lead teacher positions to encourage experienced teachers to continue working in the classroom. This new classification level, yet to be negotiated, would be based on the Australian Professional Standards for Teachers at the highly accomplished level, and would be over and above the existing scale for classroom and experienced senior teachers.

The QTU has begun negotiations with the Department of Education and Training to establish a highly accomplished teacher (HAT) classification level, which is planned for potential roll out in 2018.

In campaigning for professional pay, the QTU has continually opposed performance-based pay or teacher bonuses, in support of a classification that would reward experienced teachers through recognition of their teaching practice to encourage them to remain in the classroom.

In order for teachers to be certified as highly accomplished, however, a valid and feasible certification process will be required to enable them to demonstrate how they meet the Australian Professional Standards for Teachers at the highly accomplished and lead teacher levels.

Through its Portfolio Project (http://portfolio.acer.edu.au), the Australian Council for Educational Research (ACER) has begun to develop some tasks that may be used in future certification processes for highly accomplished teachers across Australia.

It has developed four portfolio tasks for primary generalists and four for secondary science teachers.

ACER recently sought expressions of interest from primary teachers and secondary science teachers in any school in Australia who were willing to undertake just one of the four portfolio tasks. When completed, the tasks will become entries into a teacher’s professional portfolio and together provide evidence covering all of the APST standards. The entries will be used to develop a rigorous and reliable system for training teachers as assessors and will provide ACER with a basis for developing benchmarks, illustrating what counts as meeting the APST standards at the highly accomplished level, something that has not been done before.

During the month of July, the QTU encouraged its members to register to participate in the field test of the Portfolio Project, which will take place between August and November. We will be working closely with ACER to seek feedback from members participating in the trials to inform ongoing negotiations with the department for a HAT classification level in the future.

For more information, contact me, Leah Mertens

Leah MertensQTU RESEARCH OFFICER – PROFESSIONAL ISSUES

Negotiations underway for new highly accomplished teacher classification

Queensland College of Teachers elections

An important event is unfolding as you read this article, and you need to act if we are to achieve the best outcome for QTU members.

The Electoral Commission is conducting an election to determine the two state school teachers to represent you on the board of the Queensland College of Teachers (QCT).

There has been unprecedented interest in this election, with 36 state school teachers nominating. The Queensland Teachers' Union (QTU) called on all teachers who wished to be endorsed by the QTU to contact them. Two teachers have done so, Alota Lima and Natalie Clarke, and with due consideration, have subsequently been approved by the QTU Executive as our endorsed candidates for the QCT election.

Voting material is being posted to each registered teacher at the address shown in QCT records. The postal ballot closes at 10am on Friday 18 September. In previous QCT elections, the voter response has been less than representative, with only around 11 per cent of voters engaging with the process.

If we as teachers wish to send a message to our government that we are concerned and involved with who represents us on the QCT board, then we need to vote. Make your vote count.

Perry AndersonQTU REPRESENTATIVE TO THE QCT


Professional

The QTU imposed the directive stopping implementation of new areas of the Australian Curriculum in January because of the significant workload implications, the uncertainty around the Australian Curriculum in light of the federal government’s review, and to provide schools with the opportunity to consolidate those learning areas already implemented.

On 22 July 2015, Education Minister Kate Jones wrote to teachers and principals informing them that there is no requirement for any new curriculum areas to be implemented and that the remainder of 2015 should be used for the purpose of consolidation. At both State Council and in further communication with the QTU, the Minister also indicated that she is prepared to renegotiate the timelines for implementation.

As there is no longer a requirement for any school to implement or begin the process of implementation of any new subject or learning area in 2015, the QTU’s directive has been withdrawn.

This outcome has been achieved through the willingness of QTU members to take industrial action and put a ban in place.

In her correspondence, the Minister indicated that she will consult with the QTU regarding timelines for implementation and acknowledged that where the Australian Curriculum is not being implemented, schools will continue to use the Essential Learnings.

QTU Conference adopted a set of principles to guide negotiation of new timelines for implementation. • Timelines must be such that individual

teachers are not required to implement more than one learning area or subject at a time unless significant release time or other support is provided.

• Timelines must be such that recognition is given to the amount of time required to write new programs, adapt current programs or unpack and contextualise C2C materials.

• No further implementation or negotiation of timelines should occur until such time as ACARA’s final proposals have been considered by the Council of Australian Governments Education Council and decisions on implementing any agreed decisions have been made in Queensland.

• The existence of C2C materials for a subject or learning area does not mean that these subjects or learning areas must be implemented.

• The C2C materials are a resource to support implementation. Schools, principals and teachers must not be compelled to use them or adopt them unchanged.

Where QTU members are ready to move ahead with implementation of a subject or learning area, QTU Conference decided that the following steps must be taken.1. A special QTU workplace meeting will

be called, allowing members to:

» discuss the level of resourcing available in the school to support implementation of a subject or learning area

» discuss the potential for changes to curriculum to arise from the federal review and subsequent state decision-making

» conduct a ballot of members.2. If members vote to support the

implementation, the matter will be placed on the agenda of a local consultative committee (LCC) meeting or dealt with in accord with the Consultation Guidelines for Small Schools.

3. The LCC (or small school consultation process) will discuss the implications in terms of teacher workload, available resources and the school’s curriculum plan.

4. A decision by the LCC (or small school consultation process) to implement a learning area outside of the current timelines, including the results of the ballot of members, will be communicated to the QTU by QTU representatives.

If your school does not have a functional LCC, please liaise with your local QTU Organiser.

The QTU will continue to monitor the situation.


Curriculum ban liftedThe QTU’s curriculum directive has been withdrawn after the Education Minister addressed members’ concerns.


News

Rockhampton deputy principal Matthew Newell’s enthusiasm and determination to ensure every one of his school’s students get the support they need to succeed has seen him named as Queensland’s Positive Teacher of the Year 2015.

Matthew received his award at the Positive Schools Conference in Brisbane in May. The awards acknowledge the outstanding contribution that teachers make to the mental health and wellbeing of their students and colleagues.

Matthew, who works at Glenmore State High School, was described as motivated and enthusiastic, someone who is creative in their approach to problem solving and always keen to go an extra mile to help and encourage others.

Matthew was keen to share the glory with the staff of Glenmore SHS, which also won the State Showcase 2014 Awards for Excellence in Schools, Junior Secondary: “These awards are really due to the hard work of our staff, they really are so committed.”

A team lead by Matthew has developed an individualised tracking system that ensures that all students are supported appropriately and do not become disengaged.

Matthew explains: “Disengagement can be caused by many things, from peer pressure or classroom issues through to the problems of adolescence in general. Our tracking mechanism helps us to identify when something is happening and ensure that kids don’t fall through the gaps, catching the issues early so we involve the students, and if necessary their parents, in finding a solution.

“Fortunately, at the moment we no longer have any kids identified as disengaged, so we are concentrating on low engagement kids and those at risk of becoming disengaged. These are traditionally the

kids who don’t stand out, who don’t get in trouble and just slip under the radar.”

Under the system, every five weeks year level coordinators track individual student engagement based on six criteria: attendance, attainment/results, effort, behaviour, and literacy and numeracy. Using these criteria, students gain an engagement rating based on their performance in each criteria: fully engaged, engaged, low engagement, at risk of disengagement or disengaged.

This allows the coordinators to target students and particular elements of students’ schooling life to improve their engagement and to facilitate conversations and interventions to further improve student’s engagement, including reference to additional support personnel such as a guidance officer, school-based police officer - Queensland Police, school-based health nurse, community education counsellor,

heads of departments, Department of Child Safety and the Child and Youth Mental Health Service. These support staff meet weekly to discuss student engagement and formulate action plans and interventions to gain the necessary improvement.

