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Also in this issue: curriculum ballot school leader review housing maintenance senior assessment
CQ TAFE members supplying the good oil!
Q U E E N S L A N D T E A C H E R S ’
6 February 2015Volume 120 number 1
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Insurance is issued by CGU Insurance Limited ABN 27 004 478 371 AFSL 238291 (CGU). QT Mutual Bank Limited ABN 83 087 651 054 AFSL 241195 (QT Mutual Bank) acts under its own Australian financial services licence and under an agreement with CGU. This is general advice only and does not take into account your personal circumstances. You can get a Product Disclosure Statement (PDS) for the insurance products from any office of QT Mutual Bank or CGU or at www.qtmb.com.au. You should read the relevant PDS before making a decision. The prize comprises of a $15,000 STA Travel Pty Ltd ABN 34 004 801 512 (STA Travel) voucher and a $5,000 QT Mutual Bank eSave account. Further STA Travel terms and conditions may apply. Entry into the competition is subject to taking out a new Home and Contents, Motor Vehicle or Landlord Insurance policy issued by CGU between 05/01/2015 and 28/03/2015 through QT Mutual Bank. One entry per new policy. Full competition terms and conditions of entry are available at www.qtmb.com.au. QTMB098.2.15
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Teachers Journal ad.indd 1 30/12/2014 3:26 pm
6 February 2015Q U E E N S L A N D T E A C H E R S ’
www.qtu.asn.auISSN 0033-6238
8 Year 7: breaking down the barriers
9 Curriculum vote
10 Queensland Community Alliance
11 School leader performance review
12 Housing maintenance
13 Senior assessment
17 The pre-MUP process
18 Who's who in the QTU
features
regulars 4 News
5 Editorial
7 From the President
9 From the VP
26 QTAD
27 Legal
28 Retired teachers
29 Lighter side
30 At leisure
33 Classifieds
35 QTU contacts
35 Anniversaries, reunions and events
This QR code will take you to the QTU website. In order to scan QR codes, your mobile device must have a QR code reader app installed.
14 Biofuel boost
15 TAFE threat remains
20 Peace Awards
Cover image: TAFE members' biofuel project is helping to slash energy costs at CQU (p.14).
Switch your home, car or landlord insurance to go in the draw. The more policies you switch, the more chances you have to win! Call 13 29 30, visit qtmb.com.au or ask our friendly staff.
Insurance is issued by CGU Insurance Limited ABN 27 004 478 371 AFSL 238291 (CGU). QT Mutual Bank Limited ABN 83 087 651 054 AFSL 241195 (QT Mutual Bank) acts under its own Australian financial services licence and under an agreement with CGU. This is general advice only and does not take into account your personal circumstances. You can get a Product Disclosure Statement (PDS) for the insurance products from any office of QT Mutual Bank or CGU or at www.qtmb.com.au. You should read the relevant PDS before making a decision. The prize comprises of a $15,000 STA Travel Pty Ltd ABN 34 004 801 512 (STA Travel) voucher and a $5,000 QT Mutual Bank eSave account. Further STA Travel terms and conditions may apply. Entry into the competition is subject to taking out a new Home and Contents, Motor Vehicle or Landlord Insurance policy issued by CGU between 05/01/2015 and 28/03/2015 through QT Mutual Bank. One entry per new policy. Full competition terms and conditions of entry are available at www.qtmb.com.au. QTMB098.2.15
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Teachers Journal ad.indd 1 30/12/2014 3:26 pm
Send your letter to the editor
Letters should be no more than 200 words in length and may be edited for publication.
online: www.qtu.asn.au/lettersemail : [email protected]: PO Box 1750, Milton LPO 4064fax: 07 3512 9050
Editorial policy Articles and letters should be sent to ‘The General Secretary, Queensland Teachers’ Journal Editor, PO Box 1750, Milton BC, 4064’, faxed to (07) 3512 9050 or emailed to [email protected]. Letters should be no more than 200 words in length. Articles should be a maximum length of 500 words. All submissions should be signed and those wishing to remain anonymous should indicate their name is not for publication. Articles, letters to the editor and advertising in this journal do not necessarily represent the views of the Union. The next edition will be published on 13 March 2015. The deadline for all editorial and advertising material is 16 February 2015. For advertising enquiries, email [email protected] or call (07) 3512 9000.
Vol 120 No 1 | Queensland Teachers' Journal 3
News
4 Queensland Teachers' Journal | Vol 120 No 1
New AEU PresidentAustralian teachers have a new federal figurehead.
Australian Education Union (AEU) Federal President Angelo Gavrielatos has stepped down to take up a position with the international teachers’ organisation Education International, which will see him coordinate the global teacher union response to the commercial privatisation agenda, notably the rise of the “edu-businesses” and for-profit schooling.
Angelo (pictured top left), who was pivotal in the success of the Gonski campaign, made a flying visit to the QTU’s State Council for an emotional farewell (bottom).
His successor is Correna Haythorpe (top right), who took up the position on 1 February after being elected unopposed.Correna has spent 17 years as a teacher in public primary schools, mainly in low-SES
areas of northern Adelaide and Port Pirie, in South Australia. She became active in the SA branch of the union in the 1990s and served as Women’s Officer for the SA branch, focusing on paid maternity leave and better conditions for female teachers, before serving as President from 2008 to 2013.
She led the union through a long-running industrial dispute with the SA government, as well as organising the “I Give a Gonski” and “Stop TAFE Cuts” campaigns. She took on the additional role of Deputy Federal President of the AEU in 2013, working closely with Angelo and Federal Secretary Susan Hopgood.
She says her first priorities as President will be to continue the fight for Gonski funding and for the promised disability loading. She has also cited proper funding for Indigenous education and stopping TAFE cuts to ensure all students have a post-school pathway as key issues for the AEU.
Vale Rob DurbridgeRob Durbridge, former Federal Secretary of the Australian Education Union, has passed away after a year-long battle with cancer.
A tireless advocate for public education, Rob was also a passionate leader in the labour movement and the global struggle for social justice and peace.
Rob began teaching with disadvantaged and disengaged youth in Adelaide in the 1970s, then in Bathurst. Following a period as an industrial officer for the AEU, Rob was elected AEU Federal Secretary in 1994 and served in the post for 12 years. He returned to the AEU in 2007, serving four years as an industrial officer.
Rob was a man of wit, intellect and ideas, and a mentor to many. His passing leaves the world a better place for his having trod its paths.
QTU Service AwardsTwo retiring Wide Bay activists have been honoured with QTU Service Awards.
Jon Carman from Bundaberg South Branch received his award from QTU President Kevin Bates. Jon had been an active, long-standing Union representative at Bundaberg State High School and took an enthusiastic and strong approach to unionism, regularly standing up and advocating for members. He was a regular participant at branch and mass meetings and represented the QTU on outside bodies.
Lana Ballin from Maryborough Branch was presented with her award at a Wide Bay Area Council morning tea by QTU Deputy General Secretary Barry Welch. Lana had been a very active contributor to meetings of Area Council, always bringing the view of a grass roots practitioner and unionist. Lana was a strong school representative and advocate of the Union and represented it on a number of delegations to politicians.
QTU President Kevin Bates presents Jon Carman with a QTU Service Award (pictured top); Lana Ballin receives her QTU Service Award from QTU Deputy General Secretary Barry Welch as Wide Bay Area Council President Don Mengel and Vice-President, Paula Nunan look on.
Vol 120 No 1 | Queensland Teachers' Journal 5
Editorial
Election result will have a profound effect
This editorial is being written in the week before the state election on 31 January, when the result was obviously unknown (for those who are interested, a brief response to the election result is included as an insert with this Journal, while a full analysis of the consequences of the election will be published on the QTU website). However, whoever forms government, the election result will have profound effects on principals, teachers and schools and TAFE for years to come.
Irrespective of the election result, the top three QTU priorities for 2015 are:• job security• workload • class sizes.
These were identified in the QTU member survey last year and are consistent with member feedback through a range of other sources.
The critical difference arising from the election result will be in the ways in which we can pursue these priorities.
LNP legislation introduced in 2013 outlaws provisions in awards and agreements relating to job security or workload, in spite of these clauses being a feature of enterprise bargaining agreements for nearly 20 years. Class size, currently contained in the enterprise bargaining agreement, is now argued by the Minister to be a department policy, incapable of inclusion in an EB agreement and changeable at the whim of government. No recognition there of over 30 years campaigning, including industrial action by QTU members, to achieve the current targets.
If these matters can’t be the subject of industrial negotiation and enforceable through awards and industrial agreements, they can nevertheless be the subject
of political and industrial campaigning and non-industrial agreements between government and the QTU.
Job security will be an issue of particular concern to principals, with the LNP still proposing fixed-term performance-based contracts for principals and deputy principals and the ALP promising no contracts. The result of the membership ballots in late 2013, repeated in 2014, remain in place: QTU members will take industrial action in the event of the government attempting to introduce contracts for principals and deputy principals.
These attacks on conditions are but the tip of the iceberg, with a range of other longstanding conditions under threat. The award stripping “modernisation” process instituted by this government threatened a range of conditions, as already set out in a number of QTU publications.
Enterprise bargainingThe current enterprise bargaining agreement expires on 31 August this year. The process for securing a replacement agreement will be unlike any previous, again as a result of changes to legislation by the LNP. Negotiations can commence no earlier than two months prior to the expiry of the agreement (1 July). Changes to legislation severely limit, if not eliminate, the capacity
to take industrial action in support of claims. If the claims are referred to arbitration, the criteria for arbitration are loaded in favour of the employer.
ProfessionA range of professional issues are also pending. The government has given an initial response to the review of secondary assessment and tertiary entrance, with consultation ending in March.
Proposals for changes in the governance of the Queensland College of Teachers, which would remove teacher representatives, are also pending. Proposals for a bipartisan Education Accord remain in abeyance since the summit held during school holidays in September 2014.
At a national level, the review of the Australian Curriculum and the government’s initial response have been announced, and a report on teacher education is pending.
There have been times when QTU members have had to do little more than send QTU Officers to negotiate on their behalf to secure sensible outcomes. Those times are becoming less frequent. New rules and new circumstances require new approaches. In these days, unionism will not be a spectator sport but a concerted activity of all members in pursuit of common goals.
Best wishes for 2015.
Graham MoloneyGENERAL SECRETARY
6 Queensland Teachers' Journal | Vol 120 No 1
News
The Recognise campaign’s “R” logo is popping up all over the place. As well as being on the QTU website, the logo has been seen on footy fields, stickers and t-shirts and even on QANTAS planes.
It is the symbol of the campaign to recognise Aboriginal and Torres Strait Islander peoples in our constitution and remove two discriminatory clauses. A bipartisan parliamentary committee has been established and public support is building.
The Recognise team spent much of 2014 touring Australia on the “Journey to Recognition”, raising awareness and gathering support. At the time of writing they’d clocked up 30,220 kilometres and had 244,436 supporters. In the latter half of last year, the Queensland leg extended from the Torres Strait, through central Queensland and into the south-east corner.
Currently, our constitution allows states to ban people from voting based on their race (pursuant to section 25). Further, section 51 (xxvi) can be used to pass laws to discriminate against people on the basis of their race. The repeal of these sections has been endorsed by the Joint Select Committee on Constitutional Recognition of Aboriginal and Torres Strait Islander Peoples in its Progress Report, released last year.
Cass Goodwin, the Recognise manager of outreach and research, states that as well as removing racial discrimination, “we want to add in recognition of the history and culture of Aboriginal and Torres Strait Islander peoples”. This sentiment is neatly explained by Bulgun Warra man Harold Ludwick from Cape York, who said: “If the Constitution was the birth certificate of Australia, then we are missing half the family.”
In order to change the constitution, a referendum must be held. The majority of voters and the majority of states must endorse the change. This is no mean feat
as only eight of the 44 referenda held since federation have been successful. Interestingly, the most successful referendum in Australia’s history was held in 1967 and also dealt with the removal of discrimination against Aboriginal people from the Australian constitution.
