April Newsmonth 2013

newsmonthnewspaper of the nsw/act independent education union [vol 31 #7] november

Print Post: 225007/0002 – ISSN: 0728-4845

Edfest P16Preschool teachers miss out P9

Gonski back from the brink P2

St Gregory’s College members keep up the fightIEU teacher members at St Gregory’s College at Campbelltown voted on 15 March to continue their campaign for salary increases similar to those in other comparable Catholic independent schools, IEU Assistant Secretary Pam Smith writes.The St Gregory’s members took part in a two-hour stop work action, following a previous two-hour stoppage in November. Members at St Gregory’s College are concerned that teachers in nearby Good Samaritan order schools such as St Patrick’s at Campbelltown and Mater Dei at Camden and EREA (Christian Brothers) schools are receiving pay increases of 3.5% or above, while St Gregory’s staff are being offered only 2.5%, despite their significant workload and range of extra curricula requirements.Seeking a resolution, the Union held discussions with the College Principal, with Marist Schools Australia and with the Catholic Commission for Employment Relations, including most recently at CCER on 22 February. Unfortunately, the College has not at this stage made an offer beyond 2.5%.At the stop work meeting on 15 March, St Gregory’s members voted to continue their campaign towards a salary increase consistent with other Catholic systemic schools and which would also ultimately flow on to support and boarding staff.IEU Council on 16 March unanimously endorsed a resolution of support for the St Gregory’s members in achieving a positive salary outcome.

Great Teaching Inspired Learningright direction route unclear

Much in the NSW Government’s Great Teaching Inspired Learning (GTIL) document is to be admired. By its own admission it is largely aspirational and while described as a blueprint, it lacks hard detail on important issues, especially the allocation of resources to get the blueprint off the drawing board writes IEU General Secretary John Quessy.Since its release, the media has made much of the suggestion that entry into

initial teacher education (ITE) could be “toughened up” by mandating high ATAR scores or requiring at least three Band 5 results, including English.GTIL claims to have its roots in evidence, yet there is little if any research to support the argument that high HSC or similar results correlate positively with either completing a teaching degree or with surviving the first few years in the classroom. Certainly there is no obvious evidence that such high achievers make the best teachers. Alternative pathways

are essential. As usual, in an effort to simplify the point, most commentators have missed the key issues. Firstly only a small percentage (about 30%) enter teaching degrees direct from school. Blunt instruments like ATARs ignore what many might see as key requirements of a teacher vis teachers must actually like children;; they must have enormous passion, energy and enthusiasm;; they must be collaborative and they must have a capacity to relate to and communicate with a younger generation. Hardly

Teachers and principals in all NSW Catholic systemic schools are voting on new one-year enterprise agreements for 2013 which will provide a 2.5% pay rise, IEU Assistant Secretary Carol Matthews writes.There are two proposed enterprise agreements for teachers in practically identical terms, the Teachers (Archdiocese of Sydney and Dioceses of Broken Bay and Parramatta) Enterprise Agreement 2013 and the Teachers (Country and Regional Dioceses) Enterprise Agreement 2013. Separate proposed enterprise agreements apply to principals, the Principals (Archdiocese of Sydney and Dioceses of Broken Bay and Parramatta) Enterprise Agreement 2013 and the Principals (Country and Regional Dioceses) Enterprise Agreement 2013. The proposed Agreements provide a 2.5% pay increase in salaries and

allowances, effective from the first pay period on after 1 January 2013, with a nominal expiry date of 31 December 2013. The Agreements also contain a ‘no extra claims provision’ (Clause 22) that precludes both the Union and employers from seeking changes in the rates of pay and conditions contained in the Agreement. The amount of the increase in rates of pay and the date of the increase, the length of the Agreements and the no extra claims provision are the same as those that apply to teachers and principals in NSW Government schools under the state award. The Agreements also contain some other minor technical changes, as compared to the current enterprise agreements, that have been agreed with the Union.

Voting processIn order for each proposed Agreement to be made, it must be approved in a

ballot of employees to be covered by the Agreement, by a majority of employees who vote. In a first for Catholic systemic schools in NSW, this ballot will be conducted electronically, with teachers casting a vote on line, using a pin number that can only be used once and during the period of the ballot. The ballot was originally scheduled for 2 April, but may now be delayed by three days in some or all dioceses. If you have not received an email with a copy of the proposed Agreement that will apply to you and information about the process, contact your employer immediately, and inform your Union Organiser of the problem The Union strongly urges all members to cast a vote to accept the proposed Agreements. Having an up to date and enforceable enterprise agreement is an important workplace benefit. There are no offsets or reductions in conditions in the proposed Agreements.

Teachers vote on pay rise

“Governments and universities need to recognise and accept that they do not own the practicum. Teachers and schools own it and their goodwill, cooperation, skill and expertise is essential for its success.”

Newspaper of the NSW/ACT Independent Education Union (vol 33 #2) April 2013

Continued on page 3

2 newsmonth - Vol 33 #2 2013

www.ieu.asn.au on the ground

Gloria TaylorIEU Deputy Secretary

IEU March Council has passed a motion to condemn the actions of Greg Whitby, Executive Director, Parramatta CEO, in denying the 2.5% pay increase to CEO systemic staff not covered by enterprise agreements (EAs). This is despite a 2009 written understanding between Mr Whitby and then IEU General Secretary Dick Shearman, confirming the long established link between teacher percentage increases and those of CEO professional officers. As members would be aware, Catholic systemic teachers and principals across NSW will soon vote on a proposed 2.5% increase that, if accepted, will be backdated to the first full pay period on or after 1 January 2013. Systemic support and maintenance staff received an increase in July last year and are due for a new EA and another increase on 1 July 2013. The Union wrote to Greg Whitby protesting the denial of the 2.5% and requesting reactivation of EA negotiations for CEO professional staff and business managers.

We also sought commencement of bargaining for an EA for counsellors. We pointed out that other dioceses were passing on the increases to their CEO staff. In response Mr Whitby attributed the failure to pass on the 2.5% to the funding environment. He blamed the collapse of EA negotiations on the IEU. During EA negotiations in 2012, the CEO put forward a draft for professional officer staff with salary scales that were much lower than 2012 rates and rates in operation in other dioceses and the DET. Earlier in the year the Union raised concerns about a proposed EA for CEO clerical and administration staff that did not contain reasonable parity of conditions with schools. Unfruitful discussions have also occurred on behalf of business managers who are system-employed, school-based staff. Counsellors are also in that category. This group was hard hit with significant salary decreases during the Parramatta CEO ‘Student Services Realignment’ late in 2012. Union officers continue to represent these members over a range of disputed matters. These include: changed

role descriptions, new qualification requirements and altered travel claims. An urgent meeting has been requested with the CEO. If this fails, the Union will notify the matter to the Fair Work Commission. The need for formal EAs to protect the rights of members has become increasingly apparent. The Union will pursue EAs for the above staff as a matter of priority. As indicated above, the Union is unaware of any payment issues for non-EA staff in other dioceses. Over many years the advisors award (now a federal agreement) applied to some CEO staff in metropolitan dioceses and was used unofficially as a payment guide in some regional dioceses.As this agreement now applies to only a small number of CEO officers, the Union will need to consider the need for an industrial agreement for those staff.

IEU Council motionThe following motion was carried unanimously at IEU Council. That this meeting of IEU Council condemns Parramatta CEO for its

intention not to pass on the forthcoming 2.5% pay increase to systemic staff not currently covered by Enterprise Agreements, including CEO staff, business managers and counsellors.It is noted that this decision is in violation of a 2009 written understanding between Greg Whitby and Dick Shearman confirming the long standing school/CEO nexus in the percentage and timing of pay increases.Council calls upon Parramatta CEO to honour this understanding and practice to link school and CEO salaries for the percentage and timing of increases.Further, Council asks the CEO to enter into good faith negotiations for EAs to cover CEO staff, business managers and counsellors.

Save the dateThe IEU’s Environment Conference has been scheduled for 16 August at Sydney’s Mercure Hotel. The theme is Sustainability through Science and keynote speaker is science broadcaster and journalist Robyn Williams.

No pay rise for Parramatta CEO staff

Jump on the May Day BusThe IEU has a float in this year's May Day parade on Sunday, 5 May, an authentic British double decker bus. Members are encouraged to hop on board and parade for 'a proud past, a fighting future'. The parade starts at 11.30am at Macquarie Street, Sydney. Contact IEU Organiser Ann-Maree McEwan at [email protected] or phone 8202 8900.

Gonski deliversA feat for educationThe IEU has celebrated a new Gonski funding model, in which independent schools maintain present funding levels, to be indexed each year.In particular, the IEU welcomes a significant boost in funding to many disadvantaged independent schools. These increases are long overdue and further enhance the quality of education our schools provide.IEUA Federal Secretary Chris Watt said recent negotiations between the Australian Government and the Independent Schools Council of Australia had contributed to an assurance of quality education in Australia. He said the IEU was optimistic negotiations with the Catholic sector would also secure a positive outcome."We anticipate therefore that all Australian schools will be better off than under the Howard Government funding model," he said."What this model delivers is job security for our members and a capacity for employers to meet wage expectations and improve teaching and learning environments for our students and teachers," Mr Watt said.

newsmonth - Vol 33 #2 2013 3


Mark NorthamAssistant Secretary

Members in recent times have been deluged with initiatives, reviews, aspirational policies and many examples of teachers being used as a convenient whipping post by both state and federal governments.It starts with Great Teaching, Inspired Learning – A Blueprint for Action and proceeds to a bidding war on teacher training and how best to do it.The impression given is of a profession in crisis and riddled with incompetence.Nothing could be more removed from the reality of schools successfully responding to their various school communities in a myriad of ways.The Union has cautiously welcomed aspects of the GTIL. The report provides a structure on which the IEU must build

industrial outcomes. Ample scope exists to enhance time relief for commencing teachers and mentors;; to make the practicum a worthwhile experience in terms of payments for accumulated wisdom and experience and build promotions position to coordinate the legislative impact the Institute has on schools.The call for entry standards for the profession to be strengthened (by both state and federal governments) is reflective of a concern for quality but an inability to grasp the need for industrial solutions to sit alongside the political sentiments.The NSW proposal for tertiary entrance to teacher education courses (three Band 5s, inclusive of English) is a rather blunt instrument. The IEU’s view

is that if an applicant for the profession has the necessary skills to gain a degree then they should not be excluded. The NSW Government also proposes a literacy and numeracy test in the final year of teacher training.The Federal Government wants another obstacle course dealing with ‘emotional intelligence’ testing and relevant community service.The overload of expectations within the restriction of a 2.5% salary rise for most NSW teachers this year is a classic mismatch of expectations. Whilst acknowledging that NSW is the last jurisdiction in Australia not to have a mandatory requirement for all teachers to join the Institute of Teachers, the incentives to march to the tune of significant change are not yet in place.

A study by Peter Hudson (Associate Professor at the Faculty of Education, Queensland University of Technology) is instructive regarding commencing teachers. Hudson refers to the high attrition rates for teachers and cites evidence from other studies in relation to lack of appreciation from students, parents and colleagues;; low salary and unsatisfying working conditions, among others.To sustain any beneficial outcomes from the expectations loaded on teachers they must be linked to a financially rewarding career, and the multiplicity of competing agendas must be embedded in negotiated industrial agreements.

An overload of expectations

an extensive list but a start! Surely too it is the end product after four years of university study and school practicums that is the measure not the starting point.A key statement in the report is the importance of a high quality professional experience (practicums) as part of teacher education. Of course it makes sense that sound teaching practices should form the model for professional experience, but rather than provide incentives and resources for the ‘best’ (however defined) teachers to showcase their skills, the report requires that teachers supervising the ‘prac’ need to undertake further professional learning and likely become accredited at higher levels through the Institute of Teachers (IoT). Governments and universities need to recognise and accept that they do not own the practicum. Teachers and schools own it and their goodwill, cooperation, skill and expertise is essential for its success. For too long the provision by schools and by teachers of a valuable professional experience for undergraduates has been grossly undervalued. Proper remuneration for participating in practicum programs must come first, the rest will follow.The report recognises the need for induction into the profession with appropriate mentoring and support, as indeed have a litany of previous reports. By my reading it recommends reduced teaching loads for beginning teachers but falls short on a similar recommendation for mentors. How this is to be resourced remains a mystery

but certainly already shrinking budgets will not provide the necessary funding.The proposal to amend legislation to bring ALL teachers within the scope of the Institute of Teachers Act will not be popular with those currently exempt and they have reason to be cynical. To date there has been little praise for the Institute from Institute Accredited Teachers regarding the operation of the Institute, it’s practices or its support for teachers in their day-to-day work. A survey done by the IEU in 2012 showed that these negative views were deeply felt and widely held. The Institute’s idealistic goals of quality and standards are quickly lost where it is seen as a hindrance rather than

a help to those it was established to enrol. The recommendations acknowledge the need for some processes to be streamlined and realigned but this will not be enough to overcome the doubters. The Institute must be relevant to and supportive of its members. It needs to undertake activities to support the day-to-day work of teachers.To its credit GTIL provides for further consultation in coming months, consultation not about

what will be adopted or introduced but how the recommendations can be implemented. The Union will engage with the Government in this process and with Catholic and independent school employers regarding the necessary industrial implications arising from the blueprint.

“Surely it is the end product after four years of university study and school practicums that is the measure not the starting point.”

Two proposed large classes in a Maitland-Newcastle primary school have not gone ahead following a strong response from IEU members, IEU Organiser Therese Fitzgibbon writes.The plan to run infants classes of 33 and 34 students, well outside normal class size limits set in the Diocese, was particularly concerning given funding cuts and the potential need for employers to find cost savings.The Union was extremely concerned that such a decision would create a precedent undoing decades of campaigning for smaller class sizes.In particular, the Union highlighted the existing disparity between infants' class sizes in Catholic schools and those in the public sector.Such a decision may have resulted in the local Catholic school having an additional 10 or more students in a class compared to the state school down the road.The extra demands that this places on teachers are extensive and members recognise this.The response from chapters was extraordinary, with the majority of primary school chapters meeting and voting on the motion within 72 hours of the issue being raised.IEU Organiser Therese Fitzgibbon said “we are pleased with both the response of chapters and the decision by the Catholic Schools Office not to proceed with the proposed large classes. We do not believe it is in the best interest of teachers or students to have classes of this size and we applaud the decision of the CSO to create an additional class”.The IEU wishes to thank chapter reps for continuing to ensure that meetings are held and motions returned.