The system has resulted in an improvement in student engagement that defies the “junior secondary dip” that is traditionally seen in schools, a reduction in disengaged students to 0.33 per cent, an increase of fully engaged students by 2.7 per cent and close to 5 per cent improvement in students who are now engaged.

Matthew and his team have also sought evidence-based wellbeing programs that benefit individual students and groups. They led the redevelopment of the student wellbeing program, which has helped students embrace school life and move successfully to high school, and are currently implementing a positive education framework within the school. This will include a full program of activities and actions for 2015 and beyond.

Enthusiasm and determination land Matthew "Positive Teacher" title


Professional

News


Attacks on public education and teachers and their unions are international rather than local, and require collaboration and solidarity between teacher unions internationally.

That is a clear message from the 7th World Congress of Education International, the peak body of the world’s teacher unions, held in Ottawa, Canada, between 19 and 26 July. QTU members are members of EI by virtue of their membership of the Australian Education Union. EI now has over 400 member organisations covering more than 32 million teachers and education workers in more than 170 countries.

Different countries, same issuesThe congress revealed an underlying consistency in the attempts to commercialise and make profit from education, to reduce the professional autonomy of teachers, to reduce wages and conditions, to interfere politically in curriculum, to reduce government education expenditure and devolve responsibility for the resulting problems to schools, and to attack teacher unions' capacity to represent members. There are different manifestations in different countries, but the policies are the same.

The key concerns of QTU members – job security and workload (as identified in the QTU’s 2014 member survey) – are international. Where standards of teacher education have been established, they are under threat. There is a temptation to simply worry about our own local problems, which are often challenging enough. But as a union, we have always attempted to address issues before they become local problems - prevention is better than a cure. So it is here.

It was interesting to hear statements we have made for years - the professional role, as well as industrial, of teacher unions; that

teaching conditions are learning conditions; and of the need to reclaim the profession - being echoed by other unions in the peak meeting of the peak international teacher organisation.

Teachers under attackOur problems are not the worst. There was an appalling list of teachers who have died in attacks on schools or been assassinated in Pakistan, in Nigeria, in Syria, in Iraq, in Colombia, as well as in the global north. The Korean Teachers Union has been deregistered for allowing nine sacked teachers to remain members. The office of a Turkish union was ransacked by police and computers seized during the Congress. The leader of an Iranian union was arrested and jailed a month ago for attempting to obtain a visa to attend the Congress (go to www.labourstartcampaigns.net/show_campaign.cgi?c=2779 to petition for his release). More than 90 teachers protesting his imprisonment were themselves arrested and only released when they promised never to participate in a “political” rally again.

There is a union saying about an injury to one being an injury to all. That principle does not recognise national boundaries, and the teachers who face these issues deserve our ongoing support, a support pledged by all the teacher unions gathered in Ottawa. Unfortunately, the few examples mentioned above are but the tip of the iceberg.

Development goalsThe gloom is not universal. EI has campaigned internationally for one of the Millennium Development Goals, that of universal free primary education for every child, based on the principle that education

is the right of every child and a public good. The goal was adopted by the United Nations and member countries in 2000. As a result, there are 70 million more students in school than before. The development goals are due for renewal by the United Nations later this year and, after intense lobbying, there is hope bordering on confidence for a replacement education goal for the 58 million children who remain out of school.

Education for profitThat achievement faces a new threat from attempts to make profit from education. A nine-year-old girl in Ghana goes to school on Monday, Wednesday and Friday and sells water at a busy intersection on the other days of the week to pay school fees, so that an international edu-business turns a profit. A long-term international campaign against child labour is being undermined by the establishment of for-profit schools in the global south.

How distant is that problem? Not very. It has been reported to the QTU that the previous Queensland Education Minister was contemplating, or at least lobbied, to allow the establishment of for-profit schools in Queensland that could draw on taxpayer funding to help turn a profit. For the present it is off the agenda in Queensland, but not internationally.

The Congress re-elected AEU Federal Secretary Susan Hopgood unopposed to the position of President of EI.

For more information, visit www.ei-ie.org/congress7/en/

Graham Moloney GENERAL SECRETARY

Kevin BatesPRESIDENT

EI Congress: attacks on profession are global

The GRG funding has allowed us at Clifton State High School to provide intensive programs to improve literacy, such as Multilit implementation - including purchase of program resources, reading books, PD for staff, building partnerships with USQ pre-service teachers and employing support staff. Among the students benefitting was this year nine male student: “I didn’t think the program was necessary at first, but later on I discovered that I had trouble sounding out the letters and blends, and the program really helped me. This program has given me more confidence to read out loud in class and helped me retain and understand what I was reading”. The funding also allowed us to improve NAPLAN results, moving kids into U2B; enrol 32 junior secondary students into two BSDE courses -creative writing and persuasive writing; purchase resources to use in classes - such as Boot Camp Writing program for use in year nine English classes; pay for an industry liaison officer to assist seniors with traineeships, apprenticeships and QCE attainment; and employ support staff to run an intensive comprehension and reading strategies program - CARS & STARS - with students with low NAPLAN, PAT and academic results in literacy. Tracy Kirby, Master Teacher, Clifton State High School

Normanton State School has invested extra time and money in our prep to year three students and their literacy programs. We have employed a literacy support teacher, who focuses on the younger students and works with other staff to present our MiniLit program. In our first year of GRG, we trained ten staff members to deliver MiniLit and we purchased the resources to support this program. We also use GRG funding to employ a literacy coach to work with teachers and teacher-aides on reading and writing strategies to build staff capacity. Our data has shown great improvement and the GRG funding has certainly supported our school improvement plan. Tonia Smerdon, Principal, Normanton State School

National Partnership and now GRG funding has allowed Cairns West State School to put in place strategies such as coaching that builds teacher capability, a head of student services who case manages all new enrolments and attendance, as well as additional teacher support to improve student outcomes. In my view, the most important aspect of the Gonski model is that the funding is needs-based, substantial and recurrent. Schools can take a long-term strategic view and make real changes to the learning outcomes for students. Michael Hansen, Principal, Cairns West State School


While the “GRG” funding won for Queensland schools through the Gonski campaign has not been distributed along Gonski principles, the fact that there has been extra funding, delivered directly to schools and used judiciously, has resulted in better educational outcomes in so many instances. Here's the proof.

The difference Gonski funding can make

www.igiveagonski.com.au

Although students from Yarrabah State School face a range of challenges in their everyday life, over the past few years, students and teachers have been changing views and opinions in Far North Queensland. We have installed specific literacy programs within each early childhood cohort and have had the opportunity to develop a language program for all students, both initiatives being tailored for the learning needs of our students. This has seen huge improvements in our reading and NAPLAN data, with the school having to investigate other reading and learning programs as well as purchase more books (of higher standards) due to the rapid student improvements and our student’s increasing desire to read. These changes have been made possible by extra funding, but would be beneficial for the entire school if funding was provided for all students based on their individual needs, rather than departmental policy. The need for Gonski in state schools, particularly our rural and remote Indigenous schools, is more important now than ever before. Yarrabah

State School needs Gonski. Tom McCartney, HOD – Student Services, Yarrabah State School

GRG funding has resulted in more in-class support in the form of additional teachers and teacher-aides. Funding has also allowed for quality professional development and enhanced coaching to increase

teacher skills. GRG has enabled our school to provide advanced study coaching and early intervention programs. This has resulted in great educational outcomes for our students,

and fewer disciplinary absences. At Gin Gin State High School, we have learned that adequate

funding in education facilitates positive futures for our students. Brigid Fletcher, QTU Union Representative, Gin Gin State High School

The GRG funding meant that the school (Glenala State High School) was able to strategically employ key staff to improve student

outcomes. These included a full-time guidance officer, a director of student achievement and a full time Pacifica liaison officer. This has resulted in greater individualisation in the way student performance is managed and a closer relationship and engagement of parents and the wider community. The result has been a whole school community involvement in supporting students' educational outcomes. Anne Lawson, Principal, Glenala State High School

Gonski funding has enabled us (Innisfail East State School) to specifically target and enhance our reading support programs with quality resources and personnel. We have been able to intervene

earlier than ever before, and this will ensure a far greater positive impact on students’ long-term learning. Nathaniel Train,

Principal, Innisfail East State School

Albo and Kate get the messagePaula Nunan, newly-appointed AEU Coordinator for the Longman electorate, has wasted no time in spreading the Gonski message. Paula took advantage of an event at The Gap State School to speak to federal ALP infrastructure, transport and tourism spokesman Anthony Albanese and Queensland Education Minister Kate Jones, both of whom recognised the importance of fair funding.


