Feb2011Binder

The Independent VoiceFebruary 2011 1

Five for the Flood

Recognise, Reclassify Recognise, Reclassify and Reward school offi cersand Reward school offi cers

With a number of non-government schools and kindergartens across the state incuring flood damage (including St Thomas’s Riverview Kindergarten, below), IEUA-QNT Chapter’s have come together to raise funds to help provide the necessary resources people need to rebuild and continue their daily lives in the face of this natural disaster. Chapters have already donated around the theme ‘Five for the Flood’, raising $5 from each employee.

IEUA-QNT officers Miriam Dunn, Tanya Moritz and Craig Darlington (left) display the donations made by IEUA-QNT staff members, raising $250 to go St Francis Xavier’s

School in Goodna, together with donations of books and stationery by Teachers’ Union

Health and R.A.P.S Diving Club (the school’s Barbara Reid and Sr Veronica accept

the donations, left). To find out more about how the floods have

affected our schools and kindergartens, turn to page 3.

School officers have a right to wage justice and a right to wages which reflect their contribution to the work of schools.

The increasing complexity and intensity of the work required of school officers is all too frequently not properly recognised in their position descriptions with consequential detrimental impact on their classification and wage level. Whether they are working collaboratively with teachers, completing complex administration tasks, keeping our science laboratories and libraries integrated to the curriculum, school officers contribute to the education of students in fundamental ways.

School officer positions are classified under a competency based structure which recognises the level of knowledge and skills, responsibility and required qualif icat ions. The key to an accurate position classification is therefore the position description. For too long many school officers have suffered inaccurate classification of their

position due to the inadequacies of their position descriptions and have thence suffered from a lack of recognition in the classification level of their valuable skills and contribution to the education of students. School officers have the right to a current and appropriate position description that recognises schools and school office work has changed.

Over time school officers have been asked to acquire more and more skills and use these skills at a higher level; while the job may have changed the classification of those jobs have not.

The Recognise, Reclassify, Reward campaign is aimed at ensuring school officers have accurate and appropriate position descriptions and that they receive the level of wages which recognises the level of skill, responsibility and qualification that they bring to the position.

School officers across the various sectors and in both Queensland and

the Northern Territory will have the opportunity in the campaign to review and revise their position descriptions as a first step in asking their employer the question – Are you recognising the contribution I make as a school officer?

A school officer’s job has become a very involved one, both complex and most importantly integral to the overall operation of our schools. Position descriptions must recognise the diverse and skilled work of school officers, provide greater clarity around the duties and responsibilities for school officers and most importantly recognise and reward the diverse range of skills and knowledge that school officers bring to their positions.

The onus is now on the employers to Recognise their school officers, Reclassify where appropriate and Reward school officers for the outstanding work they do. This is a whole of union campaign to ensure school officers achieve a just and fair recognition and reward for their contribution.

All Australian students are entitled to a well-funded, world-class education.

The review under way into federal funding is a once in a generation opportunity for members and Chapters to influence the federal government funding arrangements for all Australian schools.

School funding should ensure that there is opportunity for all Australian families to access the high quality and diverse non-government school system.

The IEUA in developing its submission to the inquiry supports consideration of a school funding model that examines the broader issue of income resources for all schools, including both government and non-government, in developing an appropriate arrangement for distribution of resources to individual schools in both government and non-government sectors.

The IEUA supports the concept of some level of support for all students, irrespective of their background or financial situation and supports additional and adequate funding in particular to schools in areas of significant need and in particular where student outcomes are at risk.

Non-government schools in all their diversity are now part of the broad fabric of the provision of schools in Australia educating a third of primary level students and nearly fifty per cent of all secondary students; funding mechanisms must recognise this reality.

Chapters will be invited to participate in the submission process to the federal government inquiry as part of a broader campaign to ensure appropriate and adequate funding for the non-government sector. Submissions close at the end of March.

Federal Funding ReviewFederal Funding Review

Journal of the Independent Education Union of Australia - Queensland and Northern Territory Branch Volume 11 Number 1February 2011Journal of the Independent Education Union of Australia - Queensland and Northern Territory Branch Volume 11 Number 1February 2011

The Independent Voice2 February 2011

Solidarity in times of need

Andrew ElphinstoneIEUA-QNT President

Queensland has suffered significantly over the last two months with almost the whole state being affected by flooding or cyclones. It was frightening to see the footage from Toowoomba and the Lockyer Valley, the loss of life and devastation that has occurred. The tragedy of the loss of a child, of a parent, of a friend is deeply painful. Communities throughout the state of Queensland have a long way to go to redevelop, but even more to recover from the grief.

The spirit of the community, the compassion and solidarity of so many people has been inspiring. From such destructive heart breaking events it is heart warming to see so much good come from this. Through this adversity many people have shown that wonderful human spirit of care for our fellow person. The support by the community for victims of the recent flooding (and also now cyclone victims) has been significant as has it

been varied.

The immediate support through the cleanup from Rockhampton to Brisbane and inland saw a mass of volunteers help the affected with the immediate cleanup task. Friends, families and complete strangers getting in and helping, those who could not help on the physical task helped through preparing meals or providing accommodation, clothing and toys. The cleanup further north from Cyclone Yasi has again seen members of the community help out in any way possible. The immediate cleanup in the flood affected areas has mostly been completed and now the rebuild has to occur, for many these will be extremely difficult times, with insurance policies that do not cover these disasters or content insurance that is inadequate.

In conversation with a colleague

about the disaster relief efforts he told me about how at his child’s school, of families who have adopted other families which have been affected by this disaster. These families have pooled resources and collected various items and have supported their adopted families in their immediate needs but more importantly plan to continue for the medium to longer term. It is an excellent initiative which is done without any fanfare or attention, but it highlights the importance that we need to continue to support victims into the future.

Our union council has made a donation on behalf of members to the Premier’s Flood Relief Fund. The initial donation was $25,000 but has since been increased to $30,000 after Cyclone Yasi hit North Queensland.

I hope the morning tea ‘Five for the Flood’ has gone well in your

worksite. Although many members have already donated money and time it is important that we as a union, a collective of education workers, can donate together through this collective action.

Any member who is having difficulty paying their membership fees due to financial difficulties caused by the recent natural disasters please contact your union either through your worksite organiser or through our union office. Thank you to everyone who has helped out through this difficult start to the year.

A commitment to quality educationRecent months have not been without their challenges for anyone in Queensland and now belatedly colleagues in the Northern Territory have experience of the impact of the extraordinary weather we have had. As one member of the Branch Executive observed, we are now truly one branch – one branch and one cyclone (Yasi).

As schools recommence those challenges have been even more sharp for some as they contemplate getting flooded, and damaged schools back into operation.

As a union we have been able to be part of those process of rebuilding our community with a sizable donation to the premier’s appeal and the

financial contributions of individual members. No doubt many have also volunteered to assist in the clean-up and the rebuild.

As educators we have a special role to play in bringing some normality to students’ lives in providing a safe environment and quality educational experiences.

Our commitment to quality education brings a broader responsibility to advocate for the longer term viability of the non-government sector.The current inquiry into federal government funding is thus a once in a generation opportunity to provide input into the inquiry (see story page 1). Chapters are being encouraged to make submissions and this is a special

opportunity to make a real difference in supporting our profession.

Quality education requires the involvement of all staff in schools and the contribution of all should be recognised with appropriate wage levels.

Our campaign for professional rates of pay for teachers continues. So too must we engage a campaign for proper recognition of the work of school officers to ensure that proper recognition of their contribution to education is reflected in their classification and wage rate.

Our campaign this year will take us down a number of paths. However, everyone of those journeys is

motivated by fundamental principles of fairness, dignity, respect and shared support.

Those principles are principles much in evidence in the community. Those principles are also union principles. As we enter the new year, we look forward to reflecting even more acutely those principles in our workplaces.

After a nearly year long battle with cancer, former secretary of our union Peter O’Brien died on 29 December 2010. Peter was General Secretary of the then QATIS effectively from an initial acting appointment in 1979 to 1993. Peter occupied a significant place in the development of our union and, along with the various Union Councils of the 1980s, fundamentally modernised our union into an effective organisation of real significance.

For members he was the sharp insightful advocate who said what needed to be said and brought the employers to task. For employers

there was no escape from him with his dogged persistence and intelligent use of the industrial commission to expose their pedantry, hypocrisy and inadequacies.

These were turbulent times where the non-government sector grew exponent ia l ly and employers struggled with new realities of funding, accountability and growing numbers of staff who sat ill at ease with the invidious comparison of their conditions in relation to their public sector colleagues. In an era when unions could claim some institutional power in the industrial relations commission, Peter was the advocate for those times.

At one stage, Peter and Catholic employer representatives were practically permanent fixtures in the industrial relations commission with our union notifying disputes many times a week. For Peter those disputes, significant in themselves for those affected, had a broader and more far-reaching significance.

Above all else, Peter was determined that non-government employers have respect for their employees, respect for their working rights and respect for the union that was the collective voice of those employees. That he was instrumental in achieving a level of that respect is his enduring legacy.

No one who met or had dealings with Peter would have left the encounter without a strong view of him.

Writing the obituary for a former

General Secretary, Peter commented that his predecessor had a wry understanding of the role of employers in private schools and was never overly impressed by their sometimes pretentious and over-valued view of themselves. Peter could have written that of himself.Never one to let foolishness and silliness go unremarked Peter was the bane of the inept and egregious employer and the hero of those employees who wanted to call a spade a spade.

As an advocate Peter had few peers and as a unionist committed to defending and promoting the interests o f h i s members h i s energies were boundless and unrelenting. With exaggerated abili t ies his deficiencies were somet imes s imi lar ly

Obituary: Peter O’BrienObituary: Peter O’Brien

An advocate for worker respect

exposed but in the measure of a life no one could take from him that he brought his considerable talents to bear on the task of building our union in the 1980s. In that and in all that this meant Peter O’Brien stands tall in the history of our growth and development as a union.

Terry BurkeSecretary

[email protected]

President’s ReportPresident’s ReportThe Independent Voiceis the official publication of the Independent Education Union of Australia - Queensland and Northern Territory branch (IEUA-QNT) www.qieu.asn.auISSN 1446-1919

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

QIEU Townsville Office PH: 07 4772 6277Level 1, 316 Sturt StTownsville Q 4810PO Box 5783Townsville West Q 4810

QIEU Bundaberg OfficePH: 07 4132 845544 Maryborough St Bundaberg Q 4670PO Box 1227Bundaberg Q 4670

IEUA-QNT Darwin OfficePH: 08 8981 1924FAX: 08 8981 193538 Woods StreetDarwin NT 0800GPO Box 4166Darwin NT 0801

Editorial/ Advertisingenquiries to Fiona Stutz:Telephone: 07 3839 7020Toll Free: 1800 177 937Fax: 07 3839 7021Email: [email protected] Terry Burke IEUA-QNT Branch SecretaryPublications Officer/JournalistFiona StutzPrinting: Rural Press (07) 3826 8200

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

Copyright All articles remain the copyright of QIEU. Permission must be obtained before reprinting. ABN: 45 620 218 712

CONTACTS

Terry BurkeIEUA-QNT Secretary

[email protected]

Branch Secretary’s ReportBranch Secretary’s Report


Employees in Queensland’s four Presbyterian and Methodist Schools’ Association (PMSA) schools have endorsed a revised wage and hours of duty deal which recognises the professional work of teachers and school officers.

