TEACHER GRADUATE

NEWSLETTER
SUPPLEMENT TO THE AEU NEWS OCTOBER 2014

Stand up and be counted

The outcome of the upcoming state election will directly impact

on your lives as new educators next year and beyond. The AEU is
campaigning hard for public education but we need your help.
Meredith Peace AEU branch president

ongratulations to those on the brink of completing

the final year of your education studies. On behalf
of the AEU, I welcome you warmly to this incredibly
important and enriching profession.
The AEU proudly represents our members on
industrial and professional matters, as well as
advocating strongly for the ultimate stakeholders in
education our students. Weve been lobbying hard
to pressure the major political parties to commit to
increasing resources for public education and were
ramping up our efforts in the lead-up to the state
election on November 29.
The outcome of this election will have a direct
impact on your life as an educator. Theres a lot at
stake for you, both personally and professionally. It
will affect your wages and working conditions in the
years ahead, and it will affect the students with whom
you work and their opportunities.
Over the past four years, the Napthine Government has withdrawn over $600m of funding from
our schools. Cuts have been made to literacy and

numeracy support officers, Indigenous aides, reading

recovery programs and VCAL co-ordinators. The
Education Maintenance Allowance for disadvantaged
students has been axed and hundreds of staff in the
Education Departments regional offices have lost
their jobs. Our school students continue to be the
lowest funded in the nation.
The Napthine Government has introduced an
autonomy agenda which has led to more responsibility and increased workloads for principals, without
providing them with any additional resources. On top
of this, an average of $300m per year has been cut
from TAFE over the past four years. The results of this
unprecedented attack on higher education are already
evident. Course fees are more expensive than theyve
ever been, hundreds of courses have been cut and
almost 3,000 TAFE jobs have been axed.
As you are poised to enter the profession,
Iencourage you to become an active member of
our union. Getting involved with union activities and
campaigns will help you to keep up-to-date with
key issues affecting your work and will give you an
opportunity to advocate for your profession and

YOUR ORGANISER
ADAM SURMACZ

TUDENT and beginning teachers

have their own dedicated AEU
organiser Adam Surmacz.
To find out more about
what the AEU can offer or
to join our New Educators
Network, call Adam on
(03)94172822 or
email Adam.Surmacz@
aeuvic.asn.au

your students. But being an active, mobilised union

member is also great fun. Youll become part of a
community made up of diverse, inspiring, like-minded
people committed to campaigning for high-quality,
accessible and equitable public education for all.
With just over 40 days until the state election, we
need your help to build momentum and pressure our
politicians to support public education. Sign up to our
online campaigns like puteducation1st.com.au and
share links to our petitions throughout your networks.
Over the coming weeks, there are also many different
actions that wed love you to be part of. Theres doorknocking in marginal electorates, community forums
around Victoria and an Early Childhood Stopwork rally
on October 22 all of which you are welcome to
participate in. Contact our Recruitment, Training and
Campaigning unit to find out how to get involved.
Collectively, we are the qualified, professional
voice on public education. We know what our students
need to achieve their potential, and we know what
resources we need to be able to deliver that to them.
We have 50,000 AEU members in Victoria and united,
we have great power to effect change.

JOIN THE AEU

Members
hip
is FREE fo
r
students!

HE AEU Victorian branch represents 50,000 teachers and education

staff in schools, TAFE and preschools.
Its part of the federal A ustralian Education Union, with 190,000
members nationwide.
We provide advice and assistance to members on matters including:
Salaries
Work problems
Professional and
Leave
Conditions of work
curriculum matters.
Legal issues
WorkCover
Entitlements and rights
Probation and registration
We also provide access to cheap loans and health insurance and great computer deals.

