edu (december 2009)

EdUVol 24 Issue 4 Dec 2009

Working with members in non-government schools

Independent Education Union South Australia

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EdU December 2009 IEU(SA)

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[email protected],byfaxon(08)84100282,orbypost.

ContentsSecretorial–NewIRtoys(batteriesnotincluded) 4

FarewelltoJulieLundberg 5

Schoolstogetfinancialhealthcheck-up 5

Frankly Speaking–‘Thereareswingsandroundabouts...’ 6

2009Reps’andDelegates’Conference 8

Helpisathandfornewteachers 10

CongratulationstoWestminsterteachers! 11

2009SAteacherwagereportcard 12

Thedownsideofbeingnice 13

RallyforactiononCatholicEAs 14

Toohardoradreamcometrue? 16

OHS project–Theimportanceofhazardreports 19

AbsolutelySuper:NGSplacedintoptensuperfunds 20

SAUnionsClimateChangeConference 22

APHEDATenyearsofindependenceinTimor-Leste 23

SeaBreeze–RoryHarris 23

Adayinthelifeofajuniorprimaryteacher 24

BookReview–ThePromiseandthePrice–TenYearsoftheClareBurtonLectures 25

PDDiary:JulietA.PainetravelstoHobartforanengagingliteracyconference 26

ESOprofile:ShirleyBauer,SamaritanCollege 27

ISSN1448-3637PublishedbyIndependentEducationUnion(SouthAustralia)Inc.213-215CurrieStreet,AdelaideSA5000Phone:(08)84100122Fax:(08)84100282CountryCallers:1800634815Email:[email protected]

EdUispublished4timesayearandhasacirculationofapproximately4000.EnquiriesregardingcirculationshouldbedirectedtotheCommunicationsCoordinator,on(08)84100122.

EditorialcommentistheresponsibilityofGlenSeidel,Secretary.

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AdvertisingiscarriedinEdUinordertominimisecoststomembers.MembersareadvisedthatadvertisingthatappearsinEdUdoesnotinanywayreflectanyendorsementorotherwiseoftheadvertisedproductsand/orservicesbytheIndependentEducationUnion(SA).

Intendingadvertisersshouldphone(08)84100122.

IEU(SA) Executive Members

MargaretSansom(Retired)(President)

GlenSeidel(Secretary)

JohnBlackwell(Retired)(VicePresident)

JennyGilchrist(PrinceAlfredCollege)(VicePresident)

ValReinke(NazarethCollege)(Treasurer)

ChristopherBurrows(CardijnCollege)

GregElliott(St.Peter’sCollege)

SherylHoffmann(ConcordiaCollege)

NoelKarcher(ChristianBrothersCollege)

MarleneManey(CardijnCollege)

StephanieMargitich(GleesonCollege)

ShirleySchubert(CornerstoneCollege)

3

EdU December 2009 IEU(SA)4

SecretorialNew IR toys (batteries not included)

We were allowed to open our presents early this year. On 1 July 2009 we unwrapped the long-awaited Fair Work Act. Thank you, Kevin. Thank you, Julia. It was just what we had hoped for and we knew just where to use it: the protracted Catholic EA campaign.

TheFair Work Act 2009isladenwithgreatnewfeatures.ItistoourIRtoolkitwhatanewiPodistoyourChristmasstocking,leavingWorkchoiceslookinglikeanotherseven-daypackofbriefsfromAuntyMavis.ButjustasmanynewtoyswillneedbatteriesonChristmasmorning,theFair Work Act 2009needspowertorun.Andthathastobesuppliedbythemembership.

Itisnotunusualfornegotiationsandcampaignstolastoverayearwherethereareentrenched,stronglyheldpositions.ThisroundofCatholic-sectorbargaininghasreturnedtotheintensityof2004,after2006wasuncharacteristicallyquickandeasyinordertosidesteptheevilsofWorkchoices.

Atthelocallevel,ourCatholicemployershavebeenchallengedandarebunkeringdownforawarofattrition,despitetheobjectionsofavocalmembershipandmultipleappearancesin‘thecommission’(nowcalledFairWorkAustralia).Attheheartofthematteraretwoimportantissues:

• howoneestablishesamarketrateforsalaries,and

• theresponsibilitiesofthelocalemployervis-à-visthecentralbureaucracy.

TheIEUhasneverconcededthattheSAGovernmentpayratesarethesoledeterminantofCatholicschoolpayrates.Historically,therehavebeendifferentoutcomesforDECSandCatholicEAs,withthe2006salaryalignmentbeingapragmaticresponsetoWorkchoices,ratherthanachangeofpositionontheunion’spart.Ingeneral,theDECSpayrateisusedtounderpintheCatholicschoolsEA(andsomeAISEAs)toensurethatemployeesreceivenolessthanthegovernmentrate.TheIEUpositionisthatprofessionalratesofpayarebestbenchmarkedagainstabasketofnationaloutcomes.

BynotnegotiatingwageincreasesindependentlyofDECS,theCatholicemployersarechoosingtheirrelationshipwiththeSAGovernmentoverthatwiththeirownemployees.

Thoughit’snolongernecessarytoavoidembarrassingtheGovernmentduringtheDECSarbitration,withastateelectionmootedforearly2010,theemployersarenowlobbyingfortheirquid pro quo:increasesinstatefunding.Amuchasincreasesarewarrantedandnecessary,itisdisappointingthatourmembersarebeingusedaspoliticalcannonfodderintheprocess.

IndependentandLutheranschoolshavegenerallyagreedtoongoingpayrisesof5%p.a.TheyhavebeenconvincedthatnationalbenchmarkratesareinevitableandappropriateandhavetherebyavoidedtheacrimonyofthecurrentCatholiccampaign.

UntilWorkchoices,thelegalidentity,corporatestatusandinter-relationshipsbetweentheseventeen(nowsixteen)Catholicemployerswasnotimportantforday-to-dayIR.Operatingasoneoverallsectorhadbeenconvenientandefficient,butitcameatthecostoflocalownershipofIRbyemployersandemployeesalike.InSeptemberitbecamestrategicallyappropriatetoattempttonegotiatedirectlywitheachofthesixteenemployers.Thisisbeingstronglyresistedbythecongregational(order-run)schools,butseparatebargainingordershavebeenmadeagainstthetwodioceses.

Membersinmanyschoolsarenowkeentonegotiatelocalissuesatthelocallevelwithprincipals,buthavebeenincensedtobemetwithformlettersandrefusalseventomeet.Whatevertheeventualoutcomeofthesingle-interestandscopeorderapplications,membersarenowawarethattheiremployerdoeshaveadirectresponsibilityfornegotiatingwiththemonmattersofconcern.

Whatdomemberswant?

• Wagesconsistentwithnationalbenchmarks.

• Workloadandotherissuesaddressed.

• Atimelyconclusion.

• Togetbacktothemaingame:teachingandlearning.

Whatwillthattake?

• Afocusoncoreobjectives.

• Persistenceatthegrass-rootslevel.

Asmuchasthelegalprocessisnecessarytoclarifytheparties’rightsandresponsibilitiestonegotiateingoodfaith,toundertakeindustrialactionandevenwhocannegotiate,theresolutionofthedisputelieswiththemembershipconvincingschoolmanagementthattheyhavestronglyheldandvalidconcerns.Ifthattakesacampaignwithnoiseatthecathedral,thewearingofbadgesandthetakingofindustrialaction,thensobeit.

Andwhenaresolutionisreached,itwillbeduetotheenergygeneratedbythemembership,notthenewlegislativetoys.

Glen SeidelSecretary

Glen SeidelSecretary

EdU December 2009 IEU(SA) 5

The financial viability of non-government schools will be tested annually by DEEWR from next year onwards. In accordance with the Schools Assistance Act 2008, schools receiving recurrent funding must achieve the benchmarks outlined in the Financial Health Assessment Framework.

Schoolsparticipatinginapilotprogramthisyearwereassessedonanumberoffinancialindicatorsandindustrybenchmarks,includingstudent-to-teacherratios,enrolmentrates,tuitionfeeincomes,andtotalborrowingsasapercentageofrecurrentincome.

Thenumberofbenchmarksmetbyaschooldeterminesitsoverallranking,andtheleveloffinancialmanagementwhichmustbeimposedtoensurefinancialviability.Outcomesofthetrialarecurrentlybeingreviewed,withaviewtoimplementingtheframeworkinallschoolsin2010.

Julie Lundberg is leaving after some fifteen years with ANGEE and IEU. In 1994 Julie started as an education and training officer and later became assistant secretary. Her specific area of responsibility was professional issues and she has for many years represented the organisation’s members on bodies such as SSABSA and TRB.

Followingarestructuringofrolesandresponsibilitieswithintheoffice,thepositionofassistantsecretarywillnolongercontinueasithasinthepast.JulieLundberghasacceptedtheopportunityofaredundancyarrangementandhasleftourunion.Juliehasleaveaccumulatedwhichwillallowhertotakeabreakandconsiderherfuture.Sheislookingforwardtobeinginvolvedinventuresinthefuturewhichcanbenefitfromherwealthofexperienceandknowledge.

Julie’ssupportofmemberswithprotractedorcomplexpersonalorEAissueswillberememberedbythosewhohavebenefitedfromhertenacityandattentiontodetail.WewishJulieallthebestforthefutureandthankherforherpastcontributions.

FromdatamadeavailablebyDEEWRearlierthisyear,theIEUunderstandsthat,ofthe2,700-plusnon-governmentschools,perhapstwotothreepercent(lessthan80schoolsnationally)fallintothecategoryrequiringassistancewithfinancialmanagement.

TheIEUhaslongsupportedgreatertransparencyinschoolfundingandbelievesthatschoolsshouldbefinanciallyviable.Itisespeciallypertinentinthecontextofnegotiationsaroundsalariesandconditions,andallegedover-staffing.

Whereaschooldoescitefinancialdifficulties,unionmembersshouldbegivenaccesstothefinancialmanagementplansrequiredundertheframework.Indeed,unionmembers,withthesupportofunionorganisers,shouldbeconsultedandinvolvedinthedevelopmentofsuchplans.

Ifyourschoolisexperiencingfinancialdifficulties,contactyourorganisertoday.

Farewell to Julie Lundberg

Schools to get financial health check-up


Ifwefollowthelogicoftheemployers,thatmeansCatholicteachersdon’thaveresponsibilitiesoraccountabilityrequirementsdifferenttotheirDECSpeers.It’sallstrikinglysimilar:samecurriculum,samepedagogies,sameexpectationsofstudents,sameduty-of-carerequirements,sameextra-curricularexpectations,sameparentalexpectations,samePDrequirements,sameassessmentmethods.Accordingtotheemployers,it’sjustallthesame.FromSt.IgnatiustoSt.Monica’s;fromRoxbyDownstoPenola;Catholicteachersprovidemoreofthesame.MakesyouwonderwhyparentswouldbotherpayingforaCatholiceducation.

