Journal may 2014 web

23 May 2014 Volume 119 number 4

Labour Day 2014

Switch your home loan to QT Mutual Bank and you’ll receive $1,000 now plus a highly competitive home loan rate. Which means you’ll have even more money to spend on the things that make you happy long into the future.

Call us on 13 29 30 or visit qtmb.com.au/happiness today.

Offer valid on all home loan applications submitted between 31 March 2014 and 28 June 2014 and settled by 31 July 2014. Minimum balance of $150,000 is required to qualify to receive the $1,000 eftpos card. Available on refinanced loans from other institutions and new QT Mutual Bank home loans. Split loans (e.g. part fixed and part variable) will be considered as only one loan and will be eligible for one eftpos card. Offer can be withdrawn at any time. Offer is not transferable. The $1,000 eftpos card will be issued within 21 days from the loan settlement date. Terms, conditions, fees and charges and lending criteria apply. QT Mutual Bank Australian credit licence 241195. QTE6600TJ

QTE6600TJ.indd 1 29/04/2014 2:13 pm

Vol 119 No 4 | Queensland Teachers' Journal 3

23 May 2014

Switch your home loan to QT Mutual Bank and you’ll receive $1,000 now plus a highly competitive home loan rate. Which means you’ll have even more money to spend on the things that make you happy long into the future.

Call us on 13 29 30 or visit qtmb.com.au/happiness today.

Offer valid on all home loan applications submitted between 31 March 2014 and 28 June 2014 and settled by 31 July 2014. Minimum balance of $150,000 is required to qualify to receive the $1,000 eftpos card. Available on refinanced loans from other institutions and new QT Mutual Bank home loans. Split loans (e.g. part fixed and part variable) will be considered as only one loan and will be eligible for one eftpos card. Offer can be withdrawn at any time. Offer is not transferable. The $1,000 eftpos card will be issued within 21 days from the loan settlement date. Terms, conditions, fees and charges and lending criteria apply. QT Mutual Bank Australian credit licence 241195. QTE6600TJ

QTE6600TJ.indd 1 29/04/2014 2:13 pm

Q U E E N S L A N D T E A C H E R S ’

www.qtu.asn.au

Editorial policy Articles and letters should be sent to ‘The General Secretary, Queensland Teachers’ Journal Editor, PO Box 1750, Milton BC, 4064’, faxed to (07) 3512 9050 or emailed to [email protected]. Letters should be no more than 200 words in length. Articles should be a maximum length of 500 words. All submissions should be signed and those wishing to remain anonymous should indicate their name is not for publication. Articles, letters to the editor and advertising in this journal do not necessarily represent the views of the Union. The next edition will be published on 18 July 2014. The deadline for all editorial and advertising material is 23 June 2014. For advertising enquiries, email [email protected] or call (07) 3512 9000.

8 Manage your workload

10 Award stripping could impact EB

11 GT=GR: beyond rankings

12 What should be in the State Budget?

13 IPS decision

14 QTU voice heard on TAFE bills

15 Strong Choices

20 Return on school funding investment

23 My Union = a fair go

27 My hero

features

regulars 4 News

5 Editorial

7 From the President

25 If I only had a blog

29 New teachers

30 QTAD

31 Legal

32 Retired teachers

33 Lighter side

34 At leisure

34 Classifieds

35 QTU contacts

35 Anniversaries, reunions and events

Cover image: The QTU leads the Brisbane Labour Day march. See page 16.

This QR code will take you directly to the www.qtu.asn.au website. In order to scan QR codes, your mobile device must have a QR code reader app installed.

ISSN 0033-6238

16 Labour Day 2014

News

4 Queensland Teachers' Journal | Vol 119 No 4

TUH knows QueenslandRecently, Teachers’ Federation Health (TFH) Ltd from NSW (trading as Teachers’ Health Fund) has started marketing in Queensland. You may have already seen television and other advertising and we understand there will be increased activity with an initial focus on the Gold Coast. This activity may cause some people to believe that this company is affiliated with TUH, which is a Queensland health fund, established by the QTU for QTU members more than 40 years ago.

TFH, which operates out of Sydney and was set up by the NSW Teachers’ Federation, is not supported by the QTU. Queensland teachers are not represented on the TFH Board and are not members of the company. On the other hand, TUH has 6,000 company members, predominantly QTU members, and has a constitutional requirement to have QTU representatives on the board.

For more than 40 years, TUH has offered outstanding service and value-for-money products that provides hospital products that are up to 40 per cent less than other major health funds. TUH members enjoy exceptional benefits and personal care by belonging to a local health fund run to benefit members rather than shareholders or foreign owners.

TUH knows Queensland, which means it can give more to Queensland teachers by:

• providing an extensive preferred dental and optical provider network throughout Queensland (TFH does not offer this)

• providing an Active Health Bonus of up to $250 to put towards general treatments on TUH’s most popular products

• having a Health Care Centre in Brisbane that has serviced both our local and regional members for many years (TFH offers no facilities in Queensland)

• supporting local community activities

• maintaining relationships with schools and principals and supporting development initiatives

• providing health management programs and member discounts

• keeping average rate increases over the last three years lower than TFH:

2012 2013 2014 Total

TUH 3.96% 4.50% 4.50% 12.96%

TFH NSW

4.68% 4.10% 5.42% 14.2%

Industry average

5.06% 5.60% 6.20% 16.86%

QTU remains committed to TUH and believes it is the health fund that best represents and cares for our members and their families.

Graham MoloneyQTU GENERAL SECRETARY

Teacher transfers 2014Term 2 is teacher transfer application time and the process is now underway.

The QTU provides the following advice to teachers who are contemplating submitting a transfer in 2014 (the relevant dates are set out to the right).

• If you are certain you want a transfer, submit the application as soon as possible as it will allow the receiving regions more time to identify and create vacancies for teachers returning from the completion of rural or remote service.

• If you have completed the minimum service requirement for a requested transfer, the Union recommends you submit a requested transfer application, as 2013 saw the lowering of minimum transfer points thresholds required for teachers to transfer into most regions/geographic areas, particularly those in the south east corner of the state.

In 2013, regional directors played a significant role in lowering these thresholds and the Union believes a similar approach will occur in 2014.

• If you are unsure if you should submit a transfer request, it may be better to submit and withdraw the application at a later date, as it appears transfers lodged after the application closing date, and in particular during term 4, are not usually granted regardless of the points and service accrued.

• If you are submitting a compassionate transfer request, ensure you have the necessary documentary evidence, eg. for compassionate transfer requests based on medical grounds you will generally require specialist medical evidence.

If you require assistance with your application or you believe your application requires advocacy at regional office, contact your Organiser. General enquiries can be made through QTAD on 1300 11 7823.


Editorial

Job security and workload/stress have been identified (by a country mile) as the two most important employment issues by QTU members in the quadrennial QTU membership survey, which was completed by over 2,600 members.

While nine employment issues were rated as either very or fairly important by more than 90 per cent of those surveyed, these two issues emerged when participants were asked to rate their first and second most important issues. Job security was chosen by 44 per cent, and 36 per cent chose workload/stress. The next highest were individual rights as an employee and salary at about 18 per cent each.

These results come at a time when the Queensland Government, through its award modernisation (stripping) process, is seeking to undermine or remove protections around these issues from awards. Their changes to legislation concerning what can be included in enterprise bargaining will also prevent these issues being addressed in the next round, which is due to commence no later than 1 July next year.

The QTU will not give up on such fundamental issues, or others like class sizes, just because the government changes legislation. However difficult governments try to make it, the Union will just find another way to pursue these issues.

Based on feedback from members, the Union has already been working on a range of strategies to address workload issues. My last Journal article referred to similar problems in England and Scotland.

By the time you read this, the QTU Council on 17 May will have endorsed an overarching strategy to pursue not only these but also a range of other professional

and industrial campaigns through the remainder of 2014 and into 2015. The strategy has been informed by, among other things, progress results in the survey. Look out for information coming your way about the campaigns and strategy we will be pursuing.

Union RepsThe results of the survey contain a range of other data, including some about QTU workplace representatives. 92 per cent of participants agreed or strongly agreed with the proposition that “it is important that I have a knowledgeable and approachable workplace representative”. In fact, 28 per cent rated Union Reps as the best way to receive information, second only to Newsflashes (41 per cent).

The QTU has over 2,000 members who have volunteered to be workplace representatives. Since the Queensland Government abolished industrial relations education leave in July last year, they have been undertaking training in their own time, including 160 at the Union Reps Conference during the spring school vacation. When 73 per cent of members surveyed are more concerned about job security than two years ago and 41 per cent are more fearful of active union involvement, Union Reps deserve your appreciation and support. They have mine.

If you read this, go out of your way to thank your Workplace Reps for the work they do on your behalf.

The survey contains a vast array of data. It allows the Union to identify the differing issues and priorities of members whether by gender, age, time teaching, position or level of Union involvement. A summary of some of the more important findings will be published in the next Journal.

In the meantime, the results of the survey will be one of the key planning documents as the Union goes about developing its strategic plan for the next five years.

Thank you to each of the 2,600 members who gave 15 minutes or more of their time to have a say in the future direction of their Union.

Graham MoloneyGENERAL SECRETARY

International teacher surveyA world-wide survey of teaching and learning conditions has been launched to bridge the gap between policy making and the reality of the classroom.

The survey, the results of which will be presented to UN Secretary General, Ban Ki Moon, later this year, is being organised by Education International (EI), which represents teacher unions and organisations around the world.

The survey is accessible online until the end of July. To take part, visit http://efa-ept.ei-ie.org/

Survey identifies job security and workload as top issues

Lacking in volume? Try our restore package 2ml Filler + 2 Areas of anti wrinkle injection

$1800 worth of treatments for $1200!

Call Revive for a free consultation on 3801 5824 6/2 Bulwarna Street, Shailer Park Q. 4128

Teachers mention this add & receive 10% off cosmetic treatments (Doesn't apply for discounted treatments)

Thinking of Retirement?

Maher Digby SecuritiesMaher Digby Securities…the trusted name in Financial Planning…the trusted name in Financial Planning

Est.1989Est.1989

We are Specialists inRetirement Planning for Teachers

* Income streams * Retirement * Estate planning * Pensions

“We wanted sound financial advice – advisers who would listen, take a personal interest and deliver. We found it all in Maher Digby.” Dr Allan Morgan Educational Researcher & Consultant – Brisbane

“Maher Digby provided sound timely investment advice which has given us peace of mind in our retirement.” Graham Burns retired Senior Education Administrator – Wide Bay

Mark DigbyMark DigbyTim MaherTim Maher

Ph: 07 5441 1266CALL US TODAY FOR A FREE INITIAL CONSULTATION

www.maherdigby.com.au [email protected]

AFSL Licence 230559

Brisbane to Wide Bay

SEEKING PROMOTION?

