More Than Thanks — It’s Time campaign: achieving success is on us
If improving teachers’ working conditions are continually deferred because there aren’t enough teachers, there’s a risk of entrenching the very conditions that make it harder to retain experienced teachers and attract new graduates to the profession, Henry Rajendra said in his Presidential address this morning.
Teachers are overworked and stretched beyond capacity and Federation is campaigning for two additional hours of preparation time for all teachers.
“Federation remains committed to a staged and transitioned approach to achieving this game-changing, education-impacting reform,” Mr Rajendra said.
“If the government is willing, we are fully committed to negotiating an implementation timeframe informed by the Department’s own workforce data on the basis of improving teacher supply confidence without blowing out vacancies.”
Since the historic salaries reset in October 2023, unfilled vacancies have dropped by a whopping 71 per cent and improving. Teaching degree enrolments — our key pipeline into the profession — have grown in the one year since that pay rise by 23 per cent in NSW, compared to just 4 per cent in Victoria and 11 percent in Queensland.
Mr Rajendra reminded members that achieving success out of the More Than Thanks — It’s Time campaign was “on us”.
He said success in the campaign required an uplift in member participation in the following areas:
- schools to vote on the More Than Thanks — It’s Time workplace motion, which declares collective commitment to campaign for additional preparation time for teachers
- addressing parent meetings (speaker notes available here)
- meeting with MPs “not just once, many times” (speaker notes available here) and take parents with you, as parents are critical allies in the campaign
- take photos of each activity and email to Federation at communications@nswtf.org.au, so we can share them on our social media channels (social media presence is absolutely necessary for campaign success).
Delegates were shown an inspiring video that acknowledged and celebrated members taking a year of campaign action, a year of solidarity, a year of standing up together, a year of progress. It also set the stage for the next 12 months of collective action.
Mr Rajendra’s speech also covered:
- the Australian Education Union’s federal capital funding campaign, Schools for Our Future
- Aboriginal education and rights
- LGBTIQA+
- TAFE
- students with disability
- women
- teacher housing campaign
- peace
- the environment
- vocational education and skills
- multicultural education
- regional, rural and remote education
- attendance and supervision
- generative artificial intelligence.
Aboriginal people are leading change
As NAIDOC Week kicks off today, Aboriginal Education Officer Russell Honnery delivered the Aboriginal Education Report to Annual Conference delegates.
This year marks five decades of this annual event dedicated to amplifying and celebrating Aboriginal and Torres Strait Islander peoples and cultures.
Russell said this year’s theme ‘50 years of Deadly’ acknowledges the strength it has taken to reach the half-century milestone, “not by chance, but because generations of people refused to be silenced”.
“It recognises the organisers, artists, activists and communities who carried NAIDOC forward year after year, ensuring it remained grounded in culture and community,” he said.
“It is a platform for truth-telling, a celebration of identity, and a statement of continuity. Today, Aboriginal people and Torres Strait Islander people are leading change across every field… telling their own stories, in their own way, on their own terms.”
Russell reported the union has welcomed 75 new Aboriginal financial members and another 18 Aboriginal student members in the past three months and promised 2027 would be a big year with Federation holding its 30th Aboriginal and Torres Strait Islander Conference.
Delegates were asked to sign this petition in opposition amendments to the NSW Crown Land Management Amendment Bill. The Bill will hollow out Aboriginal peoples’ rights under the Aboriginal Land Rights Act 1983 — one of the most significant land restitution frameworks in Australia. Federation stands with the NSW Aboriginal Lands Council and the Aboriginal Education Consultative Group (AECG) in opposing the Amendment Bill.
Reshaping disability inclusion in schools
“What does inclusion look like at your school?” Disability Officer John Skene asked when delivering the Disability report.
“Is it tokenistic or is it structured? Do your support classes engage with mainstream classes or do they sit to the side only becoming ‘your problem’ when something happens to the students with disability?”
John implored everyone to become part of the conversation, saying that disability is no longer just the responsibility of special educators. “Supporting students in an inclusive system … is now everyone’s business,” he said.
