AEU Journal Vol. 40 No. 1 | February 2008

Vol 40 I No.1 February 2008

AEUJOURNAL SAOfficial publication of the Australian Education Union (SA Branch)

10thAnniversary

INSIDE THIS ISSUE

� New Educators:It’s Party Time!

� EB2008:Discussions commence

� Aboriginal Education:Pearson’s controversial plan

� Finland:Number One with No League Tables

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PRESIDENT’S V IEWFEATURES AEU JOURNAL

Australian Education Union | SA BranchTelephone: 8272 1399Facsimile: 8373 1254Email: [email protected]: Craig GreerGraphic Designer: Jo FrostAEU Journal is published seven timesannually by the South Australian Branch of the Australian Education Union.

AEU Journal 2008 DatesDeadline Publication date

#2 March 7 March 26#3 May 2 May 21#4 June 6 June 25#5 July 25 August 13#6 August 29 September 17

#7 October 17 November 5

Subscriptions: Non-members may subscribefor $33 per year.Print Post approved PP 531629/0025ISSN 1440-2971Printing: Finsbury Green PrintingCover Photo: Angela SmallacombeIllustrations: Simon Kneebone

The sign has a distinctly pre-election feelto it. It draws attention to the fact this fundingproject was opened by – surprise, surprise –Mr. Barry Wakelin, the local (Liberal) federalmember.

So there we have it. Unashamed porkbarrelling on the school’s doorstep. Federalfunding for the state school to counteractthe view that the nation is pouring adisproportionate amount of its resourcesinto private schools. Schools like the localChristian college. Commonwealth schoolfunding for particular schools as the bait towoo voters in this, and god only knows howmany other, localities across the nation.

Of course, the not-so-subtle politicisationof schools and schooling in this way is notnew. Late in 1997 – a national election year –Federal Liberal Member for Sturt, ChristopherPyne, sent every year 12 student at GlenungaInternational High school an official federalparliamentary letter extending his “goodwishes” to them for their “upcoming finalyear exams”. The same letter offered thiscaptive audience (and their voting parents) a specially prepared “school leavers kit withinformation on training, career assistanceand financial support.”

No doubt this same communication wassent to other schools within his electorate.

In terms of maintaining political balanceand objectivity in the school environment,

our politicians have long been treading afine line – especially around election time.AEU members may well wonder at thefairness in us giving out materials at theschool gate in the way we do in order not totendentiously influence young minds whenfederal politicians can effectively campaignon school premises and get away with it.

Of course the question now is how much,and in what way, all this will change as wego from the old to the new federal regime. At present we are all waiting to see if theRudd-Gillard Government can come up withthe educational goods in practice.

For now the question is not so much the ethical campaigning one – the nextfederal election is a fair way down thetrack – but rather whether the newgovernment will do the right thing andstrongly support state education in theface of strong competing demands tospend the resources elsewhere. �

Terrance Hewton

*Winner of TOP LETTER!Federal Funding: Porkbarrelling in our Schools

So, when it comes to direct Commonwealthspending on particular schools at the BottomEnd of Yorke Peninsular it’s to be tit-for-tatacross the private and public sectors. Weknow this because there are at least twoschool signs down there that, in effect, say so.

At about this time last year I drewattention in the AEU Journal to a sign-posteddeclaration that the Southern YorkePeninsular Christian College located on theoutskirts of Edithburgh is partly funded bythe Commonweath of Australia. In thatarticle I questioned whether this fundingwas in the best interests of the localcommunity there, given the threat it posesto state school enrolments in the area.

I was down that way again in the lastschool holidays and was fascinated to see asign on the front fence of Edithburgh Primarythat wasn’t there early last year.

The Australian Government, the signsays, ‘has provided $51,815 to EdithburghPrimary School for… shade structures.’ Thepunctuation and layout seem to suggest thestart of a list of expenditure items to beadded as they occur. A sort of tally of theCommonwealth’s good works so far at thisparticular school.

LETTERS TO THE EDITOR

The AEU Journal welcomes allletters. Top letter each issue WINStwo bottles of wine.

[email protected]

New Educatorspages 10 – 11

The New Educators Network turns ten this year and thefuture is brighter than ever. The upcoming conference willbe a festival of celebration!

Teach for Australiapage 8 – 9

Noel Pearson’s plan forimproving Indigenouseducation.

Murphy on Finlandpage 16 – 17

Former AEU Editor DanMurphy tells us why theFinns are a step ahead.

TOPLETTER

Advertise in the AEU Journal. Reach over13,500 members across South Australia.

8272 [email protected]

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How will the six new ‘super schools’ –built by private investors on public land asPublic Private Partnerships (PPPs) – run?And will they really be value for money, asState Treasurer Kevin Foley promises.

The invitation to private investors to makemoney out of public infrastructure took offsome ten or fifteen years ago in the UK, wherethey are known as Private Finance Initiatives(PFIs). In Canada, they are called P3s. There’snothing in the name, though, as all share thesame commitment to creating new opportu-nities for businesses to deploy their sparecapital. And there may be some advantages,for principals at least, in having privateconsortiums operating the super schools.

Kellyville Ridge Public School is one oftwo completed PPP schools in NSW. PrincipalDebra Edwards says that removal of schoolmaintenance from the principal’s list of duties isthe key difference between a PPP school andone built under traditional funding methods.The school has a full-time, on-site mainte-nance and grounds manager – employed bySpotless – one of the companies involved inthe Axiom Education consortium whichbuilt, and now maintains, her school.

However, the PPP contract allows theconsortium to hire out school buildings forcommercial use. Russell Turner, Principal ofGlenwood High, the state’s other PPP school,defends the arrangement, saying that “schooluse takes priority.”

Both principals are pleased with their newfacilities and Turner claims to have taken backaround 40 enrolments from private schools.

However, Scotland’s public sector unionUNISON claims that PPP schools there havebeen beset with design and maintenanceproblems and that promises that schoolswould be built on time and to cost haveproved worthless.

Their views have been endorsed byMalcolm Fraser, former vice-chairman ofArchitecture and Design Scotland, who has

described PPP schools as a disaster: “Thebest of them are not good enough, the worstfill me with despair for the generation of younglives that will be blighted by their darkclassrooms, poor facilities and playgrounds.”

And the claim that PPP schools representvalue for money is widely contested, butdifficult to argue one way or the otherbecause of ‘commercial confidentiality’.

The AEU has asked for the Public SectorComparator (PSC – an assessment of the costbased on government funding) for the SAPPP schools but has been told by DECS CEChris Robinson that it “cannot be releasedas it is the State’s determination of the costof the project and could affect the contractnegotiations.” The PSC is the benchmarkthat governments use to assure the tax-paying public that private investors can dothe job more cheaply than governments. Ifcommercial confidentiality prevents itsrelease during contract negotiations, then itmust certainly be released after the contracthas been finalised.

The PSC in any case has been describedas “a rubber ruler that can be stretched toensure the desired result” by Age economicswriter Kenneth Davidson. He claims that PPPprojects are invariably more expensive in thelong run because “even the least credit-worthy government could borrow money morecheaply than Australia’s most credit-worthycorporate borrower.”

Rather than saving the taxpayer money,Davidson says “On the contrary, money willbe extracted from education to pay theeconomic rents to the lucky private partners.”

The proof of the pudding may be in theeating, but access to the PSC is our way ofchecking the recipe.

The Government must table the PSCs inparliament as soon as possible and openthem up to independent assessment. �

Mike WillissAEU Research Officer

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PUBLIC PRIVATE PARTNERSHIPS (PPP) SCHOOLS

See How They Run…

NEW ORGANISER

Welcome Daniel Daniel Pereira is a former

Branch Executive member and the newestmember of the Organising team at the AEU.

Daniel began his involvement in publiceducation when he took up a job as asecondary teacher at Naracoorte HighSchool teaching music and English.

He has always recognised the value andimportance of union membership, so soonafter arriving at the school he becameinvolved in the New Educators Networkwhere he worked with colleagues incontributing to the 2005 EB Claim.

Daniel became secretary of his local sub-branch in 2005, representing the UpperSouth-East area on AEU Branch Council andhe was an active member of the PAC.

Daniel is passionate about public educationand is committed to helping AEU membersin the workplace. Daniel says he is excitedabout the year ahead:

“I’m looking forward to visiting schoolsand helping members with campaigns on theground. The EB is obviously a big focus forus this year and our members will play animportant role in ensuring outcomes aregood, not only for them as educators but forstudents and the wider community.”

Congratulations Daniel and welcome tothe team! �

InterestingResource forEducatorsEdPod presents a mix ofeducation stories from earlychildhood to the end ofsecondary school.It's a jargon-free look at the experience ofeducators, researchers, parents and students. EdPod examines neweducation ideas, and askswhether things could or shouldbe done differently. From theclassroom to the staff roomand to the home EdPod brings you the latestideas about learning.

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Journal-No01|08 11/2/08 3:48 PM

way to achieve this is by seeking reducedcontact time, smaller class sizes and studentgroups and limitations on after hours workcommitments which erode life and workbalance for all education workers.