Motion rejects oversized classes IEU members reject the decision by the Catholic Schools Office to authorise class sizes of 33 and 34. The chapter is aware that support for class sizes in excess of 32 was removed from the Primary Workload Agreement in 2007 in acknowledgement that classes of this size had ceased to exist. This chapter urges the Director to reconsider this decision and immediately enter into discussions with the IEU regarding appropriate measures to deal with cases of student numbers in excess of those detailed in the Primary Workload Agreement.

Successful campaign blocks oversized classes

John Quessy General Secretary

Great Teaching Inspired Learningright direction route unclear

Continued from page 1



Opening the door to a new eraA range of successful professional development seminars, rep training days, the Indigenous Conference, the Wattle St opening celebration and March Council were just a few of the highlights of the IEU’s jam-packed agenda in the first third of 2013.

March Council The IEU’s 2013 emphasis has to be on recruitment, IEU John Quessy told delegates at March Council. “As we face the possibility of a Coalition Federal Government after the next election, Unions need to prepare now,” he said. “They need to be well-placed with strong membership and financial surpluses.”Guest speakers at Council included NSW Opposition Leader John Robertson and IEUA Federal General Secretary Chris Watt.Both spoke about the Gonski school funding review, with State Opposition Leader John Robertson urging stakeholders to “keep chipping away” and not give up.“In an education system where funding is so complex, we need everyone to cooperate. But what we are seeing is a farcical situation,” he said, slamming the NSW Government for taking money out of education at a time when Gonski recommended increasing investment. Arriving fresh from his tour of ‘40 schools in 40 days’, Mr Robertson said he had repeatedly come in contact with families living in hardship or taking on second jobs to provide better opportunities for their children. “In this sector in particular, a lot of parents go without to give their kids the opportunity to get a good education,” he said.“I will never lose touch with these stories, which have left me with a deeper understanding of what these parents are going through so their children have the opportunity to achieve so much more.“Every child is entitled to a first class education whether brought up in a family that is poor or one that is affluent.”

Great Teaching Inspired LearningWhat do recommendations contained in the NSW Government’s Great Teaching, Inspired Learning ‘blueprint for action’ mean for members? Who better to

ask than delegates to March Council?The summary and fact sheets were sent to members in advance of the meeting and workshops held during March Council provided an opportunity to feed back to the Union on issues including:

compulsory Institute membership workload issues the need for release time for beginning teachers and mentors accomplished and lead teacher processes how national Partnership money is to be spent, and teacher training issues.

“Why on earth would you go to the effort of doing the extra requirements to be a mentor – including the ongoing commitment of money and time and at the end all you get is the capacity to do extra unpaid work?” Mr Quessy said.

New voice on the IEU Executive

A casual vacancy on the IEU Executive attracted a field of excellent candidates demonstrating the depth of Union commitment. The successful candidate, Leah Bayin, is in her fifth year of teaching at St Jude’s Primary School in Canberra, a member of the Canberra CEO Equal Opportunity in the Workplace Committee, IEU Rep and Branch Secretary. “I believe that power comes from knowing your rights,” she told Council. “I am concerned that there are so many young teachers who don’t know their rights at work. The long-term worry is that there will be a whole generation of employees who are unaware of workplace rights and the role of unions, and that they will eventually accept a system like WorkChoices.”

The popular PIP ‘Dealing with Difficult People’ attracted a strong turnout at Wattle St and was well received by all. One member, Clare McGrath, said she had picked up some valuable information at the event, including tips for possible interpretations of body language.“I shared the ideas for managing the verbal interaction more appropriately, using paraphrasing, and the other strategies for reducing tension, the very next morning,” she said. “It’s a good way to gather and share practical ideas, and meet up with professionals with similar interests. Having a meeting in real time means you can reduce other distractions, which is not always possible when doing online PD at any time.”

Dealing with Difficult People

John Quessy IEU General Secretary

with NSW Opposition Leader John Robertson



Facilities at the Union’s new Wattle St building were put to the test when they played host to their first Rep’s Training course.Attendance was higher than usual at the course, which was open to both experienced and new reps.Thirty-three people attended with 70% of those being new to the job. Deirdre Lever, a Teacher at St Felix Primary School, Bankstown, has been the Rep at her school for about six years, and she wanted a refresher.“It’s always interested to come and get some new information, and it reinforces that you’ve been doing the right thing up to now,” Deirdre says.“There’s a mixture of Reps here and it’s nice listening to other people’s stories, especially when they’ve been doing it a long time.”First time Rep Kim Jones graduated as a teacher in 2010 and has been a HSIE Teacher at St Leo’s Catholic College in Wahroonga for two years. She worked in the public system for a year upon graduation.“I decided to become a Rep because my family has always had a strong background in unionism,” Kim says.

“My Mum was a Teacher’s Federation Rep. It’s important that we protect the rights that we’ve accumulated over the years and make sure conditions for teachers stay the same as they have been.“Today has been fantastic. I’ve been involved with action with both the Teacher’s Federation and the IEU in the past, but I’ve never been part of the committee and I didn’t know how to pass a motion or run a meeting, so this has been really useful for me.”Another first-time Rep Nigel Cooper from Casimir Catholic College, Marrickville, a Japanese Teacher with 11 years experience, says representing other members of the school is an important role.“You should be part of the Union, know your right in the workplace and ensure those rights are enforced appropriately.“This training is terrific and it’s great to do it in this lovely old building.“It’s informative, I’ve got a lot out of today.“It’s nice to know that our Union fees are being put to good use and it’s great to meet all these other members who are willing to put their hands up and represent at this level.”

Big turn out tests new facilities

Above: Deidre

and Nigel

Left: Kim Jones

The IEU Wattle St headquarters launch party prove to be a hot ticket on 15 March with guests from across the trade union movement, IEU branch secretaries, Executive and Council members, employers, membership benefits providers, State Opposition Leader John Robertson, Fair Work Commissioners, members of the legal fraternity, a good contingent of the building’s architects, builders, and the real estate agent who sold the IEU the building and many more. A follow-up letter from Managing Director of architect firm Belmadar, Alf Marrocco reads:

“Thank you for also inviting our subbies. It is rare that subcontractors are invited to an opening ceremony. I know it meant a lot to them. I must admit I couldn’t help myself being the quazi-tour guide. The transformation from an empty shell when we first visited the site to a top-class working environment is amazing. It says a lot and begs the question: How could this space have been left vacant for so long? It goes to show the adaptive reuse of these significant heritage buildings which are ingrained in our history.”

The building was officially opened by Justice Stephen Rothman AM.

A secure futureIncreasing productivity is not about eroding jobs and conditions but there are plenty of employers who would try to argue otherwise, Unions NSW Secretary Mark Lennon told officers at an IEU planning day. "There is a genuine feeling of concern in the community around insecurity of work and income and about job availability going forward, and the union movement shares that concern."While flexibility and productivity is positive for all, Mr Lennon said that when some employers start talk about flexibility in relation to the Fair Work Commission what they mean is individual contracts and a return to WorkChoices.If we go down this road what we want is high wages and high skills, not low-skill work with wages and security under threat. "My concern with having this agenda is that it is not different to what is transpiring in Queensland," Mr Lennon said. "We don't want an agenda that says cost cutting is the first step. No one says productivity is about cutting wages and conditions or in NSW saying our limit is 2.5% and, by the way, we'll restrict your right to argue for more in the IRC. "People are concerned and this feeds into a perception that the economy is not doing well and jobs are going everywhere. Outlining the 2013 Unions NSW agenda, Mr Lennon said unions would be focusing on the core business of job security, income security, safe and healthy workplaces, work/life balance, extending TAFE's vocation base, productivity, innovation, good health, and public safety and services, such as transport and health. "Our challenge in 2013 is getting the message out that we believe the country is prosperous and that everyone can have a share of that prosperity."We're always at our best when times are tough, so we have a busy year ahead and a full agenda."

Unions NSW opens Parramatta OfficeThe IEU wasn’t the only union body launching new buildings. Unions NSW opened an office in Parramatta, just a few doors away from the IEU’s Parramatta headquarters. The Unions NSW Parramatta office is intended to be used as a free resource for unions to conduct industrial, community and campaign work using hot desk office space, computers, printers, wi-fi, phones and meeting rooms. Unions NSW main headquarters remains at

Solidarity on song at Wattle St launch



Teachers from independent and Catholic schools have notified the IEU of local varieties of the AITSL Teacher Performance and Development Framework popping up at their school, Education Issues Committee Covenor Sandra White writes. They have all sorts of odd names like Appretio (AIS) or Empowering Local Schools (Catholic National Partnerships), but they are all coming from the same place: the AITSL Teacher Performance and Development framework endorsed by the NSW Education Minister last year. It was endorsed with the proviso that local schools and systems can make local decisions on how to proceed.That means there should be consultation with local teachers about how and what to do, and what will work.The IEU offers the following advice to members in schools where a new process for teacher review is proposed:First, insist that teachers in the school are consulted. Call a Chapter meeting and endorse a motion calling for a consultative process in the school. Assert that teachers cannot be involved until consultation occurs.To be prepared for consultation, the Chapter should examine the school proposal to assess the following:

Is it teacher focused and classroom focused?Based on peer professional, collegial and collaborative conversations?Is there quality input through access to professional learning activities?Is it teacher centred, providing teacher direction and a sense of choice and control? This will promote professional trust and the development of a culture of ongoing professional learning?Is it a shared whole staff process, including both formal and informal processes?Is it affirming and developmental in focus, not a deficit model?Does it have clear separation of teacher development from performance management?Does it provide time for staff to complete the new work?Are the processes transparent to engender trust between all involved?

Is there genuine consultation, negotiation and review?Is it supported and modelled by school leadership, with a written school management plan going forward to provide the time and resources needed?Does it provide for paid co-ordination of the work in schools. Teachers are not required to voluntarily undertake unpaid co-ordination work?

The chapter should also examine if there is effective facilitation in place, for example:practical issues like templates, proformas, administrative processes clarification of issues like what happens to notes from observations and reportsnegotiation of choice of mentor and lesson observation protocol consultation around which lesson to observe, who observes a lesson, the timing of observations, what will be observed, etcwhat and when professional discussion will occur following the observation, andtraining required – for example for teachers providing developmental feedback.

Depending on the proposal at your school, other questions may be identified that you need answered.Teachers should not be expected to participate in any teacher development process until all the questions they have raised are answered satisfactorily.Too many times in the past, teachers have been the unwitting recipients of new ideas and schemes devised by bureaucrats and academics, often with the best of intentions but the thinnest of functional plans and resources. Teachers have participated, spent time and energy that could have been used in other productive ways, only to find that the initiative has fallen over and dwindled away, usually because of under-resourcing. No wonder cynicism grows.Really, unless a sustainable process is introduced, which means genuine consultation and resourcing of work, then just don’t expect teachers to be keen to waste their valuable time in what is a widely acknowledged increasingly time-poor industry.

Following consultation in 2012, including with the IEU, the NSW Institute has forwarded legislative amendments to the Institute of Teachers Act 2005 to the NSW Education Minister, NSWIT Quality Teaching Council IEU nominee Mark Northam writes.These will be taken to Cabinet for endorsement in coming weeks so that legislation can be varied to address key concerns that have emerged in the early years of the Institute’s operation.

For example, one amendment will allow a teacher to be reaccredited on appeal if their accreditation was revoked on general grounds, such as failure to meet accreditation timelines. Further, teachers who seek leave of absence from the Institute are currently not protected by legislation and this will be rectified.Importantly, the Institute’s website is undergoing a major upgrade. This issue has been an ongoing impediment to members seeking information and recording their maintenance of

accreditation requirements. The overhaul is long overdue.In other areas, the IEU has consistently raised the difficulties casual teachers experience engaging with the Institute. In recent discussions at the Institute the Union has found broad support exists for more flexible arrangements to be put in place. The Union will pursue action on this front through its elected representatives on the Quality Teaching Council, Michelle O’Keefe from Our Lady of Mount Carmel Primary School and Alexander Wharton

from William Clarke College (see November 2012 Newsmonth for further information on these representatives). Their voice will ensure that classroom teachers are heard as the number of Institute accredited teachers grows. Their role in raising issues about the impact of Institute procedures in the workplace will be increasingly important.

NSW Institute of Teachers responds to Union concerns

A teacher review by any other name

Failure to consult leaves ‘professional excellence’ looking shoddy

Be a VET voice at Board of StudiesA vacancy exists as IEU nominee to the NSW Board of Studies (BoS) Vocational Education and Training Advisory Committee (VETAC) due to the resignation of current IEU representative Veronica Niessen (Mitchell). The VETAC advises the BoS on matters relating to vocational education and training, including the development of VET courses for the HSC. It ensures a consistent approach across VET curriculum frameworks.The Union sincerely thanks Veronica for her commitment to the profession and for ably representing VET teachers from the non-government sector since 2009. We wish her well in her new role.The Union invites IEU members who teach in the VET area to apply for the vacant position.

Applications will be assessed on the basis of merit, taking into consideration: active union membership professional experience, andgeographic/gender/sector balance.

In your application to the Union, provide relevant and recent information, which addresses the criteria above. Include all contact details (school/home /mobile phone and email).IEU members who are nominated to BoS committees on behalf of the Union accept these positions with the understanding that they represent the voice of practicing teachers, that they will be consultative with other teachers, and responsive to the wide views of IEU members. You should gain the support of your school Principal/Supervisor before making your application to:

VETAC ApplicationNSW/ACT IEU Attention: Sandra White, GPO Box 116 SYDNEY 2001. Closing date for application is 30 April.

In typical fashion regarding teacher accreditation processes, the Association of Independent Schools and their Independent Schools Teacher Accreditation Authority (ISTAA), have neglected to notify or consult with the IEU during the development of an appeals mechanism for the paid leadership position called Professional Excellence (worth an additional $7630 pa) provided under Independent Schools NSW Standards Model (Teachers) Multi-Enterprise Agreement 2011–2014, Assistant Secretary Mark Northam writes.Further, when the IEU discovered and requested input into the development of the Appeals Process, the AIS dismissed the Union’s offer, and proposed instead to talk once the ISTAA board had approved the Appeals Process.An Appeals Process is an important mechanism, and vital to ensuring fairness and objectivity. The Union’s objective in being included in the development phase is to ensure the process includes some ‘fresh eyes’ to independently and without prejudice reconsider a teacher’s application. The Union is a party to the MEA, and Clause 3(r) and Clause 8.1 provide ample scope to seek an industrial solution should consultative discussions not be forthcoming.



