Community rally for GONSKI - Australian Education Union, Victorian ...

lettersLetters from members are welcome. Send to: AEU News, PO Box 363, Abbotsford, 3067,fax (03) 9415 8975 or email aeunews@aeuvic.asn.au. Letters should be no more than250 words and must include name, workplace and contact details of the writer. Letters may beedited for space and clarity. Next deadline: 5 June, 2013.Status quo is not good enoughTHIS campaign was never just abouta pay deal. For years teachers andES staff have struggled with heavyworkloads and insecure employmentbecause many were on contracts —ES 45% and teachers 18%.Many AEU members have beensaying for a long time that workingconditions need to be improved notmaintained.At our last mass stopwork meeting,attended by more than 12,000members, we overwhelmingly passeda resolution calling for improvementsin class sizes, face-to-face teachingand contract employment. There wasnothing in that resolution that calledfor maintaining our poor conditionsor the appalling levels of contractteaching.Branch president MeredithPeace calls maintaining our currentconditions a win. I believe that a53,000-member union (one of thelargest unions) with strong publicsupport and strong member backingto fight can win gains, not just holdthe line. Additionally, the public wantimprovements for their children.We went through a long process ofdrafting a log of claims, which clearlyidentified workload as a priority forimprovement. Why do we have such aprocess, which is so time-consuming,if it is ignored? Why do we call onmembers to attend stopwork meetingsand pass resolutions that are thenignored?AEU officials must abide by thewishes of the membership. We are theones that have to work in these conditions,not the AEU officials. They areelected to serve the membership.— Mary MerkenichAEU branch councillorNo win for staff in excessSTAFF in excess have been sacrificedin this deal, losing priority forplacement even if they are suitable fora position.Part of the resolution overwhelminglypassed by more than12,000 AEUmembers at the February stopworkmeeting reads:That this meeting of educationsupport staff, teachers andprincipals condemns the BaillieuGovernment for its failure tonegotiate in good faith and make areasonable offer to AEU membersin schools on improvements to payand conditions such as class-sizes,face-to-face teaching requirements,contracts and protection ofworkers in excess.AEU members clearly rejected theforfeiting of the small but importantprotection that teachers in excess had— priority employment status.Many experienced teachers findthat no matter how detailed andimpressive their CV is, newer, lessexpensive teachers get the positions.I have heard about this trend frommany experienced teachers, especiallyin the primary sector.Teachers are placed in excessthrough no fault of their own. Mostare experienced teachers who havededicated their lives to the teachingprofession and to the union for years.We must support all our colleaguesand not allow one group to benefitat the expense of others. Vote no tothis deal!— Bronwyn JenningsAEU councillor, Moriac Primary SchoolNothing new in buildings crisisI HAD a quiet laugh in response tothe report on page 8 of the MarchAEU News (“Audit confirms buildingscrisis”) that one in 12 buildingsrequires urgent work.As a retired teacher, I can saynothing has changed over 35 years. Ican recall audit after audit on the needsof my school to repair and restore —not renew — obvious problems aroundthe school, inside and out.Very few things received funding. Ifthey were really necessary, the schoolcouncil mostly had to fundraise to fixthem. It did not depend on who was ingovernment. They can all turn a blindeye, or change the criteria.Bring back cyclical maintenancepaid for by the Government and maybebetter standards can be maintained.— Glenda FraserYarra ValleyMCG drops the ballAEU members need to be aware thatwith new management at the NationalSports Museum at the MCG, alleducation assistance and support hasbeen removed.Self-guided tours are still availablebut peer assistance is no longeravailable. Previously available eventssuch as “Eye Spy” and “WritingSports” have been abandoned andare unlikely to reappear.— Mal SuttieRetired teacher and NSM volunteerSUPPORT GARMENT WORKERSAEU members are encouragedto support the Labour Startcampaign to make garment factoriesin Bangladesh safer. You can send amessage to the Bangladesh PrimeMinister Sheikh Hasina and theMinister for Labour and Employmentby going to tinyurl.com/cc2yhob.More than 1,100 workers died,and more are missing, following thecollapse of the Rana Plaza factorycomplex in Savar, north-westof Dhaka, last month. Low-paidclothing industry employees worklong hours in crowded, unsafebuildings to supply Westernretailers with cheap clothing. 4 aeu news |may 2013

newsGONSKI fun day targets treasuryRachel Power AEU NewsPREMIER Denis Napthine is under greater pressure than ever to sign up tothe Gonski education funding reforms after NSW became the largest state tocommit to the $14.5 billion package.A family event on Saturday May 25 will be a chance for Victorians to showtheir support for the federal schools funding plan. The AEU is urging allmembers to attend the rally in Treasury Gardens from 12.30pm and send aclear message to Dr Napthine that Victorian kids need Gonski too.Dr Napthine’s first budget as premier was deeply disappointing to publiceducation supporters, failing to allocate a single dollar to the Gonski reforms.But nor did it allocate money to the cut-price alternative announced in March byhis predecessor, Ted Baillieu — an omission that lent weight to suspicions thatthe plan was simply a diversion.The Premier later said that the Gonski reforms’ absence in thebudget did not mean the state had ruled out signing up for change.NSW’s announcement of support for the reforms came only daysafter a meeting of the Council of Australian Governments failed toresult in agreement to adopt the Gonski reforms. Prime Minister JuliaGillard has set June 30 as a deadline for states to sign up.The PM has pledged $2 for every $1 put in by the states, but hasdemanded that states commit to a 3% annual increase in funding forschools. Canberra will lift spending by at least 4.7% a year.Announcing his support for Gonski, NSW Premier Barry O’Farrellsaid: “This reform today has the potential to ensure that some of thedebates of the past, debates about funding mixes, debates aboutsystem versus system are consigned to history and we continue tofocus on what’s most important in education, which is giving ouryoung people the best possible start and opportunities in life.”The AEU has requested a meeting with Premier Napthine todiscuss the urgent need for the Victorian Government to follow NSW.“Parents outside NSW will rightly be asking why their leader wouldSaturday, 25 May12.30pm – 2pmTreasury GardensMelbournewait any longer to commit to Gonski,” AEUVictorian president Meredith Peace told DrNapthine in a letter sent to his office.AEU federal president Angelo Gavrielatossays that with NSW on board, the imperativefor other states and territories to follow suitis stronger than ever.“This is an historic breakthrough in theway our schools are funded. These extra fundswill start to bridge the divide of disadvantage thatplagues our current model of schools funding.”The May 25 rally will present some of the talent in ourpublic schools on the stage at Treasury Gardens. There will be music, food, ajumping castle, face-painting and other fun activities for children. Assisting AEU Members for over 30 yearsAdviceline Injury Lawyers can assist you – no win, no charge – with:• Work injury compensation – physical and psychological injury• Road and transport accident injury compensationwww.advicelineinjurylawyers.com.auAdviceline Injury Lawyers is a division of Holding Redlich• Medical negligence• Asbestos injuriesContact us directly on 9321 9988 or contact your AEU organiser for a referral.MelbourneGround Floor, 555 Bourke StreetMelbourne VIC 3000T +61 (0)3 9321 9988or 1300 MY INJURYSpringvale369 Springvale RoadSpringvale VIC 3171T +61 (0)3 9321 9886advice@alil.com.auwww.aeuvic.asn.au 5