The AEU negotiating team will bargainfor the best possible outcomes but there willcome a time where you will need to make adecision about the State Government offer.

My questions to you are: What do you wantfor your working conditions in SA? What out-comes do you want for your students? And,will you stand up and be counted with yourAEU colleagues?

Elect your sub-branch secretary, invite anAEU Organiser to your site to talk about thecampaign, strengthen your sub branches byrecruiting new members, read AEU EB updatesand be prepared to dust off your banners andyour ‘Public and Proud’ attitude.

EB2008 is not only about our salariesand conditions; it is about recognizing theskills and experience of all education workersin Preschools, Schools and TAFE and it isabout retaining a strong, viable public educa-tion system for our children and students.Surely the ‘Education Premier’ Mike Rannwill want that too!

I look forward to the challenges and theopportunities that this year will bring forour union and to working with you in yoursub-branches. �

In solidarity,Correna HaythorpeAEU President

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Recently a journalistasked me the follow-ing question: “Whenyou first startedteaching, did youwant to be Presidentof the AEU?”

My response:“Heck no!”

As a beginningcontract teacher in

the northern suburbs, I was just focussed onsurvival, not missing the next lesson, keepingthe kids under control, my next contract andfeeding a late night chocolate and caffeinehabit as I stayed up to mark books andprepare for the next day.

I had become a member of SAIT straightaway but was yet to learn how relevant itwould become for me.

When I decided to teach in the country Iwas offered a job in Port Pirie and that’s wheremy AEU activism really began to develop.There was a strong union community amongsteducation workers and this became mysupport network as a new educator. At myschool, it was the work of two fabulousunion women that inspired me to become a sub-branch secretary.

The sub-branch was active and we workedtogether as a team to promote public educa-tion and to uphold union policies.

I soon discovered that solidarity withyour colleagues was empowering and builtlasting friendships, that strong unions areeffective unions and, most importantly, Ilearnt that when times are tough, it is therelationship that you have with your sub-branch members and your union that helpsyou through each day.

Every three years, the AEU negotiatesour next Enterprise Agreement with theState Government. It is often a ‘tough’ timefor members, however it’s the collectivestrength of our members and our union thatalways carries us through the campaign.

At a time when our colleagues interstateare facing teacher shortages, when work-loads are sucking the lifeblood out of theeducation workforce, when graduates arechoosing to work interstate or overseas forbetter pay and conditions, and class sizesare spiralling out of control, AEU membersneed to be involved in setting the EB2008agenda for SA.

We will make no apology for seekingnationally competitive salaries (to 21 percent)to ensure that SA attracts and retainseducation staff.

We recognise that current workload levelshave to change for all members whether inpreschools, schools or the TAFE sector. The

Welcome to 2008Time to set the EB agenda. New AEU President Correna Haythorpe writes...

PRESIDENT’S V IEW UPCOMING WOMEN’S EVENTS

InternationalWomen’s Day 2008

International Women’s Day has a longhistory with the labour and trade unionmovement. In 1908, women in the US ledlarge demonstrations calling for the vote andthe political and economic rights of women.20,000 – 30,000 shirt waist makers, themajority of whom were women, went onstrike for 13 weeks to gain better pay andworking conditions. They were supported bythe Womens’ Trade Union League and theirstrike has been historically linked to themobilisation of women around IWD.

In Australia, the first IWD rally took placein Sydney in 1928. It was organised aroundthe demands of equal pay for equal work, an8 hour day for shop girls, no piece work, andthe basic wage for the unemployed andannual holidays on full pay.

International Women’s DayTwilight MarchWhen: Thursday 6 March 5.30pm Tardanyangga (Victoria Sq)

What: March to Leigh Street (Sarah’s Café)

What else?: Performers and thecreation of a collective art piece thatcommemorates the 100-yearanniversary of the textile workersstrike in New York.

This year, the International Women’s DayTwilight March will commemorate the 100-year anniversary of the garment workers strike.

Come and meet us at 5:30pm under theAEU banner and march to Sarah’s Café inLeigh Street for a celebration!

UNIFEM BreakfastWednesday 5 March 2008, Adelaide Convention Centre 6:30am for a 7:00am startThis event is hosted by Senator Penny Wongand will feature Guest Speaker MargaretPomeranz, ABC Presenter - At the Movies.

Women in Trade Unions BreakfastFriday 7 March | 7.30am - 9amAustralian Services Union (ASU) 5 Rundle Street Kent Town Gold Coin donation for APHEDA. The break-fast will celebrate the great involvement andachievement of women in creating a newGovernment through the YRAW campaign.

For information about IWD activities:Women’s Information Service:

www.wis.sa.gov.au

4 Tickets to Win!The AEU has four tickets to be won bymembers to attend the UNIFEM Break-fast on Wedneday 5 March (see right),with President Correna Haythorpe andVice President Anne Crawford. Send an email request to:

[email protected] will be drawn out of a hat andwinners notified by Wednesday27 February. Competition closes

Monday 25 February.

� IN BRIEF

• What do you want for your workingconditions in SA?

• What outcomes do you want foryour students?

• Will you stand up and be countedwith your AEU colleagues?

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EDUCATION REVOLUTION

It’s just over a year since the thenOpposition Leader Kevin Rudd launched theALP’s New Directions Paper – a big picturedocument promising an ‘education revolution’or third wave of nation-building reform torival that of previous Labor governments inthe areas of finance, industrial relations andcompetition policy. According to Rudd, ournation’s very survival depended on majorinvestment at all levels of education to ensureequity and to produce the sheer numbers ofskilled workers Australia will need in veryshort order.

Howard’s years of neglect had pushedAustralia down the OECD rankings for commit-ment to education, created a skills shortageand widened the gap between elite privateschools and the rest of us to a scandalousdegree. Across the country, public educationwas crumbling. Urgent action was called forand voters responded favourably to Labor’smessage. Research conducted by the AEUprior to the election found that two thirds ofvoters believed that investment in publiceducation should be the government’s toppriority. Parents’ expectations for improve-ment would have been high after November 24.

But as Rudd and his colleagues settle intotheir new spots on the government benchesin Parliament and the kids head off to startanother school year, there is less and lesstalk of a ‘revolution’. The most pressing issuefacing the country is no longer how to safe-

guard our place in the global economythrough education. It is the national ‘war oninflation’. Julia Gillard – the Minister forEducation, Employment and WorkplaceRelations and Social Inclusion – has warned ofa “very restrained budget in May” in a recentinterview with ABC Radio’s Steve Cannane.And rather than hitting the ground runningto tackle the injustices in the educationsystem inherited from the Howard era, thetalk is now of “negotiating… with our Stateand Territory colleagues through the COAGworking group for resources for schools inthe future.”

It is odd to think that in this desperatenational war on inflation, and given theconcern expressed for the funding of publiceducation, the Federal Government is notlooking in some of the more obvious placesto make spending cuts. Even in the currentcircumstances, where working families arebeing urged to tighten the belt and keep thelid on hopes for improved living standards,Gillard says she will not revisit Labor’s pledgeto maintain existing levels of funding towealthier private schools; not even to the eliteschools exempted by Howard from changesto the SES funding model made in 2004.

Like her recent predecessors, the currenteducation minister doesn’t want to see any‘losers’ in the struggle for funding. “We’renot in the business of taking resources awayfrom any school,” Gillard told Cannane’s

listeners. “We’ve committed to the currentsystem. The current system is aboutassessing the background, the social andeconomic status of children in schools.”

Things have come a long way since 2004when Labor was determined to change theformula choking public schools and poorerindependent and parish schools. JennyMacklin (the education spokesperson of theday) was unapologetic about cutting fundsto mega-rich schools. “Labor will be reducingfunding to the King’s School, and other schoolslike that, because we don’t think that theyneed the extra millions of dollars they’ve gotfrom the Howard Government,” she saidwhen she fronted ABC Radio.

Parents from schools like King’s (with its15 playing fields, 50-metre swimming pool,indoor rifle range and $22,062 a year fees)clearly have political clout. During last year’selection build-up, Rudd made the decision toinclude private school funding in the safe‘me too’ approach. There was much talk ofthe damage caused to Latham by the ‘hitlist’ tag and memories of the state aid issue– held by some to be a major factor in Labor’s23-year political exile in the 50s and 60s –were revived.

To put matters straight – the currentsystem is not about the social and economicstatus of the children attending schools. It isa complex and inscrutable mish-mash ofmodels and mechanisms that, in the finalanalysis, takes from public education anddelivers for the already privileged parts ofthe private sector. It doesn’t take intoaccount the many extra tasks shouldered bypublic schools, which (at the same time) arebattling with teacher shortages.

AEU Federal President-elect AngeloGavrielatos describes the current fundingsystem as ‘discredited and inequitable’:“Funding levels for private schools areindexed to the cost of educating children inpublic schools. Because public schools enrolapproximately 90 percent of students withdisabilities, Aboriginal students and thosefrom isolated and remote settings, theaverage cost of this public educationprovision is higher than in private schools.”

