OUR 2026 ELECTION WINS
This year is already proving to be a big one INCLUSION IS A CORE VALUE OF PUBLIC EDUCATION Diversity is the norm in our classrooms BRINGING NEW EDUCATORS INTO THE FOLD Ensuring our newest colleagues feel supported and empowered
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This year is already proving to be a big one. We continued advocating for infrastructure through our state election campaign, kicked off the 2027 enterprise bargaining campaign to develop the members’ log of claims, and have been working with SA Unions and the Federal AEU to effect change for workers more broadly. All this work is driven by our commitment to securing meaningful improvements to public education and the working lives of educators.
While much of our advocacy takes shape through our campaigns, we often achieve significant wins through our other avenues.
We’ve spent a significant part of the past six months meeting with members of government, including the Premier, Deputy Premier, and Education Minister, alongside SA Unions, to obtain commitments for meaningful change that will positively impact our members. These commitments have been won outside of the enterprise bargaining process by utilising your stories during meetings with politicians and policy makers to strengthen our position.
Thank you to those members whose stories helped us secure these exciting promises from Government:
+ A commitment to reviewing all support staff classifications
+ $210M of additional funding for infrastructure upgrades
+ Periods of parental leave counting toward service time for long service leave accrual
+ The introduction of reproductive health leave
+ Strengthening of the rights and duties of health and safety representatives
+ Expansion of Aboriginal and Torres Strait Islander cultural leave
I am particularly proud of the work that our union has done to secure commitments to industrial reforms, which will have a profound positive effect on both the strength of our union and the rights of public educators. They include:
+ Improved recognition of union delegates in workplaces
+ Improved union access to new employees
+ Limiting of fixed-term contracts
The Government has expressed its belief that every worker is better off by being a member of their union and that the union should be part of a worker’s induction process. Our Sub-Branch Secretaries must also be provided with time to discharge their duties at the local level. We know that, when our sub-branches are strong and active, we achieve better outcomes for both educators and students.
It’s also vital that our educators have secure work. The Government’s commitment to limiting the use of fixed-term contracts should result in far fewer educators finishing a school year wondering what comes next. We know that this will have a profound impact on our support staff and contract teachers.
It’s important to celebrate the wins our members have achieved – especially those we manage to secure outside of a bargaining process. These election wins represent the joint efforts of all South Australian unions and will be widely and deeply felt by workers across our state. Something we can only achieve when standing together.
What do young people want from their work, and what might help them stay in public education?
Recent research from the Australian Council of Trade Unions offers some useful clues.
Their research looked at Australian workers aged 18-29, the bracket which covers most of our new educators. Their work digs into how younger workers think about work, unions, and the issues shaping their decisions about employment.
The biggest concerns identified by young workers aren’t surprising: cost of living, housing affordability, and wages. The same things that worry most of us.
Nearly three quarters of young people say housing affordability is something that requires urgent attention.
Most of us start our careers managing debt (usually HECS), enduring insecure employment, and often working in or relocating to unfamiliar communities. These pressures shape how sustainable a job feels when you’re starting out.
The research also challenges a common assumption about younger workers and unions. Far from being disengaged, this age bracket is currently the most likely age group to say they would consider joining a union - with around 28% of non-members indicating they would consider membership.
This suggests that many younger workers recognise the value of collective representation in improving working conditions.
Education across Australia is grappling with a common challenge: teacher shortages. Experienced teachers are leaving the profession citing reasons like unmanageable workloads, classroom complexity, and burnout – all of which aren’t worth the wages paid. Up until 2025, enrolments in Initial Teacher Education had been declining. In 2025, enrolments in Initial Teacher Education increased by 7%, which is the first time in nearly a
decade that trends are heading in the right direction. Education departments across the country have been advertising the teaching profession and engaged in marketing campaigns to entice people into becoming educators. The Federal government have added more Commonwealth Teaching Scholarships, and the union-won $319.50 weekly support for students during placement is likely helping too.
That means we’re likely to see more new educators entering schools and preschools in the coming years, and around 75% of those studying in Initial Teacher Education are under the age of 31.
