point_march2012_with_borders

Catholic employers at the table Page 3

Funding news

Tips for new teachers 2

The pros and cons of global budgetingPage 6

The Gonski review explained Page 10

Fixing fixed term contractsPage 9

IEU welcomes Gonski reviewWhen the Independent Education Union

made representations on behalf of its members to the Gonski review, four key

outcomes were high on our agenda:v Full funding, with portability across sectors, for

students with disabilityv The indexation of school funding, in real terms v The development of a Resource Standard,

designed to reflect the actual cost of meeting national educational goals

v Fair transition arrangements from the existing SES funding model .

The IEU Victoria Tasmania is pleased to report that each of these four needs have been recognised by both the review and the Federal Government and, subject to ongoing discussions, we are confident

our concerns can be adequately addressed by the proposed funding model.Funding for students with disability

David Gonski’s final report to the Federal Government recommends that, in consultation with the states and territories, and the non-government sector, an entitlement should be developed in addition to the Resource Standard that fully and publicly funds the costs of educating a child with disability, regardless of the school they attend.

Recognition that non-government schools cater for a significant number of students with disability or special needs is an achievement in itself. Currently, these students attract in some cases significantly less funding than they otherwise would as students in a government school.

print post 352524/00374

The long-awaited Gonski Review will

radically reshape funding for schools

across all sectors, if fully implemented

indePendent education union ViCToria Tasmania Volume 2 no 1 marCh 2012

Prime Minister Julia Gillard with David Gonski, launching

the report. Photo: AAP

general secretaryDEb jamEs

What could go Wrongski?David Gonski’s long-await-ed report on school funding certainly hits the mark, but what comes next will ultimately determine its success or failure. it’s now over to federal and state governments to commit to the extra funds necessary to deliver on its recommen-dations.

The task of the panel was to come up with a funding model which is transparent, fair, financially sustainable and effective for all Australian students. The current system is certainly confusing, lacking in coordination between the Commonwealth and state governments and for the non-government sector based on out-dated, opaque average cost measures.

Importantly, the panel believes that a significant increase in funding is required across all sectors of schooling.

Central to the panel’s recommendations is the establishment of a schooling resource standard which would be based on the actual resources used by already high achieving schools over a sustained period of time. The SRS would recognise that schools with similar student populations would require the same level of resources regardless of whether they are located in government, Catholic or independent school sector.

Government schools would be fully funded to the standard while the funding to non-government schools would sit between 20% for highest SES/fee schools and 90% at the other end of the spectrum.

Continued on page 10Continued on page 10

THE POINT March 20122

Contacts, calendar & contents

ContaCt usEDITORIAL/ADVERTISING ENQUIRIEST: (03) 9254 1860 F: (03) 9254 1865 FreeCall: 1800 622 889E: [email protected] W: www.ieuvictas.org.au

CONTRIbUTIONS & LETTERS from members are welcome and should be forwarded to: The Point PO box 1320, South Melbourne 3205, or by email to: [email protected]

MELbOURNE OFFICE: 120 Clarendon Street, Southbank 3006 HObART OFFICE: 379 Elizabeth Street, Nth Hobart 7000

The Point is published by the Independent Education Union Victoria Tasmania.

EDITORIAL CONTENT Responsibility for editorial comment is taken by D.James, 120 Clarendon Street, Southbank 3006. Views expressed in articles reflect those of the author and are not necessarily union policy.

DESIGN/PRODUCTION/SUbEDITOR Deborah Kelly

COMMITTEE OF MANAGEMENTSecretary Debra JamesDeputy Secretary Loretta CotterAssistant Secretary (Tas) Angela briantPresident Mark WilliamsDeputy President Elisabeth buckley

Ordinary MembersPatrick bennett Andrew Dunne Cara EckersleyMaureen Shembrey Coralie Taranto Emma Wakeling

School OfficersMargot Clark Christine Scott

Council Presidents & DeputiesCatholic Primary Council President: Christine Hilbert Deputy: Maree ShieldsCatholic Secondary Council President:Stephen Hobday Deputy: Ruth PendavinghIndependent Council President: Gregory Hawkins Deputy: Alan KerrTasmanian Council President: John Waldock Deputy: Jeremy OliverPrincipals’ Council President: John Connors Deputy: Duncan Arendse

When What Where

Tuesday 13 March Initial Rep Training – bOOKED OUT Melbourne

Friday 16 March beginning Teacher Conference Melbourne

Tuesday 20 March Experienced Rep Training Melbourne

Thursday 29 March Rep Training Devonport

Monday 2 April Jo Lange/ Teachers Classroom Management Hobart

Monday 2 April Managing Your Career / CV Writing Melbourne

Thursday 12 April CRT Seminar: Technology in the Classroom Melbourne

Thursday 19 April Rep Training Hobart

Friday 11 May Rep Forum and Dinner Melbourne

what’s

Victorian Catholic Agreement Discussions finally commence with employer representatives page 3

Holiday Disputes The IEU was busy representing members over summer page 4

Bargaining Roundup New Agreements are being struck across Victoria & Tasmania page 5

Global Budgeting The challenges for schools, as well as the opportunities page 6

ESS issues Unique challenges for the staff that hold a school together page 7

VIT registration Want to keep teaching? Read this article! page 8

Next Generation Teachers Graduating teachers, and those beginning their studies page 12

Using laptops for work What you need to know to avoid hurting yourself page 15

International News Some interesting education stories from around the world page 17

Green Schools IEU members and schools helping to save the planet back page

moved ReCently?If you still have your 2012 Member Details Form lying around, it’s not too late to return it to us with updated details for this year. We particularly want to know what school you are at and your home address if either have changed since last year.

Of course, if the above details or any other details have changed, you can also email [email protected] or call 03 9254 1860.

Chalk and talk is a comedy show about education and teaching. It’s got lesson plans, it’s got UREJs (Useless Recycled Educational Jargon) and it’s got more teaching clichés than you can poke a chalk stick at.

Christina Adams combines teaching with stand-up gigs at education conferences, and Penny Tangey writes young adult fiction. Both come from families where both parents were teachers, giving them an inside view of education even before they wore school shoes.

For your chance to win a free double pass to Chalk and Talk, email us at [email protected] with ‘the best excuse I have ever received from a student’.

Chalk and Talk runs from 29 March – 21 April at Three Degrees Bar at QV Square Melbourne, with tickets starting from $18.

Visit 3dcomedy.com.au for more information and bookings.

Win FRee tiCkets!

your membership cardPeel off and keep safe

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2012

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Use the Reply Paid envelope to return to

IEU VICTORIA TASMANIA , PO BOx 1320,

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Are you changing your payment method in 2012? Yes No If yes, fill in payment option details

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March 2012 THE POINT 3

News

When What Where

Tuesday 13 March Initial Rep Training – bOOKED OUT Melbourne

Friday 16 March beginning Teacher Conference Melbourne

Tuesday 20 March Experienced Rep Training Melbourne

Thursday 29 March Rep Training Devonport

Monday 2 April Jo Lange/ Teachers Classroom Management Hobart

Monday 2 April Managing Your Career / CV Writing Melbourne

Thursday 12 April CRT Seminar: Technology in the Classroom Melbourne

Thursday 19 April Rep Training Hobart

Friday 11 May Rep Forum and Dinner Melbourne

at the table (Finally)

In the government sector, the 2.75% increase applies only to teachers and principal class employees. Education support staff increases in government

schools will only be finalised when a new Agreement is made for them later this year.

The pay increase in Catholic schools is back payable to the first pay period on after 1 January 2012. This applies even if you received your holiday pay in advance or in instalments over the school holiday period. It does not apply from February – it applies from January. If you have any concerns that you may not have received the full back paid amount, please contact the Union. All POL allowances and emergency teacher rates should also have been adjusted in line with the increase.

For graduate teachers the entry rate is now $56,985 and top of the scale E4 is $84,056. For Category A school officers the entry rate is $34,761 and the highest is $75,767. For CEO clerical employees, the entry rate is $38,622 and the highest rate is $77,953. Primary principals’ wages range from $94,453 for principals in a school with less than 80 students to $146,443 for schools with more than 700 enrolments. Deputy principals’ salaries range from $90,884 to $138,812, depending on number of positions in a school, enrolment, and whether you are a primary or secondary school deputy principal.

A full wages summary is available on www.ieuvictas.org.au.CatHoliC aGReement uPdate

Formal discussions have finally commenced with Catholic employer representatives for our next Agreement in Victorian Catholic schools and Catholic

Education Offices. Thanks to all our members who in term 4 last year circulated petitions to their employer asking for their support in getting the ball rolling. Reps and members will be kept informed of developments through Council, updates and other forums.some technical stuff…

The Fair Work Act requires that all employers circulate information about the process to commence bargaining. All staff to be covered by the Agreement should receive a Notice of Employee Representation Rights, an Instrument of Appointment and some additional information such as FAQs from their employer. Employers are obliged to provide this information.What do members need to do when the notices are circulated?

Absolutely nothing. The standard information you are sent makes it clear that as a union member the IEU is your bargaining agent by default. You do not need to sign any forms or communicate any information back to your employer. What do non-members do?

They have the option of nominating a bargaining representative but they are not obliged to do so. They were not part of the claim development, consultation and endorsement process, so it would be a bit rich of them to put their hand up for the actual bargaining! Encourage them to join the Union so at least they can be part of it from now on. The IEU will provide regular updates by email and sub-branch meetings. Non-members need to join us if they want to be involved in achieving a strong outcome.

Victorian catholic schools

The memorandum of Understanding between the Union and Catholic employing authorities was honoured when staff in Catholic schools covered by the mEa received a 2.75% pay rise at the start of this year. This includes principals, deputy principals, school and school services officers, and CEO staff.