Labor clarifies Gonski position The mantra in education for the past several decades has been choice. For choice, there have to be options. It is increasingly evident that there are clear options when it comes to the federal approach to schools funding. Despite the unity ticket assertion prior to the 2013 election, the Coalition has made it clear that it does not accept the Gonski model, with the 2014 federal budget revealing that there is no funding allocated for the fifth and sixth year of Gonski.

The ALP on the other hand has now made its position clear. During a recent speech to union members at the Queensland Council of Unions (14 July), Bill Shorten made it clear where the ALP stands on needs-based funding: “All Australians, regardless of their circumstances, deserve the chance to fulfil their own potential and possibility, and we understand that from the early years of childhood, just as we understand the importance of needs-based funding in our schools system regardless of postcode. We believe in needs-based funding of education, that is why we believe in the principles of the Gonski reforms.”

Barry WelchDEPUTY GENERAL SECRETARY


TAFE

If you blinked you may have missed quite an important development in the vocational education and training space recently.

Among a number of proposals emerging from the “Reform the Federation” process was a suggestion that the Commonwealth take on sole responsibility for funding the VET sector. The matter was discussed most seriously at the recent Council of Australian Governments meeting, with all parties agreeing to look at the idea.

It’s understandable you may not have noticed the development given, as one prominent observer quipped recently, watching the federation reform process is, for most people, less interesting than watching cow manure harden.

However, it is something which, if implemented, may have far-reaching implications for our Commonwealth’s expectations of this important but poorly understood education sector.

Greg Craven (he of the cow pat quip) is the Vice-Chancellor of the Australian Catholic

FEDERAL CONTROL WILL NOT

CURE TAFE'S ILLS

University and a member of the expert panel for the White Paper on Reform of the Federation. In a 5 August opinion piece in The Australian, Craven identifies a number of key issues I personally would agree with.• Vocational education is indispensible to

our modern Australian polity.• VET is a policy disaster driven by different

state approaches to the issues and a reliance on private provision to provide a fix.

• The sector is infested with low-cost, cut-rate private provision and lack of consistency on course design and duration.

• TAFEs are the sadly neglected crown jewel of VET.

• TAFEs do the heavy lifting in the space, but it’s getting much harder for them to do it.

• We let this state of affairs continue at our nation’s peril.

His consequent conclusion, that “given the states have stuffed it all up it therefore must be given over to the feds,” is much harder for me to agree with.

Certainly, Pat Forward of the Australian Education Union disagrees, arguing that the federal government taking over the reins (especially, I would suggest, the current government) would entrench the market-driven policies that have brought the system to its current state of disrepair. The federal VET FEE HELP system is an example of the impact of such federal direction.

In a recent article (http://stoptafecuts.com.au/blog/commonwealth-takeover-vet-would-destroy-public-tafe-system/), Forward broadly agreed with Craven’s analysis, but not his conclusion. Citing the super profits of some private for-profit providers (making in excess of 30 per cent, while in some cases taking more than 95 per cent of their funding from government) Forward posits that such a “shift of responsibility for funding and organisation

of the sector to the Commonwealth would be a triumph of market reforms and result in the complete privatisation of the sector, and of TAFE colleges” .

The ramifications of such a move may mean some states continuing to support their TAFE colleges, but in the context of a virtual de-funding of higher level diplomas and advanced diploma qualifications, with a shift to full “user-pays” with VET FEE HELP as the key source of funding for these qualifications.

Forward correctly identifies that there has been no publicly available analysis of the impact and ballooning growth of the federal VET FEE HELP scheme and the consequences for some of the most disadvantaged students in the Australian community. Full fees in VET are completely deregulated, with the only limit on fees charged being the $95,000 limit on the amount of money a student can borrow. Forcing this level of debt on to vulnerable students has enormous and profound implications for individuals, communities and regions – particularly if unnecessary and/or substandard qualifications are being delivered by shonky providers.

The current massive growth in student indebtedness, in a climate in which the quality and usefulness of VET qualifications is being called into question, must be considered in the debate.

Yes, the policy arena is a complete farmyard mess needing a wash down and re-fencing, but a careful analysis and public debate examining all consequences is essential, especially given the importance of TAFE to the community, as demonstrated by Victoria, New South Wales and Queensland in recent elections.

David TeraudsTAFE ORGANISER


Beginning teachers

I’m very much an opportunist, so when Griffith University offered me a chance to undertake a rural practicum, I seized the opportunity with both hands.

After previously completing three practicums in large Brisbane-based schools, I chose to try a rural posting to give me a different and broader experience to add to my learning.

When I received my placement on the Discovery Coast, I was both nervous and excited to find that my school was a one-teacher school with eight students, from prep to grade six.

When I arrived in the small town of Winfield, approximately 60 kilometres north of Bundaberg and surrounded by macadamia nut farms, admittedly, I was a little bit overwhelmed, as this was such a huge change compared to anything I had experienced before.

However, the students, staff and entire community at Winfield welcomed me with open arms and made the whole experience so much easier for me to adapt to. Everyone I met on my practical experience in Winfield was always willing to share their experiences and knowledge with me and encouraged and supported me in this very challenging role.

Teaching in a small school with a multi-aged classroom was a very different experience and challenged me to expand my ability to differentiate and cater for the different students within my classroom. This was particularly difficult as the students within my classroom were at significantly different development levels and I needed to develop strategies to effectively cater for all of them.

This rural practicum allowed me to

Challenge yourself - go remote

explore and expand my knowledge of education while in an extremely supportive environment. The whole experience has changed my view of education and has expanded my educational “tool kit”, and it has also adapted the way I will conduct myself as a beginning teacher. I was given opportunities to push the boundaries of traditional teaching and explore creative ways to present information to my students. I learned to use my individual strengths and teach students in relation to who I am.

I was able to thoroughly explore my values and beliefs as an educator and be guided and mentored by an experienced teaching principal, who was a wealth of knowledge and endless support. Without a doubt, this practicum has taught me more about education and being an effective educator than any of my previous experiences.

This opportunity has left me feeling more confident, capable and knowledgeable about who I am as an educator, by allowing me to have the freedom to teach students in my own way and through being allowed to try different teaching strategies in a comfortable and supportive environment.

If any of you are considering teaching in a rural or remote school, I encourage you to challenge yourself and step out of your comfort zone, because it will be the most challenging but rewarding learning experience you will ever have.

To everyone at Winfield, thank you endlessly. Your kindness and the impact you have had on me is much appreciated.

