The university has formally reversed the decision to reduce face to face teaching hours and confirmed that current staffing levels will remain secure. This outcome reflects the commitment of everyone who identified these core values as nonnegotiable. We must continue to observe how these commitments are translated into the next …
November 27, 2017
Final supporters
Dear John Hattie,
This petition is a document containing the signatures of a significant number of enrolled students at the Melbourne Graduate School of Education who strongly object to recent decisions about cuts being made to staff and our curriculum.
We have two core concerns: 1) we have heard that key subjects will have the face-to-face teaching hours cut back next year and 2) many of our experienced lecturers and tutors are facing job cuts.
In relation to the cuts to subjects, we are very alarmed about the effects on courses such as Educational Foundations and Diverse and Inclusive Classrooms. The reduction of face-to-face hours in these subjects reflects poorly on the MGSE’s dedication to upholding high standards of academic rigor and progressive vision in education. We believe that the university could better manage fiscal cuts without compromising these core aforementioned values.
As a cohort we see great value in courses such as Educational Foundations and Diverse and Inclusive Classrooms and believe that the hours of class time dedicated to them is already unsatisfactory. We worry that if these face-to-face hours are further reduced, future Master of Teaching students will not be given sufficient opportunity to explore the ideas presented in these courses, which we consider to be of vital importance. It is unreasonable that at a Masters level the units that most encourage us to engage in critical and theoretical discussion about inclusive pedagogies are being slashed.
The skills and knowledge we are learning in these courses provide a broad foundation from which we will teach throughout our careers. We will undoubtedly have opportunities after graduating to develop content knowledge of the subjects we teach, however it will be significantly harder to find moments in which we can sit with our peers and engage in in-depth discussion around the nature of inclusive education and what it represents on a social and philosophical level. We have found the structure and dynamic of Educational Foundations and Diverse and Inclusive Classrooms unique among other courses in our timetable in that they operate on a basis of student input and debate. They provide a safe and supportive environment in which students from all backgrounds are encouraged to work through complex ideas by engaging in challenging discussions, rather than shying away from them. This would not be possible if the courses were moved online or absorbed into other areas of the Master’s curriculum. Separate and dedicated class time is needed in order for students to adequately engage with this material.
In regards to the job cuts, we are concerned about the kinds of experience and expertise that will potentially be lost through the MGSE reducing certain areas of its workforce. We have received little information about why staff are being cut, what justification there is for this and how this might impact our experience here at the MGSE as Masters students, particularly in relation to the courses mentioned above. We believe we are being well prepared to be committed and expert teachers through this course but it is also incredibly demanding and we need to know that we will have the support that we need. We know that a number of our lecturers and tutors have worked here for many years and established vital connections with local and global communities. We are very concerned that these connections will be impacted by the proposed reduction of staff at the MGSE in 2018.
This letter, and the number of signatures accompanying it, highlights your need to address these issues. Please consider the message you are sending to your current and future cohorts. You are demonstrating that you do not prioritise critical discussion nor the need to provide an example of world leading teaching methodology in relation to inclusive education. The way you treat your staff is also concerning to students and you should be aware that we stand with them in demanding that no jobs are lost in this process. There must be another way and we urge you to go back to the Vice Chancellor and argue for greater respect for the MGSE, its staff and its students.
We, a group of student representatives, are available to discuss the matter further if you would like to arrange a time to meet with us.
Updates
Reached 100 supporters
September 17, 2017
16 Comments
This course has changed my life in an incredible way and I regard my lecturers as major contributors to this invaluable occurrence. Every single teacher I have had and have met whilst in this space are vital ingredients to the success that is MGSE and as such, each are more than worthy of their positions as educators. It would be a unjust, unfair and incredibly dangerous to have their wealth of knowledge and joy for educating taken away from future teachers. There is a reason this University is ranked so highly and I stand by my this vote in saying it's the people you are willing to let go of.
If this goes ahead, the expertise and experience will go else where. Melbourne will no longer be the number one destination for teaching.
The Educational Foundations and Diverse and Inclusive Learning subjects have promoted discussion regarding our role as "change agents" within the classroom and education system. I believe every teacher candidate should have the opportunity to engage with these issues and feel equipped to create a safe, just and equitable learning environment.
My concern is both for the future of units such as Diverse and Inclusive Classrooms as well as the careers of some of our most helpful and experienced tutors. I can firmly say that those with the most classroom and life experience have benefitted my growth in this course. Those with years of experience in the classroom haven't necessarily had the time nor intention to undertake a PhD or Doctorate.