It is hoped that the referendum to secure these constitutional changes will take place in May 2017, 50 years after the historic 1967 referendum. However, there is still more to be done. While there is bipartisan support in principle, a form of words has not yet been set, and as Bill Shorten states: “Without a concrete proposal, we cannot turn national goodwill into meaningful momentum.”
For secondary teachers, a schools learning kit has been developed by the Recognise team which contains resources which may be of use for teachers of subjects such as history, SOSE, legal studies and Aboriginal and Torres Strait Islander studies. These resources can be accessed via the QTU website, by clicking on “member groups” then “Gandu Jarjum”, our Aboriginal and Torres Strait Islander education committee.
Kim Roy RESEARCH OFFICER
Time to "Recognise" our First PeoplesNational Close the Gap Day
Aboriginal and Torres Strait Islander peoples are dying 10-17 years younger than other Australians. That means that a non-Indigenous child who started school this year may outlive an Indigenous student about to complete year 12.
National Close the Gap Day is being held on Thursday 19 March. Register now at www.oxfam.org.au/ctgschools to receive a free resource pack with Australian Curriculum aligned resources from Oxfam Australia to help your students learn about the gap in health outcomes between Aboriginal and Torres Strait Islander and non-Indigenous Australians, and create and participate in events that are all about student-led action and community engagement.
For more info, please contact: Annalise De Mel, Schools Program Coordinator – Oxfam Australia, [email protected] or (03) 9289 9390
State election campaign
Dedicated QTU activists around the state gave up part of their holidays to take part in the Union's state election campaign.
The volunteers made phone calls to fellow members in target seats, gathering their views and ensuring that they were aware of what was at stake for Queensland's public education system.
For the QTU's response to the election, see the insert included with this Journal.
Vol 120 No 1 | Queensland Teachers' Journal 7
Whichever major party or coalition of parties formed government following the state election at the end of January, they must face up to the challenge of delivering a better deal for public education and the education professionals in schools and TAFE who make the system work.
Within a few months of being elected, the new government will have to deliver a state budget. More than 50 per cent of the Queensland state budget is traditionally made up of funding for education and health, the two major responsibilities of the states in our federation.
The time for passing the buck is over. It is not acceptable to argue that the economic imperatives or policies of previous governments prevent commitment to the fundamental principles of appropriate funding for the education of every child. The cost to the community, the economy and to individual students is now at an unacceptable level and must be remedied. The eminent Australians who made up the Gonski Review panel found this to be so and their findings have never been rebutted in any meaningful way.
What then must a new Queensland Government do to redress the shortcomings and restore education to the priority it deserves to be?
In the first instance, the new government must be a fierce and unflinching advocate for a better deal for schools from the federal government, as Canberra holds the purse strings in terms of capacity to raise revenue. In support of this, the new government must commit the state’s resources to deliver the funding levels required to establish the minimum resource levels determined by the Gonski Review, regardless of the commitment of funding from the federal government. Other states, particularly
New South Wales, have made just such a commitment and delivered on it. Why not Queensland?
Increased funding must be used to address the following prorities within the education system: reduce class sizes; increase teacher release (non-contact time); provide support for beginning teachers; introduce professional pay classifications to provide a viable career structure for classroom teachers and school leaders; improve resourcing of schools, particularly for students with a disability; and improve pay to increase the status of the profession.
TAFE education staffing must be returned to levels that allow the system to deliver a wide range of high-quality programs and courses, and plans to make all VET funding fully contestable must be abandoned.
Ultimately, the future success of our community rests in the balance. Positive moves to address these priorities in education have the potential to deliver life-changing benefits to students, teachers and school leaders and will result in dramatic economic benefits for the state and the nation as a whole.
Farewell and welcomeThe beginning of the 2015 school year sees a change in the leadership of the Queensland Teachers’ Union. After nine years as the QTU Vice-President, Julie Brown (pictured) has retired from her position and is replaced by Samantha Pidgeon.
Sam was the QTU Honorary Vice-President for the past three years and is substantively a head of department at Runcorn State High School. The new QTU Honorary Vice-President is Jenny Swadling. Jenny is the principal of the Charleville School of Distance Education and has worked in country Queensland for the past two decades. On behalf of all QTU members, we wish Julie all the best for the future and welcome Sam and Jenny to their new roles in the presidential leadership team.
Kevin BatesPRESIDENT
From the President
EST coming in MarchSome members may have noticed a message on their recent pay advice indicating that the next recruitment round for experienced senior teacher is likely to be in early March.All four-year trained senior teachers with at least four years’ full-time equivalent (FTE) experience as a senior teacher, and all three-year trained senior teachers with at least seven years’ FTE experience as a senior teacher as at 30 June 2015, are eligible to apply.Further information on the EST recruitment process can be accessed on the QTU website and OnePortal.
@qtupresident
Education a paramount priority for any state government
8 Queensland Teachers' Journal | Vol 120 No 1
Flying Start
The start of 2015 is seeing a systematic change across secondary schools in Queensland with the addition of year seven.
So, how can we best manage these changes to ensure that we are working towards a common goal – the best outcome for our students?
A lot of work has gone into developing school-wide programs that recognise the changes that are necessary for the wellbeing of our students and staff. I have had the opportunity in the past 12 months to work with a wonderful team of year seven teachers in a secondary setting as part of a trial school. I have learned a lot from this experience and believe there are lessons that must be shared to allow teachers to be supported by their colleagues, their heads of department and their administration team.
The two most valuable lessons for me were the importance of breaking down barriers and working collegially, and breaking through the wall of internal relief.
Working collegially – we achieve more as a teamThere is a quote by Amy Poehler that I look to when considering the collaborative nature of our staffrooms and schools.
“As you navigate through the rest of your life, be open to collaboration. Other people and other people’s ideas are often better than your own. Find a group of people who
challenge and inspire you, spend a lot of time with them, and it will change your life.”
When we consider the new secondary environment, there are two groups of staff who are going to be working in the year seven space: those that have come from a primary setting and those who have worked exclusively in a secondary setting.
It isn’t about moving up or down. Year seven isn’t more or less important than any other year level. Secondary schools sometimes have a hierarchical approach where staff put themselves into pockets within the school. It is important that year seven is valued as highly as every other cohort.
For those staff who won’t be spending time in year seven classrooms, can I recommend that you purposefully spend some time with your colleagues. There is a lot that they can teach us about junior secondary approaches. And for new year seven teachers, spend some time with your colleagues in other classrooms. Visit a year 12 English class or a year 10 maths class. There is so much teachers can learn from each other. Break down the doors. Have open classrooms. Visit each other. Ask questions. Don’t be afraid to try something different. You never know what your colleagues may share with you.
Non-contact time – 210 minutes and internal reliefNon-contact time works differently in primary and secondary settings. Many year seven teachers who are working to what seems to be the common approach of teaching two subject areas to two different classes will be eligible for internal relief. This can be daunting for teachers who have only worked with students up to the age of 12 years.
Going from a year seven English class into a year 11 chemistry supervision can be quite stressful for primary teachers. Where possible, it’s important that primary teachers making the transition into the secondary school setting are given opportunities to complete their internal relief with junior secondary classes, rather than the senior classes.
Clear expectations about their role as a supervising teacher also need to be made explicit. Pairing new secondary teachers with other teachers in supervisions in the first instance would also be beneficial, as they can be mentored through the process.
Alison WelchQTU MEMBER
Year 7 to secondary: breaking down the barriers
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Vol 120 No 1 | Queensland Teachers' Journal 9
From the VP
One thing we know with certainty however – as of the start of this school year, a directive is in place to halt implementation of new learning areas of the Australian Curriculum*.
The resounding result of the Australian Curriculum ballot and the resulting directive represent a great opportunity to grasp the professional agenda and assert ourselves. Teachers have experienced a significant increase in workload as a result of rapid implementation of the Australian Curriculum and the sheer volume of support materials and exemplars provided in the form of C2C. The strong result in our ballot is an indication that teachers have had enough and are willing to take action.
Now that the directive is in place, the next step is for us to take advantage of this breathing space and time for consolidation by ensuring that the directive is implemented in our workplaces. However, taking time to pause and reflect on our implementation so far is only part of the story. We must use this pause in implementation to push for quality professional development and release time to ensure that we are equipped with the knowledge and resources we need to move forward and teach the next phase of subject areas with confidence.
The mood of teachers at the end of last year was that enough was enough – we were tired of doing more and more with less and less in increasingly complex contexts where we are expected to be achieving continual improvement. We need to ensure that as the new school year begins and things may appear to be more ‘doable’, we remember how quickly the demands on us will stack up. The message we need to give to our school
communities is that this directive is good for teachers and good for students – good for the quality of the teaching we are doing each day for the kids of Queensland. There is no disadvantage to students here. Let’s face it, Queensland is streets ahead of the other states in the implementation of the Australian Curriculum. We are ready to reflect and consolidate, while others are only this year beginning their implementation.
There is no vacuum in the curriculum offerings in Queensland. The QCAA continues to provide the state-based curriculum for those subjects that are yet to move to the Australian Curriculum. Don’t let anyone tell you that this is about teachers or the Union wanting to marginalise subject offerings in schools. The actual situation is quite the opposite. The long-term future of the next phase of subjects will largely depend on the quality of the familiarisation and planning time that is provided. Primary school teachers and those responsible for teaching a range of subjects in the 7-10 context simply cannot be given multiple sets of materials and exemplar lesson plans and be expected to be expert in them, to differentiate for complex contexts and to teach them at their best.
It’s exciting when we unite to take action about the things that matter to us. In the day-to-day classroom work of teachers, curriculum is one of the things that matters most. It’s worth standing up to get it right. State school kids are relying on us to do so.
Sam PidgeonVICE-PRESIDENT
*The Newsflash and accompanying FAQs provided at the beginning of the school year give further information.
Time to pause to keep quality in curriculumThere’s so much on the agenda this year, and that’s just the stuff we know about! If 2015 is like recent years, the policy announcements and changes are just going to keep on coming – at a school, system and government level.
QTU members have voted overwhelmingly to support a directive immediately ceasing the implementation of new learning areas of the Australian Curriculum should the Minister for Education, Training and Employment not provide satisfactory commitments to do so.
The QTU conducted the ballot because of growing concerns regarding the significant workload implications for teachers implementing the Australian Curriculum; an overcrowding of the curriculum and the need to consolidate the implementation of phase 1 (English, maths, science and history) in Queensland schools; the uncertainty around the Australian Curriculum in light of the federal government’s review and to provide schools with the opportunity to consolidate those learning areas already implemented.
More than 17,000 members participated in the ballot, which was carried overwhelmingly:• For 16,423 (93 per cent) • Against 1,166 ( 7 per cent).
QTU Executive determined that in the absence of the necessary commitments from the Minister, the directive would be issued for the start of school in 2015.
Consequently, members should halt implementation of any new learning areas of the Australian curriculum. As a reminder, implementation includes the familiarisation, planning and reporting of new learning areas. A new learning area is one where classroom teachers have not yet commenced implementation.
Members vote to stop curriculum implementation
@sampidgeon
10 Queensland Teachers' Journal | Vol 120 No 1
Community
Murray Caswell, Laura Crump and Janelle Cliffe, take the message to Greens Senator Larissa Waters.
Federal MP for Lilley Wayne Swan joins QTU President Kevin Bates at Wavell State High School
There is an old saw that politics is the art of the possible - but what if another type of politics was possible?
Imagine a new way of doing business for unions and the wider community which involves working closely with faith groups and community organisations to influence politicians and other decision makers at all levels. Imagine community members coming together as part of listening events so that they can articulate the issues which are important in their communities. Imagine hundreds of people from community, union, and faith groups, from a wide range of ethnic, religious, political and life experiences, gathering in assemblies at which politicians are required to face the issues which are important to the community.
Then you are imagining the Queensland Community Alliance.