Tel 0411 245 415 • Email [email protected] Serving Queensland’s teachers since 1990

Teachers’ Professional Résumés ABN 40 833 718 673

Workshop for Application Writing and Interview - $349Sat 21 Jun 2014 10am-4pm | Robertson Gardens Comfort Inn

For aspiring principals, DPs, HODs, HOSES, HOCsFor details and to register: www.teachers-resumes.com.au

Online Packages - $135 Order at: www.teachers-resumes.com.au

QTU activists assembled for the 2014 Union Reps Conference in April, undeterred by the state government’s legislation changes and the withdrawal of paid leave to attend Union training.

The conference was held at the Brisbane Convention and Exhibition Centre on the first day of the Easter school holidays. QTU President Kevin Bates opened proceedings, discussing the “pursuit of professional independence and employment security”, and was followed by Professor David Peetz of Griffith University, who analysed the new industrial landscape and explained its implications.

After morning tea, AUE Federal President Angelo Gavrielatos discussed national affairs and updated delegates on the funding campaign. He was followed by QTU General Secretary Graham Moloney,

who focused on how the new industrial landscape is impacting on the work of the Union and how it is responding. After lunch, the delegates took part in workshops, “Responding to the challenges” and “Building strong networks”.

The government changes meant that the conference was mainly attended by Union Reps from the South East corner of the state, with representation from the regional areas. Those who were not able to attend can see the main presentations at www.qtu.asn.au/urconfvid2014 (membership number and password required).

Union Reps Conference 2014Prof David Peetz


From the President

United in our pursuit of professional independence and employment securityThe education environment in which we currently operate consists of professional, industrial and political spheres; each interacting and overlapping to create a complex context for professional practice.

With this in mind, I want to propose two goals that should drive both bargaining and campaigning over the foreseeable future.

Professional independenceWhen did it become okay for someone else to come into our schools and our classrooms and tell us how to do our jobs? Most odious are interventions designed to exert command and control, rather than support through coaching, mentoring and professional development.

In a grossly Orwellian experience, we must now acknowledge that autonomy lies at the heart of this deliberate degradation of the teaching profession. Why Orwellian? Because autonomy in this new world is about devolution of additional responsibility and accountability and restriction of true independence. The simple truth is that the more autonomy we are given, the less independent we will become. Examples of this in operation in our schools include:

• curriculum: C2C, a useful resource to support the implementation of the national curriculum or a whip to “flog a willing professional”?

• OneSchool: effective tool to support modern educational practice or oppressive techno overlord?

• data: guideposts to improvement or tyrannical master?

Each scenario is equally possible: but of most concern is the direction of the department and the politicians who, underpinned by “autonomy”, compel it towards the negative manifestation.

No school I have visited over the past two years has been free of at least one of these blights, and yet they have coincided with a stripping away of professional independence rendering confident and assertive individuals hesitant and insecure.

We must restore the independence of our profession. We need to take back control of what we do, define why we do it and declare our right to decide, in the best interests of students and their education, who will do it. Doctors and lawyers have been doing this for generations. Professional educators have too. It’s time to clearly define who we are as a profession and make our voices heard.

Employment securityThis professional independence must be reborn on the platform of security of employment, which in this context means tenured employment on the same or better terms and conditions than currently exist. This is not just about permanent jobs versus temporary or casual jobs. It must be a crusade to protect and enhance the terms and conditions of our employment, to ensure the viability of the profession long-term and the capability of those engaged in it to sustain that involvement.

Do a straw poll of any staffroom in any Queensland state school, there will be people who are now seriously questioning their capacity or willingness to remain in teaching. That is insecure employment.

Over the coming months we will have our mettle sorely tested as we oppose the consequences of a legislative regime

designed to wreak havoc on the very basis of the employment security of public servants, professionals and others.

The second outcome from our campaigns needs to be the re-establishment of confidence in our terms and conditions of employment, such that teaching professionals can do that which they are bound to do by the very nature of the profession: work always and forever for the best interests of the students we teach.

The horns of a dilemmaOne idea burning brightly for me at the moment is the restoration of a code of ethics for the teaching profession. Doctors have the Hippocratic oath, lawyers have a complex ethical framework within which they operate and many other professions adopt a similar approach.

Teachers too have a code of ethics. Not a code of conduct - a yoke devised by the employer - but a statement of the goals and aspirations of those called to the vocation of teaching (see my April Journal column for more on this). Reinvigorating this blueprint of the profession would serve us well as we struggle to wrest back control of the education agenda by providing an unassailable foundation for debate. All we do we do for the students in our schools. And unlike the Queensland Government, we actually mean it.

Kevin BatesPRESIDENT

Tell us what you think – go to www.qtu.asn.au to read the full code of ethics and give your comments about each aspect of the code.

News

Recent surveys undertaken by the QTU have confirmed that the intensification of workload is a primary area of concern for members, while the Union has also been receiving reports that members are being given directions that fly in the face of departmental policy.

Know your conditions, manage your workload

The increasing pressure on members to reach the next data cycle, to develop plans in a certain way or to not take sick leave seriously erodes members’ rights and working conditions.

While the simple answer may sometimes be to simply say “no”, members have indicated that they feel that their professionalism is questioned when they attempt to assert their rights and that at times the statements and requests are made so convincingly that the assumption is that they must be based in fact.

That’s where the QTU Fact Checker comes in. This online resource allows you to look up instructions or statements and determine whether they are factual or not.

You can use this information to approach the decision-maker and discuss the issues. Strategies that may be used include:

• establishing the facts by accessing the Fact Checker, departmental policy, QTU brochures etc

• speaking with the school Union Representatives or the decision maker about the issues

• providing copies of the information to the decision maker to enable them to familiarise themselves with the issues

• negotiating an outcome that protects the conditions of members.

It is important to recognise that the person making the request is often only the messenger, and that providing them with the information will empower them to resist some of the extreme requests being made of schools.

QTU officers and organisers are currently conducting working conditions workshops for members. These workshops take members through the basic conditions and allow members time to seek clarification of issues occurring at the workplace.

The QTU is also in the process of developing a red tape reporter – this online tool will allow members to identify those matters that act as barriers to teaching and leading schools and the actions that can be taken to address them. For example, changes

were recently made to the application process for meritorious sick leave. Previously the application was made and workforce relations would review a member’s service to determine its meritorious nature. Under the new process, members are being asked to provide a written statement as to why they believe their service is meritorious – this is just another layer of administrivia that takes members away from teaching. The solution would be to return to the former process.

In reality, the only way we will be able to redress the current intensification of workload is to work together to ensure that our conditions are protected. It is our profession, it is time that we reclaim it and stop the government’s attempts to take it away.

Kate RuttimanDEPUTY GENERAL SECRETARY


News


The QTU Fact Checker is a new online resource designed to dispel some of the myths adding to

the workload crisis afflicting state school teachers. Here are some examples. Many more can be

found at www.qtu.asn.au/factchecker

MYTH : The class sizes listed in

the certified agreement

are just targets – if I have

more than that number

of students in my class

there is nothing I can do

about it.

FACT: The class sizes in the certified agreement are listed as targets; however there are

conditions that apply if these targets are to be exceeded. The certified agreement

states that if there is a possibility of class sizes above the targets, the class

arrangements shall be the subject of a timely consultative process with staff through

the local consultative committee (LCC). Requirements for timely consultation and the

operation of LCCs are set out in Part 3 - Dispute Resolution of the Teachers’ Certified

Agreement 2012. Classes in excess of these maximum target sizes should only occur

in exceptional circumstances.

MYTH: We have to do mandatory

training (e.g. student

protection, code of conduct) in our own time.

FACT: It is unreasonable to expect teachers to undertake mandatory training modules,

including online training, in their own time. There is an annual requirement for all

teachers to complete mandatory training modules in a number of areas, including the

code of conduct, WH&S, and student protection. However, departmental policy clearly

states that this mandatory training is an "inherent requirement" of the teaching role

and as such may occur during working hours. While it is usual custom and practice

for schools to maximise student-free days to allow teachers the time to complete any

mandatory training modules, it may be necessary for schools to provide additional

time during working hours to complete this mandatory training. Some schools may

offer mandatory training in lieu of a staff meeting, which is acceptable if teachers have

been consulted and agree to it.

MYTH: My school has asked me

for a medical certificate

because I rang in sick

after a public holiday,

but I cannot get an appointment with my

doctor for three weeks.

What do I do?

FACT: In accordance with the state public service sick leave directive, teachers are only

required to provide a medical certificate for absences greater than three days. It may

be reasonable to make a request for a medical certificate where a teacher has been

placed on a managing unsatisfactory performance program (MUP) or there have

already been concerns raised by the management team about a pattern of absences.

If requested to produce a medical certificate at your school for sick leave of fewer than

three days, the QTU would advise teachers to make a written enquiry (email) as to the

reason for the request.

MYTH : I have to attend as many

meetings after school as

are listed in the school

calendar.

FACT: You may be advised that this is the expectation of teachers at the school in

which you teach, however, this statement is not technically correct. The only meetings

you are required to attend outside school hours are staff meetings. Under the terms

of the Education (General Provisions) Act, the principal has the capacity to direct

teachers to attend staff meetings outside rostered duty time, provided that they are

founded in need – not just for the sake of having a meeting. This is the only meeting

you are required to attend.


We all know that the state government is currently trying to remove a number of working conditions through the award stripping process it refers to as “award modernisation”.

This process requires the Queensland Industrial Relations Commission (QIRC) to review awards, add required content (i.e. dispute resolution, individual flexibility and consultation clauses written by the government and contained in regulations so they cannot be amended) and remove non-allowable matters.

However, what you may not know is that the description of non-allowable matters will also apply to certified agreements and EB claims.

It is clear from the legislation that in the next round of EB negotiations the government intends to remove those matters that it refers to as “non-allowable”.

These matters are:

• “contracting provisions” that restrict or set conditions on contracting out of services

• employment security provisions

• union encouragement provisions

• policy incorporation

• training arrangements

• workload management

• delivery of services

• workforce planning.

You need only think back to the EB campaign in 2012 to realise what the government would seek to remove through the next round of bargaining. In fact, it is clear in letters from the Minister to teachers that he continues to view matters such as class sizes as government policy.

It is obvious that the government has no interest in history or precedence in other bargains when it comes to what constitutes a working condition. By making the matters listed above non-allowable, it seeks to remove from future certified agreements and EB claims those things identified in the Costello Commission of Audit and those matters that provide workers with a fair go.

Additionally, the requirement to include a provision with respect to individual flexibility arrangements in the award is a precursor to the introduction of individual contracts. While the Minister currently states that contracts for school leaders would be voluntary, it is not missed by the QTU that, according to the government’s GT=GR plan, all school leaders will be on contracts by 2016.

We should continue to be wary of a government that does not respect well-established industrial processes, that does not understand that our working lives should provide us with protections and that good faith bargaining means that when an agreement is reached, no further claims can be made on the members.

While the awards for which the QTU has responsibility are not due to be modernised before mid-2015, we need to be conscious that we must have a modern award in place to negotiate a new agreement. We also need to be conscious of the new parameters for EB negotiations established by the legislation.

