GENERAL SECRETARYDEB JAMES

In the lead up to the Victorian state election in November this year the IEU will be taking up

with the various parties a raft of issues which affect members. One of the most important issues to be addressed by those who seek to govern is the matter of public sector bargaining. It’s an area of government policy and practice that has a significant impact on our members.

The outcome of bargaining for government schools has a direct impact on our members in Catholic and to a lesser, but still very significant, extent our members in independent schools.

Bargaining Respectfully While there is no direct flow on, there is no doubt that outcomes set the benchmark for all schools in the state.

The last protracted bargaining round in the government sector meant an even longer bargaining round for Catholic schools. This is inevitable because issues such as performance pay and salary progression find their way directly to the negotiating table in the Catholic sector. Independent schools that by and large benchmark wages around the public sector rates will often wait to start the process of bargaining or delay finalising

Agreements until they have a clear picture of the wages and conditions landscape.

This last round of bargaining for staff in government schools was intolerably protracted and characterised by a real lack of respect for those who work in schools.

The government’s negative and stalling approach to bargaining has not been isolated to teachers, principals and support staff. The ANF ‘Respect our Work’ campaign saw nurses and midwives fighting for a decent go against a government that was amongst other claims trying to reduce

staffing levels on shifts. Ambulance officers and paramedics have been bargaining since August 2012. The Code Red campaign has wide community support and has gone on far too long for our ambos and paramedics who are the lowest paid in the country. Firefighters are still engaged in their bitter year long dispute and are frustrated by the obstructive approach adopted by the state government through the process.

Bargaining in the public sector affects everyone and any Government that does not respect workers will inevitably pay the price.

Ask Someone to Join Our Union Today!

We should continue to try and grow our union for future strength – all members play a critical role in

this aim. Our union is only as strong as our membership and the outcomes we achieve are only possible due to all of us.

As we continue to grow as a union so will our ability to achieve stronger outcomes on behalf of all members. To continue our current growth we need to be recruiting more members and therefore as a union we must consider the most effective way to achieve this goal.

The union has recently received the results of our latest member survey, State of the Union (SOTUS). This survey, in conjunction with our young member survey conducted in the second part of last year, has provided some interesting results regarding how people join our union.

Both surveys have demonstrated the most significant third party intervention that assists in new members joining our union comes from fellow members. In SOTUS, members indicated that they joined our union at twice the rate if asked to join by a current union member as opposed to by a union organiser or the school’s sub-branch rep. The young members’ survey showed that new members joined at three times the rate when approached by a fellow member of the sub-branch and/or the rep as opposed to a union organiser. Whilst these indications may seem surprising, they reflect similar findings from broader academic work into why and when people join their union.

So, have you asked someone at your workplace to join our union lately? As one of

the most effective ways of building union membership and with the knowledge that a larger membership makes a stronger union, recruitment is a task that falls onto all of us. Whilst asking someone to join can be confronting, with forethought and a plan it need not be a difficult ask. Before approaching a fellow colleague think of why you are a member of our union and be prepared to state and perhaps argue your reasons. If you would like assistance in approaching a colleague, why not ask another union member for support. You could also seek assistance from your current sub-branch rep or call the union office and seek some advice from your organiser.

Together we can make our union even stronger than it is today.

Recent membership figures provided by

the Australian Council of Trade Unions show

that our union is one of the few in the country

growing both in size and density.

PRINT POST 100010937

VOLUME 4 NO 2 MAY 2014

Members of Parade College sub-branch

Tasmanian Bargaining Update Page 3

PD Offerings

Page 15

ES Staff Classification Page 4

Put a Face to the Name: Meet Your Staff

Page 10 – 11

The Perils of Social Media Page 5

THE POINT May 2014

2

St Brigid’s School in New Norfolk, Tasmania, has lost a truly remarkable person. Sandy Cowling was a very dedicated teacher and

Religious Education Coordinator at the school for over twenty years. She retired from full- time work in 2012, but was still heavily involved in the life of the school community and the parish.

Much loved and compassionate, Sandy was extremely generous with her time and helped others in many ways, as well as contributing as a leader of the sacramental programs.

She was a long-term member of the IEU and in fact was one of the founders of the branch in Tasmania, testament to her strong sense of justice and fairness.

Our sympathy and prayers go to her family and friends and the close school community of New Norfolk.

Independent Education Union Victoria Tasmania Branch – AUDIT

Financial Statements for the year ended 31 January 2014The financial statements of the Independent Education Union Victoria Tasmania Branch have been audited in accordance with the provisions of Section 253 of the Fair Work (Registered Organisations) Act 2009. Certificates required to be given under the Act by the Committee of Management have been completed in accordance with the regulations and contain no qualifications. A full copy of the signed audit is available on the IEU website – www.ieuvictas.org.au in accordance with the regulations of the Act.A full copy of the financial statements will be supplied free of charge to members upon request.

CONTACT US

EDITORIAL/ADVERTISING ENQUIRIEST: (03) 9254 1860 F: (03) 9254 1865 FreeCall: 1800 622 889 E: info@ieuvictas.org.au 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: ThePoint@ieuvictas.org.au

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.

COMMITTEE OF MANAGEMENTGeneral Secretary: Debra James Deputy Secretary: Loretta Cotter Assistant Secretary (Tasmania): Angela Briant President: Mark Williams Deputy President: Elisabeth Buckley

Ordinary Members:Patrick Bennett Andrew Dunne Maureen Shembrey Coralie Taranto Emma Wakeling

School Officers:Margot Clark Christine Scott

COUNCIL PRESIDENTS & DEPUTIES

what’s

Event Day

IEU Council Saturday 17 May (Melbourne)

ES Seminar: Library Technicians Tuesday 27 May (Melbourne)

OHS Refresher Wednesday 28 May (Melbourne)

OHS Risk Assessment Seminar Thursday 29 May (Traralgon)

OHS Training: WSR5-day course 2/3/4/10/11 June (Hobart)

OHS Risk Assessment Seminar Friday 6 June (Bendigo)

OHS Risk Assessment Sem Friday 13 June (Ballarat)

TRAINING CALENDAR – TERM 2, 2014

Catholic Primary Council President: Maree Shields Deputy: VacantCatholic Secondary Council President: Stephen Hobday Deputy: Ruth PendavinghIndependent Council President: Cara Maxworthy Deputy: Vacant

Tasmanian Council President: John Waldock Deputy: Jeremy OliverPrincipals’ Council President: John Connors Deputy: Duncan Arendse

@IEUnews bit.do/IEUlinkedin/IEUvictas

Classification for support staffExplaining the new classification structure and progression page 4

Perils of Social MediaThe IEU’s Top 10 cyber-survival tips page 5

Bargaining RoundupNew Agreements around Victoria and Tasmania page 6

Personal Leave ArrangementsNew Victorian Catholic provisions explained page 7

Compassion for Asylum SeekersThe IEU supporting the work of the ASRC page 8

Working with ChildrenNew registration requirements for Tasmania page 8

APPAA national voice for our Principal members page 12

CRTsRecord-breaking Conference report page 17

International RoundupUpdates from around the world page 19

First StepsA successful conference for our beginning teachers page 20

Vale Sandy Cowling

May 2014 THE POINT

3

Refugees have been renamed illegals, boat people, queue jumpers and potential

terrorists. So that we don’t have to be too close to the misery, psychological and in some cases physical torment being experienced by men, women and children, they are now ‘processed’ off-shore.

The challenge is to keep alive our empathy, compassion and informed understanding of the real facts, not the myths, and not simply despair about the Australia we are living in. An organisation that has been doing this since 2001 is the Asylum Seekers Resource Centre (ASRC)

based in West Melbourne. It has four pillars of action – Aid, Justice, Empowerment and Community. Many schools, particularly Brigidine schools, may already have close connections to its work.

The scope of activity extends from direct and immediate assistance to asylum seekers such as mobile food trucks, the food bank and legal or caseworker assistance to long term employment goals such as cleaning and catering services, staffed by asylum seekers. The website – www.asrc.org.au – contains links to resource

Successive governments over the last decades have pandered to a deep streak of racism that is part of the Australian psyche.

materials for teachers and students which unpack many of the myths and spin that the government uses to defend its inhumane approach to those seeking a safe haven.

People are not simply handed food parcels – they become part of a community-based meal cooked every day by volunteers and asylum seekers together or select from what is available in the food bank for their cooking needs. An extensive network of other organisations, schools and individual donors and volunteers ensures that there is always something on offer.

95% of the ASRC’s funding comes from the community and philanthropy. The majority of staff are volunteers who provide either direct aid, counselling,

casework or advocacy services. The approach taken by the ASRC is underpinned by their statement of values. It is inspiring to read that ‘the more vulnerable or marginalised a person is the more important it is that we support them. At the ASRC we believe in the potential of people. At the ASRC we believe in the extraordinary resilience and courage of asylum seekers. At the ASRC we believe in hope’.

The IEUA, our federal body, recently donated $5,000 to the ASRC and is considering a longer term commitment and partnership.

Reps at our May Council will hear more about this and I am confident that they will bring back to sub-branches ideas about how we all can contribute.

DEPUTY SECRETARYLORETTA COTTER

NO BOATS. NOTHING TO BE PROUD OF

Tasmania: Commission approves ballot for protected action18 months, 27 meetings, hundreds of documents exchanged – and still we have no new Agreement to cover members employed in Tasmanian Catholic Education.

At the end of yet another long day of negotiations on 16 April – tipped to be

the last day – we still could not get agreement from the TCEO. Employer representatives were not in a position to provide final responses on all of the outstanding matters. Of even more concern was that some matters that the IEU believed were agreed in-principle were brought back to the table by the TCEO. The IEU had already reported our in principle agreements to reps through our Council meeting, but the TCEO reneged on a number of issues.

It was an intensive day of negotiations, resulting in the IEU putting a final position to the employers on all outstanding matters. The employer negotiating team, unable to respond on the

day, undertook to consult further with principals and the TCEO leadership team and provide a response to the Union by Friday 9 May.