“Every single student brings a difference — whether its learning ability, disability, gender, culture background, language, age and many more — and we need to start to structure and frame planning in this manner.”
He highlighted the value that diversity within modern classroom settings can have on planning: “Start with the highest need and build upon it to support all learners in your classroom. Changing one small thing for a few can have a widespread impact on the many.
“Plan for inclusion, don’t retrofit it after the fact,” John said. “Use the experts in your school or the experts in the SSP down the road.”
Staffing
There are 265 teacher vacancies across support classes, mainstream and SSP settings. In Special education/TAS, 40 per cent of positions are vacant.
“There is still work to be done by the Department of Education to help support the positive positioning of special education within our system, for example providing suitable and achievable pathways for learning, development or retraining and strengthening planning for students by reducing 25 plans to [no more] than three,” John said. The three plans would be the Learning and Support Plan, Health Care Plan and Personalised Learning Pathway (for Aboriginal students and Torres Strait Islander students), with other plans optional.
Teachers with disability
John detailed how there was also a need for inclusion when it came to teachers with disabilities. He quoted the Department’s Breaking Barriers report, an internal review: “Disability inclusion is not just a legal and ethical obligation — it is vital for addressing teacher shortages, improving student outcomes and building a more equitable workplace. The social model of disability adopted in this report underscores the importance of removing environmental and systemic barriers, rather than placing the burden on individuals to adapt.
“With growing government commitments to disability employment, findings from the Disability Royal Commission, and a significant teacher shortage, the Department has an opportunity and a responsibility to take more deliberate action.”
The work ahead
“A changing of culture, a changing of perspective is the work ahead of us. Flipping the narrative to looking at an individual with disability’s potential, not as a deficit. Special education is the pedagogy and specialty. Inclusion is the mindset, not the location.”
Join the Special Education Teachers Special Interest Group
Membership of Federation’s Special Education Teacher Special Interest Group has grown 650 per cent in the past year. If you haven’t already, sign up here.
Scholarships awarded to teachers of tomorrow
Federation has awarded eight $4000 Future Teacher Scholarships to student members of the union.
The financial aid provided as part of the scholarships is one ways Federation supports student members throughout their initial teacher education. Not a member? Student membership of the union is free. Click here to join.
Applicants were asked to demonstrate their understanding of the value of public education and unions to our society, as well as their commitment to both.
The Future Teachers Committee only awards scholarships to applications of a very high standard. After scoring and ranking and discussing all 62 applications, the committee determined that eight people would be awarded 2026 Future Teacher Scholarships. We congratulate them and share an extract from each of their applications, demonstrating the future of public education is in good hands.
Aboriginal and Torres Strait Islander future teacher
Chelsea Mifsud, Master of Education (Primary), Western Sydney University: “Working alongside Walpiri Elders, families and educators taught me the importance of listening first, building trust and ensuring education reflects local voices and priorities. These experiences continue to shape my commitment to culturally safe and responsive practice.”
Culturally and linguistically diverse future teacher
Faiza Nagi, Master of Teaching (Secondary) STEM, Western Sydney University: “English is not my first language and I strongly believe that linguistic diversity is an asset. Language is closely connected to one’s identity and provides a sense of belonging… The more respect we show, the stronger and more positive relationships we build.”
Future teacher from a rural or remote area
Holly Chapman, Bachelor of Education (Primary), University of Canberra: “I believe education plays a vital role in ensuring that younger generations understand and value these communities and the contributions they make to our nation. As a future teacher, I hope to help students develop not only academic skills but also an appreciation for the significance of rural life and the communities that sustain it.”
Open to all future teachers
Dylan McBurnie, Master of Teaching (Primary), University of Technology, Sydney: “By collectivising our power and organising our political strength, unions provide the first and strongest line of defence against those who seek to dismantle systems of public good.”
Rachael Anderson, Bachelor of Education (Primary), Southern Cross University: “Through attending meetings as a student member of the NSW Teachers Federation… What resonated with me most was the strong sense of solidarity in the room; members advocating not only for themselves, but for their colleagues and the sustainability of public education.”