The revised offer came after

breakthrough negotiations with PMSA employers in November last year.

In December, members from Brisbane Boys’ College, Somerville House, Clayfield College and Sunshine Coast Grammar School endorsed an agreement with a wage and hours of duty deal which would

deliver to the most experienced teachers an annual rate of $87,820 from July 2012.

School officers have also maintained a nexus with teacher wage increases of 4 per cent in 2012.

The collective resolve of members has achieved significant gains on

PMSA employees endorse wage dealPMSA employees endorse wage dealUPDATE:

employee core issues such as hours of duty and a wage outcome which will see PMSA teachers ahead of benchmark rates in terms of total dollars earned over a comparable three year period.

IEUA-QNT members as part of their campaign took extensive industrial action, including a protest action

week in May and a stop work action day in June last year.

This outcome has been achieved through the determination of teachers and school officers to campaign for recognition of their contribution to high quality education in PMSA schools.

Supporting fl ood-affected school communities ET6 transition

arrangements

to applyCatholic sector employees who applied for Experienced Teacher 6 (ET6) in 2010 and were unsuccessful can now make use of the extension of the transitional arrangements and re-apply for the classification in the March 2011 round.

Though a majority of teachers who applied for ET6 were successful in obtaining this status, an opportunity now exists for employees to make another application in 2011 using their 2010 eligibility.

A number of Catholic sector employers are to be commended for their willingness to extend the transitional ET6 arrangements to employees who applied for ET6 in 2010 but were unsuccessful.

Catholic Education Office Dioceses of Toowoomba, Rockhampton, Townsville and Edmund Rise Education Australia will apply the transitional ET6 arrangement, with employees who are successful in the March 2011 round to be back paid the allowance to 1 July 2010.

Catholic Education Diocese of Cairns will apply back pay to successful employees to 21 January 2011.

Applicants should have applications submitted to their employer by 31 March 2011.

All eligible members should avail themselves the opportunity to be acknowledged for the contribution they make to their schools and if eligible should apply for ET6 in the March 2011.

IEUA-QNT will conduct further ET6 training throughout the state to assist members applying this year (turn to page 5 for ET6 training dates).

If an employer has not agreed to the proposed continuation of transitional arrangements for unsuccessful ET6 applications, please contact your organiser.

ABOVE: Ipswich home owners the McMonigal family with volunteers Marysia Lappin, Liz Skippington and IEUA-QNT organsier Camille Furtado

RIGHT: Rockhampton Airport during the floods (photo: John Kennedy)

The destruction and extensive devastation caused by flooding throughout Queensland communities and the recent wide-spread damage caused by Cyclone Yasi has affected many IEUA-QNT members.

With a number of non-government schools and kindergartens incurring significant flood damage, and as the recovery process continues, it is appropriate for us to support our school communities.

Chapters have dug deep to support those affected by these disasters by holding donation days around the theme ‘Five for the Flood’.

Chapters continue to hold morning teas and collect donations of $5 from each employee to raise funds to help provide the necessary resources people need to rebuild and continue their daily lives in the face of this natural disaster.

IEUA-QNT employees for their part raised $250 for St Francis Xavier’s School in Goodna, together with donations of books and stationery by Teachers’ Union Health and R.A.P.S Diving Club (see photos page 1).

In addition to monies raised by Chapters to the

Premier’s Flood Relief Appeal, IEUA-QNT Executive has also donated $30,000.

The importance of having emergency leave provisions was significant for members as many were able to access these arrangements as outlined in their collective agreements.

In the Catholic and Lutheran sector employees are entitled to a maximum of five days non-cumulative paid leave as approved by their employer or principal; employees in the Anglican sector may access three days leave.

This enabled employees to deal with their own personal recovery efforts either at home, in their schools or throughout the community.

Numerous kindergartens were affected by the floods; Brisbane’s St Thomas’s Riverview Kindergarten was inundated by waters devastating the centre.

Kindergarten Director Suzanne Burdon said once the floods subsided parents worked over two weeks and three weekends to ensure the centre could open again.

“Everybody gave time and effort and some excelled in ways no one could ever repay,” Suzanne said.

During the crisis many schools and colleges also became refuge centres, offering food and shelter to those being affected by rising water levels.

At St Joseph’s School, North Ipswich, around 200 people affected by the rising Bremer River were accommodated as they waited for floodwaters to subside.

According to the Catholic Education Diocese of Brisbane, school staff, chaplains and counsellors continue to provide support to people, including colleagues, who were affected in any way through loss of loved ones or property by the devastation.

Chapters who have not yet done so are encouraged to take part in the ‘Five for the Flood’ activity.

Though the waters have subsided and the new school year has already begun, our colleagues in the worst flood affected areas and cyclone ravaged areas of Queensland still need of our collective strength and support.


Members in Action

Christian schools who collectively negotiate for a collective agreement with the support of IEUA-QNT are more likely to gain significant protections and enhancements to their working r ights and conditions.

Many schools in the Christian education sector have in recent years sought to negotiate agreements with staff and our union which provide contemporary employment arrangements and certainty of employees’ conditions; while also recognising the special character of Christian schools and their strong emphasis on the ministry of teaching and the importance of community.

A comparison of wage rates payable across the Christian schools sector show a wide range of salaries. While some schools pay award rates, a significant amount of Christian schools pay above the award as a result of collective bargaining.

Kings Christian College is one such school who are paying staff at rates in line with those received by colleagues in the broader education sector.

The college recently endorsed a new collective agreement with staff and our union to protect existing employment arrangements and provide enhancements to wages, job share and leave provisions, a new experienced teacher classification and other conditions.

Employees will receive a 4.5 per cent wage increase each year for the life of the agreement, a new job share clause to provide greater clarity and guidance for the operation of job share positions, enhanced paid maternity leave, and a review into the employment arrangements of Positions of Added Responsibilities (PARs) and consideration of the new experienced teacher classification for classroom teachers.

Employees at Genesis Christian College also endorsed a new collective agreement in 2010.

Entering into negotiations with their college administration, employees knew our union’s support was critical to a successful outcome.

IEUA-QNT organiser Nicole Carlill said what was also key to successful negotiations at the

ABOVE: SBU employee representatives from Kings Christian College recognise the benefits and role of the SBU to enable a collective voice at the bargaining table

Christian schools benefi t from collective negotiationsChristian schools benefi t from collective negotiations

college was the understanding by staff of the role and conduct of the Single Bargaining Unit (SBU) representatives.

“As staff elected representatives, employees at the College knew that having SBU representatives in place enabled their collective voice to be brought to the bargaining table,” Nicole said.

“In order to do this, transparent and consu l ta t ive processes were established to allow SBU representatives the opportunity to

both inform and receive feedback from employees about the content and process of negotiations.”

The employer’s commitment to continuing good practice and maintaining a respectful relationship with employees was clearly demonstrated.

As a result, members at Genesis Christian College now have a three year collective agreement that enhances their working rights and conditions through contemporary benchmark rates of pay, improved

maternity leave provisions, a revised PAR remuneration allowance and banking of hours that may be accessed as Time Off in Lieu (TOIL).

Kings Christian College and Genesis Christian College, together with other Christian colleges such as Suncoast Christian College and Caloundra Christian College, are to be commended for paying staff comparative wages rates, enhanced employment conditions and working together with IEUA-QNT on union collective agreements.

School offi cers work together during

Peregian Beach College negotiations

Catholic sector provisions.

Lea has been an active member of IEUA-QNT since 2008 demonstrating high levels of organisational skills and ability to discuss with members at the College information on collective

LEFT: IEUA-QNT members from the Gold Coast attend an area branch meeting at the end of 2010.

During the meeting members were given practical advice on building union membership and raised concerns with the Anglican sector Exemplary Teacher model.

To find out more about how you can take part in your local area branch meetings, visit our website www.qieu.asn.au

bargaining issues.

“As a member of IEUA-QNT I have felt supported and strengthened, and I value the commitment shown by union representatives throughout the bargaining process,” Lea said.

School officers will be able to access long service leave after seven years and the choice of taking it at half pay, 10 weeks maternity leave after 12 months service, enhanced job share provisions, a new statement of service, position descriptions to be finalised in Term 2 2011, unpaid study leave for 12 months after five years service and payment or banking of ordinary hours, together with the use of fixed term contracts to be limited.

IEUA-QNT organiser Nicole Carlill said during negotiations the employer’s original position was to inflict the Modern Award on staff.

“By using the Modern Award classification structure this would have lead to the dimunition of classification levels and wages,” Nicole said.

However, all school officers a t t h e c o l l e g e w o r k e d collegially and insisted that their current classification levels should remain as per the

Pre-prep teacher aide Lea Thomline wants employers to recognise the crucial role school officers play in supporting the best educational outcomes for students; that’s why she decided to take an active role in her school’s Single Bargaining Unit (SBU) during current negotiations.

P e r e g i a n B e a c h C o l l e g e is currently bargaining for a new col lect ive agreement , with Lea providing the voice for school officers throughout negotiations.

“School of f icers can fee l undervalued and powerless in the workplace,” Lea believes.

“As individuals we have little influence in negotiations, but as a group we can at least be heard and voice our concerns.”

Thanks to Lea’s contribution to the SBU during negotiations, school officers at the school will receive enhancements to their wages and conditions once the collective agreement is finalised.

Lea hopes that employers will realise school officers play an important role in schools and from this recognition also provide school officers with attainable professional career paths.