The major matters still outstanding are:

■ Pastoral care and home room time being included in the teaching load for all secondary teachers

■ Laboratory staffing ratios ■ Preparation day at the start of

each year free of meetings ■ Consultative Committee

structure and scope ■ Redundancy (severance) pay ■ Employment security for

support staff (minimum weeks per year)

■ Post-grad qualifications allowance for those not in Positions of Responsibility

■ Part-time teachers classification progression on an annual basis

■ Teachers’ attendance requirements

■ The link between teachers and support staff salary increases

■ Classification structures for support staff.

At the Tasmanian Council meeting of 22 March, Council unanimously recommended that, should final agreement not be achieved by the end of term one, the IEU should take all necessary steps, including an industrial campaign, to secure a satisfactory outcome.

Council noted that the outstanding matters that had not been agreed between the parties were core issues of justice and equity. Council called upon employer representatives to address these significant

issues, including the insecure employment conditions experienced by many support staff and excessive workload issues for laboratory managers.

The IEU’s application to the Fair Work Commission for a protected action ballot to be held in term 2 has been approved. Reps and members will be provided with more details about this and potential industrial action over the coming weeks.

We honestly hope that we will very soon have an acceptable in-principle Agreement which we can put to members for a vote. However, we must continue to prepare for an industrial campaign in the event that the employers’ response is unsatisfactory. We will keep you informed every step of the way.

THE POINT May 2014

4

Education Support Staff – are you correctly classified?

Victorian Catholic School Services Officers – the impact of the new Agreement on Classification Levels!

It’s been a very busy year so far and a lot has happened for Education Support Staff under the new Victorian Catholic Education Multi-Enterprise Agreement.

School Services Officers are employees who carry out such duties as maintenance,

gardening, cleaning and canteen work. The translation table reflects how SSOs should have translated under the new Agreement, assuming that they were due to increment in May 2013 ie. been employed for more than four months prior to that date.

It is important that SSOs members check their payslips (or personal record on CEVN) and see how they are now classified by their school. It may be best to look at a payslip from early in 2013 and compare it with a recent one, using the table as a guide, to see if you have been properly transferred.

You will note that the old Level 1 now no longer exists and additional incremental subdivisions have been added to Levels 2, 3 & 4 (ie. each Level now has five subdivisions) which provide for further pay increases over the life of this Agreement.

Reclassification to a higher level

As there are new classification descriptors, many SSO members should be eligible to be reclassified ie. move up to the next classification level, for example from Level 2 to Level 3. To work out whether this may apply to your role, you should check classification descriptors in Appendix 7 of the Agreement (p.158 of the IEU copy sent to all members or via http://www.ieuvictas.org.au/pay-conditions/es-and-new-agreement/) and look at the qualifications & experience; direction and supervision as well as the typical duties which are relevant to each of the levels and see which best represents what you do in your role.

SSO managerial employeesSSO members who have a

managerial role, for example, Property Managers or who manage a department such as Maintenance or Grounds,

Education Support Staff is the term covering those who are employed as Clerical and

Administrative staff, Teacher Aides and subject specific Assistants, Library/ Laboratory/ ICT staff, non-teaching Counsellors, Youth Workers and Chaplains.

New Classification structure

The previous seven level classifications have been restructured to five levels. If you are an ongoing employee from 2013 you will have been translated to the relevant subdivision on the corresponding level in the new structure as follows:

SO levels 1 and 2 became ES level 1SO levels 3 and 4 became ES level 2SO levels 5 and 6 became ES level 3SO level 7 became ES level 4New level introduced as ES level 5

If you are a new employee, you should have been employed under the new structure at the level that describes your job.

Improvements in the new structure

A number of significant improvements are derived from the new structure. It is important that IEU members check the new structure which is available on the IEU website.

Progression for staff on Level 3 subdivision 8 to subdivision 9

From 1 May, previous top of old level 5 School Officers who have been at the new Level 3 subdivision 8 are able to continue to progress though the barrier to subdivision 9 and onwards. Staff at this level should have been given a Request for Progression Form by their employer and submitted it prior to 1 May this year.

If members have been denied progression, they should contact their IEU Organiser to discuss this.

Automatic translation for Library, Laboratory and ICT staff

One of the important improvements in the new classification structure is that

those employed as Curriculum Resource Services (eg. Lab/Lib/ICT) cannot be employed at Level 1. Any staff employed in this occupational group under the old structure as an SO 2 should have been automatically translated to Level 2 of the new structure (the new level combining old SO level 3 and 4) last year, and back-paid from April 2013.

If members in this category were not been automatically translated to new level 2, contact your IEU Organiser to discuss.

Level 3 – new employees and those reclassified to this level

Staff newly employed at level 3 and those who have applied successfully for reclassification for level 3 must start at level 3 subdivision 9 (not at a lower subdivision). On 1 May 2014, this group does not advance one increment as they have not had six months on that sub-division. The sub-division itself, however, is renamed 3-8 at this date as the scale is compacted.

2008 Agreement 2013 Agreement

Level Subdivision Level Subdivision(at May 2013)

Subdivision(at May 2014)

1

2 1 1 2 32 3 43 4 44 4 4

3 1 2 4 42 5 53 5 54 5 5

4 1 3 2 32 3 43 4 54 4 5

5 1 4 2 22 3 43 4 54 4 5

Along with ES members, School Services Officers (SSO) in Victorian Catholic schools have been moved to a new classification structure involving both revised role descriptors and classification levels. This new structure was a key outcome from the negotiations of the 2013 Agreement.

Reclassification alertStaff at all levels of the

classification structure are entitled to put in a reclassification application if they believe they are incorrectly classified.

The IEU has developed a Guide to Reclassification which was emailed to all members earlier in Term 1 and is available from your IEU Organiser.

The union will run reclassification seminars in the school holidays, and at sub-branch/regional level on request. The union recommends that members check the classification structure carefully to ascertain if they are correctly reclassified. Members who are Lab Managers or Teacher Aides at Level 1 are advised in particular to check. Speak with your IEU Organiser to discuss whether you are correctly classified.

Translation tablemay also be eligible for reclassification. An improvement in the new Agreement means that you will shift across to the Education Support Employee classification structure which is Appendix 6 of the Agreement (p.143 or the website above). Again, this is a significant gain for SSOs in these roles.

If you have an issue with the way in which you have been moved across to the new classification structure or believe that you have a case to submit a reclassification request, please contact your IEU Organiser, so that they may assist you with either issue.

Also, speak to your colleagues about these benefits which have come from the new Agreement, letting them know that it was union members such as yourself that achieved these changes from which they benefit, suggesting in the process that it would be a good time to join, just as you have!

May 2014 THE POINT

5

The Perils of Social MediaFORGET ABOUT THE MEGAPHONE The assistance of the IEU is being called on by more and more members caught up in employment problems related to their use of social media. Facebook, Twitter, YouTube and email have very effectively replaced the old ways of broadcasting by megaphone, shouting from the rooftop and hiring the Town Crier.

In the world of social media, nothing is private. Emails leave a clear trail back to their source and you can’t take back

what you’ve said. What you think is a mild ‘whinge’ about a colleague, can be interpreted by others as a more serious, inappropriate action – defamation, bullying, offensive or discriminatory behaviour, or more generally, just plain old ‘unprofessional behaviour’. Students are not teachers’ ‘friends’, nor are teachers theirs, and, just because you posted something at home on your own computer in your own time, won’t mean there can’t be a link to your professional reputation, standing and obligations, both generally and in respect to your employment.

Outlined below is the IEU’s advice on the major cyber-pitfalls for staff in schools:

Nothing is privateIt only takes minutes for your emails to be

scanned for swear words, or references to a person you were in dispute with. Filters can pick up certain words, email addresses or domain names. Files that have been deleted and written over dozens of times can still be found. Always assume that everything you write on, or send to or from your employer’s system will be permanently there, and that the employer may read it.

Ensure that any personal data kept electronically (including on social networking sites) is not accessible to anybody who does not have permission to access it. Also ensure that information available publicly about you is accurate and appropriate. Many employers carry out web and social network service searches to find online information about staff (background, interests, career experiences and self-presentation).

The connection to work need not be direct

Even a slight connection with work can be sufficient. Some employees have been sacked for things that apparently had nothing to do with work. Just using the employer’s computer can be enough. Some employers take the view that staff are ‘ambassadors’ of the school, so what they

send/post reflects on the school regardless of what it’s about, or who it goes to. Whether this withstands legal scrutiny will depend on the circumstances, but you should take a cautious approach.

Employers’ policiesEmployers are developing policies on every

aspect of their operations. The intention is less to guide their staff than to ensure the employer is protected in every eventuality. It creates a much simpler standard for employers to institute disciplinary action: Instead of needing to prove misconduct, the employer needs only to show a ‘breach of policy’. In this context, staff must be very careful.

Public criticismIf you damage someone’s reputation, or

the school’s reputation, they may have an action in defamation. Electronic postings have also led to employees being accused of harassment, bullying, unprofessional conduct, using offensive language, breach of confidentiality, misuse of school facilities, and many other forms of misconduct. Some schools are very sensitive to negative inferences, and you are best not to express your frustrations in electronic form.

Instant and uncontrollableEmails and postings are often sent in

haste, or as immediate responses with little forethought. Once you send/post a message, you lose control of it and cannot retract it. It may end up attached to a reply, or a forwarded message to someone you did not wish to see it. Always consider whether the phone may be a more appropriate way to communicate.

Social networking sitesVirgin Atlantic sacked 13 people for

participating in a discussion on Facebook. The company claimed it brought the company into disrepute and insulted passengers. The employees challenged the decision, but were not reinstated. Do not discuss work on social networking sites, and insist that the school take action against those (including students) who post any direct or indirect criticism

TEN CYBER SURVIVAL TIPS1 Wherever possible, use work

devices only for work and if it’s personal, send it from your own account

2 Write every email as if your employer will be getting a copy

3 Air complaints verbally or VERY carefully in writing

4 Don’t put swearing or crude words in writing, even if you intend it to be taken as a joke

5 Respond tomorrow. Anything written in haste or anger is dangerous

6 Read it back before you press ‘send’. Ambiguous is perilous

7 If in doubt, leave it out

8 Don’t put anything on social media that you would not be comfortable for your employer and your mother to see

9 Err on the safe-side – leave school info out of your personal social media forums – don’t put photos of, or information about, students or colleagues in any form of personal social media

10 Always get IEU advice if called to explain a communication

of teachers on such sites. Do not add students to your social networking account contact lists. They may get access to personal information and contact you inappropriately. They may also give you access to their personal information and activities. If you want to use social networking sites for a class or for the whole school, create a new, work-focused account (or get the students to create such an account) and run it only for that purpose.