IEU members have recently received a 2.75% pay rise, but

negotiations are only just beginning

for the next Agreement.

enGlisH ColleGes abusinG CasualsCould you survive as a teacher on $35.00 an hour with no superannuation, no sick leave and no school holiday pay?

This is the rate being paid to one English Language Teacher at an ELICOS College in the city – despite the legal minimum for the teacher being $46 an hour plus 9% employer superannuation.

Some Colleges are using sham contracting arrangements – advising teachers they must provide an ABN and invoice the college as if they are a company providing services. Sham contracting is illegal under the Fair Work Act.

Setting up as a company and genuinely contracting your services may suit some teachers who work at several colleges – as long as the hourly rate takes into account all the costs of contracting. As a comparison, the legal minimum hourly rate for a casual Level 12 ELICOS Teacher is $50.40 an hour plus 9% superannuation. Why would an experienced ELICOS teacher accept less than $60 an hour as an independent contractor?

Ozford College recently wrote to employed ELICOS teachers and told them that they would need to get an ABN and become contractors, as the College would no longer employ casual teaching staff. The rate they offered these ‘contractors’ was only $5.00 per hour more than their current rate of $45.00 an hour (which is already less than the legal Award minimum for Level 9-12 Teachers). Ozford teachers – some of whom have several years of service–will now be responsible for paying their own superannuation, insurance and company tax. They will also lose their service for the purposes of Long Service Leave. At this stage most ELICOS Teachers at Ozford are refusing to provide an ABN – but they fear the college might replace them if they don’t comply. Terminating these teachers would itself be prohibited under the Fair Work Act.

Ozford College has so far refused to answer questions in a letter from the Union regarding sham contracting so we have now referred the matter to the Fair Work Ombudsman. We will work with the FWO to ensure sham contracting is stopped and teachers are paid the proper Award rate as employees. If colleges get away with undercutting Award wages and employment conditions, it could lead to further spiralling down of wages and employment conditions in the sector.


NewsClassrooms may

have closed their doors, but the ieu still taught some

employers a lesson over the break

While most of us were winding down at the end of last year and preparing for a well-earned Christmas break, some of our members faced the devastating and unexpected news that they would have no job to return to in 2012. Others found that their conditions had changed substantially without adequate consultation. Fortunately, the IEU was able to assist these members over the holiday period.

The IEU appeared at Fair Work Australia to represent these members and to advocate for better outcomes. Here is a snapshot of

what happened:Case 1: A teacher with 12 years service at

The Kilmore International School had taught across the humanities curriculum and was one of the school’s most qualified and experienced teachers. Due to decreasing enrolments, redundancies were required throughout 2011. Selection for redundancy was based on agreed selection criteria, including ability to teach across the curriculum and qualifications.

Our member was very surprised that she was chosen for redundancy, especially when looking at how she measured against the criteria. Our member had always been an active union advocate and staff advocate at the school and had never been afraid to challenge management decisions.

The IEU issued a General Protections application for her at Fair Work Australia, alleging that her selection for redundancy was a form of adverse action taken by the employer because of her union and staff advocacy. The IEU argued that, because our member exercised her workplace right to represent members and raise issues of concern about her own employment, she had been selected for redundancy, at least in part, because of this activity.

This matter was resolved at a conciliation conference just days before Christmas. The union obtained a settlement for our member in addition to the redundancy settlement.

Case 2: At St Anne’s, a Catholic primary school in Seaford, staff were informed shortly before the end of the year that the management structure of the school would change considerably, with a new Principal to oversee both St Anne’s and neighbouring St Joachim’s Primary School.

The IEU was not consulted about this change, though we learnt of it from members. Following a request for more information, the IEU was informed that no staff member would be affected by the change.

On 22 December, however, one staff member learned that, despite previous assurances, her part-time hours would be cut by half and another member would not have work at all in 2012, again despite assurances to the contrary.

The IEU lodged a Dispute for failing to consult pursuant to the Agreement at Fair Work Australia. The affected members, the IEU and representatives of the school attended conciliation conferences at Fair Work on two occasions in January.

As a result, Fair Work initially put a hold on filling vacancies at the school and made recommendations to the parties about future requirements to consult about major change that is likely to have a significant effect on employees at the school. Ultimately, the changes proposed by the school went ahead, but not before the importance of consultation had been made clear at the Tribunal.

The IEU is continuing to represent one staff member in relation to her employment at St Anne’s.

Case 3: At East Preston Islamic College, a secondary maths and science teacher was informed in October that his position would be redundant in 2012 due to declining enrolments. On 22 December 2011, however, the member was informed he was not redundant, but that his employment was terminated for poor performance and that he had been replaced. At no point had our member been informed prior to this that his performance was under review or that there were any concerns about his work. He had believed up until this time that his position was redundant.

By this point, everyone had gone home for the year and there was no way the teacher could challenge the decision internally. The IEU issued an unfair dismissal application, alleging firstly there was no genuine redundancy and secondly, that there was no valid reason for dismissal nor had there been any proper process leading to the dismissal.

A settlement was achieved in this case prior to the matter being listed for conference.

As each of these cases illustrate, IEU membership provided access to prompt advice, advocacy and timely resolution of employment disputes. If you lose your job in circumstances that are not fair or you are adversely affected by significant changes at work, the IEU, regardless of the time of year, can act to protect your interests and ensure the best possible outcomes are achieved. If you have any concerns about the status of your employment, please contact us. All contact details are on page 2 of The Point.

Holidays bring little cheer to someemPloyer disPutes

Vale

Kristine was a dedicated and passionate teacher at Sacred Heart College New

Town for 27 years, and an active unionist and school rep for much of that time. She was instrumental

in building a large and active membership at the school.

A foundation member of the TCEEA (precursor to IEU Tasmania), having joined back in 1983, Kristine’s involvement

within the union grew steadily over the years.

Kristine served on the Committee of Management from 1993 – 2002, including as President from 1999-2002.

In recognition of her commitment to the union over many years, including steering it through pay parity disputes back in 2002, writing her regular column in Newsline, closely following the professional agenda, and her involvement in COM and the Education Sub-committee, Kristine was awarded life membership of the union in 2009.

Kristine passed on her passion and commitment to her daughter Adrienne, who joined the union the day she started her teaching career and is now a rep at Holy Rosary Primary School Claremont.

Adam was driven to improve the conditions for his colleagues at Beaconhills

Village Campus, where in 2009 he worked tirelessly and cooperatively to develop and negotiate the Teaching Staff’s Collective Agreement. While this is greatly appreciated by his colleagues, Adam was much more than a Union Representative. His sense of warmth and passion for Australian history, politics and culture made a life-long impact on his students and always made for challenging debate and cheeky shenanigans in the staff room. Adam was a man who was strong in his convictions and fiercely loyal to his friends. He will be remembered for his ardent devotion to the Fitzroy Lions.

Adam’s legacy will endure in the actions of the many students whose lives he touched and in the hearts and minds of his colleagues, family and friends. Adam is survived by his wife and three children.

Kristine Reeve adam WildThe union was saddened to learn of the passing last month of Kristine Reeve, a committed unionist and teacher of many years, well known to many of our Tasmanian members.

Adam Wild was a committed educator and much loved member of the Beaconhills and Haileybury communities. His passing, after an extensive fight against cancer, is painfully felt by his colleagues and students.


bargaining briefsA number of schools have agreed to pass on an interim wage

increase and defer bargaining while waiting on the outcome of the State Government Agreement.

Berwick Grammar has provided a 4% increase for ESS staff and a 3.2% increase for teachers, then any further increase to match Government rates. The Teachers Agreement at Billanook has expired, but it has been agreed to pay an interim increase of 2.75% with bargaining to commence later in the year. Life Education has agreed to an interim 3% with bargaining to commence term 3 and St Leonard’s to a 4% increase. Ruyton Girls’ School has also passed on an interim increase of 3%.

Bargaining has commenced at the following schools to replace expiring Agreements: Bayview College, Freshwater Creek Steiner School, Longerenong College and Lowther Hall. The IEU has served a log of claims to initiate a first Agreement at Berry Street Education and Training on behalf of members working at Berry St schools in Noble Park, Morwell and Shepparton. Berry St schools work with at-risk young people offering education and vocational support for students who have disengaged with mainstream education.

We are back at the negotiating table at:Ballarat and Clarendon CollegeBallarat GrammarBerry StreetEast Preston Islamic CollegeEltham CollegeKorowa Anglican Girls’ School Melbourne Girls GrammarMLCPlenty Valley Christian CollegePlenty Valley Montessori SchoolStrathcona Baptist Girls’ GrammarTaylors CollegeToorak College and Launceston Christian School

At MLC, a review of the classification structure for school assistants has been completed. At the next bargaining meeting it is expected the employer will provide details of that review and a wages proposal for school assistants together with a response to the teaching staff’s position put at the end of last year.

At Xavier College the employer is expected to table a draft agreement by the end of Term 1.

After extensive negotiations a draft Agreement at Kilmore International School is now being considered and a draft has also been tabled for further negotiation at Plenty Valley Christian College.

Bargaining at Taylors College again looks like heading towards an industrial dispute. The owner of the college, Study Group Australia, is seeking significant cuts in teachers’ working conditions, including teaching up to 44 weeks in a year, large cuts to positions of leadership allowances and a span of teaching hours from 8.20am to 8.20pm. Taylors is using a report by Independent Schools Victoria to justify cutting leadership allowances. The only real positive at this stage is an offer to increase paid parental leave from 9 weeks to 14 weeks. Taylors has paid an interim salary increase of 2.5% and is offering 3.5% for each year of the Agreement.

Bargaining at Launceston Christian School for education support staff is progressing well. The school is committed to bringing wages up to parity with Department of Education wages over the life of the Agreement.