newsACARA tells teachers:You’re wrong about NAPLANBut a major study finds teachers still have major concerns over high-stakes testing.Sian Watkins AEU NewsNAPLAN is a “high-stakes” processbut only for education systemmanagers, not schools and studentsthat deliver below-average results,says the chief of the organisationthat manages the annual testingof Australian students’ literacy andnumeracy proficiency.Robert Randall, chief executive ofthe Australian Curriculum, Assessmentand Reporting Authority (ACARA), tolda recent seminar on NAPLAN’s effectson students that stakes were not highfor students or schools.A survey of 8,500 Australianteachers by the Whitlam Institute andUniversity of Melbourne released lastyear found that many schools spentmuch time practising for the tests andsignificant numbers of students wereanxious about them, amid widespreadbeliefs that schools with weak NAPLANscores were viewed negatively by theirstudents and prospective parents.The seminar was organised by theinstitute and Melbourne University andsponsored by law firm Holding Redlich.Mr Randall said NAPLAN wasnot a policy tool to promote schoolautonomy and competition betweenschools for students. Nor shouldstudents spend a lot of timepractising. “If you deliver the fullcurriculum your students are preparedfor NAPLAN.”Students’ results were “notcounted towards their end of yearassessment” and “employers don’tlook at them”. As for schools, nonehad “been closed for perceptions ofunderperforming based on NAPLANresults” and none were penalised forunder-performance. “But NAPLANresults are being used to allocatehigher resources to lower-performingschools.”“Undoubtedly, My School data hasadded to the scrutiny of schools,but it also provides some motivationfor some schools to improve … andthere are lots of examples of suchschools using the information toimprove,” Mr Randall said.The Impacts of High Stakes Testingon Schools, Students and theirFamilies: An Educator’s Perspective,by Professor John Polesel, Nicky Dulferand Dr Suzanne Rice, was releasedlast November.Prof Polesel told the seminar thatmany schools practised for the testsand the results influenced parents’perceptions of a school. “Unintendedconsequences can override originalaims,” he said.High-stakes testing could “affectthe quality of learning experiences,limits broader development of skillsand competencies and …results in anarrowing of the curriculum.”Many teachers surveyed feltNAPLAN preparation meant stuffingmore into an already crowdedcurriculum. “Many teachers reportedpractising (for NAPLAN) five monthsbefore the tests.”Many students worried they were“dumb” and results were of no useas formative assessments becausethey were delivered so late in the year.“We have made (the tests) far moreimportant than they should be.”One principal said differencesbetween schools’ approaches toMORE TESTS, FASTER RESULTSMORE curriculum areas are likely to be tested underthe National Assessment Program (NAPLAN) andACARA hopes to have the literacy and numeracy testsdelivered online by 2016, following the introduction ofonline testing for its sample tests.The sample assessment on civics and citizenship, dueto be held in October, will be the first to be taken online,with a sample assessment in ICT literacy planned for nextyear and a sample science test in 2015. Selected groupsof Year 6 and 10 students participate in the sampleassessments (Year 6 only for science literacy), which areheld every three years. Sample assessments started inNAPLAN made comparisons invalid.“Some schools spent a lot of timepractising; we don’t.”Mr Randall defended the wayACARA calculated and used NAPLANresults, saying the tests were of “highquality” and its figures were “sound”.ACARA disagreed with educationresearcher Margaret Wu’s criticisms ofNAPLAN results.Professor Wu, from VictoriaUniversity, says a 40-question testis not sufficient to establish, withconfidence, a student’s numeracyor literacy proficiency or a school’seffectiveness. “Even taking accountof school contextual information suchas school socio-economic status, staffnumbers and funding breakdowns,we still cannot positively identify poorschool performance.” 2003 with science literacy, then civics and citizenship in2004 and ICT literacy in 2005.NAPLAN involves annual literacy and numeracy testingof all students in years 3, 5, 7 and 9. This year’s testswere held on May 14–16.Unlike NAPLAN, student and school results in sampletests are not published. ACARA says sample assessmentsare an “excellent learning opportunity for students” andthe results provide “comparable state and territory dataand overall trends”. NAPLAN critics agree — sampleassessment is widely used overseas and the AEU arguesit should replace the high-stakes NAPLAN test. 6 aeu news |may 2013

newsGOOD & BAD news from SRI caseAndrea Tsalamandris Holding RedlichFEEL like a politician when I tell people that the recent “Religion in Schools”I case we lost was actually a win. The litigation resulted in two major changesto government policy and although the case ultimately failed, thosechanges are an improvement for those parents concernedabout the treatment their children receive while notparticipating in special religious instruction (SRI) in stateprimary schools.Soon after the case was issued in the VictorianCivil and Administration Tribunal (VCAT) in March2011, the Victorian Education Department made twochanges to its longstanding SRI policy.First, parents would no longer be required to opttheir children out of SRI. Instead the policy wouldrequire parents to opt in. This was an importantchange: it means the children of parents whooverlook the consent form will not inadvertently attendSRI, and sends a message that parents have a genuinechoice.Secondly, those children not attending SRI are now able todo activities that constitute “positive, independent learning”, includingcommunity service, peer mentoring, participation in clubs, or instruction inareas outside the core curriculum — such as ethics.Despite these significant policy changes, the case proceeded as the threeparents bringing the case felt that, in practical terms, nothing had changedin their children’s schools. Their children were still sitting at the back of theclassroom or in the corridor, doing silent reading or playing on the computer.The main basis of their complaint was that SRI, although not in the corecurriculum, was designed to build on VELS and each week offered fresh ideas,discussions and activities. Those children not attending SRI were disadvantagedbecause they received no instruction during that time — to theirdetriment and, as such, discrimination.In October 2012, VCAT dismissed the case and theCourt of Appeal refused leave to appeal. The trial judgeaccepted the argument that silent reading, finishingoff work or completing computer literacy andnumeracy activities were educationally valuableactivities and those students had therefore notsuffered a detriment.Our submission, not accepted, was that thereis a real difference between new instruction andsupervised self-learning. I suspect teachers mayhave a differing view on it to the judge and the Courtof Appeal.Without significant new resources for schools, thenew policy is for now mostly an unfulfilled promise. But itdoes create real potential for activities such as ethics lessons orcommunity service to be undertaken during SRI time.The Victorian Government must increase school funding to allow such activitiesto be offered and allow the wins from this case to be realised. Andrea Tsalamandris is a partner at Holding Redlich in the Adviceline Injury Lawyersdivision. Holding Redlich acted pro bono in the SRI case.This (working) lifeUNIONS have launched their own news websiteto offer a voice for progressive Australians andprovide an alternative to mainstream media.Working Life, backed by the ACTU, aims to be adaily source of news, opinion and information fromthe perspective of Australian workers and sourcedfrom across the union movement.ACTU president Ged Kearney said mainstreammedia were increasingly controlled by corporateinterests, and the values of workers and theirfamilies rarely reflected in mass-market newspapers,radio or television.New media offered the opportunity for progressiveorganisations like unions to become publishersin their own right, bypassing the mainstream mediato reach out directly to readers and viewers, shesaid.“All too often, we only get one side of the story— the side that the big end of town wants us toknow,” Ms Kearney said.“We can sit and moan, or we can do somethingabout it, using the tools now available from thesocial media and information revolution of the pastdecade.”As well as news stories and features, the sitefeatures advice about workplace issues, footytipping, opinion columns and blogs.Unions hope the site will also become a platformfor debate and discussion. “We don’t want thereadership of Working Life to be passive,” MsKearney said.“We want to hear from workers about whatmatters to them, what are the bad things theyencounter in the workplace and what they think ofour campaigns.”Read more at www.workinglife.org.au. CARTOON © DAVID POPE/THE CANBERRA TIMES10 aeu news |may 2013

