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Apologies for the delay. It’s been busier than usual…Folio season. At the moment, I have an ongoing project that didn’t start off initially as my Action Plan undertaking but as it keeps getting delayed, I feel this project (student journalism) is growing legs to help with the activism that we are talking about. People’s voices (student, staff, colleague, young, experienced…) are the backbone of activism after all!

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I recently created a sort of sketch note for inclusive practice in the Early Years. Thought I'd share here and welcome any feedback 😊

Kelsey Ann

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I hope my handwriting is legible enough 😊.

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Module 2: Taking Fair Work Forward Through the Union: Amplify Your Voice 

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Module 2: Taking Fair Work Forward Through the Union: Amplify Your Voice 

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Hi all! Key issues online training is below

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Hi all! Key issues online training is below

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The EIS continues to work towards a diverse, inclusive education system, and equitable workplaces for all. Since 2020, the EIS has worked on expanding our equality activism, including growing informal equality networks for groups who are underrepresented in the union and in education; LGBT, disabled and BAME workers.

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We will be joined next week for dinner, by musician Djana Gabrielle.

Looking forward to seeing everyone!

S

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Is there any information on module 5? I received an email about the dinner. I don’t seem to have any other information. I’m not sure I’ll get time off work

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Hope you are keeping warm and dry in this stormy weather!

Above is video 1 of 2 recorded from the Our Wellbeing - It Matters conference, seminar with Dr Susan Chan on wellbeing and equality.

We've had some mixed feedback on the session so far - and would love your thoughts!

The Padlet task for this module is:

Share your reflections on the Our Wellbeing – it matters conference overall – what were your main takeaways? Please share these so your colleagues who were unable to attend can join in the discussion and comment on your posts.

Reflect on and note down some thoughts on one of the following questions:

1. How can we take care of ourselves when we face ongoing injustice and inequality?

2. How do we build solidarity and community when we are isolated at work due to belonging to marginalised groups?

3. What can colleagues do to understand the impact of inequality on the health and wellbeing of pupils, and colleagues who are BAME, LGBT, disabled, migrant, women, younger/older?

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Thanks everyone for a fab second session!

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Thanks everyone for a fab second session!

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Your padlet task for this session is to:

have a go at writing a motion! You can see examples here https://www.eis.org.uk/eis-agm-2023/equalitymotions

comment on at least one other participant's motion with any words of encouragement or useful suggestions!

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"That this AGM calls on Council to:

Investigate and report on the experiences of Black, Asian and Minority Ethnic (BAME), women, disabled and/or LGBT members' experiences of access to progression and promotion opportunities;

Investigate and report on ways to encourage and support more ethnic and religious diversity into the Scottish teaching profession; and

Develop guidance for Local Association Secretaries to complement existing EIS guidance on negotiating for improvements to recruitment and retention practices as pertaining to BAME staff."

36. Council and EIS-FELA

"That this EIS AGM resolves to oppose refugee expulsions to Rwanda and to reaffirm its support for Stand up to Racism initiatives including the annual UN anti-racism day march.

Furthermore, that this AGM reaffirms its commitment to supporting the Justice for Sheku Bayoh Campaign and standing in solidarity with the family of Sheku Bayoh as they continue to fight for justice."

39. Glasgow Local Association

"That this AGM calls on the EIS to:

1. Investigate and report on the impact of conversion practices on members who have experienced it directly or have supported students or colleagues who have experienced it.

2. Share findings in the report with all members.

3. Use the findings of the report to develop EIS policy on conversion practices.

4. Use the findings to contribute to campaigning in relation to conversion practices and the proposed banning of them in Scotland.

5. Endorse the following definition of 'Conversion Practices' and related terms;

Proposed definition:

1. 'Conversion practices': refers to any treatment, practice or effort that aims to change, suppress and/or eliminate a person's sexual orientation, gender identity and/or gender expression.

2. 'Gender expression' and 'expression of sexual orientation': refers to each person's manifestations of their gender identity and/or sexual orientation, and/or the one that is perceived by others.

3. 'Gender identity': refers to each person's internal and individual experience of gender, which may or may not correspond with their sex assigned at birth, including their personal sense of the body (which may involve, if freely chosen, modification of bodily appearance and/or functions by medical, surgical or other means) and other expressions of gender, including name, dress, speech and mannerisms.

4. 'Sexual orientation': refers to a person's emotional, affectional and sexual attraction to persons of a different gender, the same gender or more than one gender and includes the lack of such attraction or relations.

5. 'To change': refers to practices which seek to alter or modify a person's sexual orientation or gender identity, expression of sexual orientation and/or gender expression.

6. 'To suppress': refers to practices which seek to put an end to, restrain and/or prevent the development or the manifestation of another person's sexual orientation, gender identity, expression of sexual orientation and/or gender expression."

40. Council

"That this AGM reaffirms the EIS's support for the passing of the Gender Recognition Reform (Scotland) Bill, which will bring Scotland closer to meeting transgender people's human rights, as recognised by the United Nations."

41. Council and North Ayrshire Local Association

"That this AGM instructs Council to develop a teaching resource on the Scottish context for the historical campaign to remove Section 2A of the Local Government Act 1986 (Section 28 in England and Wales).

Furthermore, AGM resolves to request that the Scottish Government gather data on teachers' sexual orientation and gender identity in the annual teacher census to monitor and promote LGBT+ representation in the profession."

Amendment Scottish Borders Local Association

Insert ',(through a voluntary and completely anonymous process),' after "gather data" and before "on teachers".

42. North Ayrshire Local Association

"AGM resolves to request local association secretaries review incident reporting forms and ensure that this explicitly include incidents motivated through homo/bi phobia and through transphobia."

