Member Focus: Meet Jan Cox

Jan Cox at the IEUA WA Branch and [see insert] with Organiser Kathy Rogerson after winning Rising Star of the Year at the Delegates are Diamonds Conference in 2018.

From teaching at all levels to Rising Star, we’re happy to announce that Jan Cox is now the Professional Learning Coordinator for the IEUA WA Branch!

Splitting her time between her role as Inclusive Education Coordinator at Bold Park Community School and her new position at the IEUA WA Branch, Jan brings a wealth of insight and experience to her role here.

At Bold Park, she deals with the social, emotional and educational needs of children ranging from K-12 and her 32 years as a teacher in the classroom gives her the background necessary to provide professional learning of relevance and currency to members.

I wish to engage teachers and support staff of all levels, from Early Career to veteran, providing professional learning that assists the best outcomes for teachers, support staff and students.

On being asked what she wants to achieve in her new role as Professional Learning Coordinator.

A union member since late 2015, Jan joined the IEUA WA Branch after speaking to organiser Kathy Rogerson on a school visit. Jan was inspired to join because Kathy presented the union as doing more than just dealing with industrial disputes.

Kathy spoke to Jan about the union being relevant to every aspect of the working day, from professional learning to accessing member services from retail and industry partners as well as the assistance from staff on contracts and other matters. Kathy provided real-life examples that were practical and relevant. Kathy also spoke of the union as part of a larger community movement, dedicated to worker rights worldwide. Jan signed up!

At the end of the 2017, Kathy approached Jan about being a delegate at Bold Park. Jan recognised that having a delegate on site would made sense for her colleagues and lead to her own increased knowledge of union matters. She rose to the challenge.

In fact, she rose so fast as a delegate that in April, Jan was acknowledged by the IEUA WA Branch for her excellent work at Bold Park by awarding her the inaugural Rising Star of the Year Award presented at the Delegates are Diamonds conference.

Welcome Jan!

If you have any specific PL area requests, please contact Jan on

Check our current in-house professional learning opportunities here as well as those offered by Teacher Learning Network [TLN].

IEUA MEMBERS Workers Compensation Representation

The IEUA have partnered with Union owned Law firm United Voice Legal (UVL) to provide expert legal advice and representation for our members who have been injured at work.

UVL are owned and operated by United Voice WA, one of the largest unions in Western Australia, they provide legal services consistent with union values of fairness and equity ensuring IEUA members will get the best outcomes available. 

The union difference

UVL pride themselves on providing the “union difference”, UVL will fight for IEUA members to achieve the best possible outcome.

UVL operates on a ‘no win, no fee’ basis in most circumstances (conditions apply). UVL lawyers provide Workers Compensation legal advice to ensure members fully understand the legal ramifications surrounding your claim and your entitlements.


If you are injured at work:

  1. Report it;
  2. Complete an incident form;
  3. See your Doctor and obtain a first medical certificate;
  4. Complete a Workers Compensation claim form and forward the form with your Dr’s certificate to the Principal/HR Manager etc;
  5. Keep copies of ALL documentation you provide to your employer;
  6. If any IEUA member has concerns or questions about Workers Compensation call YOUR Union office.

The IEUA Office will refer members to UVL if the Workers Compensation claim is disputed or the insurers denies liability.

Injured at work and unsure of what to do call your union
PH: 9373 1000

Member Focus: Simon Martin

A significant portion of our union membership are student teachers. Student teachers are the future of our education system and our union; both as future educational leaders and advocates of the profession and workplace rights.

Union membership provides student teachers with access to exceptional professional learning opportunities, and expert industrial advice and support as they enter the workplace and take on their first roles within the education sector.

Simon Martin is a student teacher at the University of Notre Dame, completing his Masters of Teaching (Primary) after previously gaining a degree in Communications. Although a typical student teacher and union member, he also has the unique experience of working with the Communications Team at the IEUA WA Branch.

Through various part-time and casual roles while a student, Simon has gained intimate and first-hand knowledge of the precarious nature of work as a student and the concerns of young Australians about to begin their careers. Simon sees the union movement as a means of achieving social justice and a way of offering support to all workers.

“I see a lot of people my age getting a raw deal when it comes to job security, temporary contracts, hyper competitive job markets, and a systematic dismantling of workers’ rights. Unions are vital in giving people the protection and support they need when entering the workforce,” he said.

With his first teaching practicum in term 2 fast approaching, Simon is looking forward to utilising the many resources available to IEU members, including Curriculum Organiser and the Teacher Learning Network, as well as the professional learning sessions that the IEUA WA Branch holds for teachers.

Good luck on prac, Simon!

IEU members respond to the National Assessment Program (NAP) – NAPLAN reporting review 2019

IEU members respond to the National Assessment Program (NAP) – NAPLAN reporting review 2019

On the 14th of March 2019, IEU members nationally responded to the Council of Australian Governments inquiry into NAPLAN (you can find the complete submission here). More than 2800 union members working across Catholic and Independent schools, Australia-wide were surveyed. IEU WA branch union members will have the opportunity to have their say in our Branch survey early Term 2.

What did members have to say?

Whilst a number of IEU members who completed the survey see value and utility in the current NAP arrangements, it is evident that an overwhelming number have major concerns about the value and accuracy (in describing their individual students’ abilities) of the test and have little support for the utility in presentation on the MySchool website. Overwhelmingly (88% of respondents), IEU members support a formative assessment program that is created by and for teachers, that could be utilised when and where needed (as determined by the classroom teacher).

When asked, “do you believe the results of NAPLAN tests provide an accurate evaluation of your individual students’ abilities in numeracy and literacy” IEU members generally disagreed with the statement.

When asked “are the NAPLAN results useful for your planning for student learning” members indicated that overall they disagreed.

