IV_July_2012

1July 2012

Hands off our time!Hands off our time!

VoiceVoice OUR UNION OUR VOICEJuly 2012 Volume 1 Number 3

IndependentIndependent

2 The Independent Voice

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WILL YOUR FUTURE BESUPER ENOUGH?

3July 2012

CONTACTS

UPFRONTPresident and Secretary Reports

News

48

FEATURES

10

13

14

20

22

26

Domestic Violence Leave

Provisions in the Catholic sector

High-stakes testing

Being counted counts

Professional issues in education

Lessons from Finland

School offi cers

Taking risks with supervisions

Workplace Health and Safety

Stress claims and

workers compensation

Legal Briefs

Accidents and liability

IN THE JOURNAL

5

9

11

12

24

25

27

29

School Funding

What happens now?

What’s happening in education

Professional development

Indigenous Issues

Yarning Circle takes shape

Northern Territory News

Benefi ts of SBU reps in negotiations

IEUA-QNT Excellence Awards

Nominate for recognition

Art and Literary Awards

Showcasing student talent

Keeping informed

Events Diary

Notice of elections

Independent Voice is the offi cial publication of the Independent Education Union of Australia - Queensland and Northern Territory branch (IEUA-QNT)

www.qieu.asn.auISSN 1446-1919

IEUA-QNT Brisbane PH: 07 3839 7020 346 Turbot Street, Spring Hill Q 4000 PO Box 418Fortitude Valley Q 4006

IEUA-QNT DarwinPH: 08 8981 192438 Woods StreetDarwin NT 0800GPO Box 4166Darwin NT 0801

Editorial/ Advertisingenquiries to Fiona StutzPhone: 07 3839 7020Toll Free: 1800 177 937Fax: 07 3839 7021Email: [email protected]

Editor: Mr Terry Burke IEUA-QNT Branch SecretaryPublications Offi cer/Journalist: Fiona StutzPrinting: APN Print

Disclaimer: Advertising is carried in Independent Voice in order to minimise costs to members and is paid at commercial rates. Such advertising does not in any way refl ect endorsement or otherwise of the advertised products and/or services by IEUA-QNT.

Copyright: All articles remain the copyright of IEUA-QNT. Permission must be obtained before reprinting.

ABN: 74 662 601 045

CONTENTSCatholic sector members

‘Hands Off Our Time!’

Celebrating 25+ years of membership with QIEU

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FRONT PAGE PHOTO: Lourdes Hill College members, together with their Catholic sector colleagues, send a clear message to their employer during the ‘Hands Off Our Time’ badge wearing day in May.


EDITORIALS

Recognition of outstanding contributionIt is important for an organisation to recognise the commitment that its members make to the organisation and to their fellow members.

The awarding of 25 Year membership badges to over 700 of our members is a small but nevertheless signifi cant statement to those members that their contribution is not only valued but recognised publically by our union and its members (See story pages 6,7).

The commitment and contribution of these members over 25 years or more has shaped and framed our union, reinforced our union culture, affi rmed the fundamental principles of unionism and built a stronger and more powerful collective.

It says a lot about these members as educational professionals that they have over such a long period, consistently looked to their union as an eff ective voice for their educational, industrial and professional concerns.

For them the collegial nature of what happens in schools can and has been complemented by the collegiality of our union collective giving expression to their commonly held issues.

As one of the recipients of the 25 Year recognition I share with my recipient colleagues a measured sense of pride in what we have been able to do over those years.

However, I know I also share a real sense of the ever-present challenges we face and a realisation that our future remains our collective responsibility.

It is heartening, therefore that Chapters, in honouring their Awardees took the time in so many instances to remind themselves as a Chapter, that

they have a responsibility, no matter the length of their union membership, to play an active role in Chapter and broader union activity.

As our Awardees would remind us, our achievements did not just happen and certainly didn’t happen without the advocacy of an issue often in the face of employer indiff erence and intransigence.

Whether it is our wage rates, long service leave provisions, family friendly provisions, superannuation provisions, parental leave or job security provisions, none of these would have been achieved without union.

As working conditions come under threat in the public sector it is a salutary reminder that we must be ever vigilant. These long-standing members, recognised with the 25 Year awards, can readily remind us of that fact.

They would also remind us that membership and activism are the cornerstones of our strength as a union.

Our congratulations go to the inaugural recipients of the 25 Year recognition awards and we look forward, year by year, to recognising similarly those who have made that substantial commitment and contribution to our union.

Queensland catholic employing authorities have themed the current collective bargaining negotiations “for the common good”. It would be very concerning if catholic employing authorities felt any comfort let alone felt justifi ed in their approach to negotiations based on the state government’s negotiation with our state sector colleagues.

The state government’s off er is an attack on teachers’ rights and a total disregard for the profession. The proposed collective agreement rips out of their current agreement employment conditions and matters such as class size, work load management, job security, consultative provisions and over 40 other matters.

These conditions have been gained for the betterment of the teaching profession and the quality of education provided. Many of these conditions have been hard fought and won by members of our union and the QTU through many campaigns. When teacher conditions that have been improved over many years are under attack and are to be potentially removed from legally binding collective agreements, when proposed wage increases that don’t even meet projected infl ation fi gures are off ered, we may ask how is

this going to enhance quality education?

When we continue to see public commentary about the quality of education and the standard of education graduates, it is astounding that many do not see the direct link between the attack on the teaching profession and their conditions and the problems of attracting and retaining quality professionals.

Research has clearly identifi ed that teacher quality is the key to improving student outcomes, but what is the key to teacher quality? Is it removing fair and just working conditions and providing reduced job security and limited progression or is it providing professionals the ability to have real input into and a partnership within the education system, one that they have a direct and clear dialogue with their employer to enable quality school education? We look forward to negotiation with catholic employing authorities that are for the common good and there for enhanced quality education.

For the common good

of quality education

Andrew ElphinstonePresident

Terry BurkeBranch Secretary

If you are aware of any members with 25 plus years of membership who may not have received their due recognition, please contact us so we can make the rightful Award. Contact: [email protected]

Union membership in Australia increased by 46,900 to 1,834,700 in the 12 months to August last year as the labour force grew, leading to a rise in density to 18.4 per cent. This increase in union membership was also evidenced in the education and training sector, as these employees had the highest proportion of union membership (38.7 per cent).

According to the ABS Employee Earnings, Benefi ts and Trade Union Membership survey, the highest density of women union members was in education and training (39.5 per cent). For men, public administration and safety had the highest density level at 37.9 per cent, then electricity, gas, water and waste services, and education and training (both at 36.8 per cent). In terms of which sector contributed to overall numbers, 31 per cent of members were in the professionals occupation group, 19 per cent in health care and assistance and 18 per cent in education and training.

For the full survey, visit the ABS website http://www.abs.gov.au

Union membership on the rise

5July 2012

SCHOOL FUNDING CAMPAIGN

As the federal government continues its development of a funding model to meet the Gonski Review of Funding for Schooling recommendations, the IEUA remains committed to the delivery of a well-resourced funding model which meets the needs of all schools.

In May national IEUA representatives met with Members of Parliament and Senators in Canberra to demonstrate support for a funding model which provides transparency and certainty of government funding to the educational needs of every child and to protect the jobs of education professionals in our schools.

Over the past year, IEUA members have supported the Gonski Review and celebrated its recommendations for a new framework for school funding that off ers more money for all schools, in particular more money for students in disadvantaged communities and for students with a disability.

Importantly the Gonski Review delivered recommendations on the key objectives of our union campaign and recognised for the fi rst time the legitimacy of funding the non-government school sector in the provision of education in Australia. It is essential now that the federal government ensures that the funding model works in practice, not just in theory.

Analysis problematicRecent analysis of the current draft of the funding model has raised concerns regarding the data settings used in the model’s application. The current settings for the School Resource Standard and loadings show signs of volatility and threaten the certainty and consistency of funding to schools. The model as it stands, if implemented, could result in all schools, government and non-government, becoming worse off over time.

While IEUA supports the architecture of the Gonski Review, the current settings would not only be unfair to students and their schools, but would also threaten the job security and future working conditions of our members.

IEUA has joined with Catholic and Independent school employers in calling for additional work to be undertaken on the funding model; this position is supported by the Federal Minister of Education, Peter Garrett and the federal government. The funding model is not yet ready to

be legislated by the federal government; reforms to school funding cannot be rushed.

It is essential that work continues on the funding model and that reconfi guration of some elements of the model occurs so that schools in all sectors will not be worse off over time.

Providing certainty in

the modelling for Gonski

PHOTOS: IEUA representatives have met with Members of Parliament and Senators to highlight the importance of school funding.

CLOCKWISE FROM TOP: IEUA-QNT Branch Secretary Terry Burke and IEUA Federal President Dick Sherman with Member for Moreton Graham Perrett Secretary IEU Vic/Tas Deb James with Member for LaTrobe Laura Smyth IEUA Federal Secretary Chris Watt and Senator Gavin Marshall IEUA Federal President Dick Sherman with Senator Matt Thistlewaite


25+ YEARS MEMBERSHIP

QIEU members with 25 years or more membership have been recognised for their long standing membership of our union in Chapter celebrations in May.

Members from throughout the state who were recognised with 25 plus years of membership received a commemorative badge and certifi cate honouring their commitment and loyalty; members were also honoured in Chapter morning teas to celebrate their contribution to our union.

St Patrick’s College, Mackay teacher Gary Giumelli recalls the reason he originally decided to join QIEU was for the protection, security and feeling of being part of a collective. This collective strength was evidenced over a decade ago after Gary was dismissed from a school for his management of a student. Following a sustained and highly focussed ‘Justice for Gary’ campaign by his colleagues the unfair dismissal case was settled out of court and he was reinstated. Gary has in turn paid favour to his union colleagues when they have needed help. “I am very proud to have defended staff that have suff ered because of workplace bullying. Our union has been a constant (for me), off ering great support in all areas. ”

Joanne Bowman from Our Lady of Lourdes School admits she has always been glad to be a member of our union. As the staff representative at the school for 10 years, Joanne says she “believes in the protection of our union and also the collegiality of being together as a group of like-minded people.” Principal of Assumption College, Warwick Peter Moloney said he originally joined “as a safety net in case something went wrong and I need the QIEU for support. It has never happened, but it has been a comfort to know that the support is there.”