Soonthebasisofemployerlogic,wedothesamejobanddeservethesamepay,italsonaturallyfollowswedeservethesameconditions!Notso.

IEU: When the employer says parity with DECS, they mean wages only (forget all the other benefits DECS enjoys).

Employers:‘TheemployersnegotiatingteamhasonlytalkedaboutsalaryequivalencewithDECSforthereasonsgiven(funding,benchmarkcomparability,politicalandthesinglesystemnatureofCatholicEducation).Wehavenottalkedaboutotherconditionsasthereareswingsandroundabouts[myemphasis]inthese.SomeDECSconditionsareappealing,othersarenot;forexample,inDECSschoolsmostpermanentstaffaremovedontoanotherschoolaftertenyearswhereasyourpermanentpositionrelatestotheCatholicschoolinwhichyouareemployed.WebelievetoadoptalltheDECSconditionswouldbeunpalatabletostaffinCatholicschools.’(TakenfromCatholic Schools Employers EB Bulletin #4 Appendix).

Thankfully,theemployeralsodoesourthinkinganddecision-makingforus,withrespecttoworkplaceconditions.Theyknowwhatis‘unpalatable’tous.AndtheoneexampleofadifferenceinconditionsbetweenteachersinDECSandtheCatholicsystemthattheycontinuallythrowupistheten-yeartenurerule.

Anotherstrangeexampletopick.Aten-yeartenurerulemeansatransfersystemmustbeimplemented.CatholicEducationhasfailedtoorganiseatransfersystemovertheyearsbecauseprincipalswantthepowertocontrolwhotheyhireandhow.Hence,employersdon’twantit;possiblyevenlessthantheyimplyemployeesdon’t.Butitwouldbenicetothinkthatemployees,asprofessionals,couldmakeuptheirownmind.GivenhowstagnantthemovementofstaffinCatholicschoolsis(andthenumberofcomplaintsweregularlyreceivearoundtheemploymentprocess),I’mguessingsome,possiblymany,mayactuallythinksit’sagoodthing.Butwewillneverknowbecausetheyknowwhatisbestforus!

Solet’smovepasttheoneconditionregularlyusedtoscareemployees,andlookatafewoftheotherconditionstheybelieveyouarealsobetteroffnothaving(NBBaseduponcurrentEAconditions).

Frankly Speaking

Frank BernardiOrganiser

In the many statements and counter-statements bandied about during the Catholic EA campaign, some have caused conjecture and confusion amongst members. Let’s look at a couple in detail.

IEU: Employers use interstate benchmarks when considering wages for deputies and principals, but refuse to do the same for teachers and ESOs.

Employers:‘WeuseDECSteachersalarybenchmarksfortheEAsalariesasthatprovidesarelativelycomparableSouthAustralianeducationsalarybenchmark.Theresponsibilitiesandaccountabilityrequirements(forexample,employingstaff)forCESAleadersdifferinmanywaysfromthoseofDECSleaders.HencewelooktoCatholicleaders’salariesinterstateforguidanceregardingappropriatesalarylevelsforthelocalSouthAustraliansituation.’(TakenfromCatholic Schools Employers EB Bulletin #4 Appendix).

Atlast,thegreatmysterysurroundinghowcontradictorysalarypoliciesoperateintheCatholiceducationsystemissolved.Inessence,it’squitesimple.Teachersteach–DECS,Catholic,doesn’tmatter.It’sthesamejob.Notsoforprincipalsanddeputies.Catholicschoolprincipalsanddeputieshave‘different’responsibilitiesandaccountabilityrequirementsthantheirDECScounterparts.So,interstateCatholicprincipalsanddeputiesprovidetheonlycomparablebenchmarkwhensettingwages.Hmmm…‘Different’.Itdoesn’tsaymoreresponsibilitiesorgreateraccountabilitythantheirDECScounterparts;just‘different’.

However,using‘employingstaff’astheirexampleofadifferenceiscurious,giventheemployershaveelectednottoimplementatransfersystembecauseprincipalswanttotalcontroloverwhoaschoolemploys.So,thejobofemployingstaffisn’tbeingfoisteduponthem.Onthecontrary;itisamanagerialfunctiontheyhavedeliberatelychosen.Andthat’swhatenablesaprincipal,inaCatholicschool,totapanemployeeontheshoulderandofferthemtheone-yearreplacementjobfornextyearandnotopenthevacancytoothers.Ratherthanmakingtheirjobmoredifficult,beingresponsibleforemployingstaffoftenmakestheirjobeasier.It’scertainlyanironythatthiscouldn’thappenintheDECSsystem,becausetheretheprocessmustbetransparentandthesystemaccountable.

Sono,‘different’can’tmeanmoreorgreaterresponsibilitiesandaccountability,butjust‘different’.

‘There are swings and roundabouts…’


2007 2008 2009 2010 2011SA

Step10 $68,422 $68,422 $70,987

1.10.07 Noincrement200828.1.09,3.75%,

InterimDECS

NSW/ACT

$75,352 $78,667 $81,656 $84,759

01.01.08 01.01.09 01.01.10(3.8%) 01.01.11(3.8%)

VIC

Level2-2/E4 $67,517 $75,500 $77,546 $79,648 $81,806

01.01.07 01.05.08 01.01.09 01.01.10 01.01.11

QLD

Level3/4 $66,191 $68,839 $71,936

LeadTeacher(softbarrier)

$71,996 $75,236

30.04.07 28.04.08 Interim4.5%

NT

$71,798 Negotiating

03.03.08

WA

Step9 $68,217 $73,280 $78,521

01.02.08 01.01.09 01.02.10

$72,310 $76,944 $81,662

5/9/08,6%interim 05.10.09,5% 01.10.10,4%

Step10 $84,863

TAS

Step13 $67,792 $70,551 $74,706 ParityG’tee ParityG’tee

01.04.074.07% 01.04.08,4.53% 24.06.09,5.89%

Table 2: National Catholic teacher rates, December 2009

Conditions Government Schools Catholic Schools

Salary (top-step teacher) $70,987 $70,987

TRT salary Paidatincrementstep Paidatstepthree

Advanced Skills Teacher AST1andAST2 AST1

Long-service leave 9.1daysaccruedp.a.forfirstfifteenyearsofservice,thenfifteendaysp.a.

9.1daysp.a.forwholecareer

Transfer system Yes No

Beginning teachers Minimumextrafourhoursreleaseperfortnightorpartthereoffor0.5FTE,andabovefor‘professionalactivity’

NoadditionaltimereleaseinEA(annualguidelinesincludeanadditionalpro-ratedallowanceof0.1FTEnon-contacttimetobeallocatedtofirst-yearteachersinregionalareasonly)

Class sizes Noyeareighttotwelvepracticalclassneedbe,onaverage,greaterthaneighteenstudents

TechandHomeEc:24students

Bereavement leave Fivedays Twodays

Union reps Fivedays’paidleavep.a.fortraining Oneday’spaidleavep.a.

Special leave Allpermanentteachersareabletoaccessuptofifteendaysofspecialleavewithpaypercalendaryear,whichcanbeusedfor:

• urgentpressingnecessity(onedayperrequest)

• compassionatereasons(pre-natalleave,partnerleave,fertilitytreatmentleave)(onedayperrequest,butuptothreedayscanbegranted)

• careofasickfamilymember(uptothreedaysmaybegranted)

Specialleaveforanyperiodmaybegrantedwithorwithoutpayandasuponsuchconditionsthataremutuallyagreedwiththeemployer

Paidfamilyeventsleave:twodaysp.a.fornon-reoccurringfamilyevents

Country incentives • Guaranteedreturntometropolitanschoolfollowingfouryearsinregionalschool

• Oneterm’sleaveonfullpayaftersixyears’continuousservice

• Twoterms’leaveonfullpayaftereightyears’continuousservice

• Oneyear’sleaveonfullpayaftertenyears’continuousservice

• Zonesystem(isolationallowance)withpaymentsofupto$7,108p.a.forzone-fourcountryschools

• Noguaranteeofapositionuponreturntometropolitanarea

• AssistancewithremovalexpensesstaggeredaccordingtodistancefromAdelaideandtimespentincountry

• Once-off$2,500establishmentgrantforplacementsoftwelvemonthsorlonger

Table 1: Comparison of entitlements in government and Catholic schools


2009 Reps’ and Delegates’ Conference

8

Gerry ConleyOHS Project Officer

Health, Safety and BERThis year’s conference focussed on the health and safety implications of the Rudd Government’s Building the Education Revolution (BER) program. It was promoted as an education unions’ conference on building safer schools, and for the first time, the annual IEU event was opened to AEU members who were HSRs.

Intotal,49IEUand23AEUreps,HSRsandmembersdecidedthattheOHSissuessurroundingBERwereimportantenoughtotakethemawayfromtheirworkonThursday3September.

FollowingawelcomebyIEU(SA)VicePresidentJennyGilchrist,theconferencebeganwithapanelofunionrepresentatives,includingAaronCartledge,AssistantSecretaryoftheCFMEU,LynHall,educatorwiththeAEU,andJanetGiles,SecretaryofSAUnions.TheyjoinedIEUSecretaryGlenSeidelindiscussingthehazardsassociatedwithconstructionsitesonschoolgrounds.EachofferedtheirinformedperspectivesonhowunionrepsandHSRscanbeactivelyinvolvedincontrollingtherisksposedtosafetyofbotheducationandconstructionworkers,aswellasstudents.

Havinglookedatthehealthandsafetyissuesfromaworkerperspective,itwastimefortheemployersandSAGovernmentrepresentativestodiscusstheirapproachtotheBERroll-out.BrianAdams,ChiefAdviserwithIndustryStrategyatSafeworkSA,JulianneFlowers,DirectorofHealthandSafetywithDECS,NeilLutz,HumanResourcesManagerwithLutheranSchoolsSA,andSteveByrne,PrincipalofStMichael’sCollege,providedattendeeswithaninsightintowhattheirrespectiveorganisationsweredoingtoensureemployersmettheirOHSresponsibilitiesduringconstructionworks.

Followingthis,AmandaRishworth,FederalMPforKingston,presentedtheRuddGovernment’sobjectivesforBER,andthebenefitsofthevariousprogramsplannedforschoolsandcommunities.ShealsoacknowledgedthatBERwouldcreatehealthandsafetyissuesandsupportedtheneedforunionrepsandHSRstobeinvolvedasworksprogressedintheirschools.

Fourworkshopsintheafternooncoveredvariouseducation-relatedhealthandsafetyissues,aswellasthosespecifictoBER.BrianAdamsprovidedanintroductiontosafedesign,andhowHSRscouldbeinvolvedintheprocess.SharonDorispresentedaworkshoponthecausesandimpactofworkloadburnout,andexploredtoolstodevelopresponsestrategies.JaneJones’sworkshoponviolenceinschoolslookedathoweducationworkerscanassesspotentiallyviolentsituationsandensureemployersareprovidingasafeworkplace.AndtheIEU’sGerryConleyfacilitatedaworkshopmanagingtheincreasedriskofslips,tripsandfallsaroundconstructionsites.