The alliance is made up of grassroots community organisations working together for the common good: the Uniting Church, the Catholic Church and the Churches of Christ; the Queensland Council of Unions; the Queensland Teachers' Union; Queensland Nurses' Union; Rail, Tram and Bus Union; Together Union: The Services Union; United Voice; Independent Education Union Q&NT; Multicultural Development Association; Logan Community Group Alliance; Micah Projects; FSG Australia;
Ethiopian Association of Queensland; and Amnesty International Australia.
The focus is on building relationships within communities. From those relationships community power is created.
It operates on the basis of “listening campaigns”, beginning with “table talks” involving local community members, followed by an assembly attended by local decision makers, who are requested to address the identified issues. Table talks involve six to 12 attendees explaining why they are involved and telling stories around a theme, such as “If there was one thing that would take the pressure off you and your community, what would it be?”
The Queensland Teachers' Union was a founding member of the Queensland Community Alliance. Two QTU Organisers have undergone the two-day alliance training, while I have completed the six-day advanced course on the development of community power and the building of community relationships (pictured). QTU General Secretary Graham Moloney has committed the Union to holding 15 listening meetings before July 2015.
During November and early December, I
organised listening by phone, with a range of QTU activists asking the question “ If there was one thing that would take the pressure off you and your work colleagues, what would it be?”
Clearly workload was a significant issue. The listening however provided an insight into the factors that are making that workload unbearable. This included the continuing requirement for the collection of data, sometimes, in the view of teachers, for no real purpose. This was identified as not only increasing workload but as taking teachers away from their core business of teaching and learning. Curriculum demands were also identified and there was strong support for the ballot to not implement new aspects of the Australian Curriculum.
Behaviour management support, the constancy of change and erosion of working conditions are also issues of import to members.
This is one form of listening and provides information which can be acted on within our organisation. We will continue to conduct listening meetings with members throughout the first part of 2015. A series of other listening meetings at branch and other QTU gatherings will be held during this time.
QTU members are also encouraged to participate in the listening meetings conducted by the Queensland Community Alliance.
Barry WelchDEPUTY GENERAL SECRETARY AND CO-CHAIR, QUEENSLAND COMMUNITY ALLIANCE LEADERS COUNCIL
The power of listening: the Queensland Community Alliance
Vol 120 No 1 | Queensland Teachers' Journal 11
The QTU has given its in-principle endorsement to new performance review processes for principals, school leaders and heads of department.
The process used in the development of the principal performance review was similar to that used for the teacher performance review process. Both the QTU and DETE supported a three-phase program: phase 1 – reflection and goal setting, phase 2 – professional practice and learning, phase 3 – feedback and review.
A working party of school leaders was established to further discuss the process, with five QTU representatives on this group. These school leaders represented primary, secondary and special schools, as well as schools in remote and regional Queensland. This was to ensure that practising principals were involved in the development of the review process.
Sources of evidenceThe QTU was clear that the sources of evidence for the principal performance review should be different from those used to determine school performance. In particular, the QTU highlighted that if the headline indicators used in the school performance and review framework were used to determine school performance, they should not form part of this process. The Union has outlined that the Australian Professional Standard for Principals and the areas of professional practice should be used in this process.
Other tools to assist a principal or a school leader in reflection could be the “Australian Professional Standard for Principals – Leadership Profiles Professional Lens” (developed by AITSL), 360-degree feedback tools and other means as deemed appropriate by the principal or school leader reflecting on their professional practice.
The Union is firm in its view that school leader performance should look at the
professional aspects of the role, not simplistic numerical indicators of school performance.
TemplateIn terms of the template, the working group has reviewed the Annual Teacher Performance Review (ATPR) template, and although some slight changes have been recommended for the Principal and School Leader Performance Review template, it will be similar.
Head of Program Performance Review ProcessA blended process, combining both the Annual Teacher Performance Review and the Principal and School Leader Performance Review process, will be used for heads of program. As a result, a separate template will be developed for heads of program.
Supporting documentation for the Principals and School Leader Performance Review process and the Head of Program Performance Review process are still being developed. It includes a step-by-step guide, an implementation plan, PowerPoint and template.
Trials for both the principals and school leaders process and the heads of program process will occur in semester one.
Paige BousenASSISTANT SECRETARY – EDUCATION LEADERS
School leader review processes IPS updateIn term four, another 50 schools were selected to be part of the Independent Public Schools program in 2015. This will bring the total number of schools in the program to 130, 10 more than initially proposed. The original plan was for 30 schools to be chosen each year for four years, making a total of 120 schools.
The number of Independent Public Schools in each region is:• Metropolitan region – 61 • North Coast region – 29 • South East region – 25 • Far North Queensland region – 5 • North Queensland – 4• Darling Downs and South West – 3 • Central Queensland – 3.
As you can see, by far the majority of Independent Public Schools are located in the south-east corner of Queensland, further highlighting the concerns of the QTU around transfers and relocations.
While current data is indicating that teacher transfers are still occurring, data provided to the QTU by the department has indicated that relocations for classified teachers is a different story. The QTU has been contacted by numerous members who are finding it difficult to obtain relocations back to preferred locations after remote and rural service, or who need to return to a location for compassionate reasons. Increasingly, anecdotal feedback to the QTU from members in classified teaching positions has indicated that they will not consider taking up positions in remote and rural areas due to the difficulty in returning to a preferred location after having done so. A joint DETE/QTU working party is currently looking at writing a set of IPS teacher transfer protocols and is conducting a review of the system. At these meetings, the QTU also raised its significant concerns around relocations, and there is to be further discussion about these processes.
School leaders
12 Queensland Teachers' Journal | Vol 120 No 1
Teacher accommodation maintenance has been an issue for many years, and unfortunately it is still underfunded in early 2015.
A new QTU advice statement outlines information on teacher accommodation maintenance and how to take action when maintenance issues are not resolved as required.
Unplanned maintenanceThis includes emergency, routine, accidental, storm damage and health and safety matters. These maintenance requests are to be dealt with by Building Asset Services (BAS) within a defined response time, depending on the nature of the job.• Emergency (eg. break and enter, storm
damage, flooding, blocked or broken sewerage or septic system, electricity/gas failure to the accommodation) – up to 24-hour response time (some emergent issues have a shorter response time, eg. any fault that could lead to the death or injury of people – one hour).
• Routine/non-urgent (eg. slow dripping taps, doors jamming, stove element not working) – up to 14-day response.
• Schedule for program (eg. leaking gutters, tree lopping) – within 12 weeks.
What if these timelines are not met? The QTU recommends the following action.• Contact the local accommodation officer
(LAO) and request the matter be pursued with BAS directly or with the DETE regional facilities team.
• If that does not work, contact the QTU Organiser/QTAD to escalate the matter with the appropriate DETE or BAS officer.
• In some cases, emergent industrial action should be considered if there are going to be significant delays in resolving a
priority maintenance job, eg. waiting over two weeks to resolve a hot water issue.
• In some cases, completion and submission of relevant Residential Tenancy Authority (RTA) forms, eg. Notice to Remedy Breach (form 11) and Dispute Resolution Request (form 16) may be necessary. Members should contact the Union for further advice lodging RTA forms.
Don’t accept breaches of the agreed time responses and don’t accept poor service. Take action and contact the Union where necessary.
For further useful information on maintenance processes, see DETE’s “Employee Housing – Procedures Manual for Maintenance” at www.qtu.asn.au/dete-housing-maintenance-0614
Planned maintenanceThis is usually identified either by BAS periodic condition assessments, which are currently undertaken every three years (one third of houses/duplexes are inspected annually), or by LACs and/or members identifying the issue. Each year, this information is used by regional facilities teams to develop the annual regional housing planned maintenance program delivered by BAS. Examples include internal/external repainting, carpet/vinyl replacement, etc.
Although there are no specific response times for planned maintenance, regional BAS provide detailed monthly reports to
DETE regional facilities personnel, and these reports identify projects that are behind schedule. QTU members, through their local accommodation committee (LAC), should seek regular updates on planned maintenance projects and initiate further action if there are significant delays.
What if planned maintenance requests are not addressed within a reasonable period of time?The QTU recommends the following action.• Contact the local accommodation officer
(LAO) and request the matter be pursued with BAS directly or with the DETE regional facilities team.
• For planned maintenance projects that are not funded or that are delayed, consider local action strategies, eg. sending an email to DETE, organising a letter or QTU delegation to the local MP, in addition to regular communication through the LAO and the LAC. In some cases, industrial action may have to be considered. Again QTU members should contact the QTU Organiser if industrial action is being considered or if the other strategies have not been successful.
• In some cases, completion and submission of relevant Residential Tenancy Authority (RTA) forms, eg Notice to Remedy Breach (form 11) and Dispute Resolution Request (form 16) may be necessary. Members should contact the Union for further advice before lodging RTA forms.
Jeff BackenASSISTANT SECRETARY AND SECRETARY, QTU STATE ACCOMMODATION COMMITTEE
Don't accept sub-standard housing maintenance
Vol 120 No 1 | Queensland Teachers' Journal 13
When the Queensland LNP government released its response to the Matters/Masters report on the review of senior assessment and OPs in the dying days of last year, it came as no surprise that it supported the overwhelming majority of the recommendations, including the abolition of OPs from 2017, the introduction of external assessments, access to an ATAR score and the dumping of the Queensland Core Skills Test.
The government agreed in-principle that the QCAA should continue to be responsible for senior assessment and reporting, with tertiary institutions adopting responsibility for tertiary selection, including determining a tertiary entrance ranking. It supported the “managed transition” away from OPs and proposed to allow student access to an ATAR score. However, the report also highlighted that further work needs to be done, through collaboration with stakeholders, to determine whether four senior subjects (rather than the five subjects generally required for an OP) would be used in the calculation of the ATAR.
Moving away from OPs would remove the need for the QCAA to engage in a school-based ranking or common scaling test (Queensland Core Skills Test).
In terms of introducing external assessments, the government endorsed the value of school-based assessments, while proposing in-principle support for four summative assessment activities – three school-based and one external assessment, generally contributing 50 per cent of a senior subject result (while acknowledging that further work is required to determine
whether there are any subjects where this approach is "less applicable").
The QTU believes that teacher-developed school-based assessment should form the majority of the overall subject result.
Delegates at QTU State Council in November endorsed a position which supported a maximum of 25 per cent of external assessments in each subject area, as opposed to 50/50, and that it be up to the expert subject groups to determine the mix of internal and external assessments in each subject area.
In anticipation of the report, the QCAA has already invited schools to volunteer to participate in trials, involving the prior endorsement of assessment before use, the accreditation of review panellists and the trialing of some externally developed and marked assessments in some subject areas.
The QCAA has invited the QTU and the QIEU to have representation on two QCAA Board committees. Paul Giles, Assistant Secretary/Treasurer of the Queensland Independent Education Union, is the joint union nominee on the Years P-6 Curriculum, Assessment and Certification Committee working group, and
QTU Vice-President Sam Pidgeon has been appointed as the joint union representative on the Years 7-12 working group. The unions are pleased to again be able to represent their members on this important body, after our removal from the QSA governing body when it transitioned to the QCAA on 1 July 2014. The Union also supports member representation on any working groups that may be established in senior subject areas in the future.
The government proposed further structured consultation with key stakeholder organisations and the community, with feedback invited by 31 March and a final government response scheduled for mid-2015. However, with an election called for 31 January it remains to be seen whether the LNP government is still in power at that time.
For the government response to the ACER Review, visit the DETE website at http://deta.qld.gov.au/about/government-responses/senior-assessment-review.html
For the QTU position on the review, visit the QTU website at www.qtu.asn.au/position-acer-review
Leah MertensRESEARCH OFFICER - PROFESSIONAL ISSUES
To OP or not to OP – that is the question!
14 Queensland Teachers' Journal | Vol 120 No 1
TAFE
Mackay QTU TAFE members Paul Kelly, Doug Wootton and Josh Van Loenen have pioneered an innovative approach to slashing energy costs at their CQUniversity campus.