43. Glasgow Local Association

"This AGM calls for the EIS to investigate and report upon the training currently provided to SMT on reproductive health issues across all local authorities.

The investigation to include but not be limited to whether the training covers:

1. The physical and mental health impact that menstrual health issues canhave on the day-to-day work of the members.

2. The physical and mental health impact that menstrual health issues can have on young people in education.

3. The reasonable adjustments that can be made by SMT to support the member to continue to carry out their roles and responsibilities.

4. The reasonable adjustments that can be made by SMT to support young people to access education when dealing with reproductive health issues.

5. The role occupational therapy can play in supporting both the member and the SMT."

44. Glasgow and West Dunbartonshire Local Association

"This AGM believes that the menopause is an occupational health and an equality issue. Furthermore, it believes that schools, colleges and universities should be suitable workplaces for menopausal women.

This AGM therefore instructs Council to issue advice and guidance for all members and reps to support members working through the menopause and to help improve the workplace conditions for menopausal women.

Furthermore, that our menopause guidance is reworded to remove an age reference for menopause and to include perimenopause."

47. North Ayrshire Local Association

"AGM resolves to investigate and report on arrangements for the reporting andrecording of equality-based incidents (including potential hate crimes) in schools in order to identify best practice and gaps in current reporting mechanisms."

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Details of all 14 Equality motions to be debated at the EIS AGM 2023.

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Hi Simone, hope you are well and bump too? Was great to meet you and hear all about your journey.

You mentioned that you were passionate about cultural diversity. You are an art teacher in the college setting. You also celebrate creativity.

A moment that made you feel the most powerful was having your first child. Which is an amazing thing and should definitely be celebrated! It also gave you the confidence to build your own business. What a super mama!!!! Well done you!

You would love to change the world by having “Calm socials” which will lead to a kinder world!!

I think for sure with your calm persona and your drive you will make an amazing leader.

Looking forward to hearing news about your new arrival!

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Hi everyone, it was great to meet you all at our first Module of “Our Voices in Union” and together that’s exactly what we were. It was so nice to be in a room of like minded people with similar passions in education thriving for Inclusion and Diversity.

I feel although I have been teaching for many years now I am only at the beginning of my Inclusion and Diversity journey. I have been fortunate to have taken some courses including the SAMEE leadership course that have lead me to this one, which I felt empowered after the first module to make a difference for our future learners and for ourselves. I didn’t realise that how much I had been impacted by the “white privilege” in my learning and teaching.

It was inspiring to listen to all the speakers in the room who have been on their own journeys and the knock backs they were faced with but continued to grow until they are here today standing in front of us. Khadija Mohammed shared that we are all teachers/leaders of learning and our diverse backgrounds should be celebrated and not left at the door. Gerard Wilkie talked about many of his knock backs he was faced but continued to use his voice.

I hope to be like them one day.

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Thanks everyone for a brilliant start to the course! 

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Thanks everyone for a brilliant start to the course! 

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I hope you enjoyed the first session. It was great to meet you all and to get the course of too a great start.

Please now take some time to complete the first task: getting familiar with using Padlet.

1. In the column under your name, where it says “Module 1: Welcome and Overview” type in a few reflections on the first session.

2. Then, find the column of someone you spoke to in the session – comment on their column what you learnt about them!

What were they passionate about?

What was a moment where they felt most powerful?

And what is one thing they’d wish to change about the world?

Don’t worry if you can’t remember it all, any comments most welcome. We will use these entries later on when we reflect on our leadership journeys.

Selma

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Module 2: Taking Fair Work Forward Through the Union: Amplify Your Voice 

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Module 2: Taking Fair Work Forward Through the Union: Amplify Your Voice 

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Module 2: Taking Fair Work Forward Through the Union: Amplify Your Voice 

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Module 2: Taking Fair Work Forward Through the Union: Amplify Your Voice 

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Module 2: Taking Fair Work Forward Through the Union: Amplify Your Voice 

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Module 2: Taking Fair Work Forward Through the Union: Amplify Your Voice 

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Module 2: Taking Fair Work Forward Through the Union: Amplify Your Voice 

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Module 2: Taking Fair Work Forward Through the Union: Amplify Your Voice 

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Module 2: Taking Fair Work Forward Through the Union: Amplify Your Voice 

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Module 2: Taking Fair Work Forward Through the Union: Amplify Your Voice 

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Module 2: Taking Fair Work Forward Through the Union: Amplify Your Voice 

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Module 2: Taking Fair Work Forward Through the Union: Amplify Your Voice 

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Module 2: Taking Fair Work Forward Through the Union: Amplify Your Voice 

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Module 2: Taking Fair Work Forward Through the Union: Amplify Your Voice 

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Module 2: Taking Fair Work Forward Through the Union: Amplify Your Voice 

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Module 2: Taking Fair Work Forward Through the Union: Amplify Your Voice 

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Module 2: Taking Fair Work Forward Through the Union: Amplify Your Voice 

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Hello everyone! Welcome to Week 1 of the course

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Hello everyone! Welcome to Week 1 of the course

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We will be using Padlet to record reflections and questions during the course, and to share information and resources! Think of it as our shared learning log!

Please comment on other participant's reflections with encouragement, inquiry and enthusiasm.

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Module 2: Taking Fair Work Forward Through the Union: Amplify Your Voice 

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Module 2: Taking Fair Work Forward Through the Union: Amplify Your Voice 

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Module 2: Taking Fair Work Forward Through the Union: Amplify Your Voice 

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Module 2: Taking Fair Work Forward Through the Union: Amplify Your Voice 