Inroundingoffaveryinformativeday,SAUnionsSecretaryJanetGilesjoinedIEUSecretaryGlenSeideltodrawdoorprizesdonatedbysponsorsNGSSuperandMembersEquity,beforeofficiallyclosingtheconference.

Janetthankedallthosewhohelpedtomaketheconferenceasuccessfuljoint-unionevent,andannouncedthatSAUnionswouldbelookingatdevelopingtrainingforeducationunionrepsandHSRsthatcouldallowthemaccesstobuildingsites.


Bruno SartorettoOrganiser

Help is at hand for new teachers

Hundreds of university graduates will enter the teaching profession in February 2010, embarking on what will hopefully be long and rewarding careers. The significance of stepping into a classroom alone for the first time, however, can be quite overwhelming; and the support of colleagues can be vital to successfully making the transition from study to work.

Itiseasyasagraduateteachertofallintothetrapofover-commitment,especiallyifthepositionistemporaryandthereispressuretoimpress.Settingreasonablegoalsisessential.Asaprofession,weoweournewcolleagueseveryassistanceasthecomplexityoftheworkofateacherunfolds.TheIEU,too,canprovideguidanceandsupport.

AsmembersoftheIEU,beginningteachershaveaccessto:

• informationaboutsalariesandconditions

• workshopswithexperiencedteachers(seepage26)

• legalprotection

• assistancewithmanagingworkloadsandotherpressures,and

• professionaldevelopment.

Salaries and conditions

IEUmembershavebeensuccessfulinwinningsignificantgainsinwagesandconditionsacrossthenon-governmentschoolssector.First-yearteachersalariesinschoolswithaunion-negotiatedagreementareuptotwentypercentmoreperyear.

Likesalaries,employmentconditionscanvarybetweenschools.However,theawardandunion-negotiatedagreementsgenerallyprovidefor:

• fullycumulative,paidsickleave

• employersuperannuationcontributions

• long-serviceleave

• paidschoolvacationbreaks

• maternityleave

• familycarers’leave,and

• insomecases,salarypackagingarrangements.

Legal protection

Thesedays,itisvitalthatteachershaveadequatelegalprotection.Newlawsandtheincreasedresponsibilitiesplacedonschoolshavecreatedacomplexlegalsituationforteachers.

AllIEU(SA)membershaveaccesstolegaladviceandarecoveredbycomprehensiveprofessionalindemnityinsurance.Anycomplaintshouldbehandledbytheschoolinafairandtransparentmanner,andmembersalwayshavetherighttoseekadvicefromtheirunion.Whereameetingwiththeemployertodiscussacomplaintisrequired,membersmayseektoattendwithaunionrepresentativeforsupport.

Managing workloads and other pressures

WorkintensificationisacriticalissueforteachersandESOsbecause,unfortunately,workplacestressisaserioushealthandsafetyissueintheeducationsector.

Teachersareentitledtoafairbalanceofworkandpersonallife.Inwhatisanimportantfirstyear,beginningteachersmustensurethattheirwork/lifebalanceisfairandreasonable.Whileparticipationintheschoolcommunityisimportant,itmustnotcompromiseclassroomteachingstandardsoremployees’personalhealth.

BeginningteacherswhoareconcernedabouttheirworkloadshouldcontacttheirIEUorganiser.

Professional development

TheIEUprovidesarangeofprofessionaldevelopmentopportunities;allofwhicharefreeofchargetounionmembers.

AprogrammeofsupportforgraduatesincludestheMeetthePrincipalsessions,atwhichgraduatescanmeetwithprincipalstodiscussthedosanddon’tsofapplyingforteachingpositions.Therearealsoseminars(seebelow)onmakingthetransitiontotheworkplace.

Takinganactiveroleinunionactivityandlearninghowissuesmightbeaddressedcollectivelyintheworkplacecanbearewardingpartofbeingateacher.

DetailsofPDopportunitiesareregularlyadvertisedinEdU,atwww.ieusa.org.au,andthroughunionrepresentativesinschools.

Mostimportantly,IEUmembersshouldensurebeginningteachersfeelwelcomedtotheschoolandtotheprofession,andthattheyareintroducedtothebenefitsofunionmembership.Iftheyaretoenjoyimprovedsalaryandconditionswellintotheirteachingcareers,thenmaintainingastrongunionpresenceinschoolsisessential.


Help is at hand for new teachers

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Themostnotablethingaboutthesenegotiationswasthesolidarityofthestaff.Alloftheteachingstaffworkedtogetherandsupportedeachother,particularlywhen‘stopworks’wereimminenttherewasagreatsenseofcohesion.Attheendoftheday,thatwaswhatmadethedifferencebetweenanunsatisfactoryoutcomeandonewhichstaffwerecomfortablewith.Westminsterteachershaveshownclearlywhatbeingunitedcanachieve!

(Westminster School is one of only two independent schools in South Australia that has separate agreements for its teachers and school assistants. This is a management decision.)

Louise FirrellOrganiser

Westminster teaching staff negotiated a new agreement during the last two terms, following a successful application to Fair Work Australia for a protected action ballot under the new Fair Work Act 2009.

Thiscameaboutaftermanymonthsofmakingverylittleprogressinpursuitofwhatstaffsawasareasonableandminimalclaim.Quiteearlyinthenegotiationsthestaffagreedtoremovefromthetableallnon-salaryitemsthathadformedpartoftheoriginalclaiminagenuineattempttomaximisetheirsalaryclaimandexpeditetheprocess.Thisdidnoteventuateastheschooldidnotimproveitssalaryoffertoapointthatstaffthoughtwouldmaintaintheirpositioninthesector,andputtheminagoodpositionforthenextagreement.

TheirapplicationtoFairWorkAustraliametthecriteriasetoutintheActandtheschoolbecamethefirstinSouthAustraliatoexercisethisprovision.Theunionmembers(themajorityofstaff)thenvotedinaballotorganisedbytheAustralianElectoralCommission.Thevotewasaresounding‘Yes’forarangeofindustrialactionsduringthefollowingthirtydays.

Thestaffplannedfourseparate‘stopworks’,butattheeleventhhourtheschoolmadeasalaryofferthatthemajorityofstaffaccepted,thusavoidinganyfurtheractionbeingtaken.

Congratulations to Westminster teachers!

IEU Organiser Louise Firrell (second from left) and negotiating team Mary-Anne Beck, Heather Lines, Peter Walwyn, Steve Wayne and Sarah Vesis


School Name Date % 2008 Date % 2009 Date % 2010 Date % 2011Annesley College 1/2/08 1.20% $69,767 1/2/09 1.93% $72,697 1/2/10 1.84% $76,144

1/8/08 2.22% $71,318 1/8/09 2.84% $74,765 1/8/10 1.81% $77,523

Burc College 26/8/09 5% $52,441

1/10/09 $53,208

Catholic schools 1/10/07 0% $68,422 28/1/09 3.75% $70,987

DECS 1/10/07 0% $68,422 28/1/09 3.75% $70,987

Eynesbury Senior College Inc 2/1/08 5% $71,356 1/2/09 5% $74,924 1/2/10 5% $78,671 1/2/11 5% $82,605

Harvest Christian School 2/1/08 3.50% $63,821

Investigator College 1/10/08 2.5% $69,109 1/2/09 2.25% $70,664 1/2/10 2.25% $74,061 1/2/11 2.25% $77,621

1/8/09 2.50% $72,431 1/8/10 2.5% $75,913

Islamic College SA 30/1/09 33%

1/10/09 $67,396

King's Baptist Grammar School 1/2/08 4% $70,011 1/2/09 2.5% $73,411 1/2/10 2.6% $76,449 1/2/11 2.5% $79,928

1/10/08 2.3% $71,621 1/10/09 1.5% $74,512 1/8/10 2% $77,978

Kirinari Community School 1/11/08 6.5% $60,775

Lutheran Schools 1/2/08 3% $69,534 1/2/09 3% $72,694 1/2/10 3% $76,372

1/7/08 1.5% $70,577 1/7/09 2% $74,148 1/7/10 2% $77,899

Mount Barker Waldorf School 2/8/08 8% $68,973 2/8/09 7% $73,801 TBA

Pedare Christian College 30/6/10 4.2% $69,400 1/2/09 5.5% $73,212 1/2/10 4.2% $76,292

Pembroke School 1/2/08 2% $69,379 1/2/09 3% offer $74,347

1/8/08 2% $72,182 1/8/09 2% offer $75,834

Pilgrim School 1/2/08 4% $68,951 1/2/09 5% $72,399 1/2/10 4.50% $75,657 TBA

Prince Alfred College 7/1/08 5% $73,280 1/1/09 5% $76,944 22/1/10 4% $80,021

ExtraCurricular $1,560

Pulteney Grammar School 1/2/08 1% $68,386 1/2/09 3% $72,341 1/5/10 4.75% $77,433 1/5/11 4.75% $80,769

1/8/08 3% $70,234 1/8/09 2.5% $74,097

Step12 $70,665 Step12 $74,752 Step12 $80,014 Step12 $83,461

Step12 $74,752 Step12 $76,567

Scotch College 1/2/08 2% $70,594 1/2/09 3% $74,893 TBA

1/8/08 3% $72,711 1/8/09 2% $76,391 TBA

Seymour College 1/2/08 3% $69,740 1/2/09 3% $73,126 1/2/10 2% $77,351 1/2/11 3% $81,143

1/8/08 2% $71,094 1/8/09 2% $74,480 1/8/10 2% $78,868 1/8/11 2% $82,659

1/8/09 $75,834 Step11 $78,851 Step11 $82,718

Step11 $80,398 Step11 $84,264

Southern Montessori School 3/1/08 3% $68,288 3/1/09 3% $71,743

8/1/08 2% $69,654

Southern Vales Christian College 2/1/08 4.5% $68,464

St Andrew's School 8/2/08 2.5% $68,904 7/2/09 2.5% $72,210 6/2/10 2.5% $75,732 5/2/11 2.5% $79,254

8/8/08 2.5% $70,449 8/8/09 2.5% $73,971 7/8/10 2.5% $77,493 6/8/11 2.5% $81,015

St George College 1/2/08 2.50% $68,604 1/4/09 2.50% $72,077

1/10/08 2.50% $70,319 1/10/09 2.50% $73,878

St John's Grammar School 1/2/08 3.5% $69,546 1/2/09 5% $73,023 1/2/10 5% $76,674 1/2/11 TBA

St Peter's College 1/7/08 5% $74,137 1/2/09 5% $77,844 1/7/10 5% $81,736

St Peter's Collegiate Girls' School 0% $68,501 1/2/09 5% $71,926 1/2/10 2% $76,666 1/2/11 4% $81,327