The trio, along with 120 students, were behind a project which has resulted in a fully automated biodiesel plant, which is computer-controlled and can treat and refine fatty waste product such as cooking oil. It’s capable of producing more than 200 litres an hour of high-grade biodiesel, and CQUniversity expects the plant to receive an Australian Quality Fuel Standard certification in the coming weeks.
While diesel costs an average $1.53 a litre at Queensland pumps at the time of writing (Australian Institute of Petroleum), the CQUniversity plant can produce biodiesel for around one-fifth of that cost. CQUniversity plans to make the biodiesel available to community organisations in the Mackay region following its certification.
Since 2010, the project has garnered $200,000 of investment and support, including from Rio Tinto’s Hail Creek Mine Community Development Fund and Mackay Regional Council.
VET in schools students from Mackay State High School, Mackay North State High School and Sarina State High School have worked on the project over the past three years, as well as Indigenous students from across the region, and Certificate II in Engineering students. Many have since secured apprenticeships with industry.
“It’s been a real honour for me to work with these kids and see them find a passion for fabrication, and for getting involved in such a positive project,” metal fabrication teacher Paul Kelly said.
“But more importantly, they’re finishing school and going straight into an apprenticeship, with the knowledge and skills they need to start work straight away.”
Deputy Vice-Chancellor (Engagement) Professor Pierre Viljeon said the project, which began in 2010 at CQ TAFE, prior to the July 1 merger with CQUniversity, was a testament to the practical ingenuity of vocational teachers and managers.
“The biodiesel project is a great example of how closely educators can work with industry, to ensure students and apprentices are getting maximum benefit from their time in our classrooms and workshops,” Dr McMillan said.
“And there’s great potential for the plant to also involve our engineering and science students in testing, and further technology development .”
“There’s huge benefit to all students and industry involved in this project – and it’s great to see the community and environmental benefits as well!”
Paul, Doug and Josh have been honoured for their work with a CQUniversity Opal Award for Excellence in Engagement (pictured inset).
The award followed an official launch for the innovative technology by Mackay Regional Council mayor Deirdre Comerford at CQUniversity Ooralea’s Trade Training Centre in November.
Biodiesel project delivers energy boost for CQU
Vol 120 No 1 | Queensland Teachers' Journal 15
Curriculum
As you read this, the state election has been decided one way or the other. Either way the training market will still be in place. Both the major parties are committed to markets for the provision of government services.
Labor sees market mechanisms as a means of distributing scarce resources (read money) to the areas of most need. The dry right of the conservative side of politics believes that public provision is inherently inefficient and hidebound, prone to what is called “provider capture” (that is, an organisation which becomes interested in maintaining itself rather than providing its service) and unable to deliver a quality product.
The accepted economic wisdom is that private provision is more efficient, innovative and quality-focused than public provision. A recent paper by economist Phillip Toner deconstructs this view and finds that while there is innovation and price reduction in the current market approach, the one thing which is sacrificed to produce this change is quality.
Everyone in TAFE and VET talks about quality. There is Quality assurance. The capital "Q" Quality. TAFE institutes are (or at least were) like many other businesses and organisations, Quality assured organisations. This means they had processes and procedures by which they ran their day-to-day business. It also meant they were externally audited to the standards. Much of this is mandated in the VET Quality framework and overseen by the Australian Skills Quality Authority.
Then there is the other quality. The small "q", hard to define quality. This is the one that is essential to the discussion about the market in vocational education. In “Zen and the Art of Motorcycle Maintenance”, the author reminisces through the half-erased memories of an earlier college professor persona, whose life and sanity have been destroyed by an ill-fated philosophical search for a definition of quality. He quips that we don’t know how to define it but we know it when we see it. This is the one that I would maintain really matters when we talk about outcomes in vocational education.
The factors affecting quality outcomes in TAFE and VET are multitudinous. Does the student have the underpinning skills and knowledge to handle study at the level at which they are enrolled? Do they have the personal capacities and commitment to ensure successful study completion? If not, what is in place to support them academically and personally? Are they enrolled at the correct course level?
Increasingly, learning materials are going online, with minimal contact with teachers. Training is relegated to the workplace or auspiced to underqualified trainers. Assessment is done by remote control with little or no supervision. Across the country, stories have emerged of unscrupulous recruiting practices whereby individuals are enrolled in expensive courses without
regard to their capacity to undertake the study.
Current VET market settings have driven TAFE to the periphery as scandals have shaken key private providers. The fall from grace of the ASX-listed registered training organisation Vocation has been driven by questions about its approach to training delivery and the rigour of assessment practices. 2,409 students had their qualifications “recalled” and the Victorian government demanded $20 million in course subsidies be returned.
In its share float prospectus, Australian Careers Network boasted of a $25 million profit being made on a $50 million revenue stream, while a third company, Acquire, has faced accusations of posting false job advertisements to attract potential clients. All three rely almost entirely on state government funding for revenue.
None of these issues have gone away. Whoever is in power must act to ensure that the market is focused on delivering a quality outcome to the student. And the government must act to ensure that public money is spent to purchase quality skills and knowledge for the population, in order to achieve community, employment and industry policy outcomes. Anything else is profligate and irresponsible.
David TeraudsTAFE ORGANISER
Questions remain for TAFE, whoever winsPictured: Rallying to Stop TAFE Cuts: at Grovely in November (left) and with the ALP's Annastacia Palaszczuk and Yvette D'Ath during the state election campaign (right)
16 Queensland Teachers' Journal | Vol 120 No 1
School leaders deserve our thanks Deputy principals and heads of programs are among the unsung heroes of our schools. Here, some of their colleagues try to put that right.
Schools are complex environments and the secondary school is especially so.
Perhaps the most challenging of roles in this demanding workplace environment is that of the secondary deputy principal, as they are charged with being both leader and manager, sometimes simultaneously. The deputy principal as an associate school leader is critically involved in the school executive leadership processes of visioning and strategising to assure the long term effectiveness of the school. However, the DP is also responsible for the day-to-day management, which involves efficiently operationalising decisions and procedures so the workplace operates as a ‘well-oiled machine’ for the benefit and wellbeing of both students and staff.I’m acutely aware of their importance to the good functioning of high schools and the strong learning and collegial culture established within them, and for that they have my enormous respect.
Allan Cook, Principal, Isis District State High School
My HOSES (head of special education services) is a valuable
member of our admin team.
She manages and supports SEP teachers, aides and students
in our school, and as a cluster H0SES, she has to liaise with
small school principals and provide resources and support to
teachers and students attending these schools.
Our HOSES is often swamped with paperwork, such as new
verifications, reviews, education adjustment programs and
individual learning plans, sits at the computer inputting data
and information into OneSchool, and for the past two years,
has collected and collated student information for the National
Collection of Data on School Students with Disability, entering
all the information onto OneSchool and participating in the
PWC survey.
HOSES act as the key contact for outside agencies to work with
schools and families. They are the link for families to access all
aspects of the education system. She often has to be pulled
away from working with students to attend to a meltdown or
incident that has occurred in the playground/classroom. And
she does all this on her admin day (one day per week).
Matt Sahlqvist, Principal, Biloela State School
In my school, all three classified officers – principal, deputy
principal and head of curriculum – are school leaders, and are
known by this collective title by all staff.
Personally, I value the DP position in many ways. I value
the work done by the DP role to support my principal role
in enrolments, behaviour management, implementation
of curriculum priorities, interagency liaison, P&C support,
timetabling, staff absences etc etc etc! I would never consider
not committing FTE to have my DP there, by my side, to do this
great work day after day, consistently and efficiently.
Special schools are places where anything can happen, at any
time, on any given day. To know I have my DP to back me up is
particularly important to me as a school leader.
Roselynne Anderson, Principal, Beenleigh Special School
At primary school, the expertise that a HOSES provides is invaluable. The knowledge they so freely share with all staff contributes to the school’s ability to deliver programs encouraging the engagement of all students.
A HOSES is often the first port of call for a teacher who is unsure of what the next steps for a student’s learning should be.
The contribution of a HOSES to a school is not limited to the work they undertake with students. Often the support they provide to parents helps parents to understand their child’s difficulties and how they can work with the school to deliver the best outcomes for their child. Support provided by the HOSES to teachers, support staff and administration is vital to ensure that we are able to help students reach their potential.Janet Bannah, Principal, Somerset Hills State School
Vol 120 No 1 | Queensland Teachers' Journal 17
School leaders
This key question should be front of mind for any principal or education leader contemplating the implementation of a managing unsatisfactory performance (MUP) process.
The DETE policy titles the pre-MUP process “performance feedback”. It says:
“Unsatisfactory performance will be the subject of ongoing informal performance feedback between the state school teacher and the principal. The ongoing informal communication of performance expectations and performance concerns to state school teachers will enable emergent performance concerns to be identified and addressed as they arise.
“This informal feedback will also assist the principal in:• identifying and clearly communicating
performance concerns at the earliest opportunity; and ascertaining any legitimate mitigating factors, including medical conditions and/or personal reasons, that may assist in explaining performance concerns and/or need to be taken into consideration in applying MUP processes; and
• informally developing and implementing strategies to address identified issues.
“State school teachers may have a support person accompany them in these informal performance feedback discussions.
“It is intended that issues that may lead to a formal MUP process will usually be identified informally in the first instance and formal MUP processes will usually be applied in the event of unaddressed, ongoing and/or significant performance concerns.”
Key issues for education leadersBefore commencing a MUP, the QTU advises education leaders to ensure they have read the relevant MUP policy, and in particular the performance feedback section. They should also have:• identified and clearly communicated
performance concerns at the earliest opportunity
• ascertained if there are any mitigating factors impacting on the officer’s performance
• informally developed and implemented strategies to address the identified performance issues.
Although it is not a formal part of the MUP process, if it is not undertaken or undertaken poorly then this provides grounds for the subject officer to pursue a complaint.
The policy does not state a time period for this part of the process and does not mandate particular activities or strategies. These decisions are made by the principal, and evidence should be collected to ensure that, if challenged, the principal can demonstrate that the performance feedback section of the policy has been implemented.
QTU advicePrincipals should document instances when performance issues are identified. This may be at times when a MUP is not being considered. If this is done, then should a MUP be required, principals will have a chronology of when and how the performance issues were identified.
Examples of “identifying and communicating performance issues at the earliest opportunity” include:• meeting to discuss a concern or concerns• providing a teacher with feedback about
parental or other complaints (do not save up complaints for future use, the policy states that issues need to be identified at the earliest opportunity)
• feedback from a more formal lesson observation where there has been a previous discussion with the teacher and
hopefully some agreement of the role/purpose of the observation.
This list is not exhaustive and education leaders need to try and ensure these activities are informal wherever possible. MUP is the formal process.
In addition to identifying and communicating the performance issues, education leaders have to also ensure that they have developed and implemented strategies to improve performance. The primary aim of this pre-MUP process is not about gathering evidence to support a MUP, it is about improving performance to hopefully prevent a MUP.
Education leaders will encounter problems if they commence the pre-MUP process with the sole aim of collecting evidence to support a MUP.
QTU supportQTU Officers are available to discuss the issues with any member involved in a MUP process. Education leaders are encouraged to contact their QTU Organiser or me to clarify any MUP issues. The time spent doing this in some cases will save much more time to avoid process issues which could result in a MUP being terminated or suspended.
The QTU is also able to facilitate MUP information sessions for education leaders. Please contact me if you would like to organise a session.
Current MUP policies relevant to teachers, heads of programs and deputy principals can be found at: http://ppr.det.qld.gov.au/corp/hr/hr/Pages/current-procedures.aspx.
Jeff BackenASSISTANT SECRETARY AND QTU REPRESENTATIVE, DETE BOARD OF REVIEW
What comes before a MUP process?