If an EB claim contains matters determined as “non-allowable”, members will not be

Award stripping: the impact on future EB negotiations

able to take protected industrial action in support of these claims, neither can these claims be arbitrated.

It is time for members to take stock of just what is at risk through the award stripping process. While amendments to the award may appear minor in the first instance, the real impact of the process will be felt by members in the next round of EB, when the government will push its agenda, claiming that our conditions are really policy provisions which can be changed at the government’s whim, and the Union will need to fight to protect them from these attacks.



GT=GR

While much of the debate has focused on teacher and principal rankings, we should not forget the other elements that lurk within the government’s Great Teacher = Great Results (GT=GR) plans.

Action 1 of the plan focuses on a performance appraisal system –the element of the plan currently under negotiation. The QTU has been clear that it does not oppose a performance review system that supports the development of teachers and principals. However, it clearly opposes a system that results in teacher and principal ranking.

In the negotiations, the QTU has focused on the current Developing Performance Framework and, when looking at any performance review process for principals, will call for the recognition of the work already being undertaken by members in terms of the Principals’ Capability and Leadership Framework.

The QTU has also called on the department to reach an agreement about the use of data. This agreement, e.g. a joint statement, would clearly outline what constitutes mandatory data and how it is to be used. For any process to be successful, data should be used to inform, not drive which goals are established.

If the QTU and DETE reach an agreement on this issue, DETE will inevitably act to implement other facets of the GT=GR plan, some of which give a true indication of what the government would like to see in any new industrial instrument. These include the plan’s requirement for a review of EST. It should not be forgotten that EST came as a result of EB negotiations, which resulted in school leaders and heads of programs receiving an additional 2.5 per cent salary increase and classroom teachers gaining access to EST following a minimum of 13 years of experience, resulting in a 2.4 per cent increase for a significant proportion of the membership. Any review of EST should be in the context of its purpose – to create another classification for experienced classroom

teachers and recognise their contribution to the profession. It was not established as a professional pay position or as a pseudo-classified officer position.

The government is also seeking to push its contracts for school leaders agenda through GT=GR. The government clearly wants to introduce performance-based contracts and prescribe further qualifications for principals. The QTU has rejected the notion of principal contracts and has advised DETE that any changes to the principal performance review process will also need to be negotiated.

Implementation of the plan has also resulted in QTU representatives being removed from selection panels and the revised discipline processes in schools.

The government recently announced the new mentoring program for beginning teachers, Action 2 of GT=GR. The QTU supports the program, provided that mentors and beginning teachers have access to time in which mentoring and constructive feedback can take place.

The Union believes that any attempt to implement any of these changes, resulting in a change to working conditions, salary classifications or employment arrangements, would constitute an additional claim under the current agreement. The government is well aware that this would constitute a trigger for industrial action and that QTU members will not give up their hard-won working conditions without a fight. Consequently, it is the Union’s position that no changes can be implemented without negotiation and agreement with the Union.


Wolf in sheep’s clothingQTU seeks assurances from the QIRCThe QTU, along with other public sector unions, has successfully argued in the QIRC that education awards should not be “modernised’ until the second half of 2014.

While the QTU is not a party to any of the awards currently undergoing modernisation, the Union recently made a submission by letter to the QIRC noting that there are a number of potential general issues which arise in relation to the modernisation of these awards (in particular the proposed Queensland Public Service Officers Award State, 2014) that will have potential implications for awards to be modernised subsequently.

Among the issues were:

• how legislation should be referenced

• how a number of key terms in the Industrial Relations Act should be defined – i.e. “policy”, “incidental provision”, “training arrangement”, “personal leave”, and “ resource allocation provision”

• how public service directives are treated

• whether the prescribed provisions relating to consultation and dispute resolution can be supplemented with additional provisions

• what does and does not constitute “non-allowable content”.

The QTU has sought assurances from the QIRC that where matters arising in the context of the awards currently being modernised have the potential to affect subsequent award modernisation, the parties to the latter awards be given a fair opportunity to make representations.

John McCollowINDUSTRIAL SERVICES OFFICER

State Budget


The QTU remains firmly committed to ensuring that the LNP government delivers a real financial investment for Queensland teachers, principals and students when the 2014-15 Queensland State Budget is delivered on 3 June.

The Queensland Government’s “Queensland Plan” showed that Queenslanders value education - their number one concern was the provision of “education that is flexible, affordable and accessible to all, including rural, remote and disadvantaged".

The QTU has identified 10 major budgetary recommendations grouped into six critical aspects of education that require action in this year’s budget.

Government funding1. The QTU calls on the government

to commit to increasing the state contribution to the education budget in addition to any received increases in the Commonwealth’s contribution. Across the forward estimates, to 2017/18, the state government proportional spend on state education should be increased by 1 per cent a year to 27 per cent, so that it represents the highest proportion of government expenditure. This would mean increasing the 2014/15 education budget to $12.2 billion.

Enhancing the profession2. The QTU urges the government to

commit to negotiation with education stakeholders, including the QTU, to establish a professional pay scale that aligns with the Australian Institute of Teaching and School Leadership Professional Standards. Providing attractive remuneration with opportunities for career advancement, something primarily addressed through sensible enterprise bargaining, is an important means of attracting and retaining high quality teachers.

3. Additionally, by allocating $60 million in recurrent funding to allow the expansion of head of curriculum positions, all primary and special schools would have access to such an important resource in an ever-changing and dynamic curriculum-driven period. This is necessary given teacher workload through the introduction of the Australian Curriculum.

Providing public education4. Specifically, the QTU calls on the

government to allocate $123 million in recurrent funding to:

• reinstate 272 resource teacher positions throughout the 182 state secondary schools and 90 combined (P-12) state schools

• provide a minimum of an additional 800 FTE teacher positions to meet predicted student enrolment growth

• provide a minimum of an additional 155 FTE teacher positions to achieve a reduction in class size targets for year 10.

5. In addition to the increase in teacher numbers, the QTU would like a funded program established to reduce Queensland’s state school student-teacher ratio to below the Australian average within the forward estimates.

Levelling the education playing field6. The QTU would like a funding guarantee

that all state schools with an enrolment greater than 500 will be allocated a full-time guidance officer. Guidance officers are on the front-line when dealing with the effects of increased mobility, breakdown of families, poverty, drugs and alcohol and domestic violence, and

they are an essential component to assist schools and teachers deal with students with learning difficulties, behavioural disturbances and mental health issues.

Building, maintaining and running public schools and TAFE7. The government should reinvest all

revenue raised through the sale of state education assets – assuming the sale is fully justifiable as educationally, socially and culturally beneficial – into public schools, education and TAFE.

8. Also, by allocating $500 million over the forward estimates to create and fund an ongoing program to bring school facilities up to date, students in all schools (including rural and remote locations) will be able to learn in modern and success-driven resourced environments.

TAFE9. Within the TAFE sector, the QTU

strongly calls on the LNP government to abandon plans to make all VET funding fully contestable. The QTU believes a sufficient amount of VET recurrent funding should be tagged specifically to maintain the role of TAFE as the benchmark provider of VET.

10. Finally, the government should maintain TAFE education staffing levels to ensure the capacity of the TAFE system to deliver a wide range of high-quality programs and courses.

All recommendations from the QTU’s budget priorities should be fully funded in the 2014-15 State Budget.

Aleksandr Taylor-GoughACTING RESEARCH OFFICER

What should the State Budget deliver?


IPS

QTU withdraws support for new IPS nominationsThe department and government’s failure to recognise teachers as key stakeholders in last year’s Independent Public Schools (IPS) decisions, has forced the QTU’s Conference and Council into withdrawing support for the program.

Consequently, the QTU does not support the nomination of further schools for the IPS program. There are a number of reasons for this decision.

1. The government’s failure to respect the input of teachers

Last year, while the vast majority of schools that went into the IPS program did so after a fully consultative process, a number of schools were selected for IPS even though the majority of QTU members at those schools voted against the program. This was despite the Minister’s insistence that he would not support a school becoming IPS if the staff did not support the nomination. The Director-General contradicted this when he justified the selection of these schools by saying that although school staff were one stakeholder in the process, they were weighted no differently from the community and students. The QTU believes that the school’s staff are the most significant stakeholder group and that their views should prevail when determining whether a school should become an IPS.

2. Threats to the school-based management guarantees from changes to the Industrial Relations Act

The most recent changes to the act may place the guarantees at risk. In the absence of these guarantees, and their ongoing protection to schools around issues such as single-line budgets, the teacher transfer process and relocations, the QTU believes that schools should not nominate for IPS.

3. The erosion of the teacher transfer and relocations process

Since the introduction of IPS, it has become apparent that it is now more difficult for members to receive transfers/relocations to schools in their preferred location. This is due to the direct recruitment undertaken by IPS.

4. Impact on regional resources

During the 2013 selection process, DETE changed the parameters for nomination by introducing criteria in relation to “high performing schools” without consultation. As a result of DETE’s action, schools and students that would directly benefit from student support services have been disadvantaged. The QTU understands that the government is using IPS to push regional resources into schools. In time, as this policy applies more widely, it will have a detrimental impact on high needs schools. There is real potential for a two tier system which will further disadvantage those schools which most need additional funding.

What does this mean for members in IPS?The withdrawal of support for further schools nominating to become part of the IPS program will not impact on members currently in existing IPS schools. The QTU will continue to support all members and to advocate to protect the working conditions of members in all settings.

What do we do if our school considers becoming an IPS?The QTU is advising members to participate in the consultation process and conduct a ballot regarding their school’s nomination. For the reasons identified above, the Union encourages members to vote against nominating for IPS. For further information regarding the consultation process for IPS, see the kit on the QTU website.

Given the program’s lack of demonstrated benefits and the government’s failure to demonstrate that it values the profession by maintaining its commitments to members, the QTU cannot support the nomination of further schools for the IPS program. Should DETE and the government give a commitment that the views of QTU members will prevail when determining which schools should become IPS, then the QTU may review this position. It is also important that before supporting any further devolution to schools, the QTU requires commitments from the government regarding school-based management guarantees and their continuation in the face of the current award modernisation process and in future rounds of enterprise bargaining.

More information about school autonomy can be found on the QTU website, while books and journal articles on school autonomy and its various guises are available through the QTU Library, www.qtu.asn.au/library

Paige BousenASSISTANT SECRETARY – EDUCATION LEADERS


TAFE

The QTU has provided written submissions to and appeared before the Queensland Parliamentary Committee Inquiries into the Queensland Training Assets Management Authority (QTAMA) Bill, 2014 and the TAFE Queensland (Dual Sector Entities) Amendment Bill, 2014.

The QTAMA Bill seeks to establish a statutory authority to oversee the facilities and assets which were formerly a part of TAFE and open up access to private training organisations. The Dual Sector Entities Bill seeks to establish a legal framework for the merger of the Central Queensland Institute of TAFE and Central Queensland University (and for other possible dual sector institutions in the future).