1/10/09 4.5% $75,163 1/7/10 2% $78,199

St Peter's Woodlands Grammar School 1/2/08 5% $69,607 1/2/09 5% $73,087 1/2/10 4% $76,010 TBA

Temple Christian College 2/1/08 2% $68,422

The Hills Christian Community School 1/2/08 2.25% $68,552 1/2/09 2.25% $71,671 1/2/10 2.25% $74,933

1/7/08 2.25% $70,094 1/2/09 2.25% $73,284

The Hills Montessori School 1/2/08 2.5% $65,637 1/2/09 4% $68,262 1/2/10 >2.5% $70,232

Torrens Valley Christian School 1/2/08 2% $69,345 1/2/09 3% $72,854

1/7/08 2% $70,732 1/7/09 1.5% $73,946

Trinity College x4 1/2/08 2% $69,639 1/2/09 2% $72,453 1/2/10 2.25% $75,750

1/8/08 2% $71,032 1/8/09 2% $7,483

Tyndale Christian School 28/1/08 3% $67,770 26/1/09 2% $70,509 25/1/10 3% $74,078

28/7/08 2% $69,126 27/7/09 2% $71,920 26/7/10 2% $75,560

Walford Anglican School for Girls 2/1/08 1% $69,122 2/1/09 3% $73,601 2/1/10 2.50% $77,531 2/1/11 2.5% $81,104

8/1/08 3.75% $71,457 8/1/09 3% $75,745 8/1/10 2.50% $79,317 8/1/11 2.5% $82,890

Westminster School 1/2/08 4.5% $70,155 1/1/09 2.35% $73,176 1/1/10 2.44% $76,835 1/1/11 2.34% $79,945

1/10/08 1.91% $71,498 1/7/09 2.5% $75,005 1/7/10 1.67% $78,115

Wilderness School 2/1/08 2% $69,662 2/1/09 6% $73,842 1/2/10 3% $76,057 1/2/11 2% $79,130

1/8/10 2% $77,578 1/8/11 3% $81,504

1/11/11 2% $83,134

Willunga Waldorf School 1/2/08 5% $67,103 1/2/09 2% $68,473 1/2/10 5% $71,896

Woodcroft College 1/2/08 2.3% $70,036 1/2/09 2% $72,516 1/2/10 3% $76,071 1/2/11 2.5% $79,981

1/8/08 1.7% $71,094 1/8/09 2% $73,938 1/8/10 3% $78,203 1/8/11 2.5% $81,758

12

2009 SA teacher wage report card

13EdU December 2009 IEU(SA)

Astudy,Does it Pay to be Nice?byEssexUniversity’sGuidoHaineck,showedthisyearthatagreeablewomenwerepaidfourpercentlessthanthosewithmoremalebehaviourtraits,equatingtoapaydifferenceof£40,000($71,725)overaworkinglife,basedona£25,000annualwage.

MaraOlekalns,professorofmanagementattheMelbourneBusinessSchool,saysbeingniceallthetimecanencourageworkplaceconflictbecausepeoplearetoopolitetotackleissuesastheyarise.‘Wesweepitunderthecarpet,butthoseissuesfester’,shesays.‘Bythetimewegettothepointwherewearenotabletobeniceanymore,thesituationcanbeexplosive.Itcancreatemoreconflictthantacklingthingsheadon.’

Thinkaboutannoyingbehaviourbycolleagues–say,bouncingaballnearyouwhenyouaretryingtoconcentrateonwritingareport.Ifyoudon’taskthemtostopthefirsttime,youhavegiventhemtacitpermissiontocontinue.Whenyoueventuallysnap,yousaysomethinginangerandyourcolleaguesareshockedbecausetheydidn’tthinkanyoneminded.

Olekalnssaysthereisalsoagenderdifferenceinthewaynicenessisperceived.‘Menreallygetabonusforbeingnice,whentheyengageinextratasksaroundtheworkplace...thingsthatarenottheirjob’,shesays.‘Conversely,womengetpenalisedfornotbeingnice.Weexpectwomentobemorerelationship-oriented.’

Insimpleterms,amanwhogetscoffeeforhisworkmateswillgetplentyofslapsontheback.Abusywomanwhosaysnotoataskislikelytobeviewedasdifficultorlazy.Peoplewhofeelcompelledtobenicedoitbecausetheywanttobeliked,theywanttomakeothersfeelhappyandtheyhopeitwillhelpthembeseenasteamplayersandasenthusiasticcan-doworkers.

Butestablishingapatternofnicebehaviourcanbeatrap,Olekalnssays.Onceanicepersonhasbeenoverburdenedbywork,itcanbedifficulttostartsaying‘no’.Olekalnssayspeoplewhoareworriedtheyareturningintodoormatsneedtothinkhowtheyframetheirrefusals.Youcanappealtotheotherperson’ssympathy:‘Ihavesomuchworktodo.I’dlovetohelpout,butIcan’tdealwiththestuffIalreadyhaveonmydesk.’Youcanputtheonusonthemtomakeitpossible:‘I’dlovetohelp,butwhatdoyouthinkyoucouldtakeoffmydesksoIcanclearsometimeforyou?’

Thesestrategiesmayworkbetterforwomenbecausetheywouldbemorelikelyseeanappealforhelpasbonding,whereasmenmightseeitasanadmissionofweakness.

RepublishedcourtesyofThe Australian Financial Review

Fiona SmithEditor, Work Space

Playing ‘nice’ is at the heart of just about every management book that has hit the shops in recent years. Be kind to others and they will follow you, work harder, stay longer and be more creative. Workplace harmony has become the key to success.

Well,there’sjustoneresponsetoallthat:SteveJobs.Jobs,thehugelysuccessfulchiefexecutiveandfounderofApplehasneverbeenknownforhisniceness.HeratesaspecialmentioninStanfordUniversitymanagementprofessorRobertSutton’sbestsellingbookThe No Asshole Rule(Hachette2007)asanexampleoftheupsideofbadbehaviour.WhenSuttonkeyedSteveJobsandassholeintoGoogle,hegot89,400matches.

Suttonrelatesoneexample,astoldtohimbyamanageronlydaysafterithappened:‘...Jobsstartedscreaming,cryingandmakingthreatsbecausethecolourofthenewNeXTvans(fromhisnowdefunctcomputercompany)didnotpreciselymatchtheshadeofwhitethatthemanufacturingfacilitywaspainted.ToappeaseJobs,NeXTmanufacturingmanagershadtospendprecioushours(andthousandsofdollars)gettingthevanspaintedexactlythesameshade.

‘Yetthepeoplewhotellthesestoriesargueheisamongthemostimaginative,decisiveandpersuasivepeopletheyhaveevermet’,Suttonwrites.‘Theyadmitthatheinspiresastoundingeffortandcreativityfromhispeople.’

Thereisnodoubtthatbullying,intimidatingbehaviourcanbeeffective,asSuttonnotes,particularlywhenitcomestogainingpersonalpower,intimidatingandvanquishingrivals,motivatingfear-drivenperformanceandperfectionismandtobringunfair,cluelessandlazypeopletotheirsenses.Thatiswhysomanyleadersfeeljustifiedinusingthiskindofbehaviouratwork.

However,studiesshowconclusivelythatbulliesarealsodestructive–suppressinginitiative,raisingstresslevelstoburn-out,discouraginghonestfeedback,creatinganexodusofgoodstaff,andspreadingmisery.

Instead,treatingemployeeswithrespectislinkedwithsuperiorfinancialperformance,asshownbythecompaniesthatmakeitontoFortunemagazine’s‘100BestCompaniestoWorkFor’list.Suttonsaysintimidatingleadersoftenmistakenlybelievetheirnastinessisthereasonfortheirsuccess,orerroneouslythinkthemethodsthathelpedthemconnivetheirwaytothetopofanorganisationarealsosuitabletoleadandmanagethatorganisation.

So,treatingpeoplewithdignityandrespect(puttingasideanomaliessuchasJobs)ismorelikelytocreatebusinesssuccess–butthereisalsoevidencetoshowthatbeingtoonicecanbearealproblem.

The downside of being nice


Rally for action on Catholic EAsAround 500 members and supporters from other unions rallied at St. Francis Xavier Cathedral on Sunday 8 November, urging Catholic Education SA to make a pay offer to staff.


Professor Karen Starr is the Foundation Chair, School Development and Leadership, and Director of the Centre for Educational Leadership and Renewal in the Faculty of Arts and Education at Deakin University, Victoria.

Introduction

TrialsareoccurringaroundAustraliaandacrosseducationsystemstotesttheveracityandfeasibilityofvariousmodelsofjobsharingintheprincipalship[2].Currently,itappearsthatCatholicschoolsaremorelikelytoentertainsucharrangementsthanotherschoolingsectors[4],althoughtrialsarecurrentlyunderwayingovernmentschoolsinseveralAustralianstates.Thesetrialsarisefromtheneedtoencouragemorepeopleintotheprincipalshipandtoretainexperiencedprincipals.ThereisscarceresearchinthisareainAustralia,butjobsharingisanemergingtrendintheprincipalshipthatcouldgrowinpopularity.

Therearemanyreasonsgivenforsharingtheprincipalship.Firstistheincumbents’desiretoacquire‘work/lifebalance’.Withanaverageworkingweekof60hoursormore[3],sharingtheleadershiploadisattractive.Principalscurrentlytriallingasharedarrangementcitethedesireformorepersonaltime,ageandstagereasonssuchastheneedtocareforageingparents,andthehopeforatransitionperiodtoretirementasthebasisforjob-sharing.Educationdepartmentsseethepart-time/sharedoptionasbeingattractivetoleadershipaspirantsatatimewhenthere’sashortageofprincipalsandthe‘baby-boomer’retirementissuetoaddress.Anotherreasonisanemerginginterestinre-designingtheprincipalship,withvariousconstructionsbeingexplored[8].

Types of job sharing arrangements

Therearemanypossiblemodelsofjobsharingintheprincipalship.Herearesomeofthemostcommonoptions:

• Thefractionaltime,rotatingauthoritymodelwhereaprincipalsharestheroleforsomeofthetimewithadeputyorassistantprincipal.Inthismodelthereisahierarchyofasubstantiveprincipalformostofthetimewithanactingorassociateprincipalfortherest.

• Theinternshipmodelwhereanaspirantleaderpairswithanexperiencedprincipalinorderto‘learntheropes’,eitherfull-timepartnersorapart-time,sharedarrangement.

• Thepart-time/partialoverlapmodel,wherepartnersarepart-timewithcommontimewhenbotharepresenttoensurethoroughcommunications,hand-over,andjointpresence.

• Theequalpartners,co-principal,job-integrationmodel,withtwopeoplebearingequalresponsibilityandequalauthority,workingforequalamountsoftimebutnotconcurrently.

• Thesyndicateorconcurrentmodelwheretwopeoplesharetheroleandstatusatthesametimeallthetime,witheachundertakingspecifictasksorbothsharingalltasks.

Too hard or a dream come true?

