the teacherJournal of the Australian Education Union Sept 2009

Ballot period 14 - 25 September 2009

mobilityImportant information for teachers not in their first placement

headspaceMental health service for 12-25 year olds

industrial report

Summary of the proposed DET Enterprise Agreement

Suggest an idea to win a $100 TCU account

new name for journal

New protocol between AEU Branches

cross border membership

dUNcaN smithAward Recipient

pRoposed det aGReemeNt

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continued next page

this is the question of the moment for many teachers. it seems inconceivable that the act Government could get its budget predictions as consistently wrong as seems to be the case for these last few years. predicted deficits have turned into surpluses and it is little wonder that teachers feel resentful at the turnaround given the Government’s unpredictable attitude towards teacher salaries provision.

It is very clear that the salary increase on offer in the current bargaining round falls far below members’ expectations, and will not keep ACT salaries competitive with other jurisdictions. The recent release of the ACT’s financial position for the 2008-2009 fiscal year has again resulted in a predicted large deficit becoming a surplus, albeit a modest one. In light of this situation, the AEU has recently written to the Minister [text adjacent] seeking a review of the funding provision for teachers’ salaries, given the Territory’s unexpectedly positive fiscal outcome. The letter identifies Deputy Principal salaries as the priority for assistance because this salary rate is the most deficient at present, and will be more so by the end of the proposed Agreement.

Vote yes iN the eNteRpRise aGReemeNt ballot

By the time members read this edition of The ACT Teacher, the ballot for the proposed new Enterprise Agreement will be underway. As stated above I acknowledge that members have good reason to be dissatisfied with the proposed pay rates. Despite this situation, i urge all members to vote

in favour of accepting the proposed agreement.

In debating endorsement of the in principle settlement and recommending it to members when the ballot occurred, Branch Council wrestled with the issues that most members will weigh in determining their vote: is a better outcome possible in this round without a long and costly industrial campaign, and can we guarantee that such a campaign will win us an outcome that will cover the cost to individual members of sustained industrial action?

Council’s assessment was that:

[a] a lengthy industrial campaign in the current economic climate would not have community support and may not attract sustained member support, and

[b] it will be essential to conduct a community and political campaign for improved teachers’ salaries regardless of whether this agreement is accepted or not.

So the key issue in the end became: do we campaign for better salaries with a small increase in our pockets or not?

Council concluded that the campaign should be undertaken with every cent currently available in the pockets of AEU members.

i urge you to support that position, and vote yes in the forthcoming ballot.

froM ThEsecretary“What’s Happened to the ACT Budget?”

Dear Minister Barr

I write to you in regard to the reported improvement in the ACT financial situation and the current in principle agreements for a new EA for teachers in DET and at CIT. The AEU – ACT Branch Council met on Saturday 15 August. The media reports of the unexpectedly positive ACT financial situation were discussed at the meeting, and members were very vocal about the need for Government to reconsider its salary provision for teachers in this round, in light of the positive economic news.

As you know from previous correspondence reporting the decision of 30 June Special Council, the in principle settlements in each sector were endorsed reluctantly, and with a clear statement that this outcome was the contribution of AEU members to the wage restraint called for by Government because of its economic circumstances. Given that those circumstances appear to be less difficult than was thought, the AEU asks the following questions:

1. Are you prepared to propose an increase in the Treasury funding allocation for teachers’ salary provision in the 2009-2011 Agreement currently under negotiation?

2. Will the ACT Government support such a proposal?

If further funding is provided, the AEU believes that the priority issue to be addressed is the salary for School Leader B officers [Deputy Principals], which is significantly behind the remuneration of the equivalent position in both the ACT non-government school sector and the NSW government school sector. By the end of the proposed 2009-2011 Agreement, the in principle of 4 x 1.5% increases settlement will see ACT Deputy Principals paid a rate at least $15,000 less than the salaries paid to Deputy

September 2009 �

secRetaRy’s colUmN coNtiNUed ......Principals in ACT non-government schools, or to Deputy Principals in NSW government schools.

AEU members feel aggrieved that the ACT Government seems unable to provide accurate information on its Budget position: it seems to have become commonplace that the actual financial outcome bears little resemblance to the forecasts made at Budget time, or to the dire financial position advised to the AEU when the teachers are bargaining. While the Deputy Principal salary rate is the most glaring inequity in the current salary table [even without considering the outcomes of the proposed 2009-2011 Agreement], it is not the only salary issue for the future. The bargaining round post-June 2011 will need to address the very serious deficiencies in ACT teacher pay rates that will be evident across most of the pay scale at that time.

Your urgent response to this correspondence will be appreciated. It is my intention to publish to AEU members both this letter and any response that is received from you as the Minister for Education, or from the ACT Government.

Should you wish to discuss this matter, please contact me on 6272-7900.

Yours sincerely PENNY GILMOUR - BRANCH SECRETARY

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i await the minister’s response with interest, and will circulate it for member information when it is received.

National survey on teacher stressTeachers across the country are invited to participate in a national online survey examining teacher stress and psychological well-being for primary and secondary school teachers.

To visit the website and survey please follow this link: http://teacherstress.info/ [note: there is no “www” in this address].

Teacher unions in WA, Queensland and Tasmania have also sent this information out to members. The data received will be used to write reports on the current challenges facing Australian teachers and what they believe needs to change. The results may also be presented to governments, to the benefit of teachers right across Australia.

For further details contact:

adam Garrick, psychology phd researcher 0401 503 154 adam.garrick@postgrads.unisa.edu.au Centre for Applied Psychological Research University of South Australia

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SUB-BrAnCh newsthis month’s report focuses on leave, the transfer Round [including special consideration] and oh&s month in october Bill Book & Glenn Fowler - Schools’ Organisers

leaveThe AEU advises with some frustration that DET will not enable members to see on their payslip the number of days personal leave they have taken without certificate until the second half of 2010 at the earliest. This is due to the gradual phasing in of the hr21 program to schools. Until then, members will need to be especially vigilant in managing their leave and should call Shared Services to clarify leave balances if they are concerned. Members should remember that they accrue 18 days personal leave each year [full-time or pro-rata part-time] but that only 7 of these days can be taken without a certificate.

The Enterprise Agreement is yet to be endorsed by the full AEU membership via the formal ballot, but the negotiated outcome provides for the use of statutory declarations as evidence of absence in circumstances where certificates cannot be provided. This sometimes occurs, for example, when members are unable to obtain a doctor’s appointment on a given day. on this topic, if members are unable to see a doctor due to a scarcity of appointments, the doctor’s receptionist will sometimes provide written evidence that an appointment on a particular day was unsuccessfully sought.

Members should note that personal leave includes up to 4 days per year of leave in special circumstances [or “special leave”]. This includes extraordinary or unforeseen circumstances such as car breakdown, power or water emergencies at home,

childcare/family care problems, attendance at a funeral [not immediate family, which should be covered by bereavement leave], moving house [1 day per year], attending the family Court, attending a business appointment where there is no control over time [excludes selling or buying real estate which should be done out of hours], graduation ceremonies [your own or your child’s], additional leave following bereavement leave, or your own Australian Citizenship ceremony. Members should plan their own wedding for outside of term time, but if you need to attend someone else’s wedding, you should call an organiser on 6272-7900 to discuss leave options.

There have been a few contacts made recently by members concerned that there have been no meetings of their school’s Workload committee or no outcomes arising from meetings of that committee in some sites. AEU officers are well aware that there are workload issues in some sites that are greater than in others. The issue that is identified most often is the number of meetings people are required to attend every week. If a meeting is scheduled to address a critical incident or provide relevant, quality PD nobody worries. The meetings scheduled simply to raise administrative issues are unnecessary as such issues are able to be dealt with through other media.

The classroom teacher transfer Round opened on September 10 and it is important to remember a few points as you contemplate your next move. Apply widely to maximise your chances of winning a placement in a site of your

choosing. The more limiting you are with your selection the more difficult you make it for the teachers working on the Transfer Panels to place you where you hope to be placed.

If you think you’re eligible to seek special consideration in the Transfer round for any professional and/or personal reason, contact the AEU organisers [gfowler@aeuact.asn.au or bbook@aeuact.asn.au] or telephone 6272-7900 to discuss your options. You can access the relevant Special Consideration form on the DET Index: https://index.det.act.gov.au/resources/forms/wSpecialConsiderationrequest.doc

remember not to attach the Special Consideration form to your application but send it separately to the Manager, Workforce Management [Staffing]. forward a copy of the form to the AEU office by fax: 6273-1828 and we will advocate on your behalf at a meeting with the Transfer Placement Panels in the first week of Term 4.

october is oh&s month and there will be a number of events advertised to raise awareness of safety in the workplace and around the home. Watch for the listed workshops and seminars and workplace assessments [free] when they are advertised in The Canberra Times at the end of September or early october.

bill book & Glenn fowler school organisers

September 2009 �

suggest a new name for the aeU journal and you could WiN a teacheRs cRedit UNioN $100 start-up account!

The AEU covers a wide range of education workers:

• Teachers and School Leaders - preschool through to TAfE

• School Counsellors and Psychologists

• Learning Support Assistants

• Preschool Assistants

• Youth Workers

• home School Liaison officers

• all those who work directly with students in ACT public schools

The current name for the AEU journal, The ACT Teacher, no longer reflects this diverse membership. It’s time for a journal title that includes all our members.

hoW to eNteR:

Send your idea for a new journal title, your name, workplace, email address and contact telephone number to:

• Email priority1@aeuact.asn.au with “JoUrnAL” in the subject line and put your suggestion and personal details in the body of the email.

• or fax: 6273-1828

• or Mail: Po Box 3042, Manuka, ACT, 2603

This competition is open to financial AEU members only.

entries close 4:30pm monday 12 october [Week 1, term 4]

Entries will be considered by Executive at its meeting on Tuesday 13 october.

The winner will be notified on Wednesday 14 october and will be announced in the AEU journal delivered to workplaces on friday 13 november 2009.

The winning title will commence in the first journal publication in 2010.

