Newsmonth oct 2013

30-year badge celebrations p11

Beating the bullies Support Staff conference p7

Newspaper of the NSW/ACT Independent Education Union (vol 33 #6) October 2013

The election of the Coalition Government will certainly have an impact on workers in our sector and will lead to change, IEU General Secretary John Quessy writes.

How quickly that change comes about will likely depend on the eventual makeup of the new Senate next year and how easily micro-parties can be influenced. The precise nature of any change will depend not only on the Senate. It will also hinge on what the Coalition parties ultimately decide some of the generalised statements in their policy documents actually mean.

Schools and funding The new Government has

committed to the same school funding that the ALP introduced but only for the next four years. This cuts short the six-year

“Gonski” deal where the bulk of funding increases were in years five and six. Depending on future events this could leave a shortfall off up to $7billion.

The Abbott Government claims it will dismantle “command and control” from Canberra ending the Federal Government’s ability to “dictate to states and territories about what they must do in their schools”.

This is in marked conflict with other parts of their policy where they set out what they expect to see implemented, including:

• 25% of existing public schools to become Independent Public Schools• a focus on Science, Technology, Engineering and Maths• revive teaching of foreign languages and improve the take- up rate for studying Asian languages, and

• revisit and refocus the Australian Curriculum particularly in respect of what they see as its politicisation.

None of this is consistent with a “hands off” approach. A remarkable amount of their policy in relation to teachers and teaching seems to reflect that of the outgoing Government’s National Education Reform Agreement (NERA) & National Plan for School Improvement (NPSI). In short, the Gonski dollars may not be delivered but the requirements will be.

Perhaps one differentiating factor is the attitude of the incoming Government to NAPLAN where they want a quick turnaround for the test results and an end to the publication of data which can be used to “name and shame” schools.

The Revolution

is over…if there ever was one

Following an IEU submission on the issue, the outgoing Labor Government announced it would place on the backburner a cap on tax concessions for work-related self-education expenses.

The Government said it would defer the introduction of the $2,000 cap from 1 July 2014 to 1 July 2015, to allow further consultation on how to best target excessive claims “while ensuring the impact on university enrolments and genuine continuing professional development is minimised”.

In the IEU submission, the Union outlined its argument that the cap is bad policy because:

• it is a short sighted measure that fails to take into account the long-term national economic and productivity consequences• there was no consideration of the education industry or a sector-by-sector analysis• it is a tax on learning, innovation, aspiration and the continuing professional development that is a mandated requirement for accreditation, and • regional Australia would be particularly disadvantaged because of the higher real costs involved in further study.

The Union has urged a review of the cap and will continue to stress its incompatibility with the requirements of professional teacher accreditation.

Cap on backburner

Nice ladies no more p8

Continued page 3

If the State Government wants teachers to take on additional duties related to supervising prac it must be made worth their while, The Union told a Great Teaching Inspired Learning forum at press time.

The IEU attended the forum on Great Teaching Inspired Learning as one of the major stakeholder groups to address the NSW Institute of Teachers and State Education Minister Adrian Piccoli.

IEU General Secretary John Quessy says the day, which dealt with the practicum, “for us is about recognition”.

“The pay for those supervising, guiding, assisting and reporting on student teachers has not changed since 1991, yet the work has, as has the level of responsibility of the task. Where else have wages stood still for more than two decades?”

The Union’s position remains consistent.“If teachers are taking on extra advising and

mentoring tasks it must be made worth their while,” he says.

“Governments and universities do not own the practicums. They are owned by teachers and schools and what we are calling for is a significant lift in the rate for supervisors. Governments and universities can have all the cooperation they are prepared to pay for.”

The Union is calling for the resourcing of the practicum to be re-examined at both a State and Federal Government level.

Related coverage, page 4

Cooperation costs

2 newsmonth - Vol 33 #6 2013

www.ieu.asn.au on the ground

Gloria TaylorIEU Deputy Secretary

Carol MatthewsIEU Assistant Secretary

Sydney CEO dispute back in Fair Work

Bells across the water for World Teachers’ Day

From the National Carillon in Canberra to the Swan Bells in Perth, the IEU will celebrate World Teachers’ Day with bells ringing across Australia on 4 October. The ceremony will commence during the Union’s 2013 national Conference in Canberra and include a video message from the General Secretary of Education International (EI) Fred van Leeuwen and the presentation of message sticks. World Teachers’ Day on 5 October will also mark the launch of an international campaign ‘Unite for Education – Better Quality Education for a Better World’.

EI is calling for the mobilisation of quality education across the globe by urging teachers to think global and act local. The campaign is designed to promote and defend the quality of education services in all countries. Quality teaching is too readily defined by the imposition of new accountability measures and a focus on negativity. This approach fails to recognise teachers’ ownership of quality education.

Quality education campaigns incorporate better salaries and conditions for teachers and other education staff, continuous professional development, more planning time, better curriculum support and improved education environments and facilities.

Australian teachers are being confronted with increasing demands, but scant recognition for the work they do. Funding and salary freezes have denied teachers their bargaining rights and there is an ongoing threat to hand over conditions.

Quality teaching requires a commitment to quality career pathways, quality teacher development and quality learning environments. The IEU will continue to work during 2013-2014 to ensure governments commit to resourcing and supporting quality education.

The IEU campaign slogan Quality Education - ‘What we do: Who we are!’ emphasises teacher professionalism and sends a clear message to governments and employers of teachers’ centrality and commitment to this agenda.

Negotiations are continuing concerning a 2013 Support and Operational Staff Agreement for Catholic independent schools.

The Union has reached agreement with the Catholic Commission for

Employment Relations on wages increases for almost all groups of employees and is hopeful of finalising the terms of the Enterprise Agreement within the next week.

The Union is still concerned that

some Catholic independent schools have refused to pay increases in rates of pay for 2013 until the new Agreement is approved by the Fair Work Commission. The delay that is occurring has not been caused by

the Union nor members and, in these circumstances, it is unreasonable for employees to be disadvantaged by the delay.

Support staff negotiations

The IEU notification of dispute concerning the Sydney CEO Leave Handbook was back before the Fair Work Commission on Friday 13 September.

The Union was able to advise the Commission that we had met with Sydney CEO and had extensive discussions about our concerns. The

Union had earlier identified more than 15 misrepresentations of members’ entitlements in the ‘draft’ Handbook distributed by Sydney CEO in many schools.

The CEO has substantially revised the Handbook following these discussions but the Union retained concerns about a number of issues. However the Union is

now optimistic that the remaining issues regarding entitlements to leave, which mainly relate to eligibility for personal/carer’s leave, can be resolved.

The Union has been unable to achieve a change in the Sydney CEO requirement to produce medical evidence after two days absence due to sick leave in any year. Unfortunately this is consistent

with the provision in enterprise agreements that employees can be required to produce health certificates in these circumstances. The Union will seek further discussions on this issue in 2014 when we finalise the provisions of a new enterprise agreement for teachers if members find these provisions unworkable.

Members at Bethleham College, Ashfield, pass a motion on the Sydney CEO Leave Handbook.

newsmonth - Vol 33 #6 2013 3


John Quessy General Secretary

The Revolution is over…if there ever was one

Mark NorthamAssistant Secretary

Recognising the workloadThe following outline of VET in

2013 provides clear evidence of why VET teachers have legitimate concerns regarding their workload:

• VET Training packages change every two years – the consequent upgrading of qualifications and redevelopment of teaching programs is onerous. • Assessment demands from the Australian Skills Quality Authority (ASQA) are time consuming. All completed student assessments for each student have to be kept. These administrative demands are excessive. • In 2013 teachers of Business Services, IT and Construction have had to redesign teaching programs. The ASQA demands that Registered Training Organisations (RTOs) utilise the most current qualification available. Previously courses were ‘taught out’ ie. students finished the course they started. ASQA now stipulates that students transition into new qualifications as they are released. This requirement is totally at odds with Board of Studies requirements.

• In 2013 Construction, Hospitality, IT and Retail have had to upgrade their qualifications. ASQA maintains that teachers cannot deliver courses unless they complete the relevant upgrade. IEU members who deliver Hospitality estimate the ‘work’ of the updates is beyond 50 hours. • VET teachers require release time to upgrade qualifications and support their ongoing work. Schools and systems must recognise the disparity that exists between ASQA and the Board of Studies. Best practice in regards to how VET is managed at school level should be articulated in agreements and at Catholic systemic school level it is the provision of additional release time for retraining, visiting workplaces, redesigning courses and the complexities of administration that allow VET teachers to meet employer expectations.

Primary mattersInterestingly, the Board of Studies

‘program builder’ has some 35,000 registered users. Purpose-built templates

are proving to be particularly sought after and reflect the inclination of teachers to enhance the wheel rather than recreate it.

Primary teachers have expressed concern regarding the development of student skills in digital technologies. The level of technical knowledge to teach computer programming for example is considerable.

The Aboriginal and Torres Strait Islander draft languages paper has been well received. However, other languages appear to be content heavy.

An interactive road safety program ‘Safetytown’ will be launched in November. The program for Stage 3 students is based upon Blooms taxonomy and will examine driver and pedestrian distractions as changing sources of accidents.

The prac not just goodwillGreat Teaching Inspired Learning,

4.1, a new Framework for Professional Experience, will be further developed at a Forum convened by the NSW Institute of Teachers. A number of IEU

representatives will attend the forum to provide a Union perspective.

The IEU has had a consistent view that the levels of payment (which have not increased since 1990) to teachers are inadequate and must be negotiated. The Federal Government provides some $833 per annum per student to support the practicum.

Further, as it appears teachers who wish to supervise practicum students will now have to complete an online course provided by AITSL, time release to support the practicum is essential.

It is inappropriate to simply propose additional layers of expectations without tangible support. Supervising, assisting, coaching and monitoring students is work by our members which must be acknowledged.

The goodwill of teachers can no longer be the cement supporting the effective induction and retention of teachers. Systems and schools require clear industrial understandings regarding the practicum, mentoring and supporting teachers to meet the Institute’s expectations.

From page 1

Workplace lawsMuch has been said during the

election campaign about the Coalition’s intentions regarding industrial relations. What worries many workers is the vagueness of the policy which says they will “keep and improve the Fair Work Laws”, “ensure union right of entry provisions are sensible and fair” and “promote harmonious, sensible and productive enterprise bargaining”. However one interprets these statements it is a sure thing they do not intend to make it any easier for Unions to recruit, organise or represent their members.

One stated intention is to create a Registered Organisation Commission to regulate and oversee registered organisations, which are mostly trade unions. The IEU would be subject to scrutiny by this body but not Catholic or independent school employers. There are fears in some quarters that this body would be the ABCC (Australian Building and Construction Commission) for all other industries, with the same powers to strip legal and civil rights from citizens.

New powers for the Fair Work Commission to deal with workplace bullying are supported by the Coalition but they propose to impose additional red tape which would slow down access to the FWC and potentially put bullied workers at continued risk.

SuperannuationFor most workers the election is not

good news for superannuation. Increases in minimum contributions will be delayed by two years with the targeted 12% not reached before the 2021-22 financial year. Older workers who want to top up their super beyond the concessional caps will have to wait for a “strong surplus”.