News
who's who
Wh
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wh
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2015
S
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Conf
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in n
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Penn
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So
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Issu
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Lynn
Cow
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McA
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Ne
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Mar
k An
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Le
gal/S
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Paig
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Ed
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Lead
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John
McC
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Indu
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voca
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Kim
Roy
Re
sear
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rLe
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Rese
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Off
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Jeff
Bac
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Se
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sTh
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Edm
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In
dust
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Advo
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T
he T
rust
ees
The
four
QTU
Tru
stee
s ar
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embe
rs
appo
inte
d by
Cou
ncil
to m
anag
e th
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’s ca
pita
l inv
estm
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and
ens
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that
th
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the
best
pos
sibl
e re
turn
s fo
r the
m
embe
rs (o
ne p
ositi
on c
urre
ntly
vac
ant)
.
Ph: 0
7 35
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| E
mai
l: qt
u@qt
u.as
n.au
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eb: w
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C
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Stat
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ch b
ranc
h an
d A
rea
Coun
cil t
hrou
ghou
t the
sta
te is
re
pres
ente
d, a
s ar
e TA
FE m
embe
rs.
Q
TU R
eps
The
Uni
on R
ep is
the
first
poi
nt o
f con
tact
with
the
QTU
. Th
ey a
re s
ervi
ng te
ache
rs e
lect
ed b
y th
eir c
olle
ague
s to
re
pres
ent t
he U
nion
in th
e w
orkp
lace
. The
y pr
ovid
e ad
vice
an
d su
ppor
t, or
gani
se lo
cal c
ampa
igns
, arr
ange
wor
kpla
ce
mee
tings
and
recr
uit n
ew m
embe
rs. T
here
are
als
o Le
ad
Uni
on R
eps,
who
are
trai
ned
to a
ssis
t QTU
Org
anis
ers,
and
Prin
cipa
l Uni
on R
eps,
who
pro
vide
a s
choo
l lea
der
pers
pect
ive
on e
duca
tion
and
indu
stria
l iss
ues.
B
ranc
hes
and
Are
a Co
unci
lsQ
TU m
embe
rs in
eve
ry s
choo
l in
a gi
ven
area
be
long
to th
e lo
cal b
ranc
h. T
his
bran
ch, i
n tu
rn, h
as
repr
esen
tatio
n at
a re
gion
al le
vel o
n an
Are
a Co
unci
l, w
hich
is re
pres
ente
d on
Cou
ncil
and
Conf
eren
ce a
nd
can
brin
g is
sues
forw
ard
for d
ebat
e.
Nikk
i Roo
s
Andr
ew B
eatt
ie
Jodi
e M
cFad
den
(act
ing)
Gol
d Co
ast
who's who
Wh
o's
wh
o in
th
e Q
TU F
ebru
ary
2015
S
enio
r Offi
cers
The
QTU
's Se
nior
Offi
cers
all
have
a te
achi
ng
back
grou
nd. T
he P
resi
dent
, Vic
e-Pr
esid
ent a
nd
Hon
orar
y Vi
ce-P
resi
dent
are
ele
cted
by
the
mem
bers
. Th
ey p
resi
de a
t mee
tings
of E
xecu
tive,
Cou
ncil
and
Conf
eren
ce a
nd a
re re
spon
sibl
e fo
r the
impl
emen
tatio
n of
thei
r dec
isio
ns. T
hey
also
han
dle
med
ia a
nd
com
mun
ity re
latio
ns. T
he G
ener
al S
ecre
tary
and
two
Dep
uty
Gen
eral
Sec
reta
ries
are
elec
ted
by S
tate
Cou
ncil
and
have
prim
ary
resp
onsi
bilit
y fo
r the
day
-to-
day
adm
inis
trat
ion
of th
e U
nion
.
Kevi
n Ba
tes
Pres
iden
tSa
m P
idge
on
Vice
-Pre
siden
tJe
nny S
wad
ling
Hono
rary
Vi
ce-P
resid
ent
Grah
am M
olon
ey
Gene
ral S
ecre
tary
Barr
y Wel
ch
Depu
ty G
ener
al
Secr
etar
y
Kate
Rut
timan
De
puty
Gen
eral
Se
cret
ary
T
he E
xecu
tive
The
QTU
Exe
cutiv
e co
nsis
ts o
f the
Sen
ior O
ffice
rs, a
long
with
12
serv
ing
teac
hers
and
a m
embe
r fro
m th
e TA
FE
Div
isio
n el
ecte
d by
Sta
te C
ounc
il. It
man
ages
Uni
on a
ffairs
bet
wee
n St
ate
Coun
cil m
eetin
gs. I
ts m
embe
rs c
hair
and
occu
py p
ositi
ons
on m
any
Uni
on c
omm
ittee
s an
d ou
tsid
e bo
dies
(one
pos
ition
cur
rent
ly v
acan
t).
Perr
y And
erso
nAl
lan
Cook
Penn
y Tay
lor
Pete
r Dar
ben
Andr
ew Th
omps
on
Leah
Olss
on
Bria
n Pe
arso
n
Cres
ta R
ichar
dson
Nick
Shi
rley
Scot
t Tib
aldi
(T
AFE)
Alla
n Co
okM
ary-
Jane
W
oodg
ate
Roby
n Su
gden
Julie
anne
Gilb
ert
Nort
h Qu
eens
land
Davi
d Te
raud
s TA
FE
Lin
Esde
rs
Mor
eton
Barr
y Tho
mso
n Ce
ntra
l Qu
eens
land
Mee
gan
Mag
uire
Su
nshi
ne Co
ast
Fion
a M
cNam
ara
Brisb
ane
Nort
h
Kevi
na O
'Nei
ll Re
dlan
ds/L
ogan
Scot
t Wel
ch
Wid
e Ba
yZe
b Su
gden
So
uth
Quee
nsla
nd
Bren
dan
Crot
ty
Brisb
ane
Sout
hM
aure
en D
uffy
Pe
nins
ula
and
Nort
h W
est
O
rgan
iser
sTh
ere
are
12 O
rgan
iser
s to
ser
ve Q
TU m
embe
rs
acro
ss th
e st
ate.
All
form
er te
ache
rs th
emse
lves
, th
ey a
tten
d br
anch
mee
tings
whe
re p
ossi
ble,
lia
ise
with
dis
tric
t offi
ces
and
take
up
mem
bers
' co
ncer
ns w
ith d
epar
tmen
tal r
epre
sent
ativ
es a
nd
adm
inis
trat
ors.
T
he s
ecre
tari
atTh
ese
Bris
bane
-bas
ed o
ffice
rs, a
gain
all
from
a te
achi
ng b
ackg
roun
d, p
rovi
de
advi
ce o
n sp
ecifi
c ar
eas
of e
xper
tise
and
resp
ond
to g
ener
al e
nqui
ries
from
m
embe
rs. T
hey
prov
ide
advi
ce to
Sen
ior O
ffice
rs, E
xecu
tive,
Cou
ncil
and
Conf
eren
ce, a
s w
ell a
s re
pres
entin
g th
e U
nion
in n
egot
iatio
ns.
Penn
y Spa
ldin
g W
omen
s and
So
cial W
elfa
re
Issu
es
Lynn
Cow
ie-
McA
liste
r
Ne
w Ed
ucat
ors
Mar
k An
ghel
Le
gal/S
ervi
ces
Paig
e Bo
usen
Ed
ucat
ion
Lead
ers
John
McC
ollo
w
Indu
stria
l Ad
voca
te-S
ervi
ces
Kim
Roy
Re
sear
ch O
ffice
rLe
ah M
erte
ns
Rese
arch
Off
icer
Jeff
Bac
ken
Se
rvice
sTh
alia
Edm
onds
In
dust
rial
Advo
cate
T
he T
rust
ees
The
four
QTU
Tru
stee
s ar
e m
embe
rs
appo
inte
d by
Cou
ncil
to m
anag
e th
e U
nion
’s ca
pita
l inv
estm
ents
and
ens
ure
that
th
ey e
arn
the
best
pos
sibl
e re
turn
s fo
r the
m
embe
rs (o
ne p
ositi
on c
urre
ntly
vac
ant)
.
Ph: 0
7 35
12 9
000
| E
mai
l: qt
u@qt
u.as
n.au
| W
eb: w
ww
.qtu
.asn
.au
| Q
ueen
slan
d Te
ache
rs’ A
ssis
t Des
k (Q
TAD
): 13
00 1
17 8
23
C
ounc
il an
d Co
nfer
ence
Stat
e Co
unci
l (m
eetin
g fo
ur ti
mes
a y
ear a
nd th
ree
times
in
a co
nfer
ence
yea
r) a
nd C
onfe
renc
e (o
nce
ever
y tw
o ye
ars)
ar
e th
e su
prem
e de
cisi
on m
akin
g bo
dies
of t
he U
nion
. Ea
ch b
ranc
h an
d A
rea
Coun
cil t
hrou
ghou
t the
sta
te is
re
pres
ente
d, a
s ar
e TA
FE m
embe
rs.
Q
TU R
eps
The
Uni
on R
ep is
the
first
poi
nt o
f con
tact
with
the
QTU
. Th
ey a
re s
ervi
ng te
ache
rs e
lect
ed b
y th
eir c
olle
ague
s to
re
pres
ent t
he U
nion
in th
e w
orkp
lace
. The
y pr
ovid
e ad
vice
an
d su
ppor
t, or
gani
se lo
cal c
ampa
igns
, arr
ange
wor
kpla
ce
mee
tings
and
recr
uit n
ew m
embe
rs. T
here
are
als
o Le
ad
Uni
on R
eps,
who
are
trai
ned
to a
ssis
t QTU
Org
anis
ers,
and
Prin
cipa
l Uni
on R
eps,
who
pro
vide
a s
choo
l lea
der
pers
pect
ive
on e
duca
tion
and
indu
stria
l iss
ues.
B
ranc
hes
and
Are
a Co
unci
lsQ
TU m
embe
rs in
eve
ry s
choo
l in
a gi
ven
area
be
long
to th
e lo
cal b
ranc
h. T
his
bran
ch, i
n tu
rn, h
as
repr
esen
tatio
n at
a re
gion
al le
vel o
n an
Are
a Co
unci
l, w
hich
is re
pres
ente
d on
Cou
ncil
and
Conf
eren
ce a
nd
can
brin
g is
sues
forw
ard
for d
ebat
e.
Nikk
i Roo
s
Andr
ew B
eatt
ie
Jodi
e M
cFad
den
(act
ing)
Gol
d Co
ast
News
Every year, the Queensland
Teachers' Union Peace Awards
challenge our state school
system's budding artists to use
their talents to bring that year's
chosen theme to life.
The theme of this year's awards,
"Peace for me, peace for you",
inspired a huge range of high
quality graphic interpretations.
Well done to everyone who
took part, with particular
congratulations to our prize
winners, whose work you can
see here. Kaito Nelson
Molly Coleman
20 Queensland Teachers' Journal | Vol 120 No 1
TAFE
Lillian Fox
Angus Coleman
Lily Brady
Carlee Wood Khlarra Isobella Mould
Jake Gore
Category Name SchoolYears 10-12Winner Molly Coleman Ferny Grove SHSYears 7-9Winner Breanna Jones Tamborine Mountain SHSYears 4-6Winner Kaito Nelson Ipswich East SSCommendation Lillian Fox Morningside SSCommendation Angus Coleman Grovelly SSYears 2-3Winner Khlarra Isobella Mould Chevallum SSCommendation Jake Gore Chevallum SSPrep- Year 1Winner Lily Brady Ipswich East SSCommendation Stella McCathie Belgian Gardens SSSpecial EducationWinner Carlee Wood Bremer SHSCommendation Mary Nebe Bremer SHS
Mary Nebe
Stella McCathie
Breanna Jones
Vol 120 No 1 | Queensland Teachers' Journal 21
22 Queensland Teachers' Journal | Vol 120 No 1
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Vol 120 No 1 | Queensland Teachers' Journal 23
The Anna Stewart Memorial Project
The Anna Stewart Memorial Project (ASMP) is a nationwide program which encourages women to become more active in the union movement. It gives women the opportunity to workshadow in their own union and with a host union. Each year the QTU supports two members and in 2014, Natalie Clarke was hosted by the Transport Workers Union while Kim Roy spent time with the Queensland Police Union.