Professional standardsThe standard of your writing may be

called into question. Emails are often written in haste and treated as more ‘casual’ than a letter. We urge you not to take this approach. The standard of written communications expected of you will vary according to your seniority and the nature of your role (Teacher, Aide, Admin Officer, Grounds and Maintenance, etc.). However, you should consider the standard of writing that applies to letters to apply equally to emails. Consider who may receive the email (directly or indirectly): Parents? Other staff? Students? Avoid shorthand, overly familiar terms, loose jokes, sms language and the like.

Messages may be keptAnything that goes in a posting or in an

email can be kept by others and reproduced later whether you approve or not. When Barak Obama was asked by a student what tips he had for a young man aspiring

to be President, he responded ‘Be careful what you post on Facebook’. Write only those things which you are prepared to justify, even many years later.

Need more info?If you need more information on this issue, talk to your IEU Organiser, call the IEU on 1800 622 889 and www.ieuvictas.org.au for the IEU Policy on Staff ICT Resources Use in Schools, and other handy advice sheets.

It is early days; so there is plenty of time to have an impact. Put your tips in every week and have a chance to win the big prizes

After 7 rounds Hawthorn, Geelong and Port Adelaide have emerged as the teams to beat. Sadly for teams like Carlton it looks like the season is already over.Not so the IEU Footy competition which is very much alive. Nicole Rowlands, St Augustine’s School Baxter, on 48 winners has taken an early one point lead from Glenn Bennie 47, The Knox School, with Kym Levett, Catholic College Bendigo, on 46 in third place. Kym is closely followed by 15 tippers in equal fourth place. PRIZES:

■ A $3000 travel voucher for the winner ■ A $1500 travel voucher random prize ■ Weekly draws for all those who tip nine winners in a round.

FOOTY TIPPING 2014

Visit www.ieuvictas.org.au for more details.

THE POINT May 2014

6

The Lutheran Education South Eastern Region Multi-Employer Agreement 2014 has been approved by Fair Work Australia and is now in operation. The Agreement provides some new features for staff in Lutheran schools – including strengthening the process by which a consultative committee can be established and the scope of the committee. Up to 3 days of personal leave can now be accessed by all staff to attend to personal matters such as a funeral of a friend, domestic violence leave or cultural leave. If you would like advice or assistance to establish a consultative committee in your school, contact your IEU organiser.

Since our last report, staff at Lauriston Girls’ School have agreed in-principle to an improved wage offer, and all other outstanding matters have been resolved. The Agreement which covers all staff at the school ensures that staff continue to enjoy a salary premium above state government rates. After an initial resounding ‘no’ vote to the employer wage offer, a further offer of 3% for 2013, 4% for 2014 and 3% for 2015 has been accepted. The Agreement will now be finalised for approval.

Bargaining at Melbourne Montessori School has also concluded and staff will be voting on the new Agreement in the next few weeks. The Agreement has achieved a number of gains for staff, including the introduction of paid parental leave. As a new entitlement, the school has agreed to phase in paid parental leave, moving from 4 weeks in 2014 to 10 weeks in 2016. New features also include the ability to take up to 2 days paid leave to work as a an emergency service volunteer, for example as a CFA or SES member or to take paid natural disaster leave to protect your own property if it is threatened or directly affected by a natural disaster. Assistants, who work closely with teachers in the classroom, have achieved an excellent salary increase, recognising that wages had previously fallen behind state government standards. To address this, wages will increase by a total of 20% over the life of the Agreement. Once again, Jennie Schoenfeld has been a great representative and advocate for all staff at MMS and has been a driving force in ensuring the best possible outcome.

Drafting has commenced at St Margaret’s Berwick after in-principle agreement has been reached on a new 4 year Agreement. The Agreement extends coverage to all staff, with canteen staff now included. Pay increases are 3.25% in 2014, 5% in 2015, and 3.5% in each of 2016 and 2017. Paid maternity leave has been extended to 14 weeks, 2 weeks for paternity/non-primary care givers. An $80 per night camp allowance and 50% fee discount are the other main benefits flowing from the Agreement. It is expected that the draft will be finished shortly and staff will vote in the next month; pay rises will be backdated to 1 January.

At Berry St Education and Training, the Agreement which covers all staff is close to finalisation, with most outstanding matters resolved. The unions involved in the negotiation, the IEU, ASU and HSU, are now waiting on a final draft for consideration. Bargaining at Kilvington Grammar and Preshil is also close to conclusion and drafting has been commenced.

The staff claim for a new Agreement has been tabled at Yarra Valley Grammar, with an initial management response scheduled for early May.

Methodist Ladies College and Christ Church Grammar are in the early stages of claim development for new Agreements from the beginning of 2015.

Negotiations around school holiday arrangements for kindergarten assistants at The King David School are progressing, with the IEU and the school trying to reach agreement on a new model which supports the school’s plan to extend operating times in their ELC, without reducing staff leave entitlements. IEU member Jill Shalekoff is doing a great job as Bargaining Rep for staff.

At Shelford the Log of Claims has been served on the school and negotiations on a new Agreement to cover all staff are about to commence.

Bargaining for the general staff Agreement at Launceston Christian School is underway. A survey has been sent to staff to ascertain what the priority issues of concern are for the Agreement.

Presbyterian Ladies College has agreed to commence bargaining for the general staff Agreement which had been delayed for an extended time. The IEU is in the process of developing the claim for staff and the first meeting is scheduled for 9 May. Negotiations for the teachers’ Agreement will commence in term 3.

Bargaining for a Multi-Enterprise Agreement for teachers at Seventh Day Adventist schools in Victoria has been initiated. Meetings have commenced and the IEU has had the opportunity to meet with members to discuss the process and what matters are important for the new Agreement. The IEU has also requested that all support staff be covered by the Agreement and is awaiting the employer response.

Staff at Westbourne Grammar have voted in favour of a new Agreement which has been lodged for approval, as has the St Paul’s Anglican Grammar School Agreement.

Bargaining in schools across both Tasmania and Victoria continues to deliver improvements to wages and conditions for members, thanks to the hard work of Bargaining Reps in schools with IEU Organisers and Industrial Staff.

BARGAINING ROUNDUP MAY 2014

A hectic Bargaining schedule delivers results

Life Education looking sick

Bargaining continues at:

■ Alphington Grammar ■ Bacchus Marsh Grammar School ■ Bayview College ■ Beaconhills College ■ Cornish College ■ Eltham College ■ Embassy CES Language Centre ■ Fintona Girls’ School ■ Firbank Grammar School ■ Flinders Christian College ■ Gippsland Grammar School ■ Hume Anglican Grammar School ■ Kardinia International College ■ Life Education ■ Overnewton College ■ St Catherine’s School ■ St Mary’s Coptic Orthodox College

In October 2013 we reported that bargaining at Life Education was getting nasty with the new management seeking to cut school holiday pay, cut long service leave, remove paid parental leave, cut personal leave and employ teachers who are not VIT qualified.

Over several months progress has been made on mitigating the worst of

these claims – but management still want to cut long service leave, pro-rata holiday pay, travel allowance; and their latest wage offer includes two years with a zero pay increase – an offer of only 5% over 4 years. This is despite the organisation making a profit of $375,837 last year. Members have not had a pay increase since February 2012. The employer is not bargaining in good faith

with previously agreed positions changing and new claims appearing 18 months after we started negotiations.

Management have taken a very negative approach with IEU members who speak up and challenge what is happening at work – including lack of consultation about change, new requirements regarding travel, additional workload, removal of work vehicles and pressuring part-time staff to convert to casual. 5 out of 18 teachers have been

issued with letters threatening disciplinary action and 3 members have received formal warnings. Management have even threatened disciplinary action against a teacher for delaying a meeting because her IEU organiser could not attend. A member was threatened with disciplinary action for discussing our article in The Point last October in a staff room. We are proposing a fair ‘due process’ clause in the Agreement to help protect members faced with claims of misconduct.

Members have voted unanimously to support the IEU taking the matter to the Fair Work Commission for conciliation and to support a campaign including industrial action if that is not successful. For Life Education to get well, the whole approach to educators will need to change – our members are professionals who are committed to making a difference in students’ lives – they deserve to be listened to and treated with respect.

May 2014 THE POINT

7

PERSONAL LEAVE

The new notice and evidence scheme made easyThe new Victorian Catholic Agreement made some significant changes to the personal leave scheme – especially in relation to evidence and notice requirements. Here we set out the new rules.

demanding that all staff provide evidence after the five single days regardless of the circumstances. If someone is coughing and sneezing all over everyone in the staff room, it would be pedantry and ‘administrivia’ to require a certificate or stat dec when they take the next day off. At the other extreme, a person repeatedly taking Mondays off might be expected to provide compelling evidence. In short, the employer may require evidence on a case-by-case basis.

What evidence will suffice?Where evidence is required,

whether for sick leave or carer’s leave, the evidence can now be one of two options:

OPTION 1a certificate from a health practitioner, which includes:

■ Chiropractors ■ Dental care practitioners

(including dentists, dental hygienists, dental prostheticists and dental therapists)

■ Medical practitioners ■ Nurses and midwives ■ Optometrists ■ Osteopaths ■ Occupational therapists ■ Pharmacists ■ Physiotherapists ■ Podiatrists ■ Psychologists ■ Chinese medicine practitioners

(acupuncturists, Chinese herbal medicine practitioners and Chinese herbal dispensers)

■ Medical radiation practitioners ■ Aboriginal and Torres Strait

Islander health practitioners. Chris, a Year 9 teacher and self-confessed NAPLAN cheat, ‘drilled his students in punctuation, homophones, paragraphing

and syntax’. He suspended the planned curriculum offering – that is, the study of Romeo & Juliet and instead (apparently endorsed by the school) swotted for NAPLAN.