Myth: Teachers in excess lose securityEMPLOYEEScampaigndeclared “in excess” do not have an automatic right to a jobin another school under the existing agreement. They are given prioritywhen candidates are considered and appointed if suitable. Under the newarrangements all jobs (other than casual vacancies) must be advertisedand excess staff are guaranteedinterviews. Excess staff arealso entitled to redeployment/career transition support from anexternal redeployment agency.bringing ES dimensions of work intothe main agreement.On the last day of the holidaysThe Age reported that the partieshad “failed” to reach a deal.Meanwhile, the AEU had called itsprimary and secondary councillors toa special meeting as a result of theprogress being made.It took two more days of negotiations,the last being the late nightsession at which the in-principleagreement was reached.The pressure to announce a dealwas immense. Premier Napthine saidit was done in all but name and bythe time council met, media calls toPeace’s mobile were incessant.With deadlines looming and thePremier convening a door step atParliament at 4pm, increasinglytetchy reporters paced outside thecouncil meeting demanding thatbranch president Meredith Peacespeak to them.Keeping a lid on the agreementwas impossible but the media scrummade a clear exposition of the dealdifficult.These figures released to themedia were not plucked out of theair. They had been reached by thedepartment and union and were partof the working documents; whateverPremier Napthine would say later, thiswas what the Government agreed innegotiations.Advertising all positions willalso dramatically increase theavailable pool of jobs. Morethan half of all jobs are nowfilled by a tap on the shoulder— often because principalswant to avoid the excessprovisions — so excess staffnever get the chance to apply.The mathswas sound, comparinglike with like, deal against no deal;but the figures included the 2.75%increase from 2012 and, in the rush,the calculations behind them werenot immediately clear — as somemembers quickly pointed out.Teachers are often upset by theabuse directed at them in onlineblogs and Herald Sun commentsections. Over the next fortnight ahandful of members directed similarabuse at their union.Some found it easier to believea government desperately trying toclaim a win, when in fact it had cavedin on its entire platform. Performancepay, larger classes, longer hours,open slather on contracts, weakerconsultation — all were dropped.And the pay rises were good,arguably even better after the 2012increase was excluded. The AEU’scompromise offer in Novemberhad asked for 12.6% and salariescompetitive with NSW teachersand other public sector deals. Theagreement achieved these objectivesfor the majority of members. TheGovernment offer was only 7.7%(compounded).Old union hands say everyagreement provokes a kickback;with social media it’s a lot louder.AGREEMENTMYTHBUSTERThe finalisation of thecomplex document was completeda week after the council meeting.Unfortunately the AEU websitecrashed on the crucial weekend thatmembers accessed the document,adding to concern.But by the time the ratificationmeetings began, with membersbetter informed, it was clear mostmembers got it.As AEU News went to press,hundreds of delegates had attendedratification meetings, the hugemajority bringing directions to votefrom the members they representedwho had themselves met and consideredthe in-principle agreement withall the information they could muster.The vote so far has beenoverwhelmingly in favour of theagreement. The next step will be forthe DEECD to conduct a ballot of allemployees, which will be done at theschool level. When that happens theunion’s recommendation will againbe to members that it is essentialthey vote Yes. Once passed there,the agreement will go through theapproval processes of the Fair WorkCommission. TIMELINE TIMELINE TIMELINE TIMELINE TIMELINE TIMELINE TIMELINE TIMELINE TIMDecember, 2011ääTeachers and ES Agreementsexpire (but remain in force untilnew deal ratified).March 2012ääAfter nine months of negotiations,nurses win pay rises.April 2012ääTeachers’ negotiations breakdown. AEU successfully appliesto Fair Work Australia to ballotmembers on industrial action;96% vote in favour.June 7, 2012ääStopwork at Hisense Arenamarks start of teachers’industrial campaign.Why membersshould vote Yes:NNHistoric singleagreementN N$1000 lump sum (prorata)for all DEECDemployeesNNSignificant pay risesNNImproved monitoring ofcontractsNNImproved parental leaveNNStrong consultationarrangementsNNNo performance pay.July 2012ääES negotiations break down;AEU applies for ballot forindustrial action — 97%back action, uniting the twocampaigns for the first time.www.aeuvic.asn.au 13

featureSpending lost inELECTORAL CYCLEThere’s even less for public education in this year’sState Budget. But try to keep your chins up – there’s anelection next year. Justin Bowd reports.THE State Coalition’s first budget in 2011 made itclear that its biggest real cuts to public educationwould be buried in the middle of its electoral term,which is where we now sit.Conservatively, real expenditure (after allowingfor inflation) will fall by $155 million in 2013–14.Strip out the money the department administers onbehalf of the Commonwealth and that becomes a$273m cut (an increase by $15.2m in cash terms).And compared to the revised spending estimatefor 2012–13 (what the government now expectsto have spent in the past year) and the situation iseven worse: a real-terms cut of $371m in 2013-14.Whichever way you look at it, funding is downfrom already-low levels.With another budget due before next year’selection, the Government is blowing few dollars oneducation in this one.Previous Coalition budgets identified “totalsavings” as part of funding initiatives in BudgetPaper No. 3. For example the $74m worth ofsavings (over four years) in last year’s budget wereascribed largely to EMA funding cuts and the endof the School Start Bonus. This year savings arerebadged as “existing resources”, with no explanationof where they will be made. Existing resourcesavings are worth $69.9m over five years, bringingcumulative “savings” from recurrent educationexpenditure to $625m since 2010.Similarly, the presentation of new capitalproject expenditure differs from previousbudget papers. The money for new schoolinfrastructure projects is roughly the same as lastyear – $203m over four years – which is about halfthat allocated in the previous Labor Government’slast budget. Last year’s Budget Paper No. 4 detailedthe funding for about 40 new projects at identifiedschools. But there are no individual projectsspecified this year. Budget media releases identifyonly five projects.The State Opposition has accused theGovernment of directing the bulk of recent schoolmaintenance funding ($51.5m) to schools in Liberaland National Party electorates. Claims don’t standSCRUTINYREPORTS, encouraged by government briefings, of a state budget crackdown onteacher progression should be taken with a healthy dose of scepticism.The $15.7 million pot identified by one newspaper as for “performance managementof teachers and principals” will in fact be split among initiatives to identifyteaching graduates with high potential and to support under-performing schools.The Age also resurrected an April media release from the Government that claimedthat “progression through salary levels will no longer be automatic” — another furphy.Progression never has been automatic and if the Government intends to make the process more“rigorous”, there are several hoops it will have to jump through first.Branch president Meredith Peace said the pot is “a very small amount of money” to be split several waysover two years.“If it’s being spent on support for principals to help them conduct reviews in a better and fairer and moretransparent way, that’s not a bad thing. But it’s a very small amount of money.“I continue to say, there’s been no proposal put forward to change the (progression) process — there’sbeen plenty of talk from politicians but no proposals and if they do make a proposal we have to be consulted.”She added: “You get your annual increment because of your experience and skills and because you meet thestandards. The only way (principals) can deny you an increment is if you’re not meeting the mark. They can’t just do itbecause they haven’t got enough money — unlike performance pay where there’s a fixed bucket of money.”The Government’s line that principals will be “able to make appointments on merit” is another exaggeration.It is more accurate to say they will be required to appoint on merit since the proposed newagreement ends the “tap on the shoulder” method of hiring staff. — Nic Barnard AEU News16 aeu news may 2013