It's important we understand what younger educators want and need from their work – to ensure that we retain this much-needed influx of teachers.
EA27: AN OPPORTUNITY FOR NEW EDUCATORS
In term one, we begun circulating EA27 surveys to both members and non-members. The data we collect will help form the pillars we take to formal bargaining later this year. This term, we'll be working with members this term to refine and shape the details of platform through meetings and forums.
For many younger educators, this will be the first time they've contributed to an enterprise bargaining process. EA27 is an opportunity to work towards improvements that both decrease workload and increase wages to ease cost of living pressures.
If you haven't completed an EA27 survey yet, I encourage you to ask your subbie or local Organiser about it. While you’re filling it in, chat to a new educator about bargaining and the reasons you’re an AEU member. Our next EA is a simple and powerful method of bringing new educators into our union community, strengthening our power, and improving the profession for everyone.
SADIE GENT VICE PRESIDENT
Beginning a teaching career in South Australian public schools means stepping into classrooms where diversity is the norm. Students bring different strengths, cultures, identities, and learning needs - including disability, language differences, and varied learning profiles. Inclusive education is therefore not an additional task for teachers; it’s a core principle of public education. At the heart of our profession there is a commitment that every child has the right to belong, participate, and learn in their local public school.
For educators entering the profession, it’s important to understand both the responsibilities and the rights connected to inclusive practice. Teachers have professional obligations to ensure students with disability can access and participate in education on the same basis as their peers, as outlined in the Disability Standards for Education (2005). This includes implementing reasonable adjustments to teaching, learning environments, and assessment. At the same time, educators have the right to appropriate resources, staffing, and professional support to make inclusion possible in practice. Inclusive education must also be delivered in ways that protect the health, safety, and wellbeing of educators. Safe working environments, appropriate
staffing, and clear risk management processes are essential to ensuring that both students and staff can participate safely in learning.
Inclusive education is collective work. No teacher should feel they're managing complex learning needs alone. South Australian public schools rely on collaborative teams that may include student support staff, specialist teachers, student support services professionals, and school leaders. Families and caregivers also bring important knowledge about their child’s strengths and needs. When schools work together in this way, inclusive practice becomes more sustainable and effective.
Teachers also play an important role in advocating for the conditions that make inclusion work. Educators are experts in their classrooms - your professional voice matters. When barriers arise - such as insufficient staffing, limited specialist support or unsafe conditions - raising these issues through consultation processes and union structures helps ensure that inclusion is supported by the systems and resources students and staff need.
Finally, inclusive practice develops over time. Early career teachers are not expected to know everything from the start. Seeking guidance from experienced colleagues, engaging in professional learning,
and connecting with professional networks all help build confidence and capability. By working collectively and continuing to develop their skills, new educators contribute to a public education system that genuinely supports every child to learn and thrive.
Advice from our Special Education Consultative Committee
Cheryl, Teacher
“Normalise different ways of learning. Build a classroom culture where students can openly talk about their strengths, challenges, and the supports that help them learn best. When adaptations and varied learning tools are routine, no student feels singled out for learning differently.”
“Learn from the team around you. In settings such as Disability Units, strong practice comes from collaboration. Observe experienced teachers, SSOs and therapists, and make sure everyone understands why strategies and routines are used.”
What you need to know
+ Public education spaces are, by their nature, diverse
+ Inclusive education is therefore a fundamental skillset for every teacher
+ But good inclusive education must be sustainable, and that means taking a collective approach
Madie, Growth Officer & high school teacher “You don’t have to have all the answers on day one. Inclusive teaching is a process of trying strategies, learning from what works and what doesn’t, and continuing to adapt your practice.
Dan, Assistant Principal “Recognise and celebrate small, incremental gains. Progress for some learners is gradual, and meaningful change happens over time. Valuing these steps builds confidence, sustains engagement, and affirms that every learner’s growth matters.”