St Pius X School’s June Romer joined in 1981 and fi ve years later

LOUBarry

became Chapter rep; she’s been in that

SIENA CATHOLIC COLLEGE: Margaret Doherty, Glenys Goodingham and Charles Forzatti

ST COLUMBAN’S COLLEGE: Lana Beagan, Henry Rose, Dave Wright, Bob Oxley and Kim Reinecker

ST PATRICK’S COLLEGE, MACKAY: Eamon Hannan, David Frazer, Janelle Cross, Gary Giumelli, Will Cassells, Russell French

MARIST COLLEGE ASHGROVE: Richard Ward, Derek Cameron, Denis Callaghan, Michael Kurylewski, Peter Tuckwell, Megan Wandell, Donna Spillane, Paul Kearney, Gerard Monsour , Graham Lawson, David Cameron, Peter Spensley

IPSWICH GIRLS’ GRAMMAR SCHOOL: IEUA-QNT Secretary Terry Burke with Gail Newman, Joan Riley, Kathleen Nicholson, Christine Gado, Eirys Jones and Paula Lange

OUR LADY OF LOURDES SCHOOL SUNNYBANK: Joanne BowMark Badke

BRISBANE GIRLS GRAMMAR SCHOOL: Pauline Harvey-Short, Ann Farley, Keith Treschman, Alan Dale, Phillipa Greig, Anne Byrne, Lorraine Thornquist, Kristine Cooke

Cc

ST URSULSheedy, SteJeanette Da

Celebrating 25 years of union

role ever since. June says she’s passionate about union and has seen many changes to union over the years. “The last 10 or 15 years our union has been more involved (in schools). Our union is not just there for you when you have a problem; they are always there.”

Many members who received the initial 25 year recognition badges will have been members beyond 25 years. As union records were only computerised in 1986 this is our union’s fi rst practical opportunity to recognise their length of membership. With the recognition structure now in place, QIEU will continue to honour and recognise those members who joined year by year. Those joining in the calendar year 1987 for the fi rst time will be recognised in 2013.

7July 2012

LOURDES HILL COLLEGE: Neville O’Brien, Barry Fitzpatrick and Deann Mayfi eld

e Bowman, Ted Brooks, Michelle Gillies and

ST JOSEPH’S PRIMARY SCHOOL: Chris Howard is awarded his certifi cate by Chapter rep Clare Low

URSULA’S COLLEGE, TOOWOOMBA: Lindsay dy, Stephen Broderick, Jennifer Langton, ette Dalton and Elizabeth Anderson

ALL HALLOWS’ SCHOOL: Liz Little, Pat Murray, Deidre Pascoe, Clare Michelsen, Christine Clarke, Barbara Ashwood and Marie Mullins

CLAYFIELD COLLEGE: Noel Stanley, Jane Maliszewski, Ailsa Shield and Peter Fas

STELLA MARIS COLLEGE: Dennis Quinn with Peta Neill

ST PIUS X SCHOOL: June Romer with organiser Craig Darlington

ST CLARE’S CATHOLIC SCHOOL: Deputy Principal Maria Mudge with organiser Wendy Hutchinson

ST URSULA’S COLLEGE, YEPPOON: Donna Neander

ST PETER CLAVER COLLEGE: Dennis Parry and Paul Mackay

ST EDMUND’S COLLEGE: Les Gamble, Dave Gagen, and Anne Mulkerin

ASSUMPTION COLLEGE, WARWICK: Peter Moloney is awarded his badge by organiser Greg McGhie

QIEU: Terry Burke, Christine Cooper and Paul Giles


NEWS

Up to 48 independent and Catholic schools in Queensland will take part in the Empowering Local Schools initiative, helping strengthen school leadership, community engagement and decision-making capacity and processes. The federal government is providing almost $3 million to help independent and Catholic schools throughout the state implement the scheme over the next two years.

Through the Empowering Local Schools initiative, participating Catholic schools may be able to: involve parents and locals in

More autonomy for Queensland schoolsMore autonomy for Queensland schoolsIndigenous communities in school decision making; take part in professional learning programs to help principals develop the skills to lead large and complex schools; take part in learning programs which will help schools review their decision making and planning; and improve administration in small schools.

Independent schools may focus on: improving staff performance through feedback and coaching; improving school board leadership strategies;

planning and reviewing administration systems; and managing and documenting budgets.

The government states that evidence both in Australia and internationally has found that greater school autonomy is strongly linked with improved student results, behaviour and attendance.

To fi nd out more, including which schools are taking part, visit the Empowering Local Schools initiative page on the Department of Education, Employment and Workplace Relations website: www.deewr.gov.au

The state government enterprise bargaining package and wages off er to Queensland Teachers’ Union members is a blatant attack on the teaching profession and undermines educational outcomes in Queensland schools.

The proposed package from the newly-elected state government attacks the importance of education and professional dedication of teachers with an off er of a salary increase of 2.7 per cent for each year over the next three years. The proposed collective agreement also seeks to remove over 50 matters from the current collective agreement including class size, workload, job security and curriculum coordination provisions.

If the state government has these matters removed it will become possible for policy and employer directives to be changed at any time by the government and Education Department without any consultation with employees and/or their representatives.

“The provisions the state government are

seeking to remove are conditions which are vital to fair and just school communities. The possibility that the state government could make signifi cant changes to teachers’ working conditions without consultation is a grave concern,” IEUA -QNT Branch Secretary Terry Burke said.

“Any attack on educators in government schools is an attack on the wider education profession and wider education outcomes and cannot be tolerated.”

Such attacks, if allowed to go unchecked, will inexorably impact on non-government education and non-government educators and the hard won provisions that are currently available. IEUA-QNT supports the QTU in rejecting this unjust proposal from the state government.

ABOVE: Union members rally outside state Parliament in support of QTU members in response to the government’s inadequate enterprise bargaining package off er to state school teachers

A Place for JessicaA Place for JessicaThe local community campaign to remember former union member Jessica Andrews is now complete after the unveiling of Jessica Andrews Place took place in June. Jessica Andrews will be remembered with a council playground on the corner of Lewisham Street and Ekibin Road in Annerley now named in her honour.

Jessica Andrews was a respected, caring teacher at Our Lady’s College who died suddenly in 2010, leaving behind a young family. The community campaign to honour Jessica Andrews’ contribution to local families was coordinated through our union with overwhelming support from chapters and principals in local Catholic school workplaces and the employing authority. Until our union embarked on this campaign many people did not know Jess was part of a group of Annerley mums actively advocating for a local park upgrade. Though she did not live to see the park she helped lobby for fi nished and enjoyed by Annerley families, Jessica’s legacy will now be publicly recognised.

PHOTO: Celebrating the naming of Jessica Andrews Place was Ros McLennan with daughter Frances Hayes, Brad Hayes and son Oliver, Wendy Andrews with grandson Thomas and Mark Andrews with son Max Photo courtesy Quest newspapers

State government off er an attack on education

9July 2012

ABOVE: Corinna Hellmrich from St Joseph’s Nudgee, Bev Day from St Edward the Confessor and Peter Brennan from St Vincent’s Primary School attend the QIEU/QTU Conference

LEFT: Early Childhood Education members Rhonda Murphy and Leanne Cameron from Cannon Hill Kindergarten and Community Preschool with Peter Dart and Jennifer Burke from Sacred Heart School, Yeppoon

Professional Professional

development for development for

teachers and teachers and

school offi cersschool offi cersProfessional development is an integral component of teacher and school offi cer development. As an ongoing activity designed to increase levels of expertise and understanding, professional development should also, where possible, be a process that works individually with the strengths and needs of a specifi c education professional in order to create higher capability and understanding.

Professional development comprises active and refl ective engagement in a range of professional experiences that are considered supplementary to the day-to-day responsibilities of a teacher or school offi cer. The intent of professional development is to enhance the skills, knowledge and understandings of teachers and school offi cers in order to enhance student learning outcomes.

Professional development can be employer provided, linked to systemic programs and initiatives and delivered by private providers; it can comprise additional formal study, be school-based or even off ered by professional associations and networks, such as unions.

Union professional developmentRecently, IEUA-QNT members undertook relevant professional development to further enhance and develop their skills as education professionals at a joint IEUA-QNT and the Queensland Teachers’ Union conference. The ‘Challenging Times: Sustaining Professional Practice Conference’ included a range of presentations that

addressed key issues in relation to the Australian Curriculum and the pedagogies necessary to assist students to make the most of their learning opportunities.

IEUA-QNT member Bev Day said undertaking appropriate professional development, such as the union conference, was integral to maintaining her registration as a teacher. “The conference gave me a healthy dose of current and energising thinking and research about my profession, and helped me to re-focus on how educators can sustain their profession in the modern world,” Bev said. Not only are union conferences considered appropriate professional development for members, but so too is union-run training such as Industrial Relations in the Workplace.

PD requirements for teachersTeachers must engage in a range of professional development activities to develop their skills and practice to maintain full registration. The Continued Professional Development (CPD) required under the Queensland College of Teachers’ CPD Framework means that teachers must undertake CPD that has regard to the professional standards and that demonstrates a balance of: employer directed and supported CPD; school supported CPD; individually identifi ed CPD; and a range of types of CPD activities.

A teacher with full registration working full-time must complete at least 30 hours of CPD per year to meet the requirements

for renewal of registration. For supply or contract teachers with full registration working less than full-time, the CPD Framework contains a pro-rata schedule.

Professional development should acknowledge that the professional responsibility for maintaining knowledge and skills extends beyond the individual’s personal professional development to meet their responsibilities as a member of a team and school staff . The Catholic, Lutheran and Anglican sectors recognise that professional development enhances quality of service and the effi ciency and eff ectiveness of their schools, as well as assisting employees reach their professional and career goals.