THIS BUDGET HAS ALLOCATED:$38.2m over two years to help more students with moderate tosevere disabilities. This will mostly cover a slight increase in theproportion of students covered (rising from 3.9% to 4% of studentsin 2013-14) and increasing unit costs of services.$34.3m over five years for an extra 1000 places for earlychildhood intervention services. This includes 500 placesannounced last November. A program to attract qualified earlychildhood teachers ($1.1m a year) will continue over the forecastperiod.$20.6m extra over four years for Student Support Services.Despite this, the estimated allocation for support servicesdelivery in the next financial year is down by $6.4m on last year.The reduction is due partly to the scrapping of schools’ share ofEducation Maintenance Funding announced in last year’s budget.$28.4m over four years to “improve the financial viability ofTAFEs”. This money is part of the TAFE Structural AdjustmentFund announced earlier this year — $200m over four years withhalf allocated to capital funding. Funding for the Higher Educationand Skills output category is estimated to be $170m less in2013–14 due to changes arising from the Refocusing VocationalEducation in Victoria initiatives announced last year — which mostlyinvolved cuts to TAFE funding.$15.7m over two years to improve school performance. TheBudget Papers say: “This initiative aims to lift the quality ofteaching in government schools, producing improved studentlearning outcomes. The package includes measures toimprove performance management of teachers andprincipals in schools, the identification and developmentof high potential teaching graduatesand measures to support underperformingschools.”$13m over four years for a “Chinaimmersion program for Year 9students” to send 1500 students toChina to “develop language cultureand leadership skills”.CAPITAL SPENDINGIN THIS YEAR’SBUDGET INCLUDES:$11.5 million for a primary school inWyndham Vale South.$11.5 million for a primary school in MeltonNorth West.$11.5 million for stage 1 of DoreenSecondary College.$10 million for stage 1 of a Prep-Year 9school in Truganina$23.7 million to buy land for new primaryschools, including a site in South Melbourne.COMMUNITY RALLY FORGONSKISaturday, 25 May12:30 – 2:00pmTreasury Gardens, MelbourneThe Premier is deciding onGonski right now.Gonski would deliver an additional $4 billion toVictorian schools, where it’s needed most.Come along for a family event with music, food, greatspeakers and plenty of activities for the kids.Help us send astrong message ofcommunity supportfor Gonski to thePremier.More event details:Tram to Spring or Wellington St;nearest station is Parliament.www.facebook.com.au/igiveagonskiphone: 03 9417 2822email: melbourne@aeuvic.asn.auwww.igiveagonski.com.auAuthorised by Susan Hopgood, Federal Secretary, Australian Education Union. 120 Clarendon St, Southbank 3006Printed by L&R Print Services, Unit 2, 15 Forster St, Heidelberg Heights 3081MEET ATLAWN4GONSKI VIC Rally A3+crops.indd 1www.aeuvic.asn.au 17

featureInside theDIGITAL CLASSROOMLaptops and iPads are now a feature of everyday life in schools.But are they really delivering an education revolution? And is thecost worth it? Sian Watkins reports.SANDPIT time is what teachers need but havesorely lacked when it comes to ICT in schools,says e-learning coordinator and coach AlanThwaites.Thwaites is a former industrial chemist whodecided in the early 1980s that he wanted towork with people rather than stuff. Now a teacherat Alkira College, he says ICT’s integration inschools has been challenging.“The technology is unprecedented and youcannot compare it with updating a textbook orreplacing blackboards with whiteboards. Teachershave to first familiarise themselves with how thesenew devices work. This takes time and is the easypart.“Far more challenging is understanding howthis technology can be used to improve learning.This requires generous access to quality professionallearning. While this is available, the factis that teachers are flat out. There are lots ofcompeting interests on their time and a couple ofdays (PD) at the start of the year is not enough.“Teachers need sandpit time. You learn a lotwhen you have the opportunity for guided playwith other teachers.”After a decade or so of debate over the meritsor otherwise of ICT in education, the FederalGovernment’s decision in 2007 to spend$2.4 billion over several years bolstering ICT inschools served as a quasi-official legitimisationof its value.The money went on laptops for all governmentschool students in Years 9 to 12, improvingschools’ connectivity and providing resources andtraining to improve the use of ICT in teaching andlearning.In Victoria, the State Government has invested$180 million in the Ultranet, designed to connectschools, students, parents and teachers. Itsdevelopment and roll-out were the subject of adamning report by the Auditor General last year,but while take-up has been low, it has some fans.Has this huge nation-building investmentdelivered what it was designed to: better schools,better results and, according to Australianeducation ministers, “increased social andeconomic participation across Australia”?Research indicates that ICT improves studentengagement and performance, but doubts andcynicism remain. Learning can be sorely compromisedby equipment failure, system crashes,insufficient technical support and particularlyby adolescents’ vulnerability to ICT’s social andentertainment applications and their skill atcircumventing firewalls and blocks.Some teachers say students forget theirpasswords or fail to log out, preventing subsequentusers from using the device. They breakscreens by closing lids on pencils and take twoclasses to complete what should take 30 minutes.Not all would agree with the contention thatstudents should be trusted to work appropriatelyand productively with electronic devices.Gerry White, a principal research fellow at theAustralian Council of Education Research, saysthe federal Digital Education Revolution roll-outvastly improved schools’ wireless and fibre-opticconnectivity and helped develop and deliverexcellent digital teaching resources (cheaper thanprint and easier to share) on the Scootle website.Dr White says research is unequivocal that thejudicious use of ICT for student collaboration anddeep learning produces higher rates of studentengagement and achievement than where it isnot used, or used indiscriminately. He says it’s notsurprising that some teachers doubt this giventhat the profession has received sorely insufficienttraining and PD in the appropriate use andmanagement of ICT learning.The spending on infrastructure and devicesshould have been matched by spending ontraining teachers in how to use ICT effectively, DrWhite says. He told a conference last year thatmany ICT evangelists and sales people underestimatedthe expertise required to use ICT well andthe time needed for teachers to experiment.Consequently, “many teachers often failed tosee its relevance to their teaching and learningprograms, even though teachers are known to beprolific users of the Internet at home”.“Gains (in learning) are being made whereteachers know what they are doing (with ICT).”While most students are adept at using ICTfor entertainment and communicating, Dr Whitesays they need to be taught how to use ICTfor effective learning. This involves search andresearch skills, sharing and applying information,collaborating online and digital citizenship.Extensive use of Facebook does not improveand “can have a negative effect on” learning, hesays.Using ICT involves a “fundamental structuralchange” in the way schools and teachers workand a period of disorientation and disorder areinevitable, Dr White says. The results of such ahuge transformation will not be immediate.Thwaites has closely followed ICT’s evolutionin the past 30 years. As e-learning coach heworks with teachers and Alkira’s IT support staffto encourage more effective use of ICT. Patternsthat emerge in requests for IT help identify gapsin teachers’ knowledge and prompt relevanttraining. Modelling effective practice in theclassroom also helps teachers to improve theirskills.Thwaites introduces the concept of ratios inYear 8 maths by taking a photo of each student,displaying it on an interactive white board andhaving students change their head-to-bodyproportions to match those of babies. This worksa treat.Continued on page 22 20 aeu news may 2013

featureCOMING SOON: BYO?GOVERNMENT school students will likely have to supplytheir own computers in the near future as governmentsbaulk at the huge cost of supplying and maintainingICT in schools.The Education Department’s new ICT strategic plan ismoving toward a “bring your own device” (BYOD) modelover the next decade.ICT in schools is now deemed a necessity, not a luxury,but federal Digital Education Revolution funding runs outnext month and the State Government has no intention offilling the void.Northcote High School principal Kate Morris earlier thisyear urged governments to declare their hands becausethe uncertainty over funding was unfair to schools,parents and students.Many schools already expect parents to buy or leaselaptops. Experts say it would be cheaper and moreefficient for already well-equipped students to supply theirown devices. Disadvantaged students could be suppliedwith free or heavily-subsidised hardware.Education consultant Mal Lee and teacher MartinLevins, a promoter of Apple technology in education, saythat BYOT (bring your own technology) is bearing down onschools “like a tsunami”.But getting students to bring their own devices ortechnology is no simple solution. It raises security, virusand status issues (iPhones vs cheap Androids and clunky,hand-me-down laptops) and teachers and schools havingto accommodate a myriad of devices.Lee and Levins, who concede that BYOT’s potential willbe realised only through “astute collaboration” betweenschool leaders and communities, believe schools shouldrelinquish expensive and usually fruitless attempts tocontrol what students do with technology in class.“Addressing sociological problems such as cyber safetywith a technological solution is doomed to failure,” theywrite.The ABC reported in February (tinyurl.com/d9teg3b)that big IT manufacturers were already investigating BYODin education. Dell has commissioned several reports, oneof which “highlights frustrations at the lack of teacherknowledge about technology, the problems in scaling upschool network infrastructure (and related costs), andextending the duty of care relationship into the digitalspace”.Alkira College e-learning coordinator Alan Thwaitesalso believes that BYOD is inevitable, and says there arebenefits to it. “There is no competition for access andvandalism is reduced enormously when the student ownsthe device.” Bring Your Own Technology: The BYOT guide for schools and families by Mal Lee and Martin Levins is published by ACER Press,RRP $34.95. More at Lee and Levins’ blog at www.byot.me.www.aeuvic.asn.au 21