In recent months the Union and its members have had to fend off attacks on Release from Face-to-Face teaching (RFF) in some schools operated by the Lismore CSO Lismore and Parramatta CEO.In both cases there have been outbreaks of teachers being directed to utilise their RFF in particular ways or in specified activities, usually meetings.In 2009 all dioceses settled a dispute with the IEU over RFF by agreeing to phase in two hours release and to use that

time in ways generally consistent with the DET guidelines. In essence the allocation was to support teachers in their teaching, planning, programming and administrative responsibilities. The Union view has always been that the resource is provided to directly benefit each individual teacher and that each primary teacher should determine how best to prioritise and use that time just as their secondary school colleagues are trusted to determine priorities for the use

of their release time. The Union has asked chapters to meet on the issue and to send a strong message to employers in support of teacher directed RFF. They have done so.Primary members have reaffirmed that RFF ought not to be subject to direction or determination by the Principal or others. Nor should it be an opportunity for more meetings, student testing, new projects or system initiatives. Members fought too hard and for too long to win two hours RFF, they will

not stand idly by and watch it eroded or diminished. Where employers want to prioritise particular initiatives which need teacher time they must provide the resources including time to implement new programs or reduce the priority and time allocated to existing projects.It is a truly cynical exercise that sees almost every alleged contemporary educational innovation requiring teachers to do much more with much less.

Hands off RFF

What RFF means to meMany initiatives, like learning support communities, can be of great benefit to teachers. But if they are to take part during allocated RFF, participation must be voluntary. Two primary school teachers tell Newsmonth why teachers must be able to exercise their own professional judgement regarding their use of RFF.

Dream come true

Bernadette Baker, St Columbkille’s School, Corrimal RFF was once something that you dreamed about, that bit of time during the week to prepare, follow up, mark lessons, meet with parents, establish displays in the classroom. But now it is a reality. RFF is allocated in my school for the 120 minutes each week, in three 40-minute blocks (two being back-to-back for some classes). We have

organised that grade partners are off at the same time to provide opportunities to talk, plan together if they so wish. The time is made available to be together but not dictated that this happens - as per award.I use my RFF to prepare lessons, program, chase resources, meet with my grade partner, meet with parents, meet with my principal (need to book in advance for that one), mark, decorate the classroom and address my emails. Often I will meet with students to discuss behaviour or learning, testing (running records etc). RFF

is an important asset of time to ensure that my teaching is prepared and of the highest standard for my students.Missed RFF? Teachers are expected to record in a book if they missed RFF (amount, date) and every effort is made by the leadership team throughout the term to make up that time.

Time for the three Ps

Nicole Adler, Rosary Park Catholic School, BranxtonIn an increasingly pressured school environment with competing demands across all levels of the sector, RFF

provides for classroom teachers an essential respite time in which to plan and manage workloads within their classroom. Its importance in giving me time to remain focused on the learning occurring in my classroom cannot be overstated.For me RFF, whether that taken weekly or in full days during the term, is spent on my three Ps – planning, programing, and preparing resources. I ensure I have my week ahead planned, I review and re-evaluate my program and avoid the 8.30am photocopier queue. Essential release time, well spent.

RFF Your TimeBy Jim Nasium

Sung to the tune of ‘Ben’, by Michael Jackson.Apologies to the King of Pop

All the teachers they were so time poorSome relief is all they’re searching forThen, the IEU stepped inAnd RFF came inIt all just seemed so fineTo give a teacher time

(Background repeat: ‘to give a teacher time’)

But the CEO had other plansThey thought RFF was theirs to manTime, to run a research schemeOr form a meeting teamTo fill up all the timeThat really should be mine

(Background repeat: ‘time that should be mine’)

Refrain

My RFF, I used to know, But now it’s owned, By CEO’s

All the Union members were aghastEach and every chapter motions passedRFF is teacher timeThe benefit is mineIt’s not at all for youBut things I need to do

(Background repeat: ‘for things I need to do’)

For now, I bring this ballad to an endRFF is something I’ll defendNow, tomorrow, evermoreI’ll never be time poorThat RFF is mineIt’s really teacher time

(Background repeat: ‘it’s really teacher time’



The financial statements of the NSW Independent Education Union have been audited in accordance with the provisions of the Industrial Relations Act 1996 and the following summary is provided for members in accordance with Section 263 (2) of the Act.A copy of the Auditor’s Report, Accounts and Statements will be supplied free of charge to members who request same.Certificates required to be given under the Act by the Accounting Officer and the Committee of Management have been completed in accordance with the provisions of the Act and contain no qualifications.In accordance with the requirements of the Industrial Relations Act 1996, the attention of members is drawn to the following notice:

Subsections (1) and (2) of section 512 of the Industrial Relations Act 1991, preserved as regulations under section 282(3) Industrial Relations Act 1996, provide that:s.512. (1) A member of an organisation, or the Industrial Registrar, may apply to the organisation for specified information prescribed by the regulations in relation to the organisation. [Industrial Relations Regulation 1992, clause 60] (2) An organisation must, on the making of such an application, make the specified information available to the member or the Industrial Registrar in the manner, and within the time, prescribed by the regulations.

Summary of the Consolidated Financial Statements

NSW Independent Education UnionAuditor’s CertificateWe certify that the above summary is a fair and accurate summary of the financial statements of the NSW Independent Education Union for the year ended December 31 2012. Our Auditor’s Report dated 13 March 2013 on the financial statements did not contain particulars of any deficiency, failure or shortcomings as referred to in the Industrial Relations Act, 1996.

SUTHERLAND & COMPANYGround Floor 4 Railway ParadeBurwood NSW 2134

……………………………………………………..D.W. Sutherland AM JP BA FCA FCISRegistered Company Auditor

2012 2011 $ $Accumulated FundsGeneral Funds 14,846,882 10,979,695 Asset Revaluation Reserve 0 4,710,354 14,846,882 15,690,049 Represented by:

Current AssetsCash at Bank 2,509,624 919,609 Cash on Hand 1,700 1,700 Account Receivables 132,752 83,215 Interest bearing deposits 3,461,464 3,432,812 Others 85,732 693,953

Total Current Assets 6,191,272 5,131,289

Non Current AssetsUnlisted shares at cost 17 17 Land and Building 12,587,212 12,335,117 Building improvements ( at cost ) 2,605,986 1,103,948 Less: Accumulated Depreciation (357,646) (874,187)Motor Vehicles ( at cost ) 532,607 530,008 Less: Accumulated Depreciation (288,981) (201,202)Office Furniture and Fittings ( at cost ) 199,127 394,748 Less: Accumulated Depreciation (92,901) (385,061)Plant and Equipment ( at cost ) 498,341 407,139 Less: Accumulated Depreciation (304,790) (262,443)Intagibles - Computer Software 622,809 474,057 Less: Accumulated Depreciation (185,916) (51,824)

Total Non Current Assets 15,815,866 13,470,317

Total Assets 22,007,138 18,601,606

Current LiabilitiesAccounts Payable and accruals 402,526 440,199 Provisions 2,445,083 2,153,274 Advances 188,647 318,085

Total Current Liabilities 3,036,256 2,911,557

Non-Current LiabilitiesWestpac Loans 4,124,000 0

Total Liabilities 7,160,256 2,911,557

Net Assets 14,846,882 15,690,049

2012 2011 $ $IncomeMembership Subscription 11,762,088 10,835,386 Other Income 1,161,904 1,004,648 12,923,992 11,840,034

ExpenditureAdministration Expenses 5,300,141 4,244,876 Donations and Grants 2,400 5,100 Capitation and Affiliation Fees 607,595 605,547 Professional Fees and Services 528,005 881,303 Salaries and Allowances 6,399,925 6,036,790 Superannuation and Associated Costs 763,909 707,474 13,601,975 12,481,090

Net Operating Surplus / (Deficit) (677,983) (641,056)

Change In Fair Value Of Assets 0 2,934,000

Surplus/(Deficit) For Year (677,983) 2,292,944

Accumulated Funds At Beginning Of Year 15,690,049 13,397,104

Movement in reserves (165,185) Accumulated Funds At End Of Year 14,846,882 15,690,049

New South Wales Independent Education UnionBalance Sheet As At 31 December 2012

New South Wales Independent Education UnionIncome And Expenditure Statement For Year Ended

31 December 2012

For Year Ended 31 December 2012



Early childhood teachers and directors will be wondering what the recent injection of funds from the Federal and State Governments and the release of the long awaited Brennan Review means for them and their services. Federal money targets pay This $300 million of federal money is a great win for those working in early childhood. The money is part of the Government’s Early Years Quality Fund and will apply to teachers in long day care centres who have an enterprise agreement in place. This money is not accessible to preschools. “We’re pleased to see early childhood teachers in long day care centres will receive pay rises in recognition of their qualifications and the important role they play in children’s early education,” IEU Assistant Secretary Verena Heron says. “The Government is establishing an Equal Remuneration Board to examine pay inequities in the early childhood profession and we welcome this move. “However, we need to ensure that preschool teachers are included in any review and the review will result in all early childhood teachers being remunerated the same as their colleagues in schools.” Get an agreement now The Federal Government money will only flow to Child Care Benefit registered services and those with Enterprise Bargaining Agreements (EBAs). The IEU is urging members who haven’t got agreements to get one as soon as possible. This is a free service for members and it is critical that you get an EBA in place to be eligible for the extra money from the Federal Government. The IEU will make this process as painless as possible. Call 8202 8900 today.

State Government ignores pay issue The IEU was pleased to see the State has agreed to better funding and adopting the recommendations of the Brennan review. The State Government has released $30 million into the sector under a national partnership agreement. Fees will be reduced for families at a cost of $25 million while $5 million is earmarked for a capital works fund. Despite this good news the NSW/ACT IEU is concerned that preschool teacher pay has been ignored by the State Government. We were hoping the hundreds of submissions by members detailing their lived experience of earning 20% less than

school teaches would result in the long overdue lifting of wages in the sector. The Brennan Review notes that “there is no disputing the injustice of current pay inequities” but says the salaries of preschool teachers is beyond its scope. The review also says it “strongly supports the principle that individuals who perform the same type of work in similar setting should be remunerated at comparable rates”. We understand that further monies will be allocated in June

of this year and we hope the State Government ensures pay parity for both long day care and preschools is addressed. Rest assured the IEU will not stop this campaign until pay parity has been achieved. The Brennan Review and the Government response can be found here:http://bit.ly/14cZQJE Join us: www.facebook.com/teachersareteacherswww.twitter.com/ecteacherspay

Money flows

ECS round up

Visit your MPNewsmonth reported last year that Wollongong Liberal MP Gareth Ward had visited Kiama Preschool, his Alma mater, and learnt about the Teachers are Teachers campaign. As a result, he not only spoke favourably on the subject during the NSW Parliamantary debate last year, but he wrote to NSW Education Minister Adrian Piccoli urging him to release the Brennan Report. Inviting MPs to your centre does make a difference, so keep up the good work.

Like usA small but important action you can take right now is to ‘like’ our Facebook page at www.facebook.com/teachersareteachers. If you’ve already ‘liked’ our page – thank you. Tell your early childhood colleagues to spread the word. We’re also on Twitter and we need more early childhood teachers on Twitter to raise the profile of our campaign: www.twitter.com/ecteacherspay.

Elizabeth Warren retiresThe last ECS Council held in the new IEU offices in early March farewelled the ever generous and delightful Elizabeth Warren, who retired after many decades of service to the early childhood profession. Elizabeth has worked tirelessly on behalf of children and advocating for the profession as part of the Council, as well as supporting the work of the IEU’s publications team. We wish her all the best for her well deserved retirement.

Free computers for your centreThe KidSmart Young Explorer program is an annual IBM/IEU initiative that provides up to 15 community based early learning services with $7000 worth of computer equipment, software, training and ongoing support.The program provides an opportunity for early childhood teachers to engage in and explore ICT software and equipment. In 2012 the IEU had 17 participants attend the two-day workshop in Sydney. Attendees said the workshop “inspired and excited them to use the computer more constructively in their service”. Many said they came away feeling more confident about providing young children with opportunities to learn through technology and to incorporate ICT learning experiences into their centres on a daily basis.IEU teacher members who participate in IBM KidSmart program receive the Young Explorer Learning Centre for their service free.

The package includes: one IBM computer, monitor and printer a Little Tikes colourful desk the IBM Young Explorer software programs, and two days of professional learning for participating teachers.

If you would like to be part of the 2013/14 IEU IBM KidSmart Young Explorer program, request an Expression of Interest form from Tina Smith at [email protected] or Anne Lajoie at [email protected] and return by 30 June.Successful members will be notified by the beginning of Term 4, 2013.

MP Gareth Edwards and Kiama

Preschool Director Maria Whitcher.

“The Brennan Review says there is no disputing the injustice of current pay inequities.”

but preschool teachers ignored



Present Tense ELICOS News

Kendall WarrenIEU Organiser

The IEU is currently bargaining at a large number of English colleges, and the status of each varies widely.

Here is a bit of a stocktakeInsearch - This is the language school attached to UTS. The Union agreed terms in January and the Fair Work Commission approved the agreement in March. The agreement provides for salary increases of 3.5%, 4.5% and 3.5%, and includes provisions allowing for teachers to progress to the top of the teaching scale without the need for higher qualifications, a clearer step progression for sessionals and casuals, a ‘cash-out’ option for excessive amounts of accrued annual leave, and the introduction of defence forces leave.Think: Class – This College used to be known as Billy Blue, and was previously covered by the 2010 EPIA agreement. The Union settled in February, with annual salary increases of 3.5% (3% for sessionals), and an increase in casual loading to 25%. The new agreement will also include some recognition of overseas experience.UWS College – This is the language and pathways college attached to UWS. Negotiations here have been running

since last July, and have been run in conjunction with the NTEU, the CPSU and two non-union bargaining representatives. This agreement will have a number of small procedural improvements to an already sound agreement. At the time of writing, the parties were settling the salary quantum, details of which will be announced in the next edition of this column.UoW College – This is the language and pathways college attached to the University of Wollongong, and negotiations have been conducted in collaboration with the NTEU. Discussions have been going on for some time and the major points of disagreement have been salary, and a proposal from management to increase the contact hours for academic teachers (something those teachers have rejected). Management are currently offering 2.5% per annum in return for this change, but teachers have made clear that they want 7% over two years, with only a commitment to discuss the hours issues during the life of the agreement.Navitas English – NE used to be known as ACL (with whom the IEU has bargaining several previous agreements), and is the organisation that operates many government programs, such as

AMEP and LNNP. Negotiations have been quite protracted – the parties have now been meeting for12 months – and while some changes have been agreed (including a new classification scale for administration staff, new arrangements for Distance Learning teachers, an increase in casual loading, and a new buy and sell option for annual leave), the parties remain some distance apart on salaries. The current IEU claim is for 12% over three years, with Navitas only being prepared to offer 7.5%.Macquarie Community College – MCC is a consortium partner with Navitas, and so a settlement here is somewhat contingent on a settlement at Navitas. Nevertheless, the Union has been able to finalise much of the rest of the agreement, including an increase in paid preparation time, and with no diminution of current conditions.EPIA – the EPIA group is a loose alliance of English colleges that come together for the purposes of bargaining. Membership of this group has fluctuated over the years, and currently includes Universal, SELC, Sydney College of English, Access and Specialty. The Union lodged a Log of Claims on the colleges just before Christmas, and the

colleges made a preliminary response in late February. At the time of writing, the colleges were formulating a salary response (the IEU claim was for 15% over three years).Kaplan – Kaplan was formerly part of the EPIA group, and the Union lodged a Log of Claims on the College in January, to which the College responded in February. The Union has been getting feedback from teachers, and will table an amended claim at the next meeting after Easter.EF – Teachers at EF Language School initially attempted to bargain a new agreement ‘in-house’, but asked the IEU to act as bargaining agent when negotiations became bogged down early in the New Year. The Union met with management in mid-March, in an attempt to reach agreement over the two main areas of dispute, hours of work, and salaries.Other colleges – The Union will also soon be commencing negotiations with Strathfield College and Navitas English Services (formerly known as ACE).