PD opportunities for school offi cers and services staff Professional development for school offi cers and services staff is equally as important to undertake as it is for teachers. Professional development not only enhances school offi cers and services staff s’ skills and knowledge to ensure the needs of the school are met, but can also be used as evidence when applying for reclassifi cation.

In the Lutheran and Anglican sectors school offi cers and services staff are encouraged to participate in planning and accessing approved professional development; in determining appropriate professional development and training opportunities staff members should keep the goals of both the school and their personal goals in relation to their work in mind. When this is done the cost of endorsed training is met by the employer. In the Catholic sector when professional development is required outside ordinary working hours, school offi cers and services staff will be granted time-in-lieu for the equivalent hours taken.

Professional development is an important component of teacher and school offi cer development and should be undertaken not only for the benefi t of the school and students, but also to the benefi t of the individual.

A Place for Jessica

n


DOMESTIC VIOLENCE LEAVE

IEUA-QNT Assistant General Secretary Ros McLennan (right) joined with community, union and business leaders to experience homelessness fi rst-hand on 21 June, raising important funds to help the nation’s homeless in the St Vincent de Paul CEO Sleepout. The annual event took place throughout Australian capital cities, with Executive Director at Brisbane Catholic Education Offi ce David Hutton and Principal at St Joseph’s College, Gregory Terrace, Peter Chapman also participating in this year’s event in Brisbane.

The Vinnies CEO Sleepout began as a local

community venture in Sydney fi ve years ago and in 2010 became a national event raising close to $3 million to directly assist people experiencing homelessness. The money so far has funded new projects, assisted with the provision of existing homeless services and allowed Vinnies homeless services to expand their programs to assist the homeless through crisis accommodation, domestic violence support and access to counselling, life and occupational skills, legal advice and education.

Collectively we as union members can make change, bettering the lives of Queenslanders

in need. Chapters are encouraged to hold a special morning tea to raise money for the Appeal and to make payment online to Ros McLennan’s profi le at http://www.ceosleepout.org.au/ceos/qld-ceos/profi le/?ceo=1253

Dig deep for CEO SleepoutDig deep for CEO Sleepout

Domestic violence and workDomestic violence and work

Domestic violence is a workplace issue with research indicating more than 65 per cent of people who experience domestic violence are in the workforce (Broderick, 2011). Domestic violence impacts on workplaces through increased absenteeism due to injury, sickness, stress, court attendance and other factors. It can limit a worker’s ability to perform eff ectively, resulting in performance management, terminations and resignations.

The workplace is often the only place aff ected employees spend signifi cant time away from the perpetrator. Here they can gain support, fi nd out about community services that can help, earn their own money to provide fi nancially for themselves and their children, hold a secure job and ultimately plot a path free from domestic violence.

Currently there are no provisions in Queensland and Northern Territory non-government schools’ agreements that provide assistance and protection for workers experiencing domestic violence.

However, this is about to change. With negotiations for a replacement collective agreement for Queensland Catholic school employees continuing, agreement has been reached for the Catholic sector to become the fi rst amongst Queensland

non-government schools to adopt an industrial provision detailing the care and practical support available to employees experiencing domestic violence.

The Catholic sector domestic violence leave provision (available at www.qieu.asn.au/catholic) aims to create workplaces where employees can disclose that they are experiencing domestic violence, without fear of discrimination. The leave provision states that an employee who is experiencing domestic violence can access fi ve days per year non-cumulative paid special leave in order to address related matters such as: attending medical or counselling appointments; sourcing alternative accommodation; accessing legal advice; organising alternate care and education arrangements for their children; and other issues related to the personal crisis. In addition, an employee who supports a person experiencing domestic violence may use their existing carer’s leave to accompany the person on activities related to the personal crisis, or to mind the children of the person to enable them to undertake activities related to such signifi cant matter.

This achievement has also been recognised elsewhere in Queensland, with the Australian Services Union and Queensland Rail also agreeing to special paid leave for employees experiencing domestic

The Australian union movement is beginning to recognise that domestic violence is an industrial issue with its inclusion in collective agreements helping to bring about cultural and attitude change needed to eliminate this social problem and its terrible impact on families. IEUA-QNT Ros McLennan reports on the Catholic education sector becoming the fi rst amongst Queensland non-government schools to agree to this inclusion in their collective agreement.

violence - and this facility is also available to Queensland public sector workers (including state school employees).

It is commendable that the Catholic education sector has included this industrial provision in their collective agreement for employees to access if they need it.

11July 2012

INDIGENOUS ISSUES

Working in the education sector can involve many challenges for education professionals. For Indigenous Australians these challenges are being explored in a newly-formed IEUA-QNT Yarning Circle.

The Yarning Circle is a communication tool established to help connect Aboriginal and Torres Strait Islander women educators with their colleagues from other schools to discuss relevant issues about being an Indigenous person and working in the education sector.

Recently, the fi rst Yarning Circle was held as participants discussed the importance of acknowledgement of country and Indigenous sensibilities concerning the land. While few in numbers there was a diverse group of participants.

Aunty Maud Gorham, originally from the Cherbourg area and now working as an Indigenous Support Offi cer at Holy Rosary Primary School at Windsor, told of her work in supporting the children from her school to engage with aspects of traditional culture, and to work hard within the framework of the traditional European education processes. She stressed the importance of knowing one’s own culture and being open to embrace aspects of other cultures. At the core of her conversation was a deep seated sense of respect: respect for the old ways; respect for the children as signifi cant individuals in their own right whatever their family traditions; and the development of self-respect.

Jo Gosney from St John’s Lutheran Church Kindergarten also attended and spoke of her deep desire to delve more deeply into the culture and traditions of her Indigenous ancestors to more fully develop her sense of self and understanding of her place in the complex world that is Australian culture.

She too sees respect as a key ingredient in the development of a successful and whole person.

A base for that respect in relation to Aboriginal and Torres Strait Islander people is a knowledge and understanding of the culture; the traditions, beliefs and values that construct the healthy sense of self in relation to one’s construction of reality.

Villanova College teacher Barbara Dewis, a Torres Strait Islander woman by birth with strong family connections to the land in Northern Queensland, also took part. Barbara has taught for many years in Catholic Education and also understands the importance of teaching our young people to engage with those they perceive as “other” in a way that affi rms the value of diff erence rather than only seeing the usual or familiar as “safe” and worthy of respect.

All participants agreed that there was a need to work together to make our union a place that is not only a space where Aboriginal and Torres Strait Islander people feel that they belong, but also that we work together to promote those issues of critical concern to Aboriginal and Torres Strait Islander people, both as citizens and as education professionals.

The next Coff ee, Cake and Yarning Session will be held on 26 July, and will be open to all Aboriginal and Torres Strait Islander people, both women and men. Come along and build the power.

ABOVE: Holy Rosary Primary School, Windsor Indigenous Support Offi cer Aunty Maud Gorham, St John’s Lutheran Church Kindergarten teacher Jo Gosney and Villanova College teacher Barbara Dewis attend the fi rst union Yarning Circle gathering

Yarning Circle takes shape Yarning Circle takes shape

for Indigenous membersfor Indigenous members


NORTHERN TERRITORY NEWS

IEUA-QNT Northern Territory members are encouraged to nominate individuals within their Chapter who have made a remarkable impact as a union activist for the Judith Cooper Award for Outstanding Contribution as a Union Activist.

Judith Cooper played an instrumental role in the establishment of a union in the non-government education sector in the

Nominate for the Northern Territory Judith Cooper Award

Northern Territory. In 1983 Judith Cooper, a school assistant at St Mary’s Primary School, and some teacher colleagues at other predominately Catholic schools joined together to start working through the issues which were aff ecting independent school employees.

In 1984 Judith was instrumental in the establishment of The Northern Territory Independent School Staff Association

(NTISSA). Judith was elected the fi rst Branch Secretary for NTISAA in 1984. Within the year NTISSA had worked extensively to establish the fi rst award to cover independent schools in the NT.

Contact IEUA-QNT organiser Jacques Retief at [email protected] to nominate a member and for more information about how to apply for the award.

Successful collective bargaining requires strategic planning and relevant strategic action by Single Bargaining Unit (SBU) representatives. Tiwi College employee SBU reps have recently utilised this by undertaking considered and organised approaches to the SBU and collective bargaining processes to ensure their member’s voices are heard.

SBU meetings are the key negotiation opportunities between employer and employee representatives during the collective bargaining process in which our union and its representatives advocate and secure above-award employment conditions for our members.

This year, reps at Tiwi College have been instrumental in negotiations for their fi rst agreement at the college. Recently employee SBU reps Josh Mackenzie, Ailsa MacFie, Ben Kelly, Meaghan Ravula, Anthony Lyons and Isoa Waqairagata undertook delegate training, learning about the processes of an SBU and how to respond to employer positions to best represent the collective interests of staff at the college. Each member of the employee SBU has taken responsibility for researching and arguing a particular section of the employer’s claim, which will be refl ected in the fi nal collective bargaining document.

IEUA-QNT organiser Jacques Retief said each employee SBU member will meet with a group of staff at the college as an Employee Reference Group to work as a ‘sounding board’ for the SBU members. “The employee SBU is particularly well organised and united. During these meetings, SBU members will discuss strategy, arguments and the results of further research with Reference Group members,” Jacques said.

To ensure the fl ow of reliable information from the employee SBU to staff , a chairperson should be appointed of the Reference Group, who should also be tasked with coordinating the writing of reports after each meeting, he said.

The main objectives which employee SBU representatives should intend to achieve from the collective negotiations are to: ensure all staff members (teaching and non-teaching) are classifi ed and paid at appropriate levels, on parity with other schools in the Northern Territory; ensure college expectations of and

allowances to staff are appropriate and refl ective of the school’s remote location; create an environment which will enable Tiwi College to recruit and retain skilled staff , including those with young families; and create a document which collects together and clearly states staff conditions and terms of employment.

SBU meetings and the role of SBU reps are a fundamental component of collective bargaining. To fi nd out more about SBU representation in your Chapter, contact your union organiser.