featureContinued from page 20 Another lesson, introducing probability, started with a YouTube film on thehighest score recorded in an Angry Birds game. Students were instantly hookedand argued that the score was “awesome”, “fake” or “impossible”. Studentswere asked what the “chances”, “the likelihood”, “the probability” was of aperson achieving such a score. Was it one in 100? A million? A gazillion?“So we started engaging in the language of probability and expressingchance as a number. I said, ‘We call that probability in maths and we can assignthe probability a number.’ In a way it’s teaching by stealth and much moreeffective than writing the heading ‘Ratio’ on the board and a few examples.”Thwaites’ blog, Know Me! Know You! (alkira.global2.vic.edu.au/), helpsstudents think about the world beyond Narre Warren and improve their literacy. Arecent posting, to which students responded, mentions International Slavery Dayand the trans-Atlantic slave trade. It includes a link to an Australian anti-slaverywebsite and asks students whether they could identify a present-day slave.Another teacher has posted information and photos about her trip to Israel. Itmentions that many Israeli children have gas masks in their bedside tables. Thisgot students thinking about how fortunate they were to live in Australia.Thwaites has run several Skype sessions with Bazgha Iftikhar from theInternational Rescue Committee in Kabul, a group working for women’s educationand the end of early marriages in Afghanistan. Students communicated with heron the blog and via Skype. Issues were discussed in class and more communicationwith Iftikhar followed.“The technology was invisible,” Thwaites says. “It helps us engage with realpeople on real issues; it’s about the learning, not the technology.“Although we’ve come a long way we are still in a transition period with ICT,”Thwaites says. “We’re using it, still learning how to use it more effectively, buttoo often we are still teaching in old ways. It does require us tothink differently.” Curate’s eggDON’T be too quick to ditch the Ultranet — like the curate’s egg,it is “good in parts”.Despite many schools opting for commercial software suchas Microsoft and Compass over the much maligned EducationDepartment network, some parts of the Ultranet offer substantialbenefits to teachers, students and parents, Alkira College e-learningcoach Alan Thwaites says.The Ultranet is much improved since its inauspicious Big DayOut in 2010 when the system failed in front of an already scepticalaudience, he says.Learner Profile and Learning Tasks — part of Release 2 in theUltranet’s evolution — in particular are worth retaining, he says.Learning Tasks enables teachers to easily personalise curriculumplanning and select from editable “eBook boxes” aligned to theVictorian curriculum. Teacher feedback is available immediately tostudents and their parents, shifting reporting on learning progressfrom the traditional summative to more detailed formative observationsand other feedback.The tool makes end-of-semester report writing more efficient andaccurate, Thwaites says. “You no longer have to trawl back throughyour mark book and do your best to summarise an entire semester’slearning progress for each child in a brief report comment.”Learner Profile enables better communication with parents andstudents on students’ learning and progress. Parents can observetheir child’s learning progress and students can record theirlearning goals in their personal eXpress Space, which is visible totheir teachers and parents. AEU joins TAX BATTLEFair tax systems are essential for developing nations, butmultinationals rip out billions each year by avoiding tax.Nic Barnard AEU NewsTHE AEU has joined a nationalalliance campaigning for fairer taxsystems around the world to ensuregovernments can invest in developmentthat supports the people whoneed it most.Globally, overseas aid to developingcountries is worth about US$120billion a year, but developing countriesare being denied up to 10 times thatamount — US$1.2 trillion in 2008 —because of tax evasion and avoidanceby large multinational companies.The Tax Justice Network — Australiaconsists of community organisationsand aid agencies. The AEU, ACTU,Victorian Trades Hall Council and unionaid agency APHEDA are among itsmembers. The network is campaigningfor taxation systems that can stemillicit financial flows and tax evasion.Equitable tax systems are imperativefor developing countries if theyare to realise the goals and targets ofthe Millennium Development Goals. Taxrevenue allows governments to buildschools and train and pay teachersin necessary educations sytems anddeliver health programs includingchildhood immunisation and maternalhealth.However, developing countries losevast amounts of money because of taxevasion and avoidance, APHEDA says.The problem dwarfs the money lostto corrupt governments such as theformer Soeharto regime in Indonesiaand Marcos in the Philippines.In 2008, international managementconsultancy firm Oliver Wymanestimated that US$10 trillion wasdeposited in tax havens around theworld.Some of the steps urged by the TaxJustice Network are:Country-by-country reporting: Manymining, oil and gas companies reporttheir finances on a global or regionalbasis, so developing countries can’teasily see how much of their naturalresources were extracted and soldand therefore how much tax is owed.Better information exchangebetween governments: In Europe,when money is transferred intoanother country, the receiving financialinstitution is obliged to automaticallyreport it to the authorities in thesending country.Transfer pricing rules: An estimated60% of global trade now takes placewithin, not between, multinationalcompanies. By selling their goodsor services at very low cost to asubsidiary based in a tax haven, multinationalscan escape paying taxes.In December, The Age reported thatGoogle Australia paid just $74,176 taxon revenue of over $1bn.End facilitation payments: Essentiallybribes to a bureaucrat or official to“help” develop a mine or plant. TheUK bans such payments; Australiadoes not. Read more on the APHEDA website attinyurl.com/dyen8s8.22 aeu news | may 2013

inside the AEUAEU TRAINING & PDRowena Matcott training officerPutting the DEAL into PRACTICEA new agreement means it’s time to brushup on your rights and entitlements at ourAEU Active course and forums.WITH a new Schools Agreementbeing ratified there is anincreased demand for trainingcourses and individually tailoredschool sessions.Our AEU Active training program,Implementing the Agreement,continues in country and metropolitanvenues. It will be updatedto reflect changes and there willbe an emphasis on combining theagreement with local conditions.These courses are designed togive members an understanding oftheir conditions and to increase theirconfidence in implementing them. OurMay courses are booked out but weare running plenty of courses nextmonth — find the dates at www.aeuvic.asn.au/active.AEU Active for special schoolsOn June 5 we will run the AEU Activeday for special schools. We includean OHS component and address theunique circumstances of implementingthe agreement in special schools.Schools Agreement forumWe will also run, live and online, atwo-hour, after-school member forumon the new agreement assuming it isratified by the Fair Work Commission— expected to be in Term 3. You’llbe able to attend in person at theAEU building in Abbotsford or followit online.We’ll email reps in our weeklyWednesday bulletin as soon as adate is set — ask your rep to keepyou posted, or keep an eye on ourtraining website at www.aeuvic.asn.au/training.Other sectors…This is also a busy time for our disabilityand TAFE sectors. We’re running10 training sessions for members indisability day services on the impactof the Equal Remuneration Order(ERO) and its new pay structures.In TAFE, we’re running sessions onrequest on how to strengthen TAFEsub-branches. And our early yearsmembers are preparing for theirannual conference in July.Add to that our return to workprogram, PD in the Pub, and our resilienceand winter wellbeing courses forwomen and we’ve got a pretty busywinter ahead.Check below for the full list ofupcoming dates, and go to www.aeuvic.asn.au/training for moreinformation on our courses. AEU ACTIVEImplementing the agreementMay 30*..................AEU AbbotsfordJune 7.................... Northern RegionJune 12*.....................................SaleJune 19...............................WodongaJuly 24*................................ MilduraJuly 26............................MorningtonStrengthening our sub-branchMay 29*..................AEU AbbotsfordJune 13*.....................................SaleJuly 25*................................ MilduraSpecial settingsJune 5......................AEU Abbotsford* Can be taken alone or as part of a two-dayprogramAEU PRINCIPALSBecoming the principalJuly 19.....................AEU AbbotsfordApplication writingAugust 7 AEU AbbotsfordPlanning for 2014August 16................AEU AbbotsfordAEU TRAINING CALENDAREDUCATION SUPPORTTwilight conferences 4pm-6pm,dinner 6pm-8pmJune 11.......................................SaleJune 18...............................WodongaJune 25.............................PakenhamJuly 23................................Swan HillJuly 30................................SunshineBusiness managers conferences4pm-6pm, dinner 6pm-8pmMay 28................................SunshineOTHER EVENTSReturning to workJuly 2........................AEU AbbotsfordCRT – ICT in the classroomJuly 3........................AEU AbbotsfordJob seeking for employees inexcessJuly 3........................AEU AbbotsfordApplying and interviewing forleading teacher positionsJuly 24.....................AEU AbbotsfordWOMEN’S PROGRAMWomen’s conferenceMay 25 .......................AEU AbbotsfordWinter wellbeingJune 11 ......................AEU AbbotsfordResilience, strength & wellbeingJune 18 ......................AEU AbbotsfordConflict resolutionJuly 22........................AEU AbbotsfordJuly 23........................AEU AbbotsfordTargeting Leadership for Women(TLW): Making the decision andpreparing yourselfJuly 30........................AEU AbbotsfordEARLY CHILDHOODEarly years conferenceJuly 27 AEU AbbotsfordNEW EDUCATORSSecondary graduates conferenceMay 24 AEU AbbotsfordYoung Member Activist ProgramJune 17-21..............AEU AbbotsfordApplying for graduate jobsJune 11....................AEU AbbotsfordJuly 23.....................AEU AbbotsfordPD in the Pub: Classroomdynamics 4.30pm–6pmMay 27................................. GeelongMay 29..................................BallaratMay 30............................. ThornburyJune 3..................... Caroline SpringsJune 4..............................MoorabbinJune 5....................................CarltonJune 6.................................. CroydonJune 12..............................TraralgonJune 13.................................BerwickJune 17................................. MilduraJune 25................................BendigoJune 26.......................... SheppartonJune 27...................................AlburyAll places can be booked on the online calendar. Go to www.aeuvic.asn.au/calendar,select the date of your chosen event and click through.24 aeu news | may 2013