Students, low income and part-time workers can expect no joy as the incoming Government intends to reintroduce a tax of 15% on super

contributions for those who earn less than $37,000. These workers will pay more tax on super than they pay on income. Those earning over $300,000 can however expect their super tax to be halved.

Although it is unlikely to impact on the vast majority of our members, superannuation will be stripped from modern awards and, according to the previous Superannuation spokesperson, might not be allowed in enterprise agreements.

The Coalition has an ideological opposition to the equal representation model on superannuation boards (equal employer and employee directors) and wants to impose so called “independent” directors on not-for-profit-funds. It would likely take some adroit legislation

to tell shareholders in super funds what directors they could appoint but a weak Senate might do anything.

Early childhoodProbably the biggest losers from the

change of Government are teachers in the early childhood education sector. While the Coalition offers “in principle” support for the National Quality Framework, it claims that Framework is too expensive and needs to have “red tape” removed.

The “red tape” they refer to is regulations about staff child ratios and qualifications. The Coalition’s policy is to seek a moratorium on these regulations pending

another review by the Productivity Commission.

At best, the policy can be described as aspiring towards the lowest cost childcare. This would be achieved by requiring the least conceivable qualifications of staff and highest adult child ratio possible. Combine this with salary setting totally dependent on the Fair Work Commission, and a spiral of decline in the educational quality of the nation’s childcare is assured. The new Minister may well find they are implementing the largest babysitting service imaginable.

If there ever was an education revolution, it’s probably over.

If there ever was an education revolution, it’s probably over.”



The Federal IEU is making an application to Fair Work Australia for equal pay for teachers in long day care services, based on gender comparisons.

The case is similar to the recent successful community sector pay claim which led to a pay increase of up to 25% for some workers.

In the community sector case Fair Work Australia was forced to agree that the sector was underpaid because women dominated it.

The IEU is hoping for a similar outcome in this case.

The IEU’s case will revolve around the intrinsic value of teachers in all educational settings and the value of teachers’ work compared to male dominated professions.

It will rely on statistics comparing early childhood teachers’ pay with other teachers and other professions.

The Union will use Sydney-based counsel to pursue the case, with an aim to maintain cost efficiency in relation to the prospects of success and the level of representation by other parties involved in the case.

Nicole Stojanovski has been appointed IEU rep on a new committee to examine PD courses for the NSW Institute of Teachers.

Any organisation that applies to offer Institute-registered PD for teachers doing accreditation, be it a private company, school, union or other organisation, will be assessed by the Professional Learning Endorsement and Advisory Committee (PLEAC) on behalf of the institute.

PLEAC has 12 members, comprising teachers from all sectors as well as an IEU and Teachers’ Federation rep.

PLEAC will assess the quality and suitability of the courses being offered.

“We will filter the PD to make sure it aligns with the Institute’s standards and provides benefits to teachers and

ultimately schools and students,” Nicole says.

Once PLEAC has recommended a course, the Institute’s Quality Teaching Council assesses it again before it is approved.

IEU Assistant Secretary Mark Northam nominated Nicole for the role. Mark is from the Newcastle area where Nicole teaches at Corpus Christi Primary School in Waratah.

He was aware that she was Union Rep at her school, has undergone accreditation herself and assisted a prac student.

“Mark asked me to present on managing challenging students at the IEU’s conference for beginning teachers, and he also recommended I nominate for this role.”

Great Teaching Inspired Learning on the move

In late August the NSW Education Minister made a significant announcement in relation to inducting new teachers into the profession, writes IEU General Secretary John Quessy.

From 2014 the State Government will provide two hours per week release time to permanent teachers in their first year and an additional one hour in their second. Mentors will also attract an hour per week of time.

We applaud this move as a great step towards achieving the high quality induction the Government claims it wants. Providing this time will of itself not deliver quality and it does seem to ignore those in temporary or casual positions, but it is a start.

In the Catholic sector we have already had discussions with some diocesan

directors about their attitude to and plans for the implementation of the State Government’s blueprint for education Great Teaching Inspired Learning (GTIL) over the coming years. Of those who have elected not to meet with us to talk through these issues, we can only assume they are embarrassed by their lack of readiness to implement the blueprint. The Union has also had an initial discussion with the Association of Independent School (AIS).

What we want from GTIL is simply stated. We are taking every opportunity to make it clear and seeking to meet with everyone who can make it happen.

In respect of teacher practicums, we want a significantly improved and proper payment for those who supervise, guide and counsel student teachers. We also support appropriate PD to assist and enhance them with the prac experience

and we want a manageable system of placements.

We see resourcing the induction of beginning teachers to at least the level proposed by the Government as an absolute minimum and will seek to ensure that all employers have policies to provide for this. We have written to the Minister with an outline of our views on this subject and are requesting an opportunity to expand our case.

The Union already has some good agreements around induction. Our Workpractices Agreement with Parramatta CEO provides for 18 days in the first year split 12/6 between inductee and mentor and nine days split 6/3 in the second year. We acknowledge there are a variety of ways this time can be used and seek only to ensure that the resourcing is an entitlement for those involved.

It is our view that transitioning those teachers currently exempt, to the operation of the Institute of Teachers Act can be done without any additional work or demands on school administrations or on teachers. We also believe it can be achieved within the timeframe already established for the Working With Children Check. There can be little intelligent argument that existing and long-term successful teachers do not meet the standards for professional competence.

The concept of teacher performance review as identified in GTIL as an annual event is, we believe, flawed. However consultation around that issue is yet to begin and the IEU is currently working on a framework for consideration by members.

Professional eye for new courses

Federal IEU to run equal pay case



John The Baptist Catholic Primary School, Bonnyrigg, has its first-ever Health and Safety Rep, Bernadette Hawthorne. She tells Newsmonth Journalist Tara de Boehmler that she’s been around for a while, but her new role is very much a work in progress.

I’ve been a Union Rep for years and am also on IEU Council. Early on I went to a Work Health and Safety workshop because I wanted to know more about the laws.

I put myself forward for nomination as a Health and Safety Rep within the school as I felt it would fit really well with what I

do as IEU Rep. The Health and Safety Rep role is not about creating policy but about being able to speak with the leadership if there is a problem. It’s useful to have someone who knows about the work of staff and can talk about it on their behalf if needed.

My particular concern is in relation to the health of staff. I feel the safety aspect is well covered.

I’m looking forward to more training so I can fulfill the role adequately. I’m keen to attend training tailored for educators and school staff, like that provided by the IEU, because the issues are very different to those

relating to construction sites, for example.Our specific issues include voice strain,

supporting educators in dealing with children and parents and stress.

Part of my role will involve setting up a meeting if someone feels their health and safety is being compromised.

It lends more power and support to have someone delegated to that advocating and consulting role.

I just find being an advocate really vital because some people feel they can’t do it for themselves. If this is what it takes for people to be treated fairly, I’ll do it, and I can also see both sides.

I’ve been an IEU Rep for a long time and I’ve never felt I’m doing it on my own because we also have a Secretary who is just as much a Rep as I am.

The two of us periodically try to get others involved, including support staff. There are a couple of support staff members in particular that we always talk with.

We are also looking at the usefulness of working with a Work Health and Safety Committee. There is a lot of confusion, but you can have both and they can work together effectively. It could also be a good opportunity for more people to take things on.

Awakening the spiritThe IEU welcomed the

opportunity to attend the 2013 Catholic Indigenous Education Conference which was held in Wollongong on 5-6 September with 150 participants.

This year’s conference theme was Awakening the Spirit Through Sharing and Connecting to Country, with a focus on empowerment through literacy, numeracy and technology, as well as reconnecting personally and spiritually.

In addition to input from the Catholic Education Commission and host diocese Wollongong, the conference was addressed by Lois Peeler, Executive Director of Worawa Indigenous College in Victoria, who also spoke at this year’s IEU Indigenous Conference.

IEU Indigenous Adviser Diat Callope said that the IEU appreciated the opportunity to attend these conferences every two years to meet with Indigenous education staff in the Catholic sector

and to engage with the practical issues facing them in their work in schools and communities.

The Union will follow up with conference participants as appropriate, including invitations to participate in regional PIPs, women’s forums and future IEU conferences.

“I just find being an

advocate really vital because some people

feel they can’t do it for

themselves. If this is what

it takes for people to be

treated fairly, I’ll do it”

Health and Safety Rep emphasises advocacy and inclusion



Present Tense

ELICOS NewsKendall Warren

IEU Organiser

The change of government on 7 September is unlikely to lead to many changes for the international college sector. The most significant policy that was flagged prior to the election was a plan by the Coalition to extend post-study work rights for international students.

Under arrangements introduced under the Labor Government, work rights were expanded for students completing university degrees, and the Coalition has promised to extend this to students gaining qualifications from vocational colleges. This change should meet the concerns of TAFEs and private providers that the previous arrangements worked against them. It should also contribute to a recovery in the international college sector which has been gathering steam over the last 12 months.

· The big imponderable of the new Tony Abbott-led Government is what they have in mind for industrial relations. In the lead-up to the election,

the Coalition deliberately hosed down concerns in the community about widespread changes to Labor’s Fair Work Act, including changes to union right of entry rules, greater use of the existing requirement for flexibility terms and the reintroduction of the draconian Australian Building and Construction Commission. However, there will undoubtedly be pressures within the Coalition and from their backers in the business world to undertake more extensive changes. For the moment, they will need to be content with a Productivity Commission enquiry into the Act, and Abbott has flagged that he will seek a mandate at the 2016 election for any further changes.

This means that much of the existing architecture of the Fair Work system will remain in place for the foreseeable future. Fair Work encourages enterprise bargaining at each workplace, underpinned by decent industry awards. Your Union has been bargaining extensively with several colleges during

2013, and negotiations have recently commenced with Embassy College and with Navitas English Services. For the most part, the IEU has been able to negotiate significant improvements at several colleges this year.

· Negotiations with one employer, however, have become very protracted. In the last issue of Present Tense, we outlined the result of a vote at Navitas English (formerly ACL). Your Union and Navitas have been in discussions since early in 2012, and while several matters have been agreed, the parties have been unable to agree on salary. Navitas have offered 7.5% over the life of the (three-year) agreement, while members have felt unable to settle for less than 12%. In the normal course of events, parties would settle somewhere in the middle of that, but Navitas wanted to test the water with their offer, and put the agreement up for a vote in July. The result was an overwhelming rejection of the offer, with 277 votes against to 138.

· Your Union has since made a successful application to the Fair Work Commission for teachers to take protected industrial action, and balloting for this was taking place at the deadline for this column. If successful, it is likely that any industrial action still required will take place after the upcoming school holidays.

This means that there is still a small window for the parties to come to an alternative settlement. With this in mind, the IEU has proposed a settlement based on an agreement ending one year later than originally proposed (ie, 30 June, 2016), with salary increases of 2.5%, 2.5%, 4% and 4% (which would give an average salary increase of 3.25% per annum over four years). Navitas are currently considering this offer.