Both committees have now released their reports.

The QTAMA BillIt is noteworthy that the Palmer United Party representative on the Transport, Housing and Local Government Committee lodged a dissent from the majority report on the QTAMA Bill, endorsing the QTU recommendation that the bill be withdrawn. The Labor Party representative lodged a statement of reservation about the bill, indicating that its concerns will be raised when the bill is debated.

The majority report of the committee recommended that the bill be passed, but also included recommendations intended to address concerns raised by the QTU. Specifically, the committee recommended that:

• the bill be amended to require greater consultation between the Minister with responsibility for QTAMA (the Minister for Housing and Public Works) and the Minister for Education, Training and Employment

• DETE monitor and evaluate the impact of the establishment and operation of

QTAMA on VET delivery generally and TAFE delivery specifically and provide regular written reports.

The committee also recommended that:

• the bill be amended to require the proceeds from TAFE asset sales for the first two years to be re-invested in VET and that after that period, the government ensure transparency in the degree to which any asset sales are re-invested in VET

• the bill be amended to give TAFE priority access to public VET facilities for the first two years of QTAMA’s operation (DETE had advised the committee that this was the intent, but it is not mentioned in the bill).

Copies of the bill, committee report, the QTU submission, transcripts of testimony before the committee and related documentation can be accessed at: www.parliament.qld.gov.au/work-of-committees/committees/THLGC/inquiries/current-inquiries/INQ-QTAMA.

The Dual Sector BillThe Labor Party representative lodged a statement of reservation about the bill, indicating that its concerns will be raised when the bill is debated. The majority report recommends passage of the bill.

The QTU did not oppose passage of the bill but made a number of suggestions. Importantly, the Committee adopted the QTU recommendation that the bill be amended to ensure that any future dual sector entities be public providers of VET. The committee also recommended that

an evaluation of the merger be conducted once the CQIT/CQU dual sector institution is well established.

Copies of the bill, committee report, the QTU submission, transcripts of testimony before the committee and related documentation can be accessed at: www.parliament.qld.gov.au/work-of-committees/committees/EIC/inquiries/current-inquiries/TAFE2014.

ConclusionIt is pleasing to note that both parliamentary committees took the submissions of the QTU seriously and engaged with the points raised. As would be expected, the perspectives expressed in the majority (LNP dominated) reports differ significantly from the perspectives of the QTU. However, in both cases, and to the credit of the members of the committees, the majority reports include recommendations that address points raised by the Union.

Unfortunately, on previous experience, the LNP cabinet is far less amenable to reasoned argument and quite capable of ignoring recommendations, not just from unions, but from its own LNP-dominated parliamentary committees.

John McCollowINDUSTRIAL SERVICE OFFICER

QTU speaks up for TAFE

Update: The Dual Sector and QTAMA Bills were passed unamended by State Parliament on 8 May. The Labor Party, the Katter Party, the Palmer United Party and Independent Peter Wellington voted against the QTAMA Bill. The Katter Party unsuccessfully moved amendments that would have given effect to the parliamentary committee’s recommendations relating to consultation and monitoring.


School leaders

The so-called “Strong Choices” website represented a cruel tug-of-war for Queenslanders, on the one hand giving them an opportunity to voice their opinions on our state’s future, while on the other, offering few sensible alternatives to enable the state to move forward.

Launched last month by the Queensland Premier and Treasurer, the site claimed to provide a way for “the people” to rule how, when and where savings should be made, or rather, mask the way savings may be made.

However, what the website did do was suggest that critical services such as education and health are now at risk, if the government has its way. Although little information was actually provided on the website indicating what each portfolio responsibility (i.e. education and health) actually spends money on, options presented for choice included:

• reducing the total education and health budgets by up to 10 per cent each

• slashing the Fixing Our Schools fund

• selling assets.

The website gave visitors the option of making up to 10 per cent in "savings" in the combined education spend, which would inevitably impact on crucial services. Such a spending decrease could mean:

• a severe reduction in teaching staff (equating to a higher teacher-student ratio)

• a loss of resources and facilities within

schools

• reductions in grant money (paid to schools to function).

It seems that the current government will consider doing whatever it takes to slash public funding, regardless of the outcome. While it maintains that such measures are simply options, it is fair to presume that should it take this $6million website and campaign seriously, it would study the responses closely with a view to using them to justify future decisions

Queenslanders have always had a say on their budget, through discussions with Members of Parliament, focus groups and unions such as the QTU. However, to provide an option for members of the public to reduce this government’s core elected responsibility by asking the public to make budgetary decisions on its behalf (allowing all future consequences to then be put back on “the people”) is wrongfully shifting accountability.

The website did not offer reducing the salary increases politicians have recently received as an option, yet it gave users an alarming option to “freeze all public servants

pay for three years” or even “reduce the size of the public service” by up to 10,000 FTEs. Such decisions of course would be to the detriment of the lives and careers of hard-working front-line staff – and in turn, would single handedly destroy assets that should be under government watch, our schools and the students within.

At its core, the problem with this website is that it is our students who will be the most disadvantaged. They may be failed by a government more focused on reducing services and cutting costs than providing a world-class education. Queensland doesn’t need a website to promote the selling of assets or another slash and burn of jobs or resources. Queensland requires continual financial investment in education (by a government prepared to fulfil its responsibilities) that recognises today’s educational challenges and turns them into outstanding opportunities for tomorrow.

Aleksandr Taylor-GoughACTING RESEARCH OFFICER

Strong Choices or political smokescreen?

Cuts

Cuts

Cuts

All of the above


Labour Day 2014 was a huge success for the QTU and the Queensland union movement as a whole, with QTU members at the forefront as an estimated 50,000 unionists marched across the state.

In Brisbane alone, around 30,000 marchers from dozens of unions packed the streets, headed by the QTU, which in the capital as elsewhere, was given the honour of leading the march in recognition of its 125th anniversary.

Record numbers also turned out across the regions, with marches held at the Gold Coast, Ipswich, Toowoomba, Bundaberg, Maryborough, Barcaldine, Cairns, Emu Park, Mackay, Moranbah, Rockhampton and Townsville.

"When I was a kid, Labour Day was just a holiday; as an adult, I now understand the social and cultural importance of that "holiday". I now think of Labour Day as a celebration of the working conditions and salaries we enjoy as members of a society that values recreation and safety as much as employment and economic prosperity. Labour Day is a chance to reflect on the ideals which underpin the labour and union movements of the past and an opportunity to consider where we are heading. "

Jodie McFadden (QTU member)


Brisbane

Rockhampton

Tieri

Weipa

TownsvilleGold Coast Toowoomba

TieriWeipa

Reclaim the profession


Townsville

Gold Coast

Gold CoastRockhampton

Cairns

Mackay

"Celebrating Labour Day is important to me because it is about celebrating the positive difference, past and present, that the union movement has made, unions that provide support and solutions, that grow and adapt to changing professional and political landscapes and use their strength as a collective to help colleagues in distress and to celebrate and, where necessary, to fight for our professions. The union is people and I am glad to be one of those people." Carolyn Mills (QTU member)

Toowoomba

Townsville

Mackay

BundabergIpswich

Brisbane


"Celebrating Labour Day is important to me because it is about celebrating the positive difference, past and present, that the union movement has made, unions that provide support and solutions, that grow and adapt to changing professional and political landscapes and use their strength as a collective to help colleagues in distress and to celebrate and, where necessary, to fight for our professions. The union is people and I am glad to be one of those people." Carolyn Mills (QTU member)


Federal budget fails to meet national minimum standard for educationIn his first budget speech, the Australian Treasurer delivered a hodge-podge of rhetoric backed by very little action and devoid of any meaningful discourse on schools and TAFE.

The first Abbott government budget was defined by the Treasurer as the government moving to “spend less on consumption, and more on investment”. There is no greater investment in the future prosperity of a nation than education of our youth, and yet this budget will rob them of opportunity through education by failing to deliver on education funding reform.

Despite claiming a unity ticket with the ALP on education before the election, the Abbott government has failed to deliver on Gonski – failed to honour agreements beyond 2016-17, failed to target funding to student need, failed to deliver much-needed funding support for students with disabilities, and failed to require the states and territories to adequately fund education.

National bodies working with the Australian education profession have been slashed, with the Australian Curriculum, Assessment and Reporting Authority (ACARA) losing significant funding and the Australian Institute for Teaching and School Leadership (AITSL) faring even worse. It is difficult to see how national initiatives such as the Australian Professional Standards for Teachers can be maintained.

In higher education, universities can now set their own charges for university courses. The cost of TAFE training has been pushed onto students through student loans that will see

Cairns West State SchoolSignificant improvements in literacy and numeracy, for example:

Achieving National Benchmark in Spelling:

Year 3 – 2011 = 3.9 per cent, 2012 = 62.5 per cent

Year 4 – 2011 = 7.5 per cent, 2012 = 67.6 per cent

The dramatic improvement in literacy and numeracy was facilitated by the creation of several new positions using the National Partnership funding. These included a head of student services position, a pedagogy coach, a community engagement officer and an increased guidance officer allocation. The employment of an extra teacher combined with teacher-aide and tutorial support time gave teachers additional support to improve student learning outcomes.

There is a myth that money doesn’t make a difference to educational outcomes. As the following case studies demonstrate, it does.

The Australian Commission of Audit, channelling Federal Education Minister Christopher Pyne, states: “In terms of the efficiency and effectiveness of school funding, what matters most is how school and classrooms are run (ie. teacher quality, principal autonomy). These factors are likely to have a greater impact on student outcomes than spending alone.”

But denial of extra funding on this basis ignores the reality that extra funds give schools the time, space and resources which they need to make a difference. The premise that increased (managerial) schools autonomy improves student outcomes is not backed by evidence.

The attempt to wrongly blame teachers for educational outcomes while ignoring factors of educational disadvantage is a cheap and nasty way for politicians and bureaucrats to slide out from under their responsibility to fund schools adequately.

The outstanding example of return on investment is the improved educational outcomes that resulted from the strategic

use of funding provided to low SES schools under the National Partnership Agreement. On the right I will outline the achievements of four of those schools and how the funding was used to underpin the improvements in educational outcomes.

It is clear that through strategic use of the additional funding through the National Partnership Agreements, there is significant improvement both in student outcomes and school community engagement. The evidence is irrefutable, extra funding does make a difference.

As one school put in its submission to the Senate Inquiry into the Development and Implementation of National School Funding Arrangements and School Reform: “These improvements would not have been possible without the additional National Partnership funding and provide clear evidence that increased school funding leads to better outcomes for students.”

Barry WelchDEPUTY GENERAL SECRETARY

Return on investment

School funding


TAFE graduates forced into huge debt to complete even a basic qualification.

The Treasurer claimed that the “budget must be all about people” and urged Australians to be “lifters not leaners”. Education is about empowering people to share in and support the future of our nation. This budget did nothing to build a nation in which every student, regardless of where they go to school, would have the greatest opportunity to realise their potential through education.