+ Site leaders play a crucial role in the retention of new educators
+ Your professional insights have the potential to shape their career
+ Your role goes beyond professional feedbacknew educators must connect with the deeper purpose of our profession
One of the great joys of being a principal is welcoming new educators into our profession. I felt fortunate to be able to hire so many graduates - those who chose teaching early in their professional lives, and those who came to the role after experience in other jobs. I have enormous gratitude and respect for what new educators bring to our schools and students. I’ve learned much from them about both teaching and life.
Many assume that early career teachers are less effective than those with more experience. There is evidence, however, that passionate early career teachers deliver teaching of a similar quality to that of many of their more experienced peers.
New educators’ practice expands exponentially in their first and second years of full-time classroom teaching. This is where practical learning happens. It’s the period when new educators begin to see how quality teaching can positively impact not only student learning, but student wellbeing and potential.
But these first two years are also the most challenging, which underscores the need for wrap-around support. We must cultivate collaborative cultures where teachers can acknowledge and express their fears, uncertainties, and reflections to both professional mentors and peers.
In the busyness of a principal or director’s life, the personal and professional needs of new educators must remain a priority. This includes a thorough induction process to ensure teachers know the structures and
routines of your site. Perhaps more importantly, leaders must ensure new educators understand how they contribute to site culture - including the values, beliefs, and vision which characterise the school or preschool we're working to create. Understanding our site’s culture and the relationships we want to develop with students, colleagues, families, and the community are part of connecting with the deeper purpose of our profession. This is the job of our school leaders. Purpose is what sustains us when times are difficult. This is a gift of enduring value we can offer our new educators.
In practical terms, making time as a principal to be in the classroom providing feedback, encouragement, and a listening ear is appreciated by many new educators. I’ve also found that new educators value an hour after school when they can drop in to pose questions and to chat. Many of these fledgeling teachers - especially in country schoolshave left their families, partners, and communities to take a job. Making the effort to bring them into this new community and connect them with likeminded people is as worthwhile as professional support.
Schools and preschools are, fundamentally, about people. We all benefit from care and kindness and how we support new educators reflects that. Our newest colleagues need to know they don’t have to be perfect and that we’re here for them. It is an essential element of keeping talented new educators in our great profession.
+ New educators are one of our fastest growing member groups
+ But a high number of educators in their first five years are still considering leaving the profession
+ We are building a strongly connected community of support to help change things for the better
Building a powerful place for new educators in our union has never been more important. The stats don’t lie – up to 50% of teachers are consider leaving the profession within the first five years. No new educator falls into public education by accident, they come with passion, drive to do good by their students, and the hope of making a difference. It’s therefore up to our system, and our union, to support them.
In 2026, our union is investing helping new educators find their voice in the AEU. As part of that investment, I’ve been brought on as an Organiser with a new educator focus. As a fourth-year teacher myself, I know the struggles of these early years, even with all the support my colleagues have given me.
We’re building a dedicated space for new educators directly into the how we work more broadly as a union. Every term, we’ll be holding trainings, meetings, and community building events for new educator members to engage with their union and gain the skills they to build their capacity as unionists and the collective power at their sites.
At our termly New Educator Evenings, we’ll hear what is happening on the ground, plan collective responses, and implement our collective strategy to build the power of new educators across the state. This work will all culminate in our New Educator Conference in term three.
We're already getting results. New educators, including many of you reading this article, are one of the fastest growing parts of our membership.
As we get closer to enterprise bargaining, the need for new educators to be organised and an active part of their union is crucial. We’re working with new educators across the state to ensure you’re engaged in the enterprise bargaining from day dot.
It has never been a more exciting or important time for new educators to join the AEU and get active. You have a seat at the table and a chance to directly influence how our workplaces and profession should function. Join one of our upcoming events, get your colleagues to join their union, and reach out at any time if you have any thoughts, ideas, or questions. I can’t wait to see what we’ll achieve together.
+ Our percentage of young educators is growing
+ But retention of educators in the first five years of work is still low
+ We need a comprehensive approach to supporting and retaining this essential new workforce
Growthinworkforce employees under the age of20, since 2022:
228% increase in female employees
258% increase in male employees
As educators, we’re encouraged to use data to inform our practice: to identify trends, recognise patterns, and guide decision-making. Workforce data can offer similar insights into our profession, particularly for young educators.