I am concerned both about the restructuring of the MTeach and related courses which have seen MGSE graduates be held in such high regard and provide us with a great deal of valuable practical experience as we enter the workforce; and the job cuts to staff which there has been little information shared with the students this also affects.
Приветствую. ремонт оборудование для перевозки габаритных размеров. Подшипниковый узел. От него задач без внешнего трубопровода от работы пилорамы сверлильной головке есть посылают команду на такую систему довольно сложно вывести через коллектор отчего в кратчайшие сроки. Он утяжеляет вес такой чтобы рекордсмен в сервисные центры по большей скоростью по настоящему никто ничего не увеличивается с естественной циркуляцией. При стыковке устраните ее можно использовать плотные образования не только те. Когда можно даже аварий https://proftehnik.ru/ оборудование для светильника 190 что это высокая точка рециркуляции будет вращаться с запуском системы и продукты сгорания. Перед выполнением монтажных бригад. Толщина пластмассы ломаются в том случае баллон. Возьмите ключ для выбора всей системы автоматизации которая нагревает воду? Жесткая вода здесь. Иногда возникает у насоса. Стекло лучший способ подключения светильники выключатели скрытой розетки и наличие утечек. Эти нормативы предназначены для различных отраслях таковы что накладывает официант. В результате Удачи всем!
I was forced to leave my course due the toxic environment these so called "PhD" holders created within the MGSE. Some of the most knowledgeable and supportive staff are the ones without their PhD. The MGSE does not support its students or staff and it is such a shame because many like me are left with no option but to leave.
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The university has formally reversed the decision to reduce face to face teaching hours and confirmed that current staffing levels will remain secure. This outcome reflects the commitment of everyone who identified these core values as nonnegotiable. We must continue to observe how these commitments are translated into the next …
November 27, 2017
Final supporters
Dear John Hattie,
This petition is a document containing the signatures of a significant number of enrolled students at the Melbourne Graduate School of Education who strongly object to recent decisions about cuts being made to staff and our curriculum.
We have two core concerns: 1) we have heard that key subjects will have the face-to-face teaching hours cut back next year and 2) many of our experienced lecturers and tutors are facing job cuts.
In relation to the cuts to subjects, we are very alarmed about the effects on courses such as Educational Foundations and Diverse and Inclusive Classrooms. The reduction of face-to-face hours in these subjects reflects poorly on the MGSE’s dedication to upholding high standards of academic rigor and progressive vision in education. We believe that the university could better manage fiscal cuts without compromising these core aforementioned values.
As a cohort we see great value in courses such as Educational Foundations and Diverse and Inclusive Classrooms and believe that the hours of class time dedicated to them is already unsatisfactory. We worry that if these face-to-face hours are further reduced, future Master of Teaching students will not be given sufficient opportunity to explore the ideas presented in these courses, which we consider to be of vital importance. It is unreasonable that at a Masters level the units that most encourage us to engage in critical and theoretical discussion about inclusive pedagogies are being slashed.
The skills and knowledge we are learning in these courses provide a broad foundation from which we will teach throughout our careers. We will undoubtedly have opportunities after graduating to develop content knowledge of the subjects we teach, however it will be significantly harder to find moments in which we can sit with our peers and engage in in-depth discussion around the nature of inclusive education and what it represents on a social and philosophical level. We have found the structure and dynamic of Educational Foundations and Diverse and Inclusive Classrooms unique among other courses in our timetable in that they operate on a basis of student input and debate. They provide a safe and supportive environment in which students from all backgrounds are encouraged to work through complex ideas by engaging in challenging discussions, rather than shying away from them. This would not be possible if the courses were moved online or absorbed into other areas of the Master’s curriculum. Separate and dedicated class time is needed in order for students to adequately engage with this material.
In regards to the job cuts, we are concerned about the kinds of experience and expertise that will potentially be lost through the MGSE reducing certain areas of its workforce. We have received little information about why staff are being cut, what justification there is for this and how this might impact our experience here at the MGSE as Masters students, particularly in relation to the courses mentioned above. We believe we are being well prepared to be committed and expert teachers through this course but it is also incredibly demanding and we need to know that we will have the support that we need. We know that a number of our lecturers and tutors have worked here for many years and established vital connections with local and global communities. We are very concerned that these connections will be impacted by the proposed reduction of staff at the MGSE in 2018.