If you would like to know more, contact the IEU at [email protected]

Streamlining content delivery and the amount of student certification required for VET in schools might be a better way of tackling teacher overload than reducing accreditation, Southern Cross Catholic Vocational College Manager of Hospitality Jonathon Mascorella says.

The IEU has been advocating on behalf of VET teachers across NSW who argue that the accreditation requirements of the various Registered Training Organisation and the Australian Skills Quality Authority are onerous and repetitive.

Jonathon, who is proposing doctoral research into the effects of qualitative reporting of student achievement on human capital, and has 15 years experience as a chef, disagrees with this view.

“However, it’s great that this conversation has been started,” he says.

“I spoke with Mark Northam [IEU Assistant Secretary] recently when he came to visit the College.

“I don’t think we should lessen the requirements on facilitators, if anything they should be more rigorous.

“We should be looking more deeply at the courses in terms of the content provided to students.

“There are also issues about the professional development available.

“There’s a lot of over-certification of students which lacks quality and I’m sure we need to provide teachers with better frameworks and more training so they can provide less but more rigorous certification of students.”

In his research Jonathon is also exploring problems around academically trained teachers preparing students for trade careers, and trade trained teachers preparing students for the HSC.

“As I say, this is a great conversation to be having.”

The IEU has previously made a submission to the NSW Board of Studies VET Hospitality syllabus review, highlighting members’ concerns and is continuing discussions with the Catholic Commission for Employment Relations.

· A new paper recommends changes to the Fair Work Act to provide stronger protections for students undertaking vocational placements and work experience, Workforce reports.

Author of the paper, Griffith University lecturer Craig Cameron, distinguishes between work-integrated learning (WIL) and work experience, Workforce says.

He defines WIL as “a tertiary program which combines and integrates learning with its workplace application in the workplace”.

He says the Fair Work Act’s definition of “vocational placement” in s12 effectively deregulates the “work” component of WIL by placing the responsibility for regulating the programs on tertiary institutions.

Cameron says any work by a student for a national system employer is excluded from regulation by the Fair Work Act provided that it is conducted during a vocational placement.

The problem arising from this is that students can often be asked to carry out functions that are not consistent with their vocational placement, he argues.

Cameron says the definition of “vocational placement” should be tightened

Starting the conversation

Principals in the five Anglican K-12 Independent schools that fall under the Anglican Diocese of Grafton have rung the bell too early on teachers having to obtain the new NSW Working With Children Check (WWCC), IEU Organiser Steve Bergan writes.

It has come to the Union’s attention that the Grafton Diocese has instructed the principals of the five schools to inform and direct their existing teaching

staff to obtain their WWCC prior to the end of the 2013 academic year. One such school has even attempted to have their existing teaching staff apply for the WWCC as recently as the last July school holiday period. This is despite there being a cost to teachers and a published phase-in schedule timetabled by the NSW Office of the Children’s Guardian.

This phase-in schedule for existing teachers applies for secondary school

teachers in 2016 and 2017 for primary, early education and child care teachers.

Why the Anglican Diocese of Grafton moved to have teachers obtain this WWCC so soon is yet to be determined. IEU members within these schools raised the issue with the IEU because they are concerned about their employer’s early push.

The IEU has notified the Office of the Children’s Guardian seeking that they contact the Bishops Registry of Grafton

to inform them of the Child Protection (Working With Children) Regulation 2013 and ask that they comply with the correct timeline for this requirement.

The IEU and its members look forward to the Anglican Diocese of Grafton instructing their principals to adhere to the correct timeline, thereby saving teachers the unnecessary time pressure and easing the additional financial burden that this WWCC brings.

Grafton Anglican Diocese schools ring bell early on Working With Children Check



The IEU’s Support Staff Conference, Enough is Enough, Bully Proof Yourself, provided members with the tools and knowledge to deal with any incidents of workplace bullying at their school, Newsmonth Journalist Sue Osborne writes.

As IEU Industrial Officer and Conference Convener Carolyn Moore told delegates at the 23 August event, anti-bullying campaigns in schools need to focus on staff as well as students.

Research part sponsored by the IEU has shown that bullying is happening in schools and support staff are overrepresented as the victims of bullies.

Workplace Bullies researchers Dan Riley, Deirdre Duncan and John Edwards (pictured top left) presented their interim findings to the conference.

Dr Riley said support staff should receive professional development and training about bullying.

“The most bullied need development, support and confidence,” he said.

The trio presented a National Framework for a Bully-free School Workplace which outlines key actions needed to eradicate bullying.

Mr Edwards said the take-home message was that organisations must actively work against bullying.

“Unless the school is very active in

ensuring it has a bully-proof culture, it will have a bullying one by default,” he said.

IEU General Secretary John Quessy told the Conference that the Union, which in 2014 celebrates 20 years of representing all staff, not just teachers, was intent on providing PD for support staff that informed them of their rights.

“Support staff are often working in isolation or under the control of another person and this makes it easier for them to be bullied,” John said.

“Schools are a microcosm of society. You work in a soap opera. They can be intense places.”

Keynote speaker Carlo Caponecchia, Senior Lecturer at the University of NSW

and Workplace hazards expert, gave a comprehensive definition of what is and isn’t bullying, and how to deal with it.

Workshops during the day allowed people to drill down into the details of what happens when a bullying complaint is made, getting on with the job after a complaint is made, dealing with difficult people, cyber bullying and rights and responsibilities.

There were plenty of opportunities for staff to network and swap ideas during the morning and lunch breaks at the Mercure Hotel.

More comprehensive coverage of this Conference will appear in the November issue of IE magazine.

Debra BraundLeader of AdministrationSt John Evangelist Catholic High School, Nowra

“This is my first IEU conference. Whenever there’s talk of bullying the focus is usually on students not staff. I wanted to get a definition of bullying so I could understand it and provide support to my staff. The keynote speaker today has clarified what bullying is, which is helpful.”

Kate WaldenStudent Attendance OfficerMcCarthy Catholic College, Tamworth

“I came to gain skills and strategies to help deal with bullying issues. It’s also good to meet with other school support staff and brainstorm ideas with them. I can take ideas back to the College with me.”

Donna ForrestSenior School Support OfficerMcCarthy Catholic College, Tamworth

“There’s not a lot of PD available for support staff, especially in rural areas, so it’s great the IEU puts on conferences like this for support staff. I wanted to make the most of the chance for some PD.”

Terriane RyanExecutive AssistantLumen Christ Catholic College, Pambula

“It’s important support staff are supported themselves and the IEU does a great job. It’s good to network with others from different schools. We’re all experiencing the same problems.”

Shane RyanCleanerLumen Christ Catholic College, Pambula

“There are different people here with the same stories which is good. We’ve always been in the Union because it does a fantastic job of helping support staff.”

Debra BraundKate Walden and Donna Forrest travelled from Tamworth together

Husband and wife Shane and Terrianne Ryan

Stopping bullies in the staffroomSupport Staff Conference

“Support staff are often working in isolation or under the control

of another person and this makes it easier for them to be bullied.”



Add animated and even angry to the theme of this year’s Early Childhood Conference: Advocacy, Activism and Transformation, Newsmonth Journalist Sue Osborne writes.

The Conference kicked off with IEU Vice President Gabe Connell’s witty and wicked take on all things early childhood.

This year she tackled the ever-confusing funding models.

IEU General Secretary John Quessy told the full house at the Mercure Hotel that finally early childhood issues were making the front-pages, but teachers still needed to take as much care of themselves as those in their care.

Speakers throughout the day repeated

this theme. Professor Deb Brennan looked at the history of early childhood education, when pay for such work was not the norm. Social commentator Jane Caro also examined the idea of women working “for love not money”.

Consultant Lisa Bryant urged teachers to be “nice ladies no more” and stand up for their rights. The audience took this

message to heart, with one woman literally standing on her chair to show support.

Teachers Antonella Panuccio and Emma Cullen from Abbotsford Long Day Care Centre were attending their fourth Conference and wishing they could attend more.

“It’s my favourite thing. I wish the IEU could put it on twice a year. We get

Nice ladies no more

“Hopefully this Conference ignites more fire.”

Emma and Antonella

Deb and Gabe



At the end of August the early education sector hit the streets holding an advocacy action at the NSW Parliament House and a simultaneous Red Day of Action at community based preschools and long day care services from Broken Hill to Braidwood and everywhere in between, education consultant Lisa Bryant writes.

Over 200 educators, teachers, children and their families descended upon Parliament at 7.30am. Holding red balloons, wearing red T-shirts and carrying red banners they were there to persuade the NSW Government that it was time to invest in early education.

The NSW Government spends less on early education and care than any other state and territory. In 2011, the Minister for Education, Adrian Piccoli commissioned a Review of NSW Government Funding for Early Childhood Education. The first recommendation of the review was that the NSW Government needed to increase its investment in early education and care. This has not yet happened.

The Government is also proposing changing how not-for-profit preschools and long day care services are funded, a move IEU Early Childhood Vice President Gabe Connell said could be very problematic.

“The Government has proposed removing funding for three-year-old children attending preschools. This means that preschools across NSW will be forced to charge higher fees for three-year-old children. They have also suggested that some preschools will receive less funding. If this occurs preschool fees will have to increase for all ages.

“The Government has also proposed removing operational subsidies for community-based long day care centres. This will mean fee rises for these services as well.

Australian three and four year olds are engaged in formal early education at one of the lowest rates in the world, and NSW has the lowest rates in Australia. The OECD report Education at a Glance 2013 showed that only 13% of Australian three-year-olds and 67% of four-year-olds are engaged in early education.

Red day of actionto network with other teachers and there’s such a variety of speakers,” Antonella said.

Emma said the speakers were relevant to the political climate and “inspiring”.

“We’ve been big advocates for the Teachers are Teachers campaign for the last few years and we’re looking forward to the next chapter,” Emma said.

“Hopefully this Conference ignites a bit more fire.”

Antonnella said it was nice to hear the strong message that they were not just ‘nice ladies’.

“We need to have more voices and angrier teachers to break down the barriers and not accept the pay and conditions we currently have.

“We have to get out there with the politicians and really fight for what we deserve.”

Annastasia Norris of Bega Preschool has been a teacher for 13 years and is keen to stand up more for her profession, but so far has been unsure how to do so.

“This Conference has left me inspired and it’s given me more knowledge.

“In the past I’ve wanted to do more, but work and life has got in the way. Today I’ve got some guidance and I want to be an activist. I wish I had invested more in educating my community in the past but now maybe I will.

“The IEU has provided a sense of support and guidance so I don’t have to be one of those nice ladies that works with children.

“I’m ready to challenge that discourse and educate others around me.

“All the keynote speakers have been so inspiring with positive messages that need to be heard. I want to be one of those messengers now.”

See page 11 for coverage of ECS members receiving their 30-year membership badges.

Extensive coverage of all the Conference speakers and workshops will be available in the November issue of Bedrock.

Annastasia

Jan and Deb

Lisa



Early in August 2013 I received a letter from the Association of Independent Schools NSW (AIS) congratulating me on being awarded my accreditation at Professional Leadership with the NSW Institute of Teachers. It was the culmination of a four and a half year journey.