Joining the AEU is easy

just go to www.aeuvic.asn.au/join

A EU h e a d o f f ic e 1 1 2 T r enerry C rescent, Abbotsford 3067 Te l: 03 9417 2822 F ax: 1300 658 078 We b: w w w .ae u v i c. as n . au

Being savvy on social media

Adam Surmacz, teacher graduate organiser

Social media can be a powerful way for teachers, parents and

students to stay connected but its not without its pitfalls.

ake profiles, cyber bullying, sexual harassment,

stalking and defamation these are just
some of the risks inherent in using social media.
As a teacher, there are additional issues around
disclosure that could jeopardise your professional
reputation. In the worst case scenario, this could
lead to a breach of your employment contract.
While the AEU can offer advice on many of these
issues, prevention is always better than cure. So
what can you do, as a teacher, to minimise risks and
be savvy on social media?

settings on entire folders of your own

photos. Your Instagram, profile and timeline
photos need to have the settings changed
individually.

TIPS
 Plan a regular privacy
settings check-up
 Consider the photos you share. Do
they represent you appropriately?

OO Be careful about accepting friend requests.

In most cases, it is best to keep your

professional and private life separate. Ignore
or decline contact made by students or their
families, and follow up with a quick off-line
discussion to let them know how youd prefer
to be contacted.

 Think twice before posting comments

about work-related issues
 Be prepared to reject friend requests
from students and their families

OO Plan an occasional Facebook check-up to

keep abreast of any changes to privacy

settings that might have affected your profile.
Through your general privacy settings, you
can edit who can see your posts and limit
who can search for you or contact you on
Facebook.
OO Be selective and sensible about the kinds

of photos you upload and how they might

represent you and potentially also your
colleagues. Cover photos are always public.
Also be aware of photos of you that are
uploaded by others. If in doubt, remove your
tag or politely ask your friend to remove it.
In most cases, you can change the privacy

OO Comments you post about your workplace can

 Be aware that parents, students and

future employers might see your
profiles

make their way back to the people concerned,

including school leadership. Think twice before
posting any negative content.
OO Be responsible. Report inappropriate images

or posts and have them removed. Students

must be at least 13 years of age to have a
Facebook account so if you become aware of
an account holder below this age, you should
report it to Facebook.
Many schools are developing their own social
media policies so find out whether there is a policy
at your workplace. If you do find yourself in a

Connect with your AEU to stay up-to-date with campaigns, professional

development and professional issues.
Victorian Branch New Educators Group: www.facebook.com/groups/new.educators/
Victorian Branch Page: www.facebook.com/aeuvic
AEU Federal Page: www.facebook.com/AEUfederal
Or connect with us via our Twitter handle: @AEUVictoria

situation where you feel that there may have been

an ethical or legal breech, contact the Membership
Services Centre at the AEU for advice and support.
Its important to note that social media is not a
complete no-go zone for educators. Many Victorian
schools have successfully harnessed the power of
social media to enhance student learning. There
are many online resources that provide ideas for
incorporating social media into education, including
Tweechers teachers who tweet. These can be an
invaluable way to network, gain support and plan for
your classes.
DEECD has published a Using Social Media: Guide for
DEECD Employees which provides examples of suitable
ways to use social media, along with outlining some of
the legal ramifications of misuse. It can be found
through the search function on the DEECD website at
www.education.vic.gov.au.

3 Year Fixed
Welcome Rate
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Introducing our new Welcome Rate

Visit victeach.com.au or call 1300 654 822.

Comparison Rate

1. Offer valid for applications received between 1 August 30 November 2014 and loan must be funded by 28 February 2015. Minimum new loan amount is $150,000. At the end of the chosen fixed
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rate. Fees and charges apply. Terms and Conditions available upon request. Victoria Teachers Limited, ABN 44 087 651 769, AFSL/Australian Credit Licence Number 240 960.