Professor Karen Starr

• Thecyclicalorturn-takingmodelwhereonepersonundertakestheprincipalshipforapartoftheyearwiththeothertakingoverfortheremainder.Alternativelythismodelcouldbeconfiguredtohaveco-principalsconcurrentlypresentbuttakingacyclicalswap-overofresponsibility.

• Theeducationalleader/businessmanagermodelwherebytasksaredividedthrougheducationalorbusiness/managementimperatives.

• Thetemporarysharingarrangement(forexample,foraperiodoftime–suchasoneschoolterm–toenabletheprincipaltohavepersonaltimeforaparticularreason).

• Themulti-campusorsectionofschoolmodel,withdifferentpeopleleadingdifferentsections/campuses.

• Thesuperprincipalmodel,withoneprincipalresponsibleforamulti-campusschoolorformorethanonesovereignschool,perhapswithasiteprincipalormanagerineachschool.

• Across-culturalmodel,withpartnersfromtwodifferentculturalbackgroundsmeetingthecross-culturalneedsofaschool[1].

Thepossibilitiesofjob-sharingmodelsappearendless,sotherearenodoubtmanyconfigurationsotherthanthosecitedabove.Eachpossiblemodel,however,isderivedfromdifferentimperatives.Insomeconfigurationstherearenodivisionsofauthoritywhileothersfollowamain/delegatedmodelofauthority.Thetypesofarrangementsdescribedaboveinvolvetwopeople,butpotentiallymorethantwocouldbeinvolved,andmodelscouldbeamalgamatedtoproducemorecomplexexemplars.

FromthemodelscurrentlybeingtrialledorunderwayinAustralia,thetypeofsharingarrangementappearstobedecidedbyincumbents[6].Atpresent,sharedprincipalshipsarevoluntaryanddesignedtomeettheneedsofindividualsandtheschool.Obviouslyapprovalsforsucharrangementsareatthediscretionofschoolcouncilsandemployingbodies.

Benefits

Jobsharingprovidesopportunitiesforaspirantstogainexperienceintherolewhilebeingsupportedandmentoredbyasubstantiveprincipal.Thismaybeanattractiveoptionforyoungerschoolleaderswhowouldliketohaveasupported‘testrun’beforetakingadeependplungeintoafull-time,soleprincipalposition.Inthisway,aco-principalshipappearstoofferenormousadvantagesforanewprincipal’sinduction.

Job-sharingprovidesavalidandreasonablemeansofacquiringmorepersonaltime–or‘work/life’balance.Mostlargeorganisationshave‘work/lifebalance’policies,eventhoughineducationtheyappeartobemoreaspirationalthanmandatedorachievable.Sharingarrangementsalsoofferindividualsgreaterscopeforprofessionallearning,research,reflection,planningandobservationsinotherschools.


Aprincipalwantingtopursuefurtheracademicstudymayfindaco-principalshipattractive.

Jointresponsibilitymaybelessstressfulwhenshared,andcommonfeelingsconcerningisolationand‘beinglonelyatthetop’coulddisappear[13].The‘burden’ofrunningaschoolcouldbereduced,especiallywhendifficultproblemsarise–withtwoheads,quiteliterally,beingbetterthanone.Jobsatisfactioncouldbeincreasedandprincipalssharingarolewouldhaveanautomaticinternalsupportbase.

Ajoint,democraticapproachtotheprincipalshipcouldappealtothosewhoprefertoworkinteams,withreducedhierarchiesandformality.Job-sharingintheprincipalshipsupportspreferencesforsharedordistributedleadershipmodels,asopposedtosole,heroicleadershipnotions.Ifthetopjobcanbeshared,soitcanmodelmorecollegialteam-basedmodelsthroughouttheschool.

Thereisevidencetosuggestthatinitscurrentconfiguration,theprincipalshipisperceivedastoocomplex,time-consuminganddemandingtobeattractivetosome[9;10;13].Hencethepossibilityofsharingmayappealtogroupswhoarecurrentlydeterredorunder-representedintheprincipalshipwhichwouldhavesystemicadvantagesandimproveequityinemploymentopportunities.

Theremaybeadvantagesforschoolimprovementiftwopeoplewithdifferentpersonalities,expertiseandinterestsarebehindstrategicplansandactivities.Furthermore,theremaybegreateropportunitiesforco-principalstoteachforlongerperiodsoftime.

Intheeducationalleaders/businessmanagermodel,anewprincipal’slackofexperienceinfinancialandbusinessmatterscouldbeovercome,althoughiftheheadhasoverallresponsibilityandauthority,s/hewouldbeadvisedtoassumesubstantialdecision-makinginvolvementandbusinessoversight.

Disadvantages

Therearesomeobviousdownsidestosharedleadershipmodels.Firstistheissueofwhattodowhenincumbentssharingajobfallout.Marriagesandfriendshipscanbreakdown,sowhycouldn’tjob-sharingpartners?Adividedleadershipteamwouldbedisastrousfortheschoolandtheindividualsinvolvedandverydifficultforaschooltoresolve.Temperaments,jobcommitment,personalitiesanddispositionsallcomeintotheequation.Forjob-sharingtowork,therecouldbenopower-plays,no‘white-anting’,nogrizzlingaboutpartnersbehindbacks,noexclusionormarginalisation.Trustwithintherelationshipwouldbeanimperative.

Therearefewexamplesofemploymentcontractsforjointappointments,yetthereareanenormousnumberofconsiderationsthatwoulddifferfromasoleappointee’s

contract.Forexample,howwouldaco-principalshipbeadvertised–orwoulditsimplyariseasindividualssawtheneedandbenefits?Wouldpartnersbejointlyinterviewed?Wouldtheyreceivethesamepay(fractionallyadjusted)andtenure?Whatinductionprocesseswouldbenecessaryandhowwoulditbearranged?Wouldtheschoolrequireaprobationaryemploymentperiod?Almostuniversallyprincipalsworklongerhoursthantheyarepaidfor,sowhodoestheovertime–whathoursarerequiredofeachpartner?Whatwouldhappenifonepartnerresigned–whatnoticePeriodandsuccessionplanswouldberequired,especiallyifthesharedarrangementhadrequiredeliminationofdeputyorassistantprincipalpositionsduetocosts?Whotakesoverifsomeoneisabsentoronleave?Whathappensifonepersonwishedtochangetheirworkconditions?Howwouldperformanceappraisalsbeconducted–solelyorasateam?Howwouldconflictswithinthepartnershiporcomplaintsagainstapartnerberesolved?

Thereisthepossibilityofresentmentifonepersonweretoreceivecreditforworkjointlydoneorcompletedbythepartner,ifoneperson’sskillswererecognisedaboveanother’s,orifonepersonfeltimposedupon–ornotinvolvedenough–intaskssuchas[1]respondingtoemails.Inthesamevein,thejointsigningofofficialdocumentsandcommunicationswouldneedtobeorganised.Partnerswouldneedtohaveequalaccesstosupportstaff,especiallyifthesepeoplewerethemselvespart-timers.Appointmentsandbriefingswouldneedtobeajointresponsibility.Itmayberaretofindtwopeopleequallyreliableandcapable,yetifthiswerenotthecaseeitherthepartnersortheschoolcommunitywouldbecomeresentfulanddisenchantedwithasharingarrangement.

Roleoverlaportaskomissionaretwoobviouspitfallsifcommunicationsbetweenthejob-sharingpartnerswerenotwatertight.Furthermore,asharedprincipalshipcouldincurgreaterdemandsandworkdelegationtothemiddlelevelofschoolleadersandmanagers,makingtheirworkinglivesmoredifficult.

Schoolcouncilsandothersintheschoolcommunitymaybeconfusedaboutunclearlinesofresponsibilityordelegation.Quitepossiblystafforparentsmaytrytoplayoneoffagainsttheother,whichwouldundermineonepartner.

Making it work

Obviously,peoplesharingonejobneedtobecompatible,havesimilarvalues,understandingsandphilosophicalbeliefs,primarilyabouteducationbutaboutotherimportantareas,suchasthenumberofhourstheywilldedicatetoschoolwork.

ItappearsfromthesmallnumberofreportedcasesinAustralia,thatco-principalshipsarebestimplementedwhenpartnerschooseeachother[6].

17


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Theschoolcommunityandemployingbodieswouldhavetobesupportiveofasharedarrangement.Therewouldbeaneedforcleardocumentationonhowthejob-sharingistobeexecutedandbudgeted.

Conclusion

Researchisneededinthisfield,soitispleasingtohearthateducationsystemstriallingsharedleadershipmodelsarereviewinghowthesearrangementsareworkinginpractice.

Sharedleadershiprolesprovideanopportunitytofocusonleadershipratherthanonleaders[14],andenablemorepeopletoexperiencewhatschoolleadershipactuallyinvolves[11].Sharedrolesalsoemphasisecontinualprofessionallearningonthejobasanimperativeofasuccessfulprincipalship.Giventheenormousbenefitsthatcouldbepossible,let’shopethedisadvantagescanbeovercome.

ThisarticlewasoriginallypublishedinRedress,thejournaloftheAssociationofWomenEducators,andisreprintedwithpermissionfromthatorganisation.

References

[1]Bunnell,T.(2007)TheYewChungModelofDualCultureCo-principalship:AUniqueFormofDistributedLeadership.InInternational Journal of Leadership in Education.Vol.11,No.2,pp.191-210.

[2]DepartmentofEducationandChildren’sServices(2009)LeadersTriallingJobsharing.InEducations NEWS,SAGovernmentSchools&Children’sServices,Vol.3,No.2,p.13.www.decs.sa.gov.au/mediacentre.

[3]DepartmentofEducationandTraining,Victoria(2004)The Privilege and the Price.Melbourne:Victoria.

[4]DiStephano,L.(2002)Co-Principalship:AnAlternativeModelforSchools.InEducare News: The National Newspaper for All Non-government Schools,Issue122.Camberwell,Victoria:ACERPress.

[5]Clatter,R.&Harvey,J.(2006)New Models of Leadership: Varieties of Shared Leadership – A Preliminary Exploration.Nottingham,UK:NationalCouncilofSchoolLeadership.

[6]Gronn,P.&Hamilton,A.(2004)ABitMoreLifeintheLeadership:Co-principalshipasDistributedLeadershipPractice.InLeadership & Policy in Schools,Vol.3,No.1,pp.3-35.

[7]Harris,A.,Brown,D.&Abbott,I.(2006)ExecutiveLeadership:AnotherLeverintheSystem?InSchool Leadership & Management,Vol.26,No.4,pp.397-409.

[8]Lacey,K.(2006)Attitudes to Job-Sharing and Co- Principalship.AddresstotheiNetConference,29April,2006.www.cybertext.net.au/inet

[9]Macnamara,L.(2006)PrincipalsLoseTheirJobAppeal.InThe Australian, Higher Education,23August,p.26.

[10]Myers,T.(2006)PrincipalsUnderPressure.InTeacher,June2006,pp.12-16.