If you would like to hear how bargaining could work in your college, contact the Union on [email protected].

An 11.5% pay rise, improved maternity leave and a new pathway for step progression are among outcomes of recent negotiations for a new agreement at UTS:Insearch. IEU member Tim Connors tells Newsmonth Journalist Tara de Boehmler what it was like to be on the negotiating team.This was not Tim’s first time negotiating a new agreement on behalf of his colleagues at Insearch, a higher education provider preparing more than 3000 students from 75 different countries for university every year. The previous IEU Rep at the pathway school encouraged Tim to get involved in the previous agreement. This time around Tim was joined by two other colleagues, Diana Dunlop and Jennifer West.“Our previous IEU Rep was keen to get others involved. Most staff are permanent or sessional so we had a sessional staff member on our team, and permanent staff.There have been major developments at Insearch, with a new, comprehensive curriculum starting in March. Coinciding with the new curriculum, the school also switches from five-week terms to 10-week terms. Tim says that while this matter was not part of the new agreement, it was never far from discussions.“Sessional staff were very interested in conversations about the new curriculum because this means they will have a 10-week contract instead of five.”Staff also responded well to the breakthrough on step progression.“Previously post graduate study was involved,” Tim says. “Now there are a range of activities that can assist staff members qualify, including running

professional development sessions for colleagues, presenting at industry conferences and getting articles published in academic journals.”Throughout negotiations, Tim says he and his colleagues were well supported by their IEU Organiser. “This was the third agreement our Organiser had overseen for Insearch and it was very advantageous in terms of the continuity and his familiarity with Insearch and its management. “He did a very thorough job in providing information to the teachers and meeting with them to gauge their response. For the negotiating team, he was there every step of the way. He really knew his stuff and was able to share his understanding of the industry and how Insearch compared.” Tim says the agreement, which covers 75 teachers and provides an 11.5% pay rise over three years, has been well received.“We have had very positive feedback from staff, particularly regarding the salary increase.“Staff are very content with conditions at Insearch, including the technology, facilities and onsite requirements,” Tim says.“Moral is good, particularly at the moment, with the new agreement and the new curriculum.”Insearch’s curriculum was developed entirely by staff and teachers and has received good feedback in Vietnam (at the Australian Centre for Education and Training – a joint partnership between Insearch and IDP Education), where it has been in use since 2010. “The proof will now be in the reality for us.”

“This was the third or fourth agreement our Organiser had

overseen for Insearch and it was very advantageous in terms of the continuity and his familiarity with Insearch and its management.”

New agreement opens new pathways at UTS:Insearch



A commitment to human rights translates to a commitment to unionism for Loyola Senior High School IEU Rep Brian Edwards. He tells Newsmonth Journalist Tara de Boehmler how he is preparing two new reps to take up the mantle when he retires in December. Brian has taught in government and systemic schools since the 1970s, starting out as a Languages teacher and retraining as a teacher for the hearing impaired and, in 1996, as a Teacher Librarian. Working in the latter capacity at Mt Druitt’s Loyola Senior High School, Brian credits some significant overseas travel experiences with placing social justice issues front and centre and inspiring him to do his bit ever since.“When I arrived in Scotland on a teacher exchange in ’83 Margaret Thatcher was in power and it was a year after the Falklands War,” he says. “My colleagues at the exchange school often spoke about what was under threat. At that time I was a member of the Teachers Federation and I had a copy of their newspaper sent by a friend from home. Reading this, it was clear how far UK educational conditions had fallen below Australia’s. UK teachers were doing the same work but were being paid significantly less, with a heavier teaching load. After seeing Britain under Thatcher, I understood how bad things could get.“A few years later, in 1986, I travelled to Cuba, to get a glimpse of life behind the Iron Curtain, and on to Mexico City to complete a liberation theology course.

“The course presenters took us to the site of a collapsed building brought down in the big Mexico City earthquake of Oct 1985.“The day of the quake, the building housed several floors where poor women machinists were working on clothing manufacture;; many were killed. After the quake, the business owners were more concerned about recovering their sewing machines intact, rather than the fate of their workers. “That watershed moment has stayed with me, along with the Thatcher exposure in Scotland, in terms of my choice to be involved in union activities for the sake of basic human rights. My current position in a Jesuit partner school, with its admirable ethos of encouraging staff and students to be ‘men and women for others’, has also inspired me.”Brian’s involvement has included participating in agreement negotiations, helping individual colleagues, maintaining an active Union presence at his school and his efforts during the Your Rights at Work campaign against WorkChoices.“I wasn’t a Rep at that time but I was a keen member and this was a highlight,” he says.While Brian prepares to retire at the end of this year, he remains committed to maintaining and improving the working lives of his colleagues and those preparing to enter the profession. “State and federal governments come and go, and with them their policies such as school funding cuts and policies that threaten working conditions and erode morale. For us, the Union is the only

bulwark against what the Tories did under Thatcher being imitated here – and Labor isn’t blameless either.” Part of his method involves a 10-month mentorship of the two reps elected to take his place. Orientation activities include using the IEU Reps manual, confidentiality awareness and emphasising the importance of using IEU organisers as a support.“I certainly don’t go it alone. It’s too dangerous to go off half-cocked,” he says. “It’s vital to stay in touch with the organisers as they are doing this work day in, day out.”Brian says he has appreciated his time as IEU Rep, even though it has not always been easy. “It can be hard at times to be the support person when colleagues are under stress, but it is also a privilege to be able to provide this support. I have seen how bad things can get elsewhere and it has made me realise the importance of being part of a larger group,” he says.“My own daughter is entering teaching and I would like to think the system, with Union collaboration, will respect her as a person and ensure she is not downtrodden in any industrial sense.”

Reps in trainingWith Loyola Senior High School recently opening a federally-funded Trade Training Centre, having two reps share the role will ensure one can focus on Union members in the general stream while the other can focus on the Trade Training Centre’s (TTC) members.

Jeffrey Larsen, who will focus on the general stream, says he is looking forward to “being able to support fellow staff members when they most need it”.“Having two reps allows us to cover both genders and areas of the school so that both TTC and general stream staff can be represented. It also allows the role to be shared, with the different skills and style of two people instead of one.”Samantha Boreham, who works in the TTC, says she has had the privilege of seeing it “expand in terms of students and staff” since it was established in 2011.“Since there are a number of teachers who work solely in the TTC, it is important that there is someone there to represent their specific needs. Secondly, it is ideal to have someone there to support you, and I know that Jeff and I will help each other out. With all the demands on the 21st century teacher, it is ideal to work with someone else whenever you can.“Both teaching and administrative staff members have very full schedules and it is important for staff to find the answers to industrial or personal questions quickly.”Samantha says she is keen to keep all staff informed about the work of the IEU. “I recognise the important role that the Union plays for all members in schools across New South Wales, and I firstly look forward to building awareness of the great work the Union accomplishes among current non-members here. “I feel very lucky to have been nominated and look forward to spending this year learning from Brian and working with Jeff.”

Rep Spotlight

“My own daughter is

entering teaching and I would like to think the system, with Union collaboration, will respect her as a person and ensure she is not downtrodden in any industrial sense.”

Handing it overReps in training Samantha Boreham and Jeffrey

Larsen with retiring Rep Brian Edwards (centre)

www.ieu.asn.au feature


Have you heard the buzz about community union alliances? Penrith Valley Community Unions devotee and IEU member Greg Chidgey tells Newsmonth Journalist Tara de Boehmler about the power of his local meetings.How many industries are represented in your local area? How many unionists work in each? What would happen if these union members were invited to regular local meetings to discuss how working conditions and political policies are impacting their region and what they can do about it?In the case of the Penrith Valley Community Unions (PVCU) alliance, these meetings are creating an awareness that each member has a role in fostering the conditions and services so important to their region. According to Greg, the IEU Rep at St Bishoys Coptic Orthodox College in Mt Druitt, this role can be as simple as staying informed and letting others know what’s going on.“I see our role as bringing the message to the people,” Greg says. “It’s about not just accepting what is being dished out but being aware of where cuts are being made, their impact and the difference

between state and federal politics.“Action is not always necessary, but people do need to be aware. If we can get people talking, this can create a shift. “As it turns out, the PVCU is also creating its fair share of action.One of their first activities was taking a letter of introduction to each MP in the lower Blue Mountains area. They have also had local MPs attend and address the PVCU and have had a stall at Penrith Festival. In March they delivered a report card to NSW Premier Barry O’Farrell and local MPs, Tanya Davies (Mulgoa), Stuart Ayres (Penrith) and Bart Bassett (Londonderry). The report card listed NSW Government promises and how the reality measured up. Among items, the report revealed the NSW Government committed to:

creating 100,000 jobs. However, it cut 20,000 jobs and plans to cut another 15,000 not selling the electricity generators, but it did just that invest $3 billion in health, yet it slashed $3 billion out of health, hospital beds closed, ambulance and fire services compromised

invest in 900 extra literacy teachers in schools. Instead it slashed $1.7 billion out of education, school budgets cut, support for disabled students cut and disadvantaged students funding reduced. invest in TAFE. Instead it abolished TAFE courses, sacked teachers and increased fees. Some course fees have gone from $1,400 to $7,000 - a 500% increase, and keep our community safe, however it allowed shooting in National Parks, costing $19 million to taxpayers.

The report card has now been placed online so members of the public can rate Government performance and send their scorecard electronically.Greg attended the first meeting of the TVCU and every one since. “We have quite informal meetings where we discuss what is happening in the local area and we circulate handouts

outlining the region’s industrial issues. Sometimes we organise letterbox drops or other actions for increasing awareness.” Current issues include: cuts to death and disability insurance for firefighters;; workers compensation and education cuts;; a DET decision to remove assistance for special needs students requiring less than $6000;; and the impact of cuts to the local health district. He says some staff at the Nepean Hospital have lost their jobs as a result. Greg says people need to voice their opposition to changes that threaten education and other vital services.“What we need is a groundswell of public opinion.”

To find out about union councils in your local area, visit the Unions NSW website at www.unionsnsw.org.au. To send a copy of the scorecard, visit www.unionsnsw.org.au/pvcuscorecard/. Scorecards for a number of other areas can also be located on the Unions NSW website.

The National Day of Bullying has passed but unfortunately bullying will continue. Stop it in its tracks with these lessons, designed to be theoretically and pedagogically sound. There are 50-minute lesson plans built around the theme of ‘Taking a Stand’ for early years primary, upper primary and lower and higher secondary students. Download plans and other resources here:http://bit.ly/YiM3gq.

What is your most challenging classroom experience? A University of South Australia study surveyed around 1400 teachers found disengagement (not student disruption) was the most difficult behaviour to manage. Tuning out created an “almost passive resistance to learning in class and doing homework that was the most reported behaviour concern”. Details: www.generationnext.com.au.

Fancy yourself as a Schools Tree Day coordinator? Love making your workplace more beautiful? Schools Tree Day and Planet Ark are looking for coordinators to lead school tree plantings. Over 2500 schools participate and although the event is scheduled on Friday 26 July you can hold it on any day of the year. Details: www.planetark.org/schools or call the National Tree Day Hotline on 1300 885 000.

“The spring-wind caught my flowering dreams…” Dorothea Mackellar, An Old Song. Invite the muse to visit your primary or secondary classroom for the annual national Dorothea Mackellar poetry competition. Last year 10,000 entries were received. Prizes include cash for individuals and schools. Visit www.dorothea.com.au. Entries close 30 June.

Shorts

“It’s about not just accepting what is being dished out but being aware of where cuts are being made, their impact and the difference between state and federal politics.”

Penrith Valley harnesses the power of alliances



Perched atop a hill near Nowra, William Campbell College does not look like other schools, writes Newsmonth Journalist Sue Osborne.The converted six-bedroom house enjoys magnificent views over the Nowra valley. It also provides a nurturing school environment for some of the area’s most needy children.Some 10 years ago William Campbell and his family established the William Campbell Foundation. A successful local car and caravan dealer, William grew up in a series of institutions and wanted to help children in a similar situation.The William Campbell Foundation provides out-of-home care for children separated from their families. Three years ago the William Campbell College was established to provide the children with schooling.“I always felt insecure and left out due to my lack of education, which left me with an enormous passion to give children the best opportunities educationally,” William says.The school’s policy is that no student is ever expelled or suspended.The College is a special assistance school receiving state and federal funding, but it also survives through charitable donations and support from the Campbell family. William’s dream is to build a

school to cater for 60 students.Shaun Howard has been the Head Teacher at the school for three of the four years of its operation.The school has seven Year 1 – 6 students and employs two teachers and two teachers aides.Shaun says that level of staffing is crucial. As well as living away from their families, all the students have a special need, be it learning, behavioural or emotional. Often their problems are a result of their traumatic past.Shaun worked at a Department of Education ‘behaviour school’ in Wagga Wagga prior to starting at William Campbell, but nevertheless has found teaching there a “steep learning curve”.“Initially we tried to do a traditional school day here and that was a battle. We were doing what we thought was right as teachers, and had to eat a bit of humble pie,” Shaun says.“Now we start with the ‘engine room’ which is like a gymnastics session, so the kids can have a tumble and jump around and get whatever is in their heads out. Then they listen to some calming music and have some free play. Then we find

they are ready to work.“Every day that they come to school is a victory for these kids. If we get an hour’s work out of them we feel good.“They are all carrying an invisible backpack of grief, trauma and hurt. We’ve learnt to adjust our behaviour to fit in with them, rather than make them fit in with our schedule.“William’s philosophy is ‘whatever

it takes to get them through the day’.“In a classroom of 30 kids a teacher can’t be expected to deal with that kind of trauma, and you see these kind of kids rolled in and out of schools, being

suspended. It’s not their fault, it is the set up that’s wrong.“We don’t do therapy here but we try to have a therapeutic approach. They’ve been through hell so we try to give them a positive learning environment.“If they’re not coping, we’ll stop what we’re doing and let them jump on the trampoline or bang the drums.”Linda Staples is a qualified teacher but works as the school’s Teachers Aide. Although she can double as teacher, librarian, reading support teacher, even gardener. Having spent many years

as a teacher in the public and independent sector, Linda took the job as Teachers Aide when her health prevented her from teaching full time.However, this school is no easy option and while she doesn’t have as much lesson preparation to do, Linda has found the flexibility and unstructured approach very different.“It’s intensive, but also absolutely wonderful to be able to get something across to one person and spend time with them,” Linda says.She has established the school’s library from scratch, and she’s now busy developing the veggie patch, which will play into all parts of the school’s curriculum: maths, science and social and emotional development, through cooking and sharing food.Linda’s inspired by the Stephanie Alexander kitchen garden schools program and information from last year’s IEU Environment Conference, which was attended by another former staff member.Both Shaun and Linda say they appreciate their IEU membership because it is nice to be part of a larger organisation, when they work for such a small special assistance school.“It’s nice to have that support behind you,” Linda says.