Loren McLean ASSOCIATE MEMBER


Aboriginal and Torres Strait Islander issues

Each July NAIDOC Week celebrations are held across Australia to celebrate the history, culture and achievements of Aboriginal and Torres Strait Islander peoples.

Each year NAIDOC Week has a theme, and in 2015 the theme was “We all Stand on Sacred Ground: Learn, Respect & Celebrate”. This theme highlights Aboriginal and Torres Strait Islander peoples’ strong spiritual and cultural connection to land and sea.

As the oldest continuing culture on the planet, the living cultures of Aboriginal and Torres Strait Islander people are intrinsically linked to sacred places. Sacred places can be geographic features, such as rivers, beaches or mountains, or ceremonial grounds, galleries of rock art or places used for gathering for cultural practices. Often, sacred places are connected with Dreaming stories or tell the meaning of an area. This year’s theme provided an opportunity to pay respects to country and to honour those who work tirelessly on preserving land, sea and culture.

The theme was also chosen to highlight and celebrate the 30th anniversary of the “Handback” of Uluru, a sacred place, to its traditional owners on 26 October 1985.

The competition to design the poster for this year’s event (pictured top) was won by Elaine Chambers, a proud Kuku Yalangi/Koa Aboriginal woman from Brisbane.

Brisbane eventThe highlight of NAIDOC celebrations in Brisbane was the Musgrave Park Family Fun Day. Held on Friday 11 July, it was a wonderful celebration that drew people of all ages and all walks of life. Attractions included free kids' rides, an Elders tent, traditional and contemporary dancing, three live performance stages, career stalls, arts and craft and face painting, as well

as traditional food. The QTU joined with other unions at the Queensland Council of Unions stall. QTU officers and members (pictured centre) volunteered, discussing the Stolen Wages campaign and recruiting photo volunteers for the QCU’s protest against the forced closure of remote Aboriginal communities in Western Australia and South Australia. The Department of Education and Training had a stall with great freebies and face painting by elders while also encouraging pre-service teachers to consider teaching in remote and rural locations.

NAIDOC AwardsIn addition to the national NAIDOC awards, the Queensland Council of Unions also runs an awards ceremony during NAIDOC Week, which celebrates the achievements of unions and activists in furthering social justice for Aboriginal and Torres Strait Islander peoples. The Electrical Trades Union received the union award for the work they did in remote Aboriginal communities during the state election campaign. Fellow educator and Queensland Independent Education Union member Thersa Nunn (pictured bottom) received the activist award for her commitment to education, particularly for the Aboriginal and Torres Strait Islander students at her school.


We all stand on sacred ground: NAIDOC Week 2015


ACTU

At the QTU Biennial Conference, held during the mid-year holidays, a number of important policy changes were considered and debated. In addition to robust debates on curriculum and external assessment, some of these related to increasing the participation of our Aboriginal and Torres Strait Islander members.

Two significant changes to QTU policy and rules have occurred.

The first relates to our Executive. The QTU Executive manages Union affairs between meetings of State Council, which along with Biennial Conference is the Union’s supreme decision-making body. The 13 members, all of whom are also on State Council, join with the QTU’s Senior Officers once a fortnight during term time for face-to-face meetings. Advances in technology saw our first state-wide representative Executive elected last year, a significant step for democracy and representation within the QTU. A further step was taken at Conference, where a motion to expand the Executive and include an identified position for an Aboriginal and/or Torres Strait Islander member was accepted. Currently Penny Taylor, a Wiradjuri woman from central NSW, is elected to Executive; a position she secured without the assistance of an identified position. In recognition of the unique experiences and perspectives of our Aboriginal and Torres Strait Islander members, it was felt that having an identified position on Executive

would be a “future-proofing” mechanism to ensure these perspectives remain heard. The new position on Executive, like all other Executive positions, will be elected by and from Council.

The second change relates to the QTU’s standing committees. There are a number of committees, including Education Leaders, Women Teachers and Girls Education Committee, Professional Issues, Special Education and Gandu Jarjum, the committee for Aboriginal and Torres Strait Islander educators. With the exception of Gandu Jarjum, which consists exclusively of members who identify as Aboriginal and/or Torres Strait Islander, there will now be a position on all QTU standing committees for an Aboriginal and/or Torres Strait Islander member where one nominates. The change was worded in this way to achieve two things; both to ensure that participation from our Indigenous members is encouraged, and to ensure that all positions can be filled on our committees, maximising opportunities for all our members.

The QTU’s draft Reconciliation Action Plan was also endorsed at conference. We’ve had ongoing input from the endorsing authority, Reconciliation Australia, and we hope to launch our RAP at the Aboriginal and Torres Strait Islander Education Conference in September and at October Council. The RAP, originally suggested by Gandu Jarjum, has been worked on by the RAP Working Party, comprising members from across the state. The RAP document commits the QTU to specific actions as we move toward reconciliation, and we’re proud be the first education union in the country to join with many other businesses, organisations and schools in having a Reconciliation Action Plan.


Milestone policy changes to maximise Aboriginal and Torres Strait Islander member activism

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Activists

BRIGID FLETCHERBeing a part of the project was a fantastic opportunity to witness every department in our Union working energetically and passionately to guarantee the best outcomes for our members.

I was given the opportunity to witness our Organisers in action, spoke with every department and learned that they field

hundreds of calls a week from members seeking support. I was able to witness our Executive in action as it laid out our Union’s position on a variety of issues that impact on our workload and conditions. I discovered that every department is essential, and because they are all working side by side to form our Union body, we are truly a force to be reckoned with.

My second week was spent with The Services Union and it was fascinating to witness how many different workplaces and employees are successfully represented and supported by one union. I visited the Multicultural Development Agency, where a support worker and union representative shared his experiences as an asylum seeker. I was witness to the roll out of a new union campaign. There was a visit to the Logan Wastewater Treatment Plant and a meeting with social workers. Once again, I was impressed by the level of professionalism, passion and commitment displayed as every delegate and union employee worked towards obtaining the best conditions for all their members from a huge variety of workplaces.

The Project honours Anna Stewart's work as a unionist and means her success in encouraging women to contribute to the trade union movement is continually being built upon and invigorated. I was very honoured to have the opportunity to be an “Anna” and work with so many passionate and inspiring women.

MAIKA BAILEY Thank you QTU! What an amazing opportunity I have just had, to experience the internal workings of the union movement. As part of the ASMP, I was privileged to be working alongside some of the fantastic Organisers we have at the QTU, not to mention the Senior Officers, Executive and other very valuable QTU employees.

I had an “access all areas” pass to the QTU Building in Milton – from QTAD to a meeting of the Executive, everyone was so welcoming and willing to share all.

The other union I had the opportunity to see was the CFMEU. I was very nervous to say the least, especially when the stories start to fly about them. My experience, on the other hand was memorable for all the right reasons. My involvement took in a visit to a bedding factory, chatting with members, delivering fundraising goods to Assist A Sista and getting the inside perspective on a major shopping centre project. However, I can’t quite decide on my best moment: a hostile welcome from a non-EB site, or getting workers sent home for the first time by a well renowned builder as a result of unsafe working conditions.

To the women and men of the QTU and CFMEU, you are so welcoming and should be so proud of your passion for encouraging supporters of the Union and newcomers like myself. However, the main thing that stood out with blinding light was your dedication to your members, and when people ask “What is the Union doing for me?”, my response will be “How much time have you got?” I can’t thank you enough for being a part of the ASMP.

