GENERAL SECRETARY DEBRA JAMES M embers in Tasmanian Catholic schools have been provided with an unprecedented opportunity to bring home to their employer the reality of their working lives. After picking up their bat and ball and walking away from the bargaining table back in July the TCEO announced they would bypass the union and put an Agreement out to vote. When staff do finally get to vote on this TCEO proposed Agreement, they will be able to send a very clear message of disapproval to an employer clearly out of touch with the views of their employees. Unable to come to grips with standard conditions in the industry, the TCEO refused to move on a couple of key issues for staff. In particular, their refusal to guarantee secure employment for the lowest-paid staff in schools has outraged members and non-members alike determined to stand by their support staff colleagues. Home room and pastoral care in secondary schools has long been counted as scheduled class time in Tasmanian government schools and across the board in Victorian schools, yet the TCEO continue to expect teachers to put in this time on top of a full teaching load. Enough is enough. The TCEO is trying to hide behind a fictitious shield of inadequate funding despite inaccurate costings on the outstanding matters and demonstrable increases in federal funding for 2015. It simply doesn’t stack up. Tasmania, stay strong and vote no. JUST VOTE NO Staff in Catholic Schools in Tasmania have every reason to vote NO. Here’s why. W e started discussions in November 2012. Nearly two years later we still don’t have an Agreement. The Tasmanian Catholic Education Office (TCEO) delayed, cancelled meetings, deferred, needed to take matters back to their secretive ‘reference group’ and repeatedly apologised for not being ready. The Union did virtually all the work – providing draft documents and progress tables throughout the process. The TCEO provided a few ‘amendments’, but nothing of substance. The Union took the TCEO to the Fair Work Commission at one point, which at least got the TCEO over some of its sticking points. But still they are acting irresponsibly. On several issues the TCEO agreed to certain claims, only to renege later on. The Union has stuck by every concession it has made, even where it was part of a trade that the TCEO reneged on. The whole process has been most unprofessional. Then finally the TCEO refused to continue negotiations. Now the TCEO is putting out its own ‘Agreement’. It has been drafted in the back rooms of their lawyers’ offices. The TCEO have told us it will be sprung on you from 13 October. You will then be asked to vote. The real question is whether staff can trust the TCEO. The latest TCEO ‘Update 10’ is urging staff to vote for the ‘Agreement’ because of what they claim is a ‘deep state budget cut’ of $2 million over four years. Somewhat absurdly, they concede in the same bulletin that there is still an increase in State Government funding for 2015. The Government says it’s a net increase of 7.9%. The TCEO claims it ‘will be less than half of that’. So it is not a cut; it’s an increase of between 3.9% and 7.9%. The massive increase they had hoped for will not be quite so big. And federal funding, which dwarfs the State Government contributions, will continue to increase by around $10mill each year to 2017. The whole recurrent budget for Catholic education in 2014 was about $154 million. In 2015 (after this ‘deep cut’) it will be well over $165 million – an increase of around 8%. The TCEO needs to stop being so selective with information. All staff, union members or not, should vote NO to the TCEO’s ‘Agreement’. The TCEO must resume negotiations and come clean about how they will spend the significant funding increases they are getting over the next three years. Tasmania, stay strong and vote no PRINT POST 100010937 VOLUME 4 NO 5 OCTOBER 2014 The Barry Wood and Jan Bavinton grants Page 16-17 Attendance Time explained Page 9 Annual Review Meetings Page 8 Making Education Matter Page 3 Reducing Scheduled Class Time Page 5
Transcript
GENERAL SECRETARYDEBRA JAMES
Members in Tasmanian Catholic schools have been provided with an
unprecedented opportunity to bring home to their employer the reality of their working lives.
After picking up their bat and ball and walking away from the bargaining table back in July the TCEO announced they would bypass the union and put an Agreement out to vote. When staff
do finally get to vote on this TCEO proposed Agreement, they will be able to send a very clear message of disapproval to an employer clearly out of touch with the views of their employees.
Unable to come to grips with standard conditions in the industry, the TCEO refused to move on a couple of key issues for staff. In particular, their refusal to guarantee secure
employment for the lowest-paid staff in schools has outraged members and non-members alike determined to stand by their support staff colleagues. Home room and pastoral care in secondary schools has long been counted as scheduled class time in Tasmanian government schools and across the board in Victorian schools, yet the TCEO continue to expect teachers to put in this time
on top of a full teaching load. Enough is enough.
The TCEO is trying to hide behind a fictitious shield of inadequate funding despite inaccurate costings on the outstanding matters and demonstrable increases in federal funding for 2015. It simply doesn’t stack up.Tasmania, stay strong and vote no.
JUST VOTE NO
Staff in Catholic Schools in Tasmania have every reason to vote NO. Here’s why.
We started discussions in November 2012. Nearly two years later we still don’t have an Agreement. The
Tasmanian Catholic Education Office (TCEO)delayed, cancelled meetings, deferred, needed to take matters back to their secretive ‘reference group’ and repeatedly apologised for not being ready. The Union did virtually all the work – providing draft documents and progress tables throughout the process. The TCEO provided a few ‘amendments’, but nothing of substance. The Union took the TCEO to the Fair Work Commission at one point, which at least got the TCEO over some of its sticking points. But still they are acting irresponsibly.
On several issues the TCEO agreed to certain claims, only to renege later on. The Union has stuck by every concession it has made, even
where it was part of a trade that the TCEO reneged on. The whole process has been most unprofessional. Then finally the TCEO refused to continue negotiations.
Now the TCEO is putting out its own ‘Agreement’. It has been drafted in the back rooms of their lawyers’ offices. The TCEO have told us it will be sprung on you from 13 October. You will then be asked to vote. The real question is whether staff can trust the TCEO. The latest TCEO ‘Update 10’ is urging staff to vote for the ‘Agreement’ because of what they claim is a ‘deep state budget cut’ of $2 million over four years. Somewhat absurdly, they concede in the same bulletin that there is still an increase in State Government funding for 2015. The Government says it’s a net increase of 7.9%. The TCEO claims it ‘will be less than half of that’.
So it is not a cut; it’s an increase of between 3.9% and 7.9%. The massive increase they had hoped for will not be quite so big. And federal funding, which dwarfs the State Government contributions, will continue to increase by around $10mill each year to 2017.
The whole recurrent budget for Catholic education in 2014 was about $154 million. In 2015 (after this ‘deep cut’) it will be well over $165 million – an increase of around 8%. The TCEO needs to stop being so selective with information.
All staff, union members or not, should vote NO to the TCEO’s ‘Agreement’. The TCEO must resume negotiations and come clean about how they will spend the significant funding increases they are getting over the next three years.
CONTRIBUTIONS & LETTERS from members are welcome and should be forwarded to: The Point PO Box 1320, South Melbourne 3205, or by email to: [email protected]
The Point is published by the Independent Education Union Victoria Tasmania.
EDITORIAL CONTENT: Responsibility for editorial comment is taken by D.James, 120 Clarendon Street, Southbank 3006. Views expressed in articles reflect those of the author and are not necessarily union policy.
COMMITTEE OF MANAGEMENTGeneral Secretary: Debra James Deputy Secretary: Loretta Cotter Assistant Secretary (Tasmania): Angela Briant President: Mark Williams Deputy President: Elisabeth Buckley
Ordinary Members:Patrick Bennett Andrew Dunne Maureen Shembrey Coralie Taranto Emma Wakeling
School Officers:Margot Clark Christine Scott
COUNCIL PRESIDENTS & DEPUTIES
Event Day
Rep Training: Initial Rep Training Tuesday 14 October (Melbourne)
OHS Webinar: Risk Assessment and Control Friday 17 October (Online)
Rep Training: Experienced Rep Training Tuesday 21 October (Melbourne)
Seminar: ES Reclassification Tuesday 28 October (Melbourne)
OHS Training: Risk Assessment Wednesday 29 October (Hobart)
IEU Annual Conference Saturday 15 November (Melbourne)
OHS Refresher Course Tuesday 18 November (Melbourne)
Location Date and time
Macedon Holgate Brewhouse, 79 High St, Woodend
Tuesday 21/10, 4:30pm
Bentleigh Boundary Hotel, cnr Centre and East Boundary Rds, Bentleigh East
Wednesday 22/10, 4:30pm
Monbulk Club Hotel, 848 Burwood Hwy, Ferntree Gully
Tuesday 28/10, 4:30pm
South Barwon and Bellarine Bareena Bowls Club, 89 Noble St, Newtown
Wednesday 29/10, 4:30pm
Carrum, Mordialloc and Frankston Mordialloc Sporting Club, 528 Main St, Mordialloc.
Thursday 30/10, 4:30pm
TRAINING CALENDAR – TERM 4, 2014
EDUCATION MATTERS FORUMS CALENDAR
Catholic Primary Council President: Maree Shields Deputy: Vacant
Catholic Secondary Council President: Stephen Hobday Deputy: Ruth Pendavingh
Independent Council President: Cara Maxworthy Deputy: Vacant
Tasmanian Council President: John Waldock Deputy: Jeremy Oliver
Principals’ Council President: John Connors Deputy: Duncan Arendse
@IEUnews IEUVictoriaTasmania/IEUvictas
Life Education Voting on a new Agreement Page 4
Bargaining RoundupDelivering for independent school members Page 6
After 23 rounds of intense combat, two competitors stood head and shoulders above the rest but locked in a dead heat for the premiership and glory. Bloodied but unbowed they resumed their head to head competition in the final series. After the first weeks of the finals they had proved again that they were the leaders of the competition, but again, nothing could separate these brave contestants. An end to the contest was declared with the draw the fairest result.
The most exciting IEU Footy Tipping competition in memory finally came to a close with foundation members Mick Guinane from St Richard’s Kilsyth and Chris Dolley from St Ignatius College Geelong joint winners. Mick led for much of the year but was eventually chased down by a fast-finishing Chris. Both were delighted to share the glory and rewards after a tough season, and both are looking forward to putting as much effort into the planning of a holiday with their prize-money. Geelong supporter Chris, who played for Geelong’s Reserves as a younger man, considers himself to be an armchair expert and deliberated over his tips every week, whereas Mick remarkably put in his tips in the season’s start and trusted to fate.
The winner of the random prize was Jess Turton from Monivae College Hamilton who was ecstatic to hear the good news. Jess, despite finishing off the pace in the competition, was rewarded for putting her tips in every week and is looking forward to taking a birthday cruise next year with her prize.
Thank you to everyone who was part of the competition this year.
FOOTY TIPPING WINNERS
As part of our Education Matters campaign, the union has written to the major parties asking them to commit to resolving the issues we have identified that affect IEU members in schools across Victoria.
We have received these responses now, and pending some further clarification and analysis, we will
report back to you in detail about how each party intends to address the concerns we have raised in the next edition of The Point.
Our Education Matters campaign is focused on achieving the following policy outcomes:
■ getting more special needs funding for students in non-government schools
■ the indexation of non-government school funding, maintaining current arrangements
■ Equal Opportunity Act reforms that will prevent the ability of employers to arbitrarily discriminate against workers
■ stopping performance pay from being introduced into Victorian schools
■ better TAFE and VCAL funding, including a reversal of recent cuts
■ having the Safe Schools Coalition (anti-homophobia program) actively promoted to non-government schools
■ seeking better, faster public sector bargaining, conducted in good faith and not bound by arbitrary government wage polices.
■ more support to investigate and regulate non-government schools, to better protect IEU members from unexpected school closures
■ free and fair elections for VIT Council which guarantee teachers will be appointed to this key body.