L E F T : Peregian Beach C o l l e g e S B U representatives including school o f f i c e r L e a Thomline (back right) with IEUA-Q N T B r a n c h Secretary Terry B u r k e d u r i n g negotiations at the end of 2010


Members in Action

Members Meeting CalendarMembers Meeting CalendarEXPERIENCED TEACHER 6 TRAINING:• Bundaberg - 21 February, 4pmQCU Building, Maryborough St• Brisbane North Metro and Metro - 23 February, 4pm IEUA-QNT office, Turbot St, Spring Hill• North Queensland - 28 February and 4 March, 4pm IEUA-QNT office, Sturt St, Townsville• Brisbane North Metro and Metro - 10 March, 4pm IEUA-QNT office, Turbot St, Spring Hill• Gold Coast - 15 March, 4pm Town and Country Motel, Nerang• Brisbane North Metro and Metro - 21 March, 4pm IEUA-QNT office, Turbot St, Spring Hill

NORTH QUEENSLAND:• Early Childhood Network meeting1 March, 4pm Venue to be confirmed• North Queensland Branch meeting17 March, 4pm Centenary Tavern, Pimlico• Far North Queensland Branch meeting24 March, 4pm Rydges Esplanade Resort, Cairns

WIDE BAY:• Fraser Coast Area meeting23 February, 4pm White Lion Hotel, Maryborough• Wide Bay Branch meeting24 February, 4pm QCU Building,

Bundaberg• Catholic Hours of Duty17 March, 4pm QCU Building, Bundaberg• Wide Bay Branch meeting19 May, 4pm QCU Building, Bundaberg

CENTRAL QUEENSLAND:• Emerald Graduate Breakfast1 March, 7am Mayfair Motel• Emerald Area meeting2 March, 4pm Mayfair Hotel• Staff Representative workshop22 March, 4pm TLC Building, Rockhampton• Catholic Hours of Duty24 May, 4pm TLC Building, Rockhampton

LOGAN/BAYSIDE:• Logan Branch meeting

3 March, 4pm Venue to be confirmed• Logan Branch School Offi cer meeting24 March, 4pm Venue to be confirmed• IR in the Workplace training Day 131 March, 9am-3pm Carina Leagues Club• Logan Branch meeting5 May, 4pm Venue to be confirmed

METRO, METRO NORTH AND MORETON:• Metro Branch meeting2 March, 4pm Venue to be confirmed• School Offi cer Forum3 March Kedron Wavell Services Club • North Metro Branch meeting16 March Bracken Ridge Tavern• North Metro Branch meeting28 April Bracken Ridge Tavern• IR in the Workplace training

Day 11 April Ashgrove Golf Club• IR in the Workplace Day 26 May Ashgrove Golf Club

SUNSHINE COAST:• Sunshine Coast Branch meeting17 March, 4pm Chancellor Tavern• Sunshine Coast Branch meeting27 April, 4pm Chancellor Tavern

GOLD COAST:• Branch meeting28 April, 4pm Town and Country Motel, Nerang

DARLING DOWNS• Branch meeting3 March, 4pm Gold Park Sporting Complex, Toowoomba

IEUA-QNT members on maternity and family leave have gained valuable insight into how to continue their professional development for their return to teaching after a t t e n d i n g a n I E U A - Q N T i n f o r m a t i o n s e s s i o n i n December.

The informal session provided information around the new rules for ‘Continuing Professional Development’ and ‘Return to Teach’ and focused on flexible and creative ways for members to record their continuing professional development while on maternity or family leave.

IEUA-QNT Research Officer Miriam Dunn said members were encouraged to keep a diary and record how many hours each week they spent reading information

Mums learn more about QCT regulations at maternity leave forumand experimenting with new skills that could be transfered into the classroom.

“A way to make sure you maintain your l eve l o f p ro fess iona l development is to make sure you set time aside per week to browse the internet and read the latest information relating to your profession,” Miriam said.

“ T h e Q u e e n s l a n d C o l l e g e of Teachers want to see some individually identified knowledge, to show that teachers on maternity leave are still reading up on their areas of expertise and speaking to colleagues to keep up-to-date with teaching developments.

“It is important for members on maternity leave to think creatively and incorporate current skills

Tash McEniery and son Alex, 17 months (left). Tash will go back to work for fi ve days a fortnight in 2011, job sharing a Year 2 class.

What would be the greatest support for your return to work?“Job share: that was the only reason I would go back (to work). I didn’t want to go back full time as it would still be too hard.”

What do you think about the new national Paid Parental Leave scheme which began on 1 January 2011?“It gives people more time to have off with their child, especially if constrained with finance. There is no pressure to get back (to work) when you are sleep deprived.”

Vicky Lorrimer and son Hayden, 12 months (right). Vicky is looking for work closer to home. What would be the greatest support for your return to work?“I’d love to work part time, so part time or job share would be great. To have flexibility in the work place

is important. However, I may have to take full time work (when I go back) but I will be working towards going part time in the next few years.”

What do you think about the new national Paid Parental Leave scheme which began on 1 January 2011?“It’s that extra safety net once your employer paid maternity leave has run out you can still rely on that income.”

into their diary as continuing professional development.”

An outline of QCT requirements

for members who were interested in returning to work on full time, part time or job share arrangements was also discussed.

For information on the current “Return to Teach” programs available, contact Miriam Dunn at [email protected]

Job Share

information session

IEUA-QNT members on m a t e r n i t y / f a m i l y l e a v e are encouraged to attend an information session on Job Share and how to make the work/life balance work for you.

Tuesday, 15 March11:30am to 1pm

QIEU Offi ce346 Turbot Street

Spring Hill

Particpants are welcome to bring their children along to the informal session. Refreshments will be provided.

To register your interest in attending please contact Tessa McKenzie on 3839 7020 or [email protected] by Friday, 11 March.


Ros McLennanAssistant General Secretary

[email protected]

SCHOOL CONSULTATIVE COMMITTEES

Time to make your voice heardO u r u n i o n i s s t r o n g a n d effective in promoting members’ p r o f e s s i o n a l i n t e r e s t s a n d protecting employees’ working rights and conditions in our sector. Membership must continue to grow, if we are to continue to have that strong voice. In addition to growing the numbers of members signing up and standing up for our profession, we are also challenged to further inform and engage members about ‘what can be done’ about the issues we face in 2011 and beyond.

Sector strengthSector campaigns, effective representation on professional bodies, positive media coverage and collective bargaining provisions all continue to be vital in terms of the central advocacy and leadership our union provides.

Local leadershipBut there is also a place for educated and vigilant member review of the existing industrial provisions agreed, their proper implementation and use as a means to address pressure points in school workplaces. So how do we do this? Quite simply, reinvigorating your School Consultative Committee may be the answer.

For over a decade, a key feature

of union collective agreements has been provision for ongoing e m p l o y e e c o n s u l t a t i o n o n workplace issues through some formal mechanism. Queensland Catholic schools, the PMSA sector and St Peter’s Lutheran all have provision for the establishment of a School Consultative Committee, to name just a few.

The stated purpose of School Consultative Committees is to provide:

• Better two-way communication between employer and employees;• E m p l o y e e a d v i c e o n implementation priorities in the agreement;• An avenue for employees to address issues relating to the implementation of the agreement;• The employer with an opportunity to utilise employee knowledge and experience.

Most commonly, provision for a School Consultative Committee exists to facilitate the opportunity for staff to “…participate in the implementation and monitoring of the Agreement at school level”. [Note: Extract from current Queensland Catholic Diocesan Schools Agreement 2010, clause 2.1.1]

Pushing the frontiersBehind this rather bland statement is a world of opportunity for employees to initiate genuine consultation on meaningful enhancements at school level. In the face of a developing national education agenda, our collective strength will be critical to ensure appropriate outcomes in the implementation of the National Curriculum and adequate resources (including time) is obviously needed to ensure every teacher can deliver a quality educational program that meets diverse student needs. For instance, commitment to exploring ways to address work load and intensity of work at school level, and to initiate school based trials of measures to mitigate work intensification, is specifically provided for in considerable detail within the current Queensland Catholic schools agreement.

Working harder and working longer remain pressure points in school workplaces, with the situation likely to be exacerbated with the introduction of the National Curriculum. Through your School Consultative Committee, members can seize the initiative to ensure the solution is not just left in the hands of employers.

Guarding the gains made

Collective agreements contain a lot of (new and old) provisions that have been agreed to centrally by employer representatives in the negotiation process. While all are enforceable, there are some provisions whose implementation may be (conveniently or mistakenly) o v e r l o o k e d b y e m p l o y i n g authorities from time to time.

If members are not educated about existing entitlements, and mind their implementation, it is very possible that a benefit centrally agreed is not locally applied.

Recent experience demonstrates that if this important implementation task is left entirely to employing authorities, it may not be dealt with adequately. For example, in early 2010, Innisfail Catholic teachers identified that the employing authority had not informed them of their eligibility to access the Leading Teacher status and pay, in writing and in a timely manner, as required. After investigation by their union organiser, it was discovered that many teachers in the diocese had missed out on the opportunity to apply for Leading Teacher. While the union organiser achieved back pay for affected teacher members in this case, it does raise the question of ‘what if?’ and underlines

the need for member ownership of their working rights and conditions.

Time to make your voice heard?Commonly, agreements in our sector contain requirement for employers to establish (or reconstitute) a Consultative Committee at school level, specifying that employee representatives be elected from particular staff groups and meetings be convened in consideration of h o u r s o f d u t y m a x i m u m requirements. Contact our union office on FREECALL 1800 177 937, our membership services officers and your local organiser have all the information to help your chapter get this process started. Rather than waiting for a problem to emerge, the best advice is to get ahead of any issue by setting in place good structures for school level consultation. Isn’t it time to make your voice heard?

Assistant General Secretary’s ReportAssistant General Secretary’s Report

St Thomas’s Riverview Kindergarten and Preschool has raised over $600 through its annual mango drive to donate to the Pakistan Floods Children’s Appeal in December.

As part of the World Teachers’ Day celebration at the end of October, IEUA-QNT encouraged members to donate a gold coin towards the Pakistan Floods Children’s Appeal to recognise teacher colleagues who continue to educate in the face of great hardship following the floods disaster in Pakistan. St Thomas’s Riverview Kindergarten and Preschool director Suzanne Burdon said she felt it was appropriate to donate to an appeal where the funds would go towards supporting children and education in Pakistan following the country’s ongoing struggle to rebuild its schools and communities. St Thomas’s parent committee member, Kate Ochre, said the donation would give hope to children in Pakistan as the recovery from the devastating floods continues.

The St Lucia kindergarten has run an annual mango drive since 2002 to raise funds for a worthy charity or community appeal. Previous proceeds raised from the annual

mango drive has been donated to various community appeals and charities, including the Make a Wish Foundation, the Victorian Bushfires, and other appeals such as a relief fund for a kindergarten damaged by Cyclone Larry in Townsville.

IEUA-QNT Assistant Secretary Ros McLennan said the donation serves as a timely reminder of the importance of funding resources to

ensure a quality education can be delivered to all children especially beginning in their early childhood years.

Kindy digs deep for Pakistan Flood Appeal

BELOW: St Thomas’s Riverview Kindergarten and Preschool director Suzanne Burdon (right) and parent committee member Kate Ochre with daughter Mieke present a cheque of over $600 to IEUA-QNT Assistant Secretary Ros McLennan (left) to contribute to the Pakistan Floods Children’s Appeal.