It has been acknowledged that wages had fallen behind and it is important that this gap is closed.

buildinG baRGaininG exPeRtiseFor members involved in bargaining, or who would like to give it a

go in the future, the ieu has recently begun running training seminars to allow members to develop and refine the skills necessary to act as a bargaining rep. if you’re interested in getting involved in bargaining in the future, or require bargaining assistance from the ieu, don’t hesitate to contact us on 03 9254 1860 or [email protected]

action stations

bargaining for 2012 is getting underway again with lots of activity on the horizon. Over the holidays agreements for Geelong Grammar Teachers, Girton Grammar (all staff) and scotch Oakburn non-teachers were approved.

bargaining

IEU Rep Tracey Spiel said the staff is keen to negotiate an Agreement which covered all employees.

‘Our school principal, Elizabeth Lenders, gave us a choice as a staff last year on whether we wanted to negotiate an Agreement, and the staff overwhelmingly voted in favour. Staff representatives and the principal are looking forward to a positive negotiating process.’

Kingswood College is one of a number of independent schools due to kick off their bargaining process in early 2012.

Many schools held off negotiating in late 2011, but the IEU expects that, particularly once a clearer picture emerges of movement of government sector wages, activity in independent schools will quickly escalate.

At Kingswood College, the staff is looking forward to the process.

‘There is a lot of good will here and it’s a great place to work,’ said IEU member Judy Taylor who joined the staff at Kingswood last year. ‘I am sure that it will be a positive step forward for everyone at the school.’

KinGswooD KicKs offNegotiations on a Collective Agreement at Kingswood College Box Hill are due to start late in Term 1, with staff bargaining reps and organisers from the IEU currently working toward finalising a Log of Claims.

Case 3: At East Preston Islamic College, a secondary maths and science teacher was informed in October that his position would be redundant in 2012 due to declining enrolments. On 22 December 2011, however, the member was informed he was not redundant, but that his employment was terminated for poor performance and that he had been replaced. At no point had our member been informed prior to this that his performance was under review or that there were any concerns about his work. He had believed up until this time that his position was redundant.

By this point, everyone had gone home for the year and there was no way the teacher could challenge the decision internally. The IEU issued an unfair dismissal application, alleging firstly there was no genuine redundancy and secondly, that there was no valid reason for dismissal nor had there been any proper process leading to the dismissal.

A settlement was achieved in this case prior to the matter being listed for conference.

As each of these cases illustrate, IEU membership provided access to prompt advice, advocacy and timely resolution of employment disputes. If you lose your job in circumstances that are not fair or you are adversely affected by significant changes at work, the IEU, regardless of the time of year, can act to protect your interests and ensure the best possible outcomes are achieved. If you have any concerns about the status of your employment, please contact us. All contact details are on page 2 of The Point.

adam WildAdam Wild was a committed educator and much loved member of the Beaconhills and Haileybury communities. His passing, after an extensive fight against cancer, is painfully felt by his colleagues and students.

Employes at Kingswood


News

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The way Catholic primary schools are staffed in the Melbourne Archdiocese changed from 1 February 2012.

After a very limited period of consultation and with additional State Government funding provided to Catholic schools from late 2011, the Catholic system in Victoria decided to institute a form of ‘Global Budgeting’ from this year. This system is premised on the principle that this will give principals more certainty with regard to staffing and more autonomy.

Catholic primary schools used to calculate their teacher staffing based on enrolments bands, which would give you the number of teachers you could maintain. In this model there was no dollar amount to employ most teachers, so schools could employ as many highly experienced and qualified teachers as they deemed appropriate.

However, the enrolment calculation used was cumbersome as staffing was based on the previous August census figures, plus or minus changes in enrolment at 1 February of that year. Any changes in enrolments therefore created financial uncertainty.

The new system has created certainty, as Catholic primary schools now refer to a table of enrolments, based again on the previous August census figure, but with no penalty if enrolments drop by February. An exact dollar amount is now associated with actual enrolment so that principals can plan for the following year.

While having a guaranteed dollar amount now does create certainty, in future years this

guaranteed dollar amount will probably become more restrictive. Wages are the most expensive part of a school’s budget, and, with a more highly experienced teacher workforce, the more expensive that workforce is. It will certainly be more attractive for schools to consider hiring ‘cheaper’ teachers in order to gain more budgetary freedom.

I have heard already anecdotally, that schools are talking about replacing ‘top of scale’ teachers with less experienced teachers in order to increase the number of teaching positions available in the school. It would seem this is likely to be more of a problem in a small school with a static workforce, such as a country school. Smaller schools with a high proportion of ‘top of scale’ teachers are likely to be hamstrung by their global budget.

With an already stagnant employment market, how are we to ‘freshen’ up our staffing in schools with a balance of relative experience if in effect years of experience and professionalism are suddenly less attractive fiscally? Certainty about budgets is welcome but some larger questions remain about the impact on the workforce.

Global budgeting: what price flexibility? Principals’ Officer David Forbes comments on IEU research conducted last year that

demonstrates the increasingly challenging role of Catholic primary principals.

The Centre for Strategic Education (CSE) was commissioned by the IEU to research the role, responsibilities and workload factors that

impede or enhance educational leadership, including areas of differentiation relating to demographics and key changes over the last decade in the roles, responsibilities and workload of principals in a Catholic primary setting.

The role of school principal in many parts of the world is rapidly changing as schools attempt to face the enormity of meeting the needs of their school communities. In Victoria, the Department of Education and Training, conducted a survey of government principals in 2004, reporting that members experienced ‘higher degrees of stress than those in comparable employment categories ….

In Australia, significant changes to the principals’ role have been recently introduced by the federal government. This year sees the introduction of a national curriculum tied to national testing (NAPLAN) and more public accountability via the My School website (ACARA, 2011). These changes will further increase work volume and external accountability.

Principals Australia estimates that as many as 70% of Australia’s 10,000 school principals will reach retirement age within the next five years. They will be replaced with much younger, less experienced individuals, potentially more at risk of adverse health outcomes from undertaking this complex role.

The key findings of CSE profiled significant changes and challenges to the work of Catholic school principal, in particular:

1. Administrative duties2. Identity of the Catholic principal3. Growing leadership succession and retention

issues4. Growing standardisation and accountability

pressures.These themes were reiterated in the Online Survey

and Focus Group activity. In the opinion of most respondents, the answer was a strong Yes to whether their role had changed over the last decade.

Whilst a substantial number of respondents to the survey indicated how much job satisfaction and enjoyment they derived from the role, many of those comments were tempered by further remarks about the problems they faced, or barriers to their continued satisfaction and work-life balance.

The research by CSE highlights many potential areas of consideration requiring further investigation. Some of these areas include:

• The impact on principals of change and increase in workload regardless of demographics/s. There was general agreement that they all ‘’love the job” but that there are stressors in the role, most of which they attribute to the increased demands.

• The significant issues and anomalies that exist regarding the remuneration of Catholic primary principals. Analysis of the Online Survey found that principals in large, medium and small schools face some similar, but also some different challenges. In the Focus Group interviews, it was strongly argued that the remuneration of principals is a significant issue and that the increase in responsibilities, accountabilities and workload of principals demands higher levels of remuneration. In particular, it was argued that the current anomaly related to principals of small schools should be redressed as a matter of urgency.

The timing of negotiations in the Victorian Catholic sector is an opportunity for employers to redress some of the current inequities in principals’ wages and conditions.

Research proves depth of challenge

leadershiP PersPectiVe


News

I recently attended an outstanding workshop at the menzies Research Institute in Tasmania.

Introducing the IEU Victoria Tasmania’s two new replacement organisers for 2012, Nick sahlqvist and marit Clayton.

mental health in the workplace

Welcome: Nick & marit

A number of really engaging presenters spoke on the theme of Mental Health in

the Workplace, and topics ranged from Job Stress Reduction and Workplace Mental Health to Policy and Practical Implications: How are Workplaces Approaching this Challenge.

Recent research clearly illustrates that the right type of work environment can promote physical health, buffer poor mental health and contribute to a productive workplace.

In a school context, that translates to employers creating a work environment that is supportive, resilient, sustainable and respectful of the vital work/life balance that many workers struggle to maintain. The old mantra of ‘happy staff – happy students’ still holds sway.

It’s challenging to confront the reality that the creation of a healthy workplace can be perceived by some managers as expensive, difficult to sustain and therefore not a high organisational priority.

What may be more challenging to confront, though, is the knowledge that our attitudes as workers can either help create harmonious working environments and support good employee mental health, or further contribute to job stress, emotional exhaustion, a judgemental atmosphere and work overload.

The good news is that we can all make a positive difference. On a personal basis we can contribute to the creation of a healthy workplace by small acts of understanding, kindness

and support of our fellow staff members. It takes a whole workplace to create a climate of psychosocial safety. Many schools are enormously rewarding workplaces for staff, students and parents, and those of us who have been fortunate to work in a trusting and supportive environment long remember that part of our working lives.

As we look forward to Labour Day (Victoria) and Eight Hour Day (Tasmania) on Monday 12 March it’s a timely reminder that Australian workers battled long and hard for the 8 hour working day, allowing time for recreation, rest and work in equal parts.

With Australia currently ranking 6th in the world for long working hours, it’s time to reflect on that hard fought victory and take some time for rest and recreation.

Nick Sahlqvist comes to us from London after working for three years at the FDA, a union that represents senior levels of the British Civil Service. Before that he worked for the Queensland and Northern Territory branch of the IEU. The majority of Nick’s schools are in and around the Geelong and Bellarine area.

Nick is a committed unionist, drawn to the work by the introduction of WorkChoices by the Howard government.

‘During my tertiary studies I became compelled to look for work in the Trade Union movement as I felt that was where I could best make a difference regarding the horrendous law. I was fortunate to gain a job with the Queensland and Northern Territory branch of the IEU and felt I did my part in

making a difference’.Nick enjoys the challenge of

getting out to meet and recruit new members, catching up with reps and supporting members with difficult personal issues that are unfortunately having an effect on them in the workplace.