We know two important things about this state election – it will be close, and it will be decided in a handful of marginal seats. That’s why, in conjunction with Victorian Trades Hall Council, we have been contacting members in marginal seats to discuss the issues that are of concern to them, with a view to lobbying political candidates on their behalf.
You may have also received a call from an IEU colleague to invite you to one of our upcoming Education Matters forums, being organised by the union to allow members to meet staff from Trades Hall and hopefully some state election candidates, so you can discuss the issues with them directly over a drink.
Showing the politicians that Education Matters
The new Education Support structure is a strong focus of training and professional
development, and ES members have received their own guide to every aspect of it, including tips on how to make a reclassification application. We have recently also published a members’ guide to the new parental leave provisions, and there are upcoming seminars for any members who need detailed advice and explanations of these. Rep training, particularly in the early part of the year, also focused on the Agreement. We are working with the CECV to develop pro-active processes for addressing fixed-term
employment, particularly in the areas of aides and new teachers.
2015 brings a reduction in extras for secondary teachers and in scheduled class time for primary teachers, delivering them parity with the government sector. For primary teachers in particular, this long-standing inequity should deliver a genuine reduction in workload. In preparation, we have been gathering information from primary reps about current practices, and some of the information emerging is disturbing. Some schools do not seem to be complying with the current Scheduled Class Time limit of 23
Nearly a year after settling the Victorian Catholic Agreement, we are still busy educating members about the many improvements it contains.
hours and its intersection with ‘no set attendance requirements’, mainly because they do not ‘count’ activities such as supervised lunch eating, and practices differ, in particular at the start of the day.
A key change in the Agreement for primary teachers was that SCT must include ‘all scheduled classes allocated to the teacher from the time that students are required to be in attendance.’ Plainly, lunch time supervised eating in classrooms falls into SCT. The greyer area is the time between when teachers enter classrooms and when students do. Some staff are being directed to be in their classrooms prior to when students come in. If the whole class is there and the teacher is there – be it lined up at assembly or in the classroom, it is SCT. If the whole class is not
there but the teacher is ‘required’ to be in their classroom, it might not be a breach of SCT, but it is certainly a breach of the ‘no set attendance’ provisions of the Agreement.
There are also many examples of good practices, but it is clear that we need to do a lot of work with our principals and our sub-branches to ensure that improvements achieved as a result of negotiations are actually implemented. This also means ensuring primary principals are adequately resourced to deliver the improvements without feeling budgetary pressure.
Next term we will work with reps and principal members to educate, raise awareness, promote good practice but also, when necessary, enforce the provisions of the Agreement.
DEPUTY SECRETARYLORETTA COTTER
Making the Agreement work for you
Get enrolled, get your students enrolled
Are you correctly enrolled to vote? If you’ve moved house in the last few years, it’s important to make sure you’re enrolled at your current address. You can check the status of your own enrolment at www.vec.vic.gov.au
It would also be a good idea to start talking to young people who are able to vote for the first time about making sure they’re enrolled – whether they’re senior students at your school or your own kids. First time voters can now enrol online at www.vec.vic.gov.au
THE POINT October 2014
2
What does the MEA say?The Catholic Agreement has some new changes affecting Scheduled Class Time:
■ In primary schools, scheduled class time includes all scheduled classes allocated to the teacher from the time that students are required to be in attendance – clause 56.3(a)(iv)
■ In primary schools full-time teachers may be allocated a maximum of 23 hours per week. From the commencement of the 2015 school year, the maximum will be 22.5 hours per week – clause 56.4(a)
■ In primary schools the total scheduled class time per week in clause 56.4 may be averaged over the term save that it cannot normally be more than 24 hours in any one week – clause 56.6(a)(i)
Consultation is important for all staff to feel they have input into changes at their school. The Agreement says:
■ Consultation means a serious attempt through a fair exchange of views is made in order to reach an understanding and consensus – clause 16.1(d)
■ Staff morale and Employee job satisfaction is enhanced where the views of all Employees are taken into account before decisions are made – clause 16.1(b)
■ The Principal, as the Employer’s representative, has ultimate administrative and operational responsibility for decisions made as the school level, provided that these decisions are made in accordance with the consultation principles outlined in this [agreement] – clause 16.1(a)
This change means a reduction of 30 minutes a week. For some schools, meeting this
new target will be simple, as they may already have enough specialist subject areas in place to increase the time allocated to each specialist teacher. But unfortunately not all schools will find the solution so easy.
The historyWorkload has always been an on-going issue in primary schools and was the highest priority when the claim for the 2013 Agreement was being developed. However, previously, SCT was not a primary school consideration at all. Every school had the same length school day and the focus was on the amount of ‘release time’ a teacher had rather than the time spent teaching.
Scheduled Class Time is any time where classes are allocated to a teacher from the time that those students are required to be in attendance.
By ensuring every full-time teacher had 2 hours of ‘release’, an equitable amount of teaching time for each teacher was maintained. But as schools altered the structure of their school days by either shortening or lengthening the start and end times, or by rearranging the play and lunch breaks, teachers at some schools found they were teaching classes for much longer than others. The focus changed to regulate the amount of SCT, to ensure an equitable amount of time spent teaching for all full-time primary teachers across the state. So equity within Catholic schools was achieved and has become the norm, but what about between sectors?
For a long time Catholic secondary schools have had the same amount of Scheduled Class Time as our Victorian Government Sector (VGS) secondary neighbours, but our Catholic primary schools have not been afforded the same SCT conditions as our colleagues in Government Primary Schools. Until now.
2015 will see a great shift for Victorian Catholic primary schools when parity with the VGS primary schools is achieved and the new limit of 22.5 hours comes in.
What is Scheduled Class Time?Scheduled Class Time is any time where classes are allocated to a teacher from the time that those students are required to be in attendance. While not perfect, the words in the new Agreement (see side column) mean that, if teachers are expected to be there and students are expected to be there, the time must be counted in the same way it is in secondary schools. This then includes times such as ‘eating time’ at recess and lunch, as during those times both the students and teacher are required to be together.
This change in the Agreement’s wording doesn’t impact upon the fact that teachers should not be compelled to be in their classrooms before school when the students are not required to be there. Making that an obligation could be seen to be at odds with another clause in the Agreement: There is no set attendance requirement for teachers at the workplace beyond their scheduled duties including classroom teaching – clause 55.1(b)(ii). A teacher may choose to be working in their classroom, but should not be compelled to be there if the students are not required to be in there with them. So the times that teachers are in the classroom other than when students are required to be in attendance, is not SCT.
How can we reduce our SCT to meet the new limit?
The simple response, where schools are currently at 23 hours of SCT per individual full-time teacher per week, is to give each teacher a direct reduction of 30 minutes. This may be possible through adding another specialist or lengthening the time for current specialists. However that is not an option for some schools due to various reasons such as funding or staffing. There may be alternative means of managing this change which provides for even better outcomes in terms of improving the management of teachers’ workloads.
Reducing SCT in 2015 for Primary Teachers
1. Accumulation by term: The additional release time is accrued to equate to a complete day out of the classroom during a term. Given 30 minutes per week reduction across a 10 week term would equate to 5 hours, which is equivalent to the length of the teaching day in most schools, this means that a teacher could have one day per term out of the classroom for their own preparation or planning.
2. Combined over fortnight: By combining the 30 minutes per week over a fortnight, this would provide for one hour of release giving them a ‘longer’ period of release which may assist with either the group planning or better personal planning time. (Note: It may also assist with part-timers’ hours being organised more easily.)
Consultative mattersPlanning needs to start now in order to be able to meet the new limits by the beginning of 2015. Working with your Consultative Committee is key in sorting through these changes. Every school is different with its own set of challenges and issues to deal with. The staff in your school know your situation best and should be utilised as a valuable resource. Discuss what happens at your school during times that students require supervision such as eating. Can these times be handled differently? What do other schools do? There are many ways of working in Catholic primary schools that have become common practice over time. Is it possible to change some of these things? Be open to new ideas and trialling new ways of thinking.
We are here to help!If you require some help with working through ideas, or have some further thoughts on how this change might be successfully implemented in your school, please don’t hesitate to contact your IEU Organiser.
Life Education Agreement
After a successful industrial campaign, Life Education resumed bargaining with the IEU and a new Enterprise Agreement is currently with our members for a vote. Although there are significant compromises there are also some
important gains and we are recommending a YES vote. Thank you to our primary principal IEU members and IEU reps who emailed Life Education raising concerns – you made a real difference.
Members have been successful in stopping reductions to personal leave, long service leave and school holidays. There is an improved redundancy process and clearer limits on casual employment. Work in school holidays is limited to up to 7 days PD only. For the first time there are fair processes for managing performance concerns. Jobs are guaranteed for two years if you are on parental leave.
The wage increase is very low – three lots of 2.5% – locking in a zero increase for the last 18 months. However, this should assist Life Education to manage its financial situation and keep as many jobs as possible.
We congratulate members at Life Education for their unity and their reasonable approach to compromise – and their fashion-leading Giraffe onesies!
Members want your school to consider booking their excellent programs on (03) 9852 0199 – www.lifeeducation.org.au
ES WinBTW is pleased to report a win or two with the new Education Support Staff classification level in the Catholic Agreement. A couple of ES admin members who were deemed to be performing ES3 roles at the start of 2014 had been translated across to the new scale. However, this was done using the ‘old process’ i.e. move to the next level (ES3) and the pay point higher than their current one. They should have been placed on ES3/9 as the minimum starting point for new Level 3 ES employees. After seeking advice from the Union and having the new ES structure explained to their employers, the members were placed at the correct level, with adjustments made to their pay for the preceding months. Further increments will follow into the future.
Violence in SchoolsBTW has also been extremely concerned about recent incidents reported where members in schools have been struck, verbally abused or manhandled by students. This has caused obvious distress and alarm not only to the members who were the direct victims of this behaviour; indirectly, there was concern from colleagues who provided support, making them aware that they may also be victims of similar behaviour. In the cases which have come to the attention of BTW, the schools did not have a clear policy on how to manage such violent behaviours. In one case, the situation was resolved with the student exiting the school. The process preceding this outcome did generate further angst for the member who had been attacked. In another case, a student who had also physically attacked a teacher had re-entered the school community without the knowledge of the employee. The member had received advice as to their rights to a safe and healthy workplace, but clearly this was not sufficient.
BTW urges members and sub-branches to pressure their employers to develop policies which address violent behaviour. The IEU provide guidelines on how such a policy should be developed at www.ieuvictas.org.au
As recent media reports reveal, working conditions that impact negatively on the stress levels of staff working in schools can have significant legal implications into the future if not properly handled by the employer.
BTW’s first foray in the world of industrial journalism in the last edition of The Point elicited a great response from members. Calls to switch asking to speak with BTW were met with confused responses. ‘Who is this BTW?’ Nevertheless, referrals to Organisers on the matters raised provided great communication and feedback for members.
BTW Behind the DrapesA large part of the work of your Union is taken up with bargaining for Enterprise Agreements in independent schools. Members in these schools often only get part of the picture as to what actually goes on in bargaining. BTW was able to sneak silently and surreptitiously into the ‘bargaining room’ of one Indie school recently, not only hiding behind the whiteboard, but making himself invisible behind the velvet drapes. He provides the following excerpt from a one act play, maybe soon to become a rotten rock opera.
Scene: A small boardroom at the school, Thursday after school. 12 tense people are squeezed around a slightly undersized board table. After flatly refusing to consider a proposed amendment to the claim, the principal has just finished expressing her willingness to listen. One of the staff reps is taking her to task on the paucity of the salary offer.Bronwyn: We are one of the worst paid schools in Victoria. It is insulting that you are not even offering parity with government. Let’s compare like with like. Recognise the extra work we do and lift salaries to a level comparable with a like school.IEU Organiser: [Smiles, says nothing. Inside feels like high-fiving Bronwyn.]Jerry (for the employer): Name a like school you would like to be compared with.Bronwyn: [Names a school]All: [Silence] Jerry knows she has just taken a hit to the port side.