Recent Department for Education workforce figures show steady overall growth of approximately 1.5% to 3% per year. Within that stability, however, there’s been significant change among the youngest employees. Since 2022, the number of female employees under the age of 20 has increased by 228%, and male employees in the same age bracket by 258%. While these groups still represent only 0.76% and 0.36% of the total education workforce respectively, the scale of growth signals a notable shift.
Growth is also evident among slightly older early-career educators. Female employees aged 20 to 24 have increased by 126% over the same period. In contrast, most other age groups have remained relatively stable, with annual changes of approximately 2% to 5%.
These figures don’t capture all new educators, as people enter the profession at many life stages. However, it is reasonable to assume that most workers in the youngest age brackets are at the beginning of their education careers. This cohort is also predominantly female - approximately 71% - reflecting the gendered composition of the profession.
Alongside this demographic shift, the AEU consistently hears from new educators who feel underprepared when they first enter the workforce. Many report limited understanding of their workplace rights, professional expectations, and the support available to them. Increasingly, new educators are entering through Special Authority to Teach pathways or while still completing their university studies, and often working concurrently in support roles. While these pathways provide valuable opportunities, they also highlight the importance of strong professional support networks.
This presents both a responsibility and an opportunity. Union membership provides access to training, advice, and collective advocacy that can help early-career educators build confidence, understand their rights, and navigate the complexities of the profession.
Existing members play a crucial role in this process. A simple conversation with a new colleague explaining the role of the union and how it supports educators can make a lasting difference. For new educators themselves, engaging in union training and meetings offers a pathway to connection, knowledge, and professional voice.
Workforce data tells us that a new generation of educators is arriving. Ensuring they are supported, informed, and connected will strengthen not only their careers, but the profession as a whole.
WELLBEING
SAM LISLE-MENZEL UNION EDUCATION DIRECTOR
I remember distinctly my colleagues sharing advice with me when I started at Mount Gambier High School: get your ‘paper work’ in on time, spread out your assessment deadlines (don’t make all classes submit assignments on the same Friday!), join your union, and take advantage of AEU learning opportunities.
I did still kiss entire weekends goodbye when it came to marking, but I also made the most of my opportunities as an AEU member. In the early years of my career, I started to find balance through the skills I learned and connections I made at events like our New Educator Conference, Classroom Management and Engagement Strategies Training, and Women’s Conference. I gained a deeper understanding of unionism through our union education training like New workplace representatives, PAC, and Merit selection. I’ve also made lifelong friends by building my community through AEU SA training and events. My engagement with AEU training and events not only improved my teaching practice, it galvanised my commitment to our union.
Attending AEU training is a major benefit of membership, but new educators often need to hear about the opportunities from trusted colleagues. The number one reason new educators say they attend AEU events is because their colleagues encouraged them to.
As a member, the advice and guidance you give new educators is gold dust. You’re uniquely positioned to talk about why union membership and building your own professional community are so important.
This term, I encourage you to give your colleagues a helping hand to make the most of training - help them log on or maybe join them at an event!
But our training isn’t just valuable for new educators. If you’re a leader or you know a leader who’s looking to grow their knowledge, we offer a dynamic and varied leader training series, including Wellbeing leadership: Challenging conversations to support wellbeing and Building effective teams.
We also run annual conferences for different professional groups, like our SSO Conference, Aboriginal Members’ Conference, and Preschool Conference.
Every member at any stage of career can benefit from specialised learning such as Psychological safety in schools, Supporting learners with ADHD, and Neuroaffirming classrooms and practices.
Our online, on-demand learning portal is now live. So, you can access dozens of trainings whenever and wherever suits you. Flip to page 20 of this journal to see what’s on offer this term.
Your ideas shape our annual training program. If you want training on a specific subject that you can’t see on our website, get in touch.
FRIDAY 12 JUNE | 9:15AM - 3:30PM
Our Member Leader Conference connects fellow Sub-Branch Secretaries, Women’s Contact Officers, SSO Contacts, TAFE Divisional Council members, New Educator Representatives, AEU SA PAC Representatives, and WOC members.