Members, you will be aware that your Union officers have concluded negotiations with the Department of Education and Training on the Enterprise Agreement for the schools sector. While neither the Executive, the Officers, nor members should be completely happy with the outcome, your negotiators have secured the best deal possible in the current economic conditions and in the face of an intransigent government more interested in honouring ephemeral election promises than treating its teachers fairly. I urge you, when you vote in the ballot, to keep in mind the attitude displayed by the ACT Government to the salaries and working conditions of its teachers. In the meantime, get involved in the AEU’s campaign to secure strong community support for a decent outcome in the next round.

CIT members are quite justified in expressing bewilderment at the attitude of their employer in the conduct of the bargaining process. Hopefully a satisfactory agreement can be reached as soon as possible.

In the Federal arena, many of our schools have benefited from the Building the Education Revolution initiative, with construction planned or already occurring across the Territory. Hopefully, concerns expressed in the recent audit of this program will not prevent promised monies being spent. Despite pressure from many quarters, including your Union, Minister Gillard has yet to see sense in the League Tables debate. We can but hope.

I know that all members will join me in wishing Executive member Roger Amey a safe and speedy recovery from his current serious illness.

I would like to acknowledge the work of Sascha Colley on behalf of members during her time on Executive and wish her well teaching overseas.

Please do not hesitate to contact me at Lake Ginninderra College if I can be of any assistance to you, phil.rasmus@ed.act.edu.au

PrESIDEnT’S reportphil rasmus

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shocKinG fundinG shortfall of esl proGrams

The 2009 – 2010 ACT Budget promised “an additional 8.4 professional support staff to improve learning outcomes for students with English as a Second Language”. This is a positive step in addressing the funding and staffing shortfall of ESL programs.

While the AEU anticipates a change in the number of students who will attract full funding for ESL support, it is still very concerned about the significant under-funding of programs to support ESL students.

ESL programs have undergone significant cuts over the last 10 years, including a reduction in the 5 LUAC [Language for Understanding Across the Curriculum] officers, a decrease in the number of ESL students receiving support and most recently the reduction in Australian Government funding to the ESL-new Arrivals Program in the Introductory English Centres. As a consequence there are few full-time ESL staffing positions and a limited number of teachers with ESL qualifications. Mainstream teachers are increasingly taking total responsibility for the acquisition of English by their students and the socio-cultural inclusion of families, while trying to meet literacy and numeracy benchmarks.

The AEU is also concerned about the impact on ESL learners of the Literacy and numeracy funding arrangements for schools. nAPLAn indicators are broad and are therefore ineffective in disaggregating learners of English as a second/additional language. This makes it difficult for systems and schools to make accurate distinctions between the different cohorts of students who fail to meet literacy benchmarks. The data does not assist schools to understand why students have not achieved benchmarks. Unless this is addressed, high needs learners will continue to underachieve. There is a distinction between English acquisition and literacy difficulties. ESL experts recognise the distinctive cognitive, social and cultural dimensions of learning another language. Such expertise is under-valued or not recognised in some schools.

ESL students cannot be categorised easily, nor should they be. It is often the case that ESL students from refugee backgrounds are also from a low socio-economic background. refugee students come to Australia with a significant range of experiences, possibly including trauma, sometimes with little or no formal education. These students have very complex emotional and social needs which go beyond requiring just ESL support. on the other hand, students from a language

September 2009 �

background other than English [eg diplomatic family, first generation Australian, overseas exchange student] are not necessarily in the same situation. Therefore it is important to acknowledge that ESL students should not simply be categorised into “low SES” or “Literacy and numeracy”, two of the CoAG national Partnership areas.

What is clear is the need for a significant funding boost to ESL programs, staffing and support services to meet the needs of students and their families.

The ESL funding issue is a complex one, but here are some facts in a nutshell:

cap on esl staffing funds In March 1981, the then ACT Education Minister decided not to fund all students identified as requiring ESL assistance, but to set a 4% ceiling on the funding available for staffing ESL programs. This meant that a maximum of 4% of the total Education staffing budget could be used for ESL staff. This ceiling was adopted as Government policy and appears to remain the current policy.

increased enrolments of esl students According to DET figures, the funding provision for ESL programs has gradually reduced whilst the number of ESL students in public schools has increased significantly to a point where identified ESL students now represent 10.94% of all enrolments according to february 2009 census data. In the period 2000-2009 alone, ESL enrolments in schools have risen by 35%.

system enrolments tied to the esl staffing provision Enrolments in the ACT public education system have declined over the last decade. As a result, the staffing provision for ESL programs has declined since this is calculated using a multiplier of total student enrolments. In recent times, the enrolments in public schools have increased slightly and are projected to grow further in 2010. funding for ESL staff should therefore increase.

Reduction to the esl staffing multiplier The ESL staffing points provision has been exacerbated even further by the fact that the multiplier [x system enrolments] itself has been reduced from 0.0403 in 1989 to 0.0381 in 1990. The multiplier was then reduced further in 1996 to 0.0364 due to a budget decision to reduce the staffing allocation to ESL.

language performance Rating [lpR] cut-off reduced ESL staffing is allocated on the basis of ESL student language need as ascertained by the annual Language Performance rating [LPr] process, which is carried out each July/August. ESL staffing points are adjusted following the february Census. The July/August ESL Census includes moderated assessment tasks on the four skills of reading, writing, speaking and listening. A Language Performance rating for each student’s age and year level is calculated from these assessments:

0 - 1 minimal English1 - 2 well-below average2 - 3 below average3 - 4 approaching average4 average native English speaking competence 4 – 5 above average

increasing language needs of esl students The number of ESL students in mainstream schools identified with a LPr less than 2.25 (below average English speaking competence) is increasing.

This year the cut off for full funding was a LPr of 1.50 [well-below average English speaking competence] and for partial funding a LPr of 1.75. This trend of funding provision on a declining LPr rate has led to an increasing number of students with low LPrs who do not receive ESL support in schools. It is anticipated that the cut-off for funding is to be raised in 2010 with 8.4 additional teachers.

only 48% of all ESL students with a LPr below 4 were funded, that is those students who had an LPr of 1.75 or below. This means that 52% of all ESL students do not get targeted support in schools [ie students between the LPr funding cut-off of 1.75 and 3.99]. Those ESL students who do not “generate” funding must be supported by mainstream teachers on the whole.

ESL teachers in all settings have an important role in providing information to other teachers, including advice about how ESL students can be supported in mainstream classes and information about the cultural backgrounds and sensitivities relevant to students and their families.

ESL teachers not only teach English but are often the major support for students and their families who are developing understandings about living in Australia and attending schools in Australia.

Proposal: The AEU suggests a fairer way to staff ESL programs would be to simplify the method of calculating the ESL staffing based on the number of ESL students and restore funding to previous levels to ensure students’ needs are fully met. This means no caps on staffing, no linking ESL staffing to overall enrolments and no continual reduction in the cut-off for targeted support for ESL students. rather, funding should be provided based on each student’s LPr and the level of assistance required to raise their language proficiency to a minimum LPr of 4.

esl support in the early years In the early 1990s the preschool sector had 1 ESL teacher in each of the five “Area Preschools”. following the abolition of Area Preschools, this number was reduced to 1 ESL teacher

continued page �8....

8

The national headspace initiative was established in recognition of the need to respond in better ways to young people aged 12 to 25 years with mental health and related alcohol and substance use issues.

The headspace mission is to deliver improvements in the mental health, social wellbeing and economic participation of young Australians aged 12-25. With mental health being the single biggest health issue facing young Australians, developing services that are responsive and able to offer early treatment is essential. The current mental health system is not resourced to deal with young people who have mild to moderate mental health issues. This often means that young people do not obtain timely treatment or they have difficulty finding a service that can respond to their needs.

Delays in obtaining a service are also caused because young people do not necessarily know the best place to seek assistance. Young people are most likely to talk to friends or family members as the first step in their help seeking journey. These key people are often also unsure how to find best possible support options for their friends or children.

As part of Australia’s national Youth Mental health foundation, headspace is tackling the issues which stand in the way of young people’s access to accessible and appropriate health services.

In 2008, the University of Canberra received funding from the national Mental health foundation to establish a service that supports young people to access therapeutic interventions and services that increase understanding, enhance skills and develop coping mechanisms. headspace ACT is a new and innovative way of providing mental health services to young people. We do this by co-locating services and working in collaboration to develop shared care plans that assist young people to attain their goals, remain engaged in the community and reduce the impact of mental health problems.

headspace ACT, is a collaborative venture of a consortium of agencies, including the University of Canberra [lead agency], ACT Division of General Practice, Ted noffs, Youth Coalition of the ACT, Alcohol and Drug foundation of the ACT and Mental health ACT.

Through headspace ACT young people can receive support from a range of professionals including psychologists, social workers, occupational therapists, alcohol and other drug workers, youth workers and vocational support workers all collaborating and co-locating to provide a hub of engagement offering mental health and drug and alcohol services to young people and their families. To promote social recovery, the service also includes ready access to vocational assistance and training, education support and other auxiliary services that support young people and their families.

headspace ACT is open Monday and friday 10:00am to 5:00pm and Tuesday and Thursday 10:00am to 7:00pm. During this

headspace ACT’s Service Integration Manager, Lisa Kelly, tells about a new mental health service for young people

September 2009 �

TAfE VICE PrESIDEnTsteve darwin

Gender and Age of Young People

0

50

100

150

200

250

300

350

400

Female Male Total

Gender

Nu

mb

er 12 – 17 years

18 – 25 years

Total

time we have a range of professionals available to support young people.

headspace act offers:

• a youth-friendly environment where young people can receive help for a range of issues; health, education, work, mental health and alcohol and other drug use

• a confidential free or low cost service dependent on situation

• evidence based interventions from a range of allied health workers

• outreach through headspace ACT Youth Workers

• shared care planning and collaborative service delivery

• a place where young people and families are encouraged to become involved

• friendly, non-judgemental staff who will put young people’s needs first

• referral to community agencies including housing, education, training and employment programs.

our beliefs and shared values guide consistent action for all headspace ACT workers, practitioners and professionals. These beliefs and shared values underpin the work of headspace ACT and guide our model of service delivery to young people.

headspace ACT will celebrate its first birthday on 9 September 2009. In our first 10 months of operation we have provided support to 349 young people. The age and gender breakdown of young people accessing headspace ACT is illustrated below:

There is no doubt that the incidence of mental health problems in young people is a serious concern. Mental health problems account for 70% of the burden of disease in young people and can have an impact on their ability to fully participate in school, family and the broader community. The Australian Institute of health and Wellbeing [2007] reports that one in four young people experience a mental or substance use disorder in any given year. This equates to 11,500 young people in the ACT alone. The peak period of onset of mental and substance use disorders is during adolescence and early adulthood [Kessler, 2005] and a high proportion of young people experience more than one mental or substance use disorder [Teesson, 2000].