IEUA-QNT members helped raise over $16,500 to the Pakistan Flood Appeal in 2010.

In negotiat ions for a new a g r e e m e n t w i t h A C S E A , IEUA-QNT have been successful in protecting employees existing conditions of employment such as limitations on hours of work and entitlements to long service leave, together with the inclusion of a four per cent wage increase from 1 July 2011.

Within the agreement employees can not be asked to increase their hours, including the hours of teaching an educational programme, without compensation or additional recompense.

Where a kindergarten has decided to implement a 15 hour program, this situation will need to be handled through an ‘Individual Flexibility Arrangement’, which can be used to implement an averaging arrangement whereby the additional hours can be banked to allow for blocks of non-contact time to be taken. It is a legal requirement that the employer must ensure that any individual

Employees to ballot on

ACSEA agreementflexibility arrangement results “in the employee being better off overall” than the employee would be if no arrangement was made. Any proposal which would increase contact hours from 27.5 to 30 hours per week without a quantifiable benefit in return would be illegal. Similarly, a reduction in non-contact time without a compensating benefit is not allowed.

Whilst contact time and non-contact time are key issues for teachers, it is also the case that assistants can not be required to increase their workload, nor decrease their conditions, without recompense.

Members in kindergartens represented by ACSEA will ballot this term for a new collective agreement. Under the Fair Work Act separate ballots will be conducted at each kindergarten to determine if employees at that kindergarten approve the agreement.


Paul GilesAssistant General Secretary/

[email protected]

Union in our WorkplaceThis year many of us will be involved in collective negotiations as various sectors or single sites continue or initiate bargaining for replacement collective agreements.

As well, we will be involved in industrial issues that affect us all as members of the education community in our state or territory specifically and across Australia more generally.

There will be times when we need to be supported by or to support our colleagues as individual member issues occur at our workplace.

In addition, this year will be a very significant year as professional issues at both state, territory and federal level are further considered and no doubt introduced.

It will be crucial that an effective union presence exists in the n o n - g o v e r n m e n t s e c t o r o f education.

Such a presence will ensure that in collective negotiations: • achieved working conditions are maintained and enhanced; • members involved in individual disputes are assisted and supported by their colleagues; and • industrial and professional issues, that impact upon us specifically and our profession generally, are responded to with articulate,

sensible and rational commentary.

To this effective, we as union, need to be:

• an educated membership; • a membership that identifies as a collective; and • a m e m b e r s h i p t h a t h a s high-density levels.

We need to be educated so that we are able to respond to initiatives and challenges that impact upon us from outside our place of employment and to be able to address issues that arise within our workplaces.

We need to be aware of agreements and entitlements and know where and how to find out about the application of industrial instruments.

We as union need to be open to active engagement with issues that will impact upon us and to react constructively to what is mooted or proposed for our profession.

Educated members are able to understand and effectively respond to conditions and situations that impact upon them and our profession.

They are prepared to become involved with their colleagues in considering, evaluating and responding to issues as they arise.

Educated union members know

their rights and responsibilities industrially and professionally.

They have the skills and structures to evaluate and respond as a collective locally and at the wider state or territory and national levels.

A further characteristic of an effective union is the sense of collective that members have.

Union is about the collective.

I t i s abou t ama lgama t ion , consolidation and cooperative spirit.

Union is based on the belief that more (and much) can be achieved by many working together and supporting each other than by an individual’s lone attempt.

As members, we need to realise that we are part of a chapter at the local level and that beyond that we are part of a wider membership at branch, state or territory and national level.

We are, more generally, constituents of an international movement that involves many different groups, professions and occupations.

An important attribute of an effective union is high member density level.

Our capacity to create and respond

to change is influenced by our density.

Our union continues to grow and we will need to continue this growth to meet the challenges that 2011 will bring.

We are a union that brings together the diversity of employees in the non-government sector and that ‘bringing together of diversity’ e n r i c h e s a n d s u s t a i n s o u r endeavours.

A decade ago, the Unions@Work report stressed that unions do not improve living standards by getting smaller but by growing and involving greater numbers of women and young people and recruiting in emerging areas of the modern economy.

We need to continue to do this so that our collective maintains its influence with employers and governments and its credibility with professional and industrial bodies.

We can be engaged in the maintenance of an effective union presence by encouraging all eligible employees, new starters and graduates in our workplace to join our union.

We can be engaged in this process by taking part in professional development opportunities that arise, reading our journals and

by talking with our colleagues about what is happening in our profession, by setting up Chapter Executive structures and sharing our knowledge.

In addition, we can be engaged in building a sense of union, by being involved in workplace, cross-workplace and cross-sector campaigns and events.

We also have, through our union, the opportunity to represent our colleagues on various stakeholder groups, including the Queensland Studies Authority (QSA) and the Queensland College of Teachers (QCT).

These are opportunities to bring the collective influence, experience and wisdom of the membership to the relevant decision makers.

Together we can be effective union in our workplaces.

Assistant General Secretary/Treasurer’s ReportAssistant General Secretary/Treasurer’s Report

Northern Territory NewsNorthern Territory NewsThe Essington School, Catholic sector

to re-commence bargainingNegotiations for The Essington S c h o o l ’ s n e w c o l l e c t i v e agreement wil l resume in February with the first Single Bargaining Unit (SBU) in 2011.

Employer representa t ives formally tabled a draft agreement for employee review at the final SBU meeting in 2010.

Employee representatives are hopeful the next meeting will address a number of deficiencies previously identified in the employer’s draft agreement, inc luding incons is tenc ies with the proposed teacher wage schedule and the absence of an arbitrat ion function i n t h e d i s p u t e s e t t l i n g procedure.

Other matters to discuss include:• t he add i t i on o f 10 days paternity leave;• a cap on class sizes; and • notice of termination.

Employees in the Catholic sector will soon commence a consultation period to approve the proposed Catholic collective agreement.

Employee representatives to the Single Bargaining Unit (SBU) have indicated that a ballot would be sought following employees’ approval of the agreement.

The Catholic collective agreement will deliver new provisions including:• enhancements to release time comparable to the public sector for primary school teachers; and

From 1 March 2011 it will be mandatory for all teachers, assistants, school officers, early childhood assistants and any other education professional to hold a Working with Children Clearance Notice.

Clearance Notices are designed to keep children safe by preventing those who pose a risk to the safety of children from working with them, in either paid or volunteer work.

Everyone who is issued with

• remote area provisions for employees in Indigenous Catholic Community Schools.

To find out more information about col lect ive bargaining in your school, please contact I E U A - Q N T o r g a n i s e r C a m i l l e F u r t a d o o n ( 0 8 ) 8 9 8 1 1 9 2 4 o r e m a i l [email protected]

Ochre Card mandatory

for all school employeesa Working with Children Clearance Notice will also rece ive an Ochre Card . From March penalties will apply to people who gain employment in child-related work without a Clearance Notice.

E m p l o y e r s , v o l u n t e e r organisations and agencies must ensure that any of their staff or volunteers who need a Working with Children Clearance notice have applied before March.

Nominate individuals within y o u r N o r t h e r n T e r r i t o r y Chapter who have made an outstanding contribution as a union activist for the Judith Cooper Award for Outstanding Contribution as a Union Activist in 2011.

Nominate for the Judith Cooper AwardJudith Cooper played an instrumental role in the establishment of a union in the non-government sector in the Northern Territory.

In 1983 Judith Cooper, a school assistant at St Mary’s Primary School, and some teacher colleagues at other

predominately Catholic schools joined together to start working through the issues which were affecting independent school employees.

F o r m o r e i n f o r m a t i o n c o n t a c t I E U A - Q N T organiser Camille Furtado on [email protected]


PROFESSIONAL ISSUES IN EDUCATIONPROFESSIONAL ISSUES IN EDUCATIONPROFESSIONAL ISSUES IN EDUCATION

COPE endorces Code of Ethics for teachers in the South Pacifi cCOPE endorces Code of Ethics for teachers in the South Pacifi c

IEUA-QNT, along with other unions from Australia, New Zealand, Papua New Guinea and the Pacific Island nations, gather in Fiji biannually for COPE, to focus our efforts and attention on the issues that confront educators in this region. The Council of Pacific Education (COPE) is a partnership of education unions and associations from across the South Pacific region.

In December 2010, the purpose of the three day Roundtable gathering was to develop a teachers’ code of ethics that takes account of child protection issues.

Representatives f r o m I E U A branches across A u s t r a l i a p r o v i d e d substantial input into this process f r o m t h e i r e x p e r i e n c e s of developing Codes of Ethics in their states.

The delegates c o n s i d e r e d a r a n g e o f c o n t e x t u a l factors in developing the Code. This included the already existing international conventions and declarations, such as UNESCO’s Recommendation concerning the Status of Teachers (1996), the United Nations Universal Declaration of Human Rights (1948) and the Rights of the Child (1959) and the International Labour Organisation Declaration on Fundamental Principles and Rights at Work (1998).

Also taken into account were various regional frameworks, such as the Pacific Education Development Framework (2009) and the Forum Basic Education Action Plan adopted by pacific Education Ministers

(2001) and the Pacific Regional Initiatives for the Delivery of Bas i c Educa t ion . Na t iona l Legislative Frameworks were also taken into account.

While recognising all of the above, the Roundtable unanimously endorsed the idea that the Code of Ethics must affirm, promote and value the richness and diversity of Pacific Island people and cultures.

With all this in mind, and given the number of delegates who took part in the process, it is a remarkable achievement that the Code was developed, written and

revised within the three days of the Roundtable. This effort is a testament to the professionalism and commitment of the teachers in the South Pacific region to protect the children they teach and the profession they so value.

In order to promote the Code throughout the region, and in the light of limited resources, COPE will begin the process of implementing the Code by selecting three nations and engaging in a process of education and awareness-raising for all members both teachers and support staff.

The following activities are expected to contribute to improved

performance and behaviour of Pacific teachers:

1 . The deve lopment o f an implementation strategy;2 . T h e d e v e l o p m e n t a n d implementation of national Codes of Ethics for Teachers based on the COPE Code but specific to the particular context of each country;3. Baseline study to identify current teacher practices and the development of a monitoring and evaluation framework;4 . T h e d e v e l o p m e n t a n d implementa t ion of nat ional communication strategies to

p r o m o t e t h e C o d e o f E th i c s a m o n g P a c i f i c teachers;5. Capacity b u i l d i n g of Teacher Association s t a f f m e m b e r s to conduct an ac t ion research in a selective number of p r i m a r y

schools;6. Capacity building of school heads to monitor and support their teachers in following this code; and7. Final evaluation of the project and bringing the project to scale across the Pacific, based on the lessons learned.

The implementation is supported by funding from UNICEF and it is anticipated that the initial trial countries will include Kiribati and the Cook Islands.