I have always enjoyed the challenges of teaching and embraced opportunities to learn, taking on many roles during my career.

In 2005, prior to moving to St Philip’s Christian College Port Stephens, I was one of a group of DET teachers who supported the first New Scheme teachers.

At St Philip’s I expressed my interest in continuing to support the New Scheme teachers and I was encouraged to do so.

In October 2008 the College received an email from the AIS asking for applications for a grant to support accreditation of teachers at higher levels. As I had a working knowledge of the accreditation process I was asked to complete the application. Our application was successful so we refined our plan with guidance from the AIS. As far as we were concerned the process was simple; I would support the four teaching members of the College Leadership Team to achieve their accreditation at Professional Leadership.

We formed a team of five to understand the standards and the system, to gather evidence, annotate and critique it. We thought this would be a two-year project!

All members of the group were so busy that time to devote to the project was extremely hard to find. We all had teaching loads, executive responsibilities and the other four were all Heads of Schools.

Over the following four years we continued to successfully apply for grants to support our project and we brought on board a team of teachers who nominated to work towards their accreditation at Professional Accomplishment.

Using the grants we were able to get two or three days each year off class to work on the project but for me there were hundreds of hours on weekends and during holidays devoted to gathering evidence and completing my documentation. Gathering evidence involved working with others. Referees needed to have the standards and the specific language explained so they could write the references for the standard. Many of these referees were experienced teachers but they had little to no involvement in the accreditation process.

I used the expertise of the AIS through the grant process and through professional development courses offered to ensure I developed an understanding of the requirements. I took every

opportunity to develop my skills and share my understandings through presenting at the AIS as well as to the schools in our group and the independent schools in our area.

I worked with a team of teachers from AIS affiliated schools across NSW to critique and rewrite a guide for accreditation at Professional Leadership. We were invited to be involved in AITSL filming of Illustrations of Practice for accreditation at higher levels. As school project leader this was a big undertaking but was an extremely valuable experience.

Through supporting others I found I was constantly reflecting on my practice and setting goals to challenge my students. I also supported the staff to do the same for their students.

The opportunity to have my evidence reviewed by the AIS before submission was valuable as the feedback allowed me to understand the depth required and the importance of triangulating the evidence to cover all aspects of the standard.

My interactions with the Institute were many and varied. They have worked on improving their systems for uploading evidence but this continued to be a frustration. Computer access is often slow. The phone system puts you through to endless answer machines and the return calls can take a few days. When I finally hit the submit button a statement

appeared asking for patience. I submitted my file on 25 February 2013. I received confirmation from the AIS in the first week of August. When following up on this it was discovered that there was another computer glitch. In mid-August I checked my account and I found that my accreditation had been approved. This was a moment of great excitement and relief. As of Newsmonth deadline I still had not had any confirmation from the Institute.

The whole process has been huge. As there was no one else who achieved accreditation at this level through the AIS I had no one to refer to or to provide guidance. I have therefore given permission for the AIS to use some aspects of my evidence as examples for others. I have learnt so much along the way and so have the teachers I worked with from our school, other affiliated schools and educational groups.

To provide the best education for all we must support, challenge and encourage our staff to constantly review and develop their skills. Through this process I am a better teacher and as I maintain my accreditation I will continue to hone my skills. I am grateful for all the opportunities I have been offered.

My Journey to Professional Leadership accreditation

By IEU member Angela Cottier

“Through supporting others I found I was constantly reflecting on my practice and setting goals to challenge my students.”

Angela Cottier with Head of Juniour School Brett Allen and students



The IEU’s ECS Conference was a fitting venue for the presentation of four long-serving early childhood teachers with their 30-year membership badges, Newsmonth Journalist Sue Osborne writes.

Kathy Toirkens has worked at Braidwood Preschool since leaving college in 1982. A quick Google search of her name reveals that Kathy’s an activist and advocate for young children and the profession.

She’s been fighting the good fight for many a long year. “It’s always been a struggle for funding,” she says. “I’m

four-years trained and it’s always been a concern if the Preschool will have enough to pay me one year to the next.

“Having worked with volunteer committees for so many years, being in the IEU has been essential. Having a new person taking over your wages every two years, you need that back-up.

“I knew if I had issues with my committee and things were not being done properly I could call on the IEU.”

Kathy says she has also seen improved acknowledgement of early childhood teachers’ vital role.

“It’s fabulous to see there’s more recognition for early childhood teachers in recent years.”

Director of Sans Souci Preschool in Sydney, Jan Elder says quality standards have improved in early childhood centres over the years.

“Despite the extra paperwork, I am a fan of the National Quality Framework and I hope it stays with us,” Jan says.

“The IEU has been a great support to me over the years. Help is a phone call away and I can give advice to the staff in the Centre and encourage them to advocate for early childhood.

“It’s close to my heart and I’ve been a part of the Teachers are Teachers campaign, sending out letters and emails with parents joining in.

“It’s nice to know with have the Union behind us on this.”

Helen Inglis, a former member of the IEU executive, was surprised to be honoured with the badge, as her career in early childhood has been broken up with stints at TAFE and in community services, but she’s been an active union member is whatever role she’s taken.

Her first job was at a Queensland preschool in 1968, when she received $1760 a year, not enough to buy a basic car.

“I would have starved if I didn’t live at home,” Helen says.

“We were basically considered volunteer workers.

“When I was applying for a mortgage the bank manager told me it didn’t matter as they didn’t count women’s wages anyway.”

Helen has always believed in unionism and advocacy.

“ECS teachers are very isolated, so being in the Union gives you back-up. I couldn’t imagine always being on your own.”

Janette Essery started professional life at St Marys Preschool in Casino in 1980, and now works at Goonellabah Preschool near Lismore.

“We’ve always been about providing the best we can for children and families. The paperwork’s changed a lot over the years and there’s more accountability.

“Funding has been a fight for 30 years and that’s the same.

“I think the theme of the ECS Conference of advocacy and activism is a good idea.

“When I started teachers felt isolated and vulnerable to change by the committee. But in recent years teachers and directors have become more united. They’ve developed alliances through e-groups.

“I don’t think this would have happened without the IEU bringing everyone together.”

“In recent years teachers and directors have become more united. I don’t think this would have happened without the IEU bringing everyone together.”

Growing in unity

www.ieu.asn.au feature


Environmental Conferenceall aboard for sustainability in the curriculum

The extraordinary popularity of the IEU’s biannual Environmental Conference meant this year’s event, Sustainability Education in the Australian Curriculum, sold out five weeks prior to the day.

IEU Deputy Secretary and Conference Convenor Gloria Taylor likened the jam-packed room to flying economy. Although this year they had to do away with tables in favour of wall-to-wall seating “we are going somewhere amazing that we will enjoy and find useful,” she told the audience. “Afterwards it’s the experience and the ideas gathered along the way that will stay with us”.

Members’ overwhelmingly positive feedback of the day suggested this was exactly their experience.Keynote speaker science journalist and author Robyn Williams told members that looking for solutions to

minimise our environmental impact was “so much more interesting than feeling guilty about getting on the plane”. Another keynote speaker, Taronga Zoo’s Paul Maguire, spoke about the importance of immersive nature experiences for students. “When they grow up and start voting, it’s a concern if they haven’t experienced that connection.”

Science the new rock starHow do you pique students’ enthusiasm

while stopping them from getting overwhelmed at the challenges of achieving environmental sustainability? Taking action is the key, according to keynote speaker Robyn Williams.

As a science journalist, author and broadcaster on shows such as Radio National’s Ockham’s Razor and The Science Show, Robyn says he examines about 20 science issues a week.

When it comes to sustainability, the news is not always good but what is unwavering is his passion for the topic.

Science education is “vital for everyone”, he says. Aside from being great for the economy, it “enriches the world”, is “bloody interesting”, tells us “who we are” and may even “save the world”.

So how do you tell your classroom that around 72% of the Great Barrier Reef’s hard coral has died since the 1960s without “depressing everyone”?

“The difference between getting depressed or optimistic is doing something,” Robyn says.

Whether replanting mangroves, getting involved in bush regeneration, demonstrating alternative ways to generate electricity, observing animal behaviour or even just enjoying a debate, Robyn provided numerous examples of activities likely to inspire.

It may also be a matter of tempering the difficult news with breakthroughs achieved through taking action.

No fishing zones introduced in parts of the Great Barrier Reef have more than doubled fish stocks, which has also fed into fishing areas, Robyn says.

“Politics doesn’t understand this or do it justice,” he says. “They just say boffins are taking away some divine right to fish.”

Robyn says exercises requiring students to imagine the future are also powerful when followed with a call to imagine the future how they might like it to be, and what would be needed to get it to that point.

“Science is the new rock star,” he says. “There are ways of combining the grunt with the fun stuff.”

“The difference between getting depressed or optimistic is doing something.”

For Indigenous preservice primary teachers Tara Tonkin, Kayla Ryan and Ashley Gibbs, sustainability is a way of life.

The trio joined presenters Phil Smith and Les Vozzo at the IEU’s Environment Workshop Conference Embedding Sustainability and Indigenous Education in the Curriculum.

They volunteered after a request was made at one of their University of Western Sydney classes.

“We’re here to show how both Indigenous education and sustainability can be taught across the curriculum,” Tara says.

Kayla says sustainability is an integral part of Indigenous culture. It is natural to talk about “country, totems, animals, plants and food” every day.

Ashley says: “It’s natural for us, it’s just a way of living. We’re always aware of it.”

All three were looking forward to teaching in schools in regional NSW, where they would have a chance to share their culture with students, and get out to country regularly.

A way of living

Conference reporting by Newsmonth journalists Tara de Boehmler and Sue Osborne.

www.ieu.asn.au feature


Anne JohnstoneOur Lady of Fatima Catholic Primary School, Kingsgrove

“I’m here to learn a little bit more about sustainability and making it practical in the classroom.”

Gary BoneKinross Wolaroi School, Orange

“I’ve started looking at the new curriculum for Geography and sustainability is a key concept. The Conference was an opportunity to look at resources.”

Nicola Miller Moriah War Memorial College, Sydney

“Sustainability seems to be driven by individual teachers, and when those teachers leave it all falls apart. I would like to see it embedded in every part of the curriculum.”

Margaret WaylandKaruna Montessori Preschool, Narraweena

“Our Quality Improvement Plan needs to show how we are addressing sustainability and the environment and I came to see what others are doing.”

Paula BustamanteOur Lady of Fatima Catholic Primary School, Kingsgrove

“I want the students to know it’s not all about little gadgets, and get them outdoors more.”

Lynne GrossThomas Hassall Anglican College, Middleton Grange

“I’m looking for ideas I can implement in the College to make the kids aware of sustainability and get them actively involved.”

Graeme BestIllawarra Christian School, Cordeaux Heights

“I’m a Science Teacher and the implementation of the new curriculum is the catalyst for me coming. I want to get the creative juices flowing.”

A few decades ago zoos were seen as ‘arks’ battling to save endangered species. But as Taronga Zoo Visitor Experience and Learning Manager Paul Maguire told IEU Environment Conference attendees, it is impossible for zoos alone to save them.