Future teachers in their first year of studies
Lily Grant, Bachelor of Education (Early Childhood and Primary), University of Newcastle: “My teachers recognised my individual learning needs, provided the support I needed to learn, and most importantly, believed in my ability to succeed… Their encouragement inspired me to pursue a career in teaching, so that I can offer the same opportunities and support to my own students.”
Jack Jones, Bachelor of Education (Early Childhood and Primary), Macquarie University: “Growing up, I was surrounded by conversations about fairness, advocacy and the importance of public education. Teaching was never simply seen as a profession, but as a way of serving the community and creating opportunities for future generations.”
John Kaye Memorial Scholarship
The John Kaye Scholarship is awarded to an applicant who demonstrates a strong commitment to the environment and/or social justice causes. This year it has been awarded to Tekle Setargew, Master of Teaching (Secondary), University of Wollongong: “Education helps you to understand yourself, how you relate to people around you and your own place in the world… Every human mind has the potential, and need, to be intellectually and creatively stimulated.”
Not a member? Student membership of the union is free. Click here to join.
Long-serving activists awarded Federation Life Membership
President Henry Rajendra has presented three union members with Life Membership, in recognition of their long-standing support to Federation members and our campaigns.
David Ferguson
David’s activism and leadership have consistently delivered practical outcomes, improved conditions and protected entitlements — all while building confidence and capacity in those around him.
Early in his career, David supported Federation’s significant statewide campaign to win release from face-to-face (RFF) teaching for primary and casual teachers.
At Inner City Teachers Association, David was elected as Casual and Unemployed Teachers Contact in 1989 and for four years co-edited and published a monthly bulletin.
In the early 1990s, he provided an affidavit to the NSW Industrial Relations Commission salaries case, which achieved increased salaries for casual teachers.
David became a Senior Curriculum Officer at the Board of Studies (now the NSW Education Standards Authority) in1993. He was handed an individual contract, which included clauses preventing access to sick leave for three months and no transfer of Department leave entitlements. He refused to sign, immediately called Federation and triggered a dispute that resulted in the first Education Officers Award covering the Board.
David served the Officers, Consultants and Advisers Association for nearly a decade as President and Councillor.
As Federation Representative, in 1996, David led a dispute over the Board’s attempts to terminate Education Officers and restrict right-of-return provisions for public school teachers. His was also integral to entrenching award entitlements at the Board, ensuring ongoing representation of public school teachers and public education values in the regulation of syllabuses, assessment, teaching and school standards.
As a Relief Officer, in mid-2003, David contributed to a campaign that saved many positions at the Department, providing critical and direct support to school communities. Later that year, David was elected as a City Organiser.
From 2019 to 2024, David served as Federation’s Deputy Secretary (Schools).
Amber Flohm
Throughout her career, Amber has been a powerful advocate for social justice, equitable access and equality of opportunity, combining grassroots activism with strategic leadership and sector-wide influence that extends well beyond the workplace and Association level.
As a new teacher, she actively encouraged colleagues to join Federation, emphasising the essential link between teacher working conditions, student welfare and quality learning environments.
Amber was elected as Federation Representative and Women’s Contact from 2000.
Elected as Fairfield Teachers Association’s President in 2004, she strengthened the Association’s engagement in Federation campaigns.
Amber participated in Federation’s Anna Stewart Program, was elected as a Relief Officer and then as a Federation Officer in 2008.
Throughout her various roles, including Multicultural Officer/Organiser, Senior Vice President and Deputy President, her leadership has been instrumental in major campaigns focused on workload, professional standards, equity and the future of the profession.
She has been a respected and authoritative representative of Federation. Her commitment to improving teacher workload, health and safety and gender equity has contributed to enhanced family and domestic violence leave; additional staff development days; and the Determination 1 Industrial Agreement, inclusive of the one-hour cap on weekly meetings. She also drafted Federation’s Charter of Teachers’ Work, which has been used as a central tenet for any policy development and implementation affecting teachers’ work in public education.