On the PHONESMembership Services Unit — 1800 013 379inside the AEUHow to handle bulliesFiona Sawyer MSU managerBULLYING is a hot potato in schools.We get lots of calls asking foradvice and support when relationshipsbetween colleagues break down. Someof these are due to bullying but manyare not. The tricky question is how youtell the difference.Workplace bullying is defined byWorkSafe Victoria as repeated unreasonablebehaviour directed toward anemployee, or group of employees, thatcreates a risk to health and safety.It encompasses a wide range ofbehaviours, including:• Verbal abuse, yelling, screaming• Abusive language or intimidation• Excluding or isolating employees• Assigning meaningless tasks orimpossible assignments• Continually criticising someone• Sabotaging someone’s workor their ability to do their jobby withholding information andresources• Unexplained job changes.Workplace bullying does not includereasonable management actionsperformed in a reasonable way,such as setting performance goals,standards and deadlines, allocatingwork, not selecting an employee forpromotion, informing an employeeabout their unsatisfactory work performance,informing an employee aboutinappropriate behaviour, providingconstructive feedback, implementingorganisational change, or performancemanagement.What can you do if you are beingbullied? Communication is the key, andprevention is the best course ofaction. Here are some tips.All teams should discuss andrefresh protocols and roles, defininghow the team operates and who isresponsible for what.Sub-branches should check thattheir school has clearly documented,accessible procedures, policies andcodes of behaviour. They shouldbe reviewed regularly through theconsultative process to ensure theyremain relevant and don’t breachDEECD policies. Then they should becommunicated to all staff.If you have an issue with acolleague you have a range ofoptions. Depending on the issue,we advise starting with an informalprocess. This can involve selfmanagementwith options aimed atproblem-solving and implementingpossible solutions such as minimisingcontact if appropriate, making teamprotocols a regular agenda item atmeetings, and talking to the subbranchrep or leadership.A more formal approach mightinclude requesting a meeting todiscuss the issues, mediation orlodging a formal complaint. Anymeeting should be chaired by anappropriately skilled principal or AP.Formal complaints are stressful forall involved, so you are well advisedto use the Education Department’sEmployee Assistance Program, a freeand confidential counselling serviceavailable at 1800 337 068.Guidelines for complaints proceduresare on the DEECD website;your school should also have a copyfor staff. If you choose this option,keep clear records to support yourcomplaint and keep your subbranchrep informed. Knowing andimplementing your rights and responsibilitieswill help in the process. “Sincemyfirstdayonthejob,ESSSuperhavelookedaftermysuper.AndIknowthey’llkeeponworkinghardinmyretirement.”That’s more than super.Liz, ESSSuper Member.Retiring, resigning or reassessingyour career can be confusing.With ESSSuper, you have accessto products, services and generaladvice to help take the stress outof these life-changing events.It can all begin with a chat to ourMember Education Consultants.As experts in your fund, they canwork closely with you, and yourpartner, to explain your benefits andhelp you think beyond just figures.So if you’re considering your options,please get in touch with us today.MakeaFREEpersonalappointmentbycallingourMemberServiceCentreon1300655476.ESS3634_(05/13)_AEUProudly serving our membersIssued by the Emergency Services Superannuation Board ABN 28 161 296 741, the Trustee of the Emergency Services Superannuation Scheme (ESSSuper) ABN 85 894 637 037.Before making a decision about an ESSSuper product or service please consider our Product Disclosure Statement (PDS) available at www.esssuper.com.au or by calling 1300 655 476.www.aeuvic.asn.au 25