IEUA-QNT Research OfficerMiriam Dunn

On the Move to EqualityOn the Move to EqualityFirst Education International Global

Women’s Conference

“There can be a better world” was the rallying cry of 400 delegates from 87 countries who participated in Education International’s first World Women’s Conference, On the Move for Equality, in Bangkok in January.

T h e I E U A w a s r e p r e s e n t e d at the conference together with o ther teacher and educat ion workers’ representatives from EI-affiliated member organisations and partners from UN agencies, Global Unions and the NGO community.

The conference aim was to take stock of the status of women in today’s world, to examine strategies to protect and advance women and girls in early childhood, primary, secondary and tertiary education, and to develop action plans to enable EI to set future directions and to work with member unions, other trade unions, UN agencies and the international community to achieve gender justice for women and girls.

Participants stressed the role and responsibility of teacher unions in the creation of a world founded on in gender equality. They also agreed that EI’s Women’s Networks are a key tool to achieving results; generating more women leaders, and a better education of both men and women leaders.

Participants found commonality in issues across the globe that need a coordinated global response. The feminisation of the education sector and its resultant low pay and status is a world wide issue, as is the attack on public funding for education generally and the lack of status and importance afforded to early childhood education. Access to and participation in quality publicly funded education for girls and illiterate women leading to full employment and decent work for women, with equal pay and opportunities for progression, was a critical goal.

Other themes debated at the event included how s tereotypes in education pose a barrier to girls; the political empowerment of women; violence against girls and women; strengthening public services, and access to health.While many countries have, or are moving to, clear legal mandates to ensure gender equality, all too often the daily lives of women fail to reflect this.

The women in Bangkok spoke on behalf of many more at home who want to see policy implemented at all levels, concrete improvements for girls and women, especially vulnerable or marginalised groups including migrant, indigenous, rural, poor and illiterate girls and women.

For IEUA participants, the key feature of the conference was the opportunity to meet in regional EI networks, including the Asia Pacific region of which Australia is a member. IEUA participants at the conference were able to meet with New Zealand, Fiji and Tonga delegates and to build upon discussions at the COPE conference held in Fiji in December.

The global conference provided a wonderful opportunity for union women from around the world to meet and discuss progress towards gender justice in education workplaces and to develop plans for future action. Issues discussed at the conference will be on the agenda at various IEUA women’s gatherings this year.

In the words of EI President Susan Hopgood: “We are in a position to stimulate change, to achieve transformation. We are in the right area of work: education; and we are in the right organisational framework: trade unions.”

EI will follow up issues from the conference when it holds its 2011 Congress in Cape Town in July. Reports and other materials from the conference are available at www.ei-ie.org/women2011

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PROFESSIONAL ISSUES IN EDUCATIONPROFESSIONAL ISSUES IN EDUCATIONPROFESSIONAL ISSUES IN EDUCATION

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Implementing the Australian CurriculumImplementing the Australian CurriculumOn 8 December 2010 , the Ministerial Council for Education, Early Childhood Development and Youth Affairs (MCEECDYA) approved the Foundation - 10 Australian Curriculum in English, M a t h e m a t i c s , S c i e n c e a n d History.

Significant changes have been made in relation to the organisation of the content descriptors and there has been considerable revision to reduce the amount of content.

Further refining and adjusting of the content as a result of validating processes and structured feedback from teachers is anticipated.

There are still some unresolved areas, the chief of which is the issue of achievement standards.

MCEECDYA is working towards a national common approach to the achievement standards and trialling and validating processes will be put in place.

Content and achievement standards for special needs students have yet to be produced.

It is the responsibility of states and territories to develop their individual Implementation Plans for transition to the new curriculum materials.

I m p l e m e n t a t i o n i n Queensland

Education authorities in Queensland have agreed on a staged approach to the implementation of the F-10 Australian Curriculum (referred to as P-10 in Queensland).

In 2011, the focus will be on becoming famil iar with the new English, Mathematics and Science curriculums by reviewing current programmes and engaging wi th t a rge ted p ro fes s iona l development.

To this end, the Queensland Studies Authority (QSA) has a comprehensive programme for both school leaders and teachers which is available across the state.

The t imes and locat ions of these professional development opportunities is available on the QSA website http://www.qsa.qld.edu.au/12842.html.

While there is no cost for the those attending, the cost of releasing attendees from their usual duties has to be borne by the school.

The focus for 2011 should be on:

• Continuing to teach, assess and report using: Early Years Curriculum G u i d e l i n e s , Q u e e n s l a n d E s s e n t i a l L e a r n i n g s and Standards and Year 10 Guidelines;• A u d i t i n g c u r r e n t p r o g r a m m e s f o r E n g l i s h , Mathematics and Science against the Australian Curriculum (planning tools have been developed by the QSA); and• Adjusting current programmes for English, Mathematics and Science to address the differences identified in audits in preparation for 2012.

In 2012 schools will implement the Australian Curriculum in English, Mathematics and Science across the year levels.

Teachers should also engage in the same preparation for the History Curriculum as was undertaken for English, Mathematics and Science in 2011.

In 2013 the Australian Curriculum P–10 for English, Mathematics, Science and History will all be implemented across the state.

It is unlikely that the Australian Curriculum senior secondary courses will be implemented in Queensland before 2014.

Implementation in the Northern Territory

The Northern Territory has decided on staged implementation of the Australian Curriculum, with 2011 identified as a pilot phase.

The pilot will be coordinated by the Curriculum, Teaching and Phases of Learning (CTPoL) Division.

It is expected that all schools will plan towards implementation during 2011.

CTPoL will conduct information sessions for teachers and school leaders in both government and non-government schools in regional and central areas during 2011 to support the transition to the Australian Curriculum.

In 2011 English and Mathematics will have a full pilot phase, while Science and History will have a limited pilot programme.

In 2012 English and Mathematics will be implemented in all schools while there will be a full pilot for Science and History.

Full implementation in all four subjects will occur in all Transition - 10 schools in 2013.

This process will allow teachers to engage with the Australian Curriculum and be supported to begin working with it.

Please note, while the Australian Curriculum refers to F-10, the Northern Territory will continue to use Transition to 10, T-10.

T e a c h e r s s h o u l d continue to plan, teach and assess the Northern Territory Curriculum Framework (NTCF)

during 2011.

Schools selected to participate in the pilot phase will begin to work with the T-10 Australian Curriculum in 2011.

All schools will need to use their current reporting systems during 2011 and 2012. At the time of print the list of schools participating in the trial was not available.

Geography, the arts and languages

The consultation r e p o r t o n t h e draf t Shape of t he Aus t r a l i an C u r r i c u l u m : Geography and the final Shape paper are scheduled to be

available on the ACARA website early in 2011.

Writing of the F-12 Australian Curriculum: Geography will begin in February.

In the Arts, the draft consultation report will be considered by a national panel of curriculum and teacher experts and will inform the final version of the Shape of the Australian Curriculum: The Arts to be published in 2011.

The final document will guide the writing of the Arts curriculum.

This is scheduled to commence in mid-2011.

The ACARA Board has approved the draft Shape of the Australian Curriculum: Languages paper for on-line consultation.

The paper was released in the third week of January for a consultation period of ten weeks.

The approved curriculum documents are available online at www.australiancurriculum.edu.au.

Miriam DunnIEUA-QNT Research Officer

“It is unlikely that the Australian Curriculum senior secondary

courses will be implemented in Queensland before 2014.”

DATE CLAIMER:DATE CLAIMER: IEUA-QNT/QTU IEUA-QNT/QTU

Professional Issues ConferenceProfessional Issues ConferenceThe Independent Education Union of Australia - Queensland and Northern Territory Branch together with the Queensland Teachers’ Union will hold a joint Professional Issues Conference on Monday, 9 May at the Brisbane Convention and Exhibition Centre.

Guest speakers include Professor Margaret

Wu who will speak about NAPLAN and Dr Graeme Hall who will speak about AITSL – national professional standards for teachers and school leaders and the movement towards national teacher registration. More information about presenters and registration will soon be available on our website www.qieu.asn.au


IN YOUR

OWN WORDS

Members at Wadja Wadja High School have won significant protections and enhancements to their working rights and conditions with the negotiation of a new collective agreement for all staff.

Under the new agreement employees will gain an increase in wages, the introduction of a new experienced teacher classification, enhanced family leave and cultural leave provisions and access to natural disaster leave.

Significantly, employees will receive a 15 per cent increase in wages from 1 January 2011 over the life of the agreement, providing them with wages above their state sector colleagues. A new experienced teacher provision will be provided for teachers who have held leading teacher classification for two years and satisfy the identified criteria in the agreement.

Employees will also receive 14 weeks paid maternity leave in addition to the government provided maternity leave and two weeks paid paternity leave. School officers have also been provided greater

flexibility in accessing cultural leave. Natural disaster leave has also been introduced, with employees permitted to access a maximum of five days per calendar year.

Members at the school are pleased that an agreement was reached as a collective and with the support of our union.

Enhanced conditions for Wadja Wadja employees

Sector Sector MattersMatters

IEUA-QNT member Sheree Shannon from Emily Foord Memorial Kindergarten took part in community cabinet meetings at Everton Park and Pine Rivers at the end of 2010, meeting with Queensland Minister for Education Geoff Wilson (above) and Parliamentary Secretary for Disabilities Services Julie Attwood.

During the meetings Sheree highlighted the concerns of early childhood education centres around the issues of Central Governing Bodies (CGBs) and special needs funding. Sheree explains her apprehension about what governments are doing to address these current pressing issues in early

childhood settings.

“The (community cabinet) meeting with Geoff Wilson was productive in that he showed a genuine interest and need to understand my concerns. He was also somewhat aware of the issues relating to the sector at the moment. In fact he and his secretary bought up the issue of which CGB we would be going with. This led to our concerns that C&K had a monopoly and were pushing centres into making quick decisions. We also discussed the plight of those C&K centres who are legally waiting until mid 2011 to make a CGB choice, and that they would become associate members of C&K during that time leaving them without a logo, and use of the C&K brand.

“The primary issue I spoke about was the introduction of universal access of 15 hours a week and the KFS which does not accommodate these extra hours. They were quick to reassure me that we wouldn’t be receiving less in 2011 than (the last) quarter 2010, but I pointed out that the 2010 funding was based on staff staying with a 38 hour week. We will need to increase full time staff time 2.5 hours a week to make up for the lost contact time. Many centres have already committed to this increase. Therefore we will all be receiving less funding! This will increase fees and stress on centres as they try to maintain their current staff, resources and high levels of education. The cost will pass to the parents as they pay more in fees.”

“The meeting with Julie Attwood addressed the need for special needs funding and our suggestion that it be tied to the KFS. There was a lack of understanding among the government representatives and I felt their suggestion as follows was due to their inability to address the issue. We should speak to our peak body C&K asking them to present a submission to Commonwealth (NSO) and state governments”.