Importance of informed SBU reps in negotiations

ABOVE: Tiwi College Staff representatives Josh Mackenzie, Anthony Lyons with co-ordinator of the SBU Ailsa Mcfi e

13July 2012

HIGH-STAKES TESTING

Recently I attended the QSA Conference with its 2012 theme of ‘Shaping Teaching and Learning the Assessment Factor’. Whilst these conferences are always exciting and relevant to educational practitioners and planners I was particularly struck with a keynote address by Professor Yong Zhao, Presidential Chair and Associate Dean of Global Education, College of Education at the University of Oregon and a full professor in the Department of Education Measurement, Policy and Leadership. Yong Zhao has extensive international experience, a large number of published academic books and articles and is an acknowledged expert in regard to education and educational quantifi cation.

Zhao began his address by referring to a quote in William Bruce Cameron’s 1963 ‘Informal Sociology: A Casual Introduction to Sociological Thinking’ attributed to Einstein which states that “Not everything that can be counted counts and not everything that counts can be counted.” Zhao compared, contrasted and discussed the results of high stakes testing between such education

systems/countries as Shanghai and Singapore with various western countries including the United States of America and Australia. He drew on comments in public discourse which highlight and elevate high results as aims to be achieved and goals to be sought. Zhao referred to the Sydney Morning Herald article 17/2/2012 which, commenting critically of Australian education stated, “A Grattan Institute report, to be released today, shows Australian performance has slipped since 2000, with maths students now more than two years behind children in Shanghai and one to two years behind children in Hong Kong, Singapore and South Korea”.

Zhao spent a signifi cant portion of his presentation contrasting various Asian countries with the United States of America and other western countries demonstrating an inverse relationship between test scores (such as PISA) and other attributes such as confi dence, enjoyment, creativity, self expression and entrepreneurial capability. His pragmatic argument is that a diversity of attributes or talents such as creativity, passion and entrepreneurship are vital for developing countries in a post industrial world where the entrepreneurial qualities of confi dence, passion, creativity, motivation and risk taking are needed and rewarded. These attributes are often inimical to the outcomes promoted in a regimented education system committed to conformity and content subjected to the tyranny of

measurable/quantifi able outcomes.

Professor Zhao demonstrated that rather than celebrating their country’s achievement in these high stakes tests, Asian political and industrial leaders lament the fact that what is needed for the 21st century is an education system that nurtures individual diff erences, curiosity, passion and creativity; the mirror opposite of what is measured and acknowledged by testing regimes such as PISA and NAPLAN. In contrast, some western countries aspire to and are moving towards the education system and test outcomes that are achieved in many of these high scoring countries.

Zhao argues for an education system that doesn’t take individual diff erences, multiple intelligences, cultural diversity, curiosity, passion and creativity and constrict and strangle these through an education system to produce 20th century employable skills. Rather, he argues for an education system that takes individual diff erences, multiple intelligences, cultural diversity, curiosity, passion and creativity and through a process of strength-based personalised learning delivers graduates with enhanced human talents suitable for life in the 21st century and a global economy.

Professor Zhao has an accessible user friendly website with links to his publications, articles and interactive blog: http://zhaolearning.com

Not everything that can be Not everything that can be counted countscounted countsNot everything that Not everything that countscounts can be can be countedcounted

Assistant Secretary/Treasurer Paul Giles reports on his attendance at the recent QSA conference and a keynote address which challenges the blind commitment to numbers as signifi ers of educational achievement and worth.


PROFESSIONAL ISSUES IN EDUCATION

A recent book by Pasi Sahlberg, Finnish Lessons: What can the world learn from educational change in Finland? spends some time examining the central role that teachers play in improving student outcomes. The author suggests that it is “not enough to improve teacher education and elevate student admission requirements” for pre-service teacher education courses, but that the “Finnish experience shows that it is more important to ensure that teachers’ work in schools is based on professional dignity and social respect.” Moreover, “Teachers’ work should strike a balance between classroom teaching and collaboration with other professionals in school” (p70).

Role of the teacherIn a section dealing with “Time for Pedagogical Refl ection,” Sahlberg describes the role of the teacher as a trusted professional who is responsible for curriculum planning, delivery and student assessment. This is true of teachers in Queensland who, while they have curriculum and syllabus documents, remain professionally in charge of selecting specifi c content, making judgements about

Lessons from Finland: what they don’t want you to know

appropriate pedagogy and certainly are in charge of assessment.

Working togetherIt is also interesting to note that “there are no formal teacher evaluations in Finland” (p90). The reason that Sahlberg gives for this is that “Teachers have time to work together during a school day and understand how their colleagues teach.” This, it is claimed, “is an important condition for refl ecting on teacher’s own teaching and also building shared accountability between teachers” (p91). In Queensland, we see this particularly in the senior secondary years where there is a strong emphasis on internal and external moderation processes.

Comparisons between Finland, Queensland and the Northern TerritoryThe diff erence between Queensland, the

Northern Territory and Finland, though, is that in Finland teachers “are given two hours per week for planning and development work with colleagues” (p90). This is on top of the considerably lower face to face teaching time in comparison with the OECD average.Teachers are right in speaking out for greater respect for their professional skills and in seeking the time needed to engage in collegial refl ection and planning. For anyone who has taught, the value of this interaction is inestimable – as is having suffi cient quality time to plan lessons and focus on quality formative assessment of student strengths and weaknesses.

Pasi Sahlberg’s book is published by Teachers College Press: Teachers College, Columbia University: New York 2011. ISBN 978-0-8077-5257-9

While governments have been jealously eyeing Finland’s educational success in the world league tables of the OECD Pisa results, there has been no serious discussion of some of the working conditions that clearly have an impact on the quality of teaching and learning in the classroom.

Average Net Teaching Hours per School Year in Finland, Australia, and in OECD countries

* Education at a Glance 2008: OECD Indicators: Indicator D4

0 200 400 600 800 1000Total Annual Teaching Time (hours)

Upper-Secondary

Lower- Secondary

Primary

Australia

OECD Average

Finland

The Queensland government has postponed the introduction of the proposed pre-registration test for aspiring primary school teachers to ensure full consideration is given to the impact of these new measures, including their impact on the state budget due in September and the costs to individual aspiring teachers to sit the tests.

The Queensland College of Teachers’ (QCT) has been advised by the government that the pre-registration test for aspiring primary teachers will not be introduced

in 2012. This means that applicants for teacher registration who are aspiring primary teachers and who are eligible to and apply for registration during 2012 will not be required to undertake the test as prerequisite to being granted registration.

This decision: recognises the need of potential candidates to have certainty about timelines and costs, particularly the pre-service teacher cohort completing their program in 2012; and enables more work to be done on

strategies to minimise the impact on aspiring teachers by ensuring costs for sitting the tests are reasonable.

The test was originally established for aspiring teachers to demonstrate profi ciency in literacy, numeracy and science before being granted registration.

The QCT will provide further information about the implementation of the proposed test as soon as possible when it becomes available. For more information, visithttp://www.qct.edu.au/QEPR/preregtest.html

Queensland government defers pre-registration test for teachers

15July 2012

Young and Relief Young and Relief teachers, teachers,

Maths teachers and Maths teachers and Dept/Curriculum Dept/Curriculum

headsheads

Want help with teaching challenges

go to:

realteachingsolutions.comrealteachingsolutions.com

ATTENTION

Practicum, internships and the Practicum, internships and the

teachers who make it possibleteachers who make it possible

The media has been relentless in its criticism of the quality of new graduates to the profession and the processes that allow students to enter education courses, in particular, those cases where students with low OP scores are accepted at some universities. Teachers, too, have their concerns in relation to this matter.

There is anecdotal evidence from teachers that the quality of some education students that they supervise or mentor for the practicum or internship component of the university course is not always what it should be. Furthermore, there is the issue of how teachers are remunerated or otherwise compensated for the work they do to support universities to bring their students to completion of these courses.

A ‘Professional Experience Pay Claim Form’ from one Queensland university shows that the hourly rate for supervising a

practicum placement is $4.21; the School Coordinator of the pre-service teachers receives $1.44 per day, while an Internship Coordinator receives $124.78 per week. While internships are relatively new, the practicum component has existed for a long time and it has been a long time since the remuneration for this work has increased.

Whenever this issue is discussed in stakeholder consultation sessions, there is usually a loud voice from university representatives that the profession has a responsibility to bring on the next generation of teachers: a moral duty to their vocation.

Teachers, almost universally, agree that experienced teachers are the best persons to be inducting the next generation into the profession. However, respect for that profession is not evident in the

remuneration off ered, or, in some cases, by the failure of the universities to provide appropriate support for supervising teachers undertaking this work.

Our union will be conducting a survey of members to gather data about their experiences and views in relation to matters pertaining to the conduct of both the practicum component and internship arrangements that they have experienced.We need more than the anecdotal evidence that comes to us all too often about these practices. We need the hard data that will only be reliable if a signifi cant number of our members complete the survey.

The survey document is currently being developed and it is anticipated that it will be available in Term 3 this year. IEUA-QNT members are encouraged to complete the survey when it becomes available.

In the “Letter of Expectation” written to the Australian Institute for Teaching and School Leadership (AITSL) in March this year, Federal Minister for School Education, Early Childhood and Youth Peter Garrett set out the priorities and expectations for AITSL for 2011 and 2012.

Under the heading ‘Early Childhood Teaching Workforce’, the letter indicates that AITSL will work closely with the Early Childhood Development Working Group, Australian Education, Early Childhood Development and Youth Aff airs Senior Offi cials Committee (AEEYSOC) and the Australian Children’s Education and Care Quality Authority (ACECQA) in a number of signifi cant areas.

AITSL is directed to work with these other

bodies to “test the relevance of the National Professional Standards for Teachers for application in early childhood education and care settings and to develop supporting material for the National Professional Standards for Teachers, as they might apply to early childhood education teachers.

IEUA-QNT understands this work is in the very early stages and that signifi cant negotiation will be required between these bodies to come to some agreement about how the standards can be eff ectively and appropriately linked to the practice of Early Childhood Teachers and if indeed it is possible to make such connections. Our union will follow developments in this area and engage with the relevant bodies to ensure that the voice of Early Childhood Education members are heard.

ECE: What’s next on the national front?ECE: What’s next on the national front?