The Treasurer concluded that the budget should be about creating a “sustainable future for our children and future

generations”. Instead, the budget delivers a blow to the aspirations of every Australian and creates the circumstances in which any future prosperity will be available only to a privileged few.

All Australians will pay for this ill-conceived budget, but it will be our youth who will pay the highest price.

Kevin BatesPRESIDENT

Redbank Plains SHSPerformance improvement indicators:

• attainment of Queensland Certificate of Education or Queensland Certificate of Individual Achievement: 2011 = 71 per cent, 2013 = 99.5 per cent

• students leaving school without a QCE or VET qualification: 2011 = 15, 2013 = 0

• students receiving a QTAC offer: 2010 = 78 per cent, 2013 = 100 per cent

• truancy: 2012 = 40 to 50 students per day, 2014 almost zero

• enrolment increase of 300 students.

The school utilised the National Partnership’s funds on three pillars of improvement; attendance, behaviour and curriculum.

To deliver these, the school employed a full-time community liaison officer and employed two deans of students to focus on student behaviour. With attendance and behaviour being addressed, the school leaders and staff were able to focus on the curriculum and pedagogy. This has resulted in significantly better outcomes for students.

Glenala State High SchoolPerformance Indicators at or above national minimum standards:

Reading Spelling Numeracy

2010 63.5% 75.6% 73.2%

2013 83.8% 87% 100%

Attendance: 2010 = 80 per cent, 2014 (term1) = 92 per cent

Enrolments: 2011 = 432, 2014 = 632.

The NPA funding meant that the school was able to strategically employ key staff to improve student outcomes. These included a full-time guidance officer, a director of student achievement and a full time Pacifica liaison officer. This has resulted in greater individualisation in the way student performance is managed and a closer relationship and engagement of parents and the wider community.

The result has been a whole school community involvement in supporting students educational outcomes.

Urangan Point State School2009: achievement levels well below national benchmark, 2013: NAPLAN data was:

• four strands well above national average

• eight strands above national average

• three strands at national average.

Enrolment growth from 294 in 2009 to 420 in 2014 (30 per cent increase).

The improvement in outcomes was made possible by:

• an extra HPE and music allocation

• a social skills coordinator

• a student welfare teacher

• extra teacher-aides to assist with numeracy and literacy sessions for prep and years 2-4

• two extra full-time teachers providing an extra learning support teacher in years 4-7 and an extra teacher for year 1.

Students' behaviour and learning readi-ness has improved significantly. The over-all result has been a more positive school environment with much better student outcomes.

Everything at the lowest price is just a click away.Whenever you need to stock up on supplies for your school, do it all at Officeworks. You can order anytime online or just give us a call and we’ll deliver it. With the biggest range at the lowest price, we’ve already done the hard work and shopping around for you. We can even work with you to tailor back to school packs and booklist services for your curriculum.

Start seeing the benefits for your school with:• Free delivery with no minimum spend*• Everything in one place – including kitchen,

bathroom and tech solutions• A dedicated Account Manager.

Open your Officeworks Education Account today. Call 1300 OFFICE (633 423) or visit officeworks.com.au. Officeworks works for you.

Officeworks works for your school.

*Excludes Big and Bulky. See officeworks.com.au/delivery for details.^Officeworks is now a SOA 801-13 supply panel member.

OW

0253

Switch to Officeworks to get the best for your school. Now a approved supplier for Queensland Government schools.̂


Activists

Everything at the lowest price is just a click away.Whenever you need to stock up on supplies for your school, do it all at Officeworks. You can order anytime online or just give us a call and we’ll deliver it. With the biggest range at the lowest price, we’ve already done the hard work and shopping around for you. We can even work with you to tailor back to school packs and booklist services for your curriculum.

Start seeing the benefits for your school with:• Free delivery with no minimum spend*• Everything in one place – including kitchen,

bathroom and tech solutions• A dedicated Account Manager.

Open your Officeworks Education Account today. Call 1300 OFFICE (633 423) or visit officeworks.com.au. Officeworks works for you.

Officeworks works for your school.

*Excludes Big and Bulky. See officeworks.com.au/delivery for details.^Officeworks is now a SOA 801-13 supply panel member.

OW

0253

Switch to Officeworks to get the best for your school. Now a approved supplier for Queensland Government schools.̂

“There is nothing so unequal as the equal treatment of unequals” Aristotle

To me, the QTU stands for a fair go. It is through the advocacy of the QTU and its members that we have many conditions we take for granted today, provisions such as maternity leave, long service leave, holiday leave loading, class sizes, non-contact time, access to quality professional development and access to legal advice.

I have been employed with DETE since 1989 and have been a secondary HPE teacher, a HOD, a deputy principal and now a principal. I have always been actively involved with the QTU, as a Union Rep, Senior Union Rep, Branch President, State Council Rep and now Principal Union Rep.

I do not regard being an active member of the QTU and being a principal as mutually exclusive roles. It is important to have an awareness of the industrial and political issues which impact on our roles in schools. It is also vitally important to have a voice to ensure that the QTU represents all of its members and that it remains a strong vital union representing both our school leaders and our teachers, as “united we stand, divided we fall”.

Improvement is never an accident. It is the result of concentrated effort. It is through the efforts of members and QTU Officers that effective campaigns have highlighted the need to establish reasonable class sizes, keep the Remote Area Incentives Scheme, improve salaries, advocate for small-school teaching principals and improve conditions for teachers and students through campaigns such as Meeting the Challenge, which fought for a differential staffing model for complex schools to address behaviour management issues and challenge socio-economic disadvantage. The QTU is the voice that raises the issues that must be heard, and this is a timeless theme throughout its 125 year history.

Neila A. Connors' book “If you don’t feed the teachers they will eat the students” details the importance of looking after our teachers in order to create strong, positive schools with great student outcomes. She states: “the best schools are based on the premise that no one cares how much you know until they know how much you care”.

As a passionate educator who understands that the future of our country is inextricably tied to the educational outcomes of our youth, I believe it is important that we are all on the same page when it comes to providing a world-class education for all of

our students. The most effective and lasting change management strategies are done with people, not to them.

The QTU, with 96 per cent member density, ensures that we keep the important issues on the front-line. Educators care deeply about their work and need to know that, in times of change, their work matters. As the research shows, the importance of the teacher in front of the room can never be under-estimated.

The QTU, through its focus on professional issues, work conditions, industrial provisions, equity, career advancement and support services, helps to get things right for our teachers and administrators, this in turn enables us to get things right for our students. It is a symbiotic relationship, not a mutually exclusive paradigm.

The QTU’s 125 years of knowledge, experience and support for Queensland teachers is indeed a milestone that should be celebrated.

Happy birthday QTU!

Joy CraigPRINCIPAL UNION REP

A fair go: the QTU and me

Update your details: When you change address, phone, email, school or TAFE institute, employment fraction or classification

Payments: Pay online, set up direct debit, update bank details and check balance owed

Advise us: When you are on leave, resign, retire or your employment details change

Find: Your Union Rep, local branch or QTU Organiser

www.qtu.asn.au/myQTU • [email protected] • 07 3512 9000myQTU

Easily update your membership

details online


Get smart with your salary.

www.qld.smartsalary.com.au

Call 1300 218 598

Salary packaging may enable you to spend more on the things you love and less on income tax. So you may enjoy tax savings on items like:

Laptops & iPads

If you use either of these devices for work, why not salary package them?

Novated Car Leases

There is no longer a minimum KM requirement, which means more people may enjoy great tax savings.

Q-Super

Make the most of your super by making pre-tax contributions into your super fund.^

Salary packaging is only available to eligible employees of the Queensland Government as per the Standing Offer Arrangement CPO 250/10. The implications of salary packaging for you (including tax savings and impacts on benefits, surcharges, levies and/or other entitlements) will depend on your individual circumstances. The information in this publication has been prepared by Smartsalary for general information purposes only, without taking into consideration any individual circumstances. Smartsalary and the Queensland Government recommend that before acting on any information or entering into a salary packaging arrangement and/or a participation agreement with your employer, you should consider your objectives, financial situation and needs, and, take the appropriate legal, financial or other professional advice based upon your own particular circumstances. You should also read the Salary Packaging Participation Agreement and the relevant Queensland Government Salary Packaging Information Booklets and Fact Forms available via the Queensland Government Contracts Directory at http://qcd.govnet.qld.go.au/Pages/Details.aspx?RecID=839. The Queensland Government strongly recommends that you obtain independent financial advice prior to entering into, or changing the terms of, a salary packaging arrangement.^Pre-tax superannuation contributions are not eligible for the Government Co-contribution.

QLD GOV_Techars_Ad_June_2012.indd 1 9/09/2013 10:38:18 AM


Opinion

In my experience, one of the most exciting and rewarding things about being a teacher is watching students realise that they have a voice and the power to organise themselves and make a difference. There are excellent examples of students leading school and community based projects in schools and we know that teachers have an important role in this area. In fact, I can still recall the teachers who encouraged me to become an active citizen and the passion they brought to making me aware of the world around me.

ACARA (Australian Curriculum, Assessment and Reporting Authority) states that the general capabilities in the Australian Curriculum "play a significant role in realising the goals set out in the Melbourne Declaration on Educational Goals for Young Australians (MCEETYA) 2008 that all young people in Australia should be supported to become successful learners, confident and creative individuals, and active and informed citizens".

When students work together to address the issues that are important to them, they are building their general capabilities, specifically in the areas of: critical and creative thinking, personal and social capability, ethical understanding and intercultural understanding. Clearly, student community projects also provide opportunities to develop literacy, numeracy and information and communication technology capability.

Enviroweek (24 -30 August) is a Cool Australia initiative, encouraging schools, classes and students to participate in

action to change their behaviour and create “Good Habits for a Healthy Planet”. Schools celebrate existing projects, reinvigorate old ones or get new spring projects underway. There are also fun ways for students and teachers to take on challenges that can make a positive difference to our environment. Projects include: buying nothing new for the week, becoming vegetarian for the week, saving energy, saving paper or saving water, walking or riding to school.

This term, Cool Australia will release early learning, primary and secondary award-winning curriculum-related resources for all challenges. Schools can log in online at www.enviroweek.org to join Enviroweek and access material.

You don’t have to wait for Enviroweek though. The Cool Australia website has a large range of high quality resources ready to be used now.

One of my teaching highlights of 2013 was supporting students participating in Enviroweek. I witnessed students finding their voices, working together and involving themselves in something that they believed would make a difference. When students care about what they are doing, they become engaged with their learning and make links between school and the world beyond in ways that can be powerful and long lasting. I can’t think of a better way to spend some time this spring!

Sam Pidgeon HONORARY VICE-PRESIDENT

If I only had a blog ...Cool Australia’s Enviroweek 2014 offers an opportunity to engage students in a school-based community project that addresses both the general capabilities and cross curriculum priority of sustainability. Now more than ever, we need students to develop as active citizens.