Amber has also been a continual champion of migrant and refugee communities and the teachers who educate them. Her advocacy is grounded in compassion, courage and a fierce commitment to human rights.
Elizabeth Scott
Elizabeth’s service has contributed courageous, values-driven activism that has strengthened the union, empowered members and advanced public education.
Since beginning her teaching career in 1984 Elizabeth has served Illawarra Teachers Association in roles including Casual/Unemployed Contact, Assistant Secretary, Vice President, Councillor for 25 years and 20 years as President.
Elizabeth has played a central role in organising mass meetings in the Illawarra. She’s led lobbying delegations for every major state and federal campaign in the region, ensuring that Illawarra voices have been heard by decision-makers and that Federation’s presence across the South Coast has been strengthened.
She has participated in election campaigning, letterbox drops, door-knocking and staffing polling booths.
Elizabeth has mentored many members into activism, encouraged participation in rallies, Council and Annual Conference.
As a long-standing delegate to the South Coast Labour Council, Elizabeth has contributed to regional union strategy and solidarity. She has served on the South Coast Labour Council May Day Committee and has spoken at numerous May Day rallies.
Elizabeth’s has been a member of Federation’s Workload Committee, Finance Committee and the Committee of Management for the Centre of Professional Learning.
In 2021, Elizabeth was a key speaker at the More Than Thanks rally on Macquarie Street. Since 2024, she has served on Federation Executive as a Custodian.
At every level, Elizabeth has strengthened the union and has mentored generations of educators who continue her legacy of principled, collective action.
Elizabeth’s service exemplifies the Federation’s highest ideals and stands as a powerful testament to sustained, values-driven activism.
Cost of living crisis: The privatised services driving inflation
Presentation summary coming soon, in the meantime read the Herald article here and come back later
Anti-racism needs public schools
Australian Human Rights Commission’s Race Discrimination Commissioner Giridharan Sivaraman has emphasised the influence that public schools have on shaping future generations of Australians — especially when it comes to affecting equality and discrimination.
In a video address to Federation’s Annual Conference on Sunday 5 July, Mr Sivaraman spoke to the potential for schools to stop the pendulum swinging in the direction of overt discrimination and hate.
“Public schools are so well placed to do this. Within public schools is the power to shape generations…Public schools are the schools that welcome people from all walks of life. New migrants, refugees and children in regional and remote communities,” he said.
“I went to public schools, my children went to public schools, my mother just retired from teaching in one — and I truly believe that public schools are the incubators for the future we want to — we need to — see.”
Federation, the Department of Education, the Public Service Association, the Aboriginal Education Consultative Group, the United Workers Union and the Australian Human Rights Commission are working together to implement the National Anti-Racism Framework. The framework recommends that school curricula include nationally consistent anti-racism content and that primary and secondary schools undertake holistic cultural safety reviews of their education provision.
“The work we have ahead of us … is honestly one of the highlights of my time as the Race Discrimination Commissioner to do this work alongside your union and the Department of Education,” he said.
Mr Sivaraman asked how we drag the pendulum toward a future that’s anti-racist, “where schools aren’t conduits for economic, cultural or racial domination, but are — instead — emancipating people from it, whether they’re black, white or brown”.
Mr Sivaraman acknowledged the vital role that teachers play in helping create such a significant change within Australian society: “We can’t do this without you. As teachers and delegates, you are creating — on the ground — the future we need to ensure systemic change. You are inspiring your students to tackle systemic problems and organising your colleagues to put the pressure on and fight for a system that works. Because the ambition of your work — of ensuring every single child can thrive — is not something that can be done off the smell of an oily rag.
“To me, it’s perhaps the single most important piece of anti-racism work in this country and that needs organised workers demanding the right resources, the right supports, and yes — the right wages — to give this work the best chance it can get.
“Anti-racism needs everyone, especially our public schools. Together, we can imagine a future where every child thrives — no matter who they are or where they’re from.”