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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 explores the confusion and uncertainty among Australian preschool teachers on the impacts of Same First Day policy among its preschools in Australia. Topics discussed include the impacts on the declining number of preschool student attendees, the factors of parent and teacher relationship and the development of equitable process education staffs. The author also cites the importance of saving funds for child's education.

In the article, the author discusses the latest activities and developments at the Australian Education Union (AEU) as of September 2016. Also cited are the plan created by the Lesbian, gay, bisexual, transgender, and/or intersex (LGBTI) Consultative Committee and endorsed by AEU Executive on marriage equality, and the successful negotiation by the AEU for a toileting allowance for qualified school service officers (SSO) and education and care workers (ECW).

The article focuses on reduction in workload of teachers through students with learning difficulties (SLD) grants in Australia. Topics discussed include views from the Department for education and child development (DECD) on the SLD grants to support educationally disadvantaged groups; role of Australian Education Union (AEU) Personnel Advisory Committee (PAC) in using SLD grants and increase in preschool support program (PSP) funds.

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 offers the author's insights regarding the role of the school services officers (SSOs) in the educational sector and the importance of replacing them in the case they are on leave. Topics include the impact of their absence on the students and schools staff, the action of Australian Education Union (AEU) SSO Consultative Committee on recommending the supplementation of SSO, and the teaching vacancies in Australia for teachers selection and recruitment.

The article discusses the large numbers of children and students in the South Australian educational system who require additional support, the complex needs of these children and students, and the role played by members of the Australian Education Union in teaching these young people.

The article focuses on Enterprise Bargaining in 2015 as an opportunity to act on workload of teachers of Australia's public school system. Topics include workload for classes of students with disability and special needs, specific aspects of workload that are affecting Australian Education Union (AEU) members the most, and delays in the availability of Department of Community and Social Inclusion and Department of Education and Child Development clearance checks for AEU members.

The author discusses the integrated support service of the Australian Education Union (AEU), an Australian trade union, within the Department for Education and Child Development (DECD) Integrated Services Model. It also discussed several changes to the original proposal including behaviour support positions to fill by teachers, increase in workload, and changes to work value.

The article discusses the implementation of a new policy for the recruitment and selection of school service officers (SSOs) and Early Childhood Workers (ECWs) in Australia. It states that the new policy provide greater opportunities for the current staffing policies and procedures of the Australian Education Union (AEU) members. It examines the outcomes of the policy including promote permanency rates, permanent selection and placement processes.

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 presents a national survey conducted by Australian trade union Australian Education Union (AEU) of early childhood members concerning the launch of Universal Access to 15 hours preschool education and the national quality standards and associated framework. Information about the key results of the survey, is given. Also highlighted are the initiatives under the National Quality Framework as well as the AEU's key policy objectives in early childhood education.

The article introduces the new requirements for teacher registration among teachers in South Australia. An overview of the professional learning requirement for teachers and provisional registration is discussed. The Australian Teachers Recruitment Board (TRB) has listed the necessary requirements for professional learning which include online learning, attendance and mentoring.

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 reports that the Australian trade union Australian Education Union (AEU) has released a report concerning the Teachers and Leaders Workload Review. It states that the report have the recommendations and collected data by the project team with over 2000 teachers and leaders across the country. An overview on the extensive review and recommendations for changes in the report, is also mentioned.

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.