IEU members believe strongly that the NAPLAN data and results currently arrive too late in the year to be of high value and that a “national assessment tool, either in its current form or continuously available, should be available from early in the year for teachers to use according to their professional judgement.”

Improvements to NAPLAN

Members provided a wide range of reactions to the NAPLAN program. A number of common themes can be found among the members’ comments. There remains a large number of teachers who believe that the NAPLAN regime should simply be abolished. In their view, it serves no educational purpose and worse than that causes difficulties for some learners and/or the classroom.

A large number of members commented on the delay between the taking of the test (in May) and the delivery of student results much later in the year, providing very little time or capacity for that classroom teacher to work on areas of learning requiring attention.

IEU Members also reflected, in significant numbers, on the lack of linkage often between the tests and what is happening in the classroom; that the tests were inappropriate for Year 3 students given their level of maturation; insufficient time allocation in some tests/test items for students to be able to adequately respond; ongoing concerns about publication of the results on the MySchool website and the media’s preparation of ‘league tables’. There are concerns that the tests do not validly measure the intended benchmarks and that other classroom assessments provide a different and more accurate measure the student’s actual literacy and numeracy level.

The overwhelming conclusion remains that every aspect of teaching and learning has felt the negative impact of the publication of the NAPLAN data. IEU members commented on both what they saw as elements causing the pressure felt in schools as well as commenting on the consequences of that pressure.

Agreement that there has been additional pressure from the publication of NAPLAN data



Pressure on teachers


Pressure on students


Pressure on the school


Note: Percentages rounded

One of the predominant themes expressed by members about a source of unnecessary pressure was the lack of community understanding about the purpose (and limitations) of the NAPLAN data.  This included unrealistic expectations from parents about the purpose and their own expectations for their child’s performance.

IEU Members’ recommendations

  1. Clarification of purpose

The NAPLAN tests were originally promoted as ‘diagnostic tools’ however commentary by ACARA senior personnel, including statements before a Senate inquiry, suggest that the tests are a summative assessment of the learning for the year level cohort. After consultation with the education community in relation to needs with respect to the tests, the explicit purpose of the tests must be made clear and the tests constructed accordingly.

  1. Timing

If the NAPLAN tests are intended to be used by teacher to “help them better identify students who require greater challenges or additional support” it is clear that the current timing of both ‘taking’ the tests in May of the school year and then receipt of results quite late in the school year means that too little time is available for that classroom teacher to respond to the diagnostic results. Consequently it would seem sensible to conduct a ‘diagnostic test’ as early as possible in the school year and improve the turn-around of results so that more time is available to respond in the classroom. If it is determined that the tests are diagnostic tools these tools should be available for teachers to utilise at the appropriate time to suit the needs of their students as determined by the teacher’s professional judgement.

  1. Provision for special needs students

Principals and teachers generally agreed that the current tests do not provide for students with special needs and the ad hoc approach in some schools to encourage some students to ‘not attend’ on the test days is not an appropriate response. The establishment of a working party with classroom teacher, with expertise in supporting students with special needs, be established to provide advice in relation to the current and future NAPLAN test items. In particular, the expertise of classroom teachers needs to be accessed to establish the evidence and benchmarks for measures of ‘one year’s growth, for one year’s schooling’ for students across the entire cohort.

Teachers Registration Board –Representation of IEU Teacher Members

One of the functions of the Teacher Registration Board of Western Australia (TRBWA) is to regulate the professional conduct of teachers. Some of the ways the TRB manage this are:

  • receiving and assessing notices and complaints about teachers
  • deciding whether disciplinary proceedings should be initiated on receipt of notices or complaints, a change in criminal history or changes to teaching status in another State
  • conducting investigations in relation to disciplinary or impairment matters
  • managing disciplinary proceedings and implement disciplinary action against teachers as required.

ACTION Members should take if you receive a letter from the TRB advising they have received a complaint and are investigating the matter:

  1. CALL YOUR UNION immediately to receive sound and accurate advice
  2. Do not respond to the TRB
  3. Do NOT discuss the letter with your colleagues (as it may be confidential)

The IEU represents all teacher Union members before the TRB. Union members do not need to engage a lawyer, the IEU Industrial Officers are experienced in representing Teacher members with TRB matters.

ELICOS and Registered Trade Organisation Employment Standards – Breaks

ELICOS and RTO Members

The Educational Services (Post-Secondary Education) Award 2010 provides for the minimum employment conditions for members employed in RTO’s and ELICOS areas

Members have recently contacted the IEU office to clarify their entitlements regarding Breaks. It appears that many staff members are not getting breaks during the day.

The award prescribes for all employees to have paid rest breaks.

22. Breaks
22.3 All employees

  • An employee must be allowed two 10 minute rest breaks on each day as follows:
    • one 10 minute break between the time of commencing work and the usual meal break; and
    • a second 10 minute break between the usual meal break and the time of ceasing work.
  • An employee who works more than four hours overtime on a Saturday morning must be allowed a rest break of 10 minutes between commencing and finishing work.
  • If an employee is required to work through their normal meal break the employee will be paid double time for all time so worked until such time as the meal break is given.
  • An employee working overtime will be allowed a meal break of 20 minutes without deduction of pay after each four hours of overtime worked.

ACTION to take if you are not receiving your breaks:

  1. Contact your IEU organiser
  2. Draft an email to send to management
    • pointing out that you have the right to breaks
    • management are legally obliged to provide breaks
    • you would like to meet and discuss how breaks can be organised for you and your colleagues

  3. Discuss this with your IEU organiser
  1. Progress!

Please visit your school page on the web site to read a copy of your award and Enterprise Bargaining Agreement, if your organisation has an EBA.