In previous years, I have been quick to condemn this practice, but, as Bantik rightly points out, even ACARA is now almost making swotting an imperative. Robert Randall head of ACARA, stated in the April Australian Teacher, ‘Parents now have information on which to base their assessment of schools.’ When the head of such an organisation fails to describe NAPLAN for what it is – simply one assessment on one day that debatably gives a snapshot of a small percentage of students, based only on one hour of activity in each subject or curriculum area, then one cannot reliably make informed, whole school judgments. Even we lowly, real educators know that reliable, valid, triangulated data needs to be gathered and intensely analysed in order to make reliable judgements about individual students, let alone making judgements about one school versus another.

Randall also states that ‘NAPLAN is all about individual schools having better results than their

neighbours.’ Unfortunately, as educators know, this is a familiar and continuing pattern due to NAPLAN still being seen as high-stakes standardized testing. It now seems considered more and more a dereliction of duty for teachers not to coach to ensure ‘no question is left unanswered’ or that ‘if you are not sure, circle C’ type scenarios are well engrained into our Year 3, 5, 7 or 9 students or, as Bantik described, to swot for English grammar facts.

The lack of understanding by the community continues to be fostered by our so-called education leaders, who now seem to be encouraging prospective parents to over-simplistically ‘self-interpret’ our NAPLAN results on the ‘My School’ website and compare our results with other local schools. Misinterpretation will always be a problem, schools will continue to be misjudged, often without the ability or chance to defend themselves, and as a principal, I will need to waste valuable time trying to explain the pros and cons of standardized data collection to my school community.

Government authorities – If you want your NAPLAN taken seriously as a beneficial tool for schools, acknowledge its limitations so that real educators can stop wasting their time pointing out to the public the obvious.

UNION PRESIDENT MARK WILLIAMS

NAPLAN – making or breaking schools?The continuing public misperception of our Australia-wide NAPLAN examinations returns again for 2014, with an interesting Courier-Mail article by Christopher Bantik, a writer and English teacher at a Melbourne boys’ Anglican grammar school.

OPTION 2other evidence that would satisfy a reasonable person: This evidence, where the employer requires it, can be very broad, and may depend on the circumstances. It needs to be sufficient to ‘satisfy a reasonable person’ that the leave was taken because of the illness/injury (or for caring purposes). Normally a stat dec will suffice. In some circumstances, just an email from the employee may suffice but, where an employee has missed several Mondays in a row, the evidence required may be much more compelling. The standard is an ‘objective test’. That is, the person who must be satisfied is not the Principal, but an imaginary ‘reasonable person’ looking at the circumstances.

What information must be provided?

The evidence, if not a certificate, needs only to be sufficient to ‘satisfy a reasonable person’ that the leave was taken because of the illness/injury (or for caring purposes). It should not include personal or medical information. The employer is not entitled to demand information that infringes the employee’s rights to privacy.

The nature of any illness is

irrelevant to the right to take personal leave. If an employer needs to know details for another reason – such as to avoid contagion outbreak or to accommodate the employee’s special needs upon their return – this should be separately requested and the employee should get advice from their Union.

Members should contact the Union if they have any questions or issues about personal leave and evidence requirements.

When is evidence required?For sick leave the Employer may require evidence for:a) any absence of more than two

consecutive working daysb) any absences where the

number of sick days already taken without a certificate exceeds five in one school year

c) any absence on the week day immediately before or after a public holiday.

For carer’s leave, the Employer may require evidence on each or any occasion.

When does the Employer ‘require evidence’?

In bargaining, there was a direct compromise between the Employers’ representatives and the Union as follows:

■ The Union agreed to a reduction in the number of single sick days a person could take without evidence in one year – from 10 to 5 (in part, to make it consistent with the government education sector);

In return: ■ The employers’ representatives

agreed to remove the requirement for employees to then provide evidence on every listed occasion. Instead it was made discretionary – that is, only ’where the employer requires it’.

The Union understands and respects schools’ desires to have ‘consistency’ and fair and equal processes, but common sense must prevail. It is plainly not reasonable to subvert the Agreement by

Join in June!Look out for our upcoming recruitment campaign – we need to keep growing in order to stay strong, so we want YOU to recruit your colleagues into the IEU.

Prizes, incentives, tips and more – details coming soon!

THE POINT May 2014

8

A show of compassion for our Asylum Seekers

The IEU has recently made a $5000 contribution to the Asylum Seeker Resource Centre and we ask all

members to play a role in demonstrating compassion and debunking common myths about asylum seekers.

Some of the facts promoted by the ASRC –

■ It is not illegal to seek asylum in Australia – in fact we have a legal obligation to assist asylum seekers

■ 90% of asylum seekers are found to be genuine refugees yet the federal government provides no financial

support for them and stops them working to support themselves

■ For most asylum seekers there is no queue to join and often it is a choice between fleeing and persecution or death

■ We don’t take our fair share of refugees – we rank 49th in numbers of refugees we accept. 80% of refugees are accepted by poor developing countries.

ASRC has grown to be Australia’s largest asylum seeker organisation. The ASRC has 40 paid staff and nearly 900 volunteers

delivering services to over 1,200 asylum seekers at any one time through programs such as material aid, health, legal, counselling, casework and a food bank. This work relies on the generosity of Australian citizens and provides vital help to asylum seekers – families, children and adults who need food, a place to live and basic services. Why not consider volunteering or organising a fundraiser? Check out the ASRC website – www.asrc.org.au – join their Facebook page – help promote compassion and the facts about asylum seekers.

The IEU met with the Department of Justice to learn more about the Registration to Work with Vulnerable People Act 2013, given Royal Assent last December. The IEU had made submissions to the draft bill and welcomed the subsequent changes to the Act. The key features of the Actand the proposed implementation of the new system to register employees and volunteers who work with children are set out below.

Who will be covered and when will it come into effect?

The new Act will commence operation in Tasmania from 1 July 2014. While titled Registration to Work with Vulnerable People Act, it will in effect be a ‘working with children’ (WWC) Act. The purpose is to ensure that all people whose work involves contact with children are registered. Some professions are exempt, such as police and health professionals. The Act will apply to staff working in all schools, including teachers and education support staff.

This will involve significant change for many education support staff who have never previously been required to be registered, and involve a change in the operation of teachers’ registration. The implementation will be in phases, with education support staff in independent and Catholic schools to commence registration in the first half of 2015, while registration for teachers will operate from 1 January 2017.

What is the purpose of registration?

The legislation aims to provide a central background check for people who work with children to protect them from the risk of sexual, physical, emotional or financial harm or neglect. While risk cannot be eliminated, the background check will help identify individuals who may be not fit and proper people to work with children or who pose an unacceptable risk.

What will be checked?The check will be more

extensive than a police check. The WWC check will search a person for any criminal history. The WWC check will identify:

Convictions and findings of guilt from any criminal charges

Non-convictions – for example, where charged but not convicted, no conviction recorded, or

acquitted of the offenceSpent convictions – these are

certain convictions occurring a long time ago and would not otherwise need to be disclosed

Youth convictions – convictions that occurred while the person was underage.

Records from Tasmania and interstate jurisdictions will be checked. People applying for registration will also be asked to disclose if they have been convicted, found guilty or charged with a relevant offence outside of Australia.

The check will capture all criminal history. However, it will only be offences that attract further assessment, such as sexual offences, offences involving violence, dishonesty, fraud or theft, and driving offences. Where offences are identified, they will be assessed for relevance – for example, a minor conviction for shop lifting 20 years ago is unlikely to be considered relevant to a person’s fitness to teach now. Where a person is not required to drive as part of their job, past driving offences are unlikely to be relevant.

What happens if a relevant offence is identified?

If after identifying a relevant offence the Registrar conducts a risk assessment and is satisfied that the person poses an unacceptable risk of harm to children, the Registrar must notify the applicant of an intention to issue a negative notice. A negative notice means the Registrar has determined that a person should not be registered under the Act. The person has 20 days to provide further relevant information or make submissions about why a negative notice should not be issued or to request more time to respond. The Registrar must notify the person of the reasons for the negative risk assessment, but must not notify a named employer.

If the Registrar remains satisfied that the person poses an unacceptable risk, then a negative notice can be issued. This means that a person will not be allowed to be registered and any employer will also be notified. Alternatively, a person may be given conditional registration – so, for example, a teacher may be registered but on condition that they are supervised in certain circumstances.

What effect will a negative notice have on a person’s ability to work?

A negative notice means that a person will not be able to work in the regulated activity involving children. For example, this means a teacher could no longer work in a school, but could work in adult education. The Registrar’s decision to issue a negative notice or to place conditions on registration can be reviewed. Given the serious impact, review should be considered.

Experience from other states with similar registration systems shows, however, that approximately 95% of applicants are granted registration, and of the 5% who are flagged for assessment, fewer than 1% are refused registration.

Other obligationsOnce registration has been

established, school employees will be required to keep their registration up-to-date – with three-year renewal. Also, an employee will be required to notify any change of address and if charged, convicted or found guilty of a relevant offence.

What does registration mean for my Tasmanian Teachers Registration Board registration?

Teachers will still be required to have TRB registration alongside WWC registration, which in effect means a dual registration

WORKING WITH CHILDREN CHECK

Introducing the new Tasmanian legislation

system. While dual registration is not the IEU’s preferred model, the government has decided to implement this system. Details about the operation of a dual registration system are still being decided. The Department of Justice, which is administering the registration process, is working with the TRB to determine how information will be collected and how the process can be streamlined to minimise the impact.

Will registration create an additional fee?

There will be a fee for registration, not set as yet, but will be about $100. Volunteers who work with children will probably pay a reduced fee. Whether the cost of registration is borne by individuals or employers will be a matter for discussion. The IEU will advocate for employers to contribute registration costs.

What will the IEU do to support education support staff and teachers?