Members are encouraged to submit to The Independent Voice articles concerning prevalent issues in your sector. Please forward any articles and photos to Publications Officer Fiona Stutz at [email protected].

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In brief...Negotiations for new collective agreements at Shafston International College and Nudgee International College have been completed.

Members from both colleges are now working with management to implement the provisions in their agreements.

Members at Nudgee have now received their four per cent pay increase; members at Shafston look forward to further negotiations this year to ensure parity of wages with other ELICOS colleges.


Union members have been successful in winning significant gains in wages and conditions across the non-government schools sector.

• First year teacher salaries in schools with a union negotiated agreement is up to 20 per cent more per year compared to schools without a union negotiated agreement.

• Like salaries, employment conditions can vary between schools. However, the Award and union negotiated agreements generally provide for:

- Fully cumulative paid sick leave;- Enhanced employer superannuation contributions; - Long service leave;- Paid school vacation breaks;- Maternity leave;- Family carers leave; - Job share opportunities; and- Salary packaging arrangements.

Graduate Teachers: A challenging and satisfying fi rst year

As graduate teachers commence their first year and what hopefully will be a rewarding and satisfying career, support and advice from their professional colleagues and their union can do much to ease that feeling of being overwhelmed. It is easy as a graduate teacher to fall into the trap of over commitment. Setting goals and not overcommitting to tasks is essential.

As a profession we owe our graduate colleagues every assistance and support as

Salaries and Conditions Legal Protection Managing workload/pressure

Professional development

IEUA-QNT has a program of support for graduate teachers including a series of graduate seminars. Contact your Chapter Representative or union office for more information on FREECALL 1800 177 937.Taking an active role in the union Chapter at school can be a rewarding part of being a teacher and learning how collectively issues might be addressed in the workplace.

the complexity of the work of a teacher unfolds.

As a union we too can provide assistance and support.

IEUA-QNT is able to provide advice and assistance in such key areas as: Graduate Teacher Salaries and Conditions; Legal Protection; Managing Workload/Pressure; and Professional Development.

I E U A - Q N T p r o v i d e s a b r o a d range of professional development opportunities.

• These sessions are free of charge to union members and details are regularly advertised in the journal a n d t h e I E U A - Q N T w e b s i t e (www.qieu.asn.au).

• Utilise professional development opportunities offered by the employer and our union.

• Such sessions include:

-Graduate teacher seminars to assist in your first year of teaching;-Strategies to strengthen your union Chapter;-Legal liability issues for teachers; and-Workplace bullying and harassment.

More informat ion i s ava i lab le from your union representat ive at your school, our union website www.qieu.asn.au and our union office.

One of the most important aspects of work in schools is making certain that you have adequate legal protection. New laws and the expectation for schools to deal with a range of issues have created an increasingly complex legal situation for teachers.

• All IEUA-QNT members are covered by comprehensive Public Liability and Professional Indemnity insurance as well as legal advice from IEUA-QNT lawyers. Such insurance protection and legal representation are invaluable in legal cases such as allegations against a teacher, liability for negligence for a student injury or defending a teacher against criminal or civil action.

• The majority of non-government schools have no published policy or procedure detailing how complaints are to be dealt with.

• You have the right for any complaint to be handled in a fair and transparent manner. Any complaint should be discussed professionally and with the relevant staff.

• Full details of the complaint should be provided and a reasonable opportunity to provide a response, with the right to seek advice from our union.

• If required to attend a meeting, seek to have a support person attend with you.

Contact our union should any allegation be job threatening or of a criminal nature.

Work intensification is a critical campaign i s sue for educa t ion professionals. Unfortunately, workplace stress is a serious health and safety issue in our sector.

• Teachers are entitled to a fair balance between work demands and their personal lives. In what is an important first year of your teaching career, graduate teachers must ensure that their work/life balance is fair and reasonable.

• While participation in the school community and giving your professional best is an important part of our work in schools, this must not be at the expense of your classroom teaching or personal health.

• Remember, your collective agreement includes provisions for:

- An honorary and voluntary nature of extra curricular activities, for the most part;- Base entitlement to preparation and correction time; and- A maximum number of hours of directed duty.

Visit our website

www.qieu.asn.au to

access a range of tips and

information to help in

your first year of teaching,

including resources

and information

session dates

Graduate Teacher 2011 Information SessionsGraduate Teacher 2011 Information SessionsInformation sessions designed to assist graduate teachers in their first year of teaching have been scheduled for 2011.

G r a d u a t e t e a c h e r s a s I E U A - Q N T m e m b e r s a r e encouraged to attend their local areas sessions in the Darling Downs, Sunshine Coast, North Queensland, Logan, Gold Coast, Rockhampton and Bundaberg.

Session topics will include:• specific legal and professional situations that graduates might encounter in their first year of teaching;• teacher registration and the Queensland College of Teachers (QCT);• the importance of union membership which provides

graduates with the appropriate support and assistance in their first year; and• behaviour management.

For more information and for registration, contact your union organiser or visit our website www.qieu.asn.au

• Darling Downs - 17 February, 4pm Gold Park Sporting Complex, Toowoomba• Sunshine Coast - 2 March, 4pm Siena Catholic College, Sippy Downs• North Queensland - 18 March, 4pm, Centenary Hotel, French St, Pimlico• North Queensland - 14 March, 4pm

Regional

dates

and

venues

IEUA-QNT office, Townsville• Logan, Bayside, Gold Coast Branches- 17 March, 4pm Springwood Hotel• Rockhampton - 23 March, 4pm Brother’s League Club, 1 Lions Creek Rd• Bundaberg - 30 March, 4pm QCU Building

RIGHT: Associate and graduate members recognise the benefits of attending union information sessions to assist them in preparing for their career and securing graduate employment

Work overseas and retain your accrued entitlements. United Kingdom; Ontario, Alberta,

British Columbia, New Brunswick, Canada; Colorado,

USA!

Visit our website www.qieu.asn.au Click on Membership sectors then Teachers then Overseas Exchange

Program.

Contact Kay on FREECALL 1800 177937 (QLD); 1800 351 996 (NT)

or [email protected]

Five years teaching experience

+ QIEU/IEUA-QNT membership

OPPORTUNITY! OPPORTUNITY!

TEACHER TEACHER

EXCHANGEEXCHANGE


Education the focus during Shanghai union delegationEducation the focus during Shanghai union delegation

Do you have a strong interest in the standards of the teaching profession in Queensland? Do you care deeply about how the teaching profession is governed? The current term of appointment of the Queensland College of Teachers (QCT) Board concludes at the end of 2011 which means three practising teachers must be elected in 2011 for the new three-year term of appointment commencing in January 2012.

The role includes: providing efficient and effective strategic management to support achievement of QCT functions; contributing to the effective governance of the QCT; reviewing, approving and monitoring the QCT business plan and annual budget; monitoring the risks facing the QCT; ensuring compliance with the legal and regulatory requirements of the QCT; participating in the development of QCT policies; actively participating in QCT committees and working parties; and acting as an advocate for the teaching profession and the QCT.

Nominations close 11 March with forms available on the QCT website www.qct.edu.au and the Australian Electoral Commission website www.aec.gov.au.

It was my privilege to represent our union as a member of the Shanghai Delegation in 2010. The purpose of the delegation is to exchange ideas for the betterment of education in both countries. The focus of my participation was to address the Queensland – Shanghai Teachers’ Union Working Party Conference on 20 September, 2010 which had the theme “Shared Responsibility, Sha red Commi tmen t” . The conference was sponsored by the Shanghai Education Union, Queensland Teachers’ Union and our union.

We met with executive members of the Shanghai Educat ion Union, SMTUC, and the National Education Union and it was evident that the interplay of the political, social and economic dynamic is clearly critical for China’s future; it would appear that the political leadership have bestowed on trade unions a responsibility to ensure that workers are properly provided for not only in terms of wages and conditions but also a broader social infrastructure.

The density of union membership is growing with absolute numbers at over 239 million representing 75 per cent of workers as members of trade unions in China.

Bilateral links are seen as critical sources of union best practice and industrial methodology. Chinese trade unions have, for instance, adopted the concept of a collective contract negotiated at an industry or enterprise level. However, Chinese trade unions are very interested in enhancing this basic model

and have a keen interest in the experience of negotiating and the content of collective agreements.

The Shanghai Education Union has a membership in excess of 180,000 out of a workforce of 340,000 (180,000 Primary and Middle School/Senior School; 58,000 universities; 2,000 kindergarten/early primary) with a membership density in government schools of 98 per cent. While government and privatised government schools have high membership levels, in the fully private schools the SEU has some difficulty in recruitment.

In my discussions with staff at No. 1 Central Primary School in Xuhui District, Xinanweiyu Middle School and Tongqi University, union officials consistently identified four key roles of their trade union:

1. Safeguarding workers’ rights;2. Providing mechanisms for worker participation in the enterprise;3. Taking a role in the development of the enterprise; and4. Providing education and training to members.

School and university visits were wonderful insights into Chinese education sectors of the Shanghai Education Union. As a representative of IEUA-QNT I was warmly received by both host schools and found that Xinanweiyu Middle School was no different to most schools within our sector. No 1 Central Primary School Xuhui District lived up to it’s name; the staff and students were very busy and displayed international best practice in all subject areas. Obvious

differences were the longer school day, more core subjects to cover and unionists were just beginning to gain medical insurance as a consequence of their union membership.

The sandstone architecture of Tongqi University looked as if it had existed for hundreds of years but in reality it is only 12 years old. The architecture mimics the great university campuses of the world and the impressive qualifications of faculty are second to none. Like our union, the Shanghai Education Union has actively enhanced the conditions for their membership

within the host institutions I visited.

The Queensland Council of Unions (QCU) has enjoyed a bilateral relationship with the Shanghai Municipal Trade Union Council (SMTUC) since 1997. Delegations from the respective Councils visit on a biennial basis. The QTU/IEUA-QNT relationship with the Shanghai Education Union (SEU) arose out of this relationship and was formally established in 2002 with a signing ceremony in Shanghai. The SEU visited QTU/IEUA-QNT in 2003 and a reciprocal visit was

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made by the QTU/IEUA-QNT in April 2004 with subsequent biennial visits now well established.

I participated in the 2009 SEU delegation visit to Australia and in conjunction with the visit to Shanghai I very much realise the importance of the bilateral relationship. I saw that all teachers make a d i f f e r e n c e a n d t h a t u n i o n m e m b e r s h i p e n h a n c e s tha t t eacher exper ience in so many ways. My participation in the Shanghai Delegation of 2010 has invigorated my unionism and my approach to teaching.