Pregnancy discrimination: how far have we really come?To those assisting women accessing parental leave and family friendly working conditions, the findings of the "National Review on discrimination related to pregnancy, parental leave and return to work" are not surprising.

• almost one in two (49 per cent) mothers reported discrimination in the workplace at some point during pregnancy, parental leave or on return to work

• more than a quarter (27 per cent) of mothers reported discrimination in the workplace during pregnancy

• almost a third (32 per cent) of mothers reported discrimination in the workplace when they requested or took parental leave

• more than a third (35 per cent) reported discrimination when returning to work after parental leave (34 per cent related to family responsibilities and 8 per cent related to breast-feeding or expressing milk).

While Education Queensland has very good provisions in place, the reality is that well-intentioned decision makers and HR staff unfamiliar with these provisions provide inaccurate information and advice. This can escalate stress and cause unnecessary dramas. Women in insecure employment are particularly at risk. Part-time policy is also excellent, but the message in schools often doesn’t marry the policy.

An alarming number of women still struggle to have their pregnancies supported. Our profession is a feminised one and we need to remain acutely aware of workforce obligations and fair treatment. The QTU regularly advocates for women and their partners who experience unfair treatment at work or are provided with unclear advice regarding what provisions are available to them.

If you need further information regarding paid and unpaid parental leave, part-time work and discrimination, please contact QTAD. The full report is available on the QTU website.

Penny SpaldingASSISTANT SECRETARY - WOMEN'S AND SOCIAL WELFARE ISSUES

News


Are you on track for retirement?That dream retirement you’re hoping for won’t happen by accident. So start planning today. Talk to a QInvest Financial Adviser to get the tools and strategies you need to create the lifestyle you want in the years ahead.

QInvest Limited (ABN 35 063 511 580, AFSL and Australian Credit Licence number 238274) (QInvest) is ultimately owned by the QSuper Board (ABN 32 125 059 006) as trustee for the QSuper Fund (ABN 60 905 115 063), and is a separate legal entity which is responsible for the financial services and credit services it provides. 7491 05/14.

Book an appointment with a QInvest Financial Adviser today.

qinvest.com.au 1800 643 893

7491 Queensland Teachers Union Journal _v2.indd 1 7/05/2014 3:44:38 PM


Activists

Are you on track for retirement?That dream retirement you’re hoping for won’t happen by accident. So start planning today. Talk to a QInvest Financial Adviser to get the tools and strategies you need to create the lifestyle you want in the years ahead.

QInvest Limited (ABN 35 063 511 580, AFSL and Australian Credit Licence number 238274) (QInvest) is ultimately owned by the QSuper Board (ABN 32 125 059 006) as trustee for the QSuper Fund (ABN 60 905 115 063), and is a separate legal entity which is responsible for the financial services and credit services it provides. 7491 05/14.

Book an appointment with a QInvest Financial Adviser today.

qinvest.com.au 1800 643 893

7491 Queensland Teachers Union Journal _v2.indd 1 7/05/2014 3:44:38 PM

“Pequeña pero picosa” is how my mom, Nora Cerda, describes herself. Translated literally it means “small but spicy”, but in reality the message is “don’t mess with me – I may be small but I bite back.”

At 5’5”, she fits this description perfectly. A second-generation union activist herself, my mother grew up hearing about her father’s involvement in the Teamsters - he was a Union Representative working the port in Houston’s ship channel. The family legend goes that he got into a bit of trouble over strike action (read “beat up a picket crosser”) and had to move the family to Chicago to escape legal scrutiny.

While my mama never got involved with that sort of union activity, she did learn from an early age the value of collective bargaining and union involvement. Nora spent over 30 years working for first South-Western Bell, and then AT&T, the biggest telecommunications company in the US. She started work right after high school as an operator, the only work available in the

company to women at the time. Because of Affirmative Action, a movement largely influenced by unionism, Nora secured promotion to more traditional “male-dominated” roles, finally finishing up as a communications technician. The entire time she worked for the company she belonged to her union, the Communication Workers of America.

When I was a teenager, my mom’s passionate disposition about worker’s rights was a source of embarrassment to me. Now, as a fairly new union activist myself, I have a newfound respect for the insights and wisdom that 25+ years as a Union Rep have given her.

These are some of the lessons and advice she has given me in my role as Union Representative and Branch President.

• Question everything. If it’s right, people will not worry about explaining themselves.

• Speak up for yourself and enforce your rights.

• Know your rights and responsibilities and don’t let people take advantage of your ignorance.

• Take advantage of everything the Union has to offer, including networking.

My mother has always been a source of inspiration for me as her son, but it has been interesting getting to know this other side of her. She has become more than just a mom to me. She has become my hero.

Adrian Cerda PEAK DOWNS BRANCH

A mother, a unionist... and my hero

Showcasing the latest resources to all educators

Sat 19 & Sun 20 July 201410am - 3pm|Royal International Convention Centre, Brisbane

Queensland’s premier education industry event will feature:• Exhibitors showcasing the latest resources, products & services for all levels of education.• Seminars & Workshops – A great opportunity for professional development.• Special offers and competitions only for event visitors.

Register now at

facebook.com/quedrex twitter.com/quedrex

Scan this code with your smart phone for more event information.

Visit website forFree tickets | Exhibitors | Presentation Schedule | Competitions | Special Offers

E: [email protected]|P: 07 5535 2022

Managed by:

VILLAGE ROADSHOW THEME PARKS

Call us for an obligation free quote NOW

1300 738 601 www.fl eetnetwork.com.au Lease Package Save

Fleet Network Pty Ltd *To qualify for this offer you must mention this advertisement to Fleet Network prior to the completion of your initial contract. Vehicle must be new and supplied by Fleet Network. Not valid in conjunction with any other current Fleet Network offers. Employees should consult their employer’s salary packaging policy before entering into a contract.

Buy a new car with your Pre-Tax Salary and

save thousands $$$$

Pick the car you want It’s your choice

Pay NO GST on your new car purchase or it’s running costs

Pay NO GST Pay NO GST

Save with exclusive National Fleet Discounts

Flexible Trade-in options

Your own dedicated Salary Packaging specialist

$200 fuel voucher

Limited Offer*Limited Limited

Mention you saw this ad prior to completing your contract and we’ll

give you a choice of aiPad mini 16GB Wi-Fi or a


There have been many rumours regarding the interview process. Hopefully, the following article will help clarify and debunk these rumours.

The only new things our graduates must be aware of are:

• all teacher applicant centre (TAC) processes are now solely online - there is no paper anymore!

• the QTU has informed DETE that the TAC was providing a generic email to all graduates on submission of their online forms suggesting it was the graduates’ responsibility to arrange an interview as part of their final placement - this information is incorrect and directly contradicts DETE process, and QTU has requested that DETE address this matter as a priority.

The process• Graduates complete the application for

teacher employment form and submit it to the TAC.

• At the same time, graduates apply for provisional registration through the Queensland College of Teachers (QCOT).

• The TAC will forward information to the regions identified on the application for teacher employment form.

• Regions consider the information provided by the TAC, match the region’s needs with the applications and arrange interviews.

What does this mean for graduates?Not all graduates will receive an interview at the completion of their education degree. If a graduate’s qualifications meet the needs of a region (e.g. Far North Queensland requires a middle school maths/science teacher), the graduate will be contacted by the region to attend an interview (interviews can be conducted via teleconference and Skype for graduates who reside outside of the identified region/s).

Schools will not conduct interviews at the end of a graduate's final placement.

How can a graduate become "more employable"?• Graduates should know what DETE’s

“need” is and, where possible, attempt to meet it.

• The more regions that a graduate is prepared to teach in, the greater the chance of achieving an interview for employment.

• Graduates should consider applying to teach in a “Partners for Success” (P4S) school or other rural and remote settings.

More information can be found on the DETE website.

What happens if a graduate does not receive an interview?The QTU is currently working with DETE to determine a process whereby graduates

who do not receive an interview may still be employed to undertake supply and temporary (contract) work. As part of this consultative process, a timeline will be considered whereby those graduates who obtain work in a temporary capacity may have access to an interview at a later time.

Does receiving an interview ensure a permanent offer of employment?If a graduate is contacted by a region to attend an interview, this does not guarantee a permanent offer of employment. The interview process will determine a rating to be assigned to the graduate. Different ratings determine employment opportunities. The interview process is therefore very important. Ensure that you are thoroughly prepared.

The QTU is committed to keeping members informed as consultation continues and agreement is reached.

For more information regarding the interview and rating process, visit the QTU and DETE websites.

It should be noted that this process does not apply to the centres of excellence.

If you have any further questions, contact Lynn Cowie-McAlister via email at [email protected]

Lynn Cowie-McAlisterASSISTANT SECRETARY - NEW EDUCATORS AND RECRUITMENT

The new interview process: debunking the myths

Beginning teachers

mailto:[email protected]

mailto:[email protected]

There is a range of incentives and benefits for teachers who work in rural/remote state schools. Incentives and benefits listed under the Remote Area Incentives Scheme include:

• compensation cash benefit (for the individual teacher and any declared dependents) – paid twice yearly in March and September

• incentive cash benefit – paid annually in September

• special incentive cash benefit – paid annually in September

• identified location incentive (for some schools) – paid annually in September

• extra emergent leave (2-5 days depending on location).

Locality allowanceAs public servants, teachers are also eligible to receive a fortnightly-paid locality allowance if appointed to a specific centre outlined in the Locality Allowances Directive (www.psc.qld.gov.au/publications/directives/assets/1999-19-locality-allowances.pdf ). The allowance offsets the

extra costs associated with living in remote locations and varies upon location. Full-time teachers will automatically receive an amount equal to half the full rate of locality allowance with their fortnightly salary. To receive the full rate of locality allowance, the teacher would need to complete a locality allowance form declaring that they have a dependent spouse, dependent de facto spouse or dependent child. A dependent is defined as one who earns less than the Queensland minimum wage.

Do I still receive the full locality allowance if I am on leave? This all depends on the type of leave you take. Teachers on leave at full pay will receive the allowance at the normal rate. Teachers on half-pay leave will receive the allowance at half pay. The allowance would cease during a period of leave without pay.

Will the amount of locality allowance be reduced if I am part-time? Part-time teachers will receive payment of the allowance based on the rate of their

employment fraction. You must advise the department of any changes to your circumstances as soon as they occur, to avoid any overpayments. Example: a teacher is receiving the full allowance because he/she has a dependent spouse. When the teacher no longer has a dependent spouse as defined by the Locality Allowance Directive (19/99), he/she must notify the department.

Other benefits to working in remote schools may include: access to transfer and relocation assistance (expenses), access to government housing at subsidised rates and accelerated transfer points.

DETE will provide teachers with information about the range of incentives and benefits when offering a position to a rural/remote school. Incentives and benefits vary depending on location.