Anna Stewart Memorial Project 2015The Anna Stewart Memorial Project (ASMP) was set up by the Queensland Council of Unions in 1988 to help rank and file women get more active in the union movement. Member unions nominate women members to participate in a two week work shadowing program, one week with their own union and the second week with a host union. Exchanges between blue and white collar unions are encouraged, with a view to raising an awareness of the many and varied issues that confront all workers, and particularly women, in all fields of work. Here, the QTU's 2015 nominees recount their experiences.

Maika and Brigid emulate "Rosie the Riveter" at the QCU's Organising with Equity women's forum

Become a member of our member-owned health fund. We’ve been serving members of the education community for over 40 years.

NIB $219.47 $373.09 $449.90

BUPA $173.00 $288.90 $346.00

Medibank $177.25 $280.35 $354.50

$147.98 $221.97 $295.96

$41.93 $92.14 $87.51

At TUH profits go back to our members (rather than shareholders), allowing us to offer competitive premiums.

Just one upside to becoming a member of our member-owned health fund.

*

Joining is easy. Simply call 1300 360 701 or visit tuh.com.au

*These general comparisons are based on the full Queensland monthly premium before any rebate or Lifetime Health Cover loading is calculated. Rates are effective from 01/04/15, and are subject to change. The average monthly savings are calculated as the difference between the TUH premium and the average of the three examples given (Source: www.privatehealth.gov.au). Queensland Teachers’ Union Health Fund Limited ABN 38 085 150 376, 438 St Pauls Terrace, Fortitude Valley Qld 4006.

Eligibility criteria apply.

Single Single parent Family

Brisbane City Council’s award-winning Active School Travel program creates safer streets around your school, full of healthy and active kids arriving ready to learn.

Places are strictly limited. Schools, apply now atwww.brisbane.qld.gov.au/activeschooltravel

Applications close 18 September 2015For more information phone (07) 3403 8888.

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Your Union

Get to know your QTU Officers

Although Kevina O’Neill’s substantive position is as Redlands/Logan Organiser, a position she has held since 2007, she recently started as acting Assistant Secretary – Women’s and Social Welfare Issues, while Penny Spalding is on parental leave. As part of the role, Kevina will be Secretary to the Women Teachers’ and Girls Education Committee (WTGEC) and will manage the Union’s social issues networks. She will also represent the QTU on the Queensland Council of Union’s Women and Equal

Opportunity Committee and will work closely with other Women’s Officers with the Australian Education Union (AEU). She is also working with members, Organisers and the Queensland Teachers’ Assist Desk (QTAD) to help members with parental leave queries and women’s issues, as well as leave issues.

Working with members to make a difference in the lives of teachers and children and communities has been the focus of Kevina’s work as an Organiser, and this focus will continue in her role as Assistant Secretary. She has always been keen to partner with other officers to develop the knowledge and skills of members in the workplace so that they can to take the first step in addressing matters in a proactive and positive way, either individually or together. In her Organiser role, Kevina partnered with Penny to deliver workshops on working conditions for contract and supply teachers, and she is hoping to build similar partnerships.

This aligns with another core focus, which is providing assistance and advocacy for temporary teachers and working closely with DET in regard to the conversion to permanency process for temporary teachers.

Kevina was an English/history teacher, and began teaching at Mareeba SHS (Far North Queensland), moving on to Mt Gravatt SHS, Bamaga SHS, Brisbane SHS and Thursday Island SHS, before being promoted to Head of Department English at Indooroopilly SHS.

She says the richness of her teaching experience, the diversity of settings and the wonderful colleagues and mentors she has worked with made a great difference to her teaching and provided her with the drive to be active in the Union. She became a member of Executive in 1999, where she was a strong voice for rural and remote teachers, and went on to be Honorary Vice-President and the Vice-President of the QTU.

Kevina O'Neill

Acting Assistant Secretary –

Women's and Social Welfare

Issues

Brisbane City Council’s award-winning Active School Travel program creates safer streets around your school, full of healthy and active kids arriving ready to learn.

Places are strictly limited. Schools, apply now atwww.brisbane.qld.gov.au/activeschooltravel

Applications close 18 September 2015For more information phone (07) 3403 8888.

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Legal

Are there any guidelines regarding the storage of developing performance plans?The storage of developing performance plans (DPP) is a local school-based decision, to be determined by the local consultative committee (LCC). It is appropriate for the parties who are signatories to the DPP to keep a copy for their records.

For more information, read the QTU fact sheet – “Annual Teacher Performance Review (ATPR) process”, available at www.qtu.asn.au/fsatpr

My partner and I are expecting our first child. What leave am I entitled to as the spouse? Spouses include former and de facto spouses, including those in same sex relationships. DET employees who meet eligibility requirements are able to access up to five hours of pre-natal leave (with documentation) and up to five days of paid spousal leave (which can be taken at half pay over two weeks). Spousal leave is to be taken in conjunction with the birth of the child, i.e. immediately after the birth of the child or when the mother and child

come home from hospital. It may not always be available if the period falls within the summer vacation period. A medical certificate confirming the expected date of confinement should be supplied with your application for leave form.

For more information, read the QTU information brochures “Parental leave” and “Parental leave frequently asked questions”, available at www.qtu.asn.au/briparentalleave and www.qtu.asn.au/briparentalleavefaq

What are the departmental requirements to report to parents?The Education General Provisions Act (2006) and DET policy requires that a parent is given the opportunity, at least twice a year, to discuss the child’s educational performance at the school with the child’s teachers. One of these opportunities may be in the form of a parent/teacher interview evening where interviews are conducted face-to-face. Some schools offer indications of student achievement in certain subjects at a subject/year level information evening.

These meetings should be scheduled with sufficient notice and fit in with the

timetables, work-life balance and parenting or other caring responsibilities of teachers. Most schools establish a designated night for parent/teacher interviews which assists teachers in maintaining an effective work/life balance, as well as meeting the reporting requirements of schools.

As these events are most often held outside of rostered duty time, attendance cannot be made compulsory. However, it is not unreasonable of a school to request that teachers arrange alternate times for parents to discuss their child’s educational performance. For example, parent/teacher interviews may be conducted by telephone.

The QTU advises that schools should determine the operation of parent/teacher interviews in consultation with staff and the most appropriate avenue for this is through the LCC at your school. For more information, visit “P-12 Curriculum, assessment and reporting framework accompanying policy statement – Reporting to Parents” at http://education.qld.gov.au/curriculum/framework/p-12/docs/policy-reporting.doc

Beginning teachersQueensland Teachers' Assist Desk 1300 11 7823 | [email protected]

QSuper prides itself on introducing tools for members that will help them reach their retirement income goals. The Money Map online tool is certainly one of these.

Money Map is an online tool that brings together a member’s savings, mortgage, super and credit card accounts into a secure, online dashboard.

Using Money Map will help members create a complete picture of their current financial position. This could help them make more informed decisions about their general finances, and superannuation in particular. The easy to understand graphs and customised views in Money Map will show members where their money is being spent.

This may help members identify where they might have some extra cash, or where they might want to change some spending.

Members can also use Money Map to set reminders for bills, create a savings plan to keep on track for that special purchase or super contribution and tag transactions for tax purposes.

Money Map is available via Member Online and can be accessed any time of the day, from wherever you are in the world.

Members wanting to find out more about Money Map should visit qsuper.qld.gov.au or call 1300 360 750.