Rather, they use their iconic animals as sparks to inspire learning among visitors about the need to live sustainably, thereby protecting wild habitats.

“The Zoo’s role is to inspire, motivate and bring context to people. And it’s fun for kids to get out of the classroom and get up close with animals.”

The almost mystic power that animals have to enthrall even the most disengaged students could be usefull in schools.

“You will have more success talking to students about sustainability in the context of animals,” Paul says.

Taronga Zoo has put this theory into practice with its own campaigns, such as one using a gorilla picture on campaign material to stop the mining of Coltan for mobile phones in their home in the Congo.

Creating a behaviour change campaign using an animal ambassador would be a great project for a class or SRC group to undertake, Paul says.

“Ultimately, we’re trying to create experiences that move people enough to take action,” Paul says.

Using animals to create positive learning experiences is a great way to do this.

“Every school has its own ecosystem. It has biodiversity. Even in city schools there are insects, birds, plants and reptiles.

“I would say more schools should try frog ponds. Get kids outside. I recommend every school keep reptiles.”

Paul says he has had many experiences at the Zoo of teachers warning him about the so-called ‘naughty kids in the group’ who end up being the best behaved and asking lots of questions during the reptile show.

The Zoo has won a police award for its work keeping very troubled youngsters away from crime simply by allowing them to become reptile keepers.

“Let the problem kids in your school become the reptile custodians. Get them writing reports about it. The learner with animals will surprise you.”

The new curriculum provides many opportunities for project based learning and sustainability action. Taronga’s model for in-situ project based learning involves giving students a voice in a community-based conservation program.

The Zoo was involved with a school in Manly that decided to help penguins that were being attacked by dogs.

The students engaged with zoo staff, National Parks and Wildlife staff, council rangers and vets to design an education campaign about the penguins.

The students created murals, shop front displays, a movie, sculpture, live performance and artwork. There was an expo day and coverage in the local newspaper, and the community began to control their dogs near the penguins’ habitat.

He says schools could find a species whose habitat was under threat in its area.

See Taronga Zoo Learning Centre www.taronga.org.au for learning ideas.

“You will have more success talking

to students about sustainability in the context of animals.”

Is your school a zoo?

A highly successful vegetable garden, a kitchen and restaurant trades training centre and plenty of encouragement from celebrity gardener Costa Georgiadis have all contributed to Merici College Canberra’s success in running its own canteen.

Hospitality and Canteen Coordinator Virginia McLeod told conference participants the decision not to renew the former canteen provider’s lease “wasn’t easy” and the transition while waiting for the new premises to be built had its challenges.

The results, however, are worth it.

The new canteen sells nothing packaged and, as far as possible, there are “no numbers in our food”, Virginia says. There is also a large vegetarian menu, and anything containing meat has a picture of the animal displayed alongside it.

The school has implemented a number of waste awareness initiatives, including an exercise that demonstrated the value of the waste students were throwing away ($110 on one day – Virginia and Fiona shocked students by screwing up the same amount and throwing it in the bin).

Merici College also collects foodscraps for the garden.“We had been generating a large amount of food

waste which we were sending home for families but when we realised we had a huge resource, we decided to

establish a compost and kitchen garden,” Virgina says. An old basketball court was transformed, Costa

was invited to launch the food garden and, on his encouragement, a chicken shed (Cluckingham Palace) was also installed.

Science and Sustainability Teacher Fiona Bunning says all food produced is now used by the canteen. The exercise has also helped increase students’ awareness about what it takes to provide their meals.

“Many students didn’t know that garlic took six months to grow,” she says. Nor did they realise the environmental impact of supplying their food.

A project getting students to measure the grams of carbon dioxide equivalent emissions per gram of food they have consumed over the course of a day provided a wake-up call.

“We went on an excursion to a supermarket and looked at the shelf space given to health food and junk food,” Fiona says.

Aside from the sustainability benefits, the canteen and garden have been used for the Yellow Van (Oz Harvest), have fed into their community partnership and charity activities and provide an extra boost around testing time.

Research says that students perform better if they have eaten and exercised before exams. Virginia says they now do both before the NAPLAN and AST tests.

Recipe for success

“Many students didn’t know that

garlic took six months to grow.

Nor did they realise the environmental

impact of supplying their food.”

www.ieu.asn.au overview


Worms fire passion for sustainability

Canberra Teacher Eugene Lehmensich was “never a greenie” but when a few colleagues asked him to build a worm farm for the school, he started finding out about Sustainability.

Almost 10 years since then, Eugene has worked in both primary and secondary schools, turning a passion for learning outdoors into engaging pedagogy and project-driven learning activities with meaningful practical outcomes.

During his time as one of the teachers working in the ‘Environment Club’ at St Francis of Assisi Primary School, Calwell, students collected food scraps from their peers and used worm farms to process the waste into rich, organic fertiliser known as vermicast. The vermicast was not only free, it reduced waste to landfill and saved money in waste collection. It was then used in no-dig gardens to provide nutrients for organically grown fruit and vegetables. Garden produce was auctioned for charities, used in the canteen and eaten by students while they worked, often volunteering during their lunchtimes.

As the Environmental Science teacher at Sts Peter and Paul Primary School, Garran, Eugene took it a step further, getting students to build a wood fired clay oven to make pizzas topped with produce from their garden. Students were applying their knowledge of the science content to build the oven and plan the garden with respect to the seasons, the soil and appropriate plant selections. “Students don’t learn to play a musical instrument by looking at pictures of guitars and completing worksheets on them, they learn by doing”.

The past 10 years hasn’t always been smooth sailing for Eugene and his students. Living things are unpredictable and sometimes fragile. When crops failed or chickens died “it became about learning to respond to difficult situations, building resilience and learning that sometimes things don’t work out the way we plan”.

In order to make informed sustainable decisions, students need to have a deep understanding of economic, social and natural systems.” As schools, we are faced with a challenge. The Australian Curriculum mandates the teaching of Sustainability as a cross curriculum priority. There is a very real possibility of schools modelling unsustainable practices whilst preaching sustainability inside classrooms. “Students get mixed messages when we tell them to do what we say and not what we do.”

Being outside and applying knowledge in a practical way creates different avenues for students to excel. “We had experiences of ‘disengaged’ students working hard during class time and even giving their lunchtimes to do more work! When we work hands-on and outside, conversations become more relaxed and students start to share their stories,” he says.

Now employed as the Sustainability Coordinator and Science Teacher at St Mary Mackillop College, Canberra, Eugene is working with colleagues across two campuses to embed Sustainability as a cross curriculum priority and to bring the college in line with sustainable best practice.

“Sustainability is not just about the environment, it is about Healthy People living in Healthy Communities on a Healthy Planet… indefinitely.”

St Mark’s Preschool Director Tinna Loker has been on a 10-year journey working out how to put her passion for the environment and sustainability into practice in a practical, cost effective and smart way.

During her workshop she showed how the Early Years Framework and National Quality Framework are incorporated into the Preschool’s philosophy and program and explained how sustainability learning is made transparent to the families and wider community.

“The Quality Improvement Plan goal of respecting the land is something that is very important to me and every morning we pay respect to our land,” Tinna says.

“Using the Rainbow Serpent story ties in beautifully with sustainability principles and it’s a lovely introduction to Aboriginal land knowledge for our children.”

At St Marks the outdoors is just as important as the indoors.

“Explaining to families that learning and play outdoors is just as important as indoors is a bit hard. They think outside is playtime and indoors is learning.”

Tinna documents everything that goes on outside in photos and on the floor book, and she has erected signs about the outside areas and activities that go on there to educate families and visitors.

The outside is planted and landscaped to create distinct areas that children can take ownership of on a particular day. Every Thursday the children spend the whole day outside.

“At first they were a little lost. They needed time to get used to it but now they are busy and look forward to it. We must give children the time to explore.

“The parents can see what we’ve done. A spider audit, a worm investigation or building the frog pond, we document it.

“We give children time to encourage ‘I wonder moments’.”

The outside area has a cubby house and trees, ponds and an inhabited possum box and the children are allowed to explore and climb.

Small solar panels from Bunnings have been installed. Some boys have created a secret tunnel in the bushes. They like to climb the outside of the cubby house and

peer from the tops of trees. The children also go on excursions to Centennial Park where they can climb and explore.

“It’s written in our policy that we allow children to take controlled risk.”

St Mark’s children have access to a rock garden and are allowed to use hammers and nails. Tinna is convinced learning about risk at an early age will make them better able to judge danger in the future.

The Preschool’s garden was inexpensive. Tinna and her staff use rocks and sticks they find in parks or that families contribute. They collect old baskets and pots from the side of the road during council pick-up times. When they hear tree loppers in the area they go and ask for tree stumps.

Stone blocks being discarded during a church renovation were collected by the Preschool.

“The children are involved in everything and empowered by being able to take charge of an area.”

Tinna says her local council has been invaluable. As well as a source of grants, council staff have visited the centre to

plant plants and give sustainability talks.The Preschool has reintroduced a

nature table, which Tinna says dads in particular enjoy. It’s full of animal skulls and other interesting objects.

Documentation is mostly visual and Tinna says each staff member does what he or she is most comfortable with. Teachers’ musings are an important part of the records enjoyed by families.

Tinna cuts and pastes items from the daily diary to create folders for NQF.

Tinna brings her own pet dog into Preschool and the children have been encouraged to respect animals.

“There’s been a lot less squishing of insects and more interest by the boys since we began our program.”

Tinna says to be successful preschool teachers should be activists themselves, believing in and acting on sustainability principles.

“We want an environment that creates potent memories of the indoor and outdoor environments.

Unearthing the possibilities“We want an environment that creates potent memories of the indoor and outdoor environments.”

“When we work hands-on and outside, conversations become more relaxed and students start to share their stories”



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Key:Italics denotes a NSW Teachers Institute registered coursePIP = Pedagogy in the Pub WHS (OHS) Seminars: Work Health and Safety Regulations and Codes of Practice for NSW/ACT Non-Government Schools. WHS for ECS Seminar: You, Your Centre & WHS. IEU Reps Training Day: New and experienced IEU Reps can develop their knowledge Note: Funding for WHS training provided by WorkCover NSW through the WorkCover Assist Program.

• You must register for all IEU courses.• Please contact Kayla Skorupan on 02 8202 8900 (1800 467 943) to register and to get updated information on venues and dates.• Can’t find a PIP near you? Contact your organiser and ask about the possibility of a PIP coming to a place near you!• The IEU is a NSW Institute of Teachers’ endorsed provider of Institute Registered professional development for the Professional Teaching Standards of Elements 2, 3, 4, 5, 6 and 7 at Professional Competence.• The dates included in this calendar may change for unforeseeable reasons.

St Pius X Dubbo and its Principal, Heather Irwin, both celebrate ruby anniversaries this year, Newsmonth Journalist Tara de Boehmler writes.

August saw a string of events to celebrate St Pius X Dubbo’s 40th year, including a liturgy to open its new Sacred Space, a special Parish mass, a morning tea, a dinner, a barbecue, singing, dancing and many opportunities to catch up with current and past staff, students and their families.