The AEU President is not the only onesaying these things. A recent report from theindependent (and reputedly conservative)Australian Council for Education Researchagrees that the current Commonwealthfunding arrangements deliver a dispropor-tionate benefit to private schools. The AEU isstanding by its demand for an additional$2.9 billion per year from the Commonwealthto meet the present funding shortfall beforewe can start talking about a revolution. �

Giles Goldsmith is a freelance journalistliving and working in Adelaide.

Elites safe from‘Education Revolution’While teachers await Rudd’s revolution,wealthy private schools continue to live it upwrites Giles Goldsmith.

7 Facilities and grounds of the elite King’s Schoolin New South Wales.

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Leading schools continually work to develop a culture of student,teacher and leadership success in learning. Cognitive Coaching is

integral to this. Participants in this intensive workshop will be equipped with a setof strategies, a way of thinking and a way of working, which invites coach andcoachee to shape and reshape their thinking and problem solving capacities.Art Costa and Robert Garmston have pioneered this work around the world, which isnow being introduced to Australia through the Australian National Schools Network. Thousands of educational leaders around the world recommend Cognitive Coachingas their most powerful professional tool.As a result of the training, participants will:� Develop knowledge of the Cognitive Coaching model — a model of human

interaction that promotes self-directed learning.� Develop skills in communication — necessary to coaching, but applicable to a

wide variety of situations.� Develop identity, skills, and effectiveness as a mediator of self-directed learning.“The Cognitive Coaching course would rate as the best professional learning experience that Ihave undertaken in my professional career. I would unconditionally recommend this program toany system or school focussed on improved teaching and learning”.

Carey McIver, Manager School Communities, Tasmanian Department of Education

This is an intensive 8-day course offered in two 4-day segments.Melbourne dates: 7–10 April and 4–7 August, 2008 Adelaide dates: 2–5 April and 28–31 July, 2008 For more information about the course, costs and registration:Web: www.ansn.edu.au Web: www.cognitivecoaching.comPhone: (03) 9898 3376 Email: [email protected] ANSN also runs Hubs around Interactive Whiteboards, Teaching our Digital Kids, Dimensionsof Learning, Authentic Assessment, Curriculum Planning Support & Habits of Mind (see Habits ad).

Art Costa and Robert Garmston’sCognitive Coaching

REPORT INTO INDIGENOUS EDUCATION

The AEU Releases Report

While the recently defeated HowardGovernment was deviously using the nowwell-known Little Children Are Sacred reportto justify its controversial intervention intoAboriginal communities in the NorthernTerritory, the AEU was putting it to muchbetter use. In early September the AEUreleased its report into Indigenous Educationin the Northern Territory. Authored by AEUFederal Research Officer Michaela Kronemann,Education is the Key: An education futurefor Indigenous communities in the NorthernTerritory makes the following recommen-dations:

1. That the Commonwealth and NorthernTerritory governments give an ongoingcommitment to resourcing the provisionof high quality education from two yearsof preschool for all Indigenous childrenthrough to Year 12 and beyond.

2. That the Federal Government commit toproviding an additional $1.6 billion to theNorthern Territory over five years for theprovision of teachers and other staff andsupport services and for the developmentof necessary infrastructure such as class-rooms and teacher housing.

3. That the Northern Territory Governmentcommit to providing at least an additional$100 million over five years for theprovision of support services, theemployment and training support ofadditional Indigenous teachers and therecruitment, training and induction ofadditional teachers from within andoutside the Territory, the professionaldevelopment of existing staff, thelowering of class sizes, provision ofAboriginal Islander Education Workers(AIEWs) and home liaison officers inevery school and the review of curriculaand pedagogy.

4. That all the education recommendationscontained within the Little Children areSacred report be implemented.

5. That the resourcing model for NorthernTerritory preschools and schools berestructured to focus on success, with theinitial step to be the staffing of preschoolsand schools on the basis of enrolments,not on attendance.

6. That governments consult and negotiatepartnerships with all communities aboutthe sharing of responsibilities, to ensurethat all children can participate success-fully in a quality education, and the beststructure of education and other servicesto meet community needs.

Education is the Key concludes by callingon the Federal Government to commit to thedelivery of quality education for all childrenin the NT. It emphasises that families andcommunities need to do their part to ensurethat their children participate fully ineducation, as it will provide them with theopportunities for a successful future.

The AEU has called on the Federal andTerritory Governments must consult andbuild partnerships with Indigenouscommunities in order to provide its citizenswith their fundamental right to access highquality education. �

Craig GreerEditor

$1.6 Billion Short! Funding for AboriginalEducation must be a Federal Government priority.

“Governments mustconsult and negotiatewith all communitiesabout sharing ofresposnsibilities”

To view the AEU’s Education isthe Key report in full go to:

www.aeufederal.org.au

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AEU Journal: “Adam, I imagine the chal-lenges for teachers working in the Territoryare incredibly diverse, what about for neweducators, what would you say to youngteachers who have just graduated and arethinking about ‘going bush’ to teach inAboriginal communities?”

AL: “I’d say get some experience somewhereelse first. When people come to remote com-munities from interstate they’re just not pre-pared for it. The weather, the poverty, thehealth issues are all very confronting.Graduate teachers really need to get someexperience behind them before they take onsuch a challenge. In the long run, it is bestfor both the teacher and the students.

Teaching in Aboriginal communities,especially those with severe social and eco-nomic problems, requires experience, matur-ity, cultural understanding, a willingness to‘go the distance’ and, as one Aboriginaleducator put it, you need a bloody thick skin!”

That was part of a transcript from a recentAEU Journal interview with Northern TerritoryAEU Branch Secretary Adam Lampe. Mr Lampeis an experienced teacher and is highly criti-cal of Howard’s intervention into Aboriginallands. He says that is was poorly plannedand nothing more than a political stunt thatwas unpopular in the Territory and whichultimately backfired.

Quick fixes to ingrained social problems,like Howard’s intervention into Aboriginal

communities, have proven time and timeagain to be disastrous. But it appears somepeople never learn.

As Director of the Cape York Institute forPolicy and Leadership, Noel Pearson playeda significant role in bringing John Howard’sreactionary intervention plans to life. Nowhe’s come up with yet another ill-conceivedproposal. It’s called ‘Teach for Australia’ (TFAu)and has been developed in conjunction withthe Macquarie University in New South Wales.

The scheme is based on ‘Teach for America’(TFAm) in the US, and ‘Teach First’ (TF) inBritain. While TFAu addresses some of theobvious problems with TFAm and TF itremains a flawed scheme in its own right.

The Grand PlanTFAu proposes that 500 experienced

teachers be paid a $50,000 tax-free fellow-ship for each of four years that they agree towork in remote Indigenous schools. In addi-tion to their own teaching load, they will beexpected to mentor ‘associate teachers’ whowill be recruited from those university stu-dents in the top ten per cent of Tertiary EntryScore recipients. The latter will not be expect-ed to have teaching qualifications, but willundertake six to eight weeks of pre-servicetraining. They will be paid an additional$20,000 per annum (presumably on top of astarting teacher’s salary).

‘Fellows’ and ‘associates’ will be requiredto teach packaged programs developed by

Macquarie University, focusing on literacyand numeracy, and to conduct monthlyliteracy and numeracy tests. ‘Fellows’ and‘associates’ whose students do not meetmandated standards will not be reappointedthe following year.

As has been the case in the United Statessince the Bush Government withdrew itsfunding for the TFAm program, finance forthe TFA program will be sourced primarilyfrom private enterprise.

Teach for AmericaTFAm was founded in 1990 as a non-profit

venture aiming to supply teachers to disad-vantaged schools in the US. It sees itself asthe equivalent of the Peace Corps, utilisingthe idealism of college graduates preparedto spend several years in service to the poor.

TFAm recruits academically gifted grad-uates – who do not have teaching qualifica-tions – for two years as a teacher. Initially thefunding came from the Federal Government,and Bush frequently held up TFAm as a model.However, promised funds were unexpectedlycut in the early 90s, forcing founder WendyKopp to turn to the private sector andcharitable foundations for the shortfall.

During the first year of their placement,TFAm teachers are encouraged to complete‘alternative certification’ in teaching, althoughmany opt instead for business managementcourses with a view to future employmentprospects.

TFAm advocates quote research that showsthat TFAm teachers “produced comparableresults or slightly better in reading andmaths” compared to other teachers.

U.S. Research Not surprisingly, the research is divided.

A study from Mathematica Policy ResearchInc says that TFAm teachers “had a positiveimpact on the math achievement of theirstudents…. (but) did not have an impact onreading achievement.”

Referring to the teachers against whomTFAm teachers’ maths achievements weremeasured, this study cautioned that: “Manycontrol teachers in these schools, like theirTFAm counterparts, did not have educationdegrees; and many were not fully certifiedand did not have extensive student teachingexperience prior to entering the classroom.This finding reflects the situation in theschools in low-income communities whereTFAm places teachers rather than thesituation in all schools across the country”.