Want to be an “Anna”? Applications for the 2015 Anna Stewart Memorial Project are now open – see the notices insert accompanying this journal. Applications close on the 27/2/15 and participants will be elected at March State Council. Contact Women’s Officer Penny Spalding on 3512 900 for further information.
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Fleet Network Pty Ltd. To qualify for this offer you must mention this advertisement to Fleet Network prior to the completion of your initial contract. Vehicle must be new and supplied by Fleet Network. Not valid in conjunction with any other current Fleet Network offers. Employees should consult
their employer’s salary packaging policy before entering into a contract. *Subject to Employer policy. Vehicle for illustration purposes only.
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Servicing, Tyres & Registration
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There are certain events that reaffirm what you believe and for me that was ASMP. I’ve learnt so much about how the QTU works. I’ve now experienced first- hand the crazy busy days of our Organisers and realise how much they do in addition to supporting their members and running branch meetings. We spent some time at USQ with Organiser Meegan Maguire, recruiting pre-service teacher associate members, where my passion for new educators, recruitment and fairy floss was reaffirmed! We also spent time with campaigning guru Brendan Crotty, the Brisbane South Organiser, who shared his expertise regarding campaign organisation and strategy. We got to talk with many of the Senior Officers and also sat in on an Executive meeting.
My days at the Transport Workers’ Union (TWU) also focused on recruitment, but in such a different context; meeting truckies at distribution centres and supporting workplace delegates.
This experience has made me even prouder to be a QTU member and I’m sure of one thing: a union united will never be defeated.
Natalie Clarke
For me the most valuable thing from the ASMP was the recognition that while workplaces across the state differ and individual unions face different challenges, there is much that unites us. We have shared ideals of safe and healthy workplaces and fair pay and conditions, and some of the tales from other industries were horrific. It made me very glad to be a chalkie and made year nine English seem like a walk in the park.
My time with the Queensland Police Union was very interesting. A controversial issue for QPU members is the introduction of mandatory fitness testing, and I was able observe officers practising their crash tackle skills on a dummy. I also got some insight into the logistical challenges of the G20, and could compare the way that police and teachers are allocated their positions across the state.
Being an “Anna” has made me realise more than ever how important unions are to a fair society and how the strength of a union is in the activism of its members. Solidarity.
Kim Roy
From top: 2014 ASMP participants gather; Kim (left) and Natalie (right) meet Carol Burns (Logie award winning actor and unionist) at the Queensland Council of Unions; Natalie and Kim join QTU Organiser Meegan Maguire at USQ; Natalie on the road with TWU recruiters.
274 SPA QLD Teachers Journal 210x275 adv1.indd 1 19/08/14 10:21 AM
Vol 120 No 1 | Queensland Teachers' Journal 25
Your Union
Get to know your QTU Officers:
Paige has been Assistant Secretary – Education Leaders since 2009. This is a role dedicated to the QTU’s education leader members, and as Paige says: “My role reflects what is happening to leaders in schools.”
While her remit focuses primarily on systemic policies and processes, covering areas such as recruitment and selection, relocations, Independent Public Schools and the Evaluation Review Committee,
Paige is also available to provide support and advocacy for individual school leader members when it is needed.
She is the legal officer for education leaders, the QTU contact for school leader members in need of legal assistance, and works with the QTU Education Leaders’ Committee to provide advice to the QTU Executive about education leader issues and to organise the Education Leaders’ Conference, which this year takes place on Friday 15 May.
Before taking on this role, Paige taught in Far North Queensland for 16 years, reaching head of department – maths/science. Active in the QTU for many years, Paige served in a number of voluntary roles, including President of the Peninsula Area Council, President of Mulgrave Branch, State Council Rep and Senior Union Rep, as well as acting
Peninsula and North-West Organiser. This background has left her with a special interest in rural and remote issues, as well as small school principals.
Paige is passionate about ensuring that we have a functioning transfer and relocation system, so that potential teachers and school leaders have the confidence to teach at schools across the state, safe in the knowledge that they will be able to relocate back to a preferred location.
Principals who wish to discuss any school leader issues can meet Paige at the QTU exhibition booth for the duration of the DETE Principals’ Conference at the end of February. Otherwise, she can be contacted at the Brisbane office of the QTU (details at the back of this Journal).
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News
26 Queensland Teachers' Journal | Vol 120 No 1
Queensland Teachers' Assist Desk 1300 11 7823 | [email protected]
Managing teacher staffing adjustments arising from Day 8 enrolment numbersEach year, as a result of Day 8 student enrolment data not matching predicted numbers, some teachers have to be transferred at very short notice. Although these transfers have to be affected in accordance with the Teacher Transfer Guidelines, there is no section in the guidelines dealing with how to select a teacher for such a transfer.
The process below has been endorsed by the department in the past, and the QTU has not received any formal communication from DETE that it no longer supports it. As such, the QTU recommends that members seek to have their school and region use it.
STEP 1: Examine workforce needs and workforce composition. Temporary teachers should be considered for shortening/cancellation of temporary engagement prior to consideration of transferring permanent teachers.
STEP 2: School to identify the subject mix (year level) of the position/s to be considered for the reduction of the teacher allocation. Regional HR personnel to work with school to ensure openness and transparency of the decision-making process. School to provide an opportunity for all staff with a matching year level/subject mix to self-identify for transfer and to provide information about geographic location preferences.
Should the necessary transfer not be resolved through the voluntary mechanism in STEP 2 it may be necessary to proceed through STEPS 3 – 6.
STEP 3: Regional staff to identify all teachers with a matching year level/subject mix at the school and seek from them a completed expression of preference form with the attachment of any relevant information to assist in making a staffing decision.
STEP 4: Regional staff invite all teachers with matching subject mix to provide additional relevant information about their circumstances upon which a transfer decision will be made. Teachers will be advised that the following factors will be taken into account by the senior personnel officer in reaching the decision to transfer: • place of residence• previous service history • compassionate circumstances• potential for disruption of school
programs/services • match to proposed placement.
STEP 5: Regional staff to consult with school administration to verify information provided by teachers in relation to the issue of “potential for disruption to school programs/services” to assist in making the final determination.
STEP 6: Decision on transfer supported by principal in consultation with regional senior personnel officer and approved by regional HR manager.
Notes
• This process is to be applied in instances where a school is to lose a teacher allocation outside the normal annual staffing cycle (e.g. Day 8 adjustments).
• Teachers advised of required transfer have appeal rights as per the Teacher Transfer Guidelines.
• If a teacher appeals against transfer the following process should be followed:
• If the teacher is not required to move residence as part of the transfer then the teacher should take up duty at the new site pending outcome of the appeal process.
• If the teacher is required to move residence as part of the transfer then the teacher should remain at the current site pending outcome of the appeal process.
• Week 3 of term 1 is available for transitioning staff from their current location to a new location to ensure staff and students are valued in the process.
• Where schools gain entitlement to additional positions, these should be preserved for the transfer of teachers who have been required to transfer arising out of the Day 8 enrolment collection and staffing process.
• Where temporary teachers, particularly those who had commenced long term temporary engagements, have their temporary engagements cancelled arising from the Day 8 enrolment collection and staffing process, sensitivity should be shown towards attempting to find other temporary engagements or supply work for the teacher.
• Members with concerns around the above process should make contact with the QTU as soon as possible.
Vol 120 No 1 | Queensland Teachers' Journal 27
Legal
Stress happens. Every teacher knows themselves or has had a colleague who has suffered from it.
How stress happens, however, is important. Section 32(5)(a) of the Workers’ Compensation and Rehabilitation Act 2003 (the act) provides that injury does not include a psychiatric or psychological disorder arising out of, or in the course of “reasonable management action taken in a reasonable way” by the employer in connection with the worker’s employment.
What that means is WorkCover claims can, and often are, rejected on the basis that, yes, you have suffered a stress injury at work and, yes, the injury arose out of or in the course of your employment. Your employment was the major significant contributing factor to the injury, but unfortunately the injury arose out of or in the “course of reasonable management action taken in a reasonable way.”
A recent decision by the review unit illustrates this point.
The teacher lodged an application with WorkCover for a psychological injury sustained as a result of managing the problem behaviour of students in his year four classroom, who exhibited disruptive, antisocial behaviour on a daily basis.
He reported his difficulties to the school, which offered him assistance and support. Despite this, there was little improvement in the behaviour of the students and eventually the teacher required time off work with medical evidence stating he was suffering from “severe anxiety and work related stress”.
WorkCover rejected his application, stating
that the teacher had not proved that his injury arose as a result of having to manage uncontrollable and unruly children, in excess of what would be “expected” of him in his role. It considered there was no proof that the teacher had been exposed to any more than “normal, daily workplace stresses”, and found that the injury arose from the decisions of management to put the teacher in charge of that particular group of students, and the management action was reasonable. The teacher disagreed.
The issue to be decided was whether the teacher sustained an "injury" within the meaning of section 32 of the act, which meant determining whether:• he sustained a personal injury which
arose out of or in the course of his employment
• the employment was the major significant contributing factor to the injury
• the injury did not arise out of or in the course of reasonable management action taken in a reasonable way by the employer.
The teacher argued that while managing poor behaviour is within the role of a teacher, the act does not require the stressors to be outside the usual incidents of the role.
The first opportunity that the teacher had to describe the cause of his injury was to his doctor, citing it as “classroom discipline” or rather the lack of it. By the doctor faithfully recording that on the workers’ compensation medical certificate, there was
sufficient evidence that his work was the major significant contributing factor to his injury.
All medical evidence indicated that the teacher’s difficulty controlling his class was the cause of his injury. His doctor noted he had a “sustained record in teaching, this class proved too much for him”.
In light of this, the reviewer found that the injury arose in the course of employment and the employment was a substantial contributing factor to the injury.
Conclusion At no point did the teacher blame the school administration for his difficulties. Because of this, it was wrong for WorkCover to reject the claim by describing it as “normal, daily workplace stress” or attempting to characterise it as arising out of reasonable management action taken in a reasonable way.
The original decision was set aside and a new decision was substituted to accept the application.
This case shows that the distinction between stress caused by work and stress caused by management action taken at work continues to be quite blurred, with WorkCover often applying a catch-all in relation to stress injuries.
However, if the initial complaint focuses on normal workplace stressors and not on any action taken, or not taken, by management, it will often have a better chance of success.
Rachel DrewTRESSCOX LAWYERS
When “reasonable management action taken in a reasonable way” is not enough
28 Queensland Teachers' Journal | Vol 120 No 1
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These general comparisons are based on the full Queensland monthly premium before any rebate or Lifetime Health Cover loading is calculated. Rates are e�ective from 2 April 2014, and are subject to change. The average monthly savings are calculated as the di�erence between TUH and the average of the three examples given. (Source: www.privatehealth.gov.au). Queensland Teachers’ Union Health Fund Limited ABN 38 085 150 376, 438 St Pauls’ Terrace, Fortitude Valley Qld 4006.
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Retired teachers
The wonderful year aheadHappy New Year to all retirees. We are all planning what to do during the year ahead – retirees seem to notice that the years just roll on by so quickly. Some say it is because we are having a wonderful time, which is mostly true. Now we have time to do many of the things that were impossible when working either part-time or full-time. Time is now our own to organise how we wish. Some volunteer, some travel and others now have time for family, friends and activities such as learning new skills.
The Queensland Retired Teachers’ Association has branches in Toowoomba, Maryborough, Rockhampton and Townsville. Some of these groups organise specific outings for their members while others meet for lunch and a chat with friends. A full list of these activities is detailed in the 2015 Program, which retirees or near retirees receive at the beginning of each year.
The first activity is our annual morning tea at the Irish Club in Elizabeth Street, Brisbane at 10am on 24 March (please note the change of date). This year we are happy to announce that our guest speaker, following on the success of author Hugh Lunn, is noted journalist and author Matthew Condon. Cost is $15. Please ring Donella Lister on 3848 5980 or 0409 630 319 if you wish to join this delightful morning tea. Don’t forget to invite friends and relatives who would like to join us. A reminder email will be sent closer to the date.