Teacher Graduate newsletter | october 2014

Tree change for

graduate teachers

Danielle Ford & Emily Maher

For some student teachers and graduates, the benefits of

beginning their career in a regional area far outweigh the
hardships. Adam Surmacz finds out why.

he 2014 AEU Beginning Teachers Survey reveals

that over 33% of Victorian graduate teachers
choose to work in regional schools during the first
four years of their career. Despite the romantic
idea of going bush and living in a small community,
many of these new teachers face unique challenges.
According to the survey, more regional teachers
are asked to teach outside their areas of expertise
than their metropolitan counterparts 28.74%
compared to 20.86% of urban teachers. Graduate
teachers in non-metropolitan areas are also less
likely to have received the 5% reduction
in their scheduled duties as
stipulated by their EBA. And
only 68.79% of regional
beginning teachers
have a mentor
compared to 76.34%
of city graduates.
The statistics
may be discouraging, but its not
all bad news. At the
2014 AEU Tri-State
Conference in Mildura,
delegates had the
opportunity to swap notes
about their experiences as new
teachers starting their careers far
from the hubbub of the city. And one message
came through loud and clear: teachers in regional
schools often have a uniquely strong connection to
their local communities. Eliza Shearer, a second year
graduate teacher at Robinvale College, says small
towns are like a big family. Its so easy to get to
know all your students, as well as members of the
community, she says.
Part of being in a small community is seeing your
students outside of school. Chaffney Secondary
College teacher Triona Allen always bumps into
students at the shopping centre. Its great because
they see me as a real human with a family, and
not just as a teacher who exists only inside the
classroom, she explains.
There are some hurdles to overcome, including
reduced support networks, both professionally and
personally. Jack Freeman, a graduate teacher at
The Lake Primary School, feels that its harder for

regional teachers to access professional development opportunities. There simply isnt adequate PD
available in regional areas, he says. The costs of
transport for outsourced PD are too great to warrant
their worth.
Lauren Hepworth, a primary teacher at Werrimull
College, says sometimes she struggles with being
the only teacher in her year level unit. I have to
plan independently as I dont have others in the
same level to create work programs, lesson plans or
share ideas with, she says.
Living away from family and friends
can be challenging too, says Mark
Tregeagle of Mildura Specialist
School. My brothers and
sisters live four to five
hours drive away so I
dont get to see them
as much as I would
like. That limits my
support base.
The graduate
teachers at the
Mildura conference
had some practical tips
for new educators thinking
of giving regional schools
a try. Mark Tregeagle suggests
having a reliable car so you can make
it home to see your family when you need to.
Lauren Hepworth says its important to create your
own support networks. Ensure that you connect
with other graduates or teachers from cluster
schools to enable further development through the
sharing of lesson ideas, planning documents and
classroom management strategies, she says.
And then there are the day-to-day things
graduates might take for granted. Triona Allen
knows well that small towns dont have all the
conveniences of the city. Are the shops open on a
Saturday? she asks. There might be only an IGA
and perhaps no cinema. Can you live without these
things?
Despite the challenges of the tree change, Jacqui
Clarke is encouraging. Give it a shot, she says. If
in doubt, visit the town and school first to get a feel
for the community and whether it is something you
are willing to try. Its a wonderful experience.

Lauren Hepworth & Eliza Shearer

Mark Tregeagle & Jacqui Clarke

Mia Humphrey & Jack Freeman

Triona Allen

www.aeuvic.asn.au

Getting serious about going casual

Marino DOrtenzio, deputy vice president, secondary

If youre looking for a job or if youre not ready to commit to full-time work
casual relief teaching is a rewarding option.