Bronwyn resumes.Bronwyn: I’m pretty sure we’re the worst paid independent school in Victoria.Principal: Jerry is that true?Jerry: No. Lots of independent schools pay less than yours.
Con takes up Bronwyn’s fight.Con: Can you name some?Jerry: I could go to the Northern suburbs, to regional Victoria... There are plenty.
Bronwyn swoops on her prey like a ravenous hawk.Bronwyn (raises voice, clearly frustrated): Hello? Are we in the Northern suburbs? Are we in regional Victoria? No. We are where we are. Don’t insult us.BANG! Silence ensues. Jerry knows she has taken a fatal hit and withdraws from battle, limping heavily to port-side. Curtain closes. Audience applauds at length. Organiser gives rave reviews to bargaining committee for awesome interpretation of their roles, played with conviction.
BTW tries to stop chuckling to himself behind the velvet drapes.
Looking for a Job? Maybe not hereIf you’re looking for a job for next year, maybe you want to slip out of mainstream teaching, maybe something inner suburban with a nice, leafy convent-type atmosphere, an independent school without an Enterprise Agreement. Consider the following example of this school:
■ members claim that they are being docked over 2 hours for each hour of personal leave taken, with the teacher then also needing to make up each class missed
■ members have been told that their pay has been reduced depending on the number of students in their class
■ one teacher appeared to have to make up time/classes in the first half of the year in order to take Long Service Leave later in the year
■ it appears that leave entitlements have not been updated for 16 odd months with the bursar’ too busy’ to update them. No indication of leave entitlements available other than through the bursar.
Like a scene out of ‘Ripley’s Believe It Or Not.’
BTW wishes you a happy term 4, and urges you to be mindful of the effects of the silly season that so often strike schools at this time.
Scheduled Class Time (SCT) has recently been the focus of discussion and consultation at many Catholic primary schools across Victoria, with the upcoming change in 2015 to 22.5 hours per week of total SCT for an individual full-time teacher.
October 2014 THE POINT
5THE POINT October 2014
4
Term 3 has been a very active time for bargaining in independent schools. Agreements have been approved at:
■ Melbourne Montessori School ■ Westbourne Grammar School ■ St Margaret’s School ■ Beaconhills College ■ Kilvington Grammar School ■ Berry Street Victoria.
Each school is to be congratulated on the hard work it takes to negotiate an Agreement, to consider drafts and meet all the requirements for lodging an Agreement at the Fair Work Commission. Behind every Agreement are hours of meetings, discussion and reporting back to members. There is often an intense amount of work involved in bargaining and for employee reps at the table, the work is added in after school and in breaks, on top of all the usual workload. These efforts are enormously appreciated at the IEU – the results achieved would not happen without dedicated reps in schools.
Some highlights, but by no means all, of these new Agreements are:
The Melbourne Montessori School Agreement sees the introduction of paid emergency service and home protection leave. In the event of an employee being called to volunteer for the CFA or SES, paid leave of up to 2 days will be provided, equally if natural disaster threatens an employee’s property paid leave can be taken to protect property. Paid parental leave was improved from the last Agreement and assistants’ salaries were increased by a total of 20% over the life of the Agreement. Jennie Schoenfeld was once again a tireless advocate for staff at the table and was ably supported by Kelly Travener. Well done!
The St Margaret’s Agreement was approved at Fair Work on 10 September following a unanimous vote of staff. The most significant issue in this Agreement is that it now covers all eligible staff, canteen staff now being added to the mix. Common core conditions, especially in relation to leave, apply to all staff. The 4 year Agreement delivers significant salary increases uniformly for all staff, taking the salaries from parity to above state/Catholic rates. There are improved redundancy provisions, 14 weeks paid parental leave for the primary caregiver, and 2 weeks for the non-primary caregiver, access to half-pay long service leave, greater protection for variation in part-time hours, 50% fee discount, and an $80 per night camp allowance among other improvements to existing provisions. All in all, an excellent Agreement, negotiated in an atmosphere of co-operation and goodwill. Congratulations especially to bargaining reps, Cara Maxworthy and Kim Charlesworth.
The Kilvington Grammar Agreement will ensure that paid parental leave will move to 14 weeks over the life of the Agreement. Consultative provisions were strengthened to include annual discussion around salary, and the parties have met to confirm salary increases for 2015.
The Beaconhills College Teachers Agreement has achieved good salary outcomes and a commitment to work with staff in relation to workload concerns via an MOU attached to the Agreement. A performance and conduct procedure was included in the Agreement which will ensure this process is clear and well understood.
The Berry Street Agreement has been lodged for approval. This Agreement covers all staff working in Berry St services, so involved employees covered by 4 different awards doing very different jobs within the one organisation. Teachers and education workers are recognised in this Agreement as having their own conditions particular to education. Teachers will move to an improved classification structure that recognises experience and provides greater incremental progression than previously offered. All staff have very good
personal and compassionate leave conditions and will be able to access up to 3 days family violence leave, paid emergency management leave and to access up to 5 days a year for cultural or ceremonial leave.
In other bargaining news, a final draft has been tabled for the Yarra Valley Grammar Teachers Agreement, and it is expected that a favourable outcome will occur here. Again, this will be a 4 year Agreement. Negotiations will then commence for a ‘first time’ General Staff Agreement. The claim has been finalised at Christ Church Grammar, and negotiations are set to commence early in term 4. There is a 20 year gap since the last Agreement, and, under the urging of IEU Rep Trent Brownjohn and a growing sub-branch, the school has agreed to contemporise its employment conditions. Similarly, bargaining is set to get underway at Camberwell Girls’ Grammar after a long break from the table.
Bargaining is progressing well at The Friends School after the school agreed to reconsider its wage offer for the third
BARGAINING ROUNDUP
Delivering for Independent Schools
■ Seventh Day Adventist Schools
■ Alphington Grammar School ■ Bacchus Marsh
Grammar School ■ Beaconhills College ES ■ Cornish College ■ Eltham College ■ East Preston Islamic College ■ Firbank Grammar School ■ Gippsland Grammar School ■ Highview College ■ Hume Anglican
Grammar School ■ Islamic College of
Melbourne ■ Kardinia International
College ■ Oakleigh Grammar ■ Overnewton College ■ PLC ■ Ruyton Girls’ School ■ Shelford Girls’ Grammar
School ■ St Catherine’s School ES ■ St Mary’s Coptic
Orthodox College ■ The Geelong College ES
There’s also lots of bargaining happening at:
General Staff Bargaining at PLC
year of the Agreement. Our bargaining reps have spent many hours canvassing the opinions of staff and will continue to negotiate to achieve the best possible outcomes for the next Agreement.
At Tintern, there is still a lot to discuss. The school has responded to the staff log of claims with a pay offer that leaves staff worse off than their government school counterparts and a parental leave policy that leaves prospective parents thousands of dollars out of pocket compared with the majority of independent school Agreements. The bargaining team is currently awaiting the school’s response on a modified claim to lock in key components for a 12-month period whilst the school leadership is in transition, after which it hopes to negotiate a longer-term Agreement to provide greater, long-term certainty for staff about their conditions.
Members at Preshil can look forward to voting on their new Agreement early in Term 4, as can school assistants and early childhood educators at The King David School.
The IEU has been bargaining at Presbyterian Ladies’ College for a new General Staff Agreement for four
months, and progress is particularly slow. PLC has a current Teachers Agreement – but support staff have not had a new Agreement for 8 years. Whilst there are old School Assistant and School Officer Agreements, other support staff have no Agreement at all and rely on school policy and basic Award entitlements.
The PLC School Officers Agreement is pretty good – a 35-hour week, 5 weeks annual leave, 4 additional days paid leave and 12 rostered days off. However, the school position is to seek to phase out these better entitlements – except for 5 weeks Annual Leave.
Most of the staff claims have been rejected. Our fundamental claim was that general staff should enjoy the same conditions as teachers – in all areas that are not related to a teacher’s role. In response the school is offering less to general staff in several areas – for example,
less redundancy pay, worse parental leave, less accident make-up pay, a worse performance management clause, and limits on taking long-service leave.
Along the way in bargaining, staff have raised several issues – ELC assistants were not getting paid overtime for evening and weekend work, boarding staff were not having a 48 hour break each week despite it being in their Agreement, and admin staff were not getting their 12 rostered days off. IEU representation has been instrumental in fixing each of these issues.
Interestingly one of the bargaining claims that received strong support in our survey was that PLC should employ a specialist HR manager!
We have had great turnouts to meetings of general staff with 60 to 70 staff attending and our IEU general staff membership at PLC has increased this year by 16 people! This is a solid basis for negotiating an excellent Agreement – despite the initial position by management.
1000TASMANIAN MEMBERSIt’s great news to be able to announce that the Tasmanian membership numbers are continuing to grow.
For the first time membership in Tasmania has passed the 1,000 mark.
Not a week goes by without a new member joining. New members have included teachers and support staff from Catholic schools and support staff from independent schools. Among that number there have been quite a few teacher assistants, administrative staff, utility employees and part-time teachers.
Congratulations to all the dedicated school reps and members who are leading the way by showing what it means to be a union member. By your support and understanding of your colleagues and your clear commitment to the greater good, you inspire others to join and be part of the collective effort.
We are finding that many new members are joining on-line, particularly digital natives who prefer not to have to fill out a paper form. Encourage members to let their co-workers know about this efficient and effective option: ieuvictas.org.au/membership/join
Schools Registration Board Abolished
ASSISTANT SECRETARY(TASMANIA) ANGELA BRIANT
A Touch Of ReclassLearning Support Officers
at St Michael’s School Traralgon have recently
been reclassified in accordance with the work descriptions and duties listed in the Catholic Multi-Employer Agreement. Initially reluctant to apply for reclassification knowing that
current funding for students was insufficient, these IEU members were encouraged by IEU rep Bronwyn Power who felt that proper recognition of the work done by aides in schools was long overdue: ‘It is a matter of justice – the work they do is their vocation and they should be remunerated
appropriately’. With assistance from the IEU, the members determined together to request to be reclassified saying it was important ‘to do this as a team as that’s how we work here, and we were so wonderfully supported by the teachers who were behind us all the way.’
This has the potential to impact negatively on the quality of non-government education in Tasmania to
the detriment of children, families and staff in schools. The IEU is concerned that the abolition of the SRB may not be in the best interests of the community.
We also believe that it is in the best interests of our members that the school in which they work is effectively and efficiently regulated. The current light touch model of school registration and review precisely fits that brief.
This decision by the Deputy Premier and Minister for Education Jeremy Rockliff was announced as part of the State Budget just a few weeks ago. While the decision has been promoted as a cost saving measure it is nothing of the sort.
The SRB is a very lean organisation as the Board is an operational body with Board members themselves undertaking all school reviews. The only staffing cost is for a part-time administrative employee.
As I am the IEU representative on the SRB, I know exactly how much time and effort goes into a school review. Typically a school
review takes a day to prepare for, a day for the review visit and a day to write the report. If a school has two campuses add another day; if it is a school in the north or north west there’s another day spent travelling. For this a Board member’s organisation receives payment equal to less than one day of a relief teacher’s payment. This time is a big commitment which we contribute because of our conviction that this is a quality system for non-government schools and in our members’ best interests.