[11]NCSL(2007)Leadership Succession: An Overview of Securing the Next Generation of School Leaders.Nottingham,UK:NCSL.

[12]Revans,R.(1983)The ABC of Action Learning.Bromley,Kent,UK:Chartwell-BrattPublishers.

[13]Starr,K.(2007)CapacityBuildingforthePrincipalship.InThe International Journal of Knowledge, Cultures and Change Management,Vol.6,No.8,pp.189-198.

[14]West-Burnham,J.(nodatecited)BuildingLeadershipCapacity:HelpingLeadersLearn.InMeeting the Challenge: Growing Tomorrow’s School Leaders.Nottingham,UK:NCSL.


Gerry ConleyOHS Project Officer

OHS ProjectThe importance of hazard reportsRecently, two safety hazards in schools have highlighted the need for all employees to understand their responsibilities in addressing health and safety hazards; particularly the importance of completing hazard reports.

Hazardreportsarevitaltoanyschool’sOHSWprocedures.Theyalertschoolmanagementandthehealthandsafetyrep(HSR)tohazardsandinitiatetheprocessofproperlyminimisingoreradicatingriskstohealthandsafety.

Atbothschoolsconcerned,anumberofstaffhadverballyraisedwiththeirHSRswhattheybelievedtobehazards.TheHSRsineachcasewerepreparedtotakeuptheissueswithschoolmanagement,anddulyaskedthestaffconcernedtocompletehazardreports.Inbothcases,staffdeclined,saying‘Itseemedtoomuchofahassle’,or‘Well,that’swhyI’mraisingitwithyou[theHSR];soyoucanfillitout.’

All employees have a responsibility to report hazards – in fact, it’s a legislative requirement – and that means completing a hazard report, not just making a verbal complaint to a HSR. OHSWmanagementisheavilylegislated,andHSRscannotaddresshazardstothefullextentoftheirlegislatedpowersifemployeesarenotwillingtodocumenttheircomplaint.

Allschoolsshouldhaveahazardreportformavailabletoallemployees.Itshouldbeeasytocomplete,withprovisionforthenameofthereporter,andthelocationandthenatureofthehazard.Mostalsoprovidespaceforanyremedialactiontaken,wherethathasoccurred,andforanyrecommendedaction.

Oncecompleted,ahazardreportrequiresschoolmanagementtotakeaction.OHSWlegislationstatesthatonceahazardhasbeenidentified,managementmustconductariskassessmentandimplementappropriateriskcontrols.

Andwhatbetterformofhazardidentificationthanawrittendocument?Averbalcomplaintcanbeignored,butacompletedreportformcannot.

With a hazard report that clearly identifies the hazard and the risk it presents to employees, the HSR can present a stronger case when negotiating an acceptable solution with management. Indeed, the more reports the better.Furthermore,managementcannotdismissahazardreportsimplybystatingthatitdoesnotconsiderthehazardanOHSWissue,asoccurredatoneschoolwhereahazardreportwaslodgedonbehalfofstaffperformingworkinwhichtheyhadnopreviousexperience.ManagementmustprovidefeedbacktothereporterandtheHSRastowhyitdoesn’tbelieveanissuewouldaffecthealthandsafety,andwhyariskassessmentisn’tnecessary.IftheHSRdisagrees,heorsheisenabledbydueprocesstotakefurtheractionandensurethataproperriskassessmentiscarriedout.

One of the most difficult problems facing HSRs, however, is employees’ reluctance to complete hazard reports for fear of repercussions. Section 56 of the OHSW Act protects any employee who raises a health and safety issue from dismissal, intimidation or threats, and any such behaviour should be raised immediately with an IEU rep or organiser.


SuperRatings, an independent rating agency, conducts regular reviews of Australian super funds to determine their strengths, weaknesses and value for money for members. It encourages super fund members to use their website to see how a fund is performing in relation to its peers.

Thecriteriausedforassessingfundsincludeinvestments,fees,insurancedelivery,membereducation,financialplanningfacilities,employersupportandfundgovernance.

Astheindustryfundwhichspecialisesinprovidingsuperannuationforemployeesinthenon-governmenteducationsector,NGSSuperwasnamedinthetoptenfundsthisyearforthefirsttime.TheManagingDirectorofSuperRatings,JeffBresnahan,saidthatinspiteofthefactthatallfundssufferednegativereturnsoverthepasttwoyears,that‘whilstitisnevergoodtoseesuperfundssufferthelossestheyhaveoverrecenttimes,somefundshaveperformedsignificantlybetterthanothersthroughthevariousinvestmentcyclesofthepastfiveyears.Thisstrongrelativeperformance,whichinsomecasesreflectsadifferentialofoversixpercentperannumbetweenfunds,combinedwithcompetitivefeesandservices,hasledtoconsumersinthenamedfundsenjoyingresultsfaraheadofmanyotherfunds.Atthispoint,industryfundscontinuetodominateourbestvalueformoneyfundlist.Clearlythereareanumberofretailfundsthatoffergoodvalue,howevermanyfunds,includingsomenot-for-profitfunds,havedonelittletoassistAustralians’retirementsavingsduringtheseturbulenttimes.’*Let’sfaceit;sixpercentisaconsiderabledifferenceinfundperformance.

Bynow,mostAustralianworkersrecognisewhatanindustryfundisandthevaluetheyofferduetotheirnot-for-profitethosandlowfeestructure.TheSuperRatingsresultsconfirmthat,ingeneral,membersinindustryfundsenjoysolidinvestmentreturnsandlowfeestructures,leavingmoreintheiraccounts.Afterall,buildinganadequateretirementnesteggiswhatsuperannuationisallabout.

Absolutely Super: NGS placed in top ten super funds

Bernard O’ConnorNGS Super

InawardingNGSSuperthePlatinumRating,whichrepresentsthetopfifteenpercentofsuperfundsintermsofvalueformoney,SuperRatingsalsodeterminedaratingof110totheFundforInvestmentand110forInsurance.Thisratingequatesto‘premiumperformerinthisarea–wellabovebenchmark’.ItisastrongvoteofconfidenceintheinvestmentselectionandgovernanceusedbyNGSSuperinitsfiduciarycapacityofmanagingandgrowingmembers’money.ItisalsopleasingtonotethehighratingachievedbyNGSInsurance,anareawhichmanymembersonlyconsideratpointofneed.Enhancedlifeandincome-protectioninsuranceprovidememberswithameasureoffinancialsecurityforrelativelylowpremiums.

Ifyouwouldliketoobtainfurtherinformationastohowyourcurrentfundratesagainstitspeers,gotowww.superratings.com.auandhavealookattheirresults.Thetoptenperformerscanalsobefoundatthissite.Youmayalsowishtocheckouttheindustryfundswebsiteatwww.industrysuperfunds.com.autoseewhichindustryfundssupportthecurrentcampaign.

Nowisagoodtimetore-evaluateyoursuperannuationdirectionbyseekinginformationandmakinginformedchoicesaboutyourpreferredfund,investmentoptionsandinsurance.It’samatteroftakingcontrolofyoursuperandmakingdecisionsbasedonyourtoleranceforrisk.And,ofcourse,seekprofessionaladviceifyouarenotclearaboutanyaspectsofthecomparison.

Source:SuperRatingsmediarelease,15September2009

(Disclaimer: The information in this article is general information only and does not take into account your objectives, financial situation or needs. Before making a financial decision, please assess the appropriateness to the information to your individual circumstances and consider seeking independent advice from a licensed or appropriately authorised financial advisor.)


NGS Super offers great value for money* insurance cover for Death and disability as well as Income Protection.

Members have a choice of cover options as well as income protection that’s flexible, so you can be sure you have the cover that’s right for you.

For more information, please contact 1300 133 177 or visit www.ngssuper.com.au

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* NGS Super was awarded Money magazine’s 2009 Best of the Best award for ‘Best Value Insurance in Super’.

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21

22 EdU December 2009 IEU(SA)

Ialsoenjoyedthestraight-talking,down-to-earthTonyMaher,whoisNationalSecretaryoftheCFMEU’sminingdivision.Hismessagewasclear:unionsrepresentingtheso-called‘polluting’coalindustryareenvironmentallypro-active.Tosummarise,hesaid:

• Unionshavebeenactiveonclimatechangeforalongtime

• Engagementwithenvironmentalgroups,businessandunionsiscriticalforgovernment

• TheCFMEU’smessageisthatallindustriesshouldtakeresponsibility,becauseweneedalltechnologies

• Debateshouldbeabouthowwegrow,notwhetherwegrow

• Pollingconsistentlyshowsvastsupportforthisposition

• Communityacceptanceispossibleifproperlyledbygovernmentandstakeholders,and

• Unionshaveakeyroleingeneratingcommunityacceptance.

AnotherinspiringandpassionatespeakerwasKatieFlanders,fromQPSU,whopromotedUnionClimateConnectors,acampaigndevelopedbytheAustralianConservationFoundationandAustralianUnions.Ifyouwanttohelpfacilitateactioninyourworkplace,homeorcommunity;tobuildawarenessandunderstandingabouttheenvironmentwhilebeingpartofanetworkofsupportconnectorsaroundAustralia;thisisforyou.Visitwww.climateconnectors.org

There were eight presenters on the day and the presentations are available on the SA Unions website (www.saunions.org.au).

Elenor DaviesPA to Principal, Immanuel College

IEU member Elenor Davies finds that unions are making ground on the green front.

ThoughIliketokeepinformedaboutclimatechange,theconsequencesaresohugethatIcanonlytakesomuchbeforeIhavetoburymyheadforawhile.Seeingtheretractionofglaciersandsatelliteimagesofthepolarcapsdiminishingisjusttooscary.

However,IcanhappilyreportthatIfoundtheSAUnionsClimateChangeConferencesurprisinglyuplifting.Therearesomegoodpeopleouttheredoinggreatthings.

ThefirstspeakerwasBenMcNeil,authorofThe Clean Industrial Revolution.Benfocussedonopportunitiestogrowjobsthroughnewcleanindustries,andAustralia’sinnovativehistorysuggestswearewell-placedtoleadacleaneconomicrevolution.Heshowedhow‘investingin,commercialisingandexportingthenewfuels,materialsandtechnologieswillboosteconomicprosperityaswellassecuringenvironmentalsustainability’.

Thereisamajorshiftgloballyinclimatechangeopinion,andadesiretoaddressourabuseofourenvironment.Wejusthavetokeepfaith.Peopledocare,andthatmakesGovernmentsreact.

ColinPittmanisDirectorofCityProjectsfortheCityofSalisburyandamanwiththreeexceptionalskills:vision,practicalapplicationandmarketing.Hisvisionisnotunusual.Manyofusvisualisehowwewouldliketheworldtobe.Weallwanttokeepourenvironmentingoodshapewhilestillretainingagoodlifestyle.ButColinhasturnedhisvisionintoareality;addingpracticalitytodreaming.Thatmakeshimrare.Manyofusjustdon’tknowwheretostart.