The way students studying education at university put into practice their theoretical knowledge has been a matter of interest to many stakeholders, including governments, regulatory authorities, universities, employers and teachers for a long time.


HANDS OFF OUR TIME!HANDS OFF

Marist College AshgroveMarist College Ashgrove

Holy Family School, IndooroopillyHoly Family School, Indooroopilly

Our Lady of the Way Primary School, PetrieOur Lady of the Way Primary School, Petrie

Columba Catholic Columba Catholic CollegeCollege

Members in Catholic schools took part in a ‘Hands Off Our Time’ badge wearing day in May, calling on the employer to recognise and address the time demands currently being placed on education professionals and to repudiate the employer claim for even more time.

In negotiations for a replacement collective agreement the employers have, rather than address the real and identifi ed positions put forward by employees, sought to put extra time demands on employees with claims around professional development.Currently teachers typically undertake six student free days each year during which professional development occurs; employers seek to increase this already signifi cant commitment by another 18 hours. Employees have seen this for what it is – a blatant time grab.

Both Diocesan and Religious Institute employers have so far failed to address the identifi ed need for greater quanta of preparation and correction time for both primary and secondary schools and the need to ensure preparation and correction time is able to be eff ectively used for its intended purpose. Rather than responding positively to this identifi ed real need, employers are seeking to exacerbate the problem with a time grab of an extra 18

hours per year of professional development.

As well, employers are seeking to signifi cantly change the current Experienced Teacher 6 (ET6) provision to add extra work demands above and beyond what ET6 teachers already do in the classroom without any time recompense – another time grab.

The ‘Hands Off Our Time’ campaign and the “angry clock” depicted on the badges

refl ects the anger felt by members for the employers’ lack of positive response to requests for more preparation and correction time and their blatant disregard of this real need by seeking even more of their employees limited available time.

This time grab will directly aff ect all educators in schools. Members will continue to demonstrate solidarity in regard to this unnecessary and unwarranted time grab.

(more photos pages 18,19)St Andrew’s Catholic College (Junior School), RedlynchSt Andre

17July 2012

HANDS OFF OUR TIME!F OUR TIME!

Our Lady of the Angels School, Wavell HeightsOur Lady of the Angels School, Wavell Heights

St Joseph’s College, ToowoombaSt Joseph’s College, Toowoomba

Our Lady’s College, AnnerleyOur Lady’s College, Annerley

The Marian School The Marian School

Fraser Coast Area MeetingFraser Coast Area Meeting St Columban’s College, CabooltureSt Columban’s College, Caboolture

St Joseph’s School Secondary Campus, StanthorpeSt Joseph’s School Secondary Campus, Stanthorpe

St Andrew’s Catholic College (Junior School), RedlynchAndrew’s Catholic College (Junior School), Redlynch


Siena Catholic CollegeSiena Catholic College

St Thomas More Catholic Primary School St Thomas More Catholic Primary School

St Mary’s College, MaryboroughSt Mary’s College, Maryborough

Lourdes Hill CollegeLourdes Hill College

Mount Maria College, PetrieMount Maria College, P

Unity CollegeUnity Co

Assisi Catholic CollegeAssisi Catholic College

Members from Thursday Island and Hammond IslandsMembers from Thursday Island and Hammond Islands

Trinity CollegeTrinity College

St Michael’s CollegeSt Michael’s Coll

HANDS OFF OUR TIME!HANDS OFFSt Joseph’s Nudgee CollegeSt Joseph’s Nudgee Colleg

19July 2012

St John’s School, RomaSt John’s School, Roma

St Anthony’s School, KedronSt Anthony’s School, Kedron

St Patrick’s School, BundabergSt Patrick’s School, Bundaberg

Mount Maria College, Petrieege, Petrie St Francis Xavier School, Runaway Bay St Francis Xavier School, Runaway Bay

St Joseph’s School St Joseph’s School (Primary) , Stanthorpe(Primary) , Stanthorpe

Unity Collegety College

St Ursula’s College, YeppoonSt Ursula’s College, Yeppoon

St Patrick’s College, MackaySt Patrick’s College, Mackay

Albert Park Flexible Learning CentreAlbert Park Flexible Learning Centre

St John Fisher CollegeSt John Fisher College

St Kevin’s Parish Primary SchoolSt Kevin’s Parish Primary School

Good Shepherd Catholic Community SchoolGood Shepherd Catholic Community School

Brigidine CollegeBrigidine CollegeSt Michael’s Colleges College

St Edward the Confessor St Edward the Confessor SchoolSchool

HANDS OFF OUR TIME!F OUR TIME!St Joseph’s Nudgee CollegeCollege


SCHOOL OFFICERS

School offi cer members note some employers have moved with considerable alacrity when the opportunities to use the broad range of skills school offi cers bring to their respective worksites present themselves. These “opportunities” include the use of specialist skills or qualifi cations in art, computer related areas, vocational education and student supervision either during school time or in after school activity. Whilst some of these skills complement existing roles such as teacher aides, library aides and special needs aides, increasingly school offi cers are fi nding themselves in situations where they are responsible for the supervision of students either in a classroom, library, school excursion or on playground duty.

Duty of care There are a number of precedents from the courts which clearly establish that a duty of care is owed by the school to students under its care. This duty is ‘non-delegable’, meaning that even though the school authority may delegate the task of the direct supervision of students to a designated person, the school authority retains the legal responsibility for the safety of the school environment at all times. This duty is:

To take reasonable care for the safety of students; To provide safe grounds and equipment; To take reasonable action to prevent students from suff ering injury from the actions of the student using equipment or other students using equipment. However, an individual employee also owes a duty of care to the students under his or her direct control. This duty of care applies irrespective of whether the employee is engaged in playground duty, coaching sport or supervising in a classroom.

Utilising untrained staff The utilisation of untrained staff , including school offi cers, in any educational context places the school and possibly the individual staff member at risk of litigation. Whilst teachers engage with students on a daily basis, not having supervision as a required duty means that most school offi cers have little or no previous experience in the supervision of students and contact with students has previously been one on one or small group contact and in some cases in a clerical context, i.e. signing out or providing forms to fi ll in.

Often in a classroom environment their experience is centred on assisting in the preparation of materials for teachers. The experience gained is not usually around instruction or supervision. Very few school offi cers have had experience

in direct supervision, giving instruction to students in groups or intervening in student disputation. As identifi ed above, it is acknowledged that schools have a legal obligation to protect their students and staff from injury and harm. The underlying principle to the level of duty of care is that it is a duty to take reasonable care to protect students against risks of injury which the teacher (or school offi cer) should reasonably have foreseen. It is not a duty to ‘insure’ against injury, but to take reasonable steps to prevent it.

One could argue that a school offi cer who has been directed to undertake playground duty and does not have special skills, training or experience may not be as well placed as a qualifi ed teacher to foresee the possibility of potential harm to a student and as such places themselves and their employer in a position whereby they are in breach of their duty of care. Section 9 of the Civil Liability Act 2003 (Qld) provides that a person does not breach a duty to take precautions against a risk of harm unless: a)the risk was foreseeable (i.e. one of which the person knew or ought reasonably to have known); and b) the risk was not insignifi cant; and c) in the circumstances, a reasonable person in the position of the person would have taken the precautions. While school offi cers will not automatically be liable for an injury to a student, they should still be wary of assuming

Taking the risk:school officers and supervision

The employer trend to utilise school offi cers’ outside their existing roles may place school offi cers in risky situations.

21July 2012

KEY POINTSEven though the school authority may delegate the task of the direct supervision of students to a designated person, the school authority retains the legal responsibility for the safety of the school environment at all times. However, an individual employee also owes a duty of care to the students under their direct control.

In situations where school offi cers are directed to undertake playground duty outside their role description they should advise the school, in writing, that they do not possess the required skills, knowledge and experience for playground duty supervision and that this poses a potential risk to the personal welfare and safety of the students. Where a school offi cer is keen to undertake such duties, training should be entered into to provide the school offi cer with suffi cient skills to eff ectively undertake the required duty.

A new position description should be developed, by a process of consultation, once a school offi cer agrees to undertake supervision of students. In some cases progression from one classifi cation level to another may be required, particularly where this entails the performance of work at a higher level.

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responsibility in potentially risky situations. They should not allow themselves to be placed in a situation where they are asked to sign risk assessment forms for activities such as sport. If they are asked to do so, school offi cers should raise their concerns about the legal implications with their employer, preferably in written form, so that their concerns are documented.

Training In situations where school offi cers are directed to undertake playground duty outside their role description, our union advises them to advise the school, in writing, that they do not possess the required skills, knowledge and experience for playground duty supervision and that this poses a potential risk to the personal welfare and safety of the students. If school offi cers do not feel confi dent or comfortable undertaking such a direction, this should also be noted.

Where a school offi cer is keen to undertake such duties, training should be entered into to provide the school offi cer with suffi cient skills to eff ectively undertake the required duty. Such training should cover: Duty of care; Levels of responsibility; Procedures for reporting accidents/incidents; Lines of support and authority; Identifi cation of potential hazard areas within the supervision areas; Methodology of supervising and giving instruction to students; and Workplace Health and Safety. Upon completion of training each school offi cer should be presented with documentation acknowledging the areas of training and the skills attained.

Authority A key concern of school offi cer members when they consider a request to undertake student supervision is that the students may not recognise nor accept a school offi cer’s authority to give direction to students. Communication from the school to students and parents regarding the playground supervision arrangements is an essential characteristic of the successful engagement of school offi cers in a supervisory role with students. The absence of this step could lead to an undermining of the authority of the school offi cer in the minds of students and parents.

Position Description A new position description should be developed, by a process of consultation, once a school offi cer agrees to undertake supervision of students. If school offi cers are expected to undertake supervisory duties, the position description should clearly indicate that supervision of students within

the playground is a required duty and, as such, the school offi cer is fully covered by WorkCover and the school’s insurance policies.