The new regime proposed is that a position known as the Registrar Non-Government Schools be created and sit within the Department of Education. Schools would not be reviewed regularly; instead there would be some sort of spot check system. There would be no input or oversight by stakeholders in the non-government sector such as the Catholic School Parents Association, the IEU or Independent Schools Tasmania, and there would be no Board. The Catholic sector would be outside this altogether and would self-regulate.
The IEU has expressed deep reservations about this proposed new registration system
to the Deputy Premier. We are concerned that the new system may not be able to provide the necessary quality assurance process that the SRB now provides.
To date schools have been provided with timely and effective advice and the support they need to ensure they meet the standards a registered school should.
This has ensured that Tasmanian parents have been able to choose a non-government school for their children confident that there are adequate safeguards in place to ensure that the school they choose is providing a quality education.
In almost all Australian states and territories a body similar to the SRB carries out the role of ensuring non-government schools meet appropriate standards and allows for the involvement of key stakeholders from the non-government sector who are critical to the quality assurance process.
In our letter to the Deputy Premier conveying our concerns we requested a meeting to discuss this at his early convenience. We will keep members posted on the outcome of that meeting.
It’s very important that all members are aware of the pending abolition of the Tasmanian Schools Registration Board (SRB).
Principal Cathy Blackford said the work performed by the aides is intrinsic to the work of the school and makes such a difference in the lives of the students at St Michael’s. IEU members can find more information about reclassification in the new Education Support Employees Handbook.
Learning support officers, St Michael’s School Traralgon
THE POINT October 2014 October 2014 THE POINT
6 7
ANNUAL REVIEW MEETINGS
Welcome to ARM season
Mercy Connect Project Melbourne
The Annual Review Meeting (ARM) process provides this opportunity for staff to participate in an ARM with
the Principal or the Principal’s nominee – so think about how to make the best of this one-on-one time.
In most workplaces there are some broad objectives around the ARM with a focus on formative and affirming achievement which assists staff in setting developmental priorities and goals, with a strong link to professional development. In Victorian Catholic schools ARM meeting requirements are detailed in the Agreement at clause 24. In other settings details about the process may be in either Agreement or policy. For teachers the AITSL Standards of Professional Practice also provide a reference for reflecting on aspects of teacher work.
Many schools have also developed their own documents to assist them ensure that the ARM is conducted in the agreed manner and to assist with consistency. If you are presented with a different process and documentation and have concerns, you should ring the IEU office to discuss this with your Organiser.
Best practice in ARMs is for documentation to be completed by both the staff member and the principal or principal’s nominee with both providing comments on achievement and professional development. This documentation should be consistent with the requirements of your relevant workplace Agreement and outlines the areas to be commented on by the staff member and the principal. It should be the basis of the discussion in the ARM.
The ARM process should not be used as a substitute for Due Process which deals with concerns about conduct or performance; or a performance management appraisal conducted by the employer. It is also not generally intended to be used as assessment for incremental progression up the classification scale, although this may be the case in a small number of independent schools (check your school Agreement for details). If, during the ARM, you feel that the process is focusing on matters that rightly fall under Due Process, or is being conducted in a way that makes you feel that you need support in continuing the discussion, you should contact the IEU following the meeting to discuss whether this requires further follow up.
This is well timed as we who administer schools attempt to finalise the number of students we have identified who will require
significant ‘adjustment’ to the mainstream program of curriculum and other offerings at our disposal for the 2015 school year and beyond.
It is becoming very clear that the resourcing required of schools to not only identify ‘need’ but then to also articulate and fund the required ‘adjustment’ will place considerable strain on already pressured school budgets. This is particularly true for Catholic schools, where the per student funding for serious need is still well under $5,000 per identified disability – approximately 3-4 hours of Aide support per week and less than half of what is available to special needs students in Victorian State schools. I know in recent conversations with colleague primary principals, many already over-staff their special needs programs, well above their funded limits.
We have also seen in recent months, newly detailed enrolment procedures prepared by the CECV legal team which ensure Catholic schools not only understand and comply with anti-discrimination legislation related to disability, but also ensure that prospective parents provide a complete picture of their children in relation to the many and varied forms of learning disability that needs to be documented and assessed as to the ability of the school to actually make the
required adjustments for some students. Catholic schools receive some support
centrally – via specialised support personnel and procedures to guide and inform their decision making , but what about independent schools? As most of these are single entities, it is likely they will need individually to better resource the administrative and learning programs adjustments so that informed decisions are made which are supportive not only for the student and family, but which provide the necessary human and other resourcing for the teachers needing to make appropriate adjustments to learning.
Adjustment is a relative term. Schools (that is, teachers and support staff) have been making adjustments to suit particular students or groups of students for many years. But much of this has been via staff good-will rather than strategic development. At a time in education where all educators in schools are required to display more sophisticated skilling in ‘personalising’ learning for students, not only does this personalisation need to be catered for financially, so too does the level of adjustment now required for many of our students.
It would be useful for politicians to visit our schools more often to see the level of adjustment we already make for probably close to 50% of our students... and their families... and with very little funding and other resourcing.
UNION PRESIDENT MARK WILLIAMS
In the negotiation of the 2008 Agreement, the employers insisted that they wanted to deal with the legislative standard of the 38 hour week in the area of teachers’ hours of work.
This stemmed from some local issues in 2006 and 2007 where a couple of Catholic secondary
principals over-reacted to the legislative requirement to keep records for some workers and began to talk about clocking on and off for teachers. You may remember ‘The Really Truly Time Clock’ cartoon in VIEUPOINT September 2006.
The Union’s strong position at the time of negotiations was that the Agreement did not have to deal with this issue – hours of work for teachers did not fit comfortably into a construct like this as the work undertaken at school was only one aspect of how professionals met their obligations to students – it could not capture, for example, preparation, assessment and reporting, much of which is carried out at home.
The Union only agreed to ‘deal’ with the 38 hour week by ensuring that there was absolute clarity that those 38 hours must take into account these factors and so cannot ever be translated directly into the school ‘day’.
The Agreement clause expressed the following principles:
■ A 38 hour week, averaged over a term and ‘reasonable additional hours’
■ Agreement between the parties that teachers’ work includes the work undertaken to meet their professional responsibilities, and as such this work may be performed in other locations including home
■ There is ‘no set attendance requirement for teachers at the workplace beyond their scheduled duties including classroom teaching’
The exact provisions are:a) Subject to 27.5 the hours of work
for Teachers shall consist of an average of 38 hours per week averaged over a school term plus reasonable additional hours.
b) The parties agree that:i) Teachers’ work includes the
work undertaken to meet their professional responsibilities.
This work may be performed in other locations including, for example, the employee’s home.
ii) There is no set attendance requirement for Teachers at the workplace beyond their scheduled duties including classroom teaching.
27.5 was the reference to no workload being unfair, unreasonable or excessive. The ‘professional compact’ in respect to teachers’ work was to some extent maintained.
In essence, the Agreement clause acknowledged the professional nature of teachers’ work. Life as we all knew it went on. Then in March 2011, without any consultation with the Union, an extraordinary communication was sent to all principals from the IR Unit that was a confusing and inaccurate representation of the clause. It concluded with the advice that teachers had to seek ‘permission’ to leave school premises and to work from other locations.
Extract from CECV newsletter, March 2011Teachers are required to work 38 hours per week (averaged over term time) and to undertake reasonable additional duties.This clause does NOT mean that:
■ teachers are only required to be in attendance at school when they have classroom teaching duties;
■ teachers are entitled to leave the school premises at any time during the school day without permission when they do not have classroom teaching duties;
■ teachers are free to arrive at school after the commencement of the school day or leave the school prior to the end of the school day if they do not have any classroom teaching duties.
All staff including teachers must obtain permission from the principal or the principal’s delegate prior to leaving the school premises in school hours.Where teachers receive permission from the principal to work from other locations, this should be on the basis that the teacher is performing work and not engaging in non-work-related activities.
The premise was absurd – it would mean that teachers would have to seek permission to do their evening or weekend preparation. There was also the inference, repeated in subsequent communications to principals that all staff are ‘required’ to be at school for every part of the day, regardless of whether they are scheduled to teach, do yard duty or attend a planning session, etc. The word ‘required’ was totally at odds with the Agreement provision that ‘there is no set attendance requirement’.
The IEU communicated to principals in response pointing out the inaccuracies in the communication and clarifying that, while we supported reasonable notification or sign-out arrangements at schools when teachers were not on the premises, there was a clear distinction between advising and seeking formal permission. We asked schools to continue to follow reasonable processes based on custom and practice, but to treat teachers and this issue as a professional one, not try to reduce it to the hat in hand servility promulgated by the IR Unit. We warned that doing this would be a breach of the Agreement.
In 2011 the IR Unit sent two more formal communications to schools accompanied by legal opinion. The Union responded on each occasion and provided legal opinion of Senior Counsel Herman Borenstein. The 29 July 2011 advice from the IR Unit actually advised schools that one way of dealing
VICTORIAN CATHOLIC SCHOOLS
Attendance Time and Hours of Work
SUPPORTING ALL STUDENTSIn recent months, our Federal Union has been increasing its pressure on education authorities and the various levels of government to fulfil and even increase its Gonski commitments to non-government schools in relation to the funding of special needs students and their tailored programs of learning.
With the often busy, student-centred world that operates in schools, making time to sit and talk with your employer or a member of the leadership team in a reflective, positive way can be a rare but important experience.
Mercy Connect Project Melbourne is a program which places volunteers
with an educational background in Catholic and Government primary and secondary schools in Melbourne. Training is provided and volunteers spend approximately three hours per week at a school providing either one-on-one or small group literacy and numeracy support to students from a refugee background. Mercy Connect is a project of Mercy Works Ltd. which is a ministry of the Sisters of Mercy Australia and PNG. The program began in Melbourne in 2011 and in 2014 operates in thirty schools and one adult group of asylum seekers.
IEU Foundation member, now retired from full-time teaching, Mary Dowling is one of these Mercy Connect volunteers currently volunteering at Good Samaritan Primary School Roxburgh Park, a Catholic school with the highest number of new arrivals in the sector. Mary and fellow Mercy Connect volunteers Joan Lancashire, Wendy Rizzo and Pauline Salter work at Good Samaritan one morning per week using their experience as teachers and in particular their background with music and performing arts to provide a safe and accessible learning experience to the school’s students from a refugee background.
Beulah Walsh, New Arrival/EL Literacy Leader and IEU member, says of the volunteers: ‘We are so grateful for the passion and enthusiasm with which our volunteers support us in the classroom. They often work with individual and small groups of students to model and provide opportunities for English to be used for authentic purposes while engaging in literacy and numeracy activities.’ Good Samaritan has a dedicated learning enrichment program to support the needs of refugee students who have come from Iraq, many via Turkey, Egypt or Syria.
‘We are so grateful for the passion and enthusiasm with which our volunteers support us in the classroom’
These students often arrive in Australia having experienced trauma, loss and displacement. Their prior education may have been significantly disrupted and as a result some have been unable to attend school long enough to attain literacy in their first language or may have had
poor experiences of school. The school’s program focuses on literacy, numeracy and social skills, and students spend part of each school day in a dedicated classroom for learning support. This balance of support and experience in a normal school setting reflects the contemporary learning environment of a Catholic school better than a traditional language centre would be able to. There are 7 new arrival teachers at the school to support the work of classroom teachers as well as counsellors from Foundation House and volunteers from Mercy Connect.
Mercy Connect is looking for more volunteers to assist with their projects in schools or to volunteer in another of their projects working with adult asylum seekers in an English literacy program run out of the Sunshine Library on Saturdays and about to start at the Dandenong Library and St Joseph’s Flexible Learning Centre North Melbourne.
