Draft Log of Claims member discussion paper

The Teachers Agreement covers DoE teachers, principals, school psychologists and ESS members, but we continue a strong focus on all sectors of AEU members:

  • TAFE – negotiations for a new TasTAFE Teachers Agreement commence soon. The campaign continues to ensure TasTAFE remains Tasmania’s public education and training provider, not a business focused on profit.
  • Education Support Personnel (support staff) – work is beginning on developing a log of claims, but PSUWA Agreement doesn’t expire until next year, so negotiations are some time off still.


  • 2 hours per fortnight of instructional load reduction for primary teachers:
    • Best instructional load in Australia for Tasmanian primary teachers
    • A win we have been fighting over 30 years for
    • New specialist teachers and more centrally funded staff time for every primary school
  • A new Education Support Specialist classification giving support staff a pathway to permanency, career advancement and 52 weeks of pay
  • 4.2% wage increase over two years
  • AST relativity – additional 1% wage increase so ASTs got 3.1% total increase in 2020
  • Correctional Facilities Allowance of 6.5%
  • Paid time off of 1 day per Term for teachers in isolated schools to attend to urgent personal business
  • New principals classification and incentive payments for isolated school principals
  • Additional 1 hour per week instructional load reduction for new educators in second year of teaching
  • School Psychologists can access Band 1 Level 13 pay scale
  • Review of Professional Activity Days and limits on activity allowed after 5:00pm
  • Reporting review to reduce workload
  • Superannuation contributions during workers comp and parental leave
  • 16 weeks paid parental leave and 3 weeks paid partner leave.


  • Review of previous EBA campaign with Branch Council endorsing the recommended improvements
  • Member working groups formed out of last Agreement developed their asks for a new Log of Claims: eg. Reporting Review, Workload Reference Group, New Educators, Isolated Schools, etc.
  • Member survey – 1,748 members completed
  • Reps Conference – workshopped key themes coming out of working groups and survey
  • Great member engagement – the message is clear: it’s about respect, workload and delivering quality education.


  • Draft Log of Claims available to workplaces for collective member feedback – what does your workplace think? Is this about right? What have we missed?
    • Fill out the feedback form on the website after some discussion in your sub-branch or workplace meeting
  • AEU Branch Council – elected members who are ultimate decision makers for our union – will listen to your workplace feedback and decide on Log of Claims.
  • Branch Executive to form a negotiation team and Bargaining Reference Group to support them and provide specialist knowledge, experience and feedback.

Become a campaign champion – we need members talking to members about the bits of the Log of Claims that will make a difference to you and members in your workplace – classroom teachers talking about the benefits of in-class ESP support, ASTs talking about the complexities of their roles, Support Teachers talking about how they assist students and classroom teachers, etc.
Contact support@aeutas.org.au to get involved.


DRAFT Log of Claims Items for a Tasmanian Teachers Agreement 2021 

  1. Maintain all existing working conditions for members.
  2. Increased classroom support and professional support staff: 
    1. Mandate for additional classroom support, such as classroom Teacher Assistant time, to support classroom teachers with large class sizes or a complex class cohort 
    2. Increase the number of Teacher Assistants, Education Support Specialists, School Psychologist, Speech Pathologist, Occupational Therapist, Social Worker and Youth Worker positions in schools with additional funding and incentives to retain and attract high quality professionals    
    3. Increase the number of Support Teachers and clarify their roles to assist classroom teachers with ESP and assist with student assessments, educational adjustments and individual learning plans. 
  3. Annual wage increases applied to salary scales that attract and retain quality teachers in Tasmania, and recognise and respect the profession and professionalism of AEU members. 
    Here’s some current context:
    1. NSW Gallop Inquiry recommended: 10–15% (2022–-23) and a further 10-15% across 2024-25 (21-32.25% over 4 years)  
    2. Victorian Log of Claims: 7% per year 2021-2023 inclusive (22.5% over 3 years)   
    3. Some states/territories have been subjected to tight government wages policy eg. NT 3 year wage pause, WA on $1,000 annual increases.
  4. Finishing the process of getting Principals off quota.
    This would give some schools additional SRP for teachers or other staffing and resources.
  5. Provide greater clarity around what is deemed instructional load and Duties Other Than Teaching (DOTT). Improve consistency between schools and allow adequate time for planning and preparation, including providing provision for Communicating with Families and the design, implementation, and assessment of Learning Plans. 
  6. Reduce the number of Professional Activity days that significantly impact work-life balance, family requirements or are not relevant to your work.
  7. Acknowledgement that teachers are required to work above their instructional load maximums due to difficulties accessing relief.  
  8. Provide guaranteed PL days and individualised learning options with improved access for all teachers.
  9. Increase financial and non-financial incentives to enable schools in isolated areas to recruit and retain the staff they need to ensure students in isolated areas receive the same quality education as those in urban areas. 
  10. Ensure new teachers can progress on the salary scale up to Band 1 Level 11 without requiring full teacher registration with the Teachers Registration Board (TRB) (currently capped at Level 8 and 9).
  11. Broaden the accessibility of Beginning Teacher Time Release (BeTTR) time program to support part-time new teachers, Education Support Specialists and third year teachers.  
  12. A fair and transparent decision-making process for staff permanency requests. 
  13. That the DoE and AEU conduct a review of the current provision of AST and AP roles to increase total positions, provide greater support and equity to schools and recognise differing sectors, complexity and enrolments.
    Note that the current review of school-based leadership positions is committed to reviewing the classification of AST and AP members to ensure salaries also reflect the demands and complexities of these roles.
  14. Provide a specific Support School allowance and T4 Engagement allowance for teaching and senior staff in these settings. 
    As occurs in other jurisdictions, this would assist with the attraction and retention of staff and recognise the additional complexity and requirements of staff in these settings.
  15. A review of VET specialist workloads and provision of paid time for VET teachers to undertake industry experience, placement or update qualifications to maintain industry currency. 
  16. Paid Reproductive Health and Wellbeing Leave for all members to recognise events and life stages that are not illnesses but that require time off work to manage. 
  17. Leave provision and more support for First Nations cultural activities inside and outside of schools and a review of the effectiveness of current DOE First Nations policies and initiatives. 
  18. Educational Adjustments – Disability.  Immediate solutions to workload issues arising from the collection of data for adjustments. A fully independent, external Review of the Educational Adjustments model to be completed within six months of conclusion of the Agreement.  
  19. Improved parental leave provisions that are in line with best practice, provide greater family flexibility and address gender inequality and discrimination.
  20. Education Support Specialists (ESS) –update statement of duties for ESS, clarify roles and responsibilities and address lack of planning and preparation time and barriers to accessing Professional Learning.
  21. Address inequity in conditions between senior secondary teachers in high school and college settings.
  22. Encourage greater consultation with AEU members
    For instance, a staff-nominated AEU member representing the interests of school staff on all interview panels for workplace positions would add transparency and improve the appointment process.

For a video presentation, resources, discussion forum and feedback got to aeutas.org.au/EBA2021