For more, read the QTU RAIS brochure at http://www.qtu.asn.au/brochure-rais or information from DETE at http://tinyurl.com/rais-policy and http://tinyurl.com/dete-guide

Teaching in remote locations – incentives and benefits

Queensland Teachers' Assist Desk 1300 11 7823 | [email protected]

QSuper’s new default investment optionUp until 16 December 2013, the balanced investment option was the default for QSuper’s accumulation account.

Over the past year, the QSuper board has developed and implemented a new innovative default investment option for the accumulation account called QSuper Lifetime. In August and September 2013 QSuper members were sent information about the introduction of Lifetime as the default option.

Lifetime uses a member’s age and Lifetime option balance to place them in a Lifetime group. Each group has an investment objective and strategy designed to meet changing investment needs throughout the different stages of life. The Lifetime

groups invest funds based on when it may be appropriate to focus on seeking higher returns at a greater level of risk, and when it may be necessary to protect funds from volatility by decreasing the level of risk. There are currently eight Lifetime groups.

The Lifetime option applies automatically to those accumulation accounts for which QSuper hasn’t been given investment instructions from a member. Members invested in other options can switch some or all of their balance to Lifetime and the group they are placed in is based on their age and initial balance in Lifetime. QSuper reviews the membership of each Lifetime group every six months and changes to a member’s age and Lifetime balance may mean a move to a different Lifetime group.

For more information about Lifetime and QSuper’s other investment options, visit the QSuper website, qsuper.qld.gov.au, or call QSuper on 1300 360 750.

Jeff BackenQTU ASSISTANT SECRETARY AND TRUSTEE, QSUPER BOARD OF TRUSTEES

This information is for general purposes only. It is not intended to constitute advice and persons should seek professional advice before relying on this information. The views of the author are not necessarily the views of QSuper.

Jeff Backen is currently a Trustee for the Board of Trustees of the State Public Sector Superannuation Scheme (ABN 32 125 059 006) (QSuper Board) which is trustee for the State Public Sector Superannuation Scheme (ABN 60 905 115 063) (QSuper Fund).



A decision of the District Court of New South Wales serves as a reminder that people working in schools are entitled to protection against a real risk of injury or accident.

The obligations imposed on employers (and others) can arise from a statutory regime such as workplace health and safety legislation or from the common law, that is, the general principle that in those areas recognised by the law, there is a duty to take reasonable steps to minimise the risk of foreseeable injury to others.

A teacher at a government school in south western Sydney was injured by an 8-year-old student who was an East African refugee. He had been traumatised before his enrolment in the school and had a history of severe behaviour problems in respect of which there was substantial school documentation and there had been attempts at remediation and disciplinary action by the school authorities. Of particular significance, he had a significant history of displaying aggression and violence towards others.

The teacher in question was called to intervene in a playground altercation in which the student was behaving aggressively, including using a stick to assault other students. After dealing with the altercation, the plaintiff teacher led the student gently by the hand to the office of the school principal in accordance with applicable school procedures. However, on the way to the principal’s office, unexpectedly so far as the plaintiff teacher was concerned, the student propped and braced himself in a doorway in the corridor with his free hand and with his feet and then violently pulled the plaintiff backwards with some force. This caused her to fall and she sustained serious injuries which, in effect, brought an end to her career. Ultimately, she recovered damages of approximately $689,000, of which $161,900 was for past

economic loss and $425,000 for future economic loss, the balance primarily being for past and future superannuation loss (many of her medical expenses had been covered by workers' compensation).

It is, of course, well known that it can be very challenging in school environments to both “support” the student and at the same time protect the staff and other students. Nonetheless, it was held that negligence was established.

The judge had little difficulty in determining that a reasonable person in the position of the defendant employer would have foreseen the risk of injury. Turning to the question of what might have been done but was not, the following were of particular significance.

• “Nothing of significance was done to address the risks that were actually identified” at the time of an earlier risk assessment.

• “The filing of student records at the school appeared to be deficient so that the records were not well coordinated and amenable to ready review to determine whether a pattern of behaviour was emerging that required a protective response.”

• “The response to the risk assessment was to put the problem off, and seek more support for (the student)”, but “that did not address his uncontrolled behaviour”.

• “The response of the school lacked immediacy for such a serious problem where students and staff remained at risk of serious injury in circumstances where the slightest trigger could precipitate the behaviours in question.”

• There are interesting observations on

the issue of whether this student should have been removed from “a mainstream school”. That, of course, is always a very big call to make, but the judge was of the view that the circumstances here made that appropriate.

Accordingly, negligence was established.

The case is a reminder of the importance of ensuring that assessments are not only made, but acted upon, and also that documented information is distributed to everybody in the school where that is necessary in relation to the discharge of the duty of care. Obviously, confidentiality and sensitivity are appropriate to an extent consistent with the protection of staff and students.

This case is a reminder of the need to review systems and attitudes and practices to ensure that risks are minimised. They cannot be eliminated, but there is a duty to take the steps which can be taken.

The case, Sticker v NSW Department of Education & Communities (17 April 2014), is accessible at www.austlii.edu.au/

Andrew KnottTRESSCOX

Legal

School staff entitled to safety at work


Retired teachers

TUH is a Queensland health fund, established by the QTU for QTU members over 40 years ago!

We are up to 40% cheaper than other major health funds!

So contact us today to move towards better health!

1300 360 701 www.tuh.com.auProfits back to members Value for money products High quality services

health fund

Top Hospital ($500 excess)

TUH Medibank Private BUPA NIB

Single $139.10 $162.60 $163.60 $207.65

Single parent $208.65 $257.20 $273.20 $353.02

Family $278.20 $325.20 $327.20 $415.30

This comparison is based on the full monthly premium, before any rebate or lifetime loading is calculated. Rates are effective from 2 April 2014 and are subject to change. Source: www.privatehealth.gov.au.

Manners todayTwo incidents on a bus, one positive and one negative, got me thinking about manners and how and why we use them.

For the 700 years since English bishop and chancellor, William of Wykeham, first famously declared “manners maketh man”, manners have set the standard for human behaviour and helped form the foundation for personal and professional success.

Our children live in a thoroughly modern world, but traditional standards still apply. It’s still important to show respect, to extend common courtesy, to understand social expectations. In fact, as the pace of life picks up, it is more important than ever.

An internet search also found that there is an organisation making money by teaching which manners to use and when. The organisation claims that manners are general guidelines for good behaviour while etiquette is a specific set of social rules and expectations. Children need to learn both

of these and when to use them so as to successfully navigate the world today.

Who should be responsible for teaching the younger generation about manners? Following the example of the elders of the community and the instructions of parents and family members would be the logical answer. So when we are greeting friends and relatives, listening as part of a conversation, saying thank you for an act performed, speaking on the phone and internet, always remember to act respectfully as a child just may be looking to you for guidance.

Don’t forget our conference on 25 November, which is now taking shape. At present we envisage such topics as seniors’ health, security, volunteering and living with technology, to name just a few. If you

have any subject that you think should be included, please let me know. Watch out for flyers and posters near you.

The next activity will be a guided tour of Government House on Tuesday 17 June at 10:30am. This will be the near the end of Ms Penelope Wensley AC’s term of office as Governor of Queensland. For more information check the Queensland Governor‘s website. This lists requirements, transport and details of the morning. If you would like to join us, please inform Pam Mackenzie on 3844 9660 or [email protected]

Lastly, I hope many new retirees will see the benefits of continued contact with colleagues and join branch activities in 2014.

Noela RogersQRTA PRESIDENT


TUH is a Queensland health fund, established by the QTU for QTU members over 40 years ago!

We are up to 40% cheaper than other major health funds!

So contact us today to move towards better health!

1300 360 701 www.tuh.com.auProfits back to members Value for money products High quality services

health fund

Top Hospital ($500 excess)

TUH Medibank Private BUPA NIB

Single $139.10 $162.60 $163.60 $207.65

Single parent $208.65 $257.20 $273.20 $353.02

Family $278.20 $325.20 $327.20 $415.30

This comparison is based on the full monthly premium, before any rebate or lifetime loading is calculated. Rates are effective from 2 April 2014 and are subject to change. Source: www.privatehealth.gov.au.

I have noticed recently that, no matter what the outside temperature is, schools seem to run their own climates.

Classrooms should ideally provide relief from the weather and maintain an ambient temperature so that students can concentrate on their learning. However, cooler weather inevitably means teaching in unheated, cold and draughty classrooms.

Teaching in extreme heat is even worse. Scorching weather does little to promote school to reluctant students and there are times when, standing at the whiteboard, with a bead of sweat on your forehead, you look out at the class and see glazed, heat-affected expressions. No one has slept the night before and it has taken its toll. It feels as if you are delivering a constant monologue, as questions posed linger in the air, unanswered, and the only noise to be heard is the buzzing of an unidentifiable flying insect. The only animated discussion you have been able to poke out of the class was when you tried to get the air conditioner to start and nothing happened.

“Why is it always our class that gets the rooms without air con?”

“Seriously, this has been happening since year seven.”

“Miss, isn’t it true that we get to go home when it reaches 38 degrees?”

“Nah, 35 degrees.”

“I thought it had to get to 40 degrees.”

“Yeah, at my primary school we used to get to go home when it was above 28.”

“No we didn’t.”

“Yes we did. Like, heaps of times. You must have been away.”

I love the time-honoured urban legend that, in extreme heat, school closes and we all get to go home. Imagine if that actually happened. I think even I would be able to summon a leap and a skip as I fled the some rooms air-conditioned, others not, building for the freedom of my car and a blissfully liberated afternoon.

I have come to the conclusion that the coolest area in the school is always the administration zone. The conditions there are inevitably arctic, particularly when you

triumphantly return from your lesson in a portable with a climate to rival that of a tropical island, without the atmosphere, and need to collect something from the office. The office staff appear to be comfortable, non-sweaty and can even cope with drinking a hot beverage. A couple of them are even wearing cardigans and wondering aloud whether they might need to raise the temperature as they have started developing goose bumps. As you stand chatting to them, after collecting your coloured paper supply for year 7 posters, your body temperature drops and you wonder why it is that the air conditioning in this area is always so reliable and effective and the remote control is never missing. The water from the office water cooler is also much cooler than the water cooler in the general staff room and is highly coveted amongst the teaching staff. At our school, the teachers are hot, the office staff are cool. You can read into that anything you like.

Christina Adams

Lighter side

Climate change in the classroom

"It feels as if you are delivering a constant monologue, as questions posed linger in the air, unanswered, and the only noise to be heard is the buzzing of an unidentifiable flying insect"


At leisure

Classifieds

VOLUNTEERS

RETIRING SOON?Volunteers For Isolated Students' Education recruits retired teachers to assist outback families with their distance education program. Travel and accommodation provided in return for six weeks teaching. Register at www.vise.org.au

WinedownPinot Noir (part 2)This column looks at some Pinot Noir from Australia and New Zealand.