Of his first weeks at the IEU, Nick says ‘It has been very exciting. It’s a great team that has made me feel more than welcome and I am really now enjoying meeting with reps and the broader membership in my areas’.

Marit Clayton joins us this year from Taylors College where she was an English teacher and co-coordinator. Marit is the organiser for schools in the Lilydale and Healesville areas

and some schools in the western suburbs.

‘I began my teaching career in Australia, following two years volunteer teaching in Botswana, in the independent sector and joined the Union soon after I secured an ongoing position at Taylors College. I was involved in the negotiations for our very first Certified Agreement at Taylors way back in the 90’s and have been heavily involved in union activities ever since’.

Marit is enjoying her new position at the IEU. ‘One of the best parts of being an organiser at the IEU is the variety of jobs we get to do, from answering individual member questions on the phone, to going out to schools, meeting people and talking to them about what we can do for them, and recruiting new members’.

She is also prepared for the challenges. ‘The most challenging part of the job is getting my head around all the information I need to have to be able to answer members’ questions.

I am incredibly impressed by how much all the organisers here know, and I have to say everyone, without exception, is very supportive and happy to share their knowledge with me’.

assistant secretary (tasmania) aNGEla bRIaNT

oh&s research

ieu Victoria tasmania staFFKaren Simmonds

St Bernard’s is a school with 217 students and 21 staff and she loves working there. Karen came to the job with significant experience, having worked in electronic data processing

and running a family business. While at that stage she had no experience in education, she worked alongside another school officer to deal with reception, produce receipts, do the banking and provide general typing duties for the school.

Twelve years on and things have changed. Due to a previous redundancy Karen is now the only school officer with clerical and administrative responsibilities in the school and she works a 35 hour week to try to manage an increasingly challenging and more complex work load. Not only is Karen the first port of call for students, parents, staff and visitors, she is also responsible for everything from managing the book club through to the payroll and online census reporting. She has extensive financial accounting and reporting responsibilities, but still does the school newsletter and answers every call that comes into the school. Sometimes she wonders what would be the impact on the school if she wasn’t there.

Over the years Karen has taken part in regular professional development, including a Certificate 2 in Business, and recently completed a Diploma of Catholic Education Primary Administration. She believes that completion of this additional study and training has helped consolidate and expand her skills and will help her cope with new responsibilities that will come with the introduction of new initiatives like Global Budgeting and accrual accounting. However, despite having a very supportive principal, she feels that the current system undervalues school officers in her situation and neither provides adequate reward for the job done or incentive to develop skills further.

Karen’s story is typical of the challenges faced by school officer members across the sector. Many members report a significant increase in the volume and complexity of workload demands, which can be a particular issue in smaller schools due to the fact that the same jobs need to be done, but they are done by fewer people with less resourcing.

To respond to these concerns the Union’s Agreement claim is not only for better resourcing but also for a classification structure that ensures appropriate rates of pay relative to work value and provides incentive and reward for the acquisition of skills.

member ProFile

Karen Simmonds has worked as a school officer at St Bernard’s School Bacchus Marsh for twelve years.


News

Baillieu’s belt tightening hurting workers

dePuty secretarylORETTa COTTER

The Government has declared that this sort of rationalisation won’t affect

front-line services, yet 500 of the jobs to go are in the Department of Human Services.

Whether you remove a worker from the front line or the back engine room, there is no doubt that service delivery is impacted. The hard line continues with the restrictive wages policy they have brought to the negotiating table with nurses and public sector employees.

Unions are fighting to hold on to core conditions such as nurse/patient ratios, let alone achieve any improvements.

The industrial strategy of the government is clear – it wants to force arbitration rather than negotiate in good faith, because arbitration will limit the matters

that can be dealt with to wage increases and not much more.

The Baillieu government comes across as a softer variant of the Kennett era yet its values seem very similar, with short-sighted sweeping economic reforms such as massive cuts to vital sections of the workforce.

Pre-election commitments and post-election actions don’t match –remember the one about making Victorian teachers the highest paid in the country?

Just before Christmas, you had to read the fine print of the budget papers to realise that there are also plans afoot to strip the Victorian WorkCover Authority of $471.5 million over the next four years as well as ‘review’ the structures of WorkCover and the Transport Accident Commission (TAC).

Victoria currently has the lowest employer premiums, the safest workplaces, and the most comprehensive benefits in Australia.

By forcing WorkCover to hand over half of their annual revenue, rather than using it to strengthen benefits and keep costs low, it is a no-brainer that there will be pressure on employer premiums and services to both employers and employees.

With all of the rhetoric about fixing the black hole caused by the previous Labor government, there has been a remarkable silence about state coffers being flush again with an extra $800 million received recently from the Federal Government in GST revenue.

Nobody minds tightening the belt in genuinely difficult times, but much of the Baillieu Government’s economic and industrial strategy is below the belt.

Maintaining your VIT registration is essential to being able to continue

to teach in Victorian schools. Last year, a number of teachers faced a period of stand down from teaching because their registration had either expired and they had not submitted the ‘renewal’ information or their registration was suspended through non-payment of the annual fee or late fee. In effect, they were no longer ‘licensed to teach’.

Teachers need to be aware of the three aspects to keeping registration current:

• the annual fee due on 30 September

• a current National Criminal Records Check

• the period of time for which your registration is valid (5 years or 1 year) and when you need to ‘renew’ registration.

the invoice, the form & the rest!The invoice you receive at the

end of August each year will itemise what you need to pay, including what you need to pay if you require a new National Criminal Records Check.

However, payment of the annual fee is not always the end of the story. If your NCRC is not going to be valid for the whole of the following year, as well as paying for the check, VIT will also require you to fill out the Consent for NCRC Form. Similarly, if your period of registration is up and you need to renew your registration (after the five year period for most registered teachers, now one year for people registered more recently), you will also need to fill out the Renewal of Registration application form . national Criminal Record Check

The IEU has been advised that a number of teachers will shortly receive a letter with the Form for Consent for the NCRC included. These teachers need to immediately fill in the form and send it back to VIT. Even though they may have paid for the NCRC last year, they may not have completed the Consent Form. They will not be issued with a registration card until this happens.Renewal of Registration

‘Renewal of registration’ is

not the same as payment of the annual registration fee.

A very large group of teachers whose registration renewal is due by 31 December 2012 were ‘deemed’ into the Institute at the end of 2002. They initially renewed their registration at the end of 2007 and are currently in their second five-year period of registration. stop Press: adjustment to the renewal due date

VIT will be shortly advising these teachers that, in order to accommodate the common date of 30 September for renewal of registration, payment of the annual fee and any other requirements, those teachers due to renew by 31 December 2012 will have their registration extended until 30 September 2013. They will be required to meet the same renewal requirements within the extended period of registration.Requirements to renew:

Teachers need to have maintained in the previous 5 years:

1. Their suitability to be a teacher:

* current and satisfactory NCHRC

* declarations about suitability and fitness to teach.

2. Their professional practice: * 50 days teaching, equivalent

practice or educational leadership

* 100 hours standards referenced professional development activities.

The VIT website details what can be included in the 100 hours PD. Teachers renewing do not send in the details of their PD activities, but will make a declaration that they have done the required amount. A small proportion of renewing teachers will be randomly chosen for auditing.

Although they will have longer to renew their registration, teachers are advised to begin collecting evidence of their pd hours now if they haven’t done so.

The IEU will also outline specific aspects of the process on the union website at www.ieuvictas.org.au, and further editions of The Point will outline key aspects of the registration renewal process all teachers must undergo.

The Baillieu Government doesn’t pull any punches in ‘fixing’ the economy. Thousands of public sector jobs, nearly 10% of the workforce, are destined for the scrap heap this year and next. And now, they’re gutting WorkCover.

The IEU urges Victorian members to carefully read correspondence from VIT: you could have problems with your registration if an important message is missed.

vit registration

bE alERT!

tasmanian CatHoliC aGReement: it’s in tHe mail

With preparations commencing for a new Catholic Education Agreement, and the full effects of cuts to education funding by the Tasmanian Government yet to be felt, 2012 is an important year for

Tasmanian members in Catholic education to be familiar with their entitlements as outlined in the Agreement.

Members should take some time to familiarise themselves

with the contents of the Agreement. It’s the best way to be aware of your rights and responsibilities, and a knowledgeable unionist is an empowered unionist.

If you have any questions about the Agreement, or have yet to receive your updated copy, don’t hesitate to get in contact with us. Call our office on 1800 622 889 or email [email protected], and a copy will be dispatched post haste.

Members in Tasmanian Catholic schools should have recently received an updated copy of the Tasmanian Catholic Education Agreement 2009. It has been updated to include current salary and allowance rates, as well as various policies and guidelines.

Tasmanian organiser Dino ottavi holds the newly updated Tasmanian catholic Education Agreement


Victoria currently has the lowest employer premiums, the safest workplaces, and the most comprehensive benefits in Australia.

By forcing WorkCover to hand over half of their annual revenue, rather than using it to strengthen benefits and keep costs low, it is a no-brainer that there will be pressure on employer premiums and services to both employers and employees.

With all of the rhetoric about fixing the black hole caused by the previous Labor government, there has been a remarkable silence about state coffers being flush again with an extra $800 million received recently from the Federal Government in GST revenue.

Nobody minds tightening the belt in genuinely difficult times, but much of the Baillieu Government’s economic and industrial strategy is below the belt.

It’s a bargain: scotch Oakburn CollegeDue to a committed membership group at Scotch Oakburn College Launceston, the IEU was a bargaining representative for the negotiation of a new Education Support Staff Agreement, replacing the previous Agreement, which had been negotiated without union support.

tasmanian CatHoliC aGReement: it’s in tHe mail

with the contents of the Agreement. It’s the best way to be aware of your rights and responsibilities, and a knowledgeable unionist is an empowered unionist.