Workload School offi cer members have noted that attendant issues of workload become apparent when the school offi cer undertakes playground supervision. Problems could also arise when the school offi cer is requested to complete a task by an authorised person at the time when they are due for playground supervision. This could place the school offi cer in a situation of confl ict, especially when the duty of care to students, i.e. the playground duty, takes precedence over the teacher requested task. This is clearly a management issue and our members observe that when all staff are made aware, by the Principal or their designated representative, of the playground arrangements and potential for work overload or confl ict of interest for school offi cers, such problems tend to dissipate.

Further, all staff should be made aware of the times for rostered morning tea/lunch breaks for the school offi cers. This will ensure that the school offi cers will be able to access uninterrupted breaks after completing their playground duty prior to resuming their other responsibilities. Numerous sector collective agreements provide for paid rest pauses of 10 minutes duration in both the fi rst and second half of the day. It is also advisable for school offi cers to document any problems regarding workload issues. If it becomes apparent that workload is an issue, a review of the arrangements should occur with their immediate supervisor. This will assist them and the school in overcoming any problems with workload and expectations of others.

Classifi cation When members contact IEUA-QNT in relation to playground supervision, the issue of classifi cation is relevant. In some cases progression from one level to another may be required if a school offi cer takes on student supervision, particularly where this entails the performance of work at a higher level. In these instances it is important to look at any classifi cation criteria set out in the relevant industrial instrument.

Comment Whilst individual school offi cers might feel confi dent to undertake student supervisions such as playground duty, it is imperative that the following steps are taken to ensure that the school offi cer is trained and aff orded appropriate protections from both litigation and performance review: That the school establish protocols to cover legal and operational elements of

supervision of students where a duty of care is exercised; That these protocols ensure that the determination to off er supervision to school offi cers is recorded, training provided, a clear delegated line of authority to the Principal is established; and That supervision off ered to, and accepted by, a school offi cer shall only be within the competencies determined by the training they have received.

Even after training it is advisable for school offi cers to share duties with experienced teachers. IEUA-QNT are eager to hear from school offi cers who have been approached to supervise students, especially in relation to protocols established, training provided, parent/student notifi cation and re-classifi cation to take account of higher skills being used (with attendant pay increase). If this is happening in your school and you have concerns about it, this is an issue that should be raised at the Chapter level, and you can also contact the union offi ce for further advice.


WORKPLACE HEALTH AND SAFETY

Where an injury is deemed to be caused by reasonable management action taken in a reasonable way, WorkCover is obliged to reject the claim. It is important to note that rejection on this basis does not mean an injury has not been sustained – but it does mean that the injury has been deemed to be not work related.

What goes on the claim form becomes the basis for the investigation of the claim and it is this information that can mean the diff erence between the acceptance and rejection of a claim. We urge members to contact our union for advice prior to lodging any claim for workers compensation.

Once a stress injury occurs, it is important that members consider the following:

Report your injury to your employer as soon as possibleWorkcover will need to verify the injury and if there has been no report logged, it will make it more diffi cult to prove.

Lodge your claim as early as possible Workers have six months from the date their injury is assessed by a doctor as work-related to lodge a claim. If the claim is lodged more than 20 business days after the injury is assessed, workers will be asked to explain why there has been a delay. It is important to note WorkCover are not liable to pay for more than the fi rst 20 business days prior to lodgement so the earlier you get your claim in the better.

Workers can lodge an “injury notifi cation”

with WorkCover prior to submitting the claim. This is useful where members are not able to deal with the claims process at the time of injury and protects the lodgment timeframe.

Always check the paperwork It is necessary to obtain a QComp Medical Certifi cate from a medical professional. In doing so, make sure the diagnosed condition and its cause are recorded correctly on each certifi cate received. WorkCover must always have a current QComp Medical Certifi cate from claimants to keep the claim “alive”.

Always respond to WorkCover’s requests in writingThis can be done by fax or email. WorkCover now actively encourage all claims activity to be by phone, saying this makes the scheme “more accessible” to workers. However, they record what is said as fi le notes in their words, rather than the claimants. It is far better to have the context of these comments recorded in a controlled way.

Be aware of the decision making timeframe WorkCover have 20 business days to determine a claim. If they cannot make a decision in this time, they must advise of this in writing and they must advise why.

Focus on the event In reporting the cause of a stress injury, ensure the focus is on the event, rather than how it was dealt with. For example,

if the stress was caused by bullying and intimidation from colleagues or students, ensure that the focus is on the behaviour, rather than the way the employer dealt with it.

Minimise the factors WorkCover require claimants to nominate the contributing “factors” to stress-related injuries as part of their statement to WorkCover. Many members make the mistake of thinking that more is better. Some precedents infer that every factor listed as relevant to the injury needs to be proven, so the fewer factors nominated the better. One factor is ideal, but it needs to be a factor that can be proven and, where possible, a factor that does not involve management action.

The burden of proof The onus of proof of injury always rests with the worker. For management action claims, this means that while the employer may not have acted reasonably, unless the claimant can prove this, the claim will be rejected. Claimants must demonstrate that they have discharged their obligations in reporting incidents and have abided by any relevant processes in the workplace.

For example, if a claimant states that the injury was caused by the inaction of management, unless the claimant can show that every opportunity was given to management to address the situation, it may not be deemed proved. Supporting documents should be off ered and supporting witnesses to events nominated.

With any Work Cover claim an applicant must fi rstly show that they have suff ered an

‘injury’ and secondly that the injury was ‘work related’. However, with ‘stress claims’

(psychological injury) it must also be determined whether the injury was caused

by management action and if so, whether that action was reasonable. Further, if

the action is reasonable, it has to be determined whether it was undertaken in a

reasonable way.

Stress Claims and

Workers Compensation

23July 2012

Making sure members understand the workers compensation claims process will ultimately improve the member’s ability to manage both the claim and the injury:

KEY POINTSWork-related stress is prevalent across the sector.

Claims for workers compensation for stress-related injuries are not straightforward.

The burden of proof of injury remains with the worker.

IEUA-QNT can assist members with submitting statements and advising of what evidence will be needed to support the claim.

WorkCover will not tell claimants of their right to seek advice, nor will they necessarily advise that claimants have a right of reply to the information they gather. These aspects are vital in stress related claims, and if members involve our union from the outset of the claim, the appropriate advice can be given to signifi cantly increase the chances of claims being accepted.

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Natural justice If WorkCover obtain information from other witnesses or from the employer, claimants

are entitled to a copy of that information and a further opportunity to respond prior to a decision being made on the claim.

Injury Occurs Seek medical treatment and follow medical advice Obtain QComp Medical Certificate from your doctor Contact our union for industrial advice as soon as possible prior to lodging any claim

Commencing Claim Process Claims must be lodged within six months of injury being diagnosed as work-related to be valid Claims can be submitted online, via fax/post, email, via the employer, through doctors or by phone (not recommended) Once claim is submitted, a claims officer will establish contact within 48 hours Seek any relevant cut-off dates for statement and evidence submissions Advise of intention to respond to any employer information that is provided to WorkCover

Submitting Statements Prior to submitting any documents to WorkCover, seek union advice The statement should be a factual chronology of events as they occurred Gather and provide any supporting documentation Nominate relevant, reliable and direct witnesses, not third party witnesses Write a factual response to any documents provided under Natural Justice Keep copies of all documents submitted

WorkCover’s Investigation WorkCover will gather information from the claimant, from witnesses and from the employer WorkCover will then assess this information to reach their decision on the balance of probabilities, with due attention paid to the claimant’s burden of proof of injury

AcceptedSubmit medical expenses for reimbursementAsk our union to monitor the claim as itprogresses

Rejected Once advised, submit a written request to the claims assessor, seeking a copy of the statement of reasons for the decision and a full copy of the claim file (email is satisfactory) Seek advice from our union on lodging a QComp Application for Review within three months of the WorkCover decision

Awaiting the Decision Decision must be made within 20 business days from lodgment of claim Continue to follow all medical advice Keep records of medical expenditure


IEUA-QNT EXCELLENCE AWARDS

Nominations are now being called for the 2012 IEUA-QNT Excellence Awards: the John (Max) MacDermott Award, the Ruth George School Offi cer Award and the Elizabeth McCall Award, presented in recognition of members’ outstanding contributions to their union.

These awards recognise the outstanding eff orts of individual activists and the eff orts of school Chapters, Chapter Executives or networks.

Nominations should be forwarded to the Branch Secretary, IEUA-QNT, PO Box 418, Fortitude Valley, Queensland 4006 by 5 October.

If you know of individual school offi cers who have made an outstanding contribution as unionists and union activists, we invite you to nominate them for the Ruth George School Offi cer Award for Outstanding Contribution as a Union Activist or the Ruth George School Offi cer Award for Outstanding Contribution as a Chapter, Chapter Executive or Network.

Ruth George played a key role in re-establishing the universal Award covering non-government assistant mistresses in 1937 following The Depression era cutbacks. Ruth George and her colleagues took on the challenge of restoring their salaries despite opposition from their employers. Her determination and commitment to this cause was crucial in

The Ruth George School Offi cer Award

Nominate individuals within your Chapter who have made an outstanding contribution as unionists and union activists for the John (Max) MacDermott Award for Outstanding Contribution as a Union Activist or the John (Max) MacDermott Award for Outstanding Contribution as a Chapter, Chapter Executive or Network. John (Max) MacDermott was a respected teacher at Mercy College, Mackay, who had a deep interest in union activities. As a chapter representative he worked tirelessly to represent the interests of staff . Union members were always confi dent in relying on him for advice because of his knowledge of union matters, his intelligence and courage. This award honours his memory and outstanding contribution as a unionist and union activist.

Award Criteria• Has worked diligently and tirelessly to assist members to address their issues;• Has acted with honesty, integrity and courage in the conduct of union aff airs;• Has promoted member action and networking at the Chapter and/or Branch level; and• Has made an outstanding contribution to their Chapter and/or Branch and union through activism.

The John (Max) MacDermott Award

overcoming the employers’ objections and opposition. This award honours her memory and outstanding contribution as an activist and union representative. If you know of individual school offi cers who have made outstanding contributions as unionists and union activists, we invite you to nominate them for the awards.