id you know that CRTs represent one in five of

all practising teachers? Or that CRTs deliver
on average 10% of the learning for each student
each year? Employed by the hour, by the day or
by the week, casual relief teachers are an integral
part of the teaching profession. When teachers are
struck by the flu, attend training or are called away
unexpectedly, schools turn to CRTs to keep the ship
afloat.
For graduate teachers, beginning your career
as a CRT can have many advantages. Its an
opportunity to gain insights into many different
school cultures and can provide flexibility if you are
balancing work with further study. But perhaps most
importantly of all, its a terrific way to hone your
planning, engagement and classroom management
skills.
Getting registered
In order to teach, CRTs need to be registered with
the Victorian Institute of Teaching (VIT). To qualify
for this, they need to have either completed an
approved teacher training course or have been
granted permission to teach from the VIT.
CRTs are employed directly by school councils
or by agencies, rather than by the Department of
Education and Early Childhood Development (DEECD).
That means CRTs are not covered by the Victorian
Government Schools Agreement, 2013. Their conditions of employment, including wages and grievance
procedures, are set out in the Ministerial Order 200 or
outlined in their agency contract. Theres a link to the
Ministerial Order on the CRT page of the AEU Victoria
website (www.aeuvic.asn.au).

Rates of pay
The Department has committed to increasing CRT
rates each year in line with the pay rises for G1
teachers under the VGSA, 2013 (see box below).
The current rate of pay includes a 25% loading in
lieu of personal leave and public holidays. A school
is required to pay superannuation to any teacher
who has earned more than $450 from CRT work at
that school in the space of a month. The minimum
period of CRT work is three hours, paid to the
nearest 15 minutes. Six hours of CRT employment
constitutes a full CRT day (excluding an unpaid 30
minutes for lunch). Overall, the maximum number of
hours per week that a CRT can work is 38.
When starting a fixed-term contract or an ongoing
position, CRT work is included as approved teaching
experience. That means that a teacher with 200
days or 1200 hours of documented CRT experience
will be able to apply for an increment to the next
salary level. It is therefore important for teachers to
document all CRT work undertaken. Each financial
year, principals are required to provide a statement
detailing the extent of a CRTs work in that school.
It is important to include these letters, along with a
statement of earnings, as verification of your work.

members can freely discuss issues and share

resources. The AEU runs three CRT conferences per
year which are tailored to the needs of CRTs and
are designed to cover the VITs PD requirements for
registration renewal.
CRTs can access industrial advice and support
as an AEU member, both from the AEU centrally
and also at the local level from AEU sub-branches.
When you start working as a CRT, contact the AEU
rep at your school to find out about opportunities to
participate in meetings and PD. Remember we are
one profession, one union.
More information on the support available for CRTs,
including how to work towards gaining full registration,
is available at www.vit.vic.edu.au. To discuss industrial
issues, contact Marino DOrtenzio on (03) 9417 2822 or
email Marino.DOrtenzio@aeuvic.asn.au.

Professional development
Working as a CRT has its own rewards and challenges. The AEU convenes a CRT Association to
support our members, which provides opportunities for CRTs to network and exchange ideas. The
association meets on the first Monday of each term
break. AEU also administers a Facebook page
(www.facebook.com/groups/AEU.CRTs) where

Changes to
CRT rates
From February 2015
CRT hourly rate $47.32
CRT daily rate $283.90
From August 2015
CRT hourly rate $48.88
CRT daily rate $293.30

Better off with a lower rate.

Basic Home and Investment Loan Special1 Rate

Comparison Rate

4.60 4.61
%
p.a.

%
p.a.

Plus, well waive your application fee if your loan is $150,0003 or more.

Call Sharon on (03) 9854 3320, email communitydevelopment@bankmecu.com.au

or visit bankmecu.com.au for more information.
mecu Limited ABN 21 087 651 607 AFSL / Australian Credit Licence Number 238431 trading as bankmecu. 1 Terms, conditions, fees and charges apply and are available on application. Loans subject to normal lending criteria
and approval. Rates correct as at 3/10/2014, however are subject to change at any time. Check bankmecu.com.au for the latest rates. Applications must be received by 31/12/2014 and settled before 31/05/2015. Offer is
restricted to new property purchase, new construction or for external refinance. 2 The Comparison Rate is based on a loan of $150,000 for 25 years. Fees and charges may be applicable. 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 result in a different comparison rate. 3 The $595 establishment fee applies to applications below $150,000.

Teacher Graduate newsletter | october 2014