Lightening the invisible backpack

“Every day that they come to

school is a victory for these kids.”

Left to right: Shaun enjoys recess with the students.

Linda and a student tend the new veggie patch.

Eco schools and food gardens grants availableThe NSW Environmental Trust has awarded more than $1.5 million to nearly 700 environmental projects in schools since 2002. These projects have seen schools establish gardens, save water and energy, introduce recycling systems, regenerate native bushland and wildlife habitat and learn about the importance of the environment in Aboriginal life and culture.

The Sustainable Schools NSW website has some terrific resources to help schools find ideas and information to help them plan a project: www.environment.nsw.gov.au/sustainableschools/index.htm.The Trust’s website also showcases what schools have done previously with Eco Schools and Food Gardens in Schools grants: www.environmentaltrust.nsw.gov.au. Applications close 17 May.



Aboriginal educator and entertainer Dhinawan set a challenge to all attendees at the IEU’s Indigenous Education Conference on 15 March: “If you learn, then you must teach”.Dhinawan said he felt an obligation to share the culture he learnt as a boy with others, and that people should learn “with open hearts and minds”.A readiness to accept new learning and share it would be required by teachers facing up to the new national professional standards 1.4 and 2.4, which refer to Indigenous education.In his opening address IEU General Secretary John Quessy said there was “much unfinished business between the oldest most continuing culture in human history and the rest of us”.John said the standards gave us an opportunity to engage through teaching and learning, and the IEU’s aim in providing the Conference was to give people a chance to walk away feeling empowered to engage with their community.“I’m proud to lead a Union that wants to be part of this engagement,” he said.Keynote speaker Dr Zane Ma Rhea

of Monash University, who heads up research investigating standards 1.4 and 2.4, says the global movement on Indigenous rights was influencing the Australian education setting.The Rudd Government became a signatory to the United Nations Declaration on the Rights of Indigenous Peoples in 2009, after it was initially rejected by the Howard Government.Despite the siganature, Australia was still “failing miserably” in education in this area and here was a need to “move away from a colonial deficit model of thinking”.“Rights based pedagogy is not just about what we grab for our curriculum material, it’s about the scope and depth of our work, how we build programs, how we build rights into everything we do in school.”The new standards would require teachers to get in front of the class and teach things they did not know about, Zane said.“Teachers tell us they get their Indigenous content from Google. If we’re not careful we could end up buggering up and teaching rubbish.“I don’t want to see a whole load of non-Indigenous people sweeping their way through to lead teacher status by ticking

a lot of boxes, while Aboriginal Education Workers or Indigenous people on the ground with years and years of knowledge are not getting credentialed.“I don’t want to see a ‘snatch and grab’ Aborigine brought into the classroom for an afternoon to get all the information out of them.“Unless we have Aboriginal and Torres Strait Islander people working side in partnership with schools we’re not getting anywhere.“We need real employment. PD for teachers should be assessed by Aboriginal and Torres Strait Islander people, not provided by professional companies.”Zane said teachers needed to get excited about going on a personal journey to learn to provide support for Aboriginal and Torres Strait Islander students.The Conference’s other keynote speaker and former Sapphire’s singer Lois Peeler spoke about the formation of her school Worowa, a school for Aboriginal girls in Victoria. See December’s Newsmonth for a story on Worowa.During the panel session David North, Head of Gawura School at St Andrews Cathedral School in Sydney and Teaching and Learning Coordinator at Nowra

Anglican School Peter O’Donnell talked abut how their schools as focus schools were fulfilling the Aboriginal and Torres Strait Islander Action Plan. The 100-odd Conference delegates also enjoyed a wide variety of workshops, not to mention music and singing from Dhinawan.Papers from the Conference are available at www.ieu.asn.au.

New standards set big challenge

Standard 1.4 (leading teacher level) Develop teaching programs that support equitable and ongoing participation of Aboriginal and Torres Strait Islander students by engaging in collaborative relationships with community representatives and parents/carers.Standard 2.4 (leading teacher level)Lead initiatives to assist colleagues with opportunities for students to develop understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages

“Teachers tell us they get their Indigenous content from Google.”

“I’m proud to lead a Union that wants to be part of this engagement.”

Clockwise from

top: IEU General

Secretary

John Quessy

addresses the

Conference,

Indigenous

Conference

participants,

Dhinawan,

IEU Indigenous

Advisor Diat

Callope with

Lois Peeler and

IEU Organiser

Jackie Groom.



Darlene MurdochDarlene is the new Indigenous Education Officer at the Bathurst CEO She was previously a Teacher at St Patrick’s Primary School, Lithgow, for 20 years, and is a long-time IEU Member.“I came to the Conference because there were good keynote speakers and I wanted to learn about

where things are going. “My job is to drive Indigenous education in the Diocese. We need strategies and plans in place to prove what we are teaching.“It’s not just about teaching Aboriginal perspectives, it’s about communicating and connecting with the community and providing pathways.”Darlene says her Aboriginality was acknowledged but not drawn upon when she started teaching 20 years ago.“I’ve been encouraged to see more emphasis put on Aboriginal education,” she said.

Julie JeffreyJulie has been the Aboriginal Education Worker at St John’s Primary School Cobar since 2001 and an IEU Member all that time.“I came to the Conference to learn off other people and bounce ideas off them that I could take back to my school,” Julie says.“I’m looking forward

to the workshop by Patrick Ellis because he used to be the Principal at Wilcannia, the next town to me.”Julie also attended the IEU’s AEW seminar the day before the Conference, to learn more about her rights and conditions.“I found it very informative, to find out about Long Service Leave and other things.”Julie says the national standards should make all teachers more away of Aboriginal issues.

Christine CampbellChristine has been Aboriginal Education Worker at Our Lady of the Sacred Heart College, Kensington for seven years.“The Union benefits me in a lots of ways. I’ve been to this Conference before and the AEW seminars.“The Conference is interesting and informative and the seminar was good to be

able to ask questions about your rights and the Fair Work Act.“I’m interested in the workshop on engaging digital learners as our school is an ICT school and all the kids have laptops. It will be good to get some ideas.”Christine says the Aboriginal enrolment at her school continues to grow, with 33 girls now attending.

The IEU’s Indigenous Advisor Diat Callope took time out to yarn with Year 3 students at International Grammar School recently.Diat talked to the students about Aboriginal language, history, culture (and footy).International Grammar School provides preschool to Year 12 classes to students predominantly from its inner Sydney catchment area. It is not a school for overseas students.Diat proved so popular one of the Indigenous students asked her to come back and have a sandwich with him at recess.“I’m happy to go back and have a yarn any time,” Diat says.The Ultimo school has a global outlook, teaching a second language from preschool, with two additional languages offered in Year 7 and 8.It also offers scholarships to Indigenous families in the area. Fifteen Indigenous students attend the school (not all on scholarship). The oldest scholarship recipient Tjaran (TJ), now in Year 12, has studied German throughout her school career and went on an exchange to Germany at Christmas.Principal Michael Maniska says it was “a meeting of worlds”.Primary Teacher Librarian and Indigenous Student Coordinator Keren Skyring organised Diat’s visit.IEU Member Keren makes sure Indigenous families attending the School feel at home.

“Students were totally engaged and listening thanks to Diat’s wonderful yarning,” Keren says.“My role as Indigenous Student Coordinator is to help provide student care for Indigenous students at the School.She runs a Koori Club at the School several times each term.TJ says: ‘Koori Club is the most important way for the Indigenous students at IGS to keep connected with each other. As I ma learning in my Aboriginal studies, connectedness is the basis for keeping Aboriginal culture alive.”Year 7 student Mi-Kaisha says: “I think Koori Club is a great place to be, because we all feel safe, happy and equal.“We get along like one big family thanks to Ms Skyring and Koori Club. We play, talk and eat. I can be myself and have a laugh.”Keren invited Diat to the School to give the children a “more explicit understanding of the Indigenous story”.“Our Indigenous students bring their stories into the classroom and we celebrate that, but we need to reinforce it with speakers like Diat, who can give them a more fulsome picture of the wider community,” Michael says.Diat says it is important that Indigenous children living in an urban community retain a connection with their traditional language and culture.“Talking to our young ones about understanding and tolerance is the best way ahead,” she says.

Meeting of worlds

Diat yarns with Year 3 at International

Grammar School.

www.ieu.asn.au overview


Labour Bites IEU organisers staffing stalls at the University of Western Sydney’s Edfest and The University of Notre Dame open day had trouble keeping up with demand.The events, held in February, provided early childhood, primary and secondary school preservice teachers with a chance to meet representatives from employers groups and unions, and grab information from a number of stalls.

The IEU’s stalls proved among the most popular.At Edfest alone, 150 people received application forms to join the Union, 75 of which were completed on the day.Early Childhood Organiser Tina Smith also conducted a special presentation at Edfest on the early childhood sector, which was attended by about 70 students.

Uni students flock to IEU stalls

Lock-outs kill productionFigures provided by Bengal Labour Minister in answer to a question in that region’s Parliament revealed that only a fraction of man-days were lost due to strikes, with 99% due to lock-outs or suspension of work by employers.The Minister expressed his concern over the instances of suspension of work declared by the management of various organisations, despite their units registering profits, and has asked his department to seek legal opinion on how to tackle the issue. “Suspension of work is the violation of fundamental rights of the workers,” he later told journalists. (Source: The Hindu)

Jobs begin at homeAn overwhelming majority of Australians want mining companies to search for local workers before importing skilled foreigners, a new survey has revealed. And most people support the Federal Government’s crackdown on the controversial 457 visa system.Nearly 80% of Australians agree with the Government’s 457 reforms, according to a poll commissioned by the Construction, Forestry, Mining and Energy Union which found that 89% of respondents agreed mining firms should test the labour market to see if there were Australians who could do jobs before foreigners were brought in on 457 visas. (Source: Herald Sun)

Shark taleA 62-year-old British holiday maker who was hailed a ‘hero’ when he grappled with a shark in Queensland has been sacked after it emerged he was on sick leave with stress.Paul Marshallsea waded in to the surf and grabbed the two-metre shark by the tail amid fears it would attack paddling children. TV footage of the incident was beamed around the world and seen by his UK employer, a children’s charity from which he had been away on work-related stress since last April.“If I hadn’t gone in to save the kids on that beach that day I would still have a job,” he said. (Source Brisbane Times)

Bus beat-upA selfless but ‘sore’ Boston bus driver who police said was beaten by as many as 15 youths told his union he was grateful he had time to engage the brakes before anyone else could be hurt or even killed by a 6000-pound [2721kg] runaway coach while he was being pummelled.John Laughlin, spokesman for the union, said the driver told them he was “sore and pretty upset”.“The most important thing to him is he was able to step on the brake and stop the bus from rolling,” Laughlin said. “It’s a 6000-pound missile.”“It is well past time for a crackdown on the thugs that target working women and men on any public transit job,” the Union said in a statement. “This assault by a reported mob on an isolated member simply doing his job illustrates the need for public safety officials and the Legislature to act quickly before a transit worker is killed.” (Source: Boston Herald.Com)

Leigh, UWSI would love to work in a private school specialising in sports, but if not anywhere I can make a difference. Teaching is a tightknit community so I want to become a member to see what’s on offer and see what the Union can do for me.

Zeinab, UWS I want to work in an independent school, somewhere local. I live in Bankstown. It may be an Islamic school, maybe not, I’m not sure. I want to find out what the Union is about because it covers independent schools.

Radmila, UWS My perfect scenario would be to teach in an independent school. I want to find out how the Union can protect teachers, tell us about the policies and the education industry and keep us updated.

Franklin, UWS I have a range of options about whether I’m going to teach in Sydney and what kind of school I’m going to teach at. I am interested in the Union because I want to get as much exposure to as many sources of information as possible.

Alex, Notre Dame I want to teach kids in their younger years and give them that something extra before they start primary school. I want to engage with children and see that what I am teaching is [being expressed]. I want to see that they are learning and improving as a result of my efforts. What I want from my degree is an ability to teach and to understand how children learn. Regarding the IEU, when we are out of university and when we do our pracs, while we still lack experience and won’t always know what to do, we will need someone to help us out.

Victoria, Notre DameI expect the Union will be able to help us in terms of letting us know how the system works. I know because I’ve grown up with teachers in the family that stuff does go on and you need help with that sort of thing. It can be a bit scary, your first time getting out there. I just think the Union is a really good idea. It’s not ideal to go it alone but it is good to be part of a community that can help you.

Taylor, Notre DameBoth my parents are teachers and my dad’s a principal, so it runs in the family. I’ve seen what they do and how they do it, so I felt this [degree] would be a good idea. When we do our pracs it will be helpful to be members of the Union.



International Women’s Day (IWD) 2013 was celebrated with a variety of events in Sydney, Parramatta, Gosford, Canberra and other regional centres, IEU Women in Education Committee Convenor Pam Smith writes.As usual the IEU national office provided a statement for International Women’s Day and this year also produced IWD ribbons which have been distributed at various IEU events. The 2013 IEUA statement for IWD, with the theme of 'The Time to Care: The Right to Care' links in with the ACTU’s secure work campaign.IEU members on diocesan EO/Gender Equality committees have used these IWD statements as appropriate, noting that Wollongong CEO held an IWD ceremony on 8 March and followed up with discussions at their Gender Equality meeting on 14 March.