Sawyer, M. G., et.al. [2000]. Child and adolescent component of the national survey of mental health and well-being: Mental health of young people in Australia. Commonwealth Department of health and Aged Care

There are a number of risk factors that contribute to the development of mental health problems in children and adolescents. These can be summarised as Biological [eg birth complications]; Psychological [eg learning disorders]; family [eg poor family discipline]; School [eg bullying]; and Community [eg discrimination].

referrals to headspace come from a range of sources - family/friend/carer [25%], school [20%], self [16%], welfare agency [16%], private medical practice [11%], other [7%], Mental health ACT [3%], drug and alcohol agency [1%], employment agency [1%].

There are also a number of protective factors which can help to guard against the development of mental health disorders. These factors fit into the same broad categories as above, however there would be one or more positive influences: Biological [eg good physical health]; Psychological [eg problem-solving ability]; family [eg positive involvement]; School [eg achievements reinforced]; and Community [eg connectedness].

Being able to identify the risk and protective factors present for a young person can help to identify those young people at risk of developing a mental health problem. It can help to have an awareness of the common warning signs that someone is not coping. Things to keep an eye out for include:

• changes in normal temperament

• excessive worrying

• changes in sleep patterns

• changes in eating

• withdrawal

• a lack of interest and motivation

• feelings of hopelessness or worthlessness

• heightened emotions

• change in school engagement

• fighting with friends or family

• restlessness. Continued on page 11

10

Work Safety Legislation

The new ACT Work Safety Bill 2008 and Work Safety regulations 2009 will apply from 1 october 2009, replacing the current ACT ohS Act 1989. There have been changes to some terminology [eg Designated Work Groups are now “Worker Consultation Units”; unions are now “representative organisations”].

There are now clearer definitions of person in control [of premises], requirements to manage risk, and what are considered to be reasonably practicable steps. So a person in control of the premises [a principal] has a prescribed duty [S22.2 & 3] “to ensure work safety in relation to the premises by managing risk”; achieved by “…maintaining the premises in a way that is consistent with work safety; and providing safe entry to and exit from the premises.” Also defined are a serious event and a dangerous occurrence [an occurrence involving imminent risk of death or serious injury to anyone; or endangers/likely to endanger the work safety of people at the workplace].

A new clause to the Act [Division 3.4 s42.1.2] provides workers with ”… the right to refuse to do work if an emergency procedure has been activated because of a significant risk to work safety or [if] the worker has a reasonable belief that the work involves a significant risk to work safety.... The person in control may require the worker to do alternative work.”

The employer/delegate [in the case of DET, the principal] has a prescribed duty to consult with workers to allow them to contribute to all matters directly affecting their work safety. This includes involvement in identifying risks, conducting risk assessments, risk management strategies, adequacy of facilities, proposing changes to work practices that may affect work safety.

The employer must establish worker consultation units and arrange for the election of workers’ health and safety representatives to the unit. The units are to be reviewed every 2 years and any changes to the units must be discussed by the employer with the workers. The employer maintains records of all aspects and undertakings of the unit and must make those records available to any worker from the unit or their representative or an inspector. how the consultation process

will work is likely to vary between sites and will be determined by the employer [principal] and the workers. But importantly, if the person in control [the principal] fails to consult the health and safety rep or the health and safety committee about a matter directly affecting the work safety of the workers, they commit an offence under the Act [50 penalty units = $5000].

There are still a number of instruments available to employees through their representatives and the office of regulatory Services/WorkCover. The Provisional Improvement notice [PIn] is still available as is the Prohibition notice and injunctions. They are generally called into play when the employer has contravened, is contravening or may contravene the Bill.

Importantly for our ohS representatives, the Bill protects them from liability when they work within the parameters of the Act. The Territory holds vicarious liability in any civil actions that arise as long as the individual representative acts honestly and without negligence.

A recent incident exposed a glitch in the communications between schools, Injury Prevention and the Schools Directorates. The table opposite [page 11] may assist you in knowing who should get which forms following an incident, remembering that all accidents and incidents [including near misses] mUst be reported.

Bill Book Schools’ Organiser

oh&s new Work Safety Bill 2008 and Work Safety regulations 2009

September 2009 11

Schools and teachers can play a big role in supporting young people to identify problems and access help. General classroom based education programs on mental health problems and “help-seeking” can assist to promote awareness and de-stigmatise mental health. raising awareness of warning signs generally to young people can help them to identify when they might need support but also sends a message that you might be open to talking about mental health. Whole school approaches to promoting messages of resilience and encouraging the development of skills and strategies that build strong mental health can help to reduce stigma and encourage the development of protective factors. A mentally healthy school can help to build mentally healthy young people.

research indicates that young people are more likely to seek professional help if someone encourages them to. Teachers can play a key role in approaching young people whom they have noticed are not coping and offering them the opportunity to talk about what might be happening for them. By acting as the link to another service or source of support, you are promoting help seeking to young people and encouraging them to receive the support they need. often we are frightened to approach someone and suggest that there might be a problem, however it is useful to remember that it is scarier to approach someone and ask for help. By reaching out we send clear messages that we care about the person and what is happening to them.

continued from page 9 .......

Sometimes the problem, once we open a conversation with young people, is knowing where to send them for more support. School counsellors and welfare staff are often a great source of support and knowledge about services. headspace ACT can also help to provide support to school personnel to connect young people with services or provide support directly. Referrals to headspace ACT can be made by schools, young people or family members. to make a referral check with your school counsellor about what the process is for your school or encourage the young person to contact headspace ACT directly.

for more information on headspace or mental health, check out our website at www.headspace.org.au, send us an email to headspaceACT@canberra.edu.au or call us on 6201-2601.

Director Clinical Incident, hazard notices, Suspensions, Accident/Incidents report* [violent incidents]

Student Support Services Critical Incident, risk Assessments, Management Plans [relevant], hazard notices and PIns

Injury Prevention Accident/Incident reports, hazard notice, PIns, risk Assessments/Management Plans

Injury Management Accident/Incident reports, Critical Incidents, Comcare Applications

ACT WorkCover Critical Incidents, PIns, hazard notices, Inspection reports

ComCare [Attached to claim form] Accident/Incident reports, Medical Certificates

Police report of the violent incident lodged at the nearest station

AEU hazard notices, PIns, Critical Incidents

*filing an Accident/Incident report can be done online via the Shared Services portal. Let no-one tell you that you can maintain an informal record. If you keep it in house, then the problem will not exist.

new ACT Work Safety Bill 2008 and Work Safety regulations 2009 will apply from 1 october 2009 filing an Accident/Incident report:

lisa Kelly, service integration manager headspace ACT

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indigenous news

Many AEU members will be familiar with the outstanding work of Duncan Smith, a Wiradjuri man and cultural consultant with the Wiradjuri Echoes. Duncan has been recognised as a Dare to Lead Ambassador.

prestigious award for act indigenous leader duncan smith

photo: Duncan Smith [centre] with Trish Keller, Principal, Giralang Primary and Dennis Flannery, Dare to Lead Consultant at the opening of the Giralang Primary School NAIDOC Week Art Show

Mr Smith has an intense personal interest in the education and future prospects of Indigenous children.

Mr Smith says that valuing and understanding the role of the principal is critical to improving relationships between Indigenous Australians and the school system.

“I try to tell kids that principals are like our Elders,” he says. “In the traditional way, our Elders have a life of knowledge and we receive that from them. With school education it is no different. If you respect teachers and principals like Uncles and Aunties, then they will go out of their way to help you get what you need in the sense of whitefellas’ education.”

“Through Dare to Lead, principals are changing the way they think. You can’t just demand to walk into a school, but more and more principals are allowing Indigenous people to come and share. We need that mutual respect.”

The citation for Mr Smith’s award noted that, “over a long period of time he has supported the education of Indigenous students in ACT schools at all levels and in both government and non-government schools. he has worked with teachers and students in developing school communities’ awareness of Indigenous culture, and worked with a number of schools across the ACT in developing community partnerships.”

Dare to Lead is an Indigenous education project funded by the Australian Government, working in Government, Catholic and Independent schools across Australia. It emphasises the role of principals in orchestrating the changes necessary to improve outcomes for Indigenous students, and in promoting reconciliation in Australian schools. www.daretolead.edu.au

photos opposite: l-r Giralang Primary School Art Show Students from Caroline Chisholm Senior Campus creating a mural.

September 2009 1�

cathy smith assistant to the secretary [professional]

naidoc week celebrationsMany public schools recognised the national Aboriginal and Islander Day of Celebration during nAIDoC Week, 5 -12 July. Two such schools were Caroline Chisholm and Giralang Primary. Staff and students from Caroline Chisholm Senior Campus joined Indigenous community members to participate in activities such as mural painting, basket weaving, story telling, boomerang throwing and traditional Indigenous games. Giralang Primary held an Indigenous Art Show, including art works by Duncan Smith [see photos below].

student aspirations coordinatorsIn a new initiative by DET, new SLC positions have been created within the Indigenous Education Section. There are currently 2 Student Aspirations Coordinators, Alison reid [northern District, alison.reid@act.gov.au, telephone 6205-8530] and rebecca hanrahan [Southern District, rebecca.hanrahan@act.gov.au, telephone. 6205-8526]. A third officer, for Central District, is to be announced shortly.

The goal of the Indigenous Student Aspirations Program is to ensure Aboriginal and Torres Strait Islander students, with potential to succeed, achieve a successful pathway through to tertiary level study.

A Student Aspirations Program officer will be based in each district and work with primary and high schools and colleges to identify, nurture, and develop support networks for Aboriginal and Torres Strait Islander students, from Year 5 to Year 12, who demonstrate current or future potential to succeed at tertiary level. Indigenous students are under-represented at this level. It is expected that identified students will have a diverse range of strengths, interests and abilities that indicate their potential for success in tertiary studies.