The conference held in November 2014 was a roaring success. The 75 attendees enjoyed a range of presentations and gleaned information from these and the displays by St. John Ambulance, the Public Trustee
and the Brisbane City Council. Thank you to all the sponsors who helped financially and with prizes, but our special thanks goes to the Governor of Queensland, the Honourable Paul de Jersey AC (pictured with the QRTA Executive), who first mingled with members and then opened the conference. The Digest shows photos and stories of the great day.
Help wanted. As discussed in the Annual Report, we are in need of a Digest editor. The Digest is published four times a year from articles compiled from news of outings, stories from members and news of coming events. If you think you could do this and would like to join the Executive, please ring Noela on 0408767079 or email at [email protected]
Lastly, it is hoped that many new retirees will see the benefits of continued contact with colleagues and join branch activities in 2015.
Noela RogersQRTA PRESIDENT
Vol 120 No 1 | Queensland Teachers' Journal 29
Lighter side
There is no doubt in my mind that I am a much nicer person when on school holidays. I don’t snap, I don’t fall asleep at social gatherings and I don’t replay the events of the day over and over in my head as I wait for sleep to hit. Instead, I fill my days with all sorts of important activities to ensure that I completely forget about any school-related tasks I should be completing and steadfastly walk in the opposite direction every time I see a "Back to School" sale sign. That works well up to a point.
All teachers know that school is on the horizon when they have their first school-related dream for January. It might be the time-honoured classic of arriving and having to teach a different subject or finding that you have no control in the classroom or, in my case, just the vision of work I should be doing and running through key events that will happen in the early weeks that I need to start planning. These dreams are enough to interrupt your holiday spirit and challenge your relaxation but not enough to
necessarily kick start a proactive response, despite all the anxiety and tension.
In fact, as I write it is about the time in the holidays that I head off to do my stationery shopping. I figure that this is the first step to getting organised for the year ahead, and how much I spend is directly proportional to the amount of guilt I feel for not being better organised. If I start buying 24 packs of highlighters, pens in bulk and a whole set of new, colour-coded folders, it is safe to say I have done no preparation whatsoever.
The next stage of successful preparation for the school year, without doing any school work, involves updating your wardrobe. I feel this is a crucial step in readying myself for school and is a phase that I choose to spend a considerable amount of time pursuing. Of course, it is easy to become side-tracked while shopping for clothes for school and end up buying a whole lot of completely unrelated items as well. Perhaps this is why this is my favourite phase.
I also like to ensure that I have had at least one catch up with a select group of colleagues – no need to include the entire staff, just the people you rely on and work closely with. This is a good mental preparation and an opportunity to hash out the overhanging issues of 2014. Conjecturing about new staff, issues with administration and whether that disgruntled teacher who threatened not to return will actually make an appearance on the first day are crucial to getting your head back in the game. It’s also reassuring to hear that others have bought new stationery and clothes as well, but have failed to read the first novel they are teaching for the year or photocopy worksheets for day one. Welcome back!
Christina Adams
Time for the "back to school" ritual
"!t is easy to become side-tracked while shopping for clothes for school and end up buying a whole lot of completely unrelated items as well. Perhaps this is why this is my favourite phase."
30 Queensland Teachers' Journal | Vol 120 No 1
At leisure
Winedown January was a time for the panel to think about budget repair and value for money wines.
Langhorne Creek in South Australia has a maritime cool climate and has winter flooding on the plains where the grapes are growing, producing some very distinctive wines. Yet because of the lack of cellar doors it remains largely unknown. Hardy’s The Chronicle Twice Lost Pinot Grigio is sourced from the Langhorne Creek district. The 2014 vintage opens with pear and floral notes, leading into crunchy red apple, a medium palate with citrus providing a supporting role. The palate is straightforward with a refreshing finish of crisp acidity. The alcohol level is 12.5 per cent.
Who has not tasted Houghton’s White Classic? Older readers will remember this
when it was called White Burgundy. It dates back to 1937, when Jack Mann made it with Chenin Blanc and a dash of Muscatel and Verdelho. Chardonnay came on board in 1989 and later Sauvignon Blanc. Houghton’s are discreet about what varieties are used today, but it is clearly a blend of aromatic whites and is still hugely popular. The 2013 vintage offers a palate filled with passion fruit, melon and citrus character.
Rosé is an ideal wine for a Queensland summer, and there has been a dramatic improvement in the quality of Australian Rosé in the last decade. Swings and Roundabouts are a Margaret River winery. Ignore the label on the 2013 vintage – this is a serious wine. In the glass it is pale salmon pink, a very attractive nose with spice and blueberry with some darker red berry fruit. The palate is very clean with a crisp acidity backing up the fruit palate, hints of strawberry at the finish, which is
crisp and lingering. It is a Shiraz and Malbec blend, but rides lightly on the palate with an alcohol level of 12.5 per cent and is a great example of modern Australian Rosé. Try it with spicy Asian food.
Grant Burge Wines have a Classic Collection label and the panel tasted the 2013 Merlot. Good vintage conditions have resulted in a wine that is an attractive modern style with fully developed fruit flavours - think plums, blueberry and blackcurrant just for starters. The palate is medium weight, not sweet, so it will be a good food match with typical Aussie BBQ cooking. The price? Under $10! Wow.
Jenni Holmes, Keryn Archer and Warwick Jull
Keep your New Year’s goals on track!The Oxford Dictionary defines resolution as “a firm decision to do or not to do something”
Resolutions are easy to make, but sustaining long-term behaviour change is the challenge. Some people believe New Year’s resolutions are a waste of time; however some experts say the act of making resolutions already improves your chance of success.
Goal setting What do you want to achieve? This is your “general goal”.• Set one goal – keep it simple! • The more goals you have the less energy
you have to concentrate on each one. By only setting one goal, you can put more energy into achieving it.
Think about the following to narrow down your goal:
• What is your major health concern? • How does this concern impact on your
life? Why does this concern you?
What do you need to do to address this concern?What are you going to do? This is your “specific goal”. • Keep it SMART: Specific, Measurable,
Attainable, Realistic, Timely • E.g. Rather than “I’m going to start going
to the gym”, try to be clearer: “I will attend the body pump class at the gym every Tuesday and Thursday”.
How are you going to do it? This is your “action plan” – listing all the steps necessary for you to achieve your goal. It’s a good idea to think about things that might get in your way and plan for how you will overcome these.
Here’s an example of how to put it all together:
My Action Plan:
General goal: Reduce my weight.
Specific goal (SMART): I’ll go to the gym four times a week for 45 minutes.
Action steps:• Pack my gym bag the night before• Go to the gym straight after work • Eat a small snack on my way to the gym.
Remember, people don’t fail, strategies do.
This column supplied by TUH.
Vol 120 No 1 | Queensland Teachers' Journal 31
Queensland Teachers Union of EmployeesElection Notice - List of Positions
The Queensland Industrial Registrar has issued Decisions, pursuant to the Industrial Relations Act 1999, that the ElectoralCommission of Queensland conduct an election for positions of office within the Queensland Teachers Union of Employees.
Office No. of Positions
Trustee ....................................... 2
Casual / Unfilled Vacancies
Member of Executive ................. 1
Member of TAFE Executive ........ 1
TAFE Council Representatives in aBranch or group of BranchesMSIT - Brisbane North ................. 1GCIT - Gold Coast ........................ 1
State Council Representative of a BranchBrowns Plains ............................ 1Caboolture .................................. 1Cape and Gulf ............................. 1Hervey Bay ................................. 1Leichhardt ................................... 1Lockyer ...................................... 1Maroochydore ............................. 1North Kennedy ............................ 1Pine Rivers South ....................... 1Peak Downs ............................... 1Springwood ................................. 1Warrego ..................................... 1
State Council Representative of an AreaCouncilBrisbane South ........................... 1
Branch Delegates to Area CouncilBrisbane South Area CouncilEast Brisbane ............................. 1Mt Gravatt ................................... 1Sunnybank ................................. 2
Brisbane North Area CouncilBrisbane Central ......................... 1Geebung .................................... 1North East Brisbane .................... 1Pine Rivers North ........................ 1Pine Rivers South ....................... 1Redcliffe ...................................... 1Windsor ...................................... 1
Office No. of PositionsBranch Delegates to Area Council (cont)Gold Coast Area CouncilBeaudesert ................................. 1Merrimac .................................... 1
North Queensland Area CouncilThuringowa ................................. 1
Peninsula Area CouncilCassowary Coast ........................ 1
South Queensland Area CouncilDarling Downs South ................... 1Western Downs .......................... 1
South Queensland Area CouncilCoolum....................................... 1Maleny ....................................... 1Nambour .................................... 1
Area Council OfficersBrisbane North Area CouncilPresident .................................... 1Vice President ............................ 1Secretary .................................... 1Treasurer .................................... 1
Brisbane South Area CouncilVice President ............................ 1Secretary .................................... 1Treasurer .................................... 1
South Queensland Area CouncilTreasurer .................................... 1
Gold Coast Area CouncilPresident .................................... 1
State Conference Delegate of a BranchBalonne ....................................... 1Beaudesert .................................. 1Beenleigh .................................... 1Border ......................................... 1Brisbane Central .......................... 1Bundaberg North .......................... 1Cassowary Coast ......................... 1Centenary .................................... 1Chermside ................................... 1Coolum........................................ 1Darling Downs Central .................. 1Darling Downs North ..................... 1Darling Downs South .................... 1Fassifern ..................................... 1
Office No. of Positions
ELECTORAL COMMISSION of QUEENSLANDLevel 6 160 Mary Street, Brisbane, QLD 4000 GPO Box 1393 BRISBANE QLD 4001
Telephone (07) 3035 8057 or 1300 881 665 Facsimile (07) 3036 [email protected] www.ecq.qld.gov.au
State Conference Delegate of a Branch(cont)Ferny Grove ................................. 1Geebung ..................................... 1Gold Coast South ........................ 1Hinchinbrook ................................ 1Inala District ................................. 1Ipswich Central ............................ 1Ipswich East ................................ 1Leichhardt .................................... 1Lockyer ....................................... 1Lower Burdekin ............................ 1Maryborough ................................ 1Morayfield .................................... 1North Burnett ............................... 1North East Brisbane ..................... 1Northern Tablelands ...................... 1Pine Rivers South ........................ 1Redcliffe ....................................... 1Ross ........................................... 1Sherwood .................................... 1Southport ..................................... 1Springwood .................................. 1Thuringowa .................................. 1Torres Strait ................................. 1Townsville .................................... 1Warwick ...................................... 1Western Downs ........................... 1Windsor ....................................... 1
State Conference Delegate from an AreaCouncilBrisbane North ............................. 1Gold Coast .................................. 1Moreton ....................................... 1North Queensland ........................ 1Redlands / Logan ......................... 1South Queensland ....................... 1
State Conference Delegate of TAFEDivisionTAFE Division .............................. 2
32 Queensland Teachers' Journal | Vol 120 No 1
Queensland Teachers Union of EmployeesElection Notice - Information for Candidates
The Queensland Industrial Registrar has issued Decisions, pursuant to the Industrial Relations Act 1999, that the ElectoralCommission of Queensland conduct an election for positions of office within the Queensland Teachers Union of Employees.
Candidates NotesCandidates for election must be financial members of the Union at the close of nominations. All nominations must be inwriting and signed by the nominee. Nomination forms must also be signed by at least two (2) financial members of theUnion, provided that:
Nominees for Member of Executive and Trustee must be a Branch or Area Council Council Representative at the time ofNomination and/or be a person elected to take office as a Branch or Area Council Council Representative on the date onwhich the ballot is scheduled to be conducted. Wherever possible, no fewer than half shall be female if sufficientnominations from females are received.