Our 2026 conference boasts a fantastic keynote speaker, artist and activist Peter Drew, who lives his values every day.
I’m a proud Aboriginal man with family connections on the far west coast of South Australia near Fowlers Bay. I’ve been an AEU member for twenty-four years and have worked in Aboriginal Education for twenty-eight years. I’ve represented the AEU on state and federal committees over that time and worked as the AEU Aboriginal Focus Organiser for ten years. I’m excited to be back and focused on supporting our Aboriginal members.
My role as Aboriginal Members Officer is designed to strengthen the representation, voice, and advocacy of Aboriginal educators across public education in South Australia. Working across schools, preschools and TAFE, the role ensures that Aboriginal members are supported both individually and collectively within the union’s industrial and professional work.
At its core, the position provides strategic advice to union leadership on matters affecting Aboriginal members and Aboriginal education, ensuring that Aboriginal perspectives are embedded in union policy, campaigns, negotiations and communications. The role also actively recruits, engages, and retains Aboriginal members, fostering leadership and activism
Get to know Danny Ellis, our Aboriginal Members Officer and Member Assist Officer.
through caucuses, conferences, committees, and other union forums that amplify Aboriginal voice. The position plays an important advocacy function by monitoring and influencing policies of the Department for Education, TAFE SA, and government agencies that affect Aboriginal educators and students. Through collaboration with Aboriginal communities, organisations, and inter-agency groups, I will build networks that strengthen culturally informed policy development and union campaigning.
Complementing this work, the Member Assist component of my role provides practical industrial support to members, including advice on grievances, workplace issues, and employment conditions. Together, these functions ensure Aboriginal members have both a strong collective voice in union decision-making and direct support when navigating workplace challenges.
A quick check-in with our team of passionate and hard-working Organisers.
MICHELE APPLETON Organiser, Aboriginal Education Specialist michele.appleton@aeusa.asn.au
In term one, I hit the ground running across a number of new areas. I’ve been working with sub-branch secretaries, attending meetings, and connecting with staff and members. If you’d like me to visit your site in term two, please email me your preferred day and time, and I’ll factor this into my planning. I look forward to continuing to work with you all!
OSCAR JOLLY Organiser, New Educator Specialist oscar.jolly@aeusa.asn.au
The start to 2026 has been a powerful one. With over 80 visits this term, it’s been brilliant meeting members, reps, and leaders at sites across South Australia, hearing and supporting what is needed on the ground, and building our power together for the important year ahead.
LEANNE SHANE Organiser, Inclusive Education Specialist leanne.shane@aeusa.asn.au
2026 is off to a busy start! I’ve been visiting many schools and preschools and attending AEU AGMs and subbranch meetings to discuss our key election priorities and share the EA27 survey. Thank you to members who have already shared their valuable thoughts. I’ve enjoyed meeting members in the Barossa and Eastern Urban areas, which are new for me this year. If I haven’t made it to your school yet, please reach out and we can book a visit. I’m also happy to attend your next sub-branch meeting.
LISA SIGALLA Organiser, Support Staff Specialist lisa.sigalla@aeusa.asn.au
Term one was incredibly busy. With the start of our consultation for EA27, I’ve been visiting as many sites as possible. I’ve attended many of your sub-branch meetings as well as hosting several SSO, Did You Know? Sessions. It's been inspiring to see how many members have taken the time to think deeply about what educators need from EA27. Leaders, teachers, and support staff have engaged positively with the process. I also want to welcome our new members, who recognise that it’s more important than ever to join the AEU. As we head into bargaining later this year, we need to have a strong and powerful voice, and every new member makes us stronger!
ROWAN SIMS Organiser, Country Education Specialist
rowan.sims@aeusa.asn.au
In 2026, my focus is strengthening AEU presence across country and remote sites by increasing membership density, supporting sub-branch leadership, and building member capacity to actively engage in enterprise bargaining for EA27. My priorities include improving consultation practices, addressing workload and safety concerns, and growing local activist confidence. I will regularly seek feedback from educators by asking What are the biggest pressures facing your site? and What improvements should EA27 deliver for country and remote educators?