IEUA-QNT member Bryce Goldburg visited China as part of the QIEU/QTU delegation at the end of 2010. Bryce reveals his personal experiences and realisations that teachers from all countries can make a difference and that union membership enhances teachers’ experiences in many ways.

S h a n g h a i d e l e g a t i o n participants included: Susan Hopgood – Education International President and Federal Secretary of the Australian Education Union; John Battams – General Secretary of the Queensland Teachers’ Union (QTU); Perry Anderson – Deputy Chair of the Board, Queensland College of Teachers.

ABOVE: Shanghai delegation participants (including article author Bryce Goldburg, third from right) exchange ideas on education and the role of unions at the end of 2010

Teachers required for QCT Board

ABOVE: Bryce addresses the Shanghai Teachers’ Union Working Party Conference


Equity Matters:Equity Matters:

The many benefits of breastfeeding to children, mothers, employers and the community are now well documented and understood. In fact ‘time to establish successful breastfeeding’ was one of the reasons underpinning the federal government’s establishment of the new national paid parental leave scheme which came into effect on 1 January 2011.

Research shows that breastfed children receive better nutrition and protection from illness/infections, which is particularly important where external childcare is utilised. Parents benefit where children are healthy, as well as appreciating the overall convenience of breastfeeding including cost. The employer and community also benefit because breastfeeding can be seen as a contributor to lowering parental absenteeism due to infant illnesses. Family-friendly policies and conditions (including support to continue to breastfeed and express when returning to paid work) also assist employers in the recruitment and retention of women workers.

Existing protections for women workers

State and federal anti-discrimination legislation requires employers to ‘reasonably accommodate’ breastfeeding mothers. However, the generality of this term necessitates the negotiation of specific employer supports for women who choose to continue breastfeeding upon returning from maternity leave.

In 2003, the following provision was successfully negotiated for Queensland Catholic schools staff:Breast-feeding and expressing facilities - The employing authority will, upon request, provide a private and secure area for the purpose of breastfeeding and/or expressing and storing milk separate to communal staff facilities.

However, it should also be noted that no other major sector agreement contains a similar provision at this stage.

Next steps towards more family-friendly workplaces

Our union is currently promoting

the widespread negotiation of a comprehensive industrial provision support ing breastfeeding and expressing through collective agreements, including some typical workplace considerations to assist women returning from maternity leave to successfully combine breastfeeding and paid work. In the lead up to collective bargaining negotiations at your workplace, members are encouraged to prioritise a specific industrial provision to support women who chose to continue to breastfeed upon returning to paid work.

Breastfeeding as an industrial issue

In 2011, it is definitely time for all non-governmental school employers to come to terms with the reality of breastfeeding as a workplace issue.Breastfeeding is a workplace issue because:• Women make up nearly half the Australian workforce;• Many women combine paid work with mothering;• On average, those who take time out to start a family already have 10 years experience in paid work;• More than one in four return to paid work in the first 12 months of their child’s life;• For breastfeeding to be maintained, mothers need to either breastfeed their baby or express breast milk if separated from their baby; and• While more women are choosing to breastfeed, studies show that return to work is a major reason for early weaning.

Breastfeeding should be supported by employers because it:• Reduces staff turnover, since mothers are more likely to return to work and may even return sooner;• Requires less recruiting costs by retaining experienced, skilled staff;• Increased productivity through enhanced employee-employer relations. Women feel valued and are therefore more motivated, committed and productive;• Presents a positive corporate image; and• Reduces staff absenteeism, due to reduction of child illness and infection.

Employers can support a woman’s choice to continue breastfeeding upon

return to work by providing any or all provisions in the following non-exhaustive list upon request:• Adequate timetabled lactation breaks (paid or unpaid) attached to scheduled morning tea and lunch breaks, and exemption from duties at morning tea and lunch, to enable time to breastfeed or express, seal and store expressed breast milk, and sterilise equipment where necessary;• Use of a clean, private room (not the toilet area) with a power point, lockable door, comfortable chair and small table;• Use of a small refrigerator, separate to communal staff facilities, where expressed breast milk and expressing equipment can be hygienically stored;• Use of a clean space to sterilise and dry expressing equipment; and• Permission for a carer to bring the child to work to be breastfed during lactation breaks.

What happens for breastfeeding mothers working in the state sector?

On 5 August 2010, the Queensland government introduced a new breastfeeding policy for all state government employees. Paid lactation breaks of up to one hour (combined) during working hours are provided and if more time is required flexible work or leave arrangements may be implemented. In addition, the following are to be provided:• A private, clean and hygienic

space which is suitably signed and lockable;• Appropriate seating and/or a table and bench to support breastfeeding equipment;• Access to a refrigerator and a microwave; and• An appropriate receptacle for rubbish and nappy disposal.

Subject to space and logistic restrictions, workplace facilities for breastfeeding and/or expressing should also include:• A power point suitable for the operation of a breast pump;• Access to facilities for changing nappies, washing and drying hands and equipment; and• Facilities for storing breastfeeding equipment.

What you can do to ease the transition

Women who choose to breastfeed upon return to work can consider the following helpful tips:• Advise the employer of their intention to continue breastfeeding upon return to work, and the specific considerations they may require of their employer to enable them to do this, ahead of their return to work so that the necessary arrangements can be made;• Organise feeding times so that they are able to breastfeed just before leaving home in the morning and do so again as soon as you return in the afternoon;

Breastfeeding and Your Return to Work

• Consider the purchase of an electric breast pump to make expressing sessions at work quicker and easier;• Wear clothes that allow you to access your breasts for easier expressing at work. Take along tissues or a small towel and extra breast pads;• Learn some relaxation techniques to reduce stress and make expressing easier and faster;• Contact a trained Australian Breastfeeding Association counsellor for support and advice on expressing at work, if needed; and• Contact our union for advice and legal/industrial representation if your workplace is unsupportive, or if you think you have been discriminated against.

Join the campaign – Join our Equity Committee!

Our union is now developing a specific policy to provide detailed guidance to women members and school management on thisimportant issue. Any members interested in being part of this exciting project are encouraged to take the first step by joining our union’s Equity Committee. Equity Committee members are an inclusive, task focused and committed group that meet about seven times a year. Teleconference facilities are available.

If you would like to become a Committee member contact Ros McLennan by email: [email protected]

Are you an early childhood e m p l o y e e i n t e r e s t e d i n undertaking further study to upgrade your qualifications?

From 1 January 2014, al l kindergartens will be required to employ a four year qualified early childhood teacher to provide leadership in the delivery of the kindergarten program.

The Office for Early Childhood Education and Care is providing

Early Childhood Teacher ScholarshipsEarly Childhood Teacher Scholarshipsa unique opportunity to employees in kindergartens to apply for an Early Childhood Teacher Scholarship.

Eligible employees with a three year university qualifications will be able to upgrade to a four year early childhood teaching qualification so they can teach an approved kindergarten program.

Each scholarship is valued at upwards of $12,000 and is a great

incentive for early childhood education and care staff to upgrade their qualifications.

Scholarships will cover the costs of course fees and provide a study allowance each semester to cover the added cost of study, such as text books, internet access and resource materials.

Additionally, if the scholarship recipient’s study program requires a professional experience/practicum

placement, 50 per cent of their gross salary costs for the placement per iod wi l l be provided to their employer to assist their release.

The Department of Education and Training has been working closely with Queensland universities and the Queensland College of Teachers to find courses that meet the necessary legislation requirements, as well as recognising the experience of early childhood education and care

education professionals.

Information on how to apply for the Early Childhood Teacher Scholarships is available on the Department of Education and Training website http://e d u c a t i o n . q l d . g o v . a u / h r /recruitment/teaching/early-childhood-scholarships.html.

Application forms for studies commencing Semester 2 will be available by February 2011.

D o y o u b e l i e v e i t i s important for employers to recognise the needs of women returning to work from maternity leave?Absolutely! What I have realised is that people are able to help as long as they know what you need.

It is important to have a clear dialogue so that needs can be shared, acknowledged and responded to in order to suit all parties.

Apart from feeding or expressing, returning to work is such a dramatic

change and understanding is vital to an easier transition. Do you think there is a need to develop a policy to provide guidance to women members and school management for breastfeeding at work?As with everything... I have had to learn as I go and providing for my daughter while at work is another new step.

The policy is important for both mothers returning to work and employers looking for practical ways to support their staff.

IEUA-QNT member and mum Amanda Rowe (right, with daughter Olana) supports a stress-free transition back to work after having a baby.


HHealth & ealth & LLifestyle Tipsifestyle Tips

Cerv icogenic headache and how physiotherapy can help you

Cervicogenic headache originates from the neck and is one of the most common types of headaches. It is important to note there are many other types of headaches including migraines, cluster, tension, hormonal and eye strain, so an assessment from your doctor and physiotherapist is important to diagnose the specific type of headache.

Cervicogenic headaches occur due to damage to one or more or the joints, muscles, ligaments or nerves of the top three vertebra in the neck. The pain associated with this is referred pain, as the nerves that supply the upper neck also supplies the skin overlying the head, jaw, and back of eyes and ears. The headaches can be caused by activities placing excessive stain on the upper joints of the neck, such as repetitive or prolonged activities including slouching with poor posture while at the computer, marking papers and writing reports or from a specific incident such as heavy lifting or whiplash injury.

Signs and symptoms include:• Gradual onset of neck pain and headache during an activity or pain and stiffness after the provocative activity particularly waking the next morning• Pain can last days, weeks or even months• Constant dull ache usually at back of head but can be behind the eyes or temple region, and less commonly on top of the head, forehead or ears• Pain is usually felt on one side but can affect both sides of the head and face• Neck pain, stiffness and difficulty turning the head• Pain, pins and needles or numbness can also be felt in the upper back, shoulders, arms or hands

• Light-headedness, dizziness, nausea, tinnitus, decreased concentration and depression • Increased pain from certain movements of the neck or sustained postures• Tenderness with firm palpation of the upper neck and base of skull

Most patients suffering cervicogenic headaches recover quickly with physiotherapy treatment. Recovery time varies from a couple of days to a couple of weeks depending on the severity of the injury and patient compliance to treatment.

Contributing factors:• Poor posture• Neck and upper back stiffness• Muscle imbalance, weakness and tightness• Previous neck trauma• Inappropriate desk set up, pillow or sleeping postures• Stress• Sedentary lifestyle or lifestyle with excess slouching or bending forwards.

Physiotherapy treatment may include joint mobilization or manipulation, soft tissue massage, dry needling, electrotherapy, postural taping or bracing, flexibility exercise and strengthening exercises for deep neck flexors and scapula stabilizers to improve posture, education and advice for anti-inflammatory/activity modification/ergonomics/pillow selection, neural stretches and clinical pilates. A full physiotherapy assessment will be able to determine the causes of your pain and direct treatment for each individual case. Don’t just hope that the pain goes away. Call us and we will gladly advise you on the best course of action.Early treatment and professional advice will result in a quicker, less painful road to recovery.