The IEU will continue to provide information about the process as the system is implemented. The IEU will also liaise with the Department of Justice and the TRB to seek additional information and to advocate that the registration process is implemented with as little inconvenience and cost to school employees as possible. In the event of members being advised of a proposed negative notice, the IEU will be able to offer support, advice and representation for the assessment process.

ConclusionThe registration will be a big

change for many employees in Tasmania. However, it is important to remember the purpose is to minimise the risk to children of harm from abuse. The IEU supports the introduction of the Act and will continue to keep members up-to-date as it is implemented.

May 2014 THE POINT

9

WE ARE UNION A teacher, a paramedic and a metalworker walk into a bar… & they change the Victorian Government.

In 2010, then opposition leader Ted Baillieu promised that Victoria’s teachers would be the best paid in the country.

That’s old news to you. Victorian teachers, and for the first time school support staff, were forced to take united action to hold the Baillieu government to its promise.

But Ted Baillieu (and later Denis Napthine) promised a great many things to a great many workers. They promised 800 new hospital beds, with more professional nurses and health workers to improve our health system. Instead they delivered no new beds, $826million in cuts to our hospital system and tried to replace nurses with casualised, less qualified technicians.

They promised to implement all the recommendations of the Bushfires Royal Commission – four years later, fire services are still waiting on 342 extra firefighters, and $66million in promised funding.

They promised new train stations, new trains, and even a rail airport link. Under the Baillieu-Napthine government, Victorian workers have seen no new infrastructure delivered… just a renewed promise contingent on the Coalition being elected again.

In one way or another, every Victorian worker has been let down by the Baillieu-Napthine Government. As union members, we can work together and support each other to hold this government to account.

When 30,000 teachers stood united the length of Bourke Street fighting for respect, nurses, building workers, firefighters and office workers stood shoulder to shoulder with you. Likewise teachers stood with nurses when they stood up to the government. When we work together, we win.

Now we have a chance to change this government. Union members are joining together in a co-ordinated campaign, called WE ARE UNION.

The logic behind the decision to work together is clear. It is not only teachers who care about cuts to programs like reading recovery – the labourer with a struggling Grade 2 child cares too. Although teachers and students are on the front line fighting TAFE closures; sparkies and manufacturing workers are watching with interest – worried about Victoria’s future as training opportunities are cut.

Just as you care about whether your ambulance service can respond to an emergency in your family, paramedics care about class sizes in their local schools.

We are all fighting for the same services, jobs and infrastructure. We are all union.

So we invite you to join fellow union members at our next event. Get involved, get active, and be part of the biggest coordinated union campaign in years. We’ll be proud to have you on board. www.weareunion.org.au

Federal Government report: more pain for Australians

The National Commission of Audit Report certainly puts the cat amongst the pigeons. A quick read of its recommendations and you are left reeling. Increasing the pension age to 70 by 2023 and also including pensioners’ homes in means testing, major reform of the Medicare system, family tax benefits, carer payments, child care, unemployment benefits, and the minimum wage. None of the recommendations are about strengthening the safety net, and all are cloaked by statements such as better

‘targetting’ and ensuring ‘fiscal sustainability’.

Nothing seems to be spared the red pen. Reducing the Defence department’s staffing levels to 1998 numbers may not keep those new fighter planes in the sky for very long. By the time you read the plan for education funding you have been numbed enough to think it can’t be that bad, given everything else that is planned for the chopping board. The recommendations are:

■ Reduce duplication and increase effectiveness by handing over all of the

money to the states in three pools – one for government, one for Catholic and one for independent schools

■ Reduce the size of the Commonwealth Department of Education significantly

■ From 2018 onwards, establish funding arrangements based on 2017 expenditure and indexed by a measure such as CPI.Of concern is the

statement that the growth in Commonwealth funding over the next decade has not been sufficiently justified. This growth was premised on the Gonski reforms, including the establishment of a student loading based on socio-economic factors and taking account of disadvantage. It may have been complicated but it secured the support of

all education stakeholders, and provided funding certainty. It is quite clear now that all of this is not just under review – Gonski will be gone, gone, gone.

A historic opportunity to redress disadvantage and target support where it is needed most, regardless of what type of school you attend, will be replaced with a simplistic measure that may not even keep up with costs such as teachers’ wages. 2018 and 2019 were the years where the Commonwealth would have had to make significant investment in education if they had delivered on the Gonski model.

Back to the future.

FROM THE HOBART OFFICEThe early part of 2014 has seen a continuing focus on core areas of union work. Specifically the union has been supporting individuals or groups of members who have issues in their workplace. More generally we have been occupied bargaining for improvements in fundamental underlying working conditions.

In the independent sector bargaining has commenced at Launceston Christian for a new Agreement for

the Education Support Staff. This is the second time the IEU has represented members at this school and we are pleased to be involved in a respectful and cooperative process. The IEU has been actively involved at a number of other independent schools, for example advising members at Giant Steps School Deloraine on workplace health and safety issues and supporting members at Tarremah Steiner School Kingston through a significant change process.

In the Catholic sector, timely advice to members has provided them with the information and back-up to resolve a number of instances of differences of opinion with school management. The capacity to access a Duty Officer between 8.30 am – 5 pm on weekdays is so beneficial for members; every time I speak with a group at least one or two tell me what a great service this is. There

is no doubt that the 1800 622 889 phone number is well used by Tasmanian members.

The Tasmanian Council met on Saturday 22 March. Workplace reps from the majority of Tasmanian Catholic schools convened at the IEU Office at Trades Hall in Hobart. The main business of the meeting was to consider a detailed report on the status of negotiations for the new Catholic Education Agreement. The union negotiating team presented a report on negotiations; at that time there had been success in achieving many ‘in-principle’ improvements to working conditions, allowances and leave provisions. Reps expressed strong concern about outstanding matters that had not been agreed and unanimously passed the motion:

Council notes that there are some outstanding matters that are not agreed between the parties and that these are core issues of justice and equity. Council calls upon employer representatives to address

as a matter of urgency these significant issues including the insecure employment experienced by many support staff and excessive workload issues for laboratory managers. No agreement can be reached without redressing these inequities. Finally, Council notes that it has been 17 months since negotiations commenced. Council recommends that should final agreement not be achieved by the end of this term, the union take all necessary steps, including an industrial campaign, to secure a satisfactory outcome.

The progress of negotiations since that meeting has been mixed – some small steps forward, but there have also been significant retractions from the employers so overall the trajectory is backwards.

Members will read the full article on the bargaining elsewhere in this journal; suffice to say it’s ‘watch this space’ as we prepare for the possibility of an industrial campaign should this be necessary to achieve a reasonable outcome. Of course we hope that it is not necessary.

In the lead-up to the federal government’s budget, there was plenty of tough talk and posturing about the dire state of the economy. All the better to then rationalise cuts to services and set the scene for ‘sound’ economic management the following year.

ASSISTANT SECRETARY(TASMANIA) ANGELA BRIANT

THE POINT May 2014

10

Put a Face to the Name MEET YOUR IEU STAFF

Michael Cowan Organiser

Jennifer Davies Training & Administration

Tracey Connolly Administration

Loretta Cotter Deputy Secretary

Angela BriantAssistant Secretary (Tasmania)

Chris Clarke Organiser

Marit Clayton Organiser

Kylie Busk Organiser

David Forbes Principals’ Officer

Paul Garner Systems Manager

Cathy Hickey Assistant Secretary

Sharon Goulding Office Manager

David Brear Assistant Secretary

Stephanie Ben Organiser

Izabela Apostos Membership & Finance

Christian Bombig Organiser

Denis Matson Senior Industrial Officer

Brian Martin OHS Officer & Organiser

Mark Mitchell Organiser

Andrew McMullin IT and Communications

Susan Hyland Training & Purchasing

Jaswinder Kaur Accountant

Sonia Inguanez Membership & Finance

Debra James General Secretary

May 2014 THE POINT

11

This skilled and experienced group of people work for you – as organisers, administration and training support staff, industrial officers, WorkCover and OHS officers and communications staff. We are here to ensure you get advice, protection and support at work, and to improve pay and conditions across the industry.

Marshall TooheyOrganiser

Jill Sturges Administration

Van Trung Membership & Finance

Josh Wilms OHS Training & Reception

Steve Whittington Organiser

Kristen Wischer Industrial Officer

Chrys Theobald Membership & Finance

Meagan Sharman Administration & Reception

Simon Schmidt Organiser

Carolyn Monk Industrial Support

Emma Morrissey Organiser

Peter Moran Organiser

Lou Nicholson Organiser

Alix Sachinidis Industrial Officer

Nick Sahlqvist Organiser

Karan Sanz Membership & Finance

Therese O’Loughlin Organiser & Women’s Officer

James Raynes Media & Communications

Dino Ottavi Organiser

Michael Rooney Organiser

THE POINT May 2014

12

APPA – a national voice for principal membersThe IEU strongly believes that members should be able to express their collective voice on issues that affect their profession. We are therefore pleased that this opportunity is afforded to our principal members who, through their membership of the IEU, have representation on affiliate bodies like APPA (Australian Primary Principals Association) and ACPPA (Australian Catholic Primary Principals Association).

What do we want? and how do we get it?

matters that concern school principals and their school communities. Each state and territory has up to three delegates on the National Executive Council, (one from each of the Government, Catholic and independent sectors). They meet regularly throughout the year to direct and plan strategically for action and representation.

APPA is guided by seven critical drivers:

1. High Quality and Contemporary Teaching and Learning

2. Funding for Primary Schooling3. The Profession of Teaching and

School Leadership4. Equity in Education5. High Stakes Testing and

Student wellbeing6. National School Improvement

Framework7. School Autonomy.

Who is your APPA rep?APPA has raised these issues

for more than a decade and it is through our Victorian APPA representative, Michael Bourne, that the perspective of Catholic primary school principals is fed into the discussions of the National Executive. Michael takes every opportunity to share the work of APPA with principals and the IEU, and he never tires of promoting the great work of Victorian Catholic schools.

Michael is currently the Principal of St Mark’s School Fawkner and he gives up time from his busy schedule to attend 5 meetings a year. As a delegate, he also goes to the APPA Conference which this year will be held in Sydney. Michael appreciates the value of such collegial opportunities as it is in such forums that the profession is strengthened.