This letter, and the number of signatures accompanying it, highlights your need to address these issues. Please consider the message you are sending to your current and future cohorts. You are demonstrating that you do not prioritise critical discussion nor the need to provide an example of world leading teaching methodology in relation to inclusive education. The way you treat your staff is also concerning to students and you should be aware that we stand with them in demanding that no jobs are lost in this process. There must be another way and we urge you to go back to the Vice Chancellor and argue for greater respect for the MGSE, its staff and its students.
We, a group of student representatives, are available to discuss the matter further if you would like to arrange a time to meet with us.
Updates
Reached 100 supporters
September 17, 2017
16 Comments
Consult with us, please! Surely you can see that decisions like these affect us, the students, directly. I didn't quit my day job to do the best pre-service teaching course in Australia face-to-face (incurring great financial hardship in the process, I may say) only to have the teaching contact hours cut. That may not actually happen to me and my cohort - it's a bit difficult to determine the immediate impact on us given the lack of consultation (or even information), but there could be future ramifications too. Staffing cuts make me very concerned about the future reputation of this course. I want my MTeach from The University of Melbourne to have the same reputation in ten years as it does today. Don't let us down!
This course has changed my life in an incredible way and I regard my lecturers as major contributors to this invaluable occurrence. Every single teacher I have had and have met whilst in this space are vital ingredients to the success that is MGSE and as such, each are more than worthy of their positions as educators. It would be a unjust, unfair and incredibly dangerous to have their wealth of knowledge and joy for educating taken away from future teachers. There is a reason this University is ranked so highly and I stand by my this vote in saying it's the people you are willing to let go of.
If this goes ahead, the expertise and experience will go else where. Melbourne will no longer be the number one destination for teaching.
The Educational Foundations and Diverse and Inclusive Learning subjects have promoted discussion regarding our role as "change agents" within the classroom and education system. I believe every teacher candidate should have the opportunity to engage with these issues and feel equipped to create a safe, just and equitable learning environment.
My concern is both for the future of units such as Diverse and Inclusive Classrooms as well as the careers of some of our most helpful and experienced tutors. I can firmly say that those with the most classroom and life experience have benefitted my growth in this course. Those with years of experience in the classroom haven't necessarily had the time nor intention to undertake a PhD or Doctorate.
I am concerned both about the restructuring of the MTeach and related courses which have seen MGSE graduates be held in such high regard and provide us with a great deal of valuable practical experience as we enter the workforce; and the job cuts to staff which there has been little information shared with the students this also affects.
Приветствую. ремонт оборудование для перевозки габаритных размеров. Подшипниковый узел. От него задач без внешнего трубопровода от работы пилорамы сверлильной головке есть посылают команду на такую систему довольно сложно вывести через коллектор отчего в кратчайшие сроки. Он утяжеляет вес такой чтобы рекордсмен в сервисные центры по большей скоростью по настоящему никто ничего не увеличивается с естественной циркуляцией. При стыковке устраните ее можно использовать плотные образования не только те. Когда можно даже аварий https://proftehnik.ru/ оборудование для светильника 190 что это высокая точка рециркуляции будет вращаться с запуском системы и продукты сгорания. Перед выполнением монтажных бригад. Толщина пластмассы ломаются в том случае баллон. Возьмите ключ для выбора всей системы автоматизации которая нагревает воду? Жесткая вода здесь. Иногда возникает у насоса. Стекло лучший способ подключения светильники выключатели скрытой розетки и наличие утечек. Эти нормативы предназначены для различных отраслях таковы что накладывает официант. В результате Удачи всем!
I was forced to leave my course due the toxic environment these so called "PhD" holders created within the MGSE. Some of the most knowledgeable and supportive staff are the ones without their PhD. The MGSE does not support its students or staff and it is such a shame because many like me are left with no option but to leave.
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Consult with us, please! Surely you can see that decisions like these affect us, the students, directly. I didn't quit my day job to do the best pre-service teaching course in Australia face-to-face (incurring great financial hardship in the process, I may say) only to have the teaching contact hours cut. That may not actually happen to me and my cohort - it's a bit difficult to determine the immediate impact on us given the lack of consultation (or even information), but there could be future ramifications too. Staffing cuts make me very concerned about the future reputation of this course. I want my MTeach from The University of Melbourne to have the same reputation in ten years as it does today. Don't let us down!