It also added: “TFAm teachers were morelikely than control teachers to report havinghad problems with student disruptions andphysical conflicts”. However, another studyled by Linda Darling-Hammond, a professorat Stanford’s School of Education, concludesthat: “Certified teachers consistently producestronger student achievement gains than douncertified teachers. These findings hold forTFAm recruits as well as others...uncertifiedTFAm recruits are less effective than certifiedteachers, and perform about as well as otheruncertified teachers.”

INDIGENOUS VOICES

Pearson’s education models are substantiallyflawed writes Mike Williss.

Just Graduated? Whynot Teach for Australia

Journal-No01|08 11/2/08 3:48 PM

Critics of TFAm argue that there is an“underlying question of whether TFA membersstay around long enough to make a realdifference.” The two-year tenure and the highburn-out rate (some suggest as many as 30percent don’t complete their tenure) meanthat any gains are transitory and fail tospread across the system.

Across the AtlanticGiven that the UK does not have a Peace

Corps tradition on which to base its versionof TFAm, its originators went straight to theheart of Gen Y aspirations and named theirscheme Teach First. The idea is unashamedlythat if you are bright, white and upwardlymobile, then a two-year stint in an inner-cityslum school will be good for your resume andwill enable you to provide evidence of yourleadership skills and ability to reach or exceedperformance targets.

The TF website explains: “Teach Firstsupporters consistently identify communica-tion skills as being the greatest weakness ofthe graduates they hire. As a result of a rigor-ous recruitment process and their time in theclassroom, Teach First participants demon-strate strong communication skills, as wellas planning, organisation and creativity. Inaddition, they have all excelled academically.The results show that they are making an(sic!) significant impact in England schools.What could they achieve in your business?”

Wessex Scene Online adds: “Teach Firsthopes to demonstrate to applicants how theskills they gain while teaching will enhancetheir careers in the long-term, as well asoffering fast-track recruitment from thesponsors of the project.”

TF shares the same flaws as TFAm: its re-cruits are not qualified, they are there for theshort term, whatever altruism they possessis tempered by a preoccupation with latercorporate employment, and they just don’tperform as well as experienced and qualifiedteachers.

On the Home FrontPearson’s proposal recognises some of the

flaws of the TFAm and TF models: it proposesa mentoring relationship of up to four yearsbetween ‘fellow’ and ‘associate’ teachers.However, it remains flawed in its own right.

Its emphasis is on placing unqualified‘associate teachers’ into difficult teachingplacements where inequality and disadvan-tage are arguably more entrenched thaneven the poorest US and British schools.

Its offer of a 6-8 week course for ‘associ-ates’ covering “effective teaching practice,particularly literacy and numeracy… a cur-riculum overview, classroom management

techniques and issues associated with remotesettings,” is simply setting our young brightand whites up for failure and is, more impor-tantly, an insult to Indigenous communities.Why are Aboriginal and Torres Strait Islanderchildren in remote communities less deserv-ing of qualified and experienced teachersthan their urban counterparts?

Pearson’s scheme completely contradictsthe recommendations of the Little ChildrenAre Sacred report, particularly recommenda-tions 50-56, and crucially, on cross-culturalpractice, recommendations 91-92. The lattercalled for both a “comprehensive Aboriginalculture induction program” and “training inAboriginal language concepts” for teachers inremote schools. For many of these children,English is a second or third language andpre-packaged and commodified literacy andnumeracy packages that are imposed onremote communities without taking intoaccount the characteristics of the learnersjust do not work.

Pearson apparently does not understandthis. Writing in The Weekend Australian lastmonth he asks: “Will this mean that thefellows will simply ‘teach to the test’? Quitepossibly, but if the tests are well constructedand properly assess the knowledge thatstudents are supposed to learn, then ‘teachingto the test’ presents no difficulties.”

Pearson’s proposal may lead to the employ-ment of ‘associate teachers’ more widelythan he envisages. Social Ventures Australia,which is already making an impact throughits ‘Big Picture’ schools scheme, is interestedin a “broader model for disadvantagedcommunities in urban, regional and remoteareas across the nation.”

One of the concerns with TFAu is that“funding will be sought largely from theprivate sector”. No doubt this will includemining companies, equity funds with sharesin mining companies and private foundationsnot known for their activism in support ofland rights. How their interests will bedefined and served through the scheme willbe interesting to see.

The merit of Pearson’s proposal is that itindicates quite clearly a level of financialremuneration that is appropriate for teachersmaking a commitment to work in remoteIndigenous communities for a specified periodof time. Indeed, the level of remunerationmight be sufficient to ensure that ‘fellows’and ‘associates’ would be willing to learnabout – and develop a basic fluency in – anAboriginal language specific to the communityinto which they would be placed, and that theywould be prepared to seek accreditation inAboriginal cultural awareness as well.

The answer to the Indigenous educationquestion, however, will remain fundamentallyincomplete so long as Aboriginal peoplethemselves are denied opportunities toachieve teacher qualifications and – due tostructural inequality – are kept at the bottomrung of the educational employment ladderas clerical staff and community workers. �

9

2007 JAMES UNAIPON AWARD

1 AEU Organiser Nola Foster presenting DannyEllis with his winning James Unaipon Awardcertificate at Ross Smith Secondary School.

“One of the concerns withTFAu is that funding willbe sought largely from theprivate sector.”

Danny EllisWins Award!

Since its inception in 1993, the AEU’sJames Unaipon Award (named after the firstAboriginal man to work in a South Australianschool setting) recognises a branch member’sachievement in the area of AboriginalEducation. Since 1993 there have been manyworthy winners and the 2007 recipient is noexception.

Danny Ellis is an active member of theSouth Australian Branch of the AEU andformer member of the Branch Executive.Danny has worked as an Aboriginal EducationWorker (AEW) for over ten years, the lasteight in service at Ross Smith SecondarySchool. Danny sees his work as an opportu-nity to give every Aboriginal student the best possible chance to succeed in life.

The AEU congratulates Danny for hisgreat work with Indigenous students.

UPCOMING EVENT

Monday, 17 March9.15am – 3.30pm

New Aboriginal Graduates Induction DayA one day session to support ALLnew Aboriginal employees startingtheir career in education.

Who can attend: Open only tonew Aboriginal employees.

For further info: Nola FosterP: 8272 1399E: [email protected]

Journal-No01|08 11/2/08 3:48 PM

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Is that the alarm? Shit… must have set itwrong. I’m sure I’ve only just fallen asleep…it can’t be six yet. Where’s my phone? Oh god,it is six. I need more sleep, someone pleasetell me I’m dreaming…

Sorry. No can do. Life has changed forever– most of your days rush by like a high-speedtrain which eventually drops you back at thestation, ready for a quick bite and a latenight marking students’ work and planning

the next day’s lessons. And you can hear itcoming – the 7.27am to oblivion is justround the corner.

You pull back the curtains to reveal a partof the day you haven’t seen for quite a while(at least on a regular basis). It’s barely day-light and you’re splashing water on your facein the hope that you’ll navigate the housewithout knocking yourself out. Until now thisshocking imposition on your beauty sleep onlyoccurred when some crazy, hardcore coursecoordinator decided to pass round an atten-dance sheet at your Monday morning Englishlecture. What on earth was she thinking?

But it’s all good – you’ve finally arrived.Four years of cramming for exams and crash-ing at 3am has paid off – you’ve landed ateaching job and, like you had always hoped,you’re now a successful, hard-workingprofessional.

As most teachers will know and under-stand, the first few years in the job can be abit of a culture shock. It is often a dauntingtime that throws up a host of challenges and

NEW EDUCATORS

Life on the Circle LineMaking the transition from study to teachingcan be difficult writes Craig Greer.

learning experiences. Finally getting thechance to put your ideas to the test in yourown classroom and to make a difference inthe lives of the kids in your care is rewardingand exciting but it’s no walk in the park – as abeginning teacher you need support and thebest support comes from your peers.

Research shows that when most begin-ning teachers are asked what it is that getsthem through the hard times they respondby saying it’s the support from their fellownew educators that makes the difference.The AEU’s New Educator Network was set up for precisely this reason. Every membersays it’s a great feeling to meet other neweducators and know that they are goingthrough the same experiences and facingsimilar challenges. Meeting for a casualdrink at the local pub, attending the NewEducators Conference and other events intown, and taking part in the union sub-branch are all great ways to make friends,get support, hear new ideas and to get stuffoff your chest.

It’s the collective of the NEN that makes itspecial. It’s a supportive group that empowerseach member by giving them a chance tocontribute to important decisions throughdiscussions around both professional andpersonal issues. Many beginning teachersfeel that their voices are often disregardedin the workplace because they are youngand/or inexperienced. Becoming part of theNEN is the best way to counteract this.Remember, the teaching community is therefor you. There is much to be gained by step-ping out of the school gate to meet yourfellow teachers. �

1From left: Matt Gale, Daniel Seidel, Kate Seidel& Son, Kate Greenhaigh and Rachel Gray. Thesecountry New Educators are all AEU members andteachers at the John Pirie High School.

totewtotewtotewtotewtoteCc2nsf

“...most new teachers sayit’s the support from theirfellow New Educators thathelps get them through thehard times.”