Across the state, members are already gearing up for bargaining. The work of the Organising team in term one has focused on supporting members to build strong workplaces, grow union membership, and ensure the EA27 campaign is driven by public educators themselves.
A key part of this work is the EA27 survey. The survey is designed to ensure that the claims we take into bargaining are genuinely member-driven and reflect the priorities of educators working in public schools and preschools every day. So far, over 1000 members have completed the survey, sharing their experiences, identifying key issues, and helping shape the direction of the campaign.
This level of engagement is an important foundation. Strong bargaining outcomes come from members participating, discussing issues with colleagues, and building support in their workplaces - not just from what happens in the bargaining room.
Alongside the survey, members have also been participating in our online Campaign School, where workplace representatives and activists come together to develop the skills and strategies needed to run strong site-based campaigns. In February and March, 23 sub-branches attended Campaign School sessions, working together to plan how they will engage colleagues, hold conversations, run workplace meetings, and build collective strength ahead of bargaining.
As part of this work, organisers continue to work with members to ensure every site has active union representation and a functioning sub-branch. Having
What you need to know
+ Hundreds of members from across the state have already filled in our EA27 survey
+ The results will help us build a member-led platform
+ Our success in EA27 relies on the strength and engagement of our members
strong workplace leadership is critical. Representatives play a key role in keeping members informed, supporting their colleagues, and working proactively with site leaders to ensure South Australian public schools are the best they can be.
Another important focus has been welcoming new members to the union. Every new member strengthens the collective voice of educators and increases our ability to win improvements in pay, conditions, and support for both staff and students.
The success of the next round of bargaining does not rest with staff and officers in the AEU office alone. Strong unions are built in workplaces through the everyday actions of members. Encouraging a colleague to complete the survey, inviting someone to join the union, stepping forward as a workplace representative, or starting conversations about the issues facing educators all help build the collective strength needed to win change.
Strong outcomes for public education come from union growth and the strong, active participation of members. That responsibility belongs to all of us.
When public educators stand together, we are far better placed to win the improvements our profession and our students deserve.
I hope everyone enjoyed the Adelaide Cup Public Holiday on the 9 March, this was our first paid public holiday in 2026, with more to come! This year, Easter falls during term time which means both the Friday and Monday are paid, as well as the King’s Birthday in June.
Many SSOs have asked in the past, ‘Why do people working in other parts of the government receive paid public holidays, and not us?’ It's wonderful that SSOs who previously had to use TOIL or go without pay on term time public holidays, secured this significant win through SSO solidarity and collective action. Thousands of SSOs will now enjoy Easter with loved ones without worrying about their next pay packet.
Many of you participated in our Support Staff Survey late last year and earlier this year. I was thrilled to see how many SSOs took the time to let us know what really matters to you. The top three issues that arose from the data were:
As we begin building a platform for EA27, these issues will be front and centre. If you haven’t had a chance to fill in our new EA27 survey, please get in touch with your Area Organiser so they can arrange a time to come out and meet with members and non-members at your site.
Winning paid public holidays is proof that SSOs have real power to make meaningful change. I encourage you to talk to your fellow support staff this term about joining the AEU so we can continue to improve the working lives of SSOs, AEWs, and ECWs. Remember, your working conditions are children’s learning conditions. When you thrive, students thrive.
LISA SIGALLA, ORGANISER: SUPPORT STAFF SPECIALIST
We're excited to announce that the AEU has secured an important win for TAFE members, with a new Memorandum of Understanding (MOU) now signed off by the Chief Executive.
After the Classification Committee was re-established in early 2025, a key focus was making qualification requirements for promotional roles clearer and fairer.
The new MOU expands and clearly sets out which qualifications are recognised for roles like Senior Lecturer, Principal Lecturer, and Educational Manager (Levels A–C). It builds on the current enterprise agreement and gives members a more consistent and transparent process.
If your qualification is on the approved list, you won’t need further assessment when applying for these roles. That removes a major barrier and makes the process simpler.