Nominees for Member of TAFE Executive must be a member of TAFE Division and be a TAFE Branch member of theTAFE Council, and/or be a person elected to take office as a TAFE Council Representative on the date on which theballot is scheduled to be conducted and be signed by at least two (2) financial members of the Union of the TAFEDivision.
Nominees for TAFE Council Representative of a Branch must be a member of the respective TAFE Branch and thatnominations must be signed by at least two (2) financial members of the relevant TAFE Branch.
Nominees for State Council Representative of an Area Council must be a Branch Delegate to the relevant Area Counciland be signed by at least two (2) financial members of the Union.
Nominees for State Council Representative of a Branch & Branch Delegates to Area Councils must be a member of therelevant Branch and signed by at least two (2) financial members of the relevant Branch. Wherever possible, at leastone of the representatives from each Branch for Area Council representatives of a Branch shall be female if sufficientnominations from females are received.
Nominees for Area Council Officer positions must be Branch Delegates to the relevant Area Council and signed by atleast two (2) Branch Delegates to the relevant Area Council.
Nominees for State Conference Delegate of a Branch must be a member of the relevant Branch and signed by at least(2) financial members of the relevant Branch.
Nominees State Conference Delegate from an Area Council must be a Branch Delegate to the relevant Area Council andbe signed by at least (2) financial members of the Union.
Nominees for State Conference Delegate of TAFE Division must be a member of the TAFE Division and be signed by atleast two (2) financial members of the relevant TAFE Branch. Wherever possible, no fewer than half shall be female ifsufficient nominations from females are received.
Candidates who wish to withdraw their nomination may do so five (5) clear days after the close of nominations. Prospec-tive candidates and their nominators should verify their financial status and other qualifications required by the Union(refer to Union Rules 6.4 & 6.5).
Acknowledgement correspondence will be sent via email. Please ensure your email address has been provided.
Nominations close at midday on Wednesday, 4 March 2015Nominations open at midday on Friday, 6 February 2015. Nominations must be in writing, comply with the registeredrules of the Union and reach the Electoral Commission of Queensland no later than midday on Wednesday, 4March 2015.
A nomination form suitable for use in this election is printed with this Journal. Nomination forms are also available fromyour Union’s office, the Electoral Commission and the Commission’s website; www.ecq.qld.gov.au. Any form of nominationthat complies with the Union’s rules is acceptable.
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 Commissionand can be clearly read.
JACINTA HYNESReturning Officer
22 January 2015ELECTORAL COMMISSION of QUEENSLAND
Level 6 160 Mary Street, Brisbane, QLD 4000 GPO Box 1393 BRISBANE QLD 4001Telephone (07) 3035 8057 or 1300 881 665 Facsimile (07) 3036 5775
[email protected] www.ecq.qld.gov.au
Vol 120 No 1 | Queensland Teachers' Journal 33
Queensland Teachers Union of EmployeesElection Notice - Information for Candidates
The Queensland Industrial Registrar has issued Decisions, pursuant to the Industrial Relations Act 1999, that the ElectoralCommission of Queensland conduct an election for positions of office within the Queensland Teachers Union of Employees.
BallotsShould a ballot be necessary to elect State Council Representative of a Branch, Branch Delegate to an Area Council, orTAFE Council Representative of a Branch position, the Commission will conduct a secret postal ballot of financialmembers of the Union in the respective Branch/TAFE Branch.
Should a ballot be necessary to elect a State Conference Delegate of a Branch or TAFE Division, the Commission willconduct a secret postal ballot of financial members of the Union in the respective Branch / TAFE Division.
The above ballots, if required, will open on Thursday, 2 April 2015 and close at midday on Thursday, 30 April 2015.
Should a ballot be necessary to elect the successful candidate for Member of Executive and Trustee, the Commissionwill conduct a secret ballot of State Council at the meeting of State Council following the close of nominations.
Should a ballot be necessary to elect the successful candidate for Member of TAFE Executive, the Commission willconduct a secret ballot of TAFE Council at the meeting of TAFE Council following the close of nominations.
Should a ballot be necessary to elect the sucessful candidate for an Area Council Officer position, the Commission willconduct a secret ballot of Branch Delegates to the relevant Area Council at the meeting of Area Council following theclose of nominations.
Should a ballot be necessary to elect the sucessful candidate for State Council Representative or State ConferenceDelegate of an Area Council position, the Commission will conduct a secret ballot of Branch Delegates to the relevantArea Council at the meeting of Area Council following the close of nominations.
JACINTA HYNESReturning Officer
22 January 2015
ELECTORAL COMMISSION of QUEENSLANDLevel 6 160 Mary Street, Brisbane, QLD 4000 GPO Box 1393 BRISBANE QLD 4001
Telephone (07) 3035 8057 or 1300 881 665 Facsimile (07) 3036 [email protected] www.ecq.qld.gov.au
Classifieds
VOLUNTEERS
RETIRING SOON?Volunteers For Isolated Students' Education recruits retired teachers to assist outback families with their distance education program. Travel and accommodation provided in return for six weeks teaching. Register at www.vise.org.au
Financial members can list in the classifieds for half price. Contact [email protected] for more information.To inquire about advertising or to place
an ad in the Journal, contact (07) 3512 9000, visit www.qtu.asn.au/journal or email [email protected]
Bring your services to the attention of readers who are shaping the future of Queensland by advertising in the QTU's Queensland Teachers’ Journal.
The Journal is a comprehensive magazine written specifically for the members of the Queensland Teachers’ Union. It is mailed directly to all member teachers eight times a year.
34 Queensland Teachers' Journal | Vol 120 No 1
Queensland Teachers Union of EmployeesNomination Form
Nominations close at midday on Wednesday, 4 March 2015We the undersigned financial members of the Queensland Teachers Union of Employees, hereby nominate
Member No: Ms/Mr/Other:
for the position/s of : (Tick the box/es to indicate the position/s of office that the nominee is standing for election to)
Member of Executive Trustee
Member of TAFE Executive Branch Delegate to an Area Council
TAFE Council Representative State Conference Delegate of a Branch
State Council Representative of a Branch Area Council President
State Council Representative of an Area Council Area Council Vice President
State Conference Delegate of an Area Council Area Council Secretary
State Conference Delegate of TAFE Division Area Council Treasurer
Membership No. Full Name Signature
Consent to Nomination (Candidate to Complete)
And I, a financial member of the Queensland
Teachers Union of Employees from Branch/Area
Council, do hereby agree to be nominated and to act if elected.
Address:Postcode
Telephone: (Home) (Business)
(Mobile) Facsimile:
E-mail:
Signature: Date:Acknowledgement correspondence will be sent via email. Please ensure your email address has been provided.
(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 / Area Council name - if nominating for Area Council officer position)
(Courtesy Title)
ELECTORAL COMMISSION of QUEENSLANDLevel 6 160 Mary Street, Brisbane, QLD 4000 GPO Box 1393 BRISBANE QLD 4001
Telephone (07) 3035 8057 or 1300 881 665 Facsimile (07) 3036 [email protected] www.ecq.qld.gov.au
Vol 120 No 1 | Queensland Teachers' Journal 35
Contact details Anniversaries/reunions
QTAD (Queensland Teachers Assist Desk): 1300 117 823 Telephone: (07) 3512 9000 Fax: (07) 3512 9050 Email: [email protected] Web: www.qtu.asn.au Address: 21 Graham Street, Milton | PO Box 1750, Milton BC Qld 4064 Facebook: www.facebook.com/QueenslandTeachersUnion
All officers, organisers and members of Executive may be contacted through the Union office, except where an alternative is given below.
Senior Officers OrganisersPresident Mr K. Bates a/h phone 0418 789 162 twitter.com/QTUPresident
Vice-President Ms Sam Pidgeon a/h phone 0400 705 180
Honorary Vice-President Ms J. Swadling
General Secretary Mr G. Moloney a/h phone 0409 613 703
Deputy General Secretary Ms K. Ruttiman a/h phone 0419 655 749
Deputy General Secretary Mr B. Welch a/h 0408 194 385
Brisbane based:
Telephone (07)3512 9000 or email [email protected] B. Crotty (Brisbane South)
Ms F. McNamara (Brisbane North)
Ms K. O’Neill (Redlands/Logan)
Ms L. Esders (Moreton)
Mr D. Terauds (TAFE) [email protected]
Regional:
Mr Z. Sugden (South Queensland) 1-3 Russell St (cnr Neil St), PO Box 2859, Toowoomba Qld 4350 Phone (07) 4614 4600, fax (07) 4614 4650 Email: [email protected]
Ms J. Gilbert (North Queensland) 15 Palmer Street PO Box 5622, Townsville MC Qld 4810 Phone (07) 4722 6400, fax (07) 4722 6450Email: [email protected]
Ms J. McFadden (acting) (Gold Coast) Bldg 6, 175 Varsity Parade, Varsity Lakes 4227 PO Box 4, Varsity Lakes 4227 Phone: (07) 5562 6800, fax: (07) 5562 6850 Email: [email protected]
Ms M. Duffy (Peninsula)255 Mulgrave Road PO Box 275, Westcourt Qld 4870 Phone (07) 4046 7500, fax (07) 4046 7550Email: [email protected]
Mr S. Welch (Wide Bay) Shop 6, 264 Bazaar Street, PO Box 150, Maryborough Qld 4650 Phone (07) 4120 0300, fax (07) 4120 0350 Email: [email protected]
Ms M. Maguire (Sunshine Coast) 6a, 9 Capital Place, Birtinya PO Box 159, Buddina Qld 4575 Phone: (07) 5413 1700, fax: (07) 5413 1750Email: [email protected]
Mr B. Thomson (Central Queensland)Rockhampton Trade Union Centre, 110-114 Campbell St, Rockhampton, Qld 4700 Phone (07) 4920 4200, fax (07) 4920 4250 or a/h (07) 4928 8177Email: [email protected]
Executive membersMr P. AndersonMr A. BeattieMr A. CookDr P. DarbenMs L. OlssonMs C. RichardsonMs N. RoosMr N. ShirleyMs R. SugdenMs P. TaylorMr A. ThompsonMr S. Tibaldi
Assistant secretaries - ServicesMr M. Anghel Mr J. BackenMs P. BousenMs L. Cowie-McAlister
Assistant secretary - Services/Women's CoordinatorMs P. Spalding
Assistant secretary - Research and IndustrialMs T. EdmondsDr J. McCollowMs L. Mertens Ms K. Roy
A 40 year reunion is being organised for teachers who arrived in Australia from the US in 1975. Thursday 26 March, 3.30pm - late. 39 Pitta Place, Carseldine. RSVP by the end of February. Contact Pat Hersey on 04 9111 4064 or [email protected]
Submit your events to: [email protected] or fax 3512 9050
New in the QTU Library
How School Principals Sustain Success over Time Lejf Moos, Olof Johansson, Christopher Day (Eds.) Studies in Educational Leadership, Vol. 14, Springer, 2011
An account of a longitudinal study – the International Successful School Principal Project (ISSPP) – of successful school principals over five years in Australia, Denmark, Norway, Sweden, England and the USA.
Unleashing the Positive Power of Differences : Polarity Thinking in Our Schools Jane A. G. Kise Corwin, 2014
All too often, education initiatives collapse because leaders fail to anticipate and learn from the concerns of those charged with implementation. This book shows how education leaders can bring opposing groups to common ground, resulting in a solid plan built on diverse wisdom.
G is for Genes: The Impact of Genetics on Education and Achievement Kathryn Asbury, Robert Plomin Wiley-Blackwell, 2013
This book shows how a dialogue between geneticists and educationalists can have beneficial results for the education of all children—and can also benefit schools, teachers, and society at large.
In addition to books, the QTU Library indexes journal articles, websites and other resources. Check www.qtu.asn.au/library for updates on library resources or send a library request form.
We see our members as integral pillars of the community. Your contribution and service is something we deeply respect and it’s why everything we do is for your benefit. And by employing staff who work with your best interests in mind, you can be sure we’re doing all we can to help you reach your best super outcome. Put simply, members come first at QSuper – always have, always will.
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