In Semester 2, 2009 Program officers will be working with students [and their teachers] in Years 6, 10 and 11. The focus will be on maximising engagement and academic success at these crucial points of development and transition, and facilitating access to the Indigenous Student Scholarship Program.

Alison and rebecca say, “As the Program officers, we look forward to working with all staff including [where relevant]: school leadership teams, Pastoral Care Coordinators, Indigenous Education officers, Indigenous Contact Teachers, Work Experience Coordinators, Year Coordinators and Youth Workers. It’s about helping every child maximise their potential and raising the bar.”

1�

ASSISTANCE FOR ASSISTANTS

focus on

ssosThe current agreement between ACT DET Staff [all those except teachers] and DET expires on 31 March 2010 and the AEU will be at the table negotiating new terms of agreement on behalf of our members. To ensure that the negotiating team has a firm grasp of the issues and concerns of SSos* [LSAs, Preschool Assistants, Liaison officers and Youth Workers], we need those issues to be identified to us.

A meeting of SSos with the Union organisers was held at The Canberra College in Woden on 20 August and information was collected to assist in the formulation of a survey that will be put to all SSos to clarify the issues and to prioritise those.

one issue that appears to be niggling at many is the “status barrier” that seems to exist between teachers and assistants at some sites. It was reported that there is a lack of acknowledgement of the work done by assistants with students displaying challenging behaviours.

Another concern expressed by preschool assistants is the impact of the transition to increased hours of attendance by the students as the federal Government’s initiative of 15 hours of preschool per week for all 4 year olds is brought into play.

Whatever the issue, you do not have to resolve it on your own or with one or two colleagues. As members you can call for assistance and use the services available to you. The AEU represents permanent

officers and casuals alike so if you are not a member yet don’t hesitate to join up to ensure that your voice is heard.

We’re asking SSos to take time to reflect on your work and workplace and to consider changes, large and small, that might make your lives better, healthier, happier, more balanced. Go to the AEU website [www.aeuact.asn.au/info-centre/working-conditions/index.html] to review your current Agreement and the conditions you are meant to enjoy. You can also find the Agreement on the DET Index website. To assist you in your reflections, consider how your working life has changed in the life of the current Agreement and whether the changes have been positive or negative. You can provide immediate feedback to the Schools organisers in the AEU office gfowler@aeuact.asn.au; bbook@aeuact.asn.au; or to Peter Malone, AEU Assistant to the Secretary [Industrial] pmalone@aeuact.asn.au

There have been several training opportunities through the AEU training program for SSos so far and there are more to come during Terms 3 and 4. The full training schedule is easily accessible for members at www.aeuact.asn.au/membership/training.html. The training you do counts toward the hours of Professional Learning you are required to complete under the terms of your current Agreement. Most of the training provided is directly relevant to your work and you can register to attend by calling Sue at the AEU office on 6272-7900. Inquiries can be made to the organisers

or through Cathy Smith, Assistant to the Secretary [Professional]. AEU training is free and it provides members with a great opportunity to enhance your skills and to improve your personal safety in the workplace.

As members you should attend the Sub-Branch meetings at your schools to keep pace with the working conditions and issues that come up for discussion. The majority of issues may well be focused on teachers and their conditions but there is a strong link between their working environment and yours. Concerns/issues affecting the teachers’ workplace always have the potential to spill over to impact on your workload/environment and vice versa. * sso – school services officers

bill book/Glenn Fowler schools organisers

membeRship matteRs:Members who go on LWoP can have their membership suspended and pay no fees until they return to school and ring and reactivate their membership. Members on paid leave continue to pay Union fees although if the leave is half pay their fees will also be reduced to 50%. contact michelle or sue on 6272-7900 if you have any questions in relation to this.

September 2009 1�

Last month a gathering was held at old Parliament house of family, friends and colleagues of helga McPhie. helga died some weeks earlier from cancer. helga was one of the early pioneers of the ACT education system and the ACT Teachers’ federation [ACTTf]. Whilst helga had apparently insisted that the gathering not eulogise her life several spoke warmly of her personality, humour, humility and care for others.

She began her teaching career in nSW in 1965 at Birrong Boys’ high and from the start as a classroom teacher and nSWTf member she participated in the struggles to gain improved working and learning conditions. helga also taught at randwick Boys, Maroubra Junction Girls and Canterbury Boys.

helga joined the then Commonwealth Teaching Service [and ACTTf] in 1974. When helga took up her position at Campbell high School as an English teacher her professional commitment, activism and passionate support for her students and colleagues led her to accept a position on the ACTTf Council. This representative role was to continue throughout her time at Watson high School, Melrose and Charnwood high Schools. In 1985 helga was elected as a General representative on the ACTTf Executive and in May 1986 she was elected to the position of General Secretary of the ACTTf which she held until the end of that year.

from her early days, helga was the complete professional educator in that she always focused on improving her own skills as a teacher and administrator; always advocated for her staff, students and the public education system, and always gave of herself.

Many of the teachers who worked for and with her as their faculty head saw helga as an admirable professional role model: passionate, knowledgeable, understanding and wise.

When arguing a particular view she could be a formidable and colourful speaker; not afraid to speak plainly or to question/challenge those on the other side of the debate. Equally she could acknowledge with grace and respect those of a different view who may have won the day.

having had the experience of battling systemic professional and industrial issues on behalf of teachers and students helga saw an opportunity to fight the good fight as a principal level Manager in the Department. heading the section responsible for programs supporting disadvantaged schools and students, she represented the ACT system at the national level on working parties and made ACT representations to parliamentary and other enquiries focusing on curriculum, disability and disadvantage.

helga took early retirement and then worked on a part-time basis for a number of government and educational bodies including the AEU, where she wrote a paper on Special School resourcing in 2000. She also maintained her political interests as a member of the ALP and enjoyed extensive travel and hobby interests broadening her wide circle of friends.

she is missed by all of us!

helga mcphie 1�-�-1��� to �0-�-�00�

Educator & Activist

the australian federation of uniVersitY women invites you to attend

Women Building Sustainable Futures Conference Public DayUniversity of sydney saturday 28 November 2009

As part of the 34th Triennial Conference for Women Building Sustainable futures Conference, the Australian federation of University Women is holding a Public Day to increase awareness that sustainability of physical and social resources is crucial to the future of all Australians.

Attend the Public Day and hear distinguished speakers talk about sustaining your future!

topics include:

* The impact of climate change on Australian life and landscape.

* how the built environment can contribute to sustainability.

* The challenges facing public training providers in up-skilling the population.

* how a Bill of rights may contribute to a sustainable community.

Visit http://www.afuw.org.au to register to be involved is this exciting event.

DET EnTErPrISE AGrEEMEnT GoES To BALLoT!

industrial report57. Paid Bonding Leave Paid bonding leave has been increased from one week to two weeks.

59. Grandparental Leave Unpaid grandparental leave has been introduced.

60. Community Service Leave Leave provisions for jury service and voluntary emergency management have been incorporated into community service leave. Paid leave of up to three days has been included specifically for voluntary community service.

section R – communication and consultation

76. freedom of Association 77. right of Existing and new Employees to representation in the Workplace 78. Payroll Deduction for Union fees 79. Staff organisation Leave 80. Cooperation and facilities for Union representatives 81. Attendance at Industrial Courses. The above clauses relating to union activities have been re-incorporated in this section of the proposed Agreement under the Fair Work ACT 2009.

85. Individual flexibility Arrangements This new clause under the Fair Work Act 2009 contains the provision for the Department and an individual employee to agree to vary the conditions relating to some specifically identified arrangements for when work is performed.

PART 2 DEPARTMENT SPECIFIC PROVISIONS

section y – structural matters

125. School Categories Category 1 has been removed.

section Z – salary structure initiatives

128. Accomplished and Leading Teacher Classifications This clause foreshadows two new Accomplished and Leading Teacher classifications to be introduced in the next Enterprise Agreement, through negotiation and agreement between the Department and the AEU during the life of this proposed Agreement. The minimum salary for a Leading Teacher Classification when it is implemented will be $100,000.

Members in DET should now be receiving their ballot papers from Elections ACT to vote on the next Enterprise Agreement. Elections ACT must receive your vote by 5:00pm on friday 25 September.

To inform your vote you may access the full text of the proposed agreement at http://www.aeuact.asn.au and the following summary of the Agreement is provided:

PART 1 GENERAL CONDITIONS

section a – technical matters

3. Commencement and Duration A two-year Agreement is proposed, nominally expiring on 30 June 2011.

section F – Rates of pay

21. Pay Increases All teacher classifications will receive four pay increases of 1.5% paid six monthly over the life of the proposed Agreement, with the first increase effective from 1 July 2009. The overall cumulative salary increase by the end of the proposed Agreement will be 6.1%.

section N – leave

49. Personal Leave Statutory declarations will be acceptable documentary evidence where the period of personal leave is not more than three consecutive days and a medical consultation has not been sought.

54. Long Service Leave Employees may be granted leave in blocks of less than seven days with the approval of the Chief Executive. When employees take less than seven days, each day taken will be deducted at the rate of 1.4 days.

55. Maternity Leave Paid maternity leave has been increased from 14 weeks to 18 weeks.

56. Paid Primary Care Giver Leave Paid primary care giver leave has been extended to apply to employees with enduring parental responsibility of a child under a care and protection order [ie a foster child].

1�

129. Salary relativities The relativities within and between classroom teacher and school leader classifications, including a model based on multiples of X where X is the graduate teacher rate of salary, will be considered by the Department and the AEU, with a view to incorporating any agreed changes into the next Enterprise Agreement.

130. Common Increment Date over the life of the proposed Agreement, on the basis that no teacher will be disadvantaged, the Department and the AEU will negotiate and agree on a framework for implementing a common increment date for classroom teachers.

131. Classroom Teacher Incremental Progression A table outlining expectations of performance and professional responsibilities of classroom teachers will be used as guidelines for an annual professional discussion between individual classroom teachers and their supervisor and/or principal. This professional discussion will focus on the teacher’s performance, incremental progression, career plans and transfer entitlement options.