The IEU Canberra office held its IWD Women in Education Committee meeting on 5 March with guest speaker Rob Coen from solicitors Maurice Blackburn. In Bathurst, an IWD forum was held on 7 March with Nareen Young from Diversity Council Australia. This year’s South Coast women’s event will be held on 11 April at Corrimal and the annual Newcastle dinner is on 14 May.Planning for other regional events is well underway, including Port Macquarie on 19 July and Tamworth on 12 September. Details of 2013 women’s gathering in Dubbo, Lismore and the Riverina will be confirmed as soon as possible. This year the forum part of these events will be registered with the NSW Institute of Teachers for the maintenance of accreditation.

This year the United Nations used International Women’s Day celebrations to call for an end of violence against women. IEU member and chair of the UN Women Canberra Chapter Margot Firth tells Newsmonth Journalist Tara de Boehmler that its time to take action. On 8 March UN Women’s Australia National Committee shone the spotlight on Papua New Guinea, where violence against women occurs at almost pandemic levels. Almost 70% of PNG women have been beaten by their husbands, including close to 100% in the Highlands, and half of married women have been forced into sex by their husbands.IWD events like the one organised in Canberra by Margot helped raise awareness and cash to help fund a critical services initiative established by UN Women in 2011. Money raised will be put towards health care and emergency services, improved lighting and guards, legal assistance, safe housing, mental health and crisis counselling and more. “The lunch involves fun and celebration but it’s mainly about raising awareness and calling people to action,” says Margot, who worked on the event with 14 other people, catering for 1100 attendees, including ACT Government representatives and guests from the House of Representatives and the Senate. The keynote speaker at the Canberra lunch, Justice Catherine Davania, is a native Papua New Guinean has worked for 28 years in the protection for women.Margot also has a longstanding commitment to women’s rights and has been Chair of UN Women Australia’s Canberra Chapter since 2010. Margot says she is fortunate to be able to teach part-time at St Francis of Assisi Primary School, so that she can fulfill her commitments to UN Women Australia.“I teach part-time and the great support from my colleagues and school principal is what enables me to be involved in this. It is very time consuming but it’s also very inspiring.“It’s time to think of our sisters in the Pacific. They are close but they’ve not got anything like what we have in terms of conditions,” she says. “We have a long way to go.”For more information, to become involved or to make a donation visit www.unwomen.org.au.

UN Women Australia also supports the White Ribbon campaign against domestic violence. According to the White Ribbon campaign

one woman in Australia is killed every week by a current or former partner, one in three women over the age of 15 report physical or sexual violence at some time in their lives, and domestic and family violence is the major cause of homelessness for women and

their children. To find out more, visit www.whiteribbon.org.au.

“It’s time to think of our sisters in the Pacific. They are close but they’ve not got anything like what we have in terms

of conditions.”

Time to act on violence against women

IEU members celebrateInternational Women’s Day

IEU members mark

IWD at Wattle St

UN Women Australia's Canberra

IWD luncheon raises awareness of

domestic violence in the Pacific



NSW Board of Studies Hospitality IEU Rep Geraldine Blake says it is crucial that teachers actively participate in the Board of Studies (BoS) consultation process regarding

changes to HSC Hospitality – particularly as to how the proposed changes relate to their school, and therefore workload, resources and possible student outcomes.

BoS consultation late March – early April.Proposed changes to the HSC Hospitality syllabus are based on the new training package. At its meeting on 25 February, the BoS

Industry Curriculum Committee was given draft documents to review and discuss, providing further input and modifications for the Draft Scoping Paper that was to be released for comment in late March.

Have your say on changes to HSC Hospitality Course

Catholic school primary teacher Meg Cottee, an IEU member for 33 years and Chapter Rep for 15 years, retired at the end of 2012. Steve Bergan, Lismore IEU Organiser, caught up with Meg after a presentation was made to her at the North Coast Branch AGM in February. Meg completed her Diploma of Teaching at the Catholic Teachers’ College, North Sydney. Originally from Casino, she undertook her schooling under the Mercy Sisters at St Mary’s, returning to the northern rivers to take up a position at Mt St Patrick’s Primary School Murwillumbah in 1976.This school was a Presentation Sisters school consisting of one single stream class per year. Meg’s first class comprised 30 Grade 3 students. She says teachers were free to “just teach” under a supportive internal school system of Sisters and lay teachers.“There was a real collegial focus towards teaching that was about more experienced staff, including the principal, mentoring and supporting younger teachers and sharing their experiences with them,” Meg says.“Pastoral care and building quality relationships and friendships was indeed a focus.”Meg remained at Mt St Patrick’s Primary for seven years while also taking on extra study to complete her Bachelor of Arts degree. In 1980 she joined what was then known as the NSW Independent Teachers Association. ITA newsletters show there was a “work value case” in progress at that time to have teachers in non-government schools paid the same wage rises at the same time as teachers in government schools. The NSW Government had also just enacted maternity leave legislation.Meg joined the NSW ITA based on these issues and her interest in social justice concerns, which were supported both by the Union and her employer. She then took a position at Our Lady Help of Christian Primary School in South Lismore where she taught until 1988. This small school of 140 students was run by the Sisters of St Joseph. In 1990 after having taken a year’s leave without pay to look after her mother, Meg gained a teaching position at St Carthage’s Primary in Lismore, a Presentation school.At St Carthage’s Meg completed a Masters of

Education. She remained there until her retirement. During this time she became more active in the Union movement. In 1997 she took up the IEU Rep’s role after being mentored by the previous IEU Rep. During this period she remembers the school’s leadership changed from religious to a lay principal. Meg believes this was the catalyst for more pressure on teachers from external factors. “Experienced principals who previously worked alongside teachers were becoming more driven into a top down leadership model. Classroom interruptions became more evident.”In the mid-2000's schools became more affected by external factors in relation to compliance, community expectations, a drop in teacher morale and work intensification, she says.During her time as an IEU Rep and Union activist Meg says she has seen great improvements and better conditions won by the IEU on behalf of its members in schools.Meg says being a Union member and Rep has empowered her to tackle matters she previously would have “fainted at the thought of”. Being exposed to Union issues and seeing how they were resolved by attending many Branch meetings helped Meg understand the importance of the Union to members in the workplace.Speaking out and taking risks on Union issues helped her to become a stronger individual and she encourages anyone working within schools to join their Union. There is life after teaching and she remains busy with a variety of activities. She is an activist attending coal seam gas meetings and rallies, she attends different U3A activities, belongs to a reading group, attends the gym, is passionate about tai chi, embraces coffee therapy and take long lunches with friends.She also undertakes archival work at the Presentation administration centre, continuing the bond created by working at Mt St Patrick’s and St Carthage’s with the Sisters and their strong charism of justice and respect for all people and the environment. Meg says she has “changed direction” rather than retiring.The Union thanks Meg for her efforts on behalf of Union members and wishes her well in retirement.

On Valentine’s Day, teachers, support staff and principals from Catholic education right across Victoria gathered in Melbourne’s Treasury Gardens to express their anger at the State Government’s refusal to offer a fair pay deal.There were love hearts, balloons, a ballad or two and even a gigantic Valentine’s Day card, but no Valentine’s Day present from the Premier. Seventeen months after negotiations began between the Government and the AEU, they still refuse to move from a ‘government wages policy’ of 2.5% per year.With no significant progress in negotiations, thousands of IEU members thought they had no choice but to take a day off work to publicly protest the government’s intransigence, and demand they return to the bargaining table with a fair and reasonable pay offer. Approximately 3500 IEU members made their way into the city to find out more information about the dispute, and hear from Union leaders.One of the highlights of the day was the huge Valentine’s card, signed by hundreds of IEU members, calling on former Premier Ted Baillieu to “have a heart and make us a fair deal”. Members then joined thousands of other workers from the AEU, CPSU and other unions in marching to Parliament to send a loud and clear message to Mr Baillieu. Prophetically as it turned out, VicTas IEU Secretary Deb James told the crowd: “If he’s not prepared to show the leadership that’s required to settle this thing, then he should step aside and let somebody else step up and do it for him”.

Prophetic day for Baillieu

Strength from learning “Pastoral care and

building quality relationships and friendships was a focus.”

IEU Assistant Secretary

Mark Northam and

Organiser Steve Bergan

with IEU member Meg

Cottee (centre).



The Council of Catholic School Parents (CCSP) says it was “shocked and dismayed” by the NSW Government’s unilateral decision to essentially cut funding to NSW schools. CCSP Chair Trevor Kellam tells Newsmonth what the funding freeze means for families. We were especially shocked given that prior to the NSW state election, we had been given a written assurance that a Liberal/National government would not tamper with Catholic school funding. The NSW Government’s ‘cost saving’ decision directly impacts families, students and teachers. For some hard working families it will mean increased financial pressure due to upward pressure on school fees as schools and systems try to find a way to deal with the reduced funding.Even though the Minister and Premier promised that there should be no impact

‘inside the school gate’ we are hearing across all school sectors that there have been limits put on some of the extra services and support that schools receive and on professional development opportunities for teachers. These cuts are felt ‘inside the school gate’ and teachers and students are disadvantaged as a result. Additionally, the capping of the Building Grants Assistance Scheme could have an enduring impact on the building of new schools and facilities to support Catholic education into the future. The fact that we heard about this through budget estimates and not from the Government directly is incredibly disappointing. The NSW Government’s funding freeze undermines all schools in NSW and feedback from parents suggests they will continue to be proactive in holding the Government to account to ensure that

the funding is restored to appropriate levels as soon the financial situation in NSW improves. The extraordinary response from Catholic school parents to this issue is reminiscent of the passion expressed at the time of the 1962 Goulburn Strike. Catholic school parents were some of the first in the state to commit to action: contacting their local members, forming delegations, writing letters, signing petitions. The speed with which Catholic education came together as a whole - bishops, CEOs, principals, teachers and parents - to clearly articulate our objections was quite extraordinary. It showed the power of ‘one message, many voices’.The CCSP is continuing to work with diocesan member organisations and independent Catholic school parent communities to provide them with up-to-date information. The CCSP is

also working with Catholic education offices and the NSW Catholic Education Commission. At the end of last year CCSP met with the Premier and Minister for Education with other peak bodies including the IEU, the NSW Teachers’ Federation, Catholic, independent and government principal associations and Catholic, independent and government parent associations. This was a historic and powerful alliance – I don’t believe we have ever seen such an alliance before in NSW or nationally.If parents would like to voice their concerns further, there is a petition for parents to sign: go to the CCSP site for the petition and the survey. But the most powerful action an individual can take is to contact their local member, by phone, email or in a letter. Personal contact is still the most effective thing that parents and teachers can do.

“The NSW Government’s funding freeze undermines all schools in NSW and feedback from

parents suggests they will continue to be proactive in holding the Government

to account.”

Parents dismayed by funding cuts

The 10th biennial CCSP joint parent conference will focus on linking parent engagement to student learning and so will be of particular interest to parents and teachers alike. The keynote speakers, who are top quality and well known in their fields, will provide a range of perspectives on student wellbeing, learning, parenting, technology and spirituality and teachers are encouraged to take part. Previous conferences have proven the benefits of teachers and parents interacting over the weekend with strong relationships and networks the result. Teachers, school staff and principals who have attended previous conferences have often commented that they wished they had heard about these conferences before and wish they had brought more staff and parents with them. Register by going to the CCSP website and following the links.

Catholic schools around NSW are being forced to increase fees by as much as 6% because of the O’Farrell Government’s $1.7 billion cut to education funding, according to NSW Opposition Leader John Robertson.He says that in 2013:the Diocese of Broken Bay (covering Sydney’s northern suburbs and the Central Coast) has raised fees by 6%the Diocese of Parramatta (covering western Sydney) has raised fees by an average of 4.9% and its annual Building Levy by $30 a year, andthe Archdiocese of Sydney has raised fees by 4.2%.All three Dioceses have directly linked the fee increases to the O’Farrell Government’s education cuts, Mr Robertson says.

Freeze hikes feesCCSP Conference 25-26 May, Hotel Novotel, Parramatta



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21 Jun: Women’s Forum, Port Macquarie RESCHEDULED TO 19 JULY

Wk9:24Jun–28Jun

25 Jun: PIP – Topic to be announced, Charlestown, Newcastle

26 Jun: Reps’ Training – Catholic Systemic, Newcastle

IEU Term 2 PD and Training Calendar



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Do you have a favourite education-based app? Is there a must-have app out there that our members should know about? Newsmonth Journalist Daniel Long calls for recommendations.IEU member Meridith Ebbs nominated the Story Buddy iPad app. Meridith’s thoughtful explanation of why the app was so useful as a learning device in kindergarten to Year 2 is a great example of how apps are transforming classroom interaction.“Story Buddy is great”, says Meredith. “There is a lite and a pro version but worth the dollars. I would use with Years K-2 in any KLA. Take a picture,

insert and write a sentence or decorate. I’m using it for Year 1 Maths today. Students create a number sentence using concrete material, take a pic, write about the number.”Story Buddy is a creative learning app for iPad that should appeal to teachers who are looking for innovative ways to teach traditional curriculum subjects such as Maths and English using mixed media. However, we are still taking nominations. For your chance to win one of four $50 iTunes vouchers, write in and nominate your favourite app. Some of

the other apps nominated so far include: Dojo, Music Teacher, Evernote and Story Kit.IEU General Secretary John Quessy recommends Baiboard to teachers who are looking for new ways to collaborate and synch their documents on the go. With Baiboard, teachers have the

ability to create zoomable, multi-page collaboration tools

with their students. You could sync all this on a smart board and connect via iPads. We encourage members to explore the different apps on their phones and tablet devices to find what works best for you. For Android users, search via the Google Play Store. For Apple iPhone/iPad users, the App Store is what you’ll need.

How to stop Facebook tracking youLet’s face it, most of us are stuck using Facebook whether we like it or not. And until something better comes along, Facebook is the social network most use. But that doesn’t mean you need to put up with Facebook’s woeful privacy policy and digital cyberstalking techniques, otherwise known as ‘cookie tracking’. Because Facebook delivers a ‘free’ service, Facebook captures your data (it essentially owns it once it’s posted), then sells it to marketers. This is not exactly new. Other sites (including Google, Yahoo and now even the Sydney Morning Herald) use cookies to track your usage and tailor advertising to suit your needs and tastes. But Facebook eschews traditional online marketing. It goes one step further by tracking individual web searches, even after you have logged out. According to one report at ABC News in the US, Facebook acknowledged in late 2011 how they were able to create a ‘running log’ of web pages that each of its 800 million members had visited during the previous 90 days. So, imagine that for full three months, Facebook is happily running up logs of every single page you surfed and visited. Unless you knew the cookies were installed or were savvy enough to delete them via your browser settings, Facebook has got an intelligent look of who you are, where you are located and what type of person you are based on your extensive search criteria. It does this by harvesting/tracking pages that had a ‘Like’ button attached to them (which is now in the billions).