UPCOMING EVENTS

Fri. 7 March9.15am – 4.00pmWorkshop Design for NENFri. 4 – Sat. 5 April9.15am – 4pm

New Educators State ConferenceThurs. 10 April4.30pm – 6.30pm

NEN in the City For further info contact:Sam Lisle-Menzel: 8272 1399E: [email protected]

Journal-No01|08 11/2/08 3:48 PM

NEW EDUCATORS NETWORK NEW EDUCATORS CONFERENCE

Have your Say: Join the NEN!In 1998 former AEU President Andrew

Gohl – then an Organiser – was instrumentalin setting up the New Educators Network(NEN) in South Australia: “The originalintention was to set up a group to campaignaround industrial rights for New Educatorsand to include them in AEU decision makingstructures. This effectively gave a voice to apreviously unrepresented demographic.”

Ten years on and the NEN has increasedin size and has diversified to actively supportnew educators in wide range of areas intheir first three years of teaching. New AEUOrganiser Daniel Pereira is a former teachermember of the NEN: “The NEN has come along way since its inception and we arecontinuing to find ways to help new educatorsin what is a difficult period in their career. Aswell as giving members an outlet socially,the NEN has achieved improvements inworking conditions such as the 0.1 NIT for allpermanent country teachers and our new EBClaim is pushing for this for all teachers intheir first three years.”

“The AEU is committed to supportingnew educators; we provide entry to the New

1 1

together we teach together we teach together we teach together weteach together we teach together we teach together we teach togetherwe teach together we teach together we teach together we teachtogether we teach together we teach together we teach together weteach together we teach together we teach together we teach togetherwe teach together we teach together we teach together we teachtogether we teach together we teach together we teach together weteach together we teach together we teach together we teach togetherwe teach together we teach together we teach together we teachtogether we teach together we teach together we teach together weteach together we teach together we teach together we teach togetherwe teach together we teach together we teach together we teachtogether we teach together we teach together we teach together weteach together we teach together we teach together we teach together

Australian Education Union1010Celebratecelebrate

Further info contact: Sam Lisle-Menzel on 8272 1399To Register: www.aeusa.asn.au/events

2008NEW EDUCATORS’ STATE CONFERENCEfri.4-sat.5 April

2008new educators state conferencefri4 sa5 april

thAnniversary

thnniversary

Come help usCelebrate!

There’s no better time to become amember of the AEU! Once you’ve joinedyou’ll be eligible to attend the New EducatorsConference on the 4th and 5th of April. You’llmeet other New Educators from your districtand around the state, get some tips onbehaviour management from Lynette Virgona(WA Teaching Consultant), and take part intwo days of interesting and fun activities.You’ll be mixing with a great group of peopleand you’re bound to have a good time. Hopeto see you there!

Discuss your attendance at the Conferencewith your Principal and arrange for AEU spon-sored TRT by filling out one of our forms onthe web. �

For further Information contact:

Sam Lisle-Menzel:P: 8272 1399To Register:www.aeusa.asn.au/events

Educators Conference, free attendance atAEU training and development courses, freeadvice via the AEU Information Unit, legalrepresentation, great healthcare deals forTeachers Federation Health and a range ofother useful services.”

Daniel goes on to say that importantly,the NEN gives members a chance tosocialise with other beginning teachers in anon-work environment. He says memberswill often talk about everything but work.However, what brings them together is amutual understanding of the situations they find themselves in. “It’s a good feelingto hang out with people who pretty muchknow exactly how you’re feeling.” �

“...a great thing about the NEN is that it givesmembers a chance tosocialise with otherbeginning teachers in anon-work environment.”

Journal-No01|08 11/2/08 3:48 PM

Summer Heights – a high?about the actual characters.

These strong reactions make it clear thatthe series works as a mockumentary and acomedy but what may not be realised is thatit is also satire.

Summer Heights High gives us the varietyof voices and registers of today’s schoolstudents; their particular ways of wearing orsubverting their school uniform; the central-ity of the mobile phone and the Internet totheir lives – in particular text messaging andinteractive web use. The dress, manner andbehaviour of the teachers, School Counsellorand Principal are also faultless.

The shocks that emerge from this realityinclude the mentoring of younger students byolder problematic ones to encourage respon-sible behaviour ending up as an almost Mafiatype organisation victimising the young ones;the counselling of a group of girls harassinganother girl by way of an enactment andsemi restorative justice session ending withapparent consensus but actually no changeof attitude whatever from the harasser; theconfident discussion between mother andstudent Ja’mie, on exchange from a privateschool, with the Principal in which they offerto buy their way out of a tricky situation atthe school; the drama teacher confiding to acolleague that he really cannot accept studentswith disabilities who failed the auditionsinto his performances, “I don’t need bloodySpecial Ed. nightmares. I don’t want them in

Many teachers didn’twatch Summer HeightsHigh. They couldn’t bear tosee a school culture theybattled with all day in theirhome at night. Titled a‘mockumentary’, it was so

well and acutely observed that it looked andsounded painfully like the real thing.

Student teachers seized upon it with bothhilarity and dreadful anxiety in anticipationof what was before them. They too, relativelyfresh from high schools, found it utterlyconvincing, so much so that one thought shesaw the Special Ed teacher in the series inthe corridor while at Uni one day. She follow-ed her to say thankyou for her work withJonah, a particularly difficult student, butshe turned out to be a look-alike!

Secondary students themselves liked theseries enough to form Summer Heights Highsupporters’ groups and on at least twooccasions the crowds that gathered in shoppingcentres during the school holidays to getChris Lilley’s autograph or signed DVD wereso massive that they had to be curtailed bythe police after several hours of signing.

The University education academicsmarshalled to offer opinions on bothpsychological and sociological aspects ofSummer Heights High in an ABC RadioNational programme did so earnestly, notonly about the youth audience but also

REVIEW

1 2

SEE IT AT THE ADELAIDE FRINGE!TWO SHOWS ONLYThursday, 28 February &Wednesday, 5 March 20088.00pmOne hour duration approximately.

South Australian Folk CentreCorner George St & South Road, Thebarton

TICKETS FROM:

adelaidefringe.com.auP: 1300 374 643

We are promised an educational revolution, but does our governmentknow want we want? Educating Fronnie is a play about competing viewsof what our education system is supposed to be doing. It gives theaudience the opportunity to hear the arguments, barrack for the goodones, reject the wrong headed, vote in winners, send a message topoliticians, and be much entertained in the process.

This witty and topical theatrical satire engages the audience whothereby send a message to politicians, bureaucrats and teachers. Ifeducation is a political football, we all want a kick!

Paul Jewell researches andlectures in the philosophy ofeducation at Flinders University.He will publish the results of theaudience vote.Directed by Clare McCartyStarring: Josh Coldwell as Francis FronesisJarrod Chave as RexRichard Potter as Peter PastorEmma Maguire as Libby Brianna Stratford as Chris Childs James Reed as Siggy Sykes

my show. They’ve had a life of not beinggood enough. Surely they know it by now.”

When the shocks come and you laugh atthe audacity and outrageousness of them, asbefits satire, you confront at the same time,the seriousness of these actions and situations.

Unusually, as only some satire hasmanaged to do, there is also a poignancyand compassion in some of the charactersand situations. One memorable incident isthe stressed teacher on a Friday afternoon inan unwinnable classroom situation who justbreaks. Another is in the final episodewhere, through the patient and skilled workof the teacher, thirteen-year-old Jonah finallylearns to read (rather than identify singlewords) on the very day that he is finallyexpelled from the school. This is the verymoment when he can perhaps begin tothink, reflect and achieve in a quite differentway from before. As he leaves, he graffitiseverything is sight!

The issues that are satirised in the seriesare certainly AEU issues. They are all concernsof most school staff and are part of ourprofessional lives and working conditions.Since satire’s bite is usually associated withtaking action against injustice or oppression,perhaps watching and discussing SummerHeights High will help to bring aboutincreased understanding of, and betterlearning and teaching conditions foreducators, especially through the EnterpriseBargaining campaign this year. �

Clare McCarty

“IF EDUCATION IS A POLITICAL FOOTBALL, WE ALL WANT A KICK!”

Journal-No01|08 11/2/08 3:48 PM

AEU members need to know, particularlynew members, that their Union can provideexpert advice and support to members whenthey suffer a work related injury or illness.

As the AEU officer responsible for helpingmembers with workers’ compensationclaims, I often assist members with adviceabout the claims process and their entitle-ments. In some cases, members might evenneed to be referred for legal representationand the AEU can assist with a contributiontowards these legal expenses.

Potential members also need to know thatthe AEU is committed to helping memberswhose health is seriously impacted in theworkplace. The one stipulation is that youmust have been a member at the time ofinjury or illness. The workers’ compensationsystem can sometimes seem very complicat-ed but with the AEU’s advice and supportyou can concentrate on making your rehabil-itation and return to work successful.