132. Principal Structure The Department and the AEU will negotiate and agree on new arrangements for the principal structure for the 2010 school year or inclusion in the next Enterprise Agreement if earlier implementation is not practicable. These negotiations will include, amongst other issues, an updating of the schedule of advancements and the development of Executive structure options for various school settings.

In addition the Department and the AEU will consider a new system for principal salary arrangements, including the examination of a single principal salary point and a more sophisticated process to recognise a broader level of complexity and difference across schools. Any agreed changes will be incorporated into the next Enterprise Agreement.

section aa – means of engagement

137. Casual Intern Arrangements A casual intern may now work up to 5 days per week.

section bb – teaching loads

138 -143 Teaching loads for all sectors remain unchanged.

section cc – monitoring of Workloads

146. Systemic Management of Workload Issues The Department and the AEU agree to establish a joint working party to examine a range of workload and staffing resource allocation issues, taking into account current reviews, class sizes reduction and preschool initiatives, and propose options for addressing any problems arising.

September 2009 1�

In particular this joint working party will:

[a] take into account the Special Education review report, examine working arrangements, resource allocation, staffing and support models for special schools during 2010, with a view to developing arrangements that recognise the different nature of special school environments;

[b] take into account the SBM review report, by March 2010 identify duties allocated to teachers and school leaders not related to teaching and educational leadership and propose options for addressing any issues arising;

[c] identify any workload issues arising from implementation of outcomes of the work referred to in clause 146.1;

[d] examine the current staffing resource allocation methodology for all schools;

[e] examine teacher and school leader workload, including the impact of the employment of 70 additional teachers under the Government’s policy of reducing class sizes to an average of 21 across primary schools and high schools and an average of 19 across the college sector, with a view to addressing any issues and identifying and sharing leading practice;

[f] identify any issues arising from the introduction of the 15 hours per week for preschool children and preschool amalgamation, and propose options for addressing any problems arising;

[g] review the alternative programs and settings currently available and consider the feasibility of other alternative programs and settings; and

[h] develop agreed procedures for assessing a new initiative, proposal, special project etc which will impact on the work of teachers.

In addition any outcomes from the Vocational Education and Training Teacher Workload Working Group must be agreed between the Department and the AEU prior to implementation. The Department and the AEU will negotiate and agree appropriate arrangements/working conditions for teachers delivering Vocational Education and Training courses in secondary schools.

section ee – teacher transfer

160 -171

continued next page......

This section contains provisions under a new “transfer entitlement” model for teacher transfer to replace the mobility provisions in the previous Agreement. These provisions were separately endorsed by a vote of AEU members in May 2009.

18

As members would be aware, the transfer entitlement policy in the proposed Enterprise Agreement [EA] represents a significant shift from Section Q [Teacher Transfer, Mobility and Limited Time Placement] of the current agreement.

If members vote to reject the proposed EA through the formal ballot, there will be no change to current mobility arrangements.

If members vote to accept the proposed EA, all positions except first placement* will be for up to 10 years [with possible extension of up to 2 years in exceptional circumstances] for the life of that Agreement.

The AEU understands that principals have been informed of arrangements regarding the transition between agreements

CONTINUED FROM PREvIOUS PAGE .........

peter malone assistant to the secretary [industrial]

section FF – allowances and payments

173. Special Education Allowance Current procedures for payment of the special education allowance will continue and the allowance will be increased in accordance with salary increases within this Agreement. The rates are detailed in Annex A.

175. Teaching Innovation Allowance Previously the Leading Teacher Allowance, renamed to avoid confusion with the new Leading Teacher classification to be introduced [see 128]. The provisions remain unchanged and the Department and the AEU will review the application of this allowance during the life of the proposed Agreement.

section hh – other matters

191. Psychologists Employed as School Counsellors School Counsellors [Psychologists] will be employed under the conditions of employment that apply to school-based School Counsellors with teaching qualifications. The conditions of employment include those set out in this proposed Agreement.

cit eNteRpRise aGReemeNt still to be FiNalised

det enterprise agreement goes to ballot

Salary rates for School Counsellors [Psychologists] are detailed in Annex A.

209. flexible Working Arrangements for School Leader A [office Based] office based SLAs will now have access to a credit bank of 36 hours and 45 minutes under certain conditions.

At the time of writing CIT has convened no formal meetings under the new Fair Work Act. however, CIT members will be aware that an in principle agreement was concluded on 30 June 2009 and the AEU has been working with CIT to produce a final version of the proposed new Enterprise Agreement.

The AEU has requested that CIT immediately meet under the new legislation so that the Agreement can be finalised urgently and a ballot process commenced.

that may occur over the next couple of months. Those who are currently in line for a move will have their positions advertised as anticipated vacancies. This means that those currently in their final year of placement need to have discussions with their supervisor concerning their position.

If the proposed EA is approved in time to allow changes in the transfer process, principals will be contacted to determine if an anticipated vacancy should be withdrawn and the current placement extended for at least another year. This placement would then be reviewed annually up to the maximum period allowed under the new provisions.

mobilitY/transfer entitlement important information for teachers

not in their first placementa

* Under the proposed ea, placement length for teachers in their first appointment is a maximum of 5 years.

September 2009 1�

member profile schools’ organiser Glenn fowler recently interviewed liz needham, one of the aeu’s growing number of members who are ssos [school services officers].

What roles have you performed in our system?

I first found myself as a parent helper when my own children were at primary school. I have worked in the front office of a school where I had contact with parents, teachers and children and I learnt a lot about how schools operate. Since first starting as a Learning Support Assistant [LSA] six years ago, I have worked in casual, part-time and relief roles in several schools performing different support roles. I have enjoyed being in various classrooms in several mainstream schools but I have now settled at Chapman Primary School, working full-time in the classroom.

What attracted you to working in schools?

As the mother of two boys who attended the local primary school, I was keen to be part of the community that had so wonderfully supported my children. I enjoy being part of the school because I have always found it to be a warm, comfortable environment and I like the friendly atmosphere of teachers, staff, children and their families. There is always a need for helping hands in classrooms and I think that being an LSA gives me the opportunity to help people in a variety of ways. Some days I feel that my job at school is a natural extension of my role as a mother, helping children make good choices, taking care of their belongings, encouraging and supporting them in the daily challenges that children with special needs find especially difficult. I also like talking with parents and families and helping make the children’s transition to and from school as smooth as possible. When I go to the local shops I always get a lot of “hellos” from 7-year-olds!

What do you like about your current role and what is it like at chapman primary school?

Most of all I like the idea that my role as an LSA allows me to make a direct and positive difference to the children in the classroom. our school is an open-plan environment and that means that I have contact with a range of children from across the classes. People who work in schools know that schools are always a hive of activity and at our school there is always a variety of projects and programs going on. Every school day brings unexpected surprises and I can be called upon to do any number of things throughout the school day. Supporting the teacher and feeling that I am able to make a valuable contribution gives me great satisfaction.

What would make your working life better?

I am very fortunate to have been able to take up the opportunity of completing my Certificate IV in Disability Work at CIT earlier this year. The course was very valuable in broadening my knowledge and has expanded my interest in many areas. Gaining information is critical for LSAs who support children with special needs. Training and other personal development is essential to help LSAs to better understand the needs of the children in their care and to keep up-to-date with new ideas.

An ongoing issue for LSAs is the definition of our roles in the school and the classroom. our work is defined by the school and the teacher with whom we are working, so the duties of an LSA can be very different from classroom to classroom and from year to year. While teachers can maintain a style of teaching that they develop over the years, an LSA needs to adapt to each new teacher and develop a style that is highly malleable to both the environment and the specific children. People need to be mindful of this. regular visits and guidance from inclusion officers is vital in keeping things in perspective and getting help and support from someone who understands the issues that an LSA faces.

What does being an aeU member mean to you?

I think is it essential that we have a body that represents our views to the Department. As an LSA, I think it is very important that we are supported by the AEU because we are a small group in the teaching community and our needs can be easily overlooked. As more LSAs are included in schools and more children are coming into school with diagnoses that require some extra support, LSAs are playing a greater role in the school community and therefore will come to have a greater role in the Union. It is great that through The ACT Teacher magazine and Union meetings I get to hear about issues affecting teachers and school support staff.

What do you say to school support staff members who are contemplating joining the aeU?

Do it! Support staff members have been under-represented for many years, and now is a great opportunity to join and voice any concerns in a supportive forum that can take those ideas forward.

�0

Recognition of prior learning [Rpl] CIT management has informed the AEU that it has wisely chosen to pay for rPL hours at the recurrent funding rate of the Centres with the understanding that the teachers engaged in assessment of rPL would receive appropriate compensation for the rPL assessment and associated administration work. The AEU believes that “appropriate compensation” in this case translates into hour for hour contribution to teachers’ workloads. This in effect means that a teacher spending 20 hours on rPL activities would receive a 20 hour teaching reduction on their Teacher Management System. The AEU would like to hear from members who are not receiving appropriate recognition for rPL assessments and associated administration tasks.

Workforce development modelling The Centre for Education Excellence, in association with organisational Capacity at CIT, has engaged in a Workforce Development Strategy 2009-2013 with the aim to position CIT teachers for projected future “teaching” roles at CIT. This matter has the potential to modify teacher roles, responsibilities and education delivery across the Institute. CIT recently invited the AEU to discuss this matter and members will be informed of these discussions in due course.

The limited information made available to the AEU suggests that the definition of “a progressive teacher” in the CIT’s Teaching and Learning Plan 2009-2010 includes criteria which are both diffuse and aspirational. The lack of definition of the proposed “progressive teacher roles” makes it difficult for the Union to make

any observations about possible impacts of the proposal on teacher workloads.

centre for educational excellence Members have expressed concern that the Centre for Educational Excellence is undergoing a restructure in the second half of 2009. The AEU looks forward to discussions with CIT about any proposed changes which may impact on teacher workload and work environment.

consultation Quiz Which of the comments below constitutes management consultation?

[a] You will increase your workload by 10% to enable the Centre to meet its targets.

[b] While I know that this extra coordination work takes more than 10 hours per week I will provide you with 2 hours teaching reduction per week otherwise it will blow the budget.

[c] If you don’t like these new changes to your workload then just leave!