Wherever you surf a page with a Like button, you activate Facebook’s cookie trackers. Scary isn’t it? But there is a way to make it almost impossible for Facebook to track you. And for this, you will need to install a third party software add-on to your browser or use a non-trackable search engine. Fortunately, there are many now. And you don’t need to be an egg-head to work out how to do it either.

Safeguard your browsing privacy Potentially you could use a separate browser for everything non-Facebook, but this may be less than convenient and not entirely foolproof. For alternative search engines (or a browser plugin of the same type), try duckduckgo.com. When you make a search, your data is protected from cookies and trackers. Alternatively, browser plugins are probably the best choice. The best of these are Adblock Plus and Ghostery, which will work with most browser types. Adblock plus has won lots of acclaim, and is among the best ad-free blockers on the web. It is supported by donations, so it’s worth helping them out if you find it useful. And then there is Ghostery, which is best summed up by its “zero-tolerance blocking of anything ad related”. It’s another solid pick to keep the Facebook data goons off your back.

Related links:Baiboard.comtapfuze.com/apps-for-ipadDuckduckgo.comAdblockPlus.orgGhostery.com

Newsmonth Tara de Boehmler



The NSW/ACT IEU welcomed 14 people who are living out their dreams to the recent exchange teachers’ conference held at Sydney’s Mercure Hotel.The conference introduced the 10 Canadians, one German, one Scot and two English people to the finer points of teaching and living in Australia, as they prepare to spend their year overseas.The IEU is the coordinating body which organises exchanges for teachers from the non- government school sector. Public school teacher exchanges are organised through the DECChristiane Bernt-Hempel is one of the IEU’s first exchangees from Germany. Christiane is from the International School of Hamburg, and she has exchanged with Helen Simic from St Mark’s Catholic College, Stanhope Gardens, in western Sydney.Christiane says she is pleasantly surprised by the multicultural nature of her school and Australia in general.“Everything is very different, I’m in a school with open learning spaces, which is something I’ve never heard of before.”The German and humanities teacher says her teaching load is heavier than what’s she’s used to at her home school.“Thursday afternoons are fun because we do interesting and fun activities – me being from Germany, I take the mini soccer.”Christiane says the Australian system is more “prescriptive” which as a new teacher (in Australia) she finds positive.

“I’m never lost, I always know what I’m doing every day. I know what skills I’m supposed to be teaching on a lesson-by-lesson basis. “The staff support me totally anyway, they are genuinely open and positive.”Delia de Sousa from Alberta also finds “everything” has been laid out and organised as far as teacher practice goes in Australia, but has discovered she “kind of likes that”.Delia has exchanged with Kevin Devine from St Clare’s Catholic School, Narellan Vale. Kevin is the school’s Principal, and he has elected to teach Year 2 in Canada to update his skills, while an acting principal steps into his role at St Clare’s.Delia says in Canada she has an isolated classroom whereas at St Clare’s three classes share an open plan space.“I like the collaborative nature of doing things and it’s something I might take back home.”Delia says she had been planning the exchange for years and it was a way of “taking some risk and getting out of the comfort zone.”Meghan Enga and Lawrence Holbrook from British Columbia have been lucky enough to score a double exchange –

Meghan has swapped with Stephanie Meagher from St Thomas More’s Primary School, Campbell, ACT and Lawrence has swapped with Hamish Meagher from Holy Trinity Primary School, Curtin, also ACT.This is the couple’s second exchange. They spent a year in Brisbane 10 years ago, and vowed they would come back when they had children.The couple teach a middle school in Canada so the younger age group in primary is their first challenge.“It’s different, but not too different, in

Australia,” Meghan says,“You can challenge yourself and experience something new without it being too risky for your family or your job security.“Physically removing yourself from your regular circles give you a chance to renew yourself and be open to new things.”Esau Tamura from Alberta has swapped with Troy Sicily from Mt Carmel Central School, Yass.

“I was originally hoping for a bigger city, but with hindsight I’m really glad we’re in a small town,” Esau says.“The hospitality has been great, we’ve been interviewed on the radio and invited to touch football.“I find the teaching here awesome and more like what I imagined teaching would be at university.

“There are smaller class sizes and its more personal. Troy had done his due diligence and everything has been prepared for me, I just have to modify it to suit my teaching style.“I’m the main science teacher so I have the flexibility to choose what to teach.In the Canadian system I feel like I’m pumping out numbers and covering content. I guess it depends on what province you come from.“I love the fact there’s morning tea which gives you the headspace to prepare for the rest of the day, although a full load day is pretty busy.”Annette Alexandriw from Ontario has swapped with Samantha Coultas from McCarthy Catholic College in Emu Plains, NSW.The maths teacher says so far everything about Australia has been “beautiful”.“This is one to tick off my bucket list, I’ve always wanted to come here,” she says.“I find it quite organised in school, the way you meet the students in the morning and five periods a day days are quite busy.“But I like the two breaks during the day and there is the flexibility to be creative within the organised structure.”

To find out more about the exchange program contact Helen Gregory, Exchange Coordinator at [email protected] or call 8202 8900.

After years of planning and countless sleepless night we are finally here and enjoying our Teacher Exchange to Scotland. Let me start by saying this is already proving to be the most amazing professional and personal development opportunity I have ever had. I should clarify – by we – I mean myself, my husband Michael and our three children Nicola (14), Emily (12) and Jack (9). We arrived in Scotland on the 29 December in time for Hogmanay celebrations in Edinburgh. We participated in the Torch Procession

through the streets with 20,000 other crazy people in freezing conditions. I am teaching S1-S6 (Years 7-12) Social Subjects (HSIE) at Wallace High School here in Stirling. The school has mind-blowing facilities, a swimming pool, gym, weights rooms, three dance studios and cafeteria to name a few. The staff are so welcoming and friendly and the students seem fascinated with their new Aussie teacher, wanting to learn all Australia and in particularly, they are very keen to learn about the deadly creatures Australia is famous for. The children are loving the opportunity to go to school here in

Scotland. Our son Jack, has even started picking up a cute little Scottish accent. The cost of living here is much cheaper than Australia;; everything from food to alcohol is cheaper. The only thing significantly more expensive is petrol but distances are much closer, so it all works out in the end. We live in a little village called Tillicoultry, about 15 mins drive from Stirling, 45 minutes from Edinburgh. We celebrated Australia Day with other exchange families and our neighbours, who have become our friends. I really think the key to having a great exchange experience is flexibility and

approachability – go with the flow, things are different but different is good. Be approachable to the students and the staff, as it is amazing how interested they are in Australia. I would love to thank my exchange partner Austin for allowing us this experience;; he is enjoying the sunshine in NSW.

By Anne-Marie Kelly, of San Clemente High School, Mayfield, who has swapped with Austin Cavanagh, Wallace High School, Stirling, Scotland.

Postcard from Scotland

“I’m in a school with open learning spaces, which is something I’ve never heard of before.”

Ticking off their bucket list



Representatives from a variety of schools including ASPECT, independent schools, Catholic independent and systemic schools attended the Central Coast Branch AGM. Congratulations to John Heffernan, Bill O’Connell and Chis Wilkinson on their election to the positions of President, Vice-President and Secretary respectively. Thank you to these members. The branch and Union relies on people taking up active roles.Many issues at both Branch and Chapter level were raised and discussed,

and this meant the meeting went a little later than usual, but all Reps found the information useful and of value for their chapter. The Branch passed a motion of thanks to long serving representatives Mark Taylor and Francis Carson, who both retired from teaching this year.The next Branch meeting is on 16 May and Reps training is on 18 June. The meeting supported a suggestion that the PIP on the 17 June be at a location convenient to members in the northern part of the Central Coast. Members are welcomed at all Union events on the Central Coast.

Twenty-six members attended the Hunter Valley Branch AGM, where congratulations were passed on to elected position holders Marie MacTavish (President), Gerard Crichton (Vice President), Cormac O’Riordan (Secretary) and Committee Members Richard Focic, Peter Barnes, Angela Morris and Nada Farrell. Their efforts and points of view will be of great assistance.The Branch voted to have its next meeting on 6 May to East Maitland Golf Club. This allows easier access to many upper Hunter Reps and we encourage their attendance.

IEU President Chris Wilkinson ended the AGM by personally thanking all the reps and acknowledging their work, which is vital to the Union. Chris is a welcome and regular participant at many Hunter functions and her contributions and insights are valued at all events.Some other up-and-coming events for your diary are Reps training on 26 June and 19 July and PIPs on 15 May, 25 June and the Women’s Forum on 14 May.

We had a well-attended Branch AGM meeting and welcomed our Assistant Secretary Mark Northam to this meeting. Mark Northam and IEU Organiser Steve Bergan presented retiring Rep Meg Cottee with a gift, flowers and speeches to thank her for her long service to the IEU. Thank you Meg!Our elected positions this year are: Branch President, Marty Fitzpatrick, Vice President, Kath Egan, Secretary, Richard Ryan and Branch Committee members Belinda Cahill, Jeff Pratt, Marg Fitz-Bugden and Michael Namrell.We have always held the meetings at the Lismore office but this year we are experimenting with venue changes. If we are in your area join us for the meeting and network with other members with a meal supplied by the IEU. Branch meetings are not just for workplace Reps but all members. Hope to see you there!

Term 2 Wednesday 22 May (Ballina)Term 3 Wednesday 7 August (Tweed Heads)Term 4 Wednesday 27 November (Lismore Office)AGM Wednesday 19 February 2014 (Lismore Office)

We are fortunate that senior members of our Union visit our branch meetings each year and we appreciate their support, as we are the most distant office of our Union but are kept informed by our active channels of communication. The North Coast is a large geographical area with a varied and diverse collection of educational institutions. The Lismore Diocese stretches from Tweed Heads to Laurieton with the North-Coast Branch covering Tweed Heads to the Yamba/Maclean and Grafton areas. There is a large collection of different workplace agreements and awards negotiated by our busy and efficient Lismore IEU office.I congratulate our Lismore office staff and our whole Union for the professional and comprehensive way it deals with the varied issues that arise in our workplaces.I particularly thank school Reps for their most important role in disseminating information and advice at the ‘coal face’ and all IEU members for their continuing cooperation in helping to make our Union so productive.

Well done team!

Exchange of ideas

Chris WilkinsonPresident

It has been a busy start to the year. I had the pleasure of attending the IEU’s Indigenous Conference recently and it was a huge success. More than 100 participants enjoyed two inspiring keynote speakers and had the opportunity to take part in a choice of 10 workshops. There was great discussion, practical participation, lots of laughs and encouragement and a chance to exchange ideas and suggestions.15 March saw the official opening of our new building in Wattle Street. Guests, staff and members enjoyed this beautiful building. It will serve members well for many years and staff are excited and happy to be working in such wonderful surroundings.

Our March Council meeting was well attended by delegates and observers from branches throughout the State. Federal Secretary Chris Watt gave us the latest on the Gonski Report and the implications for schools and funding. NSW Opposition Leader John Robertson addressed the Council on the funding cuts that will affect our schools and children in the coming years. Not good news for the future of our country.The professional development program for 2013 should benefit all members in all sectors. Make sure you attend a PIP or a Reps training session. You will be amazed just how informative these sessions are.

Staying in touch

Marty FitzpatrickNorth Coast Branch President

Active members add value

Carlo RendinaCentral Coast Report

Reps’ work vital

Delegates at Penrith-Blue Mountains Branch AGM welcomed back Organiser Sandra White from other duties and Jim Hall as Organiser, with IEU Assistant Secretary Pam Smith also providing some assistance. The meeting passed a motion of deep appreciation and regard to Organisers Esther Walsh and Dave Towson, who have been moved to duties in other branches. The meeting celebrated the personal achievement for Esther, who worked continuously in the Penrith-Blue Mountains Branch for over 15 years.The 2013 Branch committee comprises: Branch President, Patricia Murnane, Branch Vice President, Regina Bryan, Branch Secretary, Keith Heggart, and Branch Committee Members Brian Edwards, Margaret O’Donnell, Olga Blom and Kieran Murnane.The delegates recalled that during the 2012 AGM they had discussed the impending negotiations for salaries and conditions for members in Parramatta Catholic Diocesan schools. All members are strongly encouraged to heed advice from the IEU with

regard to accepting the final offer and be active in participating in the vote for official acceptance of the new salary and award conditions, as directed under the legislation with the Fair Work Commission. Primary school delegates from Parramatta Diocesan schools reported concern regarding unreasonable pressure put on teachers to give away their self-determination about work done during release from face-to-face (RFF) time. The purpose of this allocation is to benefit each individual teacher in their teaching, planning, programing and administrative responsibilities. Members are urged to contact the IEU in instances where their rights as stated in the work practices document are being eroded. Members are urged to act together in their Chapters to insist on fairness and positive relationships in their workplaces. Organisers are always available for advice and support.The next Penrith-Blue Mountains Branch Meeting is Wednesday, 15 May at Penrith Panthers. All welcome.

Walk the talkPatricia Murnane

Penrith/Blue Mountains Branch President

Central Coast Report



The South Coast branch warmly welcomes David Towson as a new Organiser within our branch. David has replaced Pam Smith and will be sharing schools on the South Coast with Tina Smith and Les Porter. He brings many years of experience to our Branch and we look forward to working with him. Special thanks must go to Pam for her 18 years of tireless service to the South Coast branch. Her deep knowledge and calm nature have been a great support to many. We wish her every success in her new role as Assistant Secretary.The South Coast Branch AGM meeting held on 20 February, was as usual well attended and provided some lively discussions of topical matters among our members. The issue of changing workloads for teachers in recent times was high on the agenda for several schools. The Branch passed a motion requesting the IEU to survey members in the Branch in respect to additional demands (such as emails, parental meetings, compliance, etc.) being placed on staff without consultation. The IEU is currently preparing a survey and organisers will be taking it out to Systemic schools late in Term 1.Following a well attended chapter meeting at St Gregory’s College on 5 February, which formally endorsed continuing the campaign, including a further two-hour stop work action, IEU officers Pam Smith and Les Porter met with the St Gregory’s principal Damien Millar, who appeared to indicate that the College’s refusal to pay above a 2.5% increase was not one of ‘incapacity’ but rather one of ‘priorities’. See page 1.Negotiations for the teacher’s enterprise agreement with Big Fat Smile (formerly Illawarra Children’s Services) are in its final stages. Early childhood teachers

employed in BFS centres will receive substantial salary increases, improved LSL provisions and programing and administration time over the next three years.Mission Australia Early Learning Services (MAELS) employee enterprise agreement is up for renegotiation. Meetings with MAELS have been scheduled to commence in March. The IEU have also commenced negotiations with Little School Preschool Dapto for a whole of service agreement.