While Heather oversaw festivities, she also marked her 40th year teaching in Australia. In fact her career has spanned 47 years and it hasn’t always been smooth sailing.

Heather began her teaching career in India and after seven years migrated to Australia with her engineer husband and their three-year-old daughter. Heather had a job waiting in Sydney but he couldn’t get work so they upped sticks and moved to Broken Hill after two years in Sydney.

“For six months I couldn’t get a job there,” she says. But after “volunteering every day” at her daughter’s infants school she was finally offered a full time position.

Since then, Heather has taught every class from Kindergarten to Year 10, has been a primary coordinator, a curriculum coordinator K-10, assistant principal, and principal of three schools. She has also continued to study – often by distance education – and now holds a masters degree.

“I was so lucky to have a husband that would do all the housework and look after our daughter while he managed the Broken Hill power station when I travelled to Adelaide for my Bachelor of Education degree,” she says.

After Heather’s husband passed away she lost her desire to return to India.

“I’ve only been back once, when our daughter was 10. But I have no

regrets. I love India and I still make hot curries every day. But I’d never go back. Besides, it would bring back too many sad memories of my husband.”

There are many other ways that Heather carries her Indian heritage with her.

“I’m Australian qualified but still remember the values taught to me in India by my parents.”

Teaching is in Heather’s blood. Her mother taught in India for 42 years and education has always been important to the family.

“I went to a really posh school in India. The nuns were true missionaries and my best teachers. One in particular really knew how to make a lesson stand out in your mind. I still vividly remember her classes.”

One of Heather’s sisters was also a teacher.

“She came over with 23 years experience but was told she had to do the four-year qualification. She went to work in a factory instead and now works in aged care.”

Heather says there were years in her career when she encountered racism, sometimes standing between her and jobs she was perfectly qualified to do.

“I’ve had lots of knockbacks along the way because of the colour of my skin. But I’m really blessed because I have managed to rise up.”

“I’m Principal of a great school, where my granddaughter attends the Kindergarten. Along the way we’ve met some beautiful friends and we wouldn’t swap it.

“My motto is that you need to give love and happiness to those with whom you work and you have to trust them. If you pick on your staff they will not be happy.

“In my 47 years I have taught in 10 different Catholic schools under nine directors. What more could I ask for? I am happy with what I have achieved and I am blessed.”

40+40

reasons to celebrate

Term 4 CalendarWk 2: 14 Oct – 18 Oct15 Oct: PIP – Teacher Development Processes, Bathurst16 Oct: PIP – Your Rights (and Obligations) at Work, Parramatta16 Oct: PIP – Work Hoarse – Voice Care, Dapto 17 Oct: Women in Education Forum, Gosford17 Oct: PIP – An Indigenous Perspective, Gymea 17 Oct: PIP – Maintenance of Accreditation at Professional Competence, CampbelltownWk 3: 21 Oct – 25 Oct22 Oct: PIP – Dealing with Difficult People, Richmond23 Oct: PIP – Work Hoarse – Voice Care, Lane Cove23 Oct: PIP – Your Rights (and Obligations) at Work, Fairfield23 Oct: IEU Reps Training Day, Independent Reps only, Newcastle24 Oct: PIP – Cyber Savvy, Goulburn Wk 4: 28 Oct – 1 Nov28, 29, 30 Oct and 18-19 Nov, Health and Safety Representatives (HSR) Training, Ultimo28 Oct: ELICOS seminar30 Oct: PIP – Be Wary, Be Wise, Barton ACT31 Oct: PIP – Your Rights (and Obligations) at Work, FairfieldWk 5: 4 Nov – 8 Nov5 Nov: PIP – Camps and Excursions, Blacktown 6 Nov: PIP – Work, Health and Safety (WHS) in the Workplace, Ultimo 7 Nov: PIP – An Indigenous Perspective, BathurstWk 6: 11 Nov – 15 Nov12 Nov: Women in Education Forum, Yarralumla, ACT13 Nov: Women in Education Forum, Albury14 Nov: PIP – Your Rights (and Obligations) at Work, Castle Hill15 Nov: Women in Education Forum, DubboWk 7: 18 Nov – 22 Nov20 Nov: Women in Education Forum, Penrith



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A range of colour options and a marginally cheaper choice are among features of two new iPhone models released in September. But while US customers are being offered a credit-for-trade-in service on their old phones, Apple is leaving the rest of the world’s disposal decisions to chance.

In a statement Apple says: “iPhones hold great value. So, Apple retail stores are launching a new program to assist customers who wish to bring in their previous-generation iPhone for reuse or recycling. In addition to helping support the environment, customers will be able to receive a credit for their returned phone that they can use toward the purchase of a new iPhone.”

So what can Australian customers do? Apple stores are sure to take old handsets for free and, if you’d prefer cold hard cash, eBay, Amazon, pawnbrokers and many more will be only too willing to oblige.

But if retirement is the only option, Mobile Muster provides a great service that will keep old phones of any model out of landfill and use their innards only for good. Their recycler completely breaks down chemical compounds, preventing potentially damaging compounds (such as dioxins and furans) from reforming and threatening the environment.

What follows Mobile Muster’s six-step summary of their recycling process.

Step 1: SortingFirst, phones are dismantled and

sorted into the following components: batteries (NiCad, NiMetHyd, Lithium Ion), printed circuit boards, handsets, chargers/accessories, plastics, metals and paper/cardboard packaging.

Step 2: BatteriesBatteries are sorted, then shipped to

approved recyclers in other countries. Where they are sent depends on battery type - currently, lithium ion batteries are shipped to TES-AMM in Singapore where they’re processed for cobalt and lithium. Nickel cadmium (NiCad) and nickel metal hydride (NiMetHyd) batteries are shipped to KOBAR Ltd in South Korea where they are processed for nickel (to make stainless steel), cadmium (to make new batteries) and copper.

Step 3: CircuitsCircuit boards are stored and then

shipped to TES-AMM in Singapore where they are processed for precious metals including gold, silver, copper and lead.

Step 4: CasingsHandset casings are sent to local

plastics manufacturer Australian Composite Technology, who shreds and uses the plastic to produce composite plastic fence posts.

Step 5: AccessoriesAccessories are processed by TES-

AMM in Singapore. Here, they are shredded and separated from the ferrous and non-ferrous metals for re-use.

Step 6: PackagingPackaging is separated into plastic

and paper and sent to local recyclers for processing.

So, are you ready to pay up for that new phone? Not so fast.

As previously reported, Apple is one of the main offenders when it comes to using sweatshop labour in its manufacturing processes.

While it’s great to see Apple making any improvements to its environmental performance, according to Students and Scholars Against Corporate Misbehavior (SACOM) those building their products continue to work in difficult conditions.

SACOM has raised awareness of a spate of attempted suicides at Apple’s Foxconn factories in China and their grueling hours and working conditions.

With Foxconn also producing smartphones and tablets sold by Samsung, Sony and Dell, simply buying a competitor product is not always the answer. Whatever the smartphone, can you be sure it’s not the product of child labour, sweatshops, unsafe mines and minerals which have passed through the hands of militias? It’s not easy when manufacturers decide their own best approach is to remain ignorant about supply chains.

But for customers, being aware, keeping the brands accountable, and keeping upgrades to a minimum until they sort out their industrial practices could be a start. The environment may be better off too. Details:• www.sacom.hk• www.mobilemuster.com.au• www.foe.co.uk/what_we_do/ make_it_better_about_37804.html• www.apple.com/recycling/ nationalservices/asiapac.html• www.theguardian.com/ commentisfree/2013/mar/11/ search-smartphone-soaked-blood• www.theguardian.com/ commentisfree/2013/apr/25/ smartphone-samsung-tin-bangka- island

IT WizardTara de Boehmler

iWant. Are you sure?

Labour BitesThe IEU website at www.ieu.asn.au carries regular updates of local and

international news with a trade union flavour. IEU General Secretary John Quessy reproduces below some recent items.

Conflict of interest?Staff at the Northern Territory office

of Children and Families have been told to declare ties to religious groups, sporting clubs, political parties and trade unions. Department Acting Chief Executive Jenni Collard’s request for staff to declare potential “conflicts of interest” has angered the Public Sector Union in tense pay talks.

In a newsletter sent to staff recently the CEO expressed surprise at the “small number” of conflict of interest declarations that had been lodged by departmental staff, saying staff should consider political party membership, union membership and affiliations with non-profit groups as potential conflicts of interest.

The Community and Public Sector Union (CPSU) regional secretary has written outlining her “deep concern”. The Union has advised members not to divulge certain personal information.

NT Shadow Public Employment Minister Nicole Manison said the situation was “outrageous” and a breach of people’s rights. (Source NT News)

UK teachers to strike again.The two biggest teachers’ unions are

threatening a national one-day strike in England before Christmas in a row over pay, pensions and workloads. Teachers have accused the government of “reckless and irresponsible behaviour” and say that Education Secretary Michael Gove has refused to engage in meaningful negotiations.

In a speech in London on Thursday, Mr Gove rejected claims that reforms had damaged teachers’ morale, saying that teaching “has never been more attractive, more popular or more rewarding”.

Labour’s Stephen Twigg claimed the coalition was “undermining teacher professionalism by allowing unqualified teachers to be employed in schools on a permanent basis”.

Chris Keates, General Secretary of the largest teachers’ union said they would meet the Government “any time, any place” and that parents would understand that teachers needed to protect their pay and conditions. (Source: BBC)

Introducing sick leaveThe mayor of Jersey City, New

Jersey, Steven Fulop, is proposing a law that would require most businesses in the city to offer paid sick days to workers. Any company with 10 or more employees would have to provide up to five paid sick days annually.

“It’s an opportunity to make sure that employers who move here are conscious of this basic dignity for working families,” Fulop says.

If it passes, Jersey City would join New York City, Portland, Ore, San Francisco, Seattle, Washington and the state of Connecticut in offering paid sick days. New Jersey and Massachusetts also are considering similar laws. About 40% of private-sector workers and 80% of low-income workers don’t have paid sick days. (Source: AFL-CIO)

Seeking a compensation commitment

All fashion brands and retailers that have been producing clothes at one of the factories affected by the Tazreen Fashions fire and the collapse of the Rana Plaza building in Dhaka, Bangladesh have been asked to attend a meeting discussing the compensation for the victims and their families in Geneva.

The meeting has been convened by involved unions and will be chaired by the International Labour Organisation (ILO) as a neutral and independent party. To date only a small amount of compensation has been paid to the victims of both tragedies. Long-term compensation estimates are as high as 80m US Dollars.

International companies like Benetton and Walmart have either refused to attend or seem to be determined to avoid any responsibility. (Source: Fashion United)



ShortsDay for children

UNICEF’s Day for Children is on 23 October and schools can participate by registering and accessing resources about children’s rights to education. Get your whole school to dress in blue on the day and make a donation to UNICEF. All schools that raise money go into a draw to have author Morris Gleitzman visit. Details: www.unicefdayforchildren.org.au

New shape for myfutureThe Department of Education, Employment and Workplace Relations (DEEWR) is updating its career information website myfuture.edu.au.