One example of how the workers’ compen-sation system can be complicated is the wayit deals with claims related to psychiatricinjuries/illnesses. Many members often referto ‘stress leave’ and even doctors may referto a person as suffering from ‘stress’ but it isimportant to recognise that ‘stress’ is not amedical condition or a diagnosis. So beforeconsidering making a claim an individual

must be diagnosed with a psychiatric illness.

The second consideration is that youremployment must have contributed signifi-cantly to the development of the psychiatriccondition.

Even if you meet this criteria i.e. you’vebeen formally diagnosed with a psychiatricillness, you may still be denied compensationif one of the exclusionary provisions applies,including:

• reasonable action taken in a reasonablemanner by the employer to transfer,demote, discipline, counsel, retrench ordismiss the worker.

• a decision of the employer, based onreasonable grounds, not to award orprovide a promotion, transfer, or benefit inconnection with the worker’s employment.

• reasonable administrative action taken ina reasonable manner by the employer inconnection with the worker’s employment.

• reasonable action taken in a reasonablemanner under the Act affecting theworker.

As you can see from the above, claims inrelation to psychiatric injuries/illnesses arenot simple. But when you’re in the AEUyou’re not alone. �

Ed Grue Industrial Officer

Just Another Reason to be an AEU Member.

Firstly, I would like to thank Dan Murphyfor his excellent work at the AEU and wishhim all the best with his studies and work inFinland. As you may know, Dan was givenbrief to adapt the AEU Journal from a text-heavy, tabloid-style publication to what wehave now – a glossy, colour magazine that iscontent rich and visually more pleasing. Danand Jo Frost (AEU Graphic Designer) workedhard to transform the Journal into its currentform, which I believe is a great improvementon the previous style.

The AEU must keep moving with the timesif we are to keep up with the current trendsin communication and technology. With thisin mind we have set out to enhance our mem-ber communications by extending on the workdone by Dan and Jo on both the Journal andthe website by trying some new things in thearea of blogging and podcasting.

We have set up a new blog (short forweblog – a one page electronic newsletter)in order to maximise communication aroundthe EB negotiations. We know that teachersand support staff are very busy and may notalways be able to attend every AEU meeting

or to read the Journal cover-to-cover. With this in mind, we’ll be uploading audio

and video podcasts to keep you informedaround the EB and other AEU issues. Althoughthe blog is designed as a one-stop-shop forupdates around the EB, we will also postphotos of member activities, interestingarticles and competitions.

When you go to the site you will findinstructions on how to subscribe to theupdates by email or RSS feed. If you havelimited time (or access) at work to getonline, please consider entering yourpersonal email so that you can view the material at home.

So once again, welcome to the new year,the EB negotiations will no doubt require alot of member involvement and we hope thatyou find our expansion into online technologyinformative and worthwhile. �

Craig GreerCommunications Coordinator

Check out the new EB blog for updates and news at:www.2008eba.org

Communications on the Move

FROM THE EDITOR

WORKCOVER

AEU STATEMENT 2008

1 3

Public Education:Australia’s Future

AEU FederalConferenceStatement ’08

As we embark on 2008, the educationlandscape for the AEU and members hassignificantly changed.

We have a new Federal Government withPrime Minister Rudd and Deputy PrimeMinister Gillard moving forward with plansfor an Education Revolution. This presents theopportunity for change in policy direction.Research has shown that $2.79 billion annu-ally is needed to meet the shortfalls in fund-ing for Public Education from the decade ofneglect during the Howard years.

Conference calls for:

Schools: A curriculum guarantee for allstudents which provides access to a rigorous,rich and rewarding curriculum aimed at equip-ping them with the knowledge and skillsrequired to be successful in the 21st century.

The reduction of class sizes to enableteachers to increase individual attention for allstudents – including gifted and talented stu-dents and those with special learning needs.

Competitive, professional teacher salariesto ensure a highly qualified, well paid educa-tion workforce.

The provision of 21st Century learningenvironments. Governments must urgentlyredress the continuing underfunding ofpublic education infrastructure, its buildings,facilities and equipment.

A national strategy for Indigenouseducation. A dramatic investment is neededto put an end to the national disgrace whichcontinues to see many of our Indigenousstudents denied basic access to education.

At least 20 hours of free high qualitypublic preschool education per week. Accessfor Indigenous children must be a priority.

TAFE: A dramatic increase in funding for theTAFE system to address the Howard govern-ment cuts in funding by 26 percent in realterms.

The dismantling of Australian TechnicalColleges and rolling them into existingpublic education structures.

A broad and comprehensive vocationaleducation experience for all students ratherthan the drift towards the teaching of narrowinstrumentalist employer-driven skills. �

For copies of full statement go to:w

ww

.aeufederal.org.au/Conference2008

Journal-No01|08 11/2/08 3:48 PM

1 4

OPINIONYOUR RIGHTS @ WORK

ginal electorates of Kingston, Makin andWakefield and it was fitting that their effortsbe acknowledged and celebrated.

On Tuesday 22 January, the AEU membersinvolved in those campaigns were invited tolunch at Tiffins on the Park where praise andappreciation were provided in the form ofspeeches by new AEU SA President CorrenaHaythorpe and SA Unions Secretary Janet Gileswho expressed sincere thanks to our mem-bers for the difference they had made inwhat was a ‘must win’ campaign for workerson the ground. Tim Palmer, the communitycampaign coordinator for Makin, was alsopresent and our members were issued with

certificates of appreciation from the AEU.Recognition was given for participation in

activities which included rallying outside theAustralian Technical College at ChristiesBeach, leafletting at transport interchangesin Noarlunga, Salisbury and the O-Bahn andfundraising in Clare. Many members tookpart in training for house-to-house door-knocking where their skills in articulating themessage about the effects of the WorkChoiceslaws on working families were put to the test.

A key feature of the campaign successwas union members coming together in theirlocal communities to jointly build momentumtowards Election Day. AEU members, like allunionists, enjoyed the experience of playingan active part in achieving the goals of the‘Your Rights at Work’ campaign. It is antic-ipated that the skills developed and lessonslearnt through this campaign will put ourmembers in good stead for future campaignactivities, like those which will be requiredas we move into enterprise bargaining forour next collective agreement. �

Howard SpreadburyLead Organiser

The ‘Your Rights at Work’campaign has been hailedas one of the mostsuccessful in the historyof the Australian unionmovement. Its success is

measured not only by theNovember 24 election

outcome and its implicationsfor a fairer industrial relations system, butalso by the engagement of union memberswith and within their local communities. AEU members played a significant role in the community based activities organisedthrough the ACTU in the three former mar-

Recognising AEU Activists

7 Left: Geoff Hastwell wroteand performed a song forthe event.

77 Far left: AEU memberparticipants and guestscelebrate at Tiffins.

Journal-No01|08 11/2/08 3:48 PM

1 5

NationallyCompetitive Salaries• 21% cumulative salaryincrease over 3 years.• Increases and improve-ment in application of arange of allowances such

as special class, protective clothing, workrelated travel, locality allowance and non-metro.

• A better classification structure forteachers, leaders, SSOs, AEWs, ECWs,Seconded Teachers, Swimming andAquatics Instructors and TAFE Lecturers.

Attraction, Retention and Support Improved packages of conditions and

entitlements designed to attract and retainemployees in the public education system.This includes:• Increased country incentives.• Incentives to attract staff to ‘hard to staff’

preschools and schools.• Mentoring, support and professional

development for leaders and aspiringleaders.

• TRT shortages addressed throughincentive packages.

• Strategies to ensure DECS meets theAboriginal Employment Plan.

• Beginning teacher support such asadditional release time. (0.1 )

• Transition to retirement.

WorkloadThe claim addresses the increased and

often excessive workloads of employees.This includes:• Limitations on new initiatives.• Improved formula for SSOs.

• Prescribed contact time of 18 hours maxfor teachers, improved NIT, limits on afterhours work, yard duties and meetings.

• Increased administration time for band 2and band 3.

• Resources to address student wellbeing.• Increased ICT support.

Class Size• Reduced class/group size for all levels.• Development of a pupil complexity index

to provide a weighting system for studentsand children with special needs in main-stream classes and groups.

• 1:4 staffing ratio for students with autismspectrum disorder and students withviolent and challenging behaviours.

Work/Life Balance• 24 weeks paid maternity and adoption

leave.• 3 weeks partner leave to meet caring

responsibilities at birth of child.• Improved leave conditions for palliative

care, grand parenting, foster carers andcultural leave.

• Greater flexibility to access up to 15 daysspecial leave.

• Improvements to part time employmentconditions.

Professional Development• Removal of the 37.5 hours ‘shorter school

year’ policy.• Reduction of teacher duty days from 207

to 202.• Increase in the number of student free

days.• Quarantined professional development

fund for sites. �

UPDATE: ENTERPRISE BARGAINING 2008

A brief summary of the key bargaining areas,from AEU Industrial Officer Dan Farmer.