South Coast Branch dates for the diary:11 April South Coast Branch Women’s Forum and dinner at St Columbkilles Corrimal.7 May Dealing with Difficult People – Shellharbour Workers (4.30pm-6.30pm).8 May Dealing with Difficult People – Camden Valley Inn (4.30pm–6.30pm).13 June Your Rights (and Obligations) at Work – Camden Valley Inn (4.30pm 6.30pm).11 June Your Rights (and Obligations) at Work– Shellharbour Workers (4.30pm-6.30pm).

Congratulations to those members who have been elected to positions of responsibility within our Branch;; your service is much appreciated. The following members were elected:

Louise Glase – Branch PresidentMark Donnelly – Branch Vice President Kathie D’Souza – Branch Secretary

Other members generously volunteered to form our Branch Committee and as representatives on the local Labor Council.

The 2013 Principals’ Branch AGM was held at the IEU Parramatta office on 16 February, with Sidonie Coffey and Michael Philpot re-elected as Branch President and Deputy President and Carol Luc and Jenni Payne to the position of Joint Secretary. Peter Murphy and Lou Single are Branch committee members.Sincere appreciation is expressed to Des Fox and Judith Ryan for previously serving as joint Branch secretary for several years.The 2013 Principals’ Branch meeting dates are scheduled for 4 May, 3 August and 2 November.

Principals’ WHS seminar in BathurstIn response to a request from Bathurst Diocese principals, the IEU conducted a WHS seminar for principals in Bathurst on 21 February, with a focus on an overview of the WHS Act, its implications for schools and for the role of principals.The IEU thanks Bathurst Diocese Principals’ Reps Pauline Walkom and Mark Pauschmann for their efforts in supporting the seminar and the Union will follow up issues with Bathurst CEO as appropriate. Similar seminars for principals in other dioceses can be arranged upon request.

NSW Catholic Systemic principals’ salariesIn addition to the IEU’s 2013 update letter to all NSW and ACT principal

members, the Union has also been in communication with NSW Catholic systemic sector principals regarding salary negotiations and consulted with representatives at the Branch meeting on 16 February.It was agreed that principals’ interests would be best served by securing an enterprise agreement for 2013, as for teachers, noting that such an enterprise agreement will not preclude the Union from continuing to discuss issues raised in its 2011 claim and which formed part of the agenda for the CCER/IEU Leadership in Catholic Schools Working Group. Such issues in regard to principals’ roles, remuneration and working conditions can inform discussions for a 2014 agreement.

Independent sector principals’ issuesThe start of the school year has seen a range of issues affecting principals in independent schools, including restructuring/redundancy and the withdrawal of employment offers. School governance and dealing with school boards continues to be a challenge for some independent school principals, including in the Christian and Islamic sectors, where there is often a strong community focus.Principals employed by charities or other non-profit agencies can also be vulnerable. Settlement has now been reached for DEC salary alignment for Aspect principals whose pay had been frozen since 2009.A teleconference for principals in independent schools will be held on 9 May.

Principals seek agreement

Sidonie CoffeyPrincipals’ Branch President

Changing workloads high on agenda

Louise GlaseSouth Coast Branch President

Tourism and Events Industry Curriculum Committee seeking feedback

Last month I attended the Tourism and Events Industry Curriculum Committee meeting with the Board of Studies Non-Systemic

Schools Vice President Michelle Omeros writes. It is a privilege to represent the IEU on this Committee. Consequently, it is

important that practicing teachers reply to the Draft Syllabus that will be distributed soon for consideration and feedback. I would like to highlight two issues for your reflection. Firstly, the present Certificate II in Tourism and Events will be downgraded to a non-ATAR 180-hour course, that could cause timetabling difficulties. The Tourism and Events 240 hour course will be upgraded to a Certificate III. This may mean an advantage for students, as they will be obtaining a higher credential. However, if

a teacher is trained at a Certificate II level, then they will require further training to deliver the Certificate III course. VET teachers have to constantly retrain every time there is a change to their syllabus. This does not occur with all other courses. Our VET teachers often do not want to deliver these courses any longer, even though they are popular with the students, due to the undue stress placed upon them.Secondly, it is important that the correct units become mandatory. Certificate III in

Tourism and Events students are qualified international travel agents. At present, the unit Provide Advice on International Destinations is not a mandatory unit. If a teacher does not choose this unit as an elective, then the students will find it difficult to gain employment. Comment on these issues and any others that you think should be debated. Practicing teachers are the ones that understand what works best in their students’ learning environment.

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March Pressings By M

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I was recently asked to assist in the selection of a Cabernet Sauvignon to be served at a wedding, which would feature a degustation menu with matching wines. The menu had been determined and most of the wines selected so we thought we’d have a bit of fun with the final wine and chose a half dozen readily available bottles from various regions and vintages, all under the $20 mark, and set about arranging a ‘semi-blind’ tasting. To add to our challenge we threw in an up market ($8) Coonawarra cleanskin. The wine was to be matched with a lamb dish so we were looking to showcase typical blackcurrant flavours with hints of vanilla and spice from new oak. Although we knew what the wines were we decanted into unlabelled numbered bottles and began the tasting. We all quickly identified (correctly as it turned out) the lightest in body as the cleanskin but it was neither a bad nor an embarrassing wine, just not what we were looking for. We ultimately settled on two very different wines, a 2010 McLaren Vale Cabernet ($19) which was a lovely wine,

deep red, full of flavour and very enjoyable, but lacking outstanding Cabernet Sauvignon character. The honour of ‘best in show’ for our little tasting went to the Cockfighters Ghost 2008 ($16). A rich dark red this wine displayed the intense blackcurrant and mint aroma we were looking for. Approaching five years old, there is still vibrancy in the fruit and plenty of ripe mulberry flavours with enough oak to notice and the soft, elegant tannins characteristic of the Langhorne Creek region that produced the fruit. Drinking very well now and I imagine over the next year or two.The first days of autumn generally find me rummaging in the cellar for a quality chardonnay. Like comfort food there is a coziness to a slightly chilled quality chardy and I think the Shaw and Smith M3 2010 ($40) is one of the very best, certainly the best not to come from the Margaret River. This wine is from the Adelaide Hills and is a fantastic homage to fruit that is hand picked. In the glass the wine is a pale gold with aromas of grapefruit and white peach with a hint of almonds. On tasting there is an explosion of fruits and a veritable pantry of other flavours.

Nuts, burnt butter, nectarine and peach mingle with the subtlest of spiciness and some acid driven flintiness. It is early days and this wine, which is complex, but without the over the top wood (that spoils so many chardonnays) has a long way to go. The M3 is a refined but mouth filling wine of great finesse. It is a classic food wine but I do enjoy gently sipping it long after the table has been cleared. Good drinking.

An homage to hand-picked fruit


John Quessy General Secretary Gloria Taylor Deputy General SecretaryCarol Matthews Assistant SecretaryMark Northam Assistant SecretaryChris Wilkinson President St Joseph’s Catholic College, East Gosford

Michelle Omeros Vice President Non-Systemic St Euphemia College, Bankstown

Bernadette Baker Vice President Systemic St Columbkille's Primary School, Corrimal

Carolyn Collins Vice President Support Staff St Michael's Primary School, Nowra

Gabrielle Connell Vice President ECS Albury Preschool Kindergarten

Francis Mahanay Vice President, ACT Holy Family School, Gowrie

Peter Moore Financial Officer De La Salle College, Cronulla

Marie MacTavish Financial Officer St Joseph’s Primary School, East Maitland

General Executive MembersJohn O’Neill Carroll College, Broulee

Ann Rogers ASPECT South Coast School, Corrimal

Pat Devery St Mary’s Cathedral College, Sydney

Marty Fitzpatrick St Francis Xavier’s Primary School, Ballina

Ralph Hunt The Armidale School, Armidale

Denise McHugh McCarthy Catholic College, Tamworth

Peter Mullins St Francis Xavier College, Florey ACT

Patricia Murnane Emmaus Catholic College, Kemps Creek

Michael Hagan Mater Maria College, Warriewood

Leah BayinSt Jude’s Primary School, Holder ACT

Newsmonth is published eight times a year (two issues per term) by the NSW/ACT Independent Education Union.Executive Editor: John Quessy (General Secretary) for and on behalf of the IEU Executive and members.Managing Editor: Tara de BoehmlerJournalists: Suzanne Kowalski-Roth, Tara de Boehmler, Sue Osborne and Daniel Long. Graphic Design: Chris Ruddle

Newsmonth

Contributions and letters endorsement if printed, and may be edited for size and style at the Editor's discretion. They should be forwarded to:

Newsmonth 485-501 Wattle Street ULTIMO NSW 2007GPO Box 116 SYDNEY NSW 2001 Tel: 8202 8900 Toll free: 1800 467 943 Fax: 9211 1455 Toll free fax: 1800 804 042 email: [email protected] On the net: www.ieu.asn.au

Advertising inquiries Chris Ruddle on 8202 8900. Such advertising is carried out to offset production costs to members and at commercial rates. It does not in

NSW/ACT IEU.

Bernard O’ConnorNGS Super

NSW/ACT IEU Executive

(Important information: The information in this article is general information only and does not take into account your objectives, financial situation or needs. Before making a financial decision, please assess the appropriateness of the information to your individual circumstances, read the Product Disclosure Statement for any product you may be thinking of acquiring and consider seeking professional advice.)


Income Protection (IP) Insurance is a valuable benefit provided to NGS Super members at a relatively low cost and is available in the case of accident or illness. The Automatic Standard IP cover provides eligible members with four units of cover which insures up to 85% of salary for a salary of up to $80,000, or a benefit totalling $68,000 per year. This is paid as up to 75% of salary and 10% to NGS Super as a contribution to superannuation. It’s nice to know that super contributions are still being made while you are collecting salary continuance payments. Each unit of IP insurance represents $20,000 of pre-disability salary. The payments are available after a 90-day waiting period, after which time a two-year benefit period begins. The cost per unit of NGS Plus standard cover is $0.45 per unit or $1.80 per week for automatic standard cover.NGS Super members are able to customise their insurance to suit their needs subject to acceptance by the insurer. For example if a 90-day waiting period (with no pay) is too long, members can apply for a 60 or 30 day waiting period. Obviously the shorter the waiting period, the higher the premium. The same applies to the quantum of salary. If the standard $80,000 is too low, members can apply for additional IP units. A member on a salary of $120,000, for example, would need six units of Income Protection insurance to be fully covered. The other often-overlooked feature of the NGS Super IP product is that IP insurance can be purchased for periods longer than two years. Both income protection for a five-year period and income protection to age 65 are available to members who apply and are accepted by the insurer. Again, the premiums increase with the added benefits.One aspect of IP insurance that is often not understood is that a claimant can generally only claim on one IP policy. Given the plethora of extra super accounts in Australia (an average of three accounts for every worker), it is possible that you may be covered for IP by more than one

fund. If you are certain that you are in more than one super fund, it may be prudent to check if both funds are deducting IP insurance premiums. If that is the case, you may be wasting your money because it is possible that only one insurer will pay in times of need. This is not the case with Death/TPD insurance – you can have as many accounts as you wish to pay for and all will pay if the claim is valid.The best way to analyse your IP cover is a simple comparison between funds. A good starting point is: How long is the waiting period? How much of my salary is insured? How much does it cost? Once you have ascertained these facts, you can select your preferred insurance provider and cancel other IP insurances as you cannot insure more than 100% of your salary.The mechanics of IP insurance payments are not usually understood until time of claim, but the rules are straight-forward. For the assessment, the insurer requires a Member Statement, an Employer Statement and a Medical Statement. Once these are completed the claim will be assessed. If the claim is accepted, an initial monthly payment will be made in arrears and subsequent monthly payments will be made on receipt of a Medical Statement from a doctor indicating that the member remains unfit for work.This process will continue for a 24-month period or until the member returns to work. If the member remains unwell after this period, it is possible to lodge a claim for Total and Permanent Disability. NGS Super IP insurance is designed in a way that allows both income protection and total and permanent disability claims to be paid in the case of serious illness or accident. Not all funds offer this benefit as one category of claim automatically cancels the other one.As is the case with other insurances, members hope they never have to claim. However, given the vicissitudes of life and health, it is good to know that your salary is protected for a period of time.

Bernard O’ConnorNGS Super

Are you over-insured for income protection?


To enter one of these giveaways put your name, membership number and address on the back of an envelope addressed to Newsmonth Giveaway 1, 2 or 3 - NSW/ACT IEU, 12-14 Wentworth St Parramatta by Friday 3 May. Envelopes must be clearly marked with which giveaway they are entering or they will be disqualified.

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The NGS Super Scholarship Awards are now open!

Celebrating years service: 1988-2013 25

Up to six $5,000 professional development scholarships will be provided to NGS Super members working in teaching, school management or support staff positions.

For more information or to apply online, please visit www.ngssuper.com/scholarship-awards.

NGS Super Pty Limited ABN 46 003 491 487 AFSL 233 154

www.ieu.asn.au giveaways

Destroying the Joint: Why Women Have to Change the World (Three Copies)Edited by: Jane CaroUniversity of Queensland PressISBN: 978 0702 249 904

Commentator Alan Jones’ words have taken on a life of their own in this collection billed as “fabulously

provocative” and edited by Jane Caro with contributions by Penny Wong, Corinne Grant, Christine Milne, Wendy Harmer, Clementine Ford, Tara Moss, Stella Young, Catherine Deveney and Leslie Cannold among others. Find out how these women are responding to sexism and misogyny and to Jones’ infamous utterance in response to Prime Minister Julia Gillard. “[Gillard] said that ‘We know societies only reach their full potential if women are politically participating’. Women are destroying the joint – Christine Nixon in Melbourne, Clover Moore here. Honestly.”

Kitchen Table Economics and Investing (Three Copies)Author: Damian LillicrapUniversity of Queensland PressISBN: 9780 702 249

If you’re worried about your retirement or even just starting out in the workforce, this book will

help you understand how to plan and make considered investments. The author has two decades of experience in the financial markets and believes: that banks should be fined if your house sells for a loss, that if you don’t understand why and how governments are trying to pass the buck you’ll end up wearing it and that China is in as bad shape as the West. The author explains “how the economics of countries directly relate to family budgets – the same home truths apply to both”.

Making Couples Happy (Five copies)ABC DVD

With one in three Australian marriages ending in divorce, discovering the secret to a happy relationship has never been more important. This hit series follows four ordinary couples who are

pushed to their emotional limits as resentments and entrenched behaviours are challenged and the couples work on turning their relationships around. Relationship experts support the approach and it offers “valuable, take-home information for viewers”.

April Newsmonth 2013

Documents

Transcript of April Newsmonth 2013