There are a variety of techniques to practice to manage these signs of anxiety. Principally they are about focussing our attention on our bodily reactions and the thoughts that are behind them, rather than to ignore them. In other words it helps to acknowledge our feelings, either aloud to ourselves or to another we feel we can trust with this information. Diarising these feelings, thoughts and what responses make us feel better and which makes the discomfort worse, is a valuable exercise.

Other strategies that are helpful are positive self-talk, relaxation exercises, deep breathing, visualising a tranquil scene or going for a 10 minute walk in a peaceful environment, counting your breaths, observing what is around you., allowing yourself some pleasure in your environment. Our bodies serve us well. When we have many responsibilities, it can slip our attention that we are not coping, not sleeping well, grumpier, losing our appetite, not concentrating as well as usual, being more forgetful, and finding it hard to make decisions.

Reaching out for help is a sign of maturity. Sometimes its difficult to admit we are feeling overwhelmed and fear it indicates weakness or ignorance. I encourage you to call Supportline on 1800 655 302 if you wish to speak to a counsellor for on-line help, for this or any other stress related matters. This is a 24 hour service for Teachers Union Health Fund members.Jo

Dear Jo, I am a 49 year old English teacher, married with two adult children and I am having problems getting ready for work. I find myself taking more time preparing myself. As I get close to work, I get an uncomfortable feeling in my stomach. My sleeping pattern is a little strange; as I sleep well on Friday and Saturday nights, however, find myself waking during the night at other times. Can you please help me? Concerned

Dear Concerned,Thank you for your letter and expressing what a lot of people will be feeling as they now recommence work and what is a stress for many, when they face daily work or an activity that has become overwhelming.

Commonly called “worry” in its mild to moderate manifestations and “fear” when the experience is an intense one, anxiety is a normal part of day to day life for most of us.

Anxiety is an emotional reaction which ideally performs the function of warning lights on the dashboard of our cars. Anxiety tells us to “think ahead”, “watch out for that”, “caution”, or “do something”.

People often lack insight about the various personal indicators of stress or anxiety that our bodies show us. The knot in our stomach, the pain in our chest, the dull ache in our back, the sharp pain in our neck, difficulty getting to sleep and disturbed sleep, and commonly digestive discomforts.

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Queensland Studies Authority 2011 ConferenceVision to Reality: Queensland’s new education landscape is the QSA’s 2011 conference for school leaders, teachers and education professionals. It will provide opportunities to engage with a wide range of education issues across the early childhood years to Year 12. The conference will be held from 27-29 April at the Brisbane

Convention & Exhibition Centre.The QSA’s 2011 conference will offer delegates opportunities to:•hear highly respected national and international education experts; •engage with the new Australian Curriculum; •explore the themes of assessment literacy, quality teaching and leadership success;

•network with fellow professionals; and•attend forums about leadership in education and early childhood.

Registration is now open. Early bird registrations close 25 February.T o f i n d o u t m o r e v i s i t t h e Q S A w e b s i t e a t http://www.qsa.qld.edu.au/

C&K ECE Conference

The C&K 2011 Early Childhood Conference - ‘Living in a child’s world’ will be held at the Brisbane Convention and Exhibition Centre on Saturday 21 and Sunday 22 May. Find out more at http://www.candk.asn.au/

EVENTS DIARYEVENTS DIARY

MYSA International

Conference

The Middle Years of Schooling Association (MYSA) invites all those committed to the education, growth and development of young adolescents to the 7th International Conference, to be held from 26-28 May 2011 at the Gold Coast Convention & Exhibition Centre.

The Conference will allow you to: • keep up to date with the latest national curriculum developments and connect these developments with some of the latest research into thinking and learning;• ensure that the 21st century curriculum is connecting with 21st

century middle years students and explore ways to inspire the 21st

century young adolescent learner; and• network with others to renew a personal and school vision for middle schooling.Visit www.mysa.org.au.

Indigenous artists can now start working on entries for the National NAIDOC Poster Competition to reflect this years National NAIDOC theme Change: the next step is ours. The Poster Competition closes on Wednesday 1 April and the winning artwork attracts a $5,000 prize. The winning entry will feature on the NAIDOC poster and be displayed across Australia to help celebrate NAIDOC Week. For more information visit www.naidoc.org.au/

NAIDOC Week Poster Competition

DATE CLAIMER: Celebrate the World’s Greatest Shave from 10 to 12 March 2011 for the Leukaemia Foundation. For more information visit www.worldsgreatestshave.com

Legal Briefs Andrew Knott, Macrossans Lawyers

A decision of the English Court of Appeal in 2009 is a timely reminder at the beginning of the school year of the importance of systems put in place to supervise students during breaks.

In the case under consideration, entitled Palmer v. Cornwall County Council, a boy then aged 14½ was hit in the eye by a rock thrown at a seagull by another pupil during the lunch break and when in a play area.

The original Judge held that there was no liability for damages. The Court of Appeal Judge who heard the Application for Leave to Appeal, and granted it, said that she thought that finding was “perverse” (a most unusual judicial comment).

The key facts were as follows:“On 12th July 2001 the appellant was at school as usual. The school was a mixed school of a significant size. The accident occurred at lunch break which ran from 1.20pm until 2.00pm. The arrangement was that pupils ate their lunches (either pack lunches brought in by themselves or a lunch supplied by the school) indoors. It was forbidden to take food outside although this prohibition, we were told, was more honoured in the breach. Following their lunch many pupils came outside for a period

of free time during which they might play games or simply relax. Since he was 14 going on 15 the appellant was in year 9. There was a designated area for years 9 and 10 at one end of a field and a designated area for years 7 and 8 at another. Each area was about the size of a football pitch.

The appellant was later coming out onto the field than others in years 9 and 10 because he had been held in detention, and thus he came out at about 1.45 pm. Very soon after he joined his year group, he was struck by a large stone or rock which seriously injured his eye. It seems that one of the year group, Matthew Lamb, had placed some food on the ground to tempt seagulls to swoop down so that he could throw stones or rocks at the seagulls. In throwing one such rock he accidentally hit the appellant in the eye.

Supervision of the play areas on the field was organised on a rota basis and was carried out by dinner ladies. There were two dinner ladies on duty, Josie Brewett and Andrea Grace, and as between them it was arranged that one was responsible for supervision outside and the other was responsible for supervision inside, moving to the outside as the indoors emptied of pupils. The precise timing of that change of position is not material

because it is not in dispute that only one dinner lady, Josie Brewett, was on duty outside at the time of the incident.”

The Court of Appeal commented:“The critical aspects of the case on which the judge had to find the facts and which were in dispute related to (1) the number of pupils under the supervision of the one supervisor Josie Brewett; (2) what was the proper ratio of supervisor to pupils so as to provide proper supervision; (3) whether, as certain of the witnesses called for the appellant maintained, throwing stones had occurred on a number of occasions prior to the incident in which the appellant was hit in the eye; (4) the length of time over which stones were being thrown on the occasion when the appellant was hit; and (5) whether whatever supervision had been in place this incident would have happened anyway so that even if negligence was established, that negligence did not cause the appellant’s injury.”

One supervisor, Josie Brewett, gave evidence that: “….she directed her attention to the year 7 and 8 pupils, and the year 9 pupils, plus those left of the year 10, received “only the occasional glance”. She explained why she paid greater attention to the younger age group and, as the judge found, that is entirely

understandable but the consequence was that there was not even one supervisor with 100% concentration on years 9 and 10.”

The original judge had said that it was “appalling” that the school had very poor record keeping, apparently as the school did not produce any significant evidence of risk assessment, guidance, warning or training in relation to the supervision of a lunch break. This comment emphasises yet again the importance not only of doing things properly, but of documenting them appropriately.

Many teachers often ask what is the correct ratio. Unfortunately, as the Court of Appeal said in this case, it is not possible to say that a certain ratio must be adhered to in each and every case as “all must depend on the circumstances and the assessment of risks”. The Court of Appeal added that younger children need closer supervision than older children, “but all need supervision”.

It appears important to the judgment here that it was common ground between the relevant student witnesses that they knew stone throwing was prohibited and that they would not have thrown stones if they had been aware there was a supervisor nearby. On that basis

SUPERVISION OF STUDENTS AT SCHOOLSUPERVISION OF STUDENTS AT SCHOOLthe causal connection between the inadequate number of supervisors and the sustaining of the injury was obviously easy for the court to find.

The Court made an interesting comment that, given the evidence that the one supervisor present was actually concentrating on the years 7 and 8 and “only glancing” at years 9 and 10, “… there was not in reality one supervisor”. The Court of Appeal said that the case “falls into quite a short compass” and the essence of the finding of liability is as follows: “First, to have one dinner lady supervisor who would be stretched to supervise over 150 pupils in years 7 and 8, only glancing occasionally at years 9 and 10, was in my view clearly negligent. Second, since the purpose of appropriate supervision is to deter children taking part in dangerous activities, as well as to stop dangerous activities if they do no occur, a court should not be too ready to accept that the dangerous activity would have happened anyway. Third, where as here the recorder found witnesses called by the appellant were telling the truth, there was no reason not to accept their evidence that if a supervisor had been near they would not have thrown stones because they knew that stone throwing was prohibited.”

Teams Making a Difference is an award that honours an outstanding team that is working together for young adolescents in the middle years of schooling. Sponsored by Hawker Brownlow Education and the Middle Years of Schooling Association (MYSA), the biennial award recognises teams of teachers, administrators, parents, community members or any combination of these individuals.

The Teams Making a Difference Award will focus on outstanding teams

Teams Making a Difference

who have created a program, activity or project that has influenced student achievement through focused real life learning and dedicated team work. The winning team will present their program at the MYSA 7th International Conference on the Gold Coast, 26-28 May, and will receive resources to the value of $1,000 from Hawker Brownlow Education and complimentary registration to Conference and Conference Dinner tickets. Entries must be received by 5pm on 11 March. For more information visit www.mysa.org.au


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©2011 National Australia Bank Limited ABN 12 004 044 937 80029A0211

“Preventing bullying is everyone’s responsibility.”

Dr Judith SlocombeThe Alannah and Madeline Foundation

“While bullying is a societal problem not confined to any one place, we believe schools and children’s social environments are a good start.

We were delighted when NAB approached us with the idea of National Buddy Week. The initiative highlights the need to prevent bullying in Australian schools and cyberspace by providing an opportunity to celebrate friendships and discuss bullying.

If you would like to learn more about how to prevent bullying and cyberbullying, and find out about our eSmart system and Better Buddies Framework, please register for one of our complimentary Bullying Solutions Seminars.”

Visit amf.org.au

Feb2011Binder

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