If you have any questions about the Agreement, or have yet to receive your updated copy, don’t hesitate to get in contact with us. Call our office on 1800 622 889 or email [email protected], and a copy will be dispatched post haste.

industrial rights

There are always a few legitimate cases of fixed term employment - usually to replace a staff member who has taken maternity leave or

long service leave. But in the vast bulk of cases, it’s poor management. Sometimes it’s a substitute for a probation period. Sometimes management simply wants to have the option to sack someone without having to give a reason. Some deluded schools seem to think that all integration aides should be fixed term because their funding is ‘annual’. Well, guess what? ALL school funding is annual.

The Union will continue to prosecute schools who abuse fixed term provisions. The specific limitations on appointing staff as “fixed-term” vary depending on the Enterprise Agreement, but the Teachers’ Award is a good starting point. The Modern Award clause says:Fixed term employment

An employee may be employed for a fixed period of time for a period of at least four weeks but no more than 12 months on either a full-time or part-time basis:

(i) to undertake a specified project for which funding has been made available;

(ii) to undertake a specified task which has a limited period of operation; or

(iii) to replace an employee who is on leave, performing other duties temporarily or whose employment has terminated after the commencement of the school year. Provided that where the replacement arrangement extends beyond 12 months, the fixed term employment may be extended for up to a further 12 months.

The Award also requires the employer to provide a letter which explains precisely why the appointment

is only for a fixed-term.employees on ‘fixed term’ contracts are exploited because they:

• Hang onto their jobs by their fingernailsThe employer can simply decide not to ‘renew’

your contract and not give any reason. Fixed-termers are loathe to raise concerns in case they lose their job. Accordingly they are vulnerable to harassment, discrimination and capricious decision-making by management.

• Have no security of employment and are treated as second class citizens

Fixed-termers cannot make long-term plans because they can never be sure that their income is secure.

Often such staff find out very late in the year that they are ‘no longer wanted’. Banks are reticent to lend to people on fixed-term contracts, even where they have been in the one job for years.

• Miss out on many benefits of ongoing employment

Among the many benefits that fixed-termers often don’t get are: Redundancy Pay, Paid Maternity Leave and the right to return to your job after maternity leave, Long Service Leave, Professional Development, and some workers’ compensation benefits.

The Union has caught schools out for keeping staff on ‘rolling’ one-year contracts, sometimes for a number of years.

Don’t cop it. Always:• check any document provided by your employer,

and• call the Union for advice if you are given a letter

or contract that says you are ‘fixed-term’ or on contract.

Fixed-Term Contract? Here we go again!Every year the Union unpicks hundreds of ‘fixed-term’ contracts. Teachers, teacher aides, library, IT, clerical and administration. You name it, they all get exploited.

Current members who had been involved in the previous round of

bargaining three years ago commented that they noticed a big difference in the atmosphere at bargaining meetings this time round.

In the past there were no union members among the education support staff at the school and staff therefore had to do the best they could as individuals.

It wasn’t easy to speak up and it had been quite difficult to sit and bargain across the table from a team representing College management who had more experience and knowledge of bargaining. It was this experience which encouraged those staff to join the union and commit to doing better in this round of bargaining with the help of union representation at the table.

The IEU was particularly pleased to be at the table at Scotch Oakburn as this is the first independent school we have bargained at in Tasmania since gaining coverage of ESS in this sector. This is a four year Agreement with wage increases effective from 1 February each year by 3.4%, 3.75%, 4.25% and 4.25%.

One of the main gains of the Agreement was to move from merit-based annual increments to automatic increments.

Previously staff members were required to have a satisfactory performance review to move up to the next pay level. It was apparent that not everyone was gaining access to the merit bonus due to inconsistent use of the performance appraisal process. Automatic progression will ensure that all staff members receive an incremental wage increase. In addition, the increase will occur on a staff member’s anniversary rather than at the start of the year, meaning someone employed in the middle of the year will not have to wait 18 months to increment.

The Scotch Oakburn Agreement will also see the introduction of paid maternity leave as a stand alone entitlement. Previously, paid parental leave was drawn against any accrued personal leave entitlement. Improvements were also obtained for bus drivers’ conditions, the timing of rest breaks and indexing of travel costs.

The IEU also ensured that the dispute resolution clause retained the right for either party to a dispute to elect to go to arbitration if required.

The IEU presence during the negotiations was a significant factor in achieving better conditions and a stronger Agreement for education support staff at Scotch Oakburn College.

iPad winners!The two winners of the Early Bird competition are: Elisabeth Thompson from st simon’s school Rowville and Kathleen Georgiou from Bialik college, Hawthorn East.Graduate winner is Danielle Middleton from sacred Heart school Yarrawonga.


Federal news

Gonski ReviewProper resourcing for

students with disability in non-government schools has been overlooked by successive governments for too long and it is gratifying to see that, after intensive lobbying by the IEU and other bodies, these concerns will finally be addressed. Going forward, the IEU will play an active role in working with the Government to a) make sure that nationally consistent data on students with disability is available to determine the allocation of funding, and b) determine the appropriate amount of additional funding necessary to adequately cater for these children.the indexation of school funding, in real terms

The Federal Government has made it clear that ‘no student will lose a dollar’ as a result of new funding arrangements, and the funding provided by the new model would be properly indexed against real education costs.

There is still further detail to be worked through in relation to the way in which education costs will be indexed. The IEU will work to ensure that indexation processes are clear, transparent and provide for budgeting certainty among Catholic and independent schools.development of a resource standard

The IEU Victoria Tasmania welcomes the move to a proposed school resource standard, designed to calculate the full cost of funding the educational needs of a school student and distribute those funds on a needs basis.

Under the model proposed by Gonski, government schools would be fully funded to the resource standard and non-government schools would receive funding equivalent to anywhere from 20-90% of it, depending on the capacity of each school. There is an expectation that, as a minimum, almost every non-government school would be capable of realising a private contribution of at least 10 per cent of the resource standard.

It is also important to note that additional loadings on top of the resource standard will be developed to take into account (in addition to disability) disadvantage, school size and location. These additional loadings will apply equally across government and non-government schools. While there is much detail to be worked through and negotiated with the Government, these additional loadings will have positive implications for the large number of small regional schools that the IEU represents.a fair transition from ses funding

In the interim, a school’s capacity to fund students to the agreed resource standard will be determined by looking at that school’s SES score and fee levels. The minimum public contribution would apply to non-government schools with SES scores in excess of around 130 and schools with lower SES scores would attract additional funding.

The way in which public contributions would be scaled in relation to SES scores will be

Some non-government schools could actually be fully publicly funded where they serve students with high levels of need such as special schools.

Particularly welcome in the Gonski report is the recommendation for a fully publicly funded loading on the SRS for students with a disability regardless of the school sector.

The panel believes that a significant increase in funding is required across all sectors of schooling.

This is the first comprehensive review of funding in 40 years and it sets out a clear road map for success. It has been widely welcomed in the education community. But it is clear there is still a lot more to be done, details to be ironed out, models to be tested. What is most needed right now is the commitment and cooperation of federal and state governments to getting it done.

From Page 1

From Page 1

Review of Funding for Schooling Final Report | December 2011

general secretaryDEb jamEs

What could go Wrongski?

‘This is the first comprehensive review of funding in 40 years and it sets out a clear road map for success. It has been widely welcomed in the education community. But it is clear there is still a lot more to be done, details to be ironed out, models to be tested.’


Federal news

designed to ‘(preserve) reasonable incentives for an adequate private contribution towards the schooling resource standard required’. This means in effect that schools should not expect to be able to significantly lower their fees in return for additional government funding without impacting on the budget bottom line.

The IEU acknowledges, as does the Government, that the existing SES funding model is flawed and will seek to work closely with the Government in the future to develop a more accurate measure of an individual school’s ability to meet the cost of educating its students.Going forward…

Overall, David Gonski’s recommendations form a sound basis from which to create a fairer, simpler and more transparent funding framework, and should be welcomed by IEU members in all schools.

However, the union is well aware that there is much work to be done, and negotiation to be had, before fully-formed replacement funding arrangements are arrived at.

Chief among these is implementation being contingent upon an additional injection of over $5 billion to school funding, to reverse a perceived ‘slippage’ in Australia’s student performance against international comparisons such as PISA. The Federal Government has made it clear that no changes will delay their timeline for bringing the budget back to surplus, and state

governments indicate they may be unwilling or unable to meet their share of increased funding.

Without this extra funding, the support of the states, and successful passage through Parliament, this review will remain a merely academic exercise.

Clearly, there are still many hurdles to clear, but the IEU Victoria Tasmania looks forward to working through the proposals with government and other stakeholders.

A full copy of the Gonski review of school funding can be downloaded here: (http://www.deewr.gov.au/Schooling/ReviewofFunding/Documents/Review-of-Funding-for-Schooling-Final-Report-Dec-2011.pdf)

Further commentary on the Gonski review:n Independent Education Union

of Australia (IEUA): http://www.ieu.org.au/448.html

n Australian Primary Principals Association (APPA): http://www.appa.asn.au/images/news2012/120220%20Gonski%20review%20release.pdf

n National Catholic Education Commission (NCEC): http://www.fundinginfo.catholic.edu.au/updates/fx-list-articles.cfm?loadref=9

n Independent Schools Council of Australia (ISCA): http://isca.edu.au/wp-content/uploads/2011/07/ISCA-Media-Statement-Gonski-Review-20-Feb-2012.pdf

IEU heals rift with aCTU

The IEUA had raised serious concerns in 2011 with Australian Council of Trade Unions (ACTU) leadership about the contravention of existing education funding policy which gives the Union a legitimate role in representing the interests of its members in non-government schools.