Jeff BackenQTU ASSISTANT SECRETARY AND QSUPER TRUSTEE

Just quickly, we need to let you know that Money Map software is provided for use by the QSuper Board (ABN 32 125 059 006) as trustee of the QSuper Fund (ABN 60 905 115 063). This information has been prepared for general purposes only without taking into account your objectives, financial situation, or needs. Consider whether the product is appropriate for you and read the product disclosure statement (PDS) before making a decision. You can download the PDS from our website at qsuper.qld.gov.au, or call us on 1300 360 750 and we’ll send you a copy. © QSuper Board of Trustees 2015

QSuper introduces Money Map


Legal

We have recently had occasion to examine a website for this research centre (www.monash.edu/miri/research) and the closely associated Monash Injury Research Institute. The Monash University Accident Research Centre was established in 1987 and describes itself as Australia’s “largest and most respected transport safety research centre”. However, it is clear that the areas of research are wider than that.

The website adds: “Since our founding we have developed research-based solutions that have led directly to making Australians safer – and have made us an acknowledged leader in the field. We are committed to the excellence of our research, the independence of our recommendations and the engagement we have with the communities we serve.”

While the research themes are described as having a transport focus, it is clear from examining the material available on the website that much of the material is potentially of considerable relevance to educational decision-makers.

There are over 300 reports. Taking one (number 181) as an example, “Spiking injuries out of volleyball; a review of injury countermeasures”, the website contains a useful executive summary and then the full report. In the abstract, for example, appears the statement: “The weight of evidence indicates that volleyball has a lower risk of injury than all football codes, basketball

and some high risk recreation activities, for example horse riding and skiing. Studies uniformly report that sprains and strains (predominantly ankle sprains) account for approximately two thirds or more of volleyball injuries. The ankle, hand/finger, knee and shoulder are the most common site of volleyball injuries.”

Under “staff publications”, books, book chapters, peer review journal articles and peer review conference papers are listed (although not published on the website).

Research and reports can be accessed by topics such as bicycles, falls, sport and recreation, young driver research and so on.

E-bulletins and fact sheets appear and can be read on the website. Perhaps the most immediately useful, however, is the biannual publication “Hazard”. It is published by VISU (Victorian Injury Surveillance Unit), part of the Monash Injury Research Institute (MIRI). The last two editions, Winter 2014 and Summer of 2014 (numbers 77 and 78), for example, dealt with “Overviewing playground equipment” “Preventing serious fall injury in children” and “Falls involving furniture, skateboards and scooters”. Of the 78 issues that are listed here, a considerable number are directly relevant to educators, such as “Preventing injury in sport and active recreation”, "Injury to children aged 5-15 years at school”, “Child fall injuries and overview” and “Recreational injury to older children”.

Taking number 77 as an example, it is approximately 20 pages in length, commences with a summary, using headings, graphs and bullet-points to make information accessible. It includes recommendations, further reading lists and priority issues. In respect of playground equipment, the section on supervision is directly relevant to school administration and teacher duties, reporting on studies of risky behaviours of 6-11 year olds.

We commend this site to you.

ANZELA National ConferenceThis year, Brisbane hosts the annual Australia And New Zealand Education Law Association National Conference on 28, 29 and 30 September. Full details and registration at www.anzela.edu.au/conference.

Andrew KnottTRESSCOX LAWYERS

Monash University Accident Research CentreIn discharging the duty to take reasonable steps to minimise risk of injury to students and staff, information is vital. Research projects can be very helpful, especially when results are presented in an accessible, and length-appropriate, manner.


Retired teachers

Lifelong learningFrom the teacher’s point of view, “lifelong learning” is the process of constant learning and development that incorporates continuous professional development, in which all individuals need to engage in a time of rapid change.

But for those who have left school, it is the idea that learning can and does occur beyond the formal structure of an educational institution and occurs throughout one’s lifetime.

My granddaughter recently asked me to go to school and tell her class what it was like when I was in year one. After much deliberation, I decided to take some artefacts from my school days, namely a photo of a slate and some very old readers. I tried to explain that we played, learned to read, counted with counters, sang rhymes, played games, danced, painted and

played with Plasticine, but we didn’t have calculators, CDs, DVDs, iPods, classroom computers or white boards.

This made me think of all the changes that seniors have had to keep abreast of over the years to be able to live satisfactorily in today’s society. How many of us can use the ATM, the internet, online shopping, Xbox, digital radios and TV without too much of a worry?

While lifelong learning continues in many different forms, formal or informal, as we endeavour to catch up with all the areas of interest that we now have time to engage in, we can’t help but wonder about our grand children. What lifelong learning will they need to keep up with technology and survive in society, and will this come at the expense of social and physical activities?

Recently a group of retired teachers enjoyed

a guided tour of Brisbane’s Power House theatre, formerly a power station producing electricity for the city’s tram service. Learning of the changes to the use of this building was very interesting. After moving from the huge machinery area to the stage, up and down the stairs and lifts and seeing the next generation enjoying the song and dance area with their mothers, the group enjoyed coffee and a chat in one of the restaurants.

The next activity is the tour of the Brisbane Forest Park Wildlife Centre and Ranger Talk at 10am on Tuesday 15 September. Watch for the email with details. If you would like to join, please contact Donella on 3848 5980, 0409 630319 or [email protected]

Noela RogersQRTA PRESIDENT

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update your contact details, workplace details, employment status, classifications and FTE

• view your financial status, outstanding dues balance and selected payment method

• find your Organiser’s details and information about your branch, including branch officers and dates and location of the next branch meeting

• find all of the QTU’s contact details and use the app’s interactive capabilities to get in touch with the Union

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Lighter Side

Our school has just been through a series of renovations to bring it “up to scratch”.

Of course, this has nothing to do with a pending election and the fact that we are in a swinging seat, don’t be cynical. And, there is absolutely no link to the number of local politicians who have come to the school to be photographed shaking the principal’s hand out the front of the impressive performing arts building and to make awkward conversation with students about the new facilities. No, none at all. It is all about increasing our enrolments. In fact, local primary schools are being paraded through our new buildings, and skilfully navigated past the old buildings, at a previously unheard of rate. This is all very exciting, of course, but not every part of the new design has turned out as well as we would have liked.

New science laboratories, kitchens, tech rooms and art rooms all have an impressive shell to them, but are filled with the remnants and relics from the old buildings. Nothing quite says juxtaposition like a state of the art science wing filled with technology that was cutting edge in the late 70s. There are also ghost-like remains

of opened up wings and corridors yet to be completed, caged in behind temporary fencing but providing a welcome refuge for the local possum and rodent populations. Needless to say, this is not a feature on the many school tours.

When teaching in the new buildings, your classroom can, with no notice, become an impromptu meeting space for architects, builders and OH&S personnel conducting final site inspections. This can be quite off putting and is a great distraction for students. Even more distracting is the constant “finishing off” of things that involves drilling things into the walls. It is hard enough to make yourself heard over a bunch of teenagers, but when you add a drill into the mix, it is almost impossible.

The day the portables were removed will go down in history as a great sight to behold. The entire carpark was taken up with vehicles to receive the unwanted rooms and manoeuvre them out of the area. Watching a truck perform a u-turn with a full sized classroom balanced behind them in a very tight space had senior students glued to the windows of the library, anticipating disaster.

“He’s going to take out the fence!”

“Look at him! He’s cornering like a beast!”

“My Dad can’t even do a u-turn in that car park and he drives a Barina!”

“They’re going to stack! Look out!”

“Miss! Look!”

With the build reaching the end, it is great not to have the builders’ choice of radio station blaring while trying to teach and it is certainly a relief to have modern classrooms that don’t have a temperature akin to Antarctica or a tropical island, but there was something bonding about watching the whole thing take place out of the classroom window. I vote we keep building.