For more information about Mercy Connect and to register your interest in volunteering, contact the Melbourne Coordinator Sr Mary Lewis RSM on 03 9326 1895 or email [email protected] information is available on the Mercy Works website www.mercyworks.org.au
with the issue in disagreement was to fill up every part of the school day with ‘scheduled duties’ – an underhand and potentially very divisive approach.
The most ridiculous aspect of this attack launched by the IR Unit was that they were trying to explain black as white. The words in the Agreement stipulate that there is no attendance requirement and the IR Unit’s advice kept trying to construct the words in the opposite way.
The IEU has consistently encouraged schools to adhere to practices in schools underpinned by consultation, respect, and goodwill. We have advised members to fulfil their professional obligations, but also that they are able to exercise their right under the Agreement to be away from the workplace when scheduled duties are discharged or have not yet started. We have urged common sense to prevail.
2014 onwardsThe 2013 Agreement was made
with exactly the same provisions, although the parties did come close to some new words that dealt with advising the principal or their delegate when leaving the school. The employers’ reference group rejected those words.
We still have some Catholic schools trying to set compulsory attendance requirements by statements such as ‘scheduled duties commence at 8.30 and conclude at 4.30’. This is no more than an attempt to circumvent the proper application of the Agreement. To be a ‘scheduled duty’ it must be on a schedule AND it must be an ascertainable duty. Examples include scheduled assemblies, scheduled meetings, scheduled parent-teacher meetings and so on.
We have been advised of some instances where employees have left the school prior to the end of the school day, and with no ‘scheduled duties’ only to be advised that this is unpaid leave. In our view, this is a potential breach of the Agreement.
Have you ever wondered how you could continue to use your skills and teaching experience in your retirement, transition to retirement or even study for the teaching profession?
Retiree IEU member Mary Dowling with a student
Joan Lancashire with the group
THE POINT October 2014 October 2014 THE POINT
8 9
They use their position of leadership to micro-manage you and set unrealistic expectations around
volume, quality or speed of work. There may also be a distinct imbalance of praise and criticism. One member has reported having to meet with the principal first thing every Monday morning to present a whole week’s worth of work, upon which they were told each lesson required more work. The teacher worked every weekend trying to please someone for whom nothing was good enough, and ended up severely doubting her ability.
They belittle or humiliate you in front of others, mocking your contributions or dismissing your
ideas as if to say that any idiot could have thought of that. This may also include sarcastic comments, emphasised sighs (indicating tedium or exasperation) or eye-rolling. Such behaviour is childish, unprofessional and yet surprisingly common. When used repeatedly over time, it has the effect of isolating and ‘shutting down’ the victim.
They have favourites with whom they share private jokes in front of you, or whom they grant favours and
privileges not available to all. They may even invite many of your workmates to a social event out-of-hours, or a lunch, and not invite you. Of course, everyone has friendship groups within work with whom they prefer to socialise, so not every exclusion amounts to bullying. However, persistent, repeated incidences of this lead to workplace isolation and withdrawal, which can in turn lead to anxiety and depression.
They contact you out of hours (made easier by our constant access to email, mobile phones and social
media) or make demands at inopportune (for you) times, for example, just before lunch or the end of the day so that you will be required to work longer or make changes to your plans. Quite often, they will do so casually, as if they are unaware of the inconvenience they are causing you. An occasional text message to congratulate you on a special project or piece of work would be fine. One where they are criticising you, reminding you of a deadline or questioning something you’ve done (particularly in the case of a parent) is inappropriate.
In Catholic Education in Victoria, there are a limited number of reasons for which you can be employed for a specified term (see clause 11.2 of the VCMEA 2013 to the right), otherwise employment is on a permanent basis. Where you are validly employed for a specified term (a fixed-term) your start date, end date and the reason that you are fixed-term should be set out in writing on engagement.
Fixed-term Problems Fixed?time to look elsewhere. Where the employer fails to issue the relevant letter the employee must be paid an amount equal to their ordinary wages for any part of the seven weeks’ notice not provided.
... your start date, end date and the reason that you are fixed-term should be set out in writing on engagement.
In addition employers, prior to advertising any position for which a current specified term employee is suitably qualified, must give the employee notice in writing that the position is vacant and if the employee applies for the vacancy must grant them an interview. Whilst there is no guarantee that the application would necessarily be successful, it does avoid the all too common situation where fixed-term employees are unaware of the potential positions available in a school.
These improvements do provide more security and certainty for fixed-term employees, but it is still up to employers to get it right. If you are a fixed-term employee and you are not sure about your situation contact your organiser.
a) Employment for a specified period of time will only occur:
(i) when the position to which the Employee is appointed is to undertake a specific project for which funding has been made available to the Employer for a specified period of time;
(ii) when the Employee is employed to undertake a specific task which has a limited period of operation;
(iii) when the Employee is employed for a specified period of time, being not less than 11 weeks, to replace an Employee who is absent on approved leave;
(iv) when the Employee is employed for a specified period of time to replace an Employee whose employment has terminated after the commencement of the school year and the demands of the program or organisation of the workplace require the employment of a person for a specific period of time, provided that the period of appointment must not exceed the end of that school year;
(v) when the Employer has good reason to believe that, should the Employee not be employed for a specified period of time, then a redundancy situation will arise, provided that the period of appointment must not exceed the end of that school year;
(vi) when an Employee is employed as a Placed Teacher, Primary Principal or School Adviser;
(vii) when an Employee is appointed to teach pursuant to a permission to teach issued by the Victorian Institute of Teaching, provided that the duration of the term of appointment must correspond to the period for which permission has been granted.
b) The duration of a period of an engagement for a specified period of time must not be set to avoid payment of entitlements (such as for non-term weeks) which would otherwise be payable to an ongoing Employee.
c) All service as an Employee engaged for a specified period of time counts as service in accordance with clause 6.
d) On application, after three school years in one school on fixed-term appointments an Employee will be given preference for any appropriate vacancy in that school, all other things being equal.
e) The Employer must, prior to advertising any position in a particular school for which a current specified-term Employee in that school may be suitably qualified, give the Employee notice in writing that the position is vacant and, if the Employee applies for the vacancy, must interview the Employee for the position.
f) An Employee engaged for a specified period of time who will not be immediately re-employed or whose employment will not be extended shall, not less than seven weeks prior to the conclusion of the specified period, be issued with a letter advising them that their employment is terminating. In the event that the Employer fails to issue the letter, the Employee will be paid an amount equal to their ordinary wages for any part of the seven weeks’ notice not provided.
g) During the life of this Agreement, the Employers will, in consultation with the Union, implement pro-active processes to ensure that the use of fixed-term employment is consistent with the criteria set out in clause 11.2(a). The Employers will cause the Union to be provided with relevant data on a quarterly basis.
Note: A seven week notice period also applies to non-renewal of Positions of Leadership where employers must advise incumbent POL holders that their current POL is not being renewed.
Education Matters Election ForumsThe following forums have been organised for the next few weeks. All members and their guests are very welcome to attend:
Macedon Tuesday 21/10, 4:30pmHolgate Brewhouse, 79 High St, WoodendBentleigh Wednesday 22/10, 4:30pmBoundary Hotel, cnr Centre and East Boundary Rds, Bentleigh EastMonbulk Tuesday 28/10, 4:30pmClub Hotel, 848 Burwood Hwy, Ferntree GullySouth Barwon and Bellarine Wednesday 29/10, 4:30pmBareena Bowls Club, 89 Noble St, NewtownCarrum, Mordialloc and Frankston Thursday 30/10, 4:30pmMordialloc Sporting Club, 528 Main St, Mordialloc.
Getting the next government to address our Education Matters is dependent on the success of our campaign, and the success of our campaign is dependent on your involvement. To find out more about how you can get involved contact Christian Bombig [email protected] or speak to your organiser.
1
2
She has been systematically picked on and ostracised by her peers all year and has missed countless Maths lessons
due to anxiety and stress. She’s now fallen behind in her work, which only serves to exacerbate the situation.
■ How will she ever catch up on her work? ■ When will she start feeling more positive
about school? ■ How can she face her fellow teachers?
Yes, that’s right: Fellow teachers. Julie is a teacher and bullying is all too common in Australian schools, with over 95% of staff having experienced some kind of bullying. Like countless school staff, she is the victim of others’ incessant irrational and unreasonable behaviour that has negatively impacted on her health and wellbeing to the point where she now feels unable to continue working there.
Employers have a duty under the Occupational Health and Safety Act 2004 to ‘provide and maintain for employees... a working environment that is safe and without risks to health’ (Section 21.1). This doesn’t merely refer to slippery steps and heavy boxes; it also applies to employees’ mental health and wellbeing. In Term 3 this year, the Supreme Court awarded $1.2 million compensation to Peter Doulis, a secondary teacher whose chronic depression was caused by his school’s unwillingness to address difficulties associated with his teaching load, despite his having notified them of his concerns.
The source of bullying can be managers, colleagues, parents or even students, but typically occurs where there is a (perceived) power imbalance that is being exploited.
So, how can you spot a bully? Here are 7 tell-tale behaviours that indicate your boss, colleague or a school parent may be a bully:
How to tell if you’re being bullied: SEVEN TELL-TALE BEHAVIOURS
Julie wakes just before her alarm most mornings, dreading the day at school ahead to the point of feeling nauseous.
They undermine your knowledge or seek to disempower you, for example, by continually changing the
goalposts. This may be a change in your load, a change in your responsibilities, or feigning to have considered your request but decided against it for a reason that appears trivial or unsubstantiated. Such a change could have the effect of setting you up to fail, for example, by giving you a junior primary class after eight years of teaching senior primary. Even if you transition successfully to the new role, chances are you would have had to work extra hard to keep up.
They are reluctant to put things in writing, including responding to your reasonable requests for clarity.
They will seek to meet you one-on-one or mention things in passing. One member recently reported having been required to attend a meeting with the principal. He asked what it concerned and was told, so he brought along a colleague (support person) who was familiar with that aspect of his work. Once in the meeting, it transpired that the principal wanted to discuss something completely different, and that his colleague was therefore not needed! Needless to say, he insisted she remain and witness the conversation. Full marks to this member for knowing his rights!
Their behaviour is unpredictable, irrational and emotional, possibly to a Jekyll and Hyde extent, so that
you begin to question why nobody else can see what is blindingly obvious to you. Shouting one day, all sweetness and light, possibly crying and remorseful the next, their behaviour keeps you guessing and undermines any attempt to establish a respectful, professional relationship.
Some bullies exhibit most or even all of the above behaviours, whilst others display only one or two. Some are very purposeful and systematic in their actions and have a set outcome in mind, whilst for others it is subconscious behaviour targeted at nobody in particular, but nonetheless impacts on the mental health and interpersonal relationships of those around them.
What to do if you are being bullied
You can find plenty of advice and resources relating to bullying online. A good starting point may be the Department of Justice website (www.justice.vic.gov.au/saynotobullying).
■ If someone is threatening your safety, call the Police.
■ If you are experiencing anxiety, sadness, nausea or depression in relation to your work, visit your GP and take sick leave. If you are considering self-harm, call Lifeline on 13 11 14.
■ Call the IEU. It will help us if you have kept a written account of the bullying behaviours in a diary. We may also ask about your school policies relating to conduct and bullying. We will not take any action without first conferring with you.
What to do if you see (or are aware of) someone being bullied
■ To say nothing is to tacitly approve of the behaviour. Speak up. Something as simple as ‘I don’t think that’s appropriate behaviour’ or ‘That sounds/looks to me like something a bully would say/do.’
■ Ask the victim if they are feeling bullied and whether they need to talk to someone about it. Suggest they call the IEU. If several people are affected, they can approach the IEU collectively to strengthen their claim and provide a broader picture of the abuse.