EB at a Glance

INFORMATION UNIT

Questions fromthe Workplace

QHas the Locality Allowance beenincreased this year?

A Yes, both school and TAFE Awardshave this year been varied to include

State wage case increases and CPImovements, back-dated from July 2007.The up to date locality allowance can beaccessed on the AEU Website.

QAre travel and accommodationexpenses available for country

teachers for medical and dental treatment?

A Reimbursement for travel and accom-modation costs incurred as a result of

obtaining medical or dental assistance inAdelaide or a larger city or town can beclaimed for the first 10 years of appointmentin country locations. (This has been increasedfrom 7 years previously). Please note thatlocal recruits are not eligible.

Claims can be made on form ED185retrospectively.

QAre PAC Reps entitled to see or begiven a copy of the SEA1056 staffing

entitlement document?

A As a PAC member it is essential thatyou are provided with a copy of the

SEA1056 document. It is also a public docu-ment and can be posted up for all staff toview. Most Principals place the documenton a staff notice board. It is one way toensure that staffing decisions in a schoolare open and transparent. �

During Enterprise Bargaining consulta-tions, members working in the Middle Northraised concerns over DECS’ lack of provisionfor vaccinations against Q Fever.

A clause was included in the AEU Log ofClaims to ensure that vaccinations were pro-vided to employees working in agriculturalprograms, employees working in areasknown to have Q Fever, and in sites in closeproximity to sale yards or slaughter houses.

The South Australian Department ofHealth website states that “Q Fever is avaccine preventable disease which is anoccupational hazard for those working withcattle, sheep, goats and kangaroos”

It lists a range of occupations and groupswho might be at risk. It includes: farmers,

farm hands, shearers, abattoir workers andvisitors to high-risk environments.

The AEU advises members who believethat there may be a risk of exposure to QFever to follow these steps:

• Undertake a risk assessment to determinewhether any person working at your sitemay be at risk of infection from Q fever:Agriculture Teachers, SSO Farm Hand,VET Coordinator that visits local meatworks, for example.

• If a potential risk is identified then a Q Fever vaccination provider should becontacted and those at risk vaccinated.

• The invoice for the cost of the vaccinationshould be sent to the Manager of InjuryPrevention DECS.

Further information: Department of Healthwww.dh.sa.gov.au/pehs/qfever.htm

For all your questions contact the

AEU Information Unit Monday to Friday 10:30am - 5pm

8272 1399

Q Fever EB Resources

3 Check out our new blog for updateson the EB process at:

www.2008eba.org3 The full EB Claim can be downloaded from the AEU Website on:

www.aeusa.asn.au

3 Details of times and location of AEUarea meetings for EB discussion can befound at:

www.aeusa.asn.au/getinvolved

Journal-No01|08 11/2/08 3:48 PM

1 6

PISA, the Programme for InternationalStudent Assessment, uses common tests torank the proficiency of 15 year old studentsin 58 countries, with an emphasis onapplying knowledge in practical situations.

The launch of its latest results in Decemberwas met by the usual media hype focussingon international ‘league tables’. When thisdied down, the real story was the same as ithad been after the two previous rounds: theoutstanding performance of Finnish students.They recorded the highest science compe-tency, setting a record score in the process,and came second in literacy and maths.

Australian students continue to demon-strate significantly above average proficiencyin all three areas although literacy perfor-mance declined between 2003 and 2006.

Finland’s success is attracting greatinterest. Visiting teachers and policy makers

Students’ Science Proficiency as measured by PISA 2006 and Education Expenditure, Selected Countries

Education Spending Private School Students’ Science (% of GDP) ExpenditureScore, PISA 2006 OECD Avg: 6.2% (% of all school spending)

Finland 563 6.1% 0.8%

Australia 527 5.9% 16.8%

United Kingdom 515 5.9% 13.4%

USA 489 7.4% 8.7%

Source: OECD PISA 2006 & Education at a Glance 2007

INTERNATIONAL ISSUES

are now a common sight in the hallways ofthe country’s schools. Notable features ofthe Finnish system include:

• A relatively late starting age of seven.

• All teachers educated to Masters Degreelevel, requiring five years university study.

• All students receive a hot meal daily,free health and dental care and alllearning materials (pens, books etc.).

• No private schools; children receive thesame free, compulsory comprehensiveschooling lasting nine years beforenearly all proceed to upper secondary orvocational college.

Professor of Global Education at theUniversity of Oulu, Rauni Rasanen, empha-sises the importance of the common compre-hensive school to the Finnish system. “Thereis a clear value basis which is equity,” she

Everybody Wants a PISA Finland’s ActionFormer AEU Journal editor Dan Murphy reportsfrom Oulu, just below the Arctic Circle.

TEACHING OVERSEAS

Experiencingthe Difference Talking to teachers who have workedinside and outside.

Marja Peedo, 43, a sixthgrade teacher at OuluInternational School wasborn in Finland but grew upin South Australia. Her ownchildren started school inMount Isa and she

completed her practical training in Brisbane.

“Students are given all their pencils andbooks and that gives an equal basis for every-body. So, someone who isn’t well off or can’tafford the books isn’t disadvantaged.

“The one free meal a day also puts peopleon an equal basis. I know of schools inAustralia trying to teach children whoseparents don’t supply them lunch. How canyou learn when you’re hungry?”

Kelvey Marden, 35, hasbeen working in Finland forseven years after startinghis career in British schools.

“In England, as theteacher I’m in charge andit’s more formal. Here it’s

Kelvey, not Mr Marden. I can dress casuallyand there’s not the same power difference.Of course I’m still in charge and havediscipline problems but it’s a lot morerelaxed.”

“Also, the status of a teacher is a lothigher here and although the salary is lower,my money goes further so I’m better off.”

Finland’s superior social welfare systemprovides teachers with many benefits,including 12 months maternity leave. �

Dan Murphy recently moved to Finland tostudy a masters in education and globalisa-tion. He is also a freelance journalist for localand international print media.

Journal-No01|08 11/2/08 3:48 PM

1 7

Congratulations to the following AEUmembers who were nominated for Awards inthe DECS Recognition of Achievement Awardsin 2007. AEU members were nominated ineach of the seven award categories.

Outstanding Achievement in BusinessPractices or Systems:Carol Miller | Salisbury High School.

Outstanding Commitment to SupportingChildren and Students:Amanda Beckel | Kapunda Primary, who wasawarded the Certificate of Excellence in thiscategory.

Other AEU members who were nominatedin this category were: Katrina Hanlin | Port Augusta West Primary.Liz Sylvester | Salisbury North West Schools.Judy Krake | Salisbury Park ChildhoodServices Centre. Roz McCord | Gawler East Preschool.

Providing Leadership in the Workplace:Judith Kernahan | Para Hills High School.Roxanne Richardson | Tumby Bay AreaSchool.

Outstanding Commitment to SupportingChildren and Students with Disabilities:Individual nominees in this category wereHeather Baker | Berri Community Preschool.Lyndall Williams | Ellendale Kindergarten.

explains. “This shows in the PISA results.One reason Finland is so high is there is verylittle difference between schools and areas.”

Moreover, the relationship betweenparents’ socio-economic status and studentachievement is one of the weakest of allcountries.

Another interesting aspect of Finland’ssuccess is that is achieved while rejectingeducation policies fashionable in many partsof the globe.

Standardised Testing and School League Tables

Despite topping international test scores,Finland has rejected all moves to conductnational tests and rank schools againsteach other.

Increased Measures of Teacher Performance

Rather than being judged - or even paid -based on student performance, Finnish teach-ers enjoy high levels of public support andtrust. Ninety-six percent are members of theunion which has a seat on education policymaking bodies.

Greater School Diversity and Choice

Those lobbying for parents to be able tochoose from a greater variety of public‘charter’ schools controlled by business and‘community groups’ won’t find much to backup their arguments in Finland where consis-tently high rates of satisfaction are recordedwith high quality local comprehensive schools.

Finland’s ongoing success in Education isnot just about increased funding – it’s justreward for allocating almost all of it’s educa-tion budget (99.2 percent) to public schools.

Those studying Finland’s achievementshave to determine what can be adapted totheir own context and what is distinctivelyFinnish. Of course cultural factors play apart. Education is held in high regard as oneof the values – along with hard work –responsible for helping the country rebuildfrom ruins after WW2. Finns also borrowmore books from libraries than anyone else.

Finland’s current success developing aknowledge based economy powered byexports of mobile communications andsoftware is integrally linked to its commit-ment to education. �

SSO AWARDS

“Ninety-six percent ofFinnish teachers are mem-bers of the union whichhas a seat on educationpolicy making bodies.”

‘08Australian Education Union

SSO ConferenceTuesday, 15 April9.15am – 4.00pm

Conference Dinner:Monday, 13 April | 6.00pm Accommodation and travel assistance available for country members.

Further Information Phone Irene Tam: 8272 1399To Register: aeusa.asn.au/events

Melinda Kershaw | Tumby Bay Area School.Meredith Slape | Marden Senior College.Trisha Tomlinson | Elliston Area School.

