| SSTUWA Executive: Gwen Stapleton |
 I have been a member of the SSTUWA since I started teaching nine years ago as a mature age graduate and a single-parent with three children. I taught English for two years in the Wheatbelt where I learned that being a competent teacher does not necessarily guarantee respect or support from those who are in positions of power. It was there that I also learned that taking on the position of Union Representative is one of the most rewarding and empowering things a teacher can do. From Katanning I moved to Karratha SHS where I again took up the position of Union Representative. I worked alongside Frank Herzog to deal with issues related to inadequate housing, bullying, stress, performance management, racism, student behaviour and OSH issues. It was there that I developed an intimate relationship with DET policies, learning that they can empower and, in some cases, disempower teachers. I was also actively involved in the 2006 EBA campaign and have fond memories of standing in 45 degree heat under the scant shade of trees in Millers Well Primary School listening to Frank as he informed us about the latest offer and us unanimously rejecting it. The close community of teachers in Karratha were united in their efforts to improve conditions then, as they are now. It is a sad indictment that they continue to deal with inadequate housing, inadequate conditions, student behaviour issues and OSH issues. I moved back to Bunbury five years ago and have been Union Representative at Newton Moore SHS since then. During this time our branch membership has increased to over 95% and we have gained a reputation as one of the strongest branches in WA. We are known for our tenacity and for our commitment to adhere to the conditions outlined in the 2006 and 2008 EBA respectively. I am appalled at the short-sighted way the Year 8 Cohort issue has been handled by all concerned. Five hundred experienced teachers is an extraordinary resource that should not be allowed to go to waste. We are constantly trying to juggle teaching time to cater for students with severe literacy problems. We are constantly frustrated at the lack of resources for these students. Many students have literacy problems that cannot possibly be dealt with within the constraints of a normal class size. Why not use the 500 teachers take care of the specific needs of these students? Every day we read about teachers being subjected to verbal, emotional and physical abuse from disenfranchised students. Think of what 500 teachers could do to support these students – smaller classes, specialised programs, counselling, mentoring, meeting time with parents to work out student behavioural programs, time to simply get to know the students better so that we could meet their needs, time to work with specialists who support the students – the possibilities are endless. Why aren’t these ideas being considered by DET and the Minister for Education? In comparison with other countries the Australian public education system is woefully under-resourced. Children are slipping through the cracks in a system that should be taking care of their needs. The cracks are getting wider and wider. Who is speaking for contract teachers, graduate teachers, or relief teachers? Don’t they count? They pay their union membership fees. They deserve a voice just as the 500 Permanent Teachers do. Member’s First will be that voice and we will not be silenced when the time comes to negotiate our new EBA. We will be a proactive voice, not a reactive one. We will be there for you. |