Award Criteria• Has made an outstanding contribution to the school Chapter or Branch and IEUA-QNT through activism in a specifi c area;• Has worked diligently and tirelessly to represent the interests of school offi cers; and• Has acted with honesty, integrity and courage in the conduct of their union’s activities.

The Elizabeth McCall Award was established to honour inspirational union member Elizabeth McCall who died as a result of an accident outside her school in 2006.

Elizabeth, who was a highly respected teacher at St Peter’s Catholic Primary School at Rochedale, was an extraordinary woman who made a remarkable contribution in all aspects of her life; including her union community to which she was dedicated. For Elizabeth her union activism was very much part of her wider commitment to achieving social justice. The award will be for a woman who demonstrates a fundamental commitment to the principles of unionism and in particular gives expression to the pursuit of social justice issues. The award may be given to more than one woman in any given year.

Award Criteria1. Demonstrate a fundamental commitment to the principles of unionism by:• Actively building membership strength and a strong collective voice;• Building a collective culture and supporting her colleagues in her workplace to achieve fair and just outcomes; and• Being educated about the issues impacting on her and her colleagues and what they can do about them.

2. Actively encourage the expression of the voice of the collective in the pursuit of social justice issues by:• Working to bring social justice issues to the attention of her colleagues and seeking to inspire and educate others through their own example;• Recognising the importance of educating for social justice and inspiring students in her care to investigate issues they care deeply about;• Taking action to promote justice and fairness by standing alongside like-minded colleagues; and• Recognising our union’s capacity to achieve social justice.

The Elizabeth McCall Award

Nominate for recognition Nominate for recognition in union awards in 2012in union awards in 2012

25July 2012

The closing date for the 2012 IEUA-QNT, ETAQ and James Cook University Literary Competition is fast approaching as teachers throughout Queensland are being reminded to get their school students involved in showcasing their literary talents as part of the Literary Competition. The closing date for the literary competition entries is 13 July.

Now in its 53rd year, the annual competition gives students the opportunity to be recognised and acknowledged for their outstanding literary works. Students entering this year’s competition can submit either a short story and/or poetry piece, with students in Years 11 and 12 also able to enter a work of non-fi ction prose. Teachers are also encouraged to enter into the open category.

Winners will be presented with their awards at a special ceremony held at The Bardon Centre on Wednesday 17 October. The competition is jointly sponsored by the Independent Education Union of Australia - Queensland and Northern Territory (IEUA-QNT) branch, the English Teachers’ Association of Queensland (ETAQ) and James Cook University (JCU).

Founded in 1959, the Literary Competition is

Showcase literary talents in 2012 Literary Competition

ART AND LITERARY AWARDS

Pre-school, primary and secondary school students along with their teachers will allow their creative mind to draw, paint, photograph, sculpt or combine media to capture their artistic side in the QIEU Awards for Excellence in Art Design 2012. The theme of this year’s awards is ‘Explore Dream Discover’.

Each non-government school throughout Queensland has received entry forms and information about the awards, with entry forms also available to download at our website www.qieu.asn.au.

Art is a very important area of learning in our schools and kindergartens, and our union is proud to support students, teachers, practising artists and art in Queensland. Our union established the awards to promote and encourage students to maintain an interest in art and to foster the talent of students.These awards are specifi cally designed for students in the non-government education sector and attract well over 1,000 entries from pre-school through to secondary school

students as well as teachers. Our goal is to promote an interest and awareness of these awards to art teachers.

Closing date for this year’s awards is 27 July, with the award presentation and art exhibition evening on Wednesday 12 September at the Bardon Conference Centre.

This year artist Wendy Allen is the guest presenter at the awards ceremony. Wendy has taught art in various secondary and primary schools and has written a complete curriculum, Running on Rainbows, for all levels. Wendy has been a painting tutor for the Queensland Arts Council and The Flying Arts School, was a member of the Australian Institute of Art Education and the International Society for Education through the Arts, and in 1994 was a delegate for the Eisenhower Ambassador Program for the exchange of Art Education in the Middle East, in Egypt, Israel and Turkey. She is currently President of the Half Dozen Group of Artists centred at Corinda, Brisbane and works in her art practice in studio at Manly.

Art awards capture artistic side of students and teachers

HURRY!HURRY!ENTRIES ENTRIES CLOSECLOSE

13 JULY13 JULY

one of the oldest continuing competitions for school students in Queensland.

For further information on the Literary Competition, including entry forms, is available from www.qieu.asn.au

Guest speaker for the awards ceremony this year is poet Sarah Holland-Batt. Her fi rst book of poems, Aria, won the Judith Wright Poetry Prize, the Thomas Shapcott Prize and the FAW Anne Elder Award, and was shortlisted in both the Queensland and New South Wales Premiers’ Literary Awards. Her poems have been widely published and anthologised both in Australia and overseas, and have been translated into numerous languages. From 2010-2012, she was the W.G. Walker Memorial Fulbright Scholar at New York University, and she currently lectures in the Creative Writing and Literary Studies Faculty at the Queensland University of Technology.


LEGAL BRIEFS

SKI EXCURSION ACCIDENT: SKI EXCURSION ACCIDENT: LIABILITY OF RESORT OPERATOR LIABILITY OF RESORT OPERATOR

AND OF SCHOOLAND OF SCHOOL

In Harris v. Trustees of the Roman Catholic Church for the Archdiocese of Sydney & Anor [2011] NSWDC 172 (10 November 2011) a District Court in New South Wales held that both the ski operator and the school were liable to the injuries sustained by a student. The Judgment commences:“The plaintiff is a part-time bartender. He would rather be a plumber. The reason he is not a plumber is because he injured his back on 29 July 2006. He was then a school student on an excursion to the New South Wales snowfi elds. The injury occurred during a beginners’ lesson. The plaintiff says that the defendants are responsible for his injury.” On a school organised ski excursion at Perisher in the Snowy Mountains, where the ski activities were conducted by the operator of the resort which provided the skiing lessons, the student was injured.

Liability of the Ski Resort OperatorIf the ski resort operator was to be liable, that would be on the basis of its own failure to discharge its duty of care to the student. The acts of negligence alleged included:“The second defendant allowed the class to ski in an area in which there was a ditch in close proximity to a mogul.” The Judge noted that although undulation is a matter of common knowledge of ski fi elds “a ditch” is more than an undulation. The Judge held that it was particularly important that the ditch was located in the beginner’s slope.

The Judge’s fi nding was that the plaintiff had lost control and fallen over, or fallen

over due to an undulation in the surface, or even simply fallen over and had been injured, that would have been the materialisation of an obvious risk, but added that “skiing into a ditch on a beginner’s slope is quite diff erent” and that is “the materialisation of a risk that is far from obvious”.

The Judge held that had the ditch been identifi ed “as it should have been during the early morning inspections” then reasonable precautions could have been taken to have it fi lled in or isolated and then the injury would have been prevented. Accordingly, the ski operator was found liable for its own negligence in relation to the ditch.

Liability of the SchoolThe school was held to be liable on the basis of the application of the (somewhat confusingly entitled) principle commonly referred to as the “non-delegable duty”.The rationale of this principle is that in some circumstances, a person or an organisation can be found liable for the negligence of another (without fault itself ). This is particularly applied in school, hospital, disability and other cases where organisations such as schools or hospitals have in their care persons with vulnerability whether because of youth, immaturity, injury, illness, disability etc., and have “contracted out” part of their duty.

DamagesA total of approximately $310,000 in

damages was awarded against both defendants with the second defendant (the ski operator) ordered to indemnify the fi rst defendant (the school) in respect of the whole of its liability, including costs.

It was open to the former student to enforce the judgment against (only once of course) either of the defendants, or each in part. To the extent to which judgment was enforced against the school, the school had a right to seek to enforce the indemnity against the ski operator.

Special Issue for Independent SectorIn the independent sector where schools or entities which conduct the school at a systemic level take out insurance policies, it is very important to ensure that the insurance policy taken out to protect the school or the school system against liability claims, includes the so-called non-delegable duty – that is, this situation where, without fault, the school may be liable, even though it has contracted its duties out to an independent contractor, such as the operator of a ski resort, or the operator of a camp facility.

ConclusionThis case is an illustration both of the importance of thoroughness when students are engaging (particularly as beginners) in an activity such as skiing and also of the principle of the school’s liability in such circumstances, even without fault by the school or its staff .

Who is liable during school excursions when a student injures themselves? The school? The service provider? Andrew Knott from Macrossans Lawyers reports on a recent court decision that held that both a ski operator and school were liable for a students’ injuries.

27July 2012

EVENTS DIARY

The Queensland Education Resources ExpoEducators from early childhood, prep, primary and secondary education through to higher education institutions have the opportunity to access the latest on off er in education resources at the Queensland Education Resources Expo. Find out what is new in the world of education and get inspiration for your career, students and school. The event also hosts an extensive professional development seminar program. The Queensland Education Resources Expo provides exhibitors with direct contact to education professionals from all levels and institutions. The Expo is on Saturday 8 and Sunday 9 September 2012 from 10am - 3pm at the Brisbane Convention & Exhibition Centre - FREE ADMISSION! For more information visit www.quedrex.com.au

DATE CLAIMER: Teaching and Learning with Vision ConferenceThe Teaching and Learning with Vision conference will bring together over 200 delegates from across educational sectors who use, or are thinking of using, learning technologies. The theme for 2012 is Link and Learn: link with inspirational educators and learn from them and also learn how to link your students to others and valuable resources.

The conference will enable participants to: Learn about the latest innovations in technology and learning Share expertise with colleagues Be inspired by experts in the fi eld Take home a renewed enthusiasm for the endless possibilities.