Point ofPRINCIPALGlennis Pitches AEU Principals organiserThe parent trapShould school councils be responsible forhiring and firing principals?PRINCIPALS beware. Yet another review of governance is under way — thisone within the Education Department. An inquiry into school devolutionand accountability is also being run by the Victorian Competition and EfficiencyCommission.The departmental review is a quick one. Terms of reference were agreed inFebruary and a discussion paper is due out this month. Two AEU representativesare on the stakeholder reference group but it has met only once. TheEducation Minister wants to see a final report before year’s end.This review stems from Towards Victoria as a Learning Community, theGovernment’s manifesto on improving students’ performance released latelast year (when was Victoria not a learning community?).The Government says in that document that it wants to help schools“develop and implement a range of new school governance models”,including those used by non-government schools. It has gone on to organisea “review” of school governance that it already intends to change. So whybother with the review?This review has significant implications for principals and school councils.Under proposed changes, school council members, who are often hard torecruit or who split into factions, will:• Employ principals• Manage principal performance• Have more say in determining teacher career structure within the school.The department’s review of school governance covers only school councils.No mention is made of the role and responsibility of the department inimproving education, nor that of education regions, school networks orstudent representative councils.As well as proposing that parents become employers of principals,the review is “exploring” federated governance models in which “highperforming”schools and expert school leaders manage multiple schools.The review’s terms of reference are on the department’s website attinyurl.com/cr7vx2g. James Rankin (AEU vice president primary) and KevinPope, AEU Principals convenor (primary), are our representatives on thereference group. The AEU will formally respond to the discussion paper.The governance models proposed by the department’s review raise manypotentially troublesome issues. What do principals do in schools where veryfew people want to join the school council? Should school councils insteadconsist of people with “appropriate” and “suitable” skills? How to recruitthem? How to avoid conflicts of interest? Are there existing council or schoolleader structures that work well that could be applied across the system?How should conflict between councils and principals be dealt with? How wouldconflict be dealt with where school councils are the employer?We would like to know your views on the proposed changes. Send yoursubmissions to john.graham@aeuvic.asn.au.The Victorian Competition and Efficiency Commission has also been askedby the state’s Treasurer and Education Minister to find out whether “thereare areas and circumstances where more autonomy could improve how muchand how fast students learn at school, or improve the efficiency of schools”.Its report is due in June and a discussion paper is due for public release thismonth. SafetyMATTERSJanet Marshall OH&S organiserBans liftedhealth outcomesWorkCover claims fell during the 38-hourweek. We need to remember the lessonsof the bans — and clauses in our newagreement should help.WORKCOVER data released last month showed a marked drop in claims forthe first quarter of the year for the education sector — even after takingthe January break and shorter school term into account. Many of these claimswould relate to injuries from late 2012.There are many reasons why claims decrease. But for our sector, thesingle outstanding factor is that these past two terms correlated directlywith our industrial bans on written reports and after-school activities, whichcurtailed out-of-hours and weekend work.This conclusion is supported anecdotally by daily organisers in schoolswho reported fewer staff absences than normal for the time of year.It is well documented that a satisfactory work–life balance and sense ofcontrol over workload, commitments and expectations improve health andsafety outcomes.Our EBA actions have left members and school communities betterinformed and more knowledgeable about school staff working conditions.AEU members acted collectively to implement the bans, with a clear andestablished set of expectations about what could and could not be achievedwithin their agreement. The public now better understands the time and effortthat go into running a rich and extensive educational program.Now the bans have been lifted it is important that we build on this. Weshould use our schools’ consultation committees to review and reshape pastpractices to make them more effective and protective.The proposed agreement has some important additions to help thisprocess. Consultation is strengthened by the clearer definition of “long termplanning” and “workforce plans” relating to the organisation of teacher workand class sizes. Staff and program decisions for the next year must now begiven to staff as early as possible in Term 4 and no later than the last weekin November. No more last-minute changes or ending the year without a clearidea of next year’s organisation.The inclusion of “student demands and behaviours” as factors for establishingreasonable workloads means that challenging student behaviour mustbe taken into account when determining work loads. Provisions for grievancesfor excessive and unreasonable workload are extended from teachers and ESto principals.The Victorian OHS Act 2004 requires workplaces to identify and eliminateor control hazards. Unreasonable workload and low levels of control over thisare risk factors for work-related stress and must be managed with staff input.Consultation provisions about work organisation, work environment andsystems of work are central to the OHS Act and to the VGSA. Our AEU Activeand OH&S training programs aim to strengthen these provisions and translatetheory into practice. With a new agreement almost in place, now is a goodtime to sign up. inside the AEUCUTwww.aeuvic.asn.au 27

cultureWINETALKINGPaddy KendlerGo WESTthen EASTMARGARET River may be the glamour regionof south-west Australia but for all its superstarwineries, it produces just as much overpriced,plain, boring wine as any other area.It may well in time come to pass that theGreat Southern region to the east of MargaretRiver achieves at least an equal quality strikerateand deserved renown.Within the Great Southern region are fivedistinct sub-regions: Albany, Denmark, FranklandRiver, Mount Barker and Porongurup. The varietalstyles produced are the usual Aussie suspectssuch as semillon, sauvignon blanc, riesling, chardonnay,shiraz, merlot and cabernet sauvignon.My favourite labels are Alkoomi, FranklandEstate, West Cape Howe, Howard Park andHarewood Estate. Do look out for them. They willnot disappoint.Here are this month’s recommendations:MITCHELTON BLACKWOOD PARK RIESLING 2012($19): Yet another great vintage of one ofVictoria’s best white wines, a genuine lipsmackerfeaturing fresh and lively citrusaromas and flavours laced with sweetspice. Drinking a treat right now.YERING STATION VILLAGE PINOT NOIR2011 ($25): From one of the larger andmore progressive Yarra Valley producers,a delightful young pinot ideally suited toautumn luncheons. Juicy and joyful!YALUMBA RUNNING WITH BULLS TEMPRANILLO2012 ($23): While most of our efforts withthe Spanish red variety tempranillo have yet tobear fruit, Yalumba appears on track with winesmade from its plantings at Wrattonbully, northof Coonawarra. Plenty of attractive berry fruitflavour within a medium structure and finishedwith dry but gentle tannins.PARINGA ESTATE PINOT GRIS 2011 ($20):Pinot gris/grigio seems to be ideally suitedto the Mornington Peninsula and Paringa’slatest is bound to please, with mild apple andpear bouquet and flavour, silky texture andsatisfying effect. Visitors to the region shouldmake the Paringa cellar door a priority. info@paringaestate.com.au. Long nights of the soulWITH an agreementalmost finalised,teachers are lookingforward to receiving a salarythat goes some way toacknowledging the work thatwe do. I’m sure we have allspent our $1000 sign-onmoney many times over inour head.I am going to use it tobuy a present for myself —from the Government. Kindof like a gift voucher. I amchoosing to look at this assome sort of compensationfor the poor treatment ofstate school teachers inVictoria. I am consideringusing the money to pay fora house cleaner to help merecoup some free time inmy life (which will, no doubt,be taken up with moremarking) or a weekendaway — no markingallowed.While the increasedoesn’t quite amount to the doubling of mycurrent salary and new car deal that I wasdreaming of, it is long overdue and very muchdeserved.Now the bans are over, it is time to return to astandard school day — which will look differentfor all members but will inevitably involve disputeswith photocopiers, long meetings and a “to do”list that has you waking up in the middle of thenight in a cold sweat. Three am is my magic timefor such panic hits.Have I booked the computer room for my Year7s for Thursday? Did I enter that class’s marksinto my mark book? I have to type up a permissionletter for that excursion and have it signed by theprincipal. When is assembly?I inevitably fall into a sound asleep about halfan hour before my alarm goes off. No wonder Istill have a few Year 7s whose names don’t comeeasily to me.“Sam, you’ll need to sit down. Sam!”“Do you mean me, Miss?”“Yes. Sit down!”“I’m Adam.”“Oh. Sorry. I meant Adam.”Poor Sam was clamped on his chair wonderingwhy I was yelling at him and looking in theopposite direction.My tiredness was recently so extreme that Iwas asked by no fewer than seven students overthe course of the day whether I had a black eye.“Um, no — I’m just really, really tired.”With the bans lifted I am staying at school laterand later. I like to kid myself that I am getting all ofmy marking done so that I can have the eveningat home free of school work. In reality, thesedrawn-out afternoons are merely a chance forcolleagues and I to vent our experiences of theday and consume copious amounts of chocolate.The marking bag ends up being dragged outto the car in the almost-dark and lugged home forthe evening. I’m sure its presence in the housetriggers my 3am wake-up. It’s giving me a blackeye. Animal-loving comedian and teacher Christina Adams’friends call her “Panda”.www.aeuvic.asn.au 29