■ Report the behaviour to the principal. If the principal is the antagonist then ask to see another senior member of staff or even a member of the School Council.
So, in theory it should be pretty simple – you should know the reason that you
are fixed-term, you should know when you are starting and you should know when you are finishing.
But for many fixed-termers in Catholic education in Victoria the reality is that it is not that simple. Many of them don’t have anything in writing, don’t know the reason or whether the reason is a valid one, and for many of them who may have had multiple successive contracts they don’t actually know whether they are going to get reappointed.
Some of these issues have been able to be addressed for a while (as they are existing Agreement breaches) but now improvements in the current multi-enterprise Agreement place greater obligations on employers to advise fixed-term employees about what is going to happen before they get to the end of their contract.
Employers are now obligated to give any employee, engaged for a specified period of time, who will not be immediately re-employed, or whose employment will not be extended, a letter advising that their employment is terminating. This must happen not less than seven weeks prior to the conclusion of the specified period. Whilst this doesn’t protect the job going forward, it does avoid last minute notice of non-renewal and allows employees a longer period of
VCMEA 2013 Clause 11.2 Employment for a specified period of time
3
4
5
6
7
THE POINT October 2014 October 2014 THE POINT
10 11
Work-related stress is an occupational health and safety hazard. It is not
a disease but if left alone it can have serious implications for you and your workplace. The World Health Organisation defines stress as ‘the reaction people may have when presented with demands and pressures that are not matched to their knowledge and abilities and which challenge their ability to cope.’
It is often the case that individuals are blamed for the stress they experience at work. However, workplace stress stems from factors largely to do with how the workplace is structured and managed as opposed to the personal characteristics of individual workers. Workers react to the stressors present in the workplace and it is that reaction which produces the negative physical and psychological outcomes. The adverse effects of stress can include depression, anxiety, feeling unable to cope, sleeping difficulties, fatigue, lowered capacity to concentrate, lowered quality of decision making, headaches, heart palpitations, gastro upsets, increased aggression, cardio vascular disease, drop in work
performance, deterioration of personal relationships and increased susceptibility to workplace accidents.
Your employer is required under OHS law to provide and maintain a working environment which is healthy and safe.
The cost to your school can be equally devastating. It is not just the cost of increased WorkCover premiums, but also sick leave, staff turnover, presenteeism, other staff having to cover absences, decreased productivity, loss of engagement, lower teacher/student learning outcomes, higher incidence of workplace conflict, decreased morale, lower job satisfaction and even reputation damage as the school becomes recognised amongst job seekers as a less preferable place to work.
There are a wide variety of potential causes of work-related stress – factors which are primarily organisational in nature which must be identified and eliminated.
Interrelated factors such as task design, work load and work pace, work intensification, role clarity and role conflict, employment status, the physical work environment, workplace culture, degree of autonomy over how work is organised and performed, leadership styles and how work is managed, workplace relationships such as the presence of bullying or interpersonal conflict risk factors, or a lack of social support are all potential causes of work related stress. Whilst individual staff may identify these risk factors, they cannot on their own control or eliminate them. These are organisational factors which require an organisation-wide response to identify, assess the likelihood of harm caused by them and take action to control or eliminate them.
Health and safety reps have a very important role to play in the prevention of work-related stress. The first step is to identify and become informed about and aware of those factors or issues in the workplace that are affecting members of your designated workgroup (DWG).
This can be achieved by using surveys or short questionnaires, organising a DWG meeting to talk
about the hazards, in conjunction with the IEU sub-branch rep, organising for IEU members to discuss the issues at sub-branch meetings or members of the DWG filling in and submitting hazard report forms. These concerns should then be communicated to your principal. Any action you take as HSR does not remove the duty of the employer to also take steps to identify the hazards.
Once potential work-related stress hazards have been identified, your principal is required to consult with you and the members of the DWG about the nature of the hazards, when and where they occur and the likelihood of employees being harmed, physically or psychologically. As HSR you are then able to represent the views and opinions of your DWG on ways to eliminate or reduce any work-related stress factors from your workplace. The principal is required to take into account the views and opinions of the DWG on how to best implement an action plan to control the stress factors which have been identified. Of course, the effectiveness of any action taken to prevent work-related stress depends upon the reviewing and continual improvement of those actions. As HSR, you are entitled to continue to represent the views of the DWG in these discussions and your principal must take steps to ensure that you are consulted and included in such discussions.
Remember, your employer is required under OHS law to provide and maintain a working environment which is healthy and safe. This includes the provision, monitoring and continual improvement of ways to identify, eliminate or control the risks to your psychological health, such as those presented by work-related stress hazards. Work-related stress is like any other hazard at work, its causes must be identified and steps must be taken to eliminate it before anyone is hurt.
Are you feeling overwhelmed, exhausted, short tempered, intolerant, unsupported by colleagues or leadership, have little control over your work or how to cope with its demands and pressures?
Don’t Stress about Stress
THE PRINCIPALS AUSTRALIA INSTITUTE (PAI)
The John Laing Professional Development Award – 2014
The IEU Principals’ Council held their third meeting for the year on Friday 29 August in South Melbourne. The meeting had a full agenda and President of Council, John Connors thanked all reps present for their attendance.
At the meeting, representatives from the four dioceses have the opportunity to share local issues which come from
principal members. This discussion is always interesting and well received as Council gain some insights into issues that are either distinct or common to each diocese.
Some issues discussed were: ■ Principal Australia Institute (PAI) and the
cuts made to their programs ■ Implementation of the new Agreement ■ Working with Parish Priests as the
Employer ■ Support of the Principal Health and
Well-Being Study.John took the time to summarise some key points from the recently held Joint Council meeting for those present and they were:
■ State Election – the IEU will campaign on and seek commitments to improve the way education is delivered in Victoria. There are three major objectives to the campaign1) to influence changes to Victorian State
Government legislation, policies and practices that will benefit IEU Members
2) to engage and activate IEU members in the political processes that influence change
3) to build the IEU profile in schools and the community through increased media, social media and member promotion
■ Tasmania – John asked reps to be aware that there is no resolution in Tasmania and there is still no Agreement in place.
Principals’ Council Meeting – August 2014
The current representative on this organisation is Justin LIoyd, principal of Holy
Rosary School White Hills. Justin attends meetings on behalf of our members and provides reports to the Principals’ Council.
Each year we, along with the other members of PAI, are asked to nominate one of our members for the John Laing Professional Development Award. The nominee must have led in a way that promotes the L5 Leadership Framework which states:
■ L1 Leadership starts from within ■ L2 Leadership is about
influencing others ■ L3 Leadership develops a rich
learning environment ■ L4 Leadership builds
professionalism and management capability
■ L5 Leadership inspires leadership actions and aspirations in others.
John Laing was a Tasmanian Principal and foundation member of the Australian Principals Association Professional Development Council (now Principals Australia Institute). John’s passionate belief and energy was the driving force behind the first cross-sectoral professional learning projects for all school leaders in Australia.
John’s retirement from the profession prompted a special award to be set up in his honour in 2004. This award was established to recognise the contribution of school leaders who have made a significant contribution to the professional learning of their peers.
The John Laing Award is a non-competitive, peer nominated celebration of school leadership and professional learning. The main aim is to celebrate learning for school leaders by school leaders.
IEU Victorian RecipientThe 2014 recipient of the John
Laing Award is Justin LIoyd, Principal of Holy Rosary School White Hills a Catholic primary school in Bendigo. Justin was nominated for this award by Paul Wilkinson, Principal of St Killian’s School Bendigo. In his nomination Paul mentions the many years of service that Justin has given to Catholic Education. He writes that Justin has led by example and his calm manner has endeared all who have come to know him. In his 16 years as Principal of Holy Rosary he has demonstrated a commitment to his community
and his profession. Justin is acknowledged amongst his peers as someone who is approachable and can be relied to offer support and advice when needed.
A visit to Holy Rosary shows a school that is inclusive and respectful where staff feel secure under Justin’s tutelage. The school has experienced good enrolment growth under Justin’s leadership and this will continue in 2015. Justin has been excellent in his strategic planning of school facilities which has seen the site transformed over the years. The school is now well positioned for the future and this is testament to Justin’s careful and considered leadership.
A proud Union Member since 1988 Justin has always been willing to represent the Sandhurst Diocese at Principals’ Council. He has been most willing to engage in professional bodies such as the Principals Australia Institute where he has been the IEU representative for the last three years.
Justin will accept his award along with the other sector winners at a dinner to be held on Friday 17 October. The IEU congratulates Justin on his outstanding service and is pleased that he will receive some formal recognition for the contribution he has made to Catholic education.
The IEU is the affiliated body with the Principals Australia Institute which is funded by the peak Principal Organisations representing Catholic, State and independent Schools.
Coming Soon To Our Website:
Member Access at www.ieuvictas.org.au You will be able to check your details on our database and keep
them up-to-date You will find what you need to stay informed about your
employment and professional issues In December, you will be able to provide your details for 2015.
Justin LIoyd
David Forbes, Principals’ Officer, tabled a report highlighting some of the common issues he deals with when supporting principal members. David reinforced that our members who required assistance were accessing IEU resources where they could find advice on such matters as WorkCover, industrial matters and OHS. David will continue to work with the TLN to offer online professional development activities that are relevant for members in Leadership positions.
David reported that Justin LIoyd, Principal of Holy Rosary White Hills, would be the recipient of the John Laing Award. It was fitting that Justin be acknowledged as he had been diligent as a sub-branch rep for Bendigo. Justin in a calm and professional manner constantly engaged in discussions concerning the education profession. The Council congratulated Justin who will receive his award at a presentation dinner to be held on Friday 17 October.
Our APPA rep, Michael Bourne, and ACPPA rep, Ellie McGinness, both reported that the upcoming APPA conference in Sydney was fully booked. Michael and Ellie will attend the AGM meetings of their affiliates whilst in Sydney and will report back to Council at the next meeting.
The next meeting of the Principals’ Council will be on Friday 14 November at the IEU Office in South Melbourne. This meeting will conclude at 12.30 for the Annual Lunch which will be held this year at the Rose Diner at 309 Bay Street, Port Melbourne. Invitations for this luncheon and farewell to retiring principal members will be sent out early in Term 4.
THE POINT October 2014 October 2014 THE POINT
12 13
Over 300 competitors from Catholic and independent schools attended the Teachers Games in Bendigo last month.
The Games, held in the first week of the school holidays, attracted competitors from all over Victoria. Our members
played hockey, golf, lawn bowls and dodge ball among a host of other activities and many medals were won.
Many members also attended the annual IEU games function held at Puggs Metro hotel. This was a great opportunity for the members to meet and catch up the latest union news. They also took the opportunity to express their solidarity with our Tasmanian colleagues as they struggle for a fair Agreement in Catholic schools across the Bass Strait.
In what’s becoming somewhat of a tradition, organisers from the IEU office came home with their share of medals too, in golf, cross-country running and mountain biking.
OUR STUDENTS NEED YOU
IEU Campaigning for Disability Funding
Primary Matters with TLN
All primary teachers and staff can get professional development FREE through the IEU supported
Teacher Learning Network. Whether you are in Melbourne,
Mildura or Tasmania you can access TLN programs FREE. These programs are among the best professional learning programs available in Australia.
Here is a snapshot of what is available in Term Four:
Online opportunitiesLeading a Literacy Team Thursday 30 October Live online Creating Positive Staff Relationships
Thursday 6 November Live online
Building Intrinsic Motivation in Primary Students
Thursday 6 November Live online
Leading a Positive Behaviour Classroom
Thursday 20 November Live online
Go to www.tln.org.au for more information and more programs.