The IEU and the ACTU have

now resolved these points of contention, giving the IEU confidence that in respect to the funding debate, there is now formal acknowledgement of the IEU’s rightful role.

In his letter acknowledging these issues, ACTU Secretary Jeff Lawrence wrote:

1. The ACTU recognises that the IEU, in consultation

with any other union with members in the sector, will take the lead in developing policy concerning the level of financial support provided by governments to non-government schools and the distribution of such support within the non-government school sector.

2. The ACTU recognises that the

IEU will campaign to increase funding to non-government schools to meet needs identified by the IEU relating to the job security, salaries and working conditions of IEU members.

3. As a matter of principle, ACTU will be supportive of the industrial, organising and campaign activities of the IEU.

national union news

The Independent Education Union of australia rejoined the aCTU last month after parting ways last year.

tln PdThe TLN has a full program of professional development workshops for teachers in all schools. If you have not received TLN brochures for courses in 2012 call the office on 9419 4992 or go to www.tln.org.au for the full list of workshops and activities.1) For school leaderslm202 year level Coordinator seminar

A program for those in pastoral/welfare roles in schools. The course explores three key dimensions of this role – working with colleagues, working with parents and working with difficult students. Practical tools and templates are a critical part of this program. To be held at Abbotsford on Friday 16th March. Go to www.tln.org.au for more information and to registerlm203 leadership and emotional intelligence

For many years and particularly since the ground breaking work of Daniel Goleman, we have understood the importance of emotional intelligence. In this workshop, Kerryn Vellerman, new to the TLN leadership team in 2012, will introduce you to ideas about how you can become a more effective leader by understanding and developing your own emotional intelligence and strategies for enabling your own team to work more effectively. To be held at Abbotsford on Tuesday 8th May. Go to www.tln.org.au for more information and to register.2) For Graduate teachersmy201 beyond telling off

This seminar is ideal for graduate teachers. If you have teachers in your school new to the profession this is a fabulous program.

Jo Lange will work through practical strategies for beginning teachers – why students misbehave, how to set class tone, notions of student control, power and trust, and post incident follow up.

This course is ideal to support your induction program for new teachers – give your mentors a break and let Jo Lange do the ‘hard yards’ on classroom management. To be held at Abbotsford on Friday 9th March. Go to www.tln.org.au for more information and to register.3) Free Pd – online opportunities for tln member schools

Don’t forget that as a TLN member school you can now access more than 25 online programs covering teaching practice, leadership and behaviour management, FREE.

Go to www.tln.org.au for more information and to register.


starting out in teaching

Thousands of student teachers across Victoria hit the online resources recently as the tertiary academic year kicked off.

With the removal of teacher course enrolment caps and the popularity of streamlined masters degrees, this year

has a very big cohort of students from different backgrounds and diverse life experiences.

At the University of Melbourne, student teachers started their year with the annual Education Faculty orientation day which was attended by the IEU and the AEU. On these days students not only get a feel for the university, they also get to hear about some of the joys and challenges that they will face when they get into the classroom.

It’s these imminent challenges that really bring home to students the importance of becoming union members, and hundreds of students have already signed up for 2012.

During their teacher training, these students will be placed in government and non-government schools across Victoria and will need professional support from their supervisors, peers and leadership.

The IEU and AEU will continue to provide support and advice to students through conferences and professional development. Look up www.ieuvictas.org.au for training information and events.

Next generation of teachers set to star

student teachers

RoseMarie Black

RoseMarie has a Bachelor of Theology and has worked as a Pastoral Associate at Our Lady Help of Christians Narre Warren for eight years and has also been involved on a

voluntary basis in the area of adult faith formation for twenty-years in the Diocese of Sale. Her passion for working with young adults and the encouragement of friends lead her to complete her Graduate Diploma of Education at ACU last year.

After completing teaching rounds at Marist-Sion, RoseMarie applied for a job at the school and with her successful appointment began her teaching career. She feels very lucky to have attained what she believes is her perfect job, teaching RE and History.

The year has started well for RoseMarie who has learnt the names of (almost) all her students and looks forward to getting to know them more as the year progresses. She has already noticed how much time is taken up by administrative duties, but has had some great tips from experienced staff to help her out. Easing the stress of what could otherwise be a very stressful time for graduates is what Rosemarie describes as the welcoming atmosphere of the school and the ongoing support shown to her by her mentor and other staff members.

RoseMarie joined the IEU as a student member at ACU and she was keen to renew her membership this year. She believes it is important to support the work of the union by being a member and appreciates the access to resources the union can offer her. As a graduate member of the IEU, RoseMarie has already received specific communication from the union about graduate PD opportunities.

member ProFile

Having known the challenges of simultaneously being a parent, student and employee for many years, graduate teacher RoseMarie Black has had plenty of practice at time management. She will certainly need these skills as she begins her first year of teaching at Marist-Sion College, Warragul.First steps: THE 2012 IEU

bEGINNING TEaCHER CONFERENCEFriday 16 march ieu conFerence centre southbankWith Dr Michael Carr Gregg and Damian Callinan

workshoPs Learning Styles – Engaging every learnerUsing IT to hear every student’s voiceStudent behaviour and classroom managementTeacher wellbeing – Looking after yourselfIf you are in the first few years of your teaching career this is a great opportunity to learn some new skills and really deepen your knowledge in some key areas.

last chance to book Go to www.ieuvictas.org.au or call the IEU office for details: T: (03) 9254 1860 FrEECAll: 1800 622 889

damian Callinan

dr michael Carr Gregg


IEU Victoria Tasmania is once again a major sponsor of the Victorian Teachers Games. The 2012 games will be held in Ballarat from Sunday 23 September to Wednesday 26 September.Many of our members participated last year and took advantage of the many giveaways and sponsorships IEU provided. There are a wide variety of both individual and team sports available including, dodge ball, laser tag, netball, basketball, golf, cycling, lawn bowls and indoor soccer.

So start talking to your friends about getting a group together, and contact the IEU if you need any assistance. It is guaranteed to be a lot of fun!

IEU Footy tIpS 2012

Teachers Games

First and second year teaching

One of the greatest challenges of my first year was dealing with those aspects of the job that didn’t actually involve

teaching the students, such as dealing with parents and managing seemingly endless paper work.

Another challenge I experienced in first term was behaviour management – on placement during my course, I didn’t realise how much work had been put into setting boundaries and limits in the classes I was given.

When I started with my own class last year I expected my students to be just as settled and well behaved. I was wrong!

It took time, patience and a lot of trial and error - but in the end overcoming this challenge became one of my proudest achievements.

Looking back on the year I was able to see not only how much the students had grown and developed, but also how much I had grown as a teacher and as an adult.

One of the most important skills I learnt and

developed during my first year of teaching was the use of reflection to develop and consider my own teaching practices. Such a skill was imperative in developing my skills as a graduate teacher, in particular in the area of behaviour management.

Stopping and having time to reflect openly and objectively on your own teaching makes such a difference to how you see yourself and your students.

The IEU Beginning Teacher Conference was incredibly valuable, and a great opportunity to re-fill my ‘bag of tricks’ after a few months away from university.

I learnt lots of different simple but engaging and practical activities that I could easily incorporate into my classroom. It was also a great opportunity to talk to and debrief with other graduates about our varied experiences. Most of all it was great fun and a great opportunity for professional learning!

My top three tips for a beginning teacher are:

1. you can only do your best! Remember this. Being an enthusiastic

graduate, there is always a tendency to try to do everything perfectly. This is what people love about graduates - but never let teaching overtake the other areas of your life. Pace yourself, and be sure to keep a healthy work/home/social life balance. 2. if after your first day you are unsure about

why on earth you chose to be a teacher, don’t panic! You’ll soon learn that teaching isn’t always

a profession in which you see immediate rewards and make quick improvements (like all those American movies about inspirational teachers lead us to believe). But, when they do come, they are well worth the wait.3. don’t compare yourself to other teachers.

Your skills will take time to fully develop, and it’s okay if you don’t get everything right in your first year - you have a whole career ahead of you as a teacher to improve.

Tips for new teachers!ana amorim is now in her second year of teaching at Holy Name school Reservoir. We asked her to tell us about the challenges of her first year at the chalk-face, and for some tips for those just starting out in teaching.

IEU member Ana Amorim shares

her new skills and wisdom

Can the Cats do it again? How good are West Coast, Hawthorn and Carlton?

Can they take the next step? Will Ross Lyon completely kill off any attacking flair Fremantle has left? How much more can they pay Andrew Demetriou? How will Collingwood go without ‘what about me’ Malthouse?

It’s going to be a difficult season for tippers early on because, according to all reports, every player and team is ‘flying’.

It is not going to get much easier as the season progresses either.

Last year there were always a few ‘no brainers’ with Gold Coast, Port Adelaide and Melbourne. However, Gold Coast will be better for the experience, Melbourne has a new coach and Greater Western Sydney have shown they won’t be a pushover.

A further reason to make this a difficult season is that all our Victorian members, who have had it their own way for so long, will have to contend with the heat from our Tasmanian members who know and love their footy and are itching to get a crack at the title.

So take up the challenge. Register now on the website and become eligible for a $3000 travel voucher first prize.

Last year’s winner Christina Caligiuri (nee Sant) from St Anne’s Sunbury is planning to use her prize to help with a trip to Europe later in the year.

All tippers who submit their tips every week are also eligible for a random prize of a $1500 travel voucher, and as well there are weekly prizes of a movie ticket for those who pick all 9 winners in a round.

Welcome back tippers! 2012 should be another great season with many questions waiting to be answered.


Newsunion summer research

Over the first couple of days we filled up pages with notes on the history and the theory of unionism, and learned a

great deal about how the movement evolved in unison with the country: the Eight Hour movement, the Shearers’ Strike, the Harvester Judgement, the Accord, WorkChoices. At the same time, Trades Hall’s faded wall memorials and its famous sagging staircase conveyed to us something of the proud though sometimes melancholy lives of the legions of unionists who did so much to build this nation.