If your qualification isn’t listed, or you studied overseas, you can have it assessed by the Classification Committee, with clear review processes in place.
This is a practical step forward. It recognises the range of qualifications across the sector and makes career progression clearer and more accessible.
Quick breaks that help you refocus and return to work feeling centered.
+ We've secured a new MOU with the employer + The MOU streamlines pathways to TAFE leadership + TAFE educators will find career progression simpler and clearer
We thank Angela Dean, who played a key role on the committee - ensuring members’ voices were heard throughout.
We’ll keep updating members as the qualification list evolves.
If you've had a rough day and you're feeling ready to collapse, but it's only lunchtime - try this controlled forward fold to give your body a stretch and your mind a rest.
1. Sit comfortably in your chair with your shoulders back and spine straight.
2. Begin to fold forward, vertebrae by vertebrae, starting at the neck. Try to make the motion slow and deliberate.
3. When your spine is fully arched forward, begin to fold forward at the hips. For extra support, place your hands on your thighs.
4. When you've folded as far forward as you comfortably can, rest in one of two positions: stack your hands on your knees and rest your head on them or place your hands on the ground and rest your head on your knees.
If you’re a passionate new educator looking for a way to improve the early years of work for you and your colleagues, consider becoming the AEU New Educator Representative for your site. This dynamic and influential role ensure new teachers and support staff feel welcome at their site, supported in their early career, and informed about what AEU membership can do for them.
+ Be the workplace contact person for new educators
+ Promote the importance of AEU membership amongst new members of staff
+ Provide new educators with general support and refer members to the AEU Info Unit for advice
+ Support new staff to be actively involved in worksite decisions
+ Attend AEU sub-branch meetings and bring new educators with you
+ Develop solidarity among new staff in your sub-branch
+ Encourage new educators to attend AEU events
OPPORTUNITIES TO GROW
+ In this role, you’ll be supported by the AEU to take on further training and develop your advocacy skills
+ You’ll gain experience and expert guidance in communication and leadership
+ You’ll participate in activism and events at Area, state, and national levels
IF YOU’RE KEEN TO LEARN MORE, EMAIL SADIE GENT, VICE PRESIDENT SADIE.GENT@AEUSA.ASN.AU
Access a wide range of values-based professional learning to develop your practical skills and grow as an educator.
The sessions are in real time and allow you to work with other professionals to gain insight and grow as an educator.
PAC training
+ Thur 30 Apr, 2:00pm - 5:00pm
+ Wed 17 Jun, 8:30am - 11:30am
+ Tue 14 Jul, 10:00am - 1:00pm
+ Cost: Free for members
+ For: Members only
Learn to access, investigate, and discuss the enterprise agreement and other documents in relation to PAC decisions.
Middle leadership: what I wish I knew
+ Thur 30 Apr, 4.30pm - 5.30pm
+ Cost: Free for members
+ For: Members only
Middle leadership positions in schools are highly desirable, but require a different way of working. Erin Bonavia reflects on her journey through middle leadership, providing honest insights, and the opportunity for you to share experiences and practical tips to make your leadership journey smoother.
AEU Merit Selection training and retraining
+ Mon 4 May, 4:00pm - 6:00pm
+ Tue 19 May, 4:00pm - 6:00pm
+ Wed 24 June, 4:00pm - 6:00pm
+ Wed 15 July, 10:00am - 12:00pm
+ Cost: Free for members
+ For: Members only
A two-hour retraining session for AEU members who last attended merit selection training in 2018 or AEU Members who want to be an AEU Representative on merit selection panels.
HSR Connect
+ Tue 5 May 4:30pm - 5:30pm
+ Cost: Free for members
+ For: Members only
HSR Connect is the AEU’s dedicated network for elected Health and Safety Representatives across public schools, preschools, and TAFE. We connect, upskill, and support HSRs to exercise their role with confidence and collective strength - because safe workplaces don’t happen by chance, they’re organised.