Christina Adams

"Nothing quite says juxtaposition like a state of the art science wing filled with technology that was cutting edge in the late 70s"

Teaching in a building site

To inquire about advertising or to place an ad in the Journal, contact (07) 3512 9000, visit www.qtu.asn.au/journal or email [email protected]


With cooler months ahead, the panel turned to seasonal reds. We began with Rouge Homme Coonawarra Cabernet Sauvignon. The 2012 vintage conditions were good with a long cool ripening period. It is a rich and approachable wine with balance, structure and style. In the glass it is crimson red with purple hues. On the nose there are blackberry, plum and cherries with a hint of strawberry, which follow on to a medium bodied complex palate with a touch of cedar. The fruit persists to the end, which also highlights some gentle tannins. Excellent value for money at about $12.

The Riddoch Cabernet Sauvignon 2013 was matured for 18 months in American and French oak. In the glass it has intense deep red colour right to the rim. On the nose there are aromas of red berry, plum and cherries. The palate is complex but fully integrated and the toasty oak shows through. The finish is sustained with well-balanced tannins. Expect to pay about $16, for which you get an outstanding wine.

To the Barossa for Penfolds Bin 2 Shiraz Mourvedre. Wonderful nose, great mouthfeel, medium bodied with subtle oak, thanks to 10 months maturation in older French and American oak. The palate is complex but totally balanced.

The components are 89 per cent Shiraz and 11 per cent Mourvedre. The blend is still unusual in Australia. The Shiraz contributes lushness to the palate. Mourvedre is quite widely planted in the Barossa and is used for its blending qualities, providing palate complexity and firm tannins as well as acidity, with a touch of spicy savouriness. For about $30 you get a sensational wine that would be a highlight for a dinner party.

We stayed in the Barossa to taste the Cat Amongst the Pigeons Shiraz. The provenance of this wine is not obvious. The back label says that it is sourced from low yielding vines. It is in fact a Woolworths Private Label wine. Between them, Woolworths and Coles have about 240 of these labels made using contract winemakers. We believe the consumers are entitled to make informed choices. The wine cost $21, but what do you get? The colour is dark red, the nose offers red fruits which are reflected in the palate with a hint of spiciness, no detectable oak. Finish lacks firmness. The panel thought the first two wines offer much better value for money.

Jenni Holmes, Keryn Archer and Warwick Jull

Winedown

Classifieds

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Mindful Works half day workshops: Introducing mindfulness in education and more about mindfulness in education. Brisbane 25 September. For more information email [email protected] or ph 0458 111373

TRAVEL

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CUBA CULTURAL TOURS Drawing Cuba - Travel with an artist. Drawing, painting, printmaking. No experience necessary. Havana Jazz Festival Tour - Dec. Baila en Cuba - Learn to dance salsa, Nov. Learn Spanish in Havana - 1 month, lessons, accom. from $2500. Havana Ballet Festival Tour - Oct 2016. Bespoke tours for groups. www.cubanculturaltravel.com 02 8214 8420

VOLUNTEERS

RETIRING SOON?Volunteers For Isolated Students' Education recruits retired teachers to assist outback families with their distance education program. Travel and accommodation provided in return for six weeks teaching. Register at www.vise.org.au

Financial members can list in the classifieds for half price.

Executive principal appointmentsThe QTU has met with representatives of the department to discuss access to executive principal appointments. A broader review relating to accessibility of executive principal positions as a direct nexus to student enrolments of 1,600 or more over two annual census periods, as well as accessibility of executive principal positions as a result of complexity of a school, was also discussed.

These meetings discussed providing an executive principal role to the five identified schools that have sustained the required enrolments, but have not yet received the EP entitlement. These entitlements can be accommodated under the existing EP

scheme, including S122 agreements. The QTU has requested that these occur as soon as possible.

There has also been discussion about seeking approval from the Public Service Commission to extend the current scheme to accommodate predicted eligibility for EP entitlement. Seven schools have already been identified as likely to be eligible for entitlement in semester two, 2016, in accordance with the current scheme criteria. The department also wants to establish a working group to review the executive principal scheme, in which the QTU will play an integral part due to the industrial provisions attached to that position.


Queensland Teachers Union of EmployeesElection Notice

The Queensland Industrial Registrar has issued Decisions, pursuant to the Industrial Relations Act 1999, that the ElectoralCommission of Queensland conduct an election for positions of office within the Queensland Teachers Union of Employees.

BallotsShould a ballot be necessary to elect State Council Representative of a Branch or TAFE Council Representative of aBranch position, the Commission will conduct a secret postal ballot of financial members of the Union in the respectiveBranch/TAFE Branch.

The above ballots, if required, will open on Wednesday, 21 October 2015 and close at midday on Friday, 13 November2015.

Should a ballot be necessary to elect a Member of TAFE Executive, the Commission will conduct a secret ballot of TAFECouncil at the meeting of TAFE Council following the close of nominations.

JACINTA HYNESReturning Officer

28 July 2015

ELECTORAL COMMISSION of QUEENSLANDLevel 6 160 Mary Street, Brisbane, QLD 4000 GPO Box 1393 BRISBANE QLD 4001

Telephone (07) 3035 8057 or 1300 881 665 Facsimile (07) 3036 [email protected] www.ecq.qld.gov.au

Candidates for election must be financial members of the Union at the close of nominations. All nominations must be inwriting and signed by the nominee. Nomination forms must also be signed by at least two (2) financial members of theUnion; provided that:

Nominees for Member of TAFE Executive must be a member of TAFE Division and be a TAFE Branch member of theTAFE Council, and/or be a person elected to take office as a TAFE Council Representative on the date on which theballot is scheduled to be conducted and be signed by at least two (2) financial members of the Union of the TAFEDivision.

Nominees for TAFE Council Representative of a Branch must be a member of the respective TAFE Branch and thatnominations must be signed by at least two (2) financial members of the relevant TAFE Branch.

Nominees for State Council Representative of a Branch must be a member of the relevant Branch and signed by at leasttwo (2) financial members of the relevant Branch.

Candidates who wish to withdraw their nomination may do so five (5) clear days after the close of nominations. Prospec-tive candidates and their nominators should verify their financial status and other qualifications required by the Union(refer to Union Rules 6.4 & 6.5).

Nominations close at midday on Thursday, 17 September 2015Nominations open at midday on Friday, 21 August 2015. Nominations must be in writing, comply with the registeredrules of the Union and reach the Electoral Commission of Queensland no later than midday on Thursday, 17September 2015.

A nomination form suitable for use in this election is printed with this Journal. Nomination forms are also available fromyour Union’s office, the Electoral Commission and the Commission’s website; www.ecq.qld.gov.au. Any form of nominationthat complies with the Union’s rules is acceptable.

Nominations may be received by means of hand delivery, post, facsimile or any other electronic means that includes thesignatures of the nominees and nominators. Nominees should ensure that their nomination is received by the Commissionand can be clearly read.

Acknowledgement correspondence will be sent via email.Please ensure your email address has been provided.

Office No. of Positions

Members of TAFE Executive ..................................... 1

TAFE Council Representative of a BranchCQIT - Rockhampton ................................................ 1MSIT - Mount Gravatt ................................................ 1

State Council Representative of a BranchCentral Western ........................................................ 1Keppel ...................................................................... 1Pine Rivers North ...................................................... 1

Office No. of Positions


Queensland Teachers Union of EmployeesNomination Form

Nominations close at midday on Thursday, 17 September 2015We the undersigned financial members of the Queensland Teachers Union of Employees, hereby nominate

Member No: Ms/Mr/Other:

for the position/s of : (Tick the box/es to indicate the position/s of office that the nominee is standing for election to)

Member of TAFE Executive

State Council Representative of a Branch

TAFE Council Representative

Membership No. Full Name Signature

Consent to Nomination (Candidate to Complete)

And I, a financial member of the Queensland

Teachers Union of Employees from Branch/Area

Council, do hereby agree to be nominated and to act if elected.