Streams this year include: Mix it up: Tell us how you’re mixing and matching various technologies and learning activities Learning spaces: If you’ve thrown out the desks, let us know what your learning spaces look like and how students use them Edgy escapades: For those who are really on the cutting edge – excite and inspire us! Virtual excursions: If you’re a museum, art gallery or any type of organisation providing education programs via video conference, share your experiences with others who are both new and experienced. Let’s get technical: For technicians and any interested educators to share how they manage what makes it all work. The conference will be held from 7-9 November 2012 at the Radisson Resort Gold Coast. For more information and to

register, visit http://tlvconf.wordpress.com/ Jeans for Genes DayOne in 20 children is born with a congenital abnormality or genetic disease. That’s over 12,000 children born in Australia each year. Each year, thousands of Australians take part in Jeans for Genes Day for the Children’s Medical Research Institute. On Friday August 3 schoolrooms, workplaces and streets everywhere will be awash with denim in a united stance against childhood disease. You too can inspire your school to support vital children’s medical research by volunteering to organise Jeans for Genes fundraising activities and events. There’s no better feeling than knowing you’re helping future generations of kids – all while having fun! There’s a range of ways you can get your school involved this Jeans for Genes Day. Organise a denim-themed mufti day or fashion parade, hold a cake stall, sell Groovy Gear merchandise, collect gold coins or hold a Jamm for Genes music event. Your event doesn’t have to take place August 3 – Children’s Medical Research Institute needs funds year round to continue our mission. For more information go to www.jeansforgenes.org.au/

For further event listings and information, visit our website at www.qieu.asn.au

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IR in the Workplace Training Day 2 (Sunshine Coast) 18 July 9am - 3pm, QTU Training Room, Capital One Building 6/9 Capital Place, Birtinya

Wide Bay Meeting 25 July 4pm - 5pm, QCU Building, Bundaberg

Central Queensland Branch Meeting 1 August 4pm - 5pm, Brothers Leagues Club, Rockhampton

IR in the Workplace Training Day 2 (Brisbane branches) 1 August 9am - 3pm, Carina Leagues Club

Fraser Coast ROC Meeting8 August 4pm - 5pm, Pacifi c Hotel, Yeppoon

Metropolitan Branch Meeting 28 August 4:30pm - 5:30pm, Hamilton Hotel

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Understanding Type 2 DiabetesType 2 Diabetes is the most common form of diabetes, accounting for 85-90 per cent of all cases of diabetes. Nearly one in four adults over the age of 25 years have either diabetes or a condition known as pre-diabetes (Impaired Glucose Metabolism). Type 2 Diabetes is a chronic condition in which the pancreas produces insuffi cient insulin or the insulin it does make cannot work properly to convert glucose (sugars) to energy. Without insulin doing its job, glucose builds up in the blood and can damage other organs such as eyes, kidney, feet and many more.

So who is at risk? Being over the age of 40, overweight, physically inactive, having high cholesterol, having high blood pressure or having a family history of Type 2 Diabetes and/or heart disease all put you at higher risk of diabetes. Others at risk include those who are from Aboriginal or Torres Strait Islander background or from ethnic background – Pacifi c Islanders, Asians or those from the Indian sub- continent. Women who have given birth to a child over 4.5kgs, have had gestational diabetes or have a condition known as Polycystic Ovarian Disease are also at elevated risk.

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How to reduce your risk: The most important way to reduce your risk of developing Type 2 Diabetes is to have a healthy lifestyle. Ensuring that your weight is within the healthy range for your height is important. Your BMI (Body Mass Index) is one guide used to assess whether your weight is healthy. This is calculated by dividing your weight in kilograms by your height in metres squared. If the number is between 20 and 25 this indicates you are in a healthy weight range; between 26 -30 indicates you are overweight.

Maintaining a healthy lifestyle with or without diabetes: A healthy eating plan for a person with Diabetes involves three regular meals a day. Diet should be low in fat, low in sugar and high in fi bre. Have at least two pieces of fruit a day and fi ve serves of vegetables, eat wholegrain or wholemeal breads, cereal, pasta and rice in moderation and limit fats in cooking. Regular physical activity is important, 30 minutes a day is a good start to becoming healthy. If you have medical conditions or take any form of prescription medication it is important to consult your doctor fi rst before commencing any exercise/weight loss program.

Resources: There are many organisations and resources available to you to help you further, such as Diabetes Australia, The National Heart Foundation, The Australian Guide to Healthy Eating and the Fitness Australia Exercise Guidelines.

WHAT YOU NEED TO KNOW

29July 2012

Independent Education Union of Australia

Queensland & Northern Territory Branch Election 2012

ELECTION NOTICE Fair Work (Registered Organisations) Act 2009

Nominations are called for:

Queensland Division Branch Executive Member from Queensland Division (29 positions)

NT Division Branch Executive Member from the NT Division (5 positions)

Darwin Urban Sub-Division NT Division Advisory Committee Member (2 positions)

Top End Rural Sub-Division NT Division Advisory Committee Member

Southern Region - Alice Springs Sub-Division NT Division Advisory Committee Member

Written nominations which comply with the Rules of the Union may be made at any time from 10 July 2012 and must reach me not later than 4:00pm on Friday, 3 August 2012.Nominations cannot be withdrawn after this time.

Nomination forms are available, on request.

Note: Candidate's may submit statements not later than 4:00pm on Friday 3 August 2012, for distribution with ballot papers, in accordance with IEUA Queensland Branch Rule 10.9. A statement must not exceed 200 words and it should contain only the candidate’s personal history and/or policy statement and a passport-sized photograph of the candidate

HOW TO LODGE NOMINATIONS

By Post: PO Box 3080 SOUTHPORT BC QLD 4215 By Fax: (07) 5635 9921 By Hand: Australian Electoral Commission, Level 1, 3 Short Street SOUTHPORT QLD 4215 Email: [email protected]

The ballot, if required, will open on Monday, 27 August 2012 and close at 12:00 noon on Tuesday, 18 September 2012.

Changed Address? Advise the Union now.

Note: A copy of the AEC’s election report can be obtained from the organisation or from me after the completion of the election.

Lorraine Donaghey Returning Officer Tel: (07) 5635 9902


ELECTORAL COMMISSION of QUEENSLANDLevel 6 Forestry House, 160 Mary Street, Brisbane, Qld.

Postal Address: GPO Box 1393 BRISBANE QLD 4001Telephone 1300 881 665 or (07) 3035 8057; Facsimile (07) 3221 5387

Email: [email protected]

Queensland Independent Education Union of Employees

Notice of ElectionThe Queensland Industrial Registrar has issued a Decision, pursuant to the Industrial Relations Act 1999, that the ElectoralCommission of Queensland conduct the Quadrennial Election of Branch Executive, Council, Trustees and Executive withinthe Queensland Independent Education Union of Employees.

Office No. of Positions

General Member of Council ...................................................................................... 14Branch Representative Member of Council ................................................................ 1*Branch Network Co-ordinator .................................................................................... 1*Branch Organising/Campaigning Co-ordinator ........................................................... 1*Trustee ...................................................................................................................... 3*from each of the following branches:Bayside, Central Queensland, Darling Downs, Early Childhood, Far North Queensland,Gold Coast, Logan, Mackay, Metropolitan, Moreton, North Metropolitan,North Queensland, Principals, Sunshine Coast and Wide Bay

Nominations close at 5:00pm on Tuesday, 31 July 2012

NominationsNominations open at 9:00am on Tuesday, 10 July 2012. All nominations must reach the Electoral Commission of Queensland

no later than 5:00pm on Tuesday, 31 July 2012. A nomination form is printed with this notice. Additional forms can beobtained either from the Union or the Electoral Commission of Queensland. They may also be found on the Commission’s website; www.ecq.qld.gov.au. Any form of nomination complying with the Union’s Election Rules is acceptable.

To be eligible to nominate, candidates must be financial members of the Union for at least twelve (12) months immediatelypreceding the closing date of nominations.

Nominations for General Member of Council and Trustee shall be signed by two (2) financial members of the Union and by thecandidate.

Nominations for Branch positions shall be signed by two (2) financial members of the relevant Branch and by the candidate whoshall also be a member of the relevant Branch.

Nominations may be received by means of hand delivery, post, facsimile or any other electronic means that includes thesignatures of the nominees and nominators. Nominees should ensure that their nomination is received by the Commission andcan be clearly read.

Candidate StatementsCandidates may lodge a statement (on a single A4 sheet of plain paper) supporting their election to the position sought. Thesestatements are included with eligible voters’ ballot material. Statements must be received by the Commission no later

than the close of nominations.

BallotIf necessary, the Commission will take a secret postal ballot of eligible members commencing at 9:00am on Monday,3 September 2012 and closing at 5:00pm on Monday, 24 September 2012. To be eligible to vote, members must be a financialmember forty (40) days before the date nominations open.

The positions of General Member of Council and Trustee are to be elected by eligible members of the Union. Branch positionsare to be elected by eligible members of the relevant Branch. Members should advise the Union of any change relating to theirmembership details.

The Roll of Voters is prepared at the close of nominations. Ballots are decided by a first-past-the-post system of voting.

Note: Executive positions are elected form the members of Council. Nominations for those positions will open after theelection, for the positions listed above, has been finalised.

JACINTA HYNESReturning Officer

11 May 2012

31July 2012

ELECTORAL COMMISSION of QUEENSLANDLevel 6 Forestry House, 160 Mary Street, Brisbane, Qld.

Postal Address: GPO Box 1393 BRISBANE QLD 4001Telephone 1300 881 665 or (07) 3035 8057; Facsimile (07) 3221 5387

Email: [email protected]

Queensland Independent Education Union of Employees

Nomination Form

Nominations close at 5:00pm on Tuesday, 31 July 2012

We the undersigned financial members of the Queensland Independent Education Union of Employees, from

Branch, hereby nominate

Member No Ms/Mr/Other

for the position of - (Tick the box to indicate the position of office the nominee is standing for)

General Member of Council Branch Representative Member of Council

Trustee Branch Network Co-ordinator

Branch Organising/Campaigning Co-ordinator

Membership No. Full Name Signature

Consent to Nomination (Candidate to Complete)

And I, a financial member of the Queensland

Independent Education Union of Employees from

Branch, do hereby agree to be nominated and to act if elected.

Address

Postcode

Telephone Home Work

Mobile Facsimile

E-mail

Signature Date

(Print the full name of the person you are nominating)

(Print your name as you would like it to appear on the ballot paper)

(Branch name - if nominating for a Branch position)

(Courtesy Title)

(Branch name - if nominating for a Branch position)


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IV_July_2012

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