Michael supports the seven critical drivers of APPA and believes APPA plays a key role in the direction of reform and government agendas. Recently APPA has been working on funding formulas, the crowded curriculum, well-being, and, in particular, the great success of the KidsMatter primary school framework.

Michael is impressed by the access and effectiveness of APPA in lobbying government and providing reasoned and well thought-out feedback to members. It plays a crucial role in the national conversation and is highly thought of by all sides of politics.

Principals can keep up-to-date with APPA through the APPA e-newsletter and the resources on the APPA website.

The next APPA Conference is in Sydney, 22-24 October with registrations opening in May. By attending this conference,

principals can engage with colleagues from all sectors representing schools across the country. This also allows participants the opportunity to hear about ‘Big Picture’ issues that affect their profession.

If you have any questions for Michael Bourne, then please email him at principal@smfawkner.catholic.edu.au

These hazards and their elimination at work have been the source of great debate, extensive research and

enactment of legislation. Much effort has focussed on the causes and negative outcomes of these hazards without necessarily giving the same level of focus to a critical part of the solution. That is, the creation of a healthy and respectful workplace culture.

So what are the characteristics of a respectful workplace, how do you get it and are a good number of our workplaces just kidding themselves by hanging wonderfully framed vision and mission statements in the entrance foyer without the corresponding commitment? Even if these statements are supported by policies and procedures, they on their own will not prevent or adequately address bullying, violence, sexual harassment, discrimination or harassment.

When we examine work health and safety legislation, equal opportunity principles, discrimination and Fair Work Acts, the obligation leadership has in setting the culture of the workplace is very apparent. Work health and safety legislation in fact carries the obligation into an enforceable duty of care. Ask any employer and they will say what they want from their staff is a productive workforce that achieves results. Ask the workers and they will say they want to work in a school

where they know what is expected of them, a workplace which is safe, treats them fairly and with dignity, a place where their skill and contributions are recognised and valued, a place that provides ongoing training and development, and supports career progression, a place where they can work co-operatively and harmoniously with colleagues.

So it follows that a workplace where the leadership play a key role in modelling the behaviours they expect from their employees is more likely to be a workplace where bullying, harassing and discriminatory risk factors are not present. Such workplaces are also more likely to have a culture of shared obligation between leadership and staff.

We have all heard the boiling frog story, or the ostrich with its head buried in the sand, both metaphors to describe how workplaces should make themselves aware of gradual changes in culture and behaviour to avoid eventual negative consequences. Most of us would not readily think of the potential undesirable consequences of low level negative workplace behaviours such as rudeness, discourteousness, not acknowledging colleagues. These simple acts of incivility, if given permission to flourish, may become part of the acceptable culture of the workplace and give rise to escalated forms of incivility such as coffee cup gossip,

mocking of colleagues in their absence, exclusion, or cliques. If such behaviours are openly displayed by leadership, they are legitimised and often adopted by other employees. Soon the frog is cooked.

A respectful workplace is, therefore, one where there are clearly articulated and understood expectations of what is appropriate behaviour at work. It is a workplace where the leadership is a positive role model, where leadership and employees together push back on disrespectful behaviour. There is a collective refusal to give permission to incivility. Respectful workplaces create and maintain open channels of communication, where genuine consultation promotes inclusive decision-making and there is a shared understanding and knowledge of the legal requirements of OHS, EEO and Industrial legislation.

When it comes to developing a healthy and respectful workplace culture, everyone at work has a leadership role to play, although it begins with the leadership team. As Ralph Nader said, ‘Leaders don’t create followers, they create more leaders.’ In this manner, the health and safety rep and the IEU sub-branch rep have definite roles to play. Ask the question collectively: What kind of workplace do we want and what are we prepared to do to get it?

When we consider and examine the risks to health and safety in the workplace, we often hear of hazards such as bullying, harassment, violence, discrimination and sexual harassment.

What is APPA?APPA is the national

professional association for primary school principals in Australia. It represents affiliated state and territory Government, Catholic and independent primary schools across the nation (over 7,000 members).

APPA is the national voice on national issues. It speaks directly to the Federal Government on

May 2014 THE POINT

13

Sustainability curriculum tailored for members from all subject areas and year levels.

Take away practical strategies, inspirational ideasand a free USB full of curriculum resources.

Guest Speakers:

Costa Georgiadis

& Rodquantock

Susta inabil ity Across The Australian Curr iculum

wednesday 25 june, 2014 . 9am - 3.30pm

Location: AEU Vic Branch112 Trenerry Crescent, Abbotsford VIC 3067

Register at: www.tln.org.au/greenschools Call 9418 4993 for online register ing ass istance

free

teaching

resources

check it

out now!

?

2 + 2 = 4

literacyA+ ?

e= mc2cu

rricu

lum

LITERACY

2 + 2 = 4studentlearnin g

A+

e= mc2

?21st century

2 + 2 = 4

student

learnin g

literacy

e= mc2

the 2014AEU /IEU

GreenSchools

Conference

The Fires of Kilmore (again)The Mickleham to Willowmavin fires of 9 February impacted on the many communities they travelled through.

Although there was no loss of human life, several dozen homes were lost

and significant damage to stock feed and fences occurred. Unfortunately, livestock took the brunt of the fires with large numbers lost. The memories of the 2009 fires were at the forefront of everyone’s thoughts.

The fires caused disruption to both family and school life, with Assumption College having to be closed for five days. The school itself was not directly threatened due to the large numbers of

CFA units protecting the urban areas of Kilmore and Wallan. Local roads were closed for long periods of time, including a long stretch of the Northern Highway all the way from Wallan to Tooborac for many days. Fires often turned on themselves with the predominantly strong southerly winds fanning the flames north.

IEU members were lightly impacted in a physical sense. However, they were heavily affected by the emotional strain of spending nights standing

by fire pumps and radios in anticipation of imminent danger and news of loved ones. Other IEU members have since been assisting neighbours and friends with fence repairs. The IEU offered support to any members who suffered loss.

The wider community were very impressed with the skill and professionalism of the CFA volunteers on the ground who maintained a strategy of protecting life and homes. This significantly reduced the number of homes lost.

APPA 2012 Conference CommuniqueThe 2012 joint APPA/NZPF conference

at the Melbourne Convention and Exhibition Centre featured

keynote presentations by some of the world’s leading experts in education and public policy, and APPA has published their conclusions in a Conference Communiqué. This Communique states that if current trends and international benchmarks are a guide, then schools in Australia are facing their greatest challenge for more than a century.

There are regular reports of Australia being overtaken in the ranks of nations in the International Program for Student Assessment (PISA) and our performance across the country in the National Assessment Program-Literacy and Numeracy (NAPLAN) has flat-lined or declined. Performance on these measures dominates public discourse despite a consensus that schools have a much wider mission. Expert views on what it takes to turn a country around and what to avoid in the process suggest that time is short and getting appropriate strategies in place is urgent.

Pasi Sahlberg, Director General of the Centre for International Mobility and Cooperation at the Finnish Ministry of Education and Culture. Finland has consistently been at or near the top in PISA. He drew attention to the slide in performance of nations that have been ‘infected’ by the GERM-Global Education Reform Movement-and it is clear that this applies to Australia.

Yong Zhao, Presidential Chair, Associate Dean for Global Education and the Director for Advanced Technology, University of Oregon. He reported that a focus on PISA is at the expense of entrepreneurship and creativity, both critical to success in the twenty-first century. He is highly critical of the path that the United States is on.

Andy Hargreaves, Thomas More Brennan Chair, Lynch School of Education, Boston College. He argued that cut-throat competition, excessive standardization, persistent autocracy, imposed targets and obsession with data should be abandoned in favour of inspiration, innovation, autonomy, local interpretation of standards,urgency,consistency, all-inclusive equity, balance and inclusiveness, public involvement, financial investment, better evidence and professional networks.

Three of the experts featured in the Communique are:

‘As we enter a new world rapidly changed by globalization and technology, we need to change course. Instead of instilling fear in the public about the rise of other countries, bureaucratizing education and bean-counting policies, demoralizing educators through dubious accountability measures, homogenizing school curriculum, and turning children into test takers, we should inform the public about the possibilities brought about by globalization, encourage educational innovations, inspire educators with genuine support, diversify and decentralize curriculum, and educate children as confident, unique and well-rounded beings’.

Yong Zhao, Presidential Chair, Associate Dean for Global Education and the Director for Advanced Technology, University of Oregon

Our bankis your bank

All offers valid until 30 June 2014 and available to new retail customers over 18 years only. We reserve the right to amend or withdraw these offers at any time. Interest rates are per annum, effective 1 April 2014 and are subject to change without notice. To qualify for these offers the promotional code must be quoted at time of customer application and all offers taken up within 4 weeks of becoming a customer or 30 June 2014, whichever occurs first. 1. Subject to our Terms and Conditions, an interest rate reduction applies on early withdrawals. This information does not take into account your objectives, financial situation or needs. Therefore you should firstly consider the appropriateness of this information and refer to the Terms and Conditions or the relevant Product Disclosure Statement (PDS) before acquiring a product. These documents are available at our branches or by contacting us on 1300 654 822. Victoria Teachers Limited ABN 44 087 651 769, AFSL/Australian Credit Licence Number 240 960.

Dedicated to the Education Community, our focus as a customer owned organisation is the value we can provide.

Take advantage of our special offers for new customers available for a limited time.

It’s quick and easy to apply. Located state-wide, our Relationship Officers can come to your school to assist or apply online.

Quote promo code TDVIEU14 to redeem.

For more offers, to arrange a visit or apply:

Visitvicteach.com.au/vieu

> Call1300 654 822

n Fixed rate of return.nHighly secure way to grow your money.

Term Deposit

for 6 months.1

25_VIEU_TermDeposit_ 255x365c.indd 1 24/04/2014 4:18:39 PM

May 2014 THE POINT

15

IEU Photography Awards 2014Fancy yourself a bit handy with a camera? Put your skills to work and you could win as much as $1000 from the IEU in our inaugural annual photography awards.This year’s theme is Quality Education. What We Do: Who We Are. Produce a photographic artwork that fits that description and submit it to the IEU for your chance to win. The competition is held in two sections:

BRANCH SECTIONFirst, second and third prizes will be awarded in each IEU Branch.