cultureCase study in Asperger’sWhen Jo Case’s son was diagnosed with Asperger’s syndromeshe wrote the book she wanted to read herself.Cynthia Karena AEU NewsWHEN Leo’s primary school teacher told him toget out of her sight, he crawled under his desk.Leo had taken her comment literally. “You needto be really clear when communicating with a personwith Asperger’s,” says his mother Jo Case (below),who has written a book, Boomer & Me, about lifewith a son with Asperger’s syndrome.Asperger’s is a mild form of autism. It is a developmentaldisorder that affects a person’s ability tocommunicate and socialise.“When my son was diagnosed with Asperger’s,I was hungry for other people’s stories and thereweren’t a lot out there,” Case says. “I wrote thebook I wanted to read. People want to read storiesthat reflect their own experiences and make themfeel normal.”Case wanted to make sense of Asperger’s andthe pressure to be a perfect mother. “There aredifferent ways to be a good mother and you canachieve perfection in little moments.”Leo could read andwrite when he startedschool. “I never thoughtthere was anything wrongwith Leo. He is smart andquirky.”At seven, he was testedfor being gifted but wasdiagnosed with Asperger’s.“I was shocked. I wentthrough a period of grief.I vaguely knew whatAsperger’s was. I’ve learntthat people see them interms of the label andnot (as) themselves. I came to realise that he ishimself.“If you’ve met one child with autism orAsperger’s, you have met one child with autismor Asperger’s. There are so many differentpersonalities.”At first Leo was confronted by the diagnosis,but now he is more self aware and has developedstrategies to navigate social situations.“People with Asperger’s have difficulty with socialskills and they don’t interpret things properly. Theysay the first thing that comes into their head,” Casesays. “The filter between the head and the mouth isnot very sophisticated.“He has a red card in his pencil case to give toteachers when he needs to go outside. He knowsthe signs when he’s about to have a meltdown andhe can take himself out of the situation.”Leo’s big problem at school is organisation andremembering to bring his books, sport clothes andhomework, says Case. “The teachers are great.Sometimes they will email when his assignments aredue and his (main) teacher keeps his textbooks inher room. The school involves us with what classhe’s in to make sure he’s in a social grouping thatworks for him.”Leo is 13 now and has turned his tendency to beobsessive into creating a YouTube channel with 700subscribers. “He has friends all over the world.” Boomer & Me: A memoir of motherhood, and Asperger’sby Jo Case is published by Hardie Grant Books, RRP$24.95.REVIEWS: NIC BARNARD, SIAN WATKINS, RACHEL POWERI AM ELEVENDir: Genevieve BaileyProud Mother PicturesRating G, 94 minsGENEVIEVE Baileyinterviewed 20 or so 11-yearoldsaround the world for this verywatchable documentary. It runs alittle long in parts and most of thechildren appear relatively well caredfor. But it’s at times entrancingand an important reminder that,whether 11 or 61, sallow, jaundicedor coffee-coloured, humans arevery similar. Genes and environmentmake them different, of course, butsimilarities outweigh differences.The film is a valuable resource forclassroom discussions and work onmany themes, including wants andneeds and resilience, possessed inbucket-loads by the lovely, animatedgirls in an Indian orphanage.There’s a website, too: www.iameleven.com and the DVDincludes “where are they now?” anda Q and A with Bailey. — SWLOVE STORYDir: Florian HabichtMadman DVDRating M, 92 minsTHIS is a shaggydog story of a film but also alyrical paean to New York City anda post-modern take on moviesand narrative courtesy of GermanbornKiwi Habicht, made while on ascholarship in the US. Habicht seesan elegant attractive woman on atrain, carrying a plate with a piece ofcake. He talks to her, loses her, triesto find her, then asks New Yorkersto help him write a film about whathappens next. He also Skypes hisfather back home for story tips whilesitting in the bath.At times romantic, at otherssurreal, the film blurs betweenstreet interviews and shot scenes,soundtracked to jazz and Nina Rotawith shades of Jarmusch and WoodyAllan, showing the city at its best.Only Habicht’s slightly annoyingpresence, like a hipster RobertoBenigni, lets it down. — NBGRIFFITH REVIEW 40:WOMEN & POWERText Publishing286pp, RRP $27.99BY ENCOMPASSINGsuch a diverse range of takeson its latest theme, Women & Power,Griffith Review again creates acompelling overview of the stateof play, as befits one of Australia’smost essential journals.Content ranges from First Worldquestions about whether womenneed quotas and why there mightbe better reasons for Gillard to ditchthe boxy jackets than her “big arse”,to the cultural factors that led manymore women than men to die inthe Aceh tsunami. Kristi Mansfield’s“Back to Base” affirms the role TAFEplays in transforming women’s lives.But memoir constitutes someof the most compelling pieces. Youcouldn’t hope for a gutsier modelof empowerment in action than21-year-old Muslim Yassmin Abdel-Magied’s, the only woman workingon a remote oil rig. — RPWAKAKIRRI GOESSECONDARYAUSTRALIA’S ultimate performingand creative arts challenge nowcovers secondary schools.Wakakirri, now in its 21st year,encourages students to learnthrough the creation and sharingof stories. Thousands of primaryschool students take part each year,sharing their own stories with therest of the nation.Now a secondary schoolchallenge has been launchedto replace the cancelled RockEisteddfod, with schools invited tocreate a piece of dance theatreof up to seven minutes. Two showdays will be staged at MelbourneConvention Centre on September 12and 13, with students performingbefore a panel of industry judges.More at www.wakakirri.com/secondary. 30 aeu news | may 2013

WIN teaching resourcesAEU NEWS is giving members the opportunity to win a variety of Australian resources for their schoollibraries from our good friends at ABC Books.To enter, email us at giveaways@aeuvic.asn.au by 10am Tuesday, May 28, 2013.Include your name and school or workplace. Write “Win Teaching Resources” in the subject line.Prizes will be sent to the winner’s school or workplace with an inscription recognising the winner. Good luck!SUBSCRIBE TO THE AEUE-NEWSLETTER ATwww.aeuvic.asn.auFOR THE CHANCE TOWIN MORE GIVEAWAYS!giveawaysThere is a MonsterUnder My Bed WhoFarts by Tim Miller andMatt StantonLet’s face it, farts arefunny. Whether theyare loud, smelly orjust embarrassing,kids love a good fart. There is a Monster Under MyBed Who Farts delivers laughing farts and fartinglaughs. Hilarious, cheeky and, above all, fun, thisis the picture book that parents secretly want forthemselves. Authors Tim Miller and Matt Stantonwere boys not so long ago and are self-confessedexperts on all things flatulent. This is the perfectpicture book for kids... and for anyone else who’sever blamed it on the dog.RRP $24.99 ABC BooksRed Dirt Diary 3: Blue’sNews by Katrina NannestadBlue Weston is on a mission.• She’s starting HardbakePlains’ first newspaper with Matand Ben.• She’s determined not to likeher new teacher, the Colonel.• And she’s trying to convince Miss McKenzie toreturn from Scotland.Despite Blue’s best intentions, things don’t goexactly to plan. To make matters worse, her mumis dusting off the old boarding school uniform. CanBlue get things back on track?And boarding school? Her parents wouldn’tdare...RRP $14.99 ABC BooksI, Wolf by Matt BoydHunt or be hunted.Sixteen-year-old Romy suffersfrom a rare genetic diseasethat will send him mad — andeventually kill him.His last hope is a mysteriousclinic in Austria where a cure ispromised. But the treatment is drastic and Romy ischanged forever.When he meets Antonia — beautiful, headstrongand out of his league — Romy starts coming toterms with his new life.But after a spate of grisly night-time attacks,Romy is forced to confront an awful truth ... Whathas he become?RRP $16.99 ABC BooksCongratulations to our winners from AEU News issue 1 Moo — Rose Demelis, Brunswick; Red Dirt Diary — Maree McAllister, Marnoo Primary School; All This Could End — Louisa Pennell,Blackburn High School; Junior Masterchef — Katie Gunn, Boneo Primary School; The Lost Tail — Gemma Foster, Hartwell Primary School.A better deal onyour home loan.At bankmecu, we are 100% customerowned. We pass on our profits to ourcustomers in the form of benefits, likebetter home loan rates.Our Basic Home Loan comes with a lowrate, a range of repayment frequenciesand no monthly fee.5.59 % p.a. 1ComparisonRateBasicHome Loan5.54 % p.a.Switch today.Visit bankmecu.com.au/basic or call 132 888.scan me with your mobile mecu Limited ABN 21 087 651 607 AFSL/Australian Credit Licence Number 238431 trading as bankmecu. Terms, conditions, fees and chargesapply and are available on request and on application. Loans subject to normal lending criteria and approval. Interest rates expressed as annual percentage rates. Variable ratescorrect as at 20/2/2013, however, are subject to change at any time. Check bankmecu.com.au for the latest rates. 1. The Comparison Rate is based on a secured loan of $150,000for 25 years. Warning: This comparison rate is true only for the examples given, and may not include all fees and charges. Different terms, fees or other loan amounts might resultin a different comparison rate. 34588 AEUwww.aeuvic.asn.au 31

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