Changes include:· inclusion of information for parents · improved ease-of-use · stronger connections with industry · updated labour market information · improved access to vocational education and training (VET) information and statistics, and· enhanced social networking technology.

The online service will be updated to reflect an ‘all ages’ approach to career development, catering to the needs of individuals at multiple career transitions points.

Details: deewr.gov.au/national-career-development-strategy.

E-booklet to help teens avoid depression

To make those difficult teenage years easier to handle, beyondblue and the University of Melbourne have produced a new free e-booklet. It aims to provide parents with practical advice on how to help their adolescent children avoid depression and anxiety.

How to prevent depression and clinical anxiety in your teenager: Strategies for parents can be downloaded at www.beyondblue.org.au.

All-rounders to be proud ofHere’s a proud achievement.

According to PISA, on average around

4% of students in OECD countries are top performers in reading, mathematics and science. Dubbed ‘all-rounders’, between 8% and 10% of 15-year-old students in Australia, Finland, Hong Kong-China, Japan and New Zealand fall into this category. Shanghai-China has 14.6% of 15-year-old students in this category and Singapore has 12.3%. All-rounders are said to desirable in satisfying “the growing demand for high-level skills in knowledge-based 21st-century economies”. Read more at: www.oecd.org/pisa/pisainfocus/pisa%20in%20focus%20n31%20(eng)--FINAL.pdf



Feel like a change of pace?How does 12 months overseas sound?

The Briscoe Building 485-501 Wattle Street, Ultimo NSW 2007|Tel (02) 8202 8900|Fax (02) 9211 1455

Contact IEU Exchange Program Coordinator Helen Gregory via [email protected] or visit www.ieu.asn.au

I am a little over half way through my Canadian exchange and the experience so far has been better than I expected.

Here are some points to consider before you exchange:

1) Who will take your position? Being head of department, I first asked one of my experienced colleagues if he would be interest in taking in the position for 12 months. Luckily for me his acceptance was swift.

2) Once I had my replacement, I approached my headmaster. I would like to think that most principals would be supportive since the year away is an excellent form of professional development.

3) Go fishing on the exchange section of the IEU’s website. You will find teaching areas categorised into subject areas.

If you are lucky, it is possible to find an exchange for the following calendar year. However, some arrangements may take longer. So I suggest you start early.

There will never be a perfect time for exchange. Our difficulty was that our children are in their early 20s and still living at home. To cut a long story short, we got them to move out!

I believe the experience of fending for themselves without Mum and Dad would be a good personal growth opportunity for them - I never told them that. When we attended the IEU day for exchange teachers we met two couples who did the same thing. I didn’t feel as mean after chatting with them.

Here are some other points you will need to consider once the process has begun:

1) Be flexible - you may have to teach outside your comfort zone. A friend of mine is a primary school teacher but exchanged to a secondary (middle school) Maths position. At the IEU meeting, I met a principal of a Catholic school who was returning to the classroom to teach Years 1 and 2.

2) It’s a give and take arrangement when it come to schools, houses, suburbs, cars, appliances etc. You may gain a better house but not be in a perfect suburb. Don’t search for parity on too many points.

3) Once you have made contact with a possible match, be honest and forward with your information. Make your communications regular, send photos of your school, your house and facilities nearby. This process will take some time before both parties have the confidence to make a commitment.

4) You are likely to spend more money than you anticipate. The cost of air tickets for a family and the possibility of having one adult (if you are travelling with a partner) without full time work for a year is an important consideration. For me, the choice was easy. The cost was secondary to the experience.

Once the commitment has been made, there still may be much work to do. Getting your house, cars and work place in order for your exchange partners can be a long haul. Usually there is a cycle of maintenance in your household. When you exchange you will need to have everything in good working order. If not you will need to let your exchange partners know of any potential problem and how you will deal with it if a breakdown occurs.

The exchange itself has been 12 months like no other. Travel, new people new culture and an exposure to a different school system will keep you busy in the best way.

Being in Canada, we have travelled extensively - Mexico for Spring Break where we swam in the Caribbean and walked among Mayan ruins. In Alaska we paddled in the Kenai Fiords amongst icebergs and glaciers. We cycled in Denali National Park with close encounters with caribou, moose and a large grizzly bear. In the Rockies we did the most beautiful walks. Shows on Broadway and Sunday cycling at Central Park. I could keep going. The Canadian people have been very welcoming and go out of their way to help us.

Surprisingly, the exchange has been great in respect of our friends and family. We have had a steady flow of visitors and their arrival has been planned and welcomed. We have enjoyed showing them around our beautiful town (Comox Valley) and it has made our exchange year all that much better because we can share the experience with family and friends. We will relive our fun times together for years to come.

Exchange - I highly recommend it.

Top tips for

teacher exchange

Exchange Postca

rd

Mark Steele from Central C

oast

Grammar School is on

exchange

in Canada at Highland Second

ary

School in Comox, Brit

ish Columbia



The early childhood education and care sector finds itself in the precarious position of knowing very little about the direction it is going in and what the future will be.

We have a State Government who has changed the funding model once again for preschools but has yet to pass this information on to them. It appears that there will be a cut to funding for non-equity three year olds, a redefining of “remote” status and changes to additional needs funding. We will also see a change to the historical funding for community based long day care services in NSW and the introduction of the Early Years Quality Fund in an effort to attract and retain qualified teachers to long day care.

In August we saw hundreds of educators, parents and representatives from the NSW Children’s Services Forum in a show of solidarity and anger protest these changes outside Parliament House as well as across NSW in individual services.

The election means we will have a new Minister and we already know what the Coalition policy for early childhood education is all about. The incoming Government’s proposed policy is about delaying and weakening key aspects of the National Quality Framework (NQF) which delivers children more qualified educators and better ratios. The sector will need to unite to ensure that children and their right to access quality

education and care is the priority in any proposed changes to the NQF.

Wages continue to be an issue, with the Coalition stating that wages are the concern of the Fair Work Commission or the employer. If this is the case, then it is really time to take control of our destiny. We are great at advocating for children and families and always forget about ourselves. We need to start thinking about reaching pay parity through our enterprise bargaining agreements. I know we always worry that if we do this then fees will go up and children will miss out. If we don’t do this then we will be subsidising the fees from our own pockets – our own familys’ lifestyles and opportunities are significantly reduced! We will need to work longer and our retirement lifestyle will be poorer because we have far less superannuation.

We need to look at this issue through another lens – our own lens! Negotiate better wages – force the fees up and what happens then? Every time the fees go up and the participation rates drop, the State Government puts in more money. Yes, there will always be a ‘spill’ factor and we hate it being children, but families will not advocate for us on this issue, so we must do so ourselves.

At this point in time, it is the only way we will achieve pay parity.

Escalating paper chase

Chris WilkinsonPresident

We’ve just said farewell to another busy term. It is interesting that many members have expressed their concerns about the ever-increasing administrative duties being asked of them on a daily basis.

It would be wonderful if we could just go to school and teach the students in our classes. Unfortunately these days are long gone as we join the paper chase day in, day out.

Anyone who says teachers have it easy and only work from 9am till 3pm does not understand the work that we do on a daily basis and the hours of work that is also done at home at night and weekends. This is not going to change in the near future.

Another area of concern for many teachers is the need for more attention to be given to students with special needs. More support needs to be provided in the classroom to meet the needs of both the teachers and the students.

Funding needs to be increased and more resources provided for equity for all students.

The need for teachers to undertake studies in Religious Education is also an area of concern for many teachers. This is adding extra stress as they try to juggle teaching, study, administrative duties, family life and changes to the curriculum. Most of these members are also new scheme teachers and have the added responsibilities of the NSW Institute of Teachers to contend with.

With all this in mind, I wish you all a very pleasant and safe holiday and hope that you return next term rejuvenated and ready for Term 4.

When you return, think about taking advantage of the IEU’s professional development program. It continues to grow, with many interesting topics relevant to all sectors of the Union. Check dates and venues on the IEU website.

Thank you once again for your continued support and interest.

IEU principal members have recently been busy on a variety of fronts, including presenting at the IEU’s inaugural student members’ forum on 10 August, participating in the Wollongong Catholic principals’ conference on 22-23 August and engaging in a variety of IEU PIPs, women’s forums and other events.

Principal members have also been strongly represented among the recipients of IEU’s 30 years membership badges, with principals receiving their badges at their schools with other staff or at IEU principals’ gatherings. A special invitation is extended to retired principal members eligible for a 30-year badge to join the Principals’ Branch for morning tea at the meeting on 2 November at the Union’s Parramatta office.

Other recent or forthcoming IEU principals’ gatherings include a Parramatta Diocesan meeting at Rydalmere on 12 November, the Canberra-Goulburn Archdiocese principals’ conference on 23-25 October, and a Wagga Wagga gathering on 30 October. Planning for other diocesan or regional events is underway.

In the independent schools sector, the IEU has welcomed the increasing membership of principals in a range of diverse schools and looks forward to providing advice and support in relation to relevant professional and industrial issues.

As previously noted, the Term 4 Principals’ Branch meeting will be held at the IEU’s Parramatta office on Saturday morning, 2 November.

Sidonie CoffeyPrincipals’ Branch President

Presenting on a variety of fronts

Have you been the victim of a bully in the workplace? Do you feel as if someone in your school is making your life difficult on purpose? Is the situation made even worse because your employer is condoning this behaviour by either not doing anything to stop this from occurring, or even worse, adding to the problem.

Bullying means conduct which is repeated over a period of time and which is unreasonable and creates a risk to health and safety. Not all unprofessional behaviour amounts to bullying but, if employees feel uncomfortable about behaviour, it should be raised. The behaviour should, where possible, be raised with the person who is behaving unprofessionally or their supervisor.

Dignity and respect in the workplace is a right of every employee and the employer should be ensuring that this is occurring. The employer should be promoting a happy and healthy workplace and not one based on the principle of divide and conquer. Unfortunately, when this occurs, not

only is the health and well being of the employees affected but also the quality of education. Staff that are treated poorly cannot function properly in their work environment.

If this is happening in your workplace, and the employer has not responded to employee complaints, have an IEU Chapter Meeting and pass a resolution calling for the implementation of proper processes to deal with these types of problems. Support each other and ensure that your employer is made aware of your concerns. Your Work Health and Safety Committee should be informed. If this culture in your school is allowed to continue, then the school will be responsible for any negative effects on the employees.

Schools are meant for the education of our future generation. The personalities of different people should not interfere with this. Employers are responsible for the welfare of their staff and students. They should be involved in the resolution of problems and ensure that they remain impartial by not taking sides.

A right to respect

Michelle OmerosVice President, Non-Systemic Schools

Many changes ahead

Gabe ConnellVice President, Early Childhood Services

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Education is the most powerful weapon you can use to change the world. Enough is Enough, the IEU’s Support Staff Conference was held on 23 August and educated 76 support staff from all over NSW and the ACT on how to bully proof themselves.