[d] Let’s discuss your concerns about workload and let’s find a satisfactory compromise.

If you are familiar with the use of phrases like those mentioned in [a] – [c] above, know that such comments do not constitute proper consultation. Please feel free to confidentially discuss your concerns with your organiser, Mike fitzgerald on 6272-7900.

commercial and Funding myths Many members have stated that CIT management frequently refers to the need for CIT to meet commercial targets

as a rationale for driving changes to the workplace and increasing teachers’ workloads. Interestingly, data from the CIT Annual reports suggests that, since 2000, there has not been a significant increase in the commercial delivery at CIT as a proportion of total nominal hours of education and training delivery [see graph opposite].

In the second graph opposite, “Progressive recurrent funding plus CPI” represents the level of recurrent funding that CIT received in 2000 as increased annually by the appropriate CPI. This represents the funding levels that would be required to deliver the same quality face-to-face teaching today as in 2000. however, it is clear that the ACT Government has failed to increase the recurrent funding of CIT by the annual CPI for over the same period. The Union calls on the ACT Government to restore appropriate levels of recurrent funding for educational delivery at CIT.

cit spruiking productivity Comments by CIT’s Chief Executive, quoted in The Canberra Times, 27

August, noted a massive 79% increase in student enrolments since 2001 and a 16% increase in teaching hours since 2008 alone. All of this has occurred within the context of a reduction in real funding and very little, if any, increase in teaching staff numbers. This scenario has seen the level of workplace stress at CIT increase substantially in recent years: a fact little acknowledged by CIT management. If the ACT Government truly wishes to promote quality VET delivery it must restore appropriate, CPI-indexed recurrent funding to CIT.

continued next page.....

TAfE worKsCIT ENTERPRISE AGREEMENT UPDATE

September 2009 �1

Thanks for the infrastructure, but....It almost goes without saying that AEU members in

TAFEs across Australia are extremely pleased with the recently announced funding for infrastructure made by Deputy Prime Minister, Julia Gillard. Such funding is urgently needed to address the conscious neglect of the TAFE system under the ideological obsessions of the Howard Government.

However, though this money will be a very significant injection into the equipment and resources required for contemporary vocational education, it does not provide for the critical need for ongoing funding for teachers to make use of such infrastructure. The contestable funding model introduced under the previous government remains undisturbed, with the destructive Productivity Places program continuing to incite a race to the bottom of costs that inclusive and broad public vocational providers like TAFE just can’t compete with.

This has had the quite destructive effect of robbing TAFE of any growth money and capacity to meet its emerging recurrent costs. All of this, despite Government claims, is putting ever-greater stress on the day-to-day resources of the TAFE system that is not relieved by infrastructure spending. This is, of course, the origin of the ever more unseemly scramble for commercial revenue to plug this ever growing gap, a gap also being aggravated by the continual growth in managerial and administrative staff employed to cultivate such “entrepreneurial” activities.

The recent National AEU TAFE Council that met in Melbourne discussed this growing problem in recurrent funding of TAFE and resolved to work hard to lift the profile of this serious issue with the government and community. The AEU has recently commissioned research on the value of TAFE to back this campaign and is urging National Centre for Vocational Education Research to broaden its work to consider the quality of TAFE against other providers. Further, in October in Canberra the AEU is organising a series of functions [including a major event at Parliament House to which Minister Gillard has been invited] to ensure this issue of recurrent funding of TAFE is well understood by Government.

TAfE VICE PrESIDEnTstephen darwin

New National initiatives in Quality education provision recent press exposure of “dodgy” private VET provider activity across the nation has focused the spotlight onto education quality monitoring in the sector. The pressure has now come onto regulation authorities and the Department of Education, Employment and Workplace relations to investigate ways to monitor education quality and ensure that public funding is provided only to registered Training organisations [rTos] delivering quality VET and higher education programs/courses.

Such initiatives would introduce a level of transparency into the quality of education provision by rTos. Any new regulatory strategy should also check the evident “race to the bottom” as some providers continue to disregard their legal and moral responsibility to provide quality education and training. In addition, there is a possibility of the Government choosing the favoured method of “naming and shaming” of rTos which demonstrates unsatisfactory education provision and workplace practices. hence, all rTos would be wise to ensure that they have their “house in order” with regards to quality education provision and that they welcome transparency and public scrutiny of their performance.

CIT Commercial NHS as % total NHS

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4

6

8

10

12

14

16

18

2000

2002

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%T

ota

lN

HS

Commercial NHS

as % total NHS

Recurrent CIT Funding

0

10

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30

40

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60

70

80

90

20

00

20

01

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02

20

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09

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$m

illio

n

Recurrent CIT

funding

Progressive

Recurrent CIT

Funding + CPI

��

KUltURe bReaK’s MAN-UPMore than just dance

Glenn Fowler - schools organiser

In Term 1 I was pleased to attend on behalf of AEU members a launch of a new initiative by Kulture break, a not-for-profit creative arts organisation that aims to “incorporate more than just dance: it’s a movement with a positive message of hope and transformation for youth”.

The group was founded in 2003 by Canberran francis owusu who, motivated by his own experiences of isolation as a young man, sought to provide an outlet for young people to discover their true identity. Kulture Break’s motto is “Make Your Move”, reflecting the group’s ideology that young people should seek to be only themselves and be proud of what they do.

…it’s a movement with a positive message of hope and transformation for youth.

man-Up is a new program that aims to encourage the participation of males in the performing arts and, in doing so, increase their sense of belonging and acceptance. The program also aims to reduce the incidence of depression, social isolation and obesity in young men. It is a dynamic combination of dance training, performance, mentoring and community engagement.

There are many signs that dance is gaining greater acceptance as a pastime among young men. Interestingly, dance [particularly hip-hop] is becoming a credible alternative to rugby in some of the all-boys private schools. It is taking off in our public schools also, with Gold creek, lanyon, Wanniassa, caroline chisholm, melba-copland, campbell, Kaleen and melrose having already participated in Kulture Break programs. The TV program So You Think You Can Dance is clearly doing wonders for the profile of dancing and the most recent series featured a Kulture Break stalwart, Timomatic, in the final 10.

The group has a base at Erindale College and Principal Michael hall spoke at the Man-Up launch. other speakers included the Chief Minister Jon Stanhope and some of the students involved in the program. The two dance performances were stunning and will no doubt be replicated at public schools across the ACT in the months and years ahead.

photos: [top] Students perform at the launch of Man-Up [bottom] Kulture Break’s Director, francis owusu

September 2009 ��

do you work in public schools in the act and also in nsw? One union membership can now cover you for work in both systems!

for many years the teachers living adjacent to State and/or Territory border areas in Australia and working in more than one public school/TAfE system have found themselves needing to belong to two different public education unions to ensure their industrial interests were protected in each of the jurisdictions in which they worked. recent changes to servicing arrangements agreed between AEU Branches mean that this is no longer the case for teachers who work in both nSW and ACT public schools/TAfE.

The AEU – ACT Branch and the nSW Teachers federation have both recently implemented protocols to assist teachers who work across borders in more than one public education system. The Protocol between AEU Branches and Associated Bodies on Cross Border Membership is as outlined in the box below.

this protocol recognises: That it is not possible to be a member of two Branches of the AEU and that, in general, joining an Associated Body* also results in membership of the AEU.

Some teachers work in two States/Territories concurrently, particularly as relief teachers, contract teachers but also in part-time positions. Membership should, preferably, be in the State/Territory where the person is employed for the greatest period.

protocol:

1. Where a member of one AEU Branch or Associated Body also works in another State/Territory, the Branch or Associated Body of this State/Territory agrees to provide assistance to this member on issues arising from their employment in this State/Territory. This assistance does not include legal fees which will be the responsibility of the Branch or Associated Body which receives the fees regardless of where the cover is required.

2. The member should also advise the Branch or Associated Body of any other States or Territories they are working in, or intend to work in, concurrently at the time of joining the union.

3. The Branch/General Secretary should advise the relevant Branch/General Secretary that a member is also working in their State/Territory and seek agreement that assistance will be provided to the member on issues arising from their employment in this State/Territory.

4. Each Branch and Associated Body should pass policy reflecting this protocol to enable them to provide assistance to non-members under this arrangement and also provide legal coverage for members working in another State/Territory.

5. These arrangements will also cover a member in the event that they do not advise their Branch or Associated Body in advance of requiring assistance.

[* nB: State-registered organisations such as the nSW Teachers federation are Associated Bodies of the AEU.]

What do yoU Need to do iF yoU WoRK iN both act aNd NsW pUblic schools/taFe?

1. Determine where you work most of the time – in ACT public schools/TAfE, or in nSW public schools/TAfE. You should join the union that covers the schools/TAfE where you work the most amount of time.

2. If you currently belong to both the AEU – ACT Branch and the nSW Teachers federation, resign from the union that covers schools/TAfE where you work least.

3. Ensure that you join the union that covers the schools/TAfE where you work most of the time [a] at the correct rate for the work you undertake, and [b] the salary you are paid. It

continued page 26

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leaGue tables Will our Minister take action to prevent the publication of ACT schools’ data in this way?

There has been widespread concern among teachers and others in the education community about the potential for nAPLAn test results to be used to create league tables ranking schools on the basis of performance in the nAPLAn tests. Assurances from the politicians spruiking the rudd/Gillard “Transparency Agenda” that they are not interested in “simplistic league tables” have rung somewhat hollow in the face of the same politicians’ failure to articulate precisely what measures they will enact to ensure the data is not abused. These politicians have signed-off on protocols for the use of data that has deleted previous provisions undertaking to prevent the use of the data in ways that harm students and schools. They have done little to reassure the citizenry that their protestations of opposition to league tables are anything more than window-dressing.

Teachers are only too well aware of the dangers of simplistic interpretations of data. Minister Gillard is very keen to cite overseas experience as the “evidence” underpinning her agenda in education, but strangely reluctant to report the overseas experience with testing that has seen the narrowing of curriculum, teaching-to-the-test strategies, and schools labelled failures with all the social consequences for students enrolled in those schools. It is these undesirable outcomes from misuse of testing data that teachers oppose.

