Search

The article reports that the Australian Education Union (AEU) has gained 25 additional Special Options Pathways for children and students during Enterprise Bargaining. Topics covered include the additional 10 million dollars per year that will address the workload associated with working with students with disability and the AEU being contacted by members whose students have been on waiting lists.

The article offers information related to the Ancillary Recruitment and Selection Policy of the Australian Education Union (AEU) focusing on the benefits it offered to teachers in terms of workloads and challenges the policy faced such as funding. It mentions insight from several teachers in Australia regarding the benefits they received from the policy including Jo Hess of Le Fevre High School (HS), Hemma Bhatt of Fulham Gardens Primary School (PS), and Julee Heale of Seaview Downs PS.

The article discusses the role of a new enterprise agreement for school and pre-schools form the government of South Australia in addressing the teacher workload. Topics include benefit of the agreement to be availed by Australian Education Union members through Personnel Advisory Committee representation; grants under the agreement being identified as allocation in schools' Resource Entitlement Statement; and provision of smaller classes for students with special needs under the agreement.

The article discusses the basic entitlements for the teachers in Australia. Topics discussed include minimum amount of non-instruction time, face-to-face teaching hours, and terms of contract employment as prescribed by the Australian Education Union (AEU). Also are discussed hours of work, responsibility of the duty, and need for school and preschool members to defend one's rights regarding the entitlements.

The article reports on need for the Australian Education Union (AEU) to trust school teachers across Australia. Topics discussed include efforts of the Department for Education and Child Development (DECD) of South Australia towards professional judgment of AEU members in schools, views of Lou Davy, teacher at Modbury High School, on the DECD guidelines, and access the curriculum to be provided to students with special needs like mental health and dyslexia.

The article discusses the Category 1 and 2 Reference Group of the Australian Education Union (AEU) trade union which ran a campaign on issues such as the right of members to transfer schools and gain permanent positions. It outlines some policy changes due to the AEU campaign including the eligibility of teachers for Permanent Teachers Register (PTR) positions, individual case management provided to members from the Department for Education and Child Development, and increased permanency.

The article offers the author's insights regarding the development of a campaign by the Australian Education Union (AEU) which aims to provide AEU teaching members in Category 1 & 2 schools to transfer in other sites across Adelaide. The author mentions the development of a reference group of AEU members to meet with AEU officers for the development of the campaign under the Recruitment & Selection Policy Review.

The article focuses on the author's view on the review of teachers and leaders concerning workload review team reports in South Australia. She notes that workload audits in sites must be identified by volunteers and staff who will complete a diary. She mentions that discussion of information include identification of tasks of teachers and leaders.