• First prize is $500• Second prize is $300 • Third prize pays $200• Highly Commended Awards will also

be presented in Branch section.

NATIONAL FINALISTSAll Branch finalists will go into the national competition.

• First prize in the national competition is $1,000• second prize is $500 • Third prize pays $250.

Entries are open now, so start shooting!For more information about the competition and how to submit your entry, visit http://bit.do/IEUphoto

Not Enough Time For PD? Try Our Early Morning SeminarsThe Teachers Learning Network has been overwhelmed with the response to our TLN@Breakfast seminars.

These sessions run from 7.45am – 8.15am. They run like TED talks. A short burst of input from a speaker

and then a few minutes for questions and discussion. The sessions are all online and therefore available to all schools, whatever your geographic location. Many schools have used these sessions as a whole staff or whole team PD session (The boss buys the coffee and croissants!).

The sessions in term two are:

1. Positive Education (the PERMA model) – what is right with students With Janis Coffey, Geelong Grammar, on Wednesday 7 May, 7.45 – 8.15am

2. The Arts contribute to critical thinking and problem solving in the classroom With Luke Steward, St Michael’s Grammar, on Tuesday 20 May, 7.45 – 8.15am

3. Praise, acknowledgement and feedback are essential tools for teaching With Lara Schendzielorz, Berwick Fields Primary School, on Friday 20 June, 7.45 – 8.15am

Further details and registration for these seminars is available at www.tln.org.au.

These seminars are FREE for all staff in TLN member schools. The IEU subsidises the TLN, which enables the TLN to bring you such a great deal.

For more information go to www.tln.org.au (you can join online) or (03) 9418 4992 or email Michael Victory at mvictory@tln.org.au

The professional development program consists of three rounds that are targetted to support three

different aspects of teaching practice. The first two topics, ‘Behaviour Management’ and ‘Classroom Dynamics’ are designed to improve and manage the classroom environment through thoughtful and strategic engagement. These sessions are being delivered by Glen Pearsall who was a Leading Teacher at Eltham High School and a Board member of the Victorian Curriculum Assessment Authority. Glen is the co-author of Literature for Life and Work Right and the author of the best-selling And Gladly Teach and he works throughout Australia as an educational consultant, specialising in engagement, assessment and strategies for creating positive classroom environments. Glen has a particular interest in the work of graduate and pre-service teachers and has worked as a seminar leader and research fellow at the Centre for Youth Research, University of Melbourne. The TLN Press published his latest book for graduate teachers, Classroom Dynamics, in 2012.

Presenter Coby Beatson is joining the PD in the Pub team this year with her sessions on ‘Teacher’s Toolbox’ which is targetted at engaging students through higher order thinking and creative problem solving. Coby Beatson is an educational consultant who delivers practical workshops in a fun, supportive environment. She has worked with teachers, managers, leadership teams and staff, delivering professional development sessions in the education and corporate sectors. She has worked as a classroom teacher in primary schools and for five years as an ICT coordinator.

Round two of PD in the Pub commences on 5 May and round three on 11 June, so if you are interested or know someone who would be, you can register at www.aeuvic.asn.au/pub

This is a member only event. So if you are recommending it to non-members make sure you encourage them to join. This is just one example of a member benefit that is provided by the IEU and AEU as the respective professional bodies for Australian Educators in the non-government and government sectors.

Unions improve professional practice

In 2014 the IEU and the AEU have continued to expand and adapt the PD in the Pub professional development program for early career teachers and student teachers. This year has seen the inclusion of a number of new venues catering for the new growth corridor to the north of the Melbourne as well as heading out to two more venues in Gippsland.

PD in the Pub dates

ROUND 2

Tuesday May 20 Shepparton

Wednesday May 21 Bendigo

Thursday May 22 Wodonga

Tuesday May 27 AEU Abbotsford

Thursday May 29 Croydon

Tuesday June 3 Geelong

Wednesday June 4 Warrnambool

Thursday June 5 Ballarat

ROUND 3

Wednesday June 11 Mildura

Thursday June 12 Thornbury

Monday June 16 Bairnsdale

Tuesday June 17 Traralgon

Wednesday June 18 Narre Warren

Thursday June 19 Frankston

Join now and pay on average 20% less for your privatehealth insurance*A smarter choice for people in the education community and their families. To find out more, visitTeachersHealth.com.au/smart or call 1300 764 288.Teachers Federation Health Ltd. ABN 86 097 030 414 trading as Teachers Health Fund. A registered Private Health Insurer. THF-SMART-05/14* Eligibility criteria and conditions apply. 20% less is based on price comparison of Teachers Health Fund’s Top Hospital + Top Extras products with equivalent level of products from other health funds. Full terms and conditions at teachershealth.com.au/smart

tasplan.com.auCustomer Service 1800 005 166FIND OUT MORE >

Want your super to go further?At Tasplan we understand that being an educator is complicated enough as it is. That’s why we are here to help you. Understand your options. Talk to Tasplan.

To consider whether Tasplan is appropriate for you, obtain a Product Disclosure Statement by calling us on 1800 005 166. Tasplan Ltd: ABN 13 009 563 062, AFS Licence No. 235391.

May 2014 THE POINT

17

JOBS FOR GEELONG

Relay For LifeOn the ANZAC day weekend staff from the IEU Victorian

office, families and a member of the Committee of Management joined teams at Albert Park Lake in the Cancer

Council Relay for Life, the world’s largest fundraising event for cancer. Relay for Life began in 1985 in the USA and now raises more than $14 million in Australia alone. The relay is an overnight event with teams challenged to keep their baton on the track continuously for 24 hours. Although the primary goal of the relay is to raise funds for cancer research, it is also an opportunity to come together to celebrate those who have survived cancer and to honour those lost to the disease.

The IEU team walked and ran the track for 24 hours, braving the early rain and cold night at Albert Park Lake, raising over $1700 in the process. There were corporate teams, school teams, families and friends all walking through the night with the sobering commonality of having had their lives touched by cancer, but also in the hope that future research into cancer will continue to save lives. The Cancer Council reports that Australia has one of the lowest mortality rates attributable to cancer and that now more than 60% of cancer patients will survive beyond five years of their diagnosis.

The fundraising window for the event closes on 26 May. If you’d like to make a donation you can do so through our facebook page or by searching for the IEU team on the Relay for Life website www.relayforlife.org.au

Record-breaking Casual Teachers conference The first Casual Relief Teacher (CRT) Conference for 2014 saw a record breaking 262 members of both the IEU and AEU participate in a program themed around understanding and implementing the Australian Curriculum. The Keynote Address was by Sharon Foster, AusVELS Manager with the Victorian Curriculum and Assessment Authority.

Education NationUpdates from around the countryIn NSW, the IEU NSW/ACT has launched the ‘3Rs: Recognise, Respect and Reward’ campaign in support of their claim for pay rises and improvements in conditions in Catholic systemic schools. The Catholic employer representatives have responded to the IEU’s claim with a proposed Enterprise Agreement for the sector which the IEU has rejected. The employers’ proposal seeks to abolish existing workload agreements, threatens job security and negatively alters the classifications of many employees. Sub-branches are currently meeting around the State to discuss support for action and possible campaign strategies.

A review into the Indigenous education system in the Northern Territory has, among other strategies, called for a scaling back of secondary education in bush schools in favour of transferring remote teenagers to boarding schools in regional centres. The report focussed on very remote schools and their retention and success rates, and was set up to examine an education system blamed for extremely low rates of literacy and numeracy amongst Indigenous NT children. The report has called for an initial trial in a limited number of locations.

Parents in South Australia are concerned that the School of the Air, running since the 1950s, originally over the radio and now the internet, is in danger after student numbers dropped below 50. The Isolated Children Parent’s Association has called for the heritage of the School and its name and logo to be preserved, especially with fears that it will be absorbed by another distance education provider. Student numbers of equivalent programs in NSW, the Northern Territory and Queensland remain healthy.

In Western Australia, the Education Minister has suggested expanding the CARE (Curriculum and Re-engagement) schools program in the Catholic and non-government sector, whilst closing public school behaviour centres. CARE schools, funded by both State and Federal governments and the private sector, are low fee schools assisting students struggling with mainstream education through behavioural problems, family situation or substance abuse, and help around a thousand teenagers across the state. A further 500 students are enrolled at state-run behaviour centres.

In response to a growing obesity problem, government schools in the ACT will ban sugary drinks by the end of the year, with vending machines to be replaced by water stations, and schools encouraging healthy lunchbox choices. Industry groups are up in arms, but the Chief Minister has said the ban is justified in order to prevent children from developing the ‘same bad eating and drinking habits that some adults are now paying the price for.’

She discussed the reality of phasing in a new curriculum and the challenges this creates at all levels. Sharon

explained the new curriculum and her role in making sure that people are clear about what has really changed and what are the myths. Participants were offered a look at the rationale behind the new curriculum, some of its guiding principles, what’s stayed the same, what’s changed, the timelines for future changes and information about where to locate resources and how to stay up-to-date.

While 88 participants accessed the conference online, the large and growing numbers of participants attending at the venue means that we have outgrown the conference space at the IEU Building in Clarendon Street – an achievement we acknowledged at the conference as a sign of our growing strength.

It is now five years since the CRT conference program first began with

a single conference in 2010. During a series of CRT member meetings held in regional centres across Victoria in that year we were able to gather valuable information about CRT issues and how the union could better support members in their vital work. This has resulted in an expanded PD program targetted to CRTs. Developing a more collective, active CRT group through participation in these activities has also enabled us to improve our advocacy on their issues. In recent Victorian Catholic negotiations we were able to ensure that parity of CRT rates with the Government sector will be maintained over the new Agreement and that superannuation is paid for every day worked in Catholic Education. We have also developed an annual survey for CRT members to assist us in gathering data on what’s happening on the ground for them. This information informs our advocacy at regular meetings with VIT

or with employer organisations like the Catholic Education Office or Independent Schools Victoria. However as CRT members know too well there continue to be many challenges ahead; concerns about registration issues and lack of support for teachers who struggle to meet annualised registration requirements, low CRT pay rates, the impact of agencies and lack of clarity or consistency in these employment arrangements, grade splitting and resourcing of CRT networks. Members acknowledge that staying informed through the union is valuable, but the opportunity to regularly hear directly from our members is also invaluable to the work of the union.