Our keynote speaker was Dr Carlo Caponecchia, Senior Lecturer at the University of NSW. He spoke of the relationship between stress and health. He set the stage for the day, which armed us with strategies to move forward and build a bully-free school culture.

Following this, John Edwards, Dr Deirdre Duncan and Dr Dan Riley launched the National Framework for a Bully-free School Workplace, resulting from research done into school workplaces over the past months. The statistics from the panel research group told us what we already know, that support staff are vulnerable.

They stated that bullying behaviour is repeated and persistent negative acts towards one or more individuals which involves a power imbalance and create a hostile work environment. They spoke of the need for us to take ownership of a bully-free workplace culture.

This led into five workshops demonstrating techniques to assist us in dealing with difficult people. One workshop I attended was about rebuilding relationships. The convenor, Eleanor Shakiba, made this powerful statement: “Don’t let yesterday take up too much of today”. These workshops gifted us with knowledge about dealing with difficult people.

I would like to thank these powerful thinkers who gave of their talent and time. Since the conference, the IEU has received feedback from some employers to run a version of this conference for their staff. This is due to the positive feedback from

those attending and the need they see in their own work environments.

On behalf of school support staff, I would like to thank the IEU for such an empowering conference. In particular, I would like to thank Carolyn Moore and staff for the dedication, commitment and hours of time which goes into such a well run and valuable conference. Carolyn Moore is committed to moving the agenda forward for school support staff. I also would like to single out Vincent Cooper for the most beautiful and moving Welcome to Country I have ever heard.

I invite you to attend our PIPS and check out our website.

Armed against workplace bulliesCarolyn Collins

Vice Present, School Support Staff

Vale Karen ReidThe Union notes with sadness the passing of

IEU Organiser Karen Reid on 27 August 2013, following a long and brave battle with cancer.

After working as a finance administrator at Oxford Falls Grammar School, Karen started working with the Union in 2005, organising support staff and early childhood services in the Ku-ring-gai area and in western Sydney. Even while undergoing treatment, Karen found great satisfaction in her work with members. She told Newsmonth Journalist Sue Osborne, “The more wins I had with the Union, the better I was feeling in my treatment. It gave me confidence.” Karen left the Union for intensive treatment in 2009 and returned part-time in 2012 to conduct member research. It is a testimony to her strong spirit that during her time away from the Union she did a counselling degree and volunteered for Canhelp.

The IEU extends our sympathy to Karen Reid’s family and friends. She will be greatly missed.


September Pressings • By M

agn

um

•


Pink Ribbon Day is not until late October but for those of you who are planning fundraising parties or barbecues this column will provide early advice on a few aptly coloured wines to serve. I hope these suggestions can demonstrate that there are plenty of opportunities to have a glass of pink without enduring lolly water.

Greet your guests with a glass of Yellowglen NV Perle Sparkling Rose ($18) a blend of pinot noir and meunier. This is an elegant wine from an elegant bottle and makes a wonderful change from a cheap tasting sparkling wine. A lovely sparkling but subdued pink, it has aromas of citrus blossom and flavours of summer berries. It displays a fine bead and delicate mousse so is a stylish entrée to our pink day.

Next in line is gigglejuice, the somewhat unkind colloquial name sometimes given to the Innocent Bystander Moscato 2013 ($19). A very pretty pink this is a true moscato made entirely from muscat grapes. These are harvested in the cool of the night, chilled and crushed quickly but left in contact with the skins to extract a hint of pink. The juice then undergoes winemaking processes that keep the alcohol to a low 5.5%, trap the natural effervescence and heighten the aromatic intensity.

It smells of fairy floss, musk and orange sherbet and, yes, it is sweet but not cloying, stick your teeth together sweet. Rather it is fresh and zesty with flavours of green apple and brioche and will compliment a fresh fruit platter or scones with jam and cream. It is very easy drinking, refreshing and oh so moreish.

On to more serious drinking but still pretty in pink are two very different rosé styles. Turkey Flat Rosé 2013 ($18) is a magnificent salmon pink blend of four grapes, grenache (81%), shiraz (10%), cabernet sauvignon (6%) and little known dolcetto (3%). To me this is a very complex and adult rosé where each of the varieties gets an opportunity to show off. The young grenache displays strawberries and raspberries on the nose with a little rose petal and spice from the shiraz. The palate highlights the red fruits of the shiraz and the signature blackcurrant of the cabernet with a hint of cherry from the dolcetto. The tannins are soft and the wine finishes dry with the lingering earthy qualities of the grenache.

Finally, and to prove the remarkable versatility of grapes and grape varieties,

try the West Cape Howe Rosé 2012 ($17) which is mostly, if not totally, early picked cabernet franc and has a deeper more blushing pink than any of the others. This wine displays a lifted cherry and violet nose with plenty of strawberries and cream to follow. What makes this wine a standout is the underlying cranberry and spice characteristics which help to balance acid and fruit sweetness. To do it justice it needs food but seems to marry well with lots of savoury nibbles.

I really regret I’ve been unable to find a really good sparkling sangiovese. Years ago Fred Pizzini made a most beautiful and elegant naturally fizzante blush but alas not recently. Good drinking.

Grown up pinks


John Quessy General Secretary

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

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

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

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

Gabrielle Connell Vice President ECS Albury Preschool Kindergarten

Francis Mahanay Vice President, ACT Holy Family School, Gowrie

Peter Moore Financial Officer De La Salle College, Cronulla

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

General Executive MembersJohn O’Neill Carroll College, Broulee

Ann Rogers ASPECT South Coast School, Corrimal

Pat Devery St Mary’s Cathedral College, Sydney

Marty Fitzpatrick St Francis Xavier’s Primary School, Ballina

Ralph Hunt The Armidale School, Armidale

Denise McHugh McCarthy Catholic College, Tamworth

Patricia Murnane Emmaus Catholic College, Kemps Creek

Michael Hagan Mater Maria College, Warriewood

Leah BayinSt Jude’s Primary School, Holder ACT

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

Newsmonth

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

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

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

Bernard O’ConnorNGS Super

NSW/ACT IEU Executive

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


The Coalition’s position on super

Superannuation was arguably not the most contentious issue during the recent election campaign, but the two major parties presented different positions which were strongly underpinned by their party ideology and values.

Prima facie, it appears that both parties got the strong message from the public, businesses and professional representative organisations to stop tinkering with super, as this clearly leads to the breakdown of confidence in our superannuation system. As a result of this awareness, Labor promised no changes to super for five years; the Coalition promised no more negative, unexpected changes, or not to move the ‘goalposts’.

Other policy positions outlined by the Coalition during the election include:•A two-year freeze in the

superannuation guarantee increases so that the rate of 9.25% remains in place until June 2016, but a commitment to a gradual SG rate of 12%.•Paid parental leave to include

superannuation payments.•Revisiting concessional

contribution caps and incentives such as the Government co-contribution scheme.•Removal of tax concessions for low

income earners – currently a payment of up to $500 per year for individuals whose adjusted taxable income does not exceed $37,000 and who satisfy other criteria.•No statement on the tax on

superannuation pension savings where investment earnings exceed $100,000 per year.•A promise to ensure fairer

taxation: this relates to the originally punitive tax penalties imposed on members who exceeded the contribution caps for both salary sacrifice contributions and after-tax contributions.•Improving Governance in

Superannuation in line with corporate governance applicable to ASX listed companies: this is a three pronged initiative which includes a mandated percentage of independent directors

on super fund boards, mandatory disclosure of conflicts of interests and a requirement for directors who sit on multiple boards to report to APRA (Australian Prudential Regulation Authority). This goes to the heart of the “equal representation model” (50% employer; 50% employee directors) which is the current structure for industry funds.•Enhancing Transparency of

Information: this has to do with standard reporting of fees and returns, as well as comparable definitions for investments and asset classes for members.•Streamlining employer reporting

through the use of a superannuation clearing house through the Australian Tax Office.

Of course the proof will be in the pudding as there are both benefits and detriments depending on where an individual is placed in the workforce, as well as age and gender. Clearly the two-year postponement of SG increases will hurt national retirement savings and the removal of tax concessions for low income earners will hurt primarily women who often take part-time work due to family duties. However, the super contribution for paid parental leave will benefit women to some degree.

The requirement for one third of board directors to be ‘independent’ is certainly a radical departure from the current equal representative model which has served industry funds well since its inception. If this measure is legislated, then it should certainly apply to all funds - retail, corporate and industry rather than just one segment of the industry. Obviously the independent directors measure is no silver bullet as independent directors are capable of making mistakes (consider the corporate failures this country has seen which were attributable to independent directors). As any potential conflict of interest by a director must be declared to the board and managed under the current strict regulations, it is unclear whether this ‘new’ proposal is grounded in anything other than bombast or ideology.


To enter one of these giveaways, write your name, membership number and address on the back on an envelope addressed to Newsmonth, NSW/ACT IEU, 485-501, Wattle St, Ultimo 2007 by Friday, 11 October. Please mark on the envelope which giveaway you are entering.

Giveaway 1 Giveaway 2 Giveaway 3

www.ieu.asn.au giveaways

ImagineUsing mental Imagery to Reach your Full Potential(Three books to giveaway)Author: Dr Lydia IevlevaISBN:978-1-922132-42-0

It’s the spring of 1922 in New York City, a decadent playground of shifting morals, glittering jazz and bootleg empires. Chasing the dream, would-be writer Nick Carraway (Tobey Maguire) arrives from the Midwest only to land next door to Jay Gatsby (Leonardo DiCaprio) a mysterious millionaire whose estate overflows with endless parties.

As Nick’s beautiful cousin Daisy (Carey Mulligan) and her blue-blooded husband Tom Buchanan (Joel Edgerton) fall into Gatsby’s orbit, Nick bears witness to a tragedy of impossible love and incorruptible dreams.

Based on F.Scott Fitzgerald’s timeless epic, The Great Gatsby mirrors the struggles of modern times in a dazzling visual journey directed by Baz Luhrmann.

The Great Gatsby(Three DVDs to give away)Roadshow Entertainment

When Professor Ian Frazer was awarded the patent for the vaccine to cervical cancer, he knew it could help to save the lives of 275,000 women around the world each year. Few people know the real story of the Scottish-born Australian of the Year who is behind one of the great medical discoveries of the century. Given exclusive access to Ian Frazer, biographer and award-winning journalist Madonna King peels back the many layers of his extraordinary life. She tells of the ongoing struggle for funding cancer research, the herculean international legal battle waged to win the patent, the devastating loss of his friend and co-researcher Dr Jian Zhou, and Ian Frazer’s commitment to have the vaccine made available in the developing world.

Ian FrazerThe Man who Saved a Million Lives(Three books to give away)Author: Madonna KingUniversity of Queensland PressISBN: 9780702245670

Much of how we think, feel and behave is dictated by the images of our mind. Imagine is one of the first books on the market to provide a practical and comprehensive guide to understanding and using the power of positive mental imagery to help people achieve their goals and reach their full potential.

Dr Lydia Ievleva is a practicing psychologist with 25 years experience. She has worked with professional athletes and Olympians, musicians, artists and dancers seeking to fulfill their potential.

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