More teachers, increased salaries and secure staffing

By Maree O’Halloran

Industrial campaigning will be needed to achieve betterments in several areas next year.

2008 will see Federation engaged in concerted industrial campaigns to achieve more teachers, increased salaries and a secure staffing system for all schools.

Annual Conference this year under the heading, "Time to teach, time to learn" identified excessive teacher workload as a major problem in our schools and TAFE colleges. The most effective solution to this problem is to employ more permanent teachers. This will allow for additional release time for preparation, programming, marking and the myriad of other duties undertaken by teachers including those in promotions positions. It also means the possibility of more individual attention for students.

A phase-in of additional release time for assistant principals and deputy principals (primary) equivalent to secondary schools was agreed between the Department and the Federation in 2002 but Treasury refused to provide funds for the additional teachers necessary. This release time, plus release for Federation Representatives, must be given priority now that Federation has achieved some extra time for beginning teachers.

The Time to Teach, Time to Learn campaign is about reducing excessive workload for all teachers. The campaign will almost certainly require industrial action. Some members will recall that the last big breakthrough occurred in 1987 for primary schools teachers. However, there is no doubt success in this campaign would produce a better teaching and learning environment in schools and TAFE colleges.

The high quality of public schools and TAFE colleges in NSW is a direct result of the work of teachers. Teachers make their greatest contribution to public education through the work they do with students. Nevertheless, no matter how hard teachers strive, years of documented, chronic under-funding by governments means less than optimal conditions for teaching and learning.

On December 4, the Programme for International Student Assessment (PISA) results for 2006 were released by the Organisation of Economic Cooperation and Development (OECD). In short, the 2006 PISA results show that Australia's performance was significantly higher than the OECD average in each of the three assessment areas -- scientific, reading and mathematical literacy. The results also show that for Indigenous students, remote students and students from lower socio-economic background, there is an achievement gap previously identified, which means that these students and their teachers need specific support.

Furthermore, although Australia is still performing well, other nations have forged ahead while in some areas Australia has fallen. The PISA results must be considered in the context that Australia has the third lowest expenditure from public sources on education of 26 OECD nations.

Comparative international research in education is useful and the merit of PISA is that it highlights both quality and equity issues. However, Educational International, the global union of teachers has expressed real concern about the use made of PISA results.

Following the release of the PISA results an unedifying spectacle unfolded around the world. Media reports tended to focus on ranking and offer a simplistic "league table" style approach. In countries where students achieved near the top, politicians congratulate themselves and take credit for sound education policy. In countries with lower achievement, politicians blame one another, the school system, teachers and teacher unions for poor performance. The OECD itself has an underlying assumption that meeting labour market demands is the main goal of schooling. Federation believes that education has a far more comprehensive role. Australia's aim should be a public school of the highest quality in every local community/neighbourhood offering a broad and comprehensive curriculum.

The next salaries campaign will be fought in a political/industrial context which has just seen the defeat of John Howard's government and an emphatic rejection of their industrial laws and policies including so-called "performance" pay for teachers. The NSW Government needs to ensure that salary increases are fully funded from Treasury with no "trade offs" and payable from January 1, 2009 (the current award ends on December 31, 2008). Federation's claim includes five per cent per annum for three years for all classifications plus a range of other issues. For teachers on the top of the scale an additional one per cent over the three years has been claimed. A survey about the claim will be available in workplaces at the beginning of 2008 for member feedback.

The statewide staffing agreement is currently under threat by Department officials who advocate the Howard/Bishop agenda of local "hire and fire". Changes being proposed by the Department will establish the pre-conditions for complete deregulation. Ironically, the Director-General who transferred from Commerce to Education and Training with no interview, panel or selection process may try to end transfer rights for teachers and secure staffing for students.

Similarly, proposals in the consultation paper TAFE NSW: Doing Business in the 21st Century would see curriculum centre functions and OTEN functions devolved to each institute, setting the pre-conditions for separate, autonomous institutes. This is the very policy taken to the electorate by the defeated federal Coalition and should be rejected.

Congratulations and thanks to all Federation members for their hard work this year. I hope you have happy and safe holidays and return to work refreshed for the major campaigns of 2008.

Maree O'Halloran is the President

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December 2007 contents