After a few days at Trades Hall, the IEU gave me a desk at their South Melbourne office and set me to work on a research project that was right up my alley: finding out how to increase the numbers of non-teaching staff in the Union.

Having worked as a teacher aide for several years, I know that ESS – meaning, in this context, all non-teaching staff – are a diverse and interesting bunch who come into schools via many and varied pathways.

My research focused on the results of a 2011 IEU survey of ESS members, which, in addition to having helped inform this year’s log of bargaining claims, also revealed a lot about the kinds of qualifications our members possess and where they achieve those qualifications. Based on the data from the survey, I made some suggestions as to how the Union can

engage with ESS staff before they enter the workplace.

While they could still be more strongly represented in the membership numbers, ESS have been growing as a proportion of the IEU and this can be seen in the inclusion of claims based on ESS concerns in this year’s bargaining round – such as a review of classification descriptors to reflect greater levels of responsibility that many ESS are being asked to take on.

But I didn’t spend all my time making pie charts at a desk in South Melbourne. Throughout the three weeks of the internship I visited several workplaces and observed the rich diversity of the membership of the IEU.

I saw organisers firing up their sub-branches in anticipation of bargaining and signing up keen new members at lunch time meetings in tea rooms. And by sitting in on various internal meetings, I learned a great deal about the ‘back end’ of industrial and political campaigning.

My three weeks as the IEU’s work experience kid have been inspiring.

They’re a great bunch of energetic and committed people who are working at the Union.

I’ve enjoyed watching our organisers making sure our interests are represented when the rules that we live by every day are being written – and standing up for our rights when

the rules have been broken. I’ve also had the chance to talk to people

from many other unions which has only confirmed for me that workers everywhere face similar struggles. We’re all in it together.

my union summerlate last year my IEU organiser – who knows that I am a passionate unionist – suggested that I should apply to participate in the Union summer program, run annually by the Victorian Trades Hall. and so, at the end of the summer holiday, I found myself sitting with a dozen other young unionists in a meeting room in that hallowed lygon street building.

During 2011 there was confusion and disputation between the IEU and the Tasmanian Catholic Education Office as to the role and operation of school Consultative Committees.

Comprehensive training calendars for 2012 have been delivered to your rep. And all IEU Victoria tasmania training courses are online at www.ieuvictas.org.au

At the school level this resulted in a lack of clarity on just what Consultative Committees could discuss, and what decisions they could

make about how they would operate in relation to the calling of meetings, putting forward of motions and other matters.

Fortunately, after some very helpful conciliation conferences held in Fair Work Australia in September last year, agreed clarity around the operation parameters of Consultative Committees has finally been achieved.

The IEU and TCEO also agreed that there would be training sessions for staff representatives from all schools, and that it was important this training commence as soon as practicable.

On 30 November the first group of Consultative Committee reps from ten schools came together in Hobart for a three hour training session.

There was a sense of relief from attendees that,

after almost a year of confusion, there was finally to be consistency and in-depth discussion. The session focused on developing the knowledge of reps in the following areas:

• Clauses in the Tasmanian Catholic Education Agreement that deal with consultation and the role and powers of Consultative Committees

• What Committees deal with in terms of a) consultation and discussion and b) determination• The theory of consultation• Ensuring the Consultative Committee operates

effectively• Recent case studies in Tasmanian schools.Immediate feedback from those present confirmed

that post the training session, particpating reps felt much more confident in making their Committee more effective in providing better outcomes for their school communities.

Consultative Committee training empowers Tasmanian members

democracy at work

Tom Rigby is one of the young IEU

Victoria Tasmania members who

inspires confidence in the future of the

movement


OH&s

During 2011 there was confusion and disputation between the IEU and the Tasmanian Catholic Education Office as to the role and operation of school Consultative Committees.

Notebook computers – a pain in the neck?

Staff and students work from laptops in a variety of settings, staff workrooms,

classrooms, at home, on public transport, at train stations, cafes and restaurants. The portability of a laptop allows for work to be incredibly mobile. Wireless connectivity and the ever increasing amounts of memory and portability of expansion drives means employees can work from almost any location imaginable. Unfortunately, what is also increasingly common are the ailments being reported following such use. Back pain, neck pain, eyestrain, headaches, pain in the arms and hands are common injuries associated with the inappropriate use of laptops.

When laptops first appeared, they were only ever meant to be used for short periods of time, as they are designed for mobility. The ergonomics of a

laptop does not lend itself to prolonged periods of use, yet many education industry workers are using them for more than 4 hours a day. With keyboards hinged to the screen, users often adopt unnatural postures through the neck, shoulders, arms and wrists, a known risk factor for musculoskeletal injury.

Laptops are a tool of the trade in the education industry. In many schools, the staff is required to use them as a tool of instruction, to deliver the curriculum, write reports and prepare lesson plans. Employers have a duty to ensure the hazards associated with laptop use are identified, assessed, controlled and monitored. Staff must be given the knowledge, information and training to ensure they are able to use laptops in a manner which allows them to conduct their work in a safe manner. That includes providing

an induction in the safe use of laptops at work and at home. The work of teachers does not cease with the home time bell, particularly at report writing time when many teachers are required by their employer to write reports using a laptop computer.

The most important issue in setting up a laptop work station is to ensure the screen is raised to the eye level of the user. This is best achieved using a custom docking station with a peripheral mouse and keyboard. If a docking station is not available, a couple of reams of paper, telephone books or block of wood will achieve a similar result.

Placing the screen at eye level and using a peripheral mouse and key board does much to eliminate the need to adopt awkward postures. The screen should also be positioned so that it is around 600mm from the user’s eyes.

Another simple way of doing this is to place the screen at the user’s finger tips. The hazard is further reduced if short rest breaks are taken every 30 minutes. Getting up and moving breaks repetitive postures and reduces eye strain.

Aim to set the work station up so that feet can be flat on the floor so that the thighs are approximately horizontal and the lower legs are approximately vertical. The upper body should be relaxed at he shoulders with the elbows bent approximately to 90 degrees. Wrists and hands should then be able to be kept in a relatively straight position while using the key board.

As with many safety hazards the elimination or reduction of the risks associated with using laptops need not be expensive and are within the reach of all schools. Controlling hazards begins with their identification, and an effective way to do this is for management to consult with health and safety reps and the employees affected.

health and saFety at work

The duty to provide a safe working environment means schools should develop policy and procedures to manage the risks associated with the use of laptops, and similar hardware such as iPads, given their use is common now in the school environment.

HuRt @WoRk?

Illness or injury can strike at any time. Fortunately, employees in non-government education

have entitlements for leave and other benefits which can help them cope with their own or family members’ illness.

Did you know that paid leave and other illness-related payments are available through a range of entitlements? These include:

• personal leave for personal sick leave and carer’s leave

• infectious diseases leave• special maternity leave and

sick leave• WorkCover weekly payments

and other benefits for work-related injuries or illnesses

• income protection weekly payments and total and permanent lump sum payments from the insurance coverage offered as part of your superannuation

• compensation for injury in a road or public transport accident through the Transport Accident Commission (TAC).

injured at work? Each year the IEU provides

support for a significant number of members injured at work. These injuries include specific physical injuries, as well as stress-related conditions of anxiety, depression, high blood pressure, etc.

The law relating to workplace injuries and illnesses can be very complicated and it is important members get advice as soon as possible from their union about their rights and entitlements.

The union provides specialist assistance in relation to WorkCover matters, particularly in relation to:

• lodging a claim, • advice on benefits available,

medical and like costs covered • assistance in disputes over

rejected claims or other entitlements

• advice and assistance on Return to Work Plans, particularly in respect to any modifications to hours of work, timetabling and physical work environments that your doctors are advising

• lump sum claims for permanent injury and negligence cases, also referred to the union’s solicitors.

Returning to workIt is also important to speak

to your IEU organiser when you are ready to return to work. Your union organiser can provide advice and assistance in respect to the negotiation of the Return to Work Plan which the employer must draw up for you.

If you have been injured at work or are currently suffer illness due to work-related stress, it is essential that you ring IEU to be advised of your rights and entitlements.

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Issues

The Big Issue is a social enterprise dedicated to providing job opportunities and a brighter future for homeless, marginalised and disadvantaged people across Australia. For the past three years, it has run a successful education program for high school students and will, for the first time this year, open its doors to primary students

Since 2009, thousands of high school students across Victoria have had an insight into what it’s like to be homeless – through the raw and

often heart-wrenching accounts of those who have experienced it first-hand.

These students have attended The Big Issue Classroom, a social enterprise of The Big Issue that educates students about social issues by telling the stories of people who, through various circumstances and sometimes by no-fault of their own, have found themselves homeless.

The Big Issue Classroom coordinator Danya Sterling said that, through group discussions and interactive activities, the workshop helped students better understand how people become marginalised and homeless and what it meant to go without the everyday necessities students often took for granted, and the stigma attached to it.

‘The message is driven home by a guest speaker, whose personal story of homelessness as a consequence of family breakdown, drug or alcohol abuse, gambling addiction or a wide range of other circumstances is a powerful eye-opener for students,’ Ms Sterling said.

A group of students were recently so touched by the story of their guest speaker Jenna – a young mother who became homeless with three young children - they wrote and recorded a song to raise awareness about homelessness.

‘The class was inspired to really make a difference and spread the message about what they learned about homelessness,’ teacher Kirsty Letts said.

Following the success of the workshops for high

school students, which have so far engaged more than 20,000 students, The Big Issue Classroom recently launched workshops for primary students.

‘A number of teachers last year expressed interest in bringing primary students to the workshop, so we decided to develop one especially for them,’ Ms Sterling said. ‘It’s a great opportunity for students to start learning about social issues early on.’