Colinandhisteamhavebuiltanextensivewater-catchmentprogramwithwetlandsto(putverysimply)purifywaterfordistributionthroughouttheCityofSalisbury.TheprojecthasbeensosuccessfulthattheSAGovernmenthasrecentlycommittedtoimplementingtheconceptinotherareas.

Afterwards,IjusthappenedtospeakwitharesidentofMawsonLakes,andIasked,‘Didyourealiseallthatinfrastructure,wetlands,pipesandlakesallconnectedtoaquiferswasrightunderneathyourhome?’Hedid,becauseCityofSalisburyrate-payersareregularlyinformedoftheexpansionofthecatchmentprogram.Sothereyouhaveit:avisionary,engineer,andamarketingwhiz.ThankheavensforinnovativeandpassionateAustralians.IrecommendvisitingtheCityofSalisburywebsite(cweb.salisbury.sa.gov.au)forfurtherinformation.

SA Unions Climate Change Conference


APHEDA

Ten years ago, under the threat of bloodshed and destruction, the people of Timor-Leste voted for independence from Indonesia. During the 25-year struggle for Timorese independence, and in the violence that followed the ballot on 30 August 1999, it is estimated that up to 250,000 people were killed and many thousands more were displaced. Union Aid Abroad – APHEDA congratulates the people of Timor-Leste in reaching this important milestone, and reflects upon the important role we have played in the country over the past ten years.

AustralianunionshaveplayedacrucialroleinthehistoryofTimor-Leste,bothinthestruggleforindependence,andinassistingwiththedevelopmentofthisnewnation.Withthesupportofindividualunionmembers,AustralianunionsandAusAID,UnionAidAbroad–APHEDAhasdeliveredover$4,317,000indevelopmentassistancetoTimor-Leste.SincebeginningworkinTimor-Lestein1997,UnionAidAbroad–APHEDAhasworkedwithlocalpartnerorganisationstotrainover5,800people.

UnionAidAbroad–APHEDA’sprograminTimor-Lestehasincludedtraininginarangeofvocationalskillssuchas

carpentry,mechanics,blacksmithing,organicagriculture,sewing,handicraftproduction,andsmall-businessmanagement.Wehavealsotrainedruralwomeninliteracyskills,supportedthedevelopmentofanindependentmediathroughworkingwithcommunityradiostationsandnewspapers,providedcommunityeducationthroughtheatre,andsupportedtheuniversitylibrarywithresources,booksandtraining.WiththesupportofAustralianunions,wehaveplayedanintegralroleinthedevelopmentandstrengtheningofademocratic,independenttradeunionmovement.Over9,000workersinTimor-Lestearemembersofunions,andtheTimor-LesteTradeUnionConfederation(KSTL)continuesthestruggletosupportworkingwomenandmentoaccessfairwagesandsafeworkplaces.

Timor-Lestestillfacesmanychallenges,includingwidespreadpoverty,pooreducation,limitedaccesstohealthcare,andhighlevelsofunemployment.WiththesupportofAustraliantradeunionsandworkers,UnionAidAbroad–APHEDAwillcontinuetostandbythepeopleofTimor-Lesteandworkinpartnershipwiththemtodeveloptheircountryinanequitableandsustainableway.

Ten years of independence in Timor-Leste

Sea BreezeRory Harris

on the young father’s lap sits the child

maybe six months in front of them

blue blanket of ocean to wrap the day

flushed cheeked & staring this bonneted mooring

against the sea breeze

Jun.’08

2010 REP TRAINING DAyMonday 22 February 20109am – 3pm

Education Development Centre Milner Street, Hindmarsh

Prepare for the new school year with workshops and advice on topical issues for 2010.

We’ll examine workload burnout, its causes and its impact on education workers, plus tools to respond to this serious health and safety issue.

You’ll also have the opportunity to:

• meet your organiser and discuss how you can work with them to best represent members’ interests in 2010

• examine the industrial issues facing your school and sector in 2010, and

• review and practise workplace organising skills for your role as an IEU rep.

TRT Support will be provided for all financial members who require it, and country members will be eligible for travel assistance in line with IEU travel policy. Call Carly or Gerry on 8410 0122 for details.


The day begins at 8:15. I arrive and log onto my computer. Then I log onto the internet to get the day’s memos. Then I log onto Dux so I can record the absences. No time to read the six emails that have already come in since yesterday. They will have to wait until recess.

ThenI’mreadytosetupthefirstlesson:sixreadinggroupsatvariouslevels.Eachgroupneedsanactivitysetupattheirliteracycentre,sothattheyhaveworktodowhileI’mhearingreading.Iorganisewritingactivities.Nowtheperioduntilrecessisreadytogo.

8:40.ThebellgoesandIcollectandgreetmystudentswithasmile,andlistentotenstoriesatonceastheytellmetheirveryimportantnews.ThekidsdribbleinandImustsayatleastadozentimes,‘Haveyouchangedyourreader?’,and‘Doyouhaveyourfruitandwateronyourdesk?’

8:45.Thedistressedparentofoneofmynewreceptionstudentsaskssomeonetocomeandgetme.Hersonwon’tgetoutofthecar.Iphonetheofficeforhelp–it’sengaged.IasktheteachernextdoortolookaftermyclasswhileItrytocoaxthechildoutofthecar.

9:00.Finally,wearereadytostartthedayintheprayercircle.Therearesixparentswiththeirtoddlersjoiningus,whichislovelybutnoisy!It’shardworkkeepingsomeofthekidsfocussed.

Iintroducetheliteracyactivitiesandsendeveryoneofftowork.Ihavetomakesuremystudentwiththeseverelanguagedisorderknowswhattodo.ThenIstarthearingthereadinggroups.NowmytenpairsofeyesandtwosetsofearscomeinreallyhandyasIcanhearreading,pluslistentoandwatchtheothertwentychildren.Notonlythat,butIcanteacheachgroupanewreadingskillwhichistailoredtotheirexactlevel!Mythreepairsofhandscomeinhandytosharpenpencilsandfindlostbooks.

Nextisguidedwriting,onceagainingroups,wherethelearningistailoredtoeachlevel.Irunaroundlikeablue-arsedflytoeachchild,conferencingtheirwriting.Igettotenstudents;thenextfifteenI’lltrytogettoinshow-and-telltime.Theliteracyblockisover.Weallgooutforawell-

A day in the life of a junior primary teacher

Deb MadgenTeacher

earnedrunaroundtheovalandagame.Oops,afall.Mopuptheblood,applyfirstaid.Thenhelpsortoutacoupleofargumentswhiletheotherkidsaregoingboonta.ThankGod,that’stherecessbell.

Can’trestyet.Ineedtochattothechildwithayard-behaviour-managementplantoremindhimaboutwhereandhowtoplay.

Also,Ihavetotieupeightshoelaces,andmakesureIdisinfectafterwards.Youneverknowwherethoselaceshavebeen.Especiallythewetonesontheboys’shoes!Mustn’tforgetthatlonelykidwhoIneedtosupportwithafriendshipgroup.

Tenminutesgone.Ijusthaveafewminutestoreadtheemails.God,therearefourmore.Tenminuteslater,Iracetothestaffroomtogetacupoftea.God,that’sgood.Heaven.Isitdownand–bugger!Thatcan’tbethebell.

OffIgoagain.Twentyminuteslater,afterIhavecounselledseveralgroupsonresolvingyard-playissues,andhadanimpromptusocial-skillslesson,wearereadyformaths.Fourgroupsworkingwithconcretematerialsonopen-endedtasks.Fullonandnoisy.

I,likemostteachers,havebecomeadeptatcomingupwithjusttherightquestionstokeepeachstudentchallengedattheirparticularlevel.Isetupmyautisticchildonacomputermathsprogram.Hecan’thandlealltheactivityinmathstime.Bugger.Thecomputerwon’twork.Heisstartingtogoballistic.Iphonetheoffice.ThankGod,thistimeIgetthroughandanESOcomesovertohelp.Isetupanalternativetaskforhim.Nowthat’sorganised,where’smymathsassessmentfolder?

12:50.Thelunchbell.Findthreelostlunchesandcheckeveryoneiseating.Especiallythechildwhoseparentcomplainssheisnoteatingproperlyatschool.Dothoseshoelacesforthethirdtime.Disinfect.

Yarddutyontheplayground.Mediatefourfights,andhalf-listentothefivechildrentellingmefivestoriesatonce.Findtheboywhoisexposinghimselfinthetoilets.Itturnsoutthathedoesn’tknowhowtousetheurinal.Makeanotetoemailtheparentsaboutit.

1:25.Igrabmylunch.There’saphonecall.It’sFrankfromtheIEU.I’llnevergettoeatlunch.Ireturnthecall,grabacuppa,sitdownand–youguessedit.Thatbloodybell.

Backintheclassroom,therearemorestoriesabouttheinjusticesintheyard.Anothersocial-skillslesson;thistimewithrole-plays.Ihavetenminutestoorganisecraftwhilethekidshaveshowandtell.Iexplaintotheautisticboyforthefiftiethtimetodaythatthecomputerisnotworking.


MustphoneITtogetthatfixedurgently.Iquicklysethimupwithplaydoughbeforehehasamajorspin-out.

Wegetthroughthecraftlesson.Howcanyoumakethatmuchmesscreatingbutterfliesforgoodness’ssake?Ittakesusforevertocleanup,withhalfhelpingandhalfdoingtheirownthing,oblivioustomyrequests.Abribeworksgreat.NowI’mgivingoutstickersandthebellisabouttogo.Stillhaven’tgivenoutreaderbagsandnotices.Yep,wearegoingtobelateoutagain.

Aparentwantstotalktomeaboutsomestressesathomethatmaybeaffectingherchild.I’vegotoneeyeontheclock.It’sstaffmeetingtonight.OHS&W.Myfavourite.DoIcuthershortorgolatetothemeeting?

Finally,Igettothestaffmeeting.I’mthelastonethereand,asIcollapseonthechair,Irealisethatit’sthefirsttimeIhavesatdownandrelaxedallday.

Andafterdoingallthis,dayin,dayout,whenIaskmyemployertositdownandnegotiatemysalary,DrVinThomas,theirleadnegotiator,pointstoHillcrestPrimaryandsays,‘Don’taskme.Goaskthemwhatyourwagerisewillbe!’

Isthatfair?Doesthatmakesense?Doeshenotunderstandhowdemeaningtome,howdemeaningtous,asprofessionalsthatis?Tosaymyrepresentative,theIEU,cannotnegotiatemywageforme–ourwageforus–isembarrassing.

ItunderminesallwehearfromtheChurchandCatholicEducationaboutgospelvalues!Actionsspeaklouderthanwords.It’stimetoactandmakeanofferthatreflectsourvaluetothesystemandtoourcommunities,insteadofhidingbehindDECS.