The TLN is a world leader in the provision of online professional learning programs. If you have not tried a program yet, you will be amazed at how engaging the format is. We encourage you to try online learning – it means no travel, no parking and no time out of the classroom – these sessions are all offered at 4.00pm or later.
TLN presenters are all of the highest quality – they are experienced people and experienced teachers who have great ideas and are trained in this online format.These programs are available FREE to all staff in TLN member schools. TLN membership is just $350.00 for the average-size primary school and that gives all staff access to all TLN programs for 12 months (over 120 programs). This is a great deal and made possible by the support of the Independent Education Union.
Call the TLN office on 9418 4992, email [email protected] or go to www.tln.org.au to arrange for your school to join TLN.
Our union’s national body, the IEUA, recently launched a campaign to improve funding for students with disabilities in non-government schools by bringing the issue to the attention of Federal Parliamentarians and urging them to ‘do better’ in relation to funding for students with disabilities.
Specifically, the IEUA is calling on the federal government to commit substantial and adequate resources to
meet the learning needs of students with disabilities in the 2015 budget.
As part of the campaign, the IEU Victoria Tasmania wrote to all members asking them to send an email message to their local federal politician and asked principals to complete a survey about the impact of funding on their school.
BackgroundEvidence and case studies provided
by parents and school communities to the Gonski school funding review panel unequivocally illustrated the significant unmet needs for students with disabilities (SWD) in Australian schools.
Across the country, distressing stories clearly showed the SWD were not receiving the support in classrooms that is their right. Invariably, but not always, it was because the school did not have the resources or, in many instances, the skillset.
The findings of the Gonski review panel in December 2011 were no less unequivocal and the panel made a number of recommendations to government to fully publicly fund and apply equally to SWD irrespective of sector.
The previous federal government and the current government have failed abjectly to act on this advice and as a consequence
continue to fail school communities including not only the students with disabilities but also their families, their teachers and education support staff.
Students with disabilities attending non-government schools remain significantly under-funded compared to a student with the same learning adjustment needs attending a government school.
Disturbingly, the funding differential is greater for students with high-level support needs who may require, for example, a full-time aide or Auslan interpreter. The gap in funding for these students can be over $40,000 per student per year.
Students with disability in non-govern-ment schools may also lose free access to a range of essential government services and resources such as physiotherapy, speech therapy and Braille texts.
To add insult to injury, the interim SWD loading that forms part of the new funding model has been extended by a further 12 months.
Additionally, only 80 per cent of schools will participate in the Nationally Consistent Collection of Data for Students with Disabilities in 2014 with full participation delayed until 2015.
The research project, conducted by Price Waterhouse Cooper, commissioned by the Government in the 75 schools involved, only talks about ‘existing levels of provision’ and entirely avoids measuring and recording the ‘existing needs’ that are largely unmet.
And, to rub salt into the wounds, there is no provision in the federal government’s forward estimates in the recent budget to indicate that there is any commitment to increase the resources in the SWD loadings if and when the new definitions finally apply in 2016.
In fact the Education Minister has been quoted as saying that the new definitions would be funded from within ‘the same funding envelope’(23/01/14).
The fact is that without substantial
and adequate money there will not be the resources to ensure that schools have the capacity to meet the educational needs of all students
The IEUA continues to urge the development of a framework of teaching and learning resource standards for high quality teaching and learning conditions for students with disabilities with regard to:
■ early intervention support and programs ■ the appropriate levels of specialist
teaching and support staff ■ class sizes which allow optimum
teaching and learning for integrated classes
■ time release for curriculum and program modification and planning, and liaising with parents and external agencies
■ adequate access to health and allied health professionals & services
■ access to appropriate and relevant professional development for staff.
But, all of these require resources, or in unfashionable parlance, money.
The IEU calls upon all parliamentarians to make public statements of support for more public resources for students with disabilities.
The IEU calls upon all parliamentarians to make public statements to support the full funding of SWD irrespective of the school or school sector that they attend.
The IEU calls on the federal government to commit substantial and adequate resources to meet the learning needs of students with disabilities in the 2015 budget.
The IEU calls on the federal government to revise the PWC SWD Research project to ensure that not only existing provision is measured but that unmet needs are measured and that future SWD loadings in school funding fully meet those needs.
We encourage all members to get involved in the campaign and bring it to the attention of the broader community. For more information on this campaign, visit www.educationforall.com.au/swd
The IEU at the Teachers Games
Call1300 654 822
Visitvicteach.com.auEnquiries and applications welcome
1. Offer valid for applications received between 1 August – 30 November 2014 and loan must be funded by 28 February 2015. Minimum new loan amount is $150,000. At the end of the chosen fixed term period (1, 2 or 3 years) rate reverts back to the Standard Variable Loan rate, currently 5.64% p.a. Interest rates correct at time of printing and subject to change. This offer is only available for new home loans. Loans in excess of 80% Loan to Value Ratio (LVR) will incur Lenders Mortgage Insurance charges. 2. Comparison rate calculated on a secured loan amount of $150,000 for a term of 25 years. WARNING: This comparison rate is true only for the example given and may not include all fees and charges. Different terms, fees and other loan amounts might result in a different comparison rate. Fees and charges apply. Terms and Conditions available upon request. Victoria Teachers Limited, ABN 44 087 651 769, AFSL/Australian Credit Licence Number 240 960.
HomeSweetHome
Welcome RateHome Loann Also applies to 1 and 2 year terms.n No monthly fees. n Owner occupied and investors.n Mobile Lending service.n Available between 1 August - 30 November 2014. Comparison Rate
3 Year FixedWelcome Rate
Home Loan
30_VIEU_HomeLoan_255X365.indd 1 1/08/2014 9:50:31 AM
October 2014 THE POINT
15
Jan Bavinton Memorial ProjectEach year, the IEU Victoria Tasmania awards up to $3000 to assist an ES member undertake a Professional Development project. The money can be used for the costs associated with a nominated project, such as fees, travel or leave.
The Jan Bavinton Memorial Project was established in 1989 in recognition of the contribution made to her profession and her union (VATIS) by Jan Bavinton, the Lab Manager at Carey Grammar School. Following her death, the Jan Bavinton Memorial Project was established to acknowledge the professionalism, commitment and excellence of support staff in independent schools. Since the amalgamation of the
non-government education unions in 1993, the project has been extended to all Education Support Staff from the non-government sector.
Applicants should be engaged in a project or ongoing work that could be developed into a resource for other ES staff, which would be of interest and relevance to IEU members.
Applications for the Jan Bavinton Memorial Project close on Friday 31 October.
Applicants will need to create a short proposal of no more than two pages. The scope of the project is broad and may include research, related travel, study or other forms of Professional Development being undertaken by the applicant.
The project should not only further the applicant’s own professional development aims, but should have the potential to be a resource with wider application.
Each applicant must be: ■ a financial IEU Victoria
Tasmania member, and ■ a School Officer/School
Services Officer; or a School Assistant; or a Clerical or Administrative employee.
The successful applicant should be intending to continue employment in the non-government sector for at least a year following completion of the project and must agree to provide a report to the IEU Victoria Tasmania within 2 months of the completion of the project.
Applications should be addressed to:The Selection Committee, Jan Bavinton Memorial ProjectIEU Victoria Tasmania, PO Box 1320, South Melbourne 3205or by email: [email protected] must be received by Friday 31 October.
CALL FOR NOMINATIONS
IEU Member Grants
A grant from the Barry Wood Memorial Social Justice Award facilitated
a project working in 4 of the 70 or so schools set up by refugees from Myanmar. There are 135,000 Burmese refugees in Malaysia. With no legal status they are unable to attend the Malaysian schools, so communities from many of the 53 language groups represented have rented shops and apartments to educate their children. The Barry Wood Grant enabled us to teach in the schools, source and purchase appropriate textbooks for every child and conduct a 2 week immersion program about the refugee experience for a group of 12 people from Melbourne.
Tiny rooms, big hearts: Lautu Refugee Learning Centre
Lautu school occupies a rented ground-floor flat in an ageing block of apartments in the working-class district of Pudu, with a small courtyard fronting the street. The footpaths are cracked and broken, and open drains are full of dumped garbage, infested with rats.
75 children are enrolled, although the space is suitable for barely half that number, with the only cooling from two wobbly fans. There is no outside play space.
The students from the Social Justice team at my school, St Theresa’s, Albion, had written and filmed a song for us to share with the children in KL, funded from the Barry Wood Grant. Two showings of the film, ‘Light the Dark’, were enough to teach the Lautu children, so we put the words up on the wall. The song was then sung simultaneously by children in 2 countries! Ten children from St Theresa’s sang in the film while the 75 refugee children in Lautu sang along with them.
Preparing children for resettlement: The Alliance of Chin Refugees (ACR) Learning Centre
The ACR school is the biggest with 180 students and one of the more successful of the refugee schools in attaining a high standard of learning. Most of the teaching is in English which results in the children having a greater working knowledge to
build on in their formal education.When children leave the
school they take with them a letter detailing their educational achievement. Recently John and his family were resettled to the United States near Kansas City. We helped check the grammar of the principal’s letter to his new school saying how he had achieved at a high level, was a diligent student and excelled at soccer.
When visiting only days later we heard the tragic news that he had drowned within a week of arriving in his new country. The sadness permeated the school. Staff and students live in hope of a third country settlement and share the pain of a shattered dream.
Inspiring teenagers: Ruth Education Centre
Ruth Education Centre is a residential program for upper secondary school refugees from Myanmar. Currently 26 attend classes during the day and go back to a girls’ house and a boys’ house at night. They are rostered in groups for cleaning, cooking and other household duties. Bedrooms sleep up to six, with mattresses laid out on the floor at night. On Sundays the students go home to their families, attend church and return to the Ruth Education Centre for the week on Monday morning.
The Centre bases its program of instruction on five pillars – education, faith, discipline, orderliness and love. A rigorous and demanding academic curriculum is delivered by volunteers with relevant expertise from the Kuala Lumpur International Friendship Fellowship (KLIFF), the church that established the school. The pastor of KLIFF, Michael Moey, is also the founder and current principal of Ruth Education Centre. Subjects range from maths and science to business and entrepreneurship.
High standards are expected of the students and they are encouraged to face extreme challenges. Students are trained in the skills required to deliver speeches about their journey from oppression in Myanmar to an only slightly less precarious life in Kuala Lumpur. Whilst a difficult task, this helps students deal with painful experiences and gives them greater determination to maximise their future opportunities.
When 16-year-old Manu was telling our group about her
journey, she struggled to hold back the tears when she started speaking about her mother. We all felt uncomfortable and wanted to say to her that she had done well and that was enough. But her teacher supported her with suggestions such as ‘pause... take a deep breath’. She struggled on and explained amidst her tears and ours that her mother had been working in a restaurant kitchen and was severely burnt in an explosion. She was taken to hospital and a week later succumbed to her injuries. Being an illegal worker she would have received no support or compensation from the restaurant.
Manu’s perseverance in continuing to deliver her speech was an important part of her growth and the development of her resilience. Other students spoke of the sad and difficult times in their lives with equal courage and skill, in a language they had only learnt in recent years. Fourteen-year-old Lisa gave us a graphic account of her journey to Kuala Lumpur from the Chin state countryside – fleeing from the Burmese soldiers, not knowing if her family was still alive and struggling for oxygen while hidden under baggage in various vehicles of the people smugglers. Getting to know these young people was inspiring.
Familiar colours: Mindat Learning Centre
The UNHCR estimates that only three percent of refugees aged 13-18 attend school. Many need to find work, which can be dirty and dangerous, to support their families. They face an uncertain future, hoping for resettlement, but probably aware of the reality that last year 10,000 refugees were resettled, just 6.8% of those seeking to go to a third country. This causes anxiety, alienation and insecurity.