The discussions and activities in the primary sessions have been broken down into an age-appropriate format. As such, the personal account of homelessness is told through a storybook rather than a guest speaker and games including a Jenga tower are used to help students visualise what happens when foundation blocks such as housing and work are removed from someone’s life.

For high school students, a new ‘Case for Social Enterprise’ workshop has also been developed to look at the role of business-based not-for-profit organisations like The Big Issue in supporting disadvantaged members of the community and addressing upcoming economic issues.

The Big Issue Classroom can be integrated into student welfare and leadership programs, Year 11 and Year 12 social studies and business units and high school excursions to the city centre.

Workshops are run at The Big Issue’s head office in Melbourne and Sydney and at schools. An eClassroom is also now available to schools in Victoria and Tasmania. For more information, contact Danya Sterling on (03) 9639 5466 or [email protected], or visit www.thebigissue.org.au

The big Issue in the school classroom homelessness

International neWsIn Cameroon, a number of

education unions called for a strike in late February to condemn the government for not honouring promises made at the beginning of the month. Agreement had been reached around a number of salary and allowance matters, but delays around specific amounts and timelines are frustrating teachers and their unions.

Secondary school teachers and support staff have taken strike action in the Netherlands to oppose government plans to increase classroom hours. This is the latest dispute between educators and the government, adding to the frustration educators have with education budget cuts, salary freezes and increasing class sizes. Authorities are also attempting to introduce performance pay for teachers, a move opposed by education unions.

The head of the teachers’ union in Bahrain, Mahbi Abu Dheeb, has begun a second hunger strike to protest his detention and continued ill-treatment in prison.

As a direct result of his imprisonment, Abu Dheeb is in poor health and there are grave concerns for his well-being. He

has been detained following the protests in March 2011, after which trade unionists and teachers have been subject to arbitrary arrest, detention and torture.

In the United States, education unions are calling on Congress to pass the Fix America’s Schools Today Act as a matter of urgency. Although introduced into Congress last September, progress on the Act has stalled, despite its containing provisions supporting the return to work of 400,000 educators and providing funds for urgently needed repairs to over 35,000 schools and colleges.

With an average age of 42 years for school buildings across the United States, many schools are dealing with serious maintenance issues including falling plaster, cracked water pipes and leaking gas.

And finally students at Pili, in the northern Xinjiang Uygur region of China, have a better excuse than most for not wanting to go to school. To get to school, the 42 students have to negotiate a mountain pass nearly 500m above a sheer drop down a precipice, but teachers claim that they have never lost anyone – yet. The school does have a high pass rate though…

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When travelling, I like to stay in a place a while and get to know the everyday routine. So the opportunity of living in Canada for a school year seemed like quite an exciting adventure. There has been a teacher exchange program for forty years; so, putting my hat in the ring, I waited to see whether there may be a teacher in Canada that would like to come to bendigo. Eight months later there was an offer of a position in the Canadian capital city of Ottawa and what had been a pipedream now became a reality.

The subjects I had to teach were a little out of my comfort zone, Geography of Canada and International business (Canada), but this was an opportunity for an exchange of ideas and cultures, and so the start of my 2011 school year was not the normal heat wave of an Australian summer but a snow-filled car park at St Matthew’s Catholic High. My exchange partner, Catherine Gagnon, came to teach French in bendigo.

My experiences have been amazing, journeying with my Year 12s through their Prom proposals, graduation breakfasts and the graduation ceremony (Yes, they do wear mortar boards and throw them in the air, just

Donna Stewart is an IEU member from Catholic College Bendigo, who has been on a teacher exchange program in Ottowa, Canada.


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International news

Exchange rates: Bendigo to Ottawa

From Devonport to Davao, sharing the wealth

When travelling, I like to stay in a place a while and get to know the everyday routine. So the opportunity of living in Canada for a school year seemed like quite an exciting adventure. There has been a teacher exchange program for forty years; so, putting my hat in the ring, I waited to see whether there may be a teacher in Canada that would like to come to bendigo. Eight months later there was an offer of a position in the Canadian capital city of Ottawa and what had been a pipedream now became a reality.

The subjects I had to teach were a little out of my comfort zone, Geography of Canada and International business (Canada), but this was an opportunity for an exchange of ideas and cultures, and so the start of my 2011 school year was not the normal heat wave of an Australian summer but a snow-filled car park at St Matthew’s Catholic High. My exchange partner, Catherine Gagnon, came to teach French in bendigo.

My experiences have been amazing, journeying with my Year 12s through their Prom proposals, graduation breakfasts and the graduation ceremony (Yes, they do wear mortar boards and throw them in the air, just

like the movies). The students are very much the same as students in Australia but the actual school system is very different. The school is actually what we would call a state high school, but it’s Catholic.

The students have many similar interests, who is going out with whom, who played the best game, only they play ice hockey, lacrosse, rugby, baseball or soccer and they have cheerleaders and boys going to football practice with the big shoulder pads on. I do not do Yard duty! In the winter, people stay inside the school in our 40 minute break for lunch and we do Hall duty instead.

There have been many adjustments, some easier than others, but in the end teaching is about the students, no matter what system you are in. I hope that I have been able to take some of Australia over to Canada and break down a few barriers. The Year 12s tell me that they are having a class reunion in my back yard in bendigo and, if they decide to come Down Under, they will be more than welcome.

What a brilliant experience the year has been. I would recommend the Teacher Exchange program to any teacher considering doing something a little different.

This was the culmination of a two year project for Jeremy during which he gradually accumulated second-hand computer equipment and furniture. The collection began with a turnover of computers at St brendan Shaw College in 2010, and was further contributed to by other local schools and businesses. by the end of last year, he had collected, repaired and refurbished enough computers, video equipment, furniture and school books to fill a shipping container. Three local Rotary clubs helped Jeremy’s friends and family raise the freight costs and load the container, which was shipped to the Philippines in December.

Jeremy and his partner Jay were the guests of

honour at a huge Christmas party hosted by the local mayor, in which the equipment was officially handed over to the schools, the books donated to a lending library, and excess furniture given to the local council for community events.

Jeremy describes it as a ‘humbling experience’ to be able to take items which in Australia are seen as ‘old and redundant’, and put them to good use.

As word of the project spread around Tasmania, donations have been arriving from further afield. Another fifty computers have recently arrived, and Jeremy is hoping to fill and send another container within the next two years.

IEU rep Jeremy Alomes, from St Brendan Shaw College Devonport, spent his summer break in the Philippines unloading and setting up computer equipment and furniture in three under-resourced schools in Davao City on the island of Mindanao.

Donna Stewart is an IEU member from Catholic College Bendigo, who has been on a teacher exchange program in Ottowa, Canada.

Two teachers at the 2011 Green Schools Conference were Michael Portelli and Debbie Geisler from St

Ambrose’s School Woodend, who were inspired by what they learnt on the day.

St Ambrose’s is located in a community where many residents are committed to sustainability outcomes. The Woodend community has established a community garden as well as a sustainable energy group, with a number of the school’s parents involved in these groups. As a reflection of their neighbourhood’s aspirations, the St Ambrose community is committed to weaving sustainability as a common thread through all curriculum areas and all year levels.

In 2011 St Ambrose’s Year 5 students held a ‘Sustainability Expo’ which was opened by the local mayor and was both well attended and reported in the local media. Following a visit to the local Permaculture Garden the Year 3/4 students established a ‘No-Dig’ garden which also had strong parental support through donations of materials and labour. Most recently they have installed two water tanks which were purchased with a Science Partnership Grant from the Catholic Education Office.

Michael and Debbie found the sessions at the IEU/AEU Green Schools Conference very practical and helpful, in that they talked about the implementation of student-led programs supported by school planning. Plans for St Ambrose’s include a similar agenda through establishing a sustainability team across all year levels. They are also planning a school-wide waste management system to minimise waste going to landfill and solar panels and monitoring software so children can monitor energy consumption and export to the grid.

Consideration is also being given to a more permanent vegetable garden, an orchard and a xeriscape garden based on local plant species to attract native fauna. The new garden area will be traversed with a dry creek bed for surface water drainage. These features will be used as learning tools by St Ambrose’s teachers, students and parents.

If your school has amazing ‘green’ accomplishments such as St Ambrose’s, contact Lou Nicholson at [email protected] and you will be listed for consideration to present your story at this year’s Green Schools Conference.

A small Tasmanian Catholic primary School in Clarendon Vale is making a big impact on the

local community, by leading the way in sustainable power. Living up to a philosophy of “treading lightly upon our earth”, John Paul II Primary has installed its own wind turbine, which stands over the grounds as a constant reminder of the school’s commitment to sustainability.

The turbine, which itself generates the equivalent energy of approximately 50 solar panels, is paired with 2kW of solar

panelling. Combined, they save the school thousands of dollars each year.

IEU members report that the turbine is more or less silent, with no noise in low to average wind speeds and low amounts when the wind is very strong, allowing students and teachers to work and study uninterrupted.

If your school is doing something impressive to lessen its carbon footprint, why not let us know about it? Contact [email protected] and tell us how your school is making a difference.

green schools conFerence Friday 16 noVember 2012The 2011 IEU/AEU Green Schools Conference in November saw teachers and environmental leaders from schools in all sectors across Victoria come together. They heard experts in the field and other educators examine environmental issues that we face both in schools and as a community. Many attendees commented on the motivation they gained through sharing with others who have a passion for sustainability. This year’s Green School Conference will be held at the IEU Conference Centre in South Melbourne on Friday 16 November. The 2012 event is certain to be filled with ideas and demonstrations from teachers that have the practical experience together with experts in the field.

sustainability at st ambrose

Wind Power at john Paul II

st Ambrose students begin preparing the land for cultivation

The impressive wind turbine at John Paul ii

Everyone gets involved at st Ambrose

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