The Promise and the Price – Ten years of the Clare Burton Lectures

Who was Clare Burton? In her introduction to the book, Her Excellency Quentin Bryce, the Governor General, describes Clare Burton as ‘a scholar of the highest order… For all in the women’s movement her voice was one of the best known, most genuine and trustworthy in articulating what mattered and what would drive us forward.’

ClareBurtonmadeasignificantcontributionthroughherresearch,publicationsandactivismtothegender-equitydebateinhighereducation,aswellasthebroadercontext.

ThebookcontainstenyearsoflectureshostedbytheAustralianTechnologyNetwork’sWomen’sTechnologyNetwork(ATNWEXDEV).ItisafittingtributetotheBurton’swork,inthatitoffersanacademicallysoundandreadablesnapshotoftenyearsofthinking,deliveredbyrespectedcontemporaryresearchers.

Thefirstlecturewasgivenin1999byProfessorRosemaryHunteronpayequity,athemestillverymuchanissueofconcerntenyearslater,andwastitledThe Beauty Therapist,The Geoscientist and the Librarian: Addressing the Undervaluation of Women’s Work.DrJocelynScott’s2000lectureGetting to First Base When You’ve Struck a Home Run: Merit, Equity and the ‘No Change Principle of the Workplace Culture’ exploresthegapbetweenthepositionswomenachieveinorganisationalstructuresandtheirexpertise.AndProfessorBarbaraPocock’s2006lectureJobs, Care and Justice: a Fair Work Regime for Australiaprovidesananalysisofthewaywomen’sundervaluedworkunderpinsthelabourmarketprosperitythatwecurrently‘enjoy’.

Thisbookwillbeaworthwhilereadforanyonewithaninterestingenderandequityissues,whetheryouareoldenoughtohaveburntyourbra,orcareaboutwhat’s‘fair’.

InformationabouttheClareBurtonScholarshipsandATNWEXDEVmaybefoundathttp://www.unisa.edu.au/staffdev/women/clare_burton.asp

Published 2009

Book ReviewLouise Firrell

PD Diary: Juliet A. Paine travels to Hobart for an engaging literacy conference

During the July school holidays, I had the privilege of attending and presenting at the 2009 national conference of the Australian Association for the Teaching of English (AATE) and Australian Literacy Educators’ Association (ALEA) in Hobart. This year’s conference theme was ‘Bridging divides: ensuring access, equity and quality in literacy and English education’. A diverse range of guest speakers were featured, including authors Richard Flanagan, Andy Griffiths, and Mem Fox, as well as several notable academics from both Australia and overseas. The main focus of the conference was the upcoming National Curriculum, and the impact this will have on English and literacy teachers throughout Australia. Despite the chill of a wet mid-winter, with snow visible on the top of Mount Wellington, it was a richly rewarding experience to hear knowledgeable experts and network with colleagues from around the country.

Myownpresentationon‘Qualityandrigorintheteachingofpoetryintheseniorschool’waswell-attended,muchtomysurprise.DespitehavingaSaturdaymorningsessionthatleftmecompetingwiththepopularmarketsatSalamancaPlace,theconferenceroomwasfull.Ipresentedaseriesofsequentialscaffolds,aroundwhichIbasemyteachingofpoetryinyearsninetotwelveatLoretoCollege.Theaudiencewaswarmlyenthusiasticandsupportiveandaskedmanyquestions.Iamstillrespondingtoemailsfromattendeeswantingmoreinformationaboutmypresentation.

TheopeningaddressoftheconferencewasdeliveredontheThursdaynightbyrenownedTasmanianauthorRichardFlanagan,whosenovelsincludeDeath of a River Guide,Gould’s Book of Fish,andThe Sound of One Hand Clapping.IwaskeentohearRichardspeak,asIrateGould’s Book of Fishasoneofthebestconvict-erapiecesofhistoricalfictionthiscountryhasproduced.ThefocusofFlanagan’saddresswastheliberatingpowerofliteratureandthewayinwhichthereadingofnovelscandevelopaschoolstudent’simaginationandexpandtheirviewoftheworld.Heemployedseveralexamplesfromhisownchildhood,suchasKafka’sThe Trial,The Iliad,andTolstoy’sAnna Kaerina,tosupporthispoints.ItwasaninvigoratingopeningaddressthatultimatelyremindedtheEnglishteachersinattendanceoftheirroleineducationandengagingchildrenwithpowerfulliterature.

ThechallengeofwritingandimplementingaNationalCurriculumin2011wasacentralfocusofmanyofthekey-noteandplenarysessions.ProfessorP.DavidPearsonfromBerkeleyhighlightedsomeoftheproblemsthat

areapparentintheUSmodel;especiallythenotionofatop-downcurriculummodelthatiswritteninisolationfromsubjectassociationgroupsandinterestedparties.Thankfully,asAATEpresidentMarkHowiehighlightedinalatersession,thismodelhasbeenjettisonedinAustraliaundertheRuddGovernment.Localsubjectassociations,individualteachers,parentbodiesandotherconcernedgroupshaveallbeeninvitedtobepartoftheprocess.Thehopeisthatbydoingthis,theNationalCurriculummighteventuallycometoresembleaframeworkthatallteachersarecommittedtodelivering.

Overall,theconferencewasanincrediblyrewardingexperience,andIwouldliketothanktheIEUforprovidingmewithfinancialsupporttoattend.I’vedevelopedmoreconfidenceinmyownpedagogyinresponsetothesuccessofmypresentation.Furthermore,theconferencegavemetheopportunitytoheararangeofspeakersdiscussissuessuchastheupcomingNationalCurriculuminanintellectuallyrichandstimulatingenvironmentwithpeersfromaroundthecountry.

Juliet A. PaineTeacher, Loreto College

26 EdU December 2009 IEU(SA)

SO yOU GOT THE JOB! yOU’RE TEACHING IN 2010!You’re ready, but what does the school expect of you? What does the EA say about your work? How do you ask for help without the other teachers thinking you’re incompetent? Where do you put your trust? Who can you talk to about difficult kids or difficult staff?

From grid to GO!Thursday 18 February 2010 Colonel Light Hotel Light Square, Adelaide 4-6pm Drinks and nibbles for IEU members

Come along to talk with union organisers and new and experienced teachers about surviving the classroom and maintaining the work/life balance.

Book in today by contacting the IEU office on 8410 0122, or at [email protected]

27EdU December 2009 IEU(SA)

ESO profile:Shirley Bauer, Samaritan College

Education support officers, Lutheran support officers, and school assistants undertake important roles in our schools, with wide-ranging duties including classroom, library and IT support, groundskeeping and maintenance, youth work and careers counselling, to name but a few.

Forthefirstinaseriesofprofilesofnon-teachingmembers,IEUorganiserWendyEvansmetShirleyBauer,anESOworkingwithspecial-needsstudentsatSamaritanCollegeintheMid-North.

How long have you worked as an ESO supporting students with special needs, and why did you take up this position?

‘Thisismytwelfthyear.Itookthepositionbecauseitwaspart-time,andIwouldgettheschoolholidaysoffwhichsuitedmyfamilylifeatthetime.IwasthefirstESOtobeemployedinthiscapacityattheschoolandIassistedtwostudents.OurdepartmentnowhasfourESOsandwesupportover40students.’

Can you describe some of the special needs and disabilities that you have had to support?

‘Ihavesupportedstudentswithattentiondeficitdisorder,attentiondeficitdisorderwithhyperactivity,autism,Aspergersyndrome,andspecificlearningdisabilities,includingdyslexia,auditoryprocessingdisorder,Downsyndrome,Tourette’ssyndrome,andborderlineIQ.Mylearninghasbeen‘onthejob’.Ihavelearntfromaskingquestionsoftheconsultantwhenshevisits,andtheparentsofthestudents,andIhavedonemyownresearchandreading.ApersonfromtheDownSyndromeSocietyconductedanawarenessworkshopfiveyearsago.’

What kinds of activities have you been undertaking with children in the classroom this year?

‘ThisyearIhavebeenassistingstudentswithin-classsupport;mainlymaths.’

What is it about your job that you most enjoy?

‘TheaspectofmyjobthatIenjoythemostisfeelingthatIcanmakeadifference.Ifastudentisfeelingfrustrated,grumpy,overwhelmed,etc.,Imaybeabletosaysomethingorhelpthemtodosomethingthatmakesthemfeelalittlebetter.Ifastudenthasn’tbeenabletocomprehendsomeworkandIamabletoexplainitandseethattheyare‘gettingit’,itmakesmefeelfantastic.IhopethatImakethemfeelalittlemoreconfidentandsuccessful.’

What is it about working with special-needs students that you find most challenging?

‘ThethingthatIfindmostchallengingisteacherswhohavenotmodifiedadequatelytomeetstudents’needs.Iftheworkispitchedtoohigh,thestudentcanfeelfrustratedandinadequate,andIhaveseenthisleadtofeelingsofhopelessness.Teachershavetoldmethattheyreceivedlittle,ifany,trainingatuniversityindisabilitiesandhowtomodifyforthem.Theco-ordinatoroffersworkshopsandtherehasbeenimprovementinthisarea.’

How do you support and work together with the classroom teacher?

‘Upuntiltwoyearsago,Iworkedcloselywithclassroomteachers,providingthemwithinformationaboutthestudent,theirdisabilityandtheirneeds,feedbackonaregularbasis,andIdiscussedpossiblestrategies.ThiswaswhenmostofmycontacttimewithstudentswasintheLearningSupportCentre,workingone-on-oneorinsmallgroups.Myrolehasbeenchangedtoprovidesupportintheclassroom.Myonlycontactwithteachersnowistosometimesprovidequickverbalfeedbackattheendofthelesson.’

Do you have much involvement with the parents? If so, what does that involve? If not, why do you think that is so?

‘Upuntiltwoyearsago,Iwasthemaincontactpersonforparents.Thenewco-ordinatorhastakenoverthisrole.’

What are the kinds of skills you believe are essential to be able to work effectively with special needs students?

‘TheskillsanESOneedstoworkwithstudentswithspecialneedsareflexibility,anunderstandingofthedisability,andanabilitytogaugethestudents’needs.’

What types of professional development opportunities do you find would be most useful in your area of work?

‘Techniquestoassiststudentswithlearningdifficultiessuchasdyslexiaandauditoryprocessingdisorder.TechniquesorstrategiestoreducethestressofstudentswithAspergersyndrome,tocalmadistressedstudent,andtoprovideacademicscaffolding.’

EdUthanksShirleyforprovidinganinsightintotheissuesfacingESOsworkingwithspecial-needsstudents.

Wendy Evans Organiser

Independent Education Union South Australia

213-215 Currie Street Adelaide SA 5000

Phone (08) 8410 0122 Country caller 1800 634 815 Fax (08) 8410 0282 [email protected]

www.ieusa.org.au

edu (december 2009)

Documents

thefair work act

longawaited fair work

conditions of use

south terrace adelaideand

samaritancollege 27issn1448

special purchase simple

afs lic

fees charges