Key Online/ Virtual In Person
Check out the AEU SA website regularly for more dates and courses at aeusa.asn.au/upcoming
Supporting learners with ADHD
+ Thur 14 May, 5:00pm - 7:00pm
+ Cost: Free for members
+ For: Members only
Learners with ADHD present with unique strengths and challenges that can impact their experience in the classroom. In this session, Jane shares insights into how ADHD manifests in learning environments and offers guidance on how educators can better understand and support these students.
New educator evening: hot topics
+ Thur 14 May, 5:00pm - 6:30pm
+ Cost: Free for members
+ For: New educators
Want to make your life simpler as a new Ed? Join us at our second termly new educators evening. This session will share hacks to make life easier as an early-career teacher so you can focus on the big picture reasons you got into the profession.
All-in area meeting
+ Thur 21 May, 4:00pm - 5:00pm
+ Cost: Free for members
+ For: Members only
As the education year rolls on, stay connected with your local public education colleagues, keep up to date with union news, and have your say on the future of our profession at our termly all-in area meeting.
+ Thur 28 May, 4:30pm - 5:30pm
+ Cost: Free for members
+ For: Members only
This session explores how trust, respect, and open communication contribute to a safe and supportive school culture. Kristy guides attendees in recognising common barriers to psychological safety and encourages reflection on how to create environments where staff and students feel valued, heard, and emotionally secure.
Wellbeing leadership: planning around your strengths
+ Thur 4 Jun, 4:30pm - 5:30pm
+ Cost: Free for members
+ For: Members only
This session helps you identify your personal leadership strengths and use them to guide practical wellbeing planning in your school. Learn how to lead with authenticity, support your team, and create a sustainable approach to wellbeing that fits your school.
Union financial governance training
+ Thur 11 June, 9:15am - 3:30pm
+ Cost: Free for members
+ For: Members only
All elected AEU SA Executive, Branch Council delegates (including alternate delegates), and TAFE Divisional Council delegates are required to complete union financial governance training to sit on Branch Council or TAFE Divisional Council.
Phonics in early years
+ Thur 11 June, 5:30pm - 6:30pm
+ Cost: Free for members
+ For: Members only
Phonics instruction teaches the relationship between sounds and combinations of letters. It allows students to decode written words through sounding them out orally. Santia, a Jolly Phonics-trained teacher, will provide participants with strategies and resources to support learners in developing this foundational building block for literacy.
Union Leader Conference
+ Fri 12 June, 9:15am - 3:30pm
+ Cost: Free for members
+ For: Members only
Our elected AEU representatives in public preschools, schools, and TAFE campuses are the lifeblood of our community. They connect democratic decisionmaking processes to the workers at their sites. If you're in an elected AEU position -like a sub-branch secretary, women's contact officer, or HSR - join us as we build our AEU SA leadership skills and solidarity through these unprecedented times.
Women in leadership: pathways to leadership
+ Thur 18 June, 6:00pm - 7:00pm
+ Cost: Free for members
+ For: Members only
In this session for aspiring female leaders, Erin reflects on her pathway to upper leadership in schools, discussing the essential supports she received as she progressed through a variety of leadership positions in both school and non-school settings.
Women in Leadership Development (WiLD) Part Two
+ Wed 8 Jul, 9:15am - 3:30pm
+ Cost: Free for members
+ For: Members only
WiLD is a Professional and Personal Development Program for AEU women, non-binary, and gender diverse members interested in building leadership skills and a future in union leadership.
Wellbeing leadership: challenging conversations to support wellbeing
+ Thur 9 Jul, 1:30pm - 2:30pm
+ Cost: Free for members
+ For: Members only
This session explores how to approach tough conversations about student wellbeing with care and clarity, particularly when the topic is sensitive. It's about finding ways to stay calm and keep the focus on what's best for the student.
Women's Conference
+ Fri 10 Jul, 9:15am - 3:30pm
+ Cost: Free for members
+ For: Members only
Join us at our annual Women’s Conference. From keynote speakers, to networking opportunities, and learning practical skills to use within your workplace, the conference is centred on women and improving the profession and unionism for women.
AEU committee planning day
+ Mon 13 Jul, 9:15am - 3:30pm
+ Cost: Free for members
+ For: Members only
An on-demand planning day for our AEU committees and advisory groups.