With overseas education systems that have previously embraced mass testing now beginning to move away from it, the time has come for the Minister to re-think this strategy. The AEU has never opposed transparency and accountability in schools, but across the country the Union has been a vocal critic of the release of data in ways that allow the media and other interests to create league tables. At its May 2009 meeting, AEU federal Executive carried the following decision on the league tables issue:

1. The AEU will continue to develop and grow a broad alliance in opposition to the ‘Transparency Agenda’ as articulated by MCEETYA.

2. The AEU will continue to explore options concerning visiting academics/researchers from the US or UK to assist in the development of our critique of the ‘Transparency Agenda’.

3. Branches and Associated Bodies are urged to continue to lobby State/Territory Ministers to agree to the development

of a legislative response prohibiting the creation and publication of league tables. The Federal Office is to continue to lobby the Federal Minister and Federal MPs as appropriate.

4. Given the failure on the part of Ministers to provide a legislative response prohibiting the creation and publication of league tables, the AEU together with all Branches and Associated Bodies will commence an education program of members and the broader public preparing them in the event that the profession is forced not to cooperate with the 2010 NAPLAN tests. The creation and publication of league tables in all States and Territories is inevitable. Unless measures are introduced to prevent the further creation of league tables the profession will not cooperate with the implementation of national tests.

5. The AEU extends its solidarity to the National Union of Teachers UK in its campaign against the destructive effects of the mass standardised testing regime in England and indicates its preparedness to coordinate our respective campaigns as far as practicable.

Closer to home, the issue of league tables and protection of data has had an airing in the ACT Legislative Assembly. on 24 June 2009 the Assembly carried the following motion put forward by the Greens:

That this Assembly

1. Notes that the Ministerial Council for Education Employment and Youth Affairs [MCEETYA] has announced plans to publish the performance of schools in national tests. In addition information on each school’s student and teacher numbers, attendance and financial resources will be made publicly available.

2. Recognises that while transparency in the education system is a necessity there needs to be safeguards in place around the release of test data.

3. Notes the concerns expressed by School Leaders across Australia who consider that publishing data which could lead to comparisons between schools could have a negative impact on school communities and would not be useful in improving the performance of schools.

4. Notes the research from the United States and Britain which shows that assessment programs, such as the National

September 2009 ��

Assessment Plan for Literacy and Numeracy, [NAPLAN], can have an unintended, negative impact on the quality of teaching and learning when low performance is sanctioned.

5. Calls on the Minister for Education and Training to advise the Assembly of what action he will take with his State and Federal colleagues to limit the publication of data based on national literacy and numeracy tests and attendance rates.

6. Calls on the Minister to outline how the performance monitoring system will operate and what guidelines will be put in place to ensure:

[i] ‘privacy will be protected’ as outlined in the MCEETYA agreement he signed in December 2008.

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[ii] harm is not caused to school communities through the publication of school league tables created with this information.

The AEU wrote to Minister Barr on 26 August 2009 to ask what has become of this motion. As the letter indicated, “our members are very interested in this issue, and concerned that the Government should give effect to its often-stated public position opposing the use of nAPLAn data to construct simplistic league tables. Given that it is now some 2 months since the Assembly carried the motion, and that the release of nAPLAn data is due to occur very soon, the AEU requests urgent written advice about what has been done to implement part [5] and [6] of the motion.”

We await the Minister’s advice with great interest, and will circulate it to members when it is available.

Members are encouraged to contact the Minister: barr@act.gov.au or telephone 6205-0011] urging him to:

[a] recognise that schools already provide high-quality and open information to parents and the community about their performance, and

[b] Enact legislative protections to ensure ACT data cannot be used to create league tables.

septembeR bRaNch coUNcilCouncillors are reminded that the next meeting will be held on Saturday 19 September at 9:00am in J Block Theatre, CIT - reid Campus, Constitution Avenue, reid.

Business Papers have been forwarded to Councillors via the drop to the Sub-Branch Secretary in schools on friday 11 September 2009. Papers are available from 8:45am to allow for a 9:00am start. Councillors are urged to be on time as the meeting lapses if a quorum is not present by 9:30am.

The ACTU Worksite for schools website [www.worksite.actu.asn.au] helps secondary and TAfE students learn more about work and the role of unions. It’s a great resource for doing assignments and projects in history, business and legal studies, Australian history and work education. To coincide with the new work laws coming into effect on 1 July 2009, the site was re-launched with a new look and completely updated information. The new site focuses on three important stages for young people: work experience, first job and the role of unions. A highlight of the new site is a downloadable work experience diary. It will help students get the most out of their work experience. There’s also a competition where students can win an iPod nano just by sending in their completed diary. In May this year, Worksite had over 42,000 visitors!

As an ACTU affiliate, the AEU is pleased to recommend Worksite as a valuable resource for teachers in the ACT.

Stay tuned also for information regarding an exciting new curriculum offering for teachers; a guest speaker program for students to learn about their rights and responsibilities in the workplace.

��

There have been a few glitches in the Pathways to Improvement process this year that have caused greater levels of angst than should ever be seen in any of our members. The intended purpose of the process is to provide additional professional support to teachers who may be having difficulties with some aspects of their professional practice. The issues this year have arisen out of the misapplication or disregard of the process.

first, there is the apparent reluctance of the supervisor to broach the matter of performance issues with a teacher and identify professional issues requiring express attention/assistance. Instead there is often mention by principals of their practice of placing people on “informal” pathways to avoid the formality of the process. The problem with the informal approach is that sometimes teachers do not realise that the supervisor has concerns and the level of support does not vary.

A second flaw lies in the attempt by supervisors/principals to implement the process for issues that would be best managed under disciplinary procedures [for misconduct] or through Injury Management Support [for health issues].

The process is in fact intended to be a supportive and positive experience. Teachers should be provided with assistance and support at a level that was in a previous time quite common. But the first rule is that it is not a punitive process and there is nothing that brings a plan down more quickly than to have it implemented as a penalty. It is vital that discipline and health issues are separated from teaching practices.

The lead up to a Pathway to Improvement plan is as important as the plan itself. An improvement plan should never be presented as a surprise to the teacher and may not even be required if the concerning aspects of practice are raised

with the teacher formally as a first step and addressed by the teacher with the support of the supervisor/school. The process begins with conversations: not quick, in the corridor, “between classes” conversations but considered and minuted discussions, with a copy provided to the teacher. The person involved should be given time to arrange for a support person/mentor to accompany them and be advised of the purpose of the meeting. The supervisor is required to provide feedback, both verbal and written following pre-arranged observations [required] of classroom practices. not just a single perfunctory observation but a few at different times of day and week.

If after the preceding steps there are still issues of concern then the principal on the advice of the supervisor should invite [not direct] the teacher to a meeting [not before 8:30am or after 4:30pm] to be advised of the Pathways to Improvement process and their intention to implement such a plan. The teacher will be advised in writing at this point and the areas of concern once again specified.

The teacher must be given the opportunity to respond in writing to the proposition and to meet with the principal, supervisor and support person to negotiate the plan. negotiation is not a pre-constructed plan handed across the table for signature on arrival of the teacher. It involves an exchange of ideas leading to reasonable and achievable outcome/s and it requires mutual respect.

pathways to improvement: Implementing Due Process

bill book - schools organiser

assist with aceR Research The Australian Council for Educational research [ACEr] is recruiting primary and secondary schools for an important national study on young people’s attitudes towards and participation in gambling and wagering activities. All State and Territory government education jurisdictions have granted permission for their schools to be involved.

If you are interested in your school being involved, please contact nola Purdie [Purdie@acer.edu.au; 03 9277-5481] or Gina Milgate [Milgate@acer.edu.au; 03 9277-5472] at ACEr for further information.

is important to be properly financial to access legal assistance.

4. request the union to which you belong to advise the other union that you are undertaking casual/contract/part-time work in both jurisdictions. You can also advise the union yourself if you wish.

matteRs to Note:

• This arrangement will not apply if you are not a union member when you seek assistance.

• This arrangement may not apply if you are not a properly financial member [paying fees for the salary rate at which you are paid, and the category of work undertaken].

• This arrangement does not apply for work undertaken in the non-government school/TAfE sector. Teachers working across both public and private schools/TAfE will still need to belong to the relevant unions for each sector.

Cross Border Protocol .... from page 23

September 2009 ��

Retirement – Not Quite What you’re expecting?a message from the superannuated commonwealth officers’ association [scoa]:

Have you ever imagined that your ‘indexed’ PSS or CSS pension will not keep pace with increasing costs of living?

Do you know that CSS and PSS pension income is treated differently from other superannuation income for tax purposes and so any of your additional non-superannuation income, such as from other investments or employment, may therefore be taxed at a higher rate?

Do you know that people receiving CSS and PSS pensions may have a harder time qualifying for Government benefits and concessions?

If you answered “no” to any of these questions, then you need to know about the Superannuated Commonwealth officers’ Association [SCoA].

SCoA is a not-for-profit organisation which has been helping public servants with retirement since 1923. SCoA advocates for retired public servants in a wide range of policy areas, including superannuation, taxation, health and seniors’ concessions, and has helped thousands of former public servants to enjoy better conditions in retirement. SCoA has branches across Australia and a central office located in Canberra.

Like all volunteer organisations, SCoA relies heavily on having lots of members. So if you’re interested in retirement issues, and in particular those issues of interest to retiring public servants, then talk to Kylie, Marita or John about how you can join with the 16,000 others who are reaping the benefits of SCoA membership. You can phone them on [02] 6286-7977. The SCoA office is staffed part-time, so if no-one answers, please leave a message. Alternatively, you can email SCoA at fedoffice@scoa.asn.au or visit the SCoA website www.scoa.asn.au and contact a SCoA representative in your State or Territory.

The AEU office marked Equal Pay Day on 1 September by wearing something red and having a red Morning Tea. This was an enjoyable event which highlighted the serious issue of women’s work being underpaid. There is still pay inequality in 2009. Members in schools also joined the campaign.

The Equal Pay Alliance has been formed by the Australian Council of Trade Unions [ACTU]; the federal Sex Discrimination Commissioner; national foundation of Australian Women; Women’s Electoral Lobby; Work & family roundtable; Business and Professional Women Australia; and a number of academics.

did you Know…?