Craftsman Pinot Noir, labelled as being by distinguished wine maker Hamish Seabrook, is actually a private label owned by a large retail chain. The wine is essentially made under contract. The current 2012 release uses grapes from the Yarra Valley. In the glass it is ruby – garnet and bright, the nose is attractive with cherry and dark berry, which flows onto the palate, with some spicy notes and very fine tannins. It finishes with cleansing acid. It is not an overly complex wine, but does represent great value. Some criticise the use of in-store labels, but Peter Lehmann Wines’ annual report stated that handling relationships with the major retailers directly rather than

through a distributor helped boost revenue from Australian sales by 17 per cent, so both sides gain, as well as consumers.

Pinot Noir is the third most common grape variety in New Zealand. Overstone Pinot Noir 2012 is from

the Hawkes Bay region. Deep garnet in the glass, with enticing aromas of cherry. The palate is crammed with bright red fruits and it finishes well. This is a good Pinot that is refreshing to drink and sells at an unbelievably low price.

Brancott (previously called Montana) has extensive plantings of the varietal in Marlborough, to the extent that it is now one of the world’s largest producers. The 2010 Brancott Estate Letter Series “T” Terraces Pinot Noir comes from old soils that are part of glacial debris mixed with clay. It is fresh and bright in the glass, the

nose and palate show red berry, strawberry and cherries with some background herb flavours and a touch of spice, coming to a sustained finish. It is not an overly complex wine but shows characteristic traits of Marlborough Pinot Noir with silky restraint and spicy finesse. At the San Francisco International Wine Show, it received a bronze. It is widely available and is an excellent food wine.

Heemskerk Abels Tempest Pinot Noir 2011 showcases how well Pinot Noir can do in Tasmania. Bright colour in the glass, with red berries and spice on the nose, flowing seamlessly on to the palate, where some savoury notes develop, finishing with fine tannins. It has great depth and structure and won best Pinot Noir, Perth Wine Show, 2012. If you see it, buy it.

Warwick Jull

An OECD report comparing the performance of different school systems has underlined the importance of equity in school funding.

“Equity, Excellence and Inclusiveness in Education” shows the negative effects of disadvantage on student performance and the need for more equitable funding.

According to the report: “PISA results show that school systems with high student performance in mathematics tend to allocate resources more equitably between advantaged and disadvantaged schools. In these systems, there are smaller differences between higher-performing and lower-performing schools in principals’ reports on teacher shortage, the adequacy of educational resources and physical infrastructure, and smaller differences in average mathematics learning time

between schools with more advantaged and those with more disadvantaged students.

“For example, Estonia, Finland, Germany, Korea and Slovenia all show higher-than-OECD-average performance in mathematics. In these

countries, principals in disadvantaged schools tended to report that their schools had adequate educational resources as much as, if not more than, principals in advantaged schools reported.

“In systems where the overall level of educational resources is below the OECD average, there tends to be a greater gap in educational resources between advantaged and disadvantaged schools. Scarce resources tend to be more concentrated in advantaged schools, and disadvantaged

OECD: equitable funding = better results

To inquire about advertising or to place a classified in the Journal, contact (07) 3512 9000, visit www.qtu.asn.au/journal or email [email protected] Financial members can list in the classifieds for half price.

schools tend to suffer from inadequacy or shortage of resources.”

“We need to harness the potential of all students, not just those fortunate enough to attend a well-resourced school. This is crucial for equity and for the future economic development of Australia.”

The report is available at: http://tinyurl.com/oecd-equity

NewsContact details Anniversaries/reunions


QTAD (Queensland Teachers Assist Desk): 1300 117 823 Telephone: (07) 3512 9000 Fax: (07) 3512 9050 Email: [email protected] Web: www.qtu.asn.au Address: 21 Graham Street, Milton | PO Box 1750, Milton BC Qld 4064 Facebook: www.facebook.com/QueenslandTeachersUnion

All officers, organisers and members of Executive may be contacted through the Union office, except where an alternative is given below.

Senior Officers OrganisersPresident Mr K. Bates a/h phone 0418 789 162 twitter.com/QTUPresident

Vice-President Ms J. Brown a/h phone 0408 194 385

Honorary Vice-President Ms S. Pidgeon

General Secretary Mr G. Moloney a/h phone 0409 613 703

Deputy General Secretary Mr B. Welch a/h 0408 194 385

Deputy General Secretary Ms K. Ruttiman a/h phone 0419 655 749

Brisbane based:

Telephone (07)3512 9000 or email [email protected] B. Crotty (Brisbane South)

Ms F. McNamara (Brisbane North)

Ms K. O’Neill (Redlands/Logan)

Ms M. Maguire (Moreton)

Mr D. Terauds (TAFE) [email protected]

Regional:

Mr Z. Sugden (South Queensland) 1-3 Russell St (cnr Neil St), PO Box 2859, Toowoomba Qld 4350 Phone (07) 4614 4600, fax (07) 4614 4650 Email: [email protected]

Ms J. Gilbert (North Queensland) 15 Palmer Street PO Box 5622, Townsville MC Qld 4810 Phone (07) 4722 6400, fax (07) 4722 6450Email: [email protected]

Ms L. Esders (Gold Coast) Bldg 6, 175 Varsity Parade, Varsity Lakes 4227 PO Box 4, Varsity Lakes 4227 Phone: (07) 5562 6800, fax: (07) 5562 6850 Email: [email protected]

Ms M. Duffy (Peninsula)255 Mulgrave Road PO Box 275, Westcourt Qld 4870 Phone (07) 4046 7500, fax (07) 4046 7550Email: [email protected]

Mr S. Welch (Wide Bay) Shop 6, 264 Bazaar Street, PO Box 150, Maryborough Qld 4650 Phone (07) 4120 0300, fax (07) 4120 0350 Email: [email protected]

Mr T. Evans (on leave), Mr R. Frame (acting)(Sunshine Coast) 6a, 9 Capital Place, Birtinya PO Box 159, Buddina Qld 4575 Phone: (07) 5413 1700, fax: (07) 5413 1750Email: [email protected]

Mr B. Thomson (Central Queensland)Rockhampton Trade Union Centre, 110-114 Campbell St, Rockhampton, Qld 4700 Phone (07) 4920 4200, fax (07) 4920 4250 or a/h (07) 4928 8177Email: [email protected]

Executive membersMr P. AndersonMs R. AndersonMr A. BeattieDr P. DarbenMr K. GilesMs M. JacksonMr S. LeeseMs B. LinesMs R. SugdenMs P. TaylorMr A. ThompsonMs L. Winch

Assistant secretaries - ServicesMr M. Anghel Mr J. BackenMs P. BousenMs L. Cowie-McAlister

Assistant secretary - Services/Women's CoordinatorMs P. Spalding

Assistant secretary - Research and IndustrialMs T. EdmondsDr J. McCollowMs L. Mertens Mr A. Taylor-Gough (acting)

Capella State High School's 30th Anniversary celebrations weekend will feature a huge markets and anniversary celebrations program, (Saturday 7 June) as well as the Capella Anniversary Ball and a Sunday (8 June) full of food, entertainment and leisure programs. All are invited for a fabulous weekend. For more information contact the high school on (07) 4988 7333.

Wishart State School (formerly Mt Gravatt South) celebrates its 50th anniversary in 2014. A celebratory dinner is to be held at The Glen Hotel on 19 July 2014. Further details will be released closer to the event, but diarise the date now. Contact either John Wild (chairman – coordinating sub-committee) on 0417 613 683, or the school on 3849 0555.

Pine Rivers State High School celebrates 50 years of quality public schooling in 2014. The culminating weekend coincides with the Pine Rivers Show on 1, 2 and 3 August. Troy Cassar-Daley will conduct workshops on Friday and Andy Firth and Michael-John Hurney will feature at a concert on Friday night. Visitors are welcome to the weekend expo, which will feature the history of the school, and there will be a celebration evening at the Eaton’s Hill Function Centre on Saturday night. For details visit www.pineriversshs.eq.edu.au/pages/50th/index.html

Kedron State High School's year 12 graduates of 1964 are holding their 50th anniversary celebrations at the Pavilion Function Centre (Alan Border Field, 1 Greg Chappell St, Breakfast Creek) on Sunday 31 August, from 11am to 4pm. Contact Cavell Caldwell (nee Anderson)/David Dawson. Email [email protected] or mobile 0416 039 639.

Goondiwindi State Primary School is celebrating its 150th anniversary, along with the Goondiwindi State High School, which is celebrating its 50th. Celebrations begin with a meet and greet, registration and a camp oven dinner at the primary school on Friday 19 September, followed by the Gundy State Fantastic Fete, concert, time capsule and school tours on 20 September and a ‘Green and Gold’ cocktail party at the cultural centre on Saturday night. Sunday will see tours and morning tea at the high school. For more information, visit www.facebook.com/GSHSTurns50 or www.facebook.com/groups/484777831605187 or call 4677 7333 or 4670 0333. Organisers are also seeking past students and staff who have memorabilia, anecdotes or photographs.

Kingston State High School's 1984 year 12 graduates are holding a 30-year school reunion in 2014 and would like to make contact with teachers who taught their year. Please contact Lai Tattis on [email protected], at www.classcreator.com/Brisbane-Australia-Kingston-State-1984 or www.facebook.com/groups/598660420147410/

Submit your events to: [email protected] or fax 3512 9050

We could help youfit a new car

within your budget.

Let us show you an affordablesolution to get a new car.

1300 73 14 29remserv.com.au/leasegov

CALL

Things you need to know: Salary packaging is only available to eligible employees of the Queensland Government as per the Standing Offer Arrangement CPO 250/10. The implications of salary packaging for you (including tax savings and impacts on benefits, surcharges, levies and/or other entitlements) will depend on your individual circumstances. The information in this publication has been prepared by RemServ for general information purposes only, without taking into consideration any individual circumstances. RemServ and the Queensland Government recommend that before acting on any information or entering into a salary packaging arrangement and/or a participation agreement with your employer, you should consider your objectives, financial situation and needs, and, take the appropriate legal, financial or other professional advice based upon your own particular circumstances. You should also read the Salary Packaging Participation Agreement and the relevant Queensland Government Salary Packaging Information Booklets and Fact Forms available via the Queensland Government Contracts Directory at http://qcd.govnet.qld.go.au/Pages/Details.aspx?RecID=839. The Queensland Government strongly recommends that you obtain independent financial advice prior to entering into, or changing the terms of, a salary packaging arrangement.Conditions and fees apply, along with credit assessment criteria for lease and loan products. The availability of benefits is subject to your employer’s approval. RemServ may receive commissions in connection with its services. Remuneration Services (Qld) Pty Ltd. ABN 46 093 173 089 Authorised Representative (No. 293159) of McMillan Shakespeare Limited (AFSL No. 299054). REMMKG_Q4NL_HCEdu_Gov_A_0414

REMMKG_FY14Q4_HCEdu_Gov_210x275_0414.indd 1 23/04/2014 9:39 am

Journal may 2014 web

Documents

Transcript of Journal may 2014 web