Work group nominees in this category were:Karene Bell, Elvie Christophers, SueMerchant and Mia Vickery | Kangaroo IslandKingscote Campus.

Quiet Achiever:Audrey Cusselli | Whyalla Stuart Primary andJunior Primary Schools, who was awardedthe Certificate of Excellence in this category.

Other AEU members who were nominatedin this category were: Annette Smyth | Regency Park School.Valerie Trowbridge | Regency Park School.Chris Vine | Gawler Primary. Debbie Richter | Ceduna Area School.Jacquie Hazelwood | Salisbury Primary.Joanne Kovacic | Win Newby Kindergarten.Mary Leraye | Wharminda Primary.

Excellence and Innovation in Workingwith Communities:Julie Fischer, Carolyn Birkin and RoxanneRichardson | Tumby Bay Area School, whowere awarded the Certificate of Recognitionin this category for their work in bridging thegap between school and community.

Congratualions to all AEU Members whowere recognised by DECS. �

SSOs Recognised at DECS Awards

Journal-No01|08 11/2/08 3:48 PM

• Free advice on real estate queries.

• 25% off the Statutory or Land BrokersSociety recommended fee structure.

• Expert and experienced professional workwith Mortgages, Transfers, Strata Plan andPlan of Division Lodgments, Caveats,Discharges of Mortgages – indeed, allfacets of conveyancing work.

Contact Anne Walker or Simon WillcoxPhone: (08) 8410 6788 Fax: (08) 8410 6799

Located at SATISFAC •151 South Terrace • Adelaide SA 5000

SAIT ConveyancersWe offer AEU members:

If you are buying or selling or are involvedin any real estate matter, either through aland agent or privately, consult us.

1 8

NOTICE BOARD

Art Costa’s Habits of MindIn Australian Schools Professional Learning Opportunity

2008 Memberships to the Australian National SchoolsNetwork Habits of Mind Hub are now invited. The Habits ofMind Hub supports primary and secondary teachers alreadyworking with the Habits, as well as those seeking to infusethe Habits into their school culture and curriculum.

The Hub provides 5 days of professional learning andcollaboration with other teachers, an opportunity to draw onthe years of experience of Hub schools, nationally andinternationally, as well as a rich collection of resourcesdeveloped by Hub members. These include hundreds ofactivities, lessons and units of work.

Hub leader James Anderson has extensive experienceworking with the Habits of Mind as a classroom teacher,curriculum leader and in teacher professional development.He regularly works and presents with Habits of Mindfounder, Prof Art Costa.

Applications are now open, with workshops commencingduring Term 1.

For more information:Phone: (03) 9898 3376 Web: www.ansn.edu.au Email: [email protected] ANSN also runs Hubs around Interactive Whiteboards,Teaching Our Digital Kids, Dimensions of Learning, AuthenticAssessment, Cognitive Coaching and Curriculum Planning Support.

Legal Defence Appeals CommitteeThe Legal Defence Appeals Committeedetermines appeals arising from the Union’sLegal Defence Rules. Four positions for aterm of office ending March 2009.Nominees must be 2008 Branch CouncilDelegates who are not members of BranchExecutive.

Administrative Officer Review CommitteesAdministrative Officer Review Committeesconsider applications for AdministrativeOfficer vacancies and recommend preferredcandidates for appointment. Four femaleand four male positions for a term ofoffice ending March 2009. Nominees mustbe 2008 Branch Council Delegates.

Curriculum and ProfessionalDevelopment ManagementCommitteeThe Committee is responsible for policydevelopment in relation to curriculum andprofessional issues and oversights the AEUprofessional development program. One DECSteacher member and one SSO member fora term of office ending March 2010.

Contract and TRT ConsultativeCommitteeThe Committee provides advice to BranchExecutive on matters relating to employableteachers. Nine positions for a term ofoffice ending November 2008.

Closing DateNominations for these Committee vacancies must reach the:

Returning Officer, 163 Greenhill Road, Parkside SA 5063, no later than 12:00 Noon Thursday, 27 March 2008.Nomination forms are available from the AEU.Nominations may be accompanied by a 200word supporting statement.

Election ProcedureBallots for contested positions will beconducted at Branch Council on Saturday, 29 March 2008.

Further information on these positions isavailable from Jack Major - Ph: 82721399 orEmail: [email protected]

Peter NormanReturning Officer

Australian Education Union | SA BranchNominations are called to fill vacancies on the following positions on AEU Committees:

29 FebruarySchoolsClean Up Day

Half a million kids acrossAustralia removed the equivalent of2,750 ute-loads of rubbish duringthe Schools Clean Up Day 2007.Nearly all the rubbish collected can be recycled and this helps to reducegreenhouse gas emissions.

2008 Schools Clean Up Dayregistrations are now open. Schoolsare urged to register for SchoolsClean Up Day on 29 February. �

www.cleanup.org.au P: 1800 282 329

adelaide2008fringe

22 february-16 marchadelaidefringe.com.au

Journal-No01|08 11/2/08 3:49 PM

1 9

NOTICE BOARD

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For Rent: Week(s)accommodation in resorts inAustralia, NZ, Asia, South Africafor $400 to $700pw, sleeping upto 2, 4 or 6. Ideal for family.Contact John on: T: (08) 82953181 or email:[email protected]

France-South:Lovely Village House. $700 pw.www.hermes.net.au/villeneuve Contact Julie on: 0403314928

For Rent: f.f. private apartmentin Glenelg for Xmas holiday orweekend rental. Heated pool,spa, steam-room, sauna, gym

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Victor Harbor HolidayGetaways1. Lakeside GetawayStunning modern villa atENCOUNTER LAKES, VICTORHARBOR. Only 100 metres toclean, sandy beach and lovelyreserve. 5-minute walk to scenicEsplanade, walking, bike trail,cafes, restaurants and localgeneral store. 3 bedrooms withbuilt in robes. Sleeps 6. Spaciousand comfortable Lounge/Family/Dining Room. 2 way bathroom,separate toilet & laundry. Enquiries and Bookings: Steale Foumakis T: 8344 7921 or T: 0419 868 143email: [email protected]

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Canvas Manufacture and RepairsAll canvas and general repairs.For a free measure and quotecontract A-Grade Canvas.T: 8293 6967 or 0413 738 008

For Sale: BMX Bike As new, top condition freestylepegs, a bargain at $150.T: 0413 408 772

Certified Organics:organic cosmetics & personal products. www.bodytune.mionegroup.com

AEU MEMBERS:Advertise in Members’ Market for FREE!The AEU Journal welcomes all classifieds from members. Rent, sell, buy or offer goods and services. Send ads to:

[email protected]

Journal-No01|08 11/2/08 3:49 PM

Some of us suspect that time

may have been playing tricks

on us here at Satisfac. In what

feels like the blink of an eye,

we’ve gone and turned 50!

But one thing we’re sure of

is that we’re pretty excited

about this major milestone

and looking forward to

celebrating it in style – with

you, our members.

So keep your eyes peeled

throughout 2008 for regular

news of fantastic 50th

Anniversary offers and some

fun community events.

From humble beginnings

The origins of Satisfac can be

traced back to the mid-1950s,

when a small but inspired

group of South Australian

teachers scribbled a noble

idea on a blackboard.

They wanted to establish

help their colleagues get

ahead. And so it was that in

opened its doors.

Originally

standing for

“South Australian

Teachers’

Institute Savings, Finance

& Cooperative Society”,

cooperative soon attracted

a healthy membership base.

This was boosted in 1986 by a

merger with Adelaide Savings

Credit Union and in 1993

by the absorption of Marine

Credit Union. Today, of course

– now called Satisfac Direct

Credit Union – we’re stronger

than ever, with a thriving

member base of more than

25,000.

Still here for teachers

and continuing technological

advancement, we’ve never

taken the duster to our

original mission.

Serving and supporting

the education sector has

remained, and always will

remain, our top priority; a

many education sponsorships

we engage in annually and the

fact that our wonderful team

of Mobile Managers still visits

every SA school at least once

every few terms.

We look forward to continuing

that legacy of service for you

in our Golden Anniversary

year.

Satisfac Direct Credit Union Ltd.ABN 36 087 651 232

AFS Lic. 241066151 South Terrace Adelaide 5000.

We’re striking GOLD!

It’s Satisfac’s Golden Anniversary in 2008 and we’re inviting you to share in the celebrations.

We’re celebrating with a host of promotions

where members could win $1000’s in

prizes...Open a Satisfac

membership today and you could win too!

50!We are

• JOIN TODAY • JOIN TODAY • JOIN TODAY • JOIN TODAY • JOIN TODAY • JOIN TODAY • JOIN TODAY • JOIN TODAY • JOIN TODAY • JOIN TODAY • JOIN TODAY •

Phone 8202 7777

Journal-No01|08 11/2/08 3:49 PM

AEU Journal Vol. 40 No. 1 | February 2008

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Transcript of AEU Journal Vol. 40 No. 1 | February 2008