• It will take the average woman full-time worker an extra 2 months to earn the same amount as the equivalent man earned in the last financial year. And the gap is getting bigger! This year it took four days more of women's paid work to close the gap.

• Too many “women's jobs” are undervalued and under paid.

• on average, women earn 82% of male ordinary time earnings and do not share equally in pay rises.

• full-time adult ordinary time earnings rose by 6.5% for males and 5.2% for females in the twelve months to May 2009 [ABS].

• Women have about a third of superannuation than men have.

• Women are more likely to be low paid and rely on awards and the safety net.

• Women are over-represented in the lower levels of the public sector.

• Women are more likely to be part-time and have insecure employment contracts.

• only 1 in 12 of the board directors of ASX 200 companies is a woman.

• And ....women still do most of the housework and care tasks.

Women's organisations called on the federal Government to take immediate action to redress growing inequality in wages between women and men.

Women in Red See Red

�8

for the whole ACT preschool sector. Currently there are 2 ESL teachers to support all preschool ESL students and their teachers across the ACT, regardless of how many ESL children are in mainstream preschools or their LPr levels. In 2008, these 2 ESL Support Teachers assisted at least 225 students [who had an LPr of 2 or below] across more than 75 ACT preschools, along with their teachers. Based on the current ESL staffing formula, hypothetically, if these students were all located in one site, many more ESL teachers would be allocated to the sector to provide support for students. The more support provided in the early years, the better the opportunities for children as they develop.

Proposal: The AEU believes there is a need for at least 2 extra ESL Support Teachers to work in the preschool sector.

esl teachers and professional learning The Language for Understanding Across the Curriculum [LUAC] program was a successful professional learning program for mainstream teachers. It was established to indirectly support ESL students not resourced with ESL staffing.

In 1992 changes were made to the ESL program, resulting in the introduction of a 7 year limit for funding ESL students and the redirection of ESL points to create 5 LUAC positions. These positions have progressively decreased since 1992 with only 1 LUAC officer appointed in 2007. The LUAC Program, now replaced by InSinc - Incorporating Strategies for an Inclusive Curriculum – has been presented to Literacy and numeracy Coordinators so they can share strategies with others. The course is also available as in-school PD and will be provided to the new Literacy and numeracy field officers who start next year. ESL teachers are concerned that the InSinc course does not have a strong focus on supporting ESL students [as the LUAC course did] but is more about strategies to support literacy in all students.

At the beginning of 2009, the LUAC position was reclassified as an ESL Executive officer and includes the presentation of the InSinc course as part of their role. The course is identified as part of the targeted programs for the Literacy and numeracy Section.

The AEU is concerned that the new Literacy and numeracy Coordinators in each school will be seen as a replacement for ESL specialists. ESL teaching requires an understanding of specific English language teaching strategies, socio-cultural issues and training in carrying out the ESL Census.

Proposal: The AEU believes that ACT DET needs to provide system-level resources equivalent to 5 Schools office positions

to provide systemic support, professional development and quality teaching strategies to specifically target ESL students.

At the same time that system-level ESL support has reduced, increasing numbers of schools are staffed with part-time ESL teachers due to the reduced level of ESL funding. Many ESL teachers are untrained in ESL methodology, an understanding of the effects of socio-cultural issues on learning, and completion of the ESL Census. This contravenes DET’s policy to employ ESL teachers with minimum qualifications in ESL.

ESL teachers have expressed concerns about the practice in some schools of combining ESL students with Learning Assistance [LA] students into the one learning group. The needs of LA students are different because their learning difficulties stem from a completely different cause. ESL students require specific English language instruction in vocabulary, grammatical structures and acknowledgement of prior learning.

Proposal: The AEU believes that it is appropriate to provide support to teachers in achieving ESL qualifications and maintaining their skill set through monies allocated to Teacher Scholarships as part of the Teacher Professional Learning fund. In discussions about the use of the Scholarship fund, the AEU will advocate for ESL to be one of the targeted scholarship areas.

Federal Government changes to esl funding The federal Government has changed funding arrangements for the ESL new Arrivals Program and ESL General Support funding Grants which went towards supporting programs in Intensive English Centres [IECs]. The funds were recently rolled into a “Specific Purpose” base. ACT DET now decides how these funds will be directed. IEC programs need to be assured of adequate funding and staffing levels and the ongoing future of the programs. The AEU understands that class sizes in IECs have been growing but additional teachers have not yet been placed to ease the pressure despite assurances from DET officers that this would occur.

The AEU congratulates ESL teachers on the wonderful work you all do in supporting ESL students in ACT public schools and welcomes the continued involvement of ESL teachers in raising issues that need to be addressed. The AEU invites member feedback to the proposals outlined in this article. Contact Cathy Smith, Assistant to the Secretary [Professional] at the AEU office on telephone 6272-7900 or email csmith@aeuact.asn.au

shocKinG fundinG shortfall of esl proGramscontinued from page 7 ......

September 2009 ��

World Teachers’ Day Ball 2009

Come join your colleagues across all sectors of education and their partners in celebrating World Teachers’ Day at the World Teachers’ Day Ball

WHEN: Friday 30 October, 2009 (6.30pm for 7pm)

WHERE: The National Press Club, 16 National Cct Barton ACT

COST: Members $80 (ACE and ACEL), Non-members $110

CONTACT: 1800 208 586 or carolyn.conaghan@austcolled.com.au

RSVP: 16 October (visit the ACE website to register www.austcolled.com.au)

Early bird specials: Book by September 11th for a discount rate of $90 for non-members. Book a table of ten and receive a selection of ACE Year books.

Ticket includes: pre-dinner drink, canapés, three course dinner with limited wine and juice

Entertainment: MC – Elida Brereton aka Margaret Murray, Principal on the hit show Summer Heights High, Jazz Band and DJ - Joy Division. Join us for Lucky Door and other prizes, Belle of the Ball and loads of fun!

Dress: Cocktail dress, lounge suit

Supported by: CIT, ACE (ACT), AEU, DET, CEO, IE, ANME, UC, AIS, and MSP Photography

Australian College of Educators T: 1800 208 586 E: ace@auscolled.com.au W: www.auscolled.com.au

�0�0

PERSONAL DETAILS (Please complete all sections)

Surname Mr/Ms/Miss/Mrs

Given Names

Home addressPostcode

Home phone

Work Email

I wish to be identified as an Indigenous Member

EMPLOYMENT DETAILS

Workplace

Current level and salary step

[Go to www.aeuact.asn.au/join-us for the fee schedule]

SECTOR

TAFE Secondary Primary

Preschool Associate* (Retired/Student Teachers)

*Associate Members need only sign, date, attach payment or complete

credit card details. Go straight to signature box.

STATUS

FULL TIME Permanent OR Contract

PART TIME Permanent OR Contract

Load %

CASUAL (Schools) – Average days per week [tick ONE]

0-1 2-3 3+

CASUAL (TAFE) – Average hours per week [tick ONE]

0-6 7-14 15-20

Post to PO Box 3042 Manuka ACT 2603 or fax 02 6273 1828.

AEU Membership Application ACT Branch

PRIVACY STATEMENT:

The AEU will not sell or provide any information regarding AEU – ACT Branch members to third parties. The AEU’s Privacy Policy may be viewed at www.aeuact.asn.au.

Application for membership

I hereby apply for membership of the ACT Branch of the AustralianEducation Union and if admitted agree to abide by the Rules ofthe Union. AEU Rules can be found at www.aeuact.asn.au

CLASSIFICATION

Teacher Assistant YouthWorker

Indigenous HSLO Other(please specify)_____________

I agree to pay to the AEU fees owing in accordance with the Union’sschedule of subscriptions. I understand that my fees will be adjustedautomatically in line with salary movements.

I recognise that I must inform the Union of any other salary or statusadjustments otherwise I will not be a fully financial member and may notbe eligible for the full range of services.

I understand that the Union’s Rules require me to give written noticeof resignation.

SignatureDate of application

Public Education Works

�1June 2009

I am paying by…

Monthly Direct Debit [Bank/Credit Union] 11th of each month or next business day

I have completed the DDR Authority below to have mysubscription deducted from my bank or credit union account.

Direct Debit Request Form and Service AgreementRequest for debiting amounts to accounts by theBulk Electronic Clearing System (BECS)

Manager [insert name & address of financial institution]

I/We [Insert your name in full]

[Surname or Company/Business Name][Given Names or ACN/ARBN] request you, until further notice byme in writing, to debit my/our account described in the schedulebelow, any amounts which the Australian Education Union – ACTBranch [User ID No. 066127] may debit or charge me/us throughthe Bulk Electronic Clearing System.

I/We understand and acknowledge that:1.The Financial Institution may in its absolute discretion,

determine the order of priority of payment by it of any moneyspursuant to this Request or any authority or mandate.

2.The Financial Institution may in its absolute discretion, at anytime by notice in writing to me/us, terminate this Request as tofuture debits.

3.The User may, by prior arrangement and advice to me/us, varythe amount or frequency of future debits.

4.Any queries to be directed to the Debit User in thefirstinstance.

5.It is the responsibility of the customer to have sufficient fundsin the account by the due date to permit the payment by BECSor bank charges may apply.

6.I/We understand the information supplied will not be used foranother purpose.

7. Statements will be issued upon request.

Customer Signatures [joint signatures may be required]

Customer Address

The Schedule

(Note: BECS is not available on the full range of accounts. If indoubt, please refer to your Financial Institution)

Insert name of account which is to be debited

BSB [Bank/State/Branch No.] Account Number

Monthly Credit Card 11th of each month or next business day

Please debit my credit card automatically

Visa Bankcard MasterCard

Cardholder’s name

Card Number

Expiry Date / Amount$Cardholder’s signature

Quarterly Statement I enclose Cheque/Money Order for $Please post to PO Box below or pay in person: AEU Office,Ground Floor, 40 Brisbane Avenue, Barton.Note: If you select payment by this method you will receive a quarterly statement. Please multiply the fee on the account by 4 to calculate for a year.

Please select ONE of the follwing:

Call 13 12 21 8am to 7pm weekdays or 9am to 3pm, Saturday or go to teacherscreditunion.com.au/rewardspackage to see if you are eligible.

rewarding you

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