One beacon of hope is Mindat school, where the school uniform is green and gold. Attracting volunteer teachers is more difficult and there are only 3 small classrooms, so children are rostered, with the junior classes coming in the morning and the senior classes in the afternoon.
Like many refugee schools, Mindat is up several flights of stairs. On our second visit we were climbing the third flight of some dark narrow concrete stairs and wondering if we had the right address. We then found out in the most wonderful way. As we approached an old door, we heard 65 children singing ‘Our thoughts and prayers travel the sea... And light the dark’ (the St Theresa’s song!) They had learnt the song perfectly and one 13 year old
BARRY WOOD AWARD
Social Justice in Action
girl was accompanying them on guitar, a boy pointing to the words and everyone watching the film clip on a computer screen.
Future teaching tripsThe presence of western
teachers provides great encouragement and hope for the refugee students, and native English speakers are important for their language development. But we felt the benefits flowed mostly our way, experiencing the courage of severely oppressed people and being able to assist their struggle to build a better life. Australian teachers are immensely appreciated in the Kuala Lumpur refugee schools. Contact the author if you’re interested in joining a group visiting and teaching in the schools during any school holiday period.
Spending the 6 coldest weeks of Melbourne’s winter in the heat and humidity of Kuala Lumpur was a heartwarming experience for Laurie Krepp from St Theresa’s Primary Albion.
Issued by NGS Super Pty Limited ABN 46 003 491 487 AFSL No 233 154 the Trustee of NGS Super ABN 73 549 180 515 1968
(081
4)
2014 WEALTH AND WELLBEING SEMINAR
MONEY ANDHAPPINESS+ Want more of both ?
Attend NGS Super’s special free seminar presented by one of the world’s leading thinkers, Arun Abey. Arun will discuss behavioural research on money and happiness and will explore tangible strategies to improve the way you live your life.
To learn more about this seminar including the topics covered, please visit ngssuper.com.au/free-seminars.
WHERE: Independent Education Union (Ground floor) 120 Clarendon Street Southbank VIC 3006
WHEN: Wednesday, 22 October 2014
TIME: 5.30pm – 7.30pm (doors open from 5.00pm)
TO REGISTER: Log onto ngssuper.com.au and click on “Free Seminars” to register online or call 1300 133 177 to reserve your seat.
The Point Wealth & Wellbeing, VIC Ad (180mmHx 255mmW)_1968 (0814) 1 18/08/2014 2:12:32 PM
Barry Wood Memorial Social Justice GrantThis grant is made in memory of Barry Wood, an outstanding educator, unionist and social justice advocate, and is open to all IEU Victoria Tasmania members who have an interest in promoting social justice issues in their schools.
The award of $3000 will assist the recipient of the grant to undertake a project either as an individual, a member of a group, or school, in promoting social justice in education. The money can be used for costs associated with the nominated project such as fees, travel or leave if paid leave is not available.
Applications for the Barry Wood Memorial Social Justice Grant close Friday 31 October. Past nominations for this grant have included projects that were aimed at:
■ establishing a student-based social justice committee within a school
■ schools establishing links with overseas schools to support their development
■ development of a peace education program in the school
■ development of a student website focusing on social justice issues.
The selection committee will make a decision based upon the following factors:1. The focus of the project should be
of interest and relevance to IEU Victoria Tasmania members
2. The applicants need to outline their long-standing commitment to social justice education issues
3. The project should not only further the applicant’s own social justice aims, but should have the potential to be a resource with a wider application to the promotion of social justice education.
Applications should be addressed to:The Selection Committee, Barry Wood Memorial Social Justice GrantIEU Victoria Tasmania, PO Box 1320, South Melbourne 3205or by email: [email protected] must be received by Friday 31 October.
Authorised by CSF Pty Limited (ABN 30 006 169 286; AFSL 246664), the Trustee of the Catholic Superannuation Fund (ABN 50 237 896 957).This information is about the Fund and is general information only. It has been preparedwithout taking into account your personal investment objectives, financial situation or needs. It is not intended to be, and should not be construed in any way as, investment, legal or financial advice. CS390 Dec2013
Catholic Super – providing superannuation servicesto members and employers for more than 40 years.
Offices in Melbourne, Geelong, Sydney,Canberra, Brisbane, Perth & Hobart.
Industry super fund returning all profits to members
tasplan.com.auCustomer Service 1800 005 166FIND OUT MORE >
Want your super to go further?At Tasplan we understand that being an educator is complicated enough as it is. That’s why we are here to help you. Understand your options. Talk to Tasplan.
To consider whether Tasplan is appropriate for you, obtain a Product Disclosure Statement by calling us on 1800 005 166. Tasplan Ltd: ABN 13 009 563 062, AFS Licence No. 235391.
AMAZING GIFTS & EXPERIENCESIEU members can access great discounts
on over 2,500 experiences!
Want to try driving or flying experiences, discover a water sport, or indulge in a relaxation treatment?
Don’t wait to save money! Visit www.memberadvantage.com.au/ieuvictas
Environmental educationEnvironmental education is slowly getting a larger profile in schools, but the emphasis is on slow!
Over the past five years that the IEU and AEU have jointly run the Green
Schools conference, we have seen a build-up of momentum with schools involved in environmental or education for sustainability programs, but there’s definitely room for further expansion.
In both the first and second Green Schools conferences, Professor Dave Griggs from the Monash Sustainability Institute delivered keynote speeches that were thought provoking, but still hopeful. However, in an article he published more recently, he raises concerns for the future.
He says that human pressure on our natural environment ‘risks causing widespread, abrupt and possibly irreversible changes to basic Earth-system processes.’ Some parts of the world face water shortages, extreme weather, as well as deteriorating conditions for food production. Then there’s the devastating issue of sea-level rise which is causing a new problem: climate-change refugees from countries such as Kiribati, which is rapidly disappearing under the rising tides. As global citizens, we sometimes feel helpless to affect any change to the dreadful circumstances surrounding us, but as educators we have the power to do something wonderful. We can educate a whole generation. We can help them understand what’s happening and help them find new ways of sustainably living.
The United Nations Rio+20 summit in Brazil in 2012 committed governments to create a set of sustainable development goals. We can equip our students to be part of a society that strives to achieve those goals. We can help them understand that environmental education is more than just about planting trees
(as fabulous as that is). It’s about understanding the needs of a thriving but sustainable global society that will top ‘9 billion by 2050’. It’s about reducing environmental impact, but also reducing extreme poverty. As educators, we can enlighten a whole generation on the UN’s ‘three pillars of sustainable development – economic, social and environmental’.
Scientists have recently coined a new term to describe the current era in which we live, it’s called the Anthropocene. We have moved out of the very stable Holocene period that has seen humans thrive and
prosper for thousands of years, and into a new epoch. Professor Griggs warns though, that these conditions we’ve moved away from are the only ones we know that support human life.
So the time is now. Time to teach kids what you know about environmental or sustainable education and if you don’t know enough, get online and learn with them! The IEU is part of the Australian Education for Sustainability Alliance (AESA), and a report commissioned by the Alliance found that one of the blockers to teachers engaging in education for sustainability
was lack of awareness or comprehension as well as perceived limited access to professional development. There are so many fabulous resources out there right now and more are being published all the time. The AESA is currently putting together an online resource for teachers including a guide for other websites and examples of best practice which will be ready for use by mid-2015. More resources can also be found at the links below.
Any schools that are progressing well in their sustainable education practices,
please contact Lou Nicholson at the IEU [email protected] or Diane Boase at the AESA [email protected] Together we can make a difference!www.coolaustralia.org www.ceres.org.au www.educationforsustainability.org.au
David Griggs is professor and director of the Monash Sustainability Institute, Monash University, Victoria. Related article: ‘Policy: Sustainable development goals for people and planet’, 2013.
News UpdateAustraliaIn the Northern Territory, IEU members in the Catholic system have overwhelmingly voted to in favour of a new three-year Agreement with the NTCEO. This Agreement comes after lengthy negotiations and necessitated intervention from Fair Work. It provides 3% annual wage increases and guarantees parity with the public sector in the Territory.
The IEU is among a number of Queensland unions who jointly challenged the constitutional validity of state legislation that would require all members of a union to be balloted to approve campaign expenditure over $10,000. The Government has withdrawn from the High Court appeal and has repealed the relevant part of its ‘union transparency law’ legislation.
In South Australia, preparations for the next Catholic Enterprise Agreement claim have begun with the IEU currently surveying members about teacher workloads. This was an item that employers refused to address during the last negotiations, and members only voted to conclude negotiations on the basis that workloads would be the main item of the 2015 EA claim.
Teachers in Catholic Schools in Western Australia are being surveyed about the issues they want the IEU to pursue in the upcoming negotiations for a new Agreement. While the current Agreement
contains provisions around parity with the state sector, there is no guarantee this will remain or that the employers will not seek trade-offs. Concerns have already been raised around conditions facing teachers in remote communities, around extra-curricular demands, class size and scheduled class time. After some initial discussions, the IEU expects negotiations to commence early in Term 4.
Large numbers of IEU members rallied in the ACT to protest against the proposed Enterprise Agreement by Catholic employers. Members are concerned about a series of proposed changes to conditions, including the reduction of sick leave entitlements and reduction of lunch breaks. Members marched on the office of the CEO where they presented a petition to the Director and called on the Office to respect the work of education staff. The current Agreement expires in October and IEU members are determined not to allow their conditions to be deregulated and would fight any attempt to do so.
From around the WorldIn California, USA, a landmark decision about teacher tenure is set to have a major impact on the employment conditions of teachers in that state, and threatens to influence other states to take the same course. Plaintiffs argued that current tenure laws denied students a decent education by making it impossible to remove under-performing staff, as well as arguing that the least effective teachers were assigned to poor socio-economic school areas.
The court decision states ‘the challenged statutes disproportionally affect poor and/or minority students’, while the union claims ‘anti-union, anti-teacher rhetoric’ and the case set out to ‘scapegoat teachers for the real problems that exist in public education.’ The teachers union will appeal the decision.
In Turkey, thousands of leading teachers have been demoted due to their union membership. The government has ordered that up to 7000 members of the anti-government teacher union Egitim Sen be demoted, in many cases to be replaced by teachers who are members of the pro-government union, Egitim Bir-Sen, resulting in rallies and demonstrations against the move. It appears that Egitum Sen and its members are being victimised for years of the union actively opposing the government’s ‘reform’ agenda which has included privatisation and the employment of teachers on short-term contracts during high levels of teacher unemployment.
And finally, the local Council in Durham, England, has used new measuring methods to determine who can catch the school bus based on distance from school. Older brother Liam continues to get a pass as he was previously assessed as eligible, while his younger brother Jon has to walk to school due to more accurate measurements indicating that their house is in fact only 1.999 miles from school, with bus pass eligibility starting at 2 miles. So for the sake of 5 feet, Jon can only wave at Liam as he passes in the bus. Perhaps Jon could move to the back bedroom at home?
October 2014 THE POINT
19
215,000 JOBSMissing from Victoria under the Napthine Government.
We’ve looked everywhere – in fact 7% of Victoria is looking – but we can’t find work!It turns out those jobs went overseas.
We tried re-training, but it turns out the Liberals cut $1.2billion from TAFEs.It sucks to lose your job. It really sucks for Victoria to lose 215,000.
If you have any information about where we can find 215,000 jobs, please ring PremierDenis Napthine directly. He’ll need to find them before the State Election in November.
Authorised by Luke Hilakari Victorian Trades Hall 54 Victoria Street Carlton South 3053