Address:Postcode

Telephone: (Home) (Business)

(Mobile) Facsimile:

E-mail:

Signature: Date:Acknowledgement correspondence will be sent via email. Please ensure your email address has been provided.

(Print the full name of the person you are nominating)

(Print your name as you would like it to appear on the ballot paper)

(Branch name / Area Council name - if nominating for Area Council officer position)

(Courtesy Title)

ELECTORAL COMMISSION of QUEENSLANDLevel 6 160 Mary Street, Brisbane, QLD 4000 GPO Box 1393 BRISBANE QLD 4001

Telephone (07) 3035 8057 or 1300 881 665 Facsimile (07) 3036 [email protected] www.ecq.qld.gov.au

QTAD (Queensland Teachers Assist Desk): 1300 117 823 Telephone: (07) 3512 9000 Fax: (07) 3512 9050 Email: [email protected] Web: www.qtu.asn.au Address: 21 Graham Street, Milton | PO Box 1750, Milton LPO, Qld 4064 Facebook: www.facebook.com/QueenslandTeachersUnion

All officers, organisers and members of Executive may be contacted through the Union office, except where an alternative is given below.

Senior Officers OrganisersPresident Mr K. Bates a/h phone 0418 789 162 twitter.com/QTUPresident

Vice-President Ms Sam Pidgeon a/h phone 0400 705 180

Honorary Vice-President Ms J. Swadling

General Secretary Mr G. Moloney a/h phone 0409 613 703

Deputy General Secretary Ms K. Ruttiman a/h phone 0419 655 749

Deputy General Secretary Mr B. Welch a/h 0408 194 385

Brisbane based:

Telephone (07)3512 9000 or email [email protected] B. Crotty (Brisbane South)

Ms F. McNamara (on leave) Ms N. Roos (acting) (Brisbane North)

Ms K. O’Neill (on leave) Ms N. Clarke (acting) (Redlands/Logan)

Ms L. Esders (on leave) Mr A. Smith (acting) (Moreton)

Mr D. Terauds (TAFE) [email protected]

Regional:

Mr Z. Sugden (South Queensland) 1-3 Russell St (cnr Neil St), PO Box 2859, Toowoomba Qld 4350 Phone (07) 4614 4600, fax (07) 4614 4650 Email: [email protected]

Ms E. Ferguson (North Queensland) 15 Palmer Street PO Box 5622, Townsville MC Qld 4810 Phone (07) 4722 6400, fax (07) 4722 6450Email: [email protected]

Ms J. McFadden (Gold Coast) Bldg 6, 175 Varsity Parade, Varsity Lakes 4227 PO Box 4, Varsity Lakes 4227 Phone: (07) 5562 6800, fax: (07) 5562 6850 Email: [email protected]

Ms M. Duffy (Peninsula)255 Mulgrave Road PO Box 275, Westcourt Qld 4870 Phone (07) 4046 7500, fax (07) 4046 7550Email: [email protected]

Mr S. Welch (Wide Bay) Shop 6, 264 Bazaar Street, PO Box 150, Maryborough Qld 4650 Phone (07) 4120 0300, fax (07) 4120 0350 Email: [email protected]

Ms M. Maguire (Sunshine Coast) 6a, 9 Capital Place, Birtinya PO Box 159, Buddina Qld 4575 Phone: (07) 5413 1700, fax: (07) 5413 1750Email: [email protected]

Mr B. Thomson (Central Queensland)Rockhampton Trade Union Centre, 110-114 Campbell St, Rockhampton, Qld 4700 Phone (07) 4920 4200, fax (07) 4920 4250 or a/h (07) 4928 8177Email: [email protected]

Executive membersMr P. AndersonMr A. BeattieMr A. CookMs K. CreedonDr P. DarbenMs L. OlssonMs C. RichardsonMs N. Roos (on leave)Mr N. ShirleyMs R. SugdenMs P. TaylorMr A. ThompsonMr S. Tibaldi

Assistant secretaries – ServicesMr M. Anghel Mr J. BackenMs P. BousenMs L. Cowie-McAlister

Assistant secretary – Services/Women's CoordinatorMs P. Spalding (on leave) Ms K. O'Neill (acting)

Assistant secretary – Research and IndustrialMs T. Edmonds (on leave)Dr J. McCollow (on leave)Ms L. Mertens Ms K. RoyMr C. Wood (acting)

Edge Hill State School is celebrating its 75th anniversary on 17 October – “From Inkpots To iPads”. If you are a past student or teacher we would love to see you there. Please look at the 2 events we are holding. For catering and seating purposes please register your interest for one or both events by phoning the school on 4037 9555 or email [email protected]. Like us on facebook (www.facebook.com/75yrsEHSS). We are putting up lots of old pics and keeping you updated this way.

Nundah State School celebrates 150 years between 10am and 4pm on Sunday 18 October at 41 Bage Street, Nundah. All past pupils welcome. Like Nundah State Primary Old Kids on Facebook (www.facebook.com/groups/4680687526/) or email [email protected] for more information.

Submit your events to: [email protected] or fax 3512 9050

2015 theme: Shining a light on peace

Categories:Entries should be submitted in the following categories:1. Prep to Year 12. Years 2 - 33. Years 4 - 6

4. Years 7 - 95. Years 10 - 126. Special education

Prizes:The winner of each category will receive a prize to the value of $100. Special awards (to the value of $50) may also be presented in each category.

Entries:WHO: Students in all Queensland state schools are invited to submit artwork.

SIZE: Entries must take the form of an A6 postcard (150mm x 100 mm).

More information, entry details and templates are available at

www.qtu.asn.au/peaceawardsCLOSING DATE: Friday, 30 October 2015

Please note entries cannot be returned.

Authorised by Graham Moloney, General Secretary, Queensland Teachers’ Union, 21 Graham St, Milton Q 4064


Contact details Anniversaries/reunions

Get smart with your salary.

www.qld.smartsalary.com.au

Call 1300 218 598

Salary packaging may enable you to spend more on the things you love and less on income tax. So you may enjoy tax savings on items like:

Laptops & iPads

If you use either of these devices for work, why not salary package them?

Novated Car Leases

There is no longer a minimum KM requirement, which means more people may enjoy great tax savings.

Q-Super

Make the most of your super by making pre-tax contributions into your super fund.^

Disclaimer: Salary packaging is only available to eligible employees of the Queensland Government as per the Standing Offer Arrangement CPO 250/10. The implications of salary packaging for you (including tax savings and impacts on benefits, surcharges, levies and/or other entitlements) will depend on your individual circumstances. The information in this publication has been prepared by Smartsalary for general information purposes only, without taking into consideration any individual circumstances. Smartsalary and the Queensland Government recommend that before acting on any information or entering into a salary packaging arrangement and/or a participation agreement with your employer, you should consider your objectives, financial situation and needs, and, take the appropriate legal, financial or other professional advice based upon your own particular circumstances. You should also read the Salary Packaging Participation Agreement and the relevant Queensland Government Salary Packaging Information Booklets and Fact Forms available via the Queensland Government Contracts Directory at http://qcd.govnet.qld.gov.au/Pages/Details.aspx?RecID=839. The Queensland Government strongly recommends that you obtain independent financial advice prior to entering into, or changing the terms of, a salary packaging arrangement. ^Pre-tax superannuation contributions are not eligible for the Government Co-contribution.

We don’t pay fees to financial advisers, so there are no hidden costs to you!

QLD GOV_Teachers Ad_Oct 2014.indd 1 21/10/2014 10:25:22 AM

journal aug2015

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