To enable easier sharing of materials from sessions, a download area has been developed through the TLN website. Enrolment details for the remaining two CRT Conferences are already available through the TLN website www.tln.org.au

IEU members Peter O’Connor and Cathy Jenkins (pictured) joined hundreds of Geelong workers and their families in a public display of concern about recent manufacturing and job losses,

and TAFE cuts in Geelong. The march through the CBD was addressed by Geelong Trades

Hall secretary Tim Gooden, Australian Services Union state secretary Ingrid Stitt, AEU President Meredith Peace and James Merlino, the Shadow Minister for Education.

The speakers called for all levels of government to throw their support behind creating jobs in Geelong. Ms Stitt emphasised that workers ‘…did not want charity but they wanted money to be invested in jobs for the future.’

Tim Gooden expressed disappointment that Premier Denis Napthine and Liberal member for Corangamite Sarah Henderson had declined the invitation to address the rally. Gooden said that this was just the beginning of a campaign for jobs in Geelong. The IEU will keep members informed and will encourage all Geelong members to embrace and support the campaign.

Authorised by CSF Pty Limited (ABN 30 006 169 286; AFSL 246664), the Trustee of the Catholic Superannuation Fund (ABN 50 237 896 957).This information is about the Fund and is general information only. It has been preparedwithout taking into account your personal investment objectives, financial situation or needs. It is not intended to be, and should not be construed in any way as, investment, legal or financial advice. CS390 Dec2013

Catholic Super – providing superannuation servicesto members and employers for more than 40 years.

Offices in Melbourne, Geelong, Sydney,Canberra, Brisbane, Perth & Hobart.

Industry super fund returning all profits to members

Superior investment performance

Competitive fees

Flexible investment options

Superannuation and pension products

Low cost and flexible insurance

Financial planning advice1300 655 002 | www.csf.com.au

THERE IS NO WEALTH LIKE PEACE OF MIND.

OK, LOTS OF MONEY WOULD BE NICE TOO.

We all know money can buy us freedom. But nothing can free the mind like knowledge.

That’s why we’re dedicated to educating our members. It’s all about empowerment.

By this we don’t mean sending you a yearly letter stuffed with information.

From the start of your career through to retirement, our people are there to guide you along the way.

We have dedicated professionals available to talk over the phone even late into the evening.

Our online education tools and services will also allow you to build your knowledge at a pace that suits you.

We offer seminars and workplace sessions right across the country. If you wish, we’ll even come and talk about your financial plans in person at your workplace.

True wealth, as our members will tell you, starts with a wealth of knowledge.

For more information visit ngssuper.com.au or call 1300 133 177.

Issued by NGS Super Pty Limited ABN 46 003 491 487 AFSL No 233 154 the Trustee of NGS Super ABN 73 549 180 515

May 2014 THE POINT

19

Everyone appreciates the opportunity to make their money go a little further, so why not learn how other members are utilising their benefits? Popular benefits last year included:

$14,882* saved on new car purchases$2,775* saved on movie tickets$4,440* saved on pre-purchased gift cards

To find out more, call 1300 853 352 or go to memberadvantage.com.au/ieuvictas

IEU Members saved $22,919* in 2013!

*Savings made by IEU members who used their Member Advantage benefits in 2013. Indicative only, does not include all benefits.

EI Women’s Conference, DublinDublin’ newest Liffey Bridge will open on 20 May this year. The Liffey River runs through the centre of Dublin and this will be the 24th crossing, and the first to be named after a woman. Rosie Hackett was a trade unionist and member of the Irish Citizen Army who took part in the 1916 Easter Rising. Those campaigning for her name to be used argued that Hackett’s role, like that of so many women involved in activism in the early 20th century, had been largely erased.

Setting the tone for Education International’s 2nd World Women’s Conference, Susan Hopgood, President

of EI, told this story to highlight the plight of women’s inequality and the inclusion of women in our histories. The campaign for Rosie’s name, led by three young women, is testament to the fact that there is still much work to be done; women’s history is not well taught and other women can’t see the path that has been forged.

The conference took place in Dublin Ireland where we received a warm welcome, in fact 1000 welcomes from our host education unions in Ireland. The conference built on the success and learning of the first, On the Move for Equality Conference in 2011.

IEU members join Palm Sunday Rally

The theme of this conference was: Women in Trade Unions and in Education: from words to action.

Almost 400 delegates from education trade unions representing around 90 countries across the globe had the space and the opportunity to share, analyse and provide feedback on good union practices that have concretely improved equality for women and men in education. This opportunity was both affirming and enlightening.

While there has been progress over the last decade, much more needs to be done. Women continue to face discrimination across economic, social and political spheres and entrenched gender disparities

remain a major driver of poverty. In no country has gender equality yet been achieved.

Equality work by EI and EI affiliates reflects the concern of the wider global community which include violence against women, increasing the participation of girls in education, enhancing women’s participation in decision making, promoting gender sensitive education and advocating for more balance in work and family responsibilities.

Understanding the different educational contexts and struggles in each country informed the major themes and outcomes of the conference. Certainly an overriding theme was that of increased opportunities for the participation of young women unionists. EI Deputy General Secretary, Haldis Hoist, urged delegates, ‘not just to stand on the shoulders of women who had gone before them in their organisations but to make young female union members capable of standing on these delegates’ shoulders.’ Another theme was the relevance of EI’s campaign, ‘Unite for quality education’; quality education is fundamental to the goals of gender equality and we need to never forget that the future is created in classrooms.

The recommendations from this conference will inform EI’s Gender Equality Action Plan for the next three years.

The Palm Sunday Rally in Melbourne on 13 April attracted thousands who rallied to call for an end to the Federal Government’s policies on asylum seekers. Participants

represented a broad coalition of groups from across all ages, faiths and political persuasions.

One of the contingent was Sue Youens, IEU member from Sacred Heart School Oakleigh, who commented that Social Justice formed an important part of the school’s program and it is vital that people speak out about such injustices. Sue and her colleagues were pleased to stand behind the IEU banner and they encouraged others to do the same when the next opportunity arises.

International RoundupUpdates from around the worldEducation unions in Lebanon, along with other public sector unions, called a general strike late last month to protest the government’s failure to honour a commitment on public sector wage increases. The government has maintained that it is unable to raise wages without first securing a funding mechanism, and warns of potential damage to the national economy and inflation if wage increases are paid in full, and has suggested a committee look at the salary bill again. A suggestion that the increases be phased in over five years has already been rejected by the unions. The head of the education unions has called on members to strike, action which follows almost three years of struggle to get salary arrears paid.

A dispute between the government in Iceland and the union representing some upper secondary educators has been resolved with an Agreement reached. The dispute over salary increases and allowances for new reporting procedures had resulted in a series of demonstrations and strikes. The government has agreed to bring salaries in line with university-trained private sector workers, involving increases of up to 60%, with allowances dependent on a member vote in early 2015. The Agreement will also take into account a wide range of factors when evaluating teachers’ work performance.

Three union leaders have been jailed in Ecuador, including the former head of the National Union of Teachers, for allegedly making libellous statements about the President, Rafael Correa. Rafael Correa was initially supported by unions upon taking power in 2006, representing a break with a neo-liberal approach, but despite some progressive policies, he has also introduced a series of punitive ‘reform’ measures in education. The jailing of the three unionists is the latest in a series of attacks on workers’ rights, including the Public Service Law which restricts collective bargaining and freedom of association.

IEU delegation including Therese O’Loughlin, Women’s Officer, and Debra James, General Secretary

THE POINT May 2014

20

Those first few years out of university are an important period in the career of any new teacher. The IEU recognises this challenging transition and that’s why it provides professional development specifically tailored to the needs of recently graduated teachers at the First Steps conference.

The First Steps Always Count

Elizabeth King, Monash University Found Jo Lange’s session balanced theory and practical ideas very well.

Nathan Nichols, Melbourne UniversityReally good conference. Really interesting practical approach.

Tim O’Mahoney, St Andrew’s School ClaytonIt’s been a great conference so far. Good to catch up with peers.Hugh Gundlach, Ruyton

Informative and engaging. Great feeling of community here.

Emma Forte, RuytonReally engaging and inspiring. Gives hope for teaching.

The keynote at this year’s conference was Maggie Hamilton. Maggie is an author, educational consultant, social commentator and researcher who for many years has worked with students, teachers and community groups, across Australia and New Zealand. Based on years of research into the forces which shape us during childhood and adolescence, Maggie has written several books including: Secret Girls’ Business, What Men Don’t Talk About

And Why, What’s Happening to Our Girls? and What’s Happening to Our Boys? Maggie’s presentation at the IEU First Steps Conference drew on her research into childhood and adolescence and examined how we can foster innovation, imagination and diversity in our young people. As part of the address she asked the early careers teachers present to consider the uncertainty of the future and to think about the initiatives we might use as teachers, to grow our students.

Maggie Hamilton’s keynote address was also supported by three great workshops. Sue Pickett presented a workshop on differentiation, Jo Lange presented on behaviour management and Glen Pearsall’s workshop focussed on classroom dynamics. Importantly the opening address at the conference by Deb James, General Secretary IEU

Victoria Tasmania, articulated the importance of being a teacher and a union member. Participants were also entertained by the comedian Damian Callinan who, as an ex-teacher, provided a hilarious take on his experiences in the classroom and the challenges inevitably faced by those new to the profession.

Helen Oh, recent graduateLoved Glen Pearsall’s work shop. Learned a lot that is not covered at university.

Annie Zou, Mater Christi College BelgraveGreat conference. Learned a lot. Very practical, with plenty of examples. Very meaningful for beginning teachers.

Beginning Teacher Conference: Friday 7 March