24 imzalar
Koleksiyon tamamlandı
Dilekçe şu kişiye hitaben yazılmıştır: The administration of the McGill Faculty of Education, including the ISA Office, the Associate Dean of Undergraduate Programs, and the faculty leadership responsible for field placements.
Student teachers commit to a full-time, unpaid, 3-month placement, during which we are unable to work and must cover transportation and living expenses without any compensation. Given these conditions, it is crucial that all students receive fair treatment, clear protections, and transparent processes.
Recently, situations have occurred in which students were removed from their placements based solely on a single cooperating teacher’s claims, without evidence, without a formal evaluation, without follow-up observation, and without a meaningful opportunity to respond.
This has resulted in significant emotional, academic, and financial harm, including students being forced to retake entire semesters or extend their studies at their own expense.
These cases reveal major gaps in the current system, including the absence of an appeal process, the possibility of biased or discriminatory decisions, and the concentration of excessive decision-making power in the hands of a single individual.
This is not compatible with McGill’s commitments to equity, professionalism, and student well-being.
We request the following changes:
1. A multi-step review before removal from a placement, including:
- a documented meeting,
- an observation by a neutral second evaluator,
- a written decision provided to the student.
2. An independent field placement ombudsperson to review removals, address potential bias, ensure fair procedures, and support student's well-being and mental health.
3. Mandatory anti-bias, anti-racism, and equity training for all cooperating teachers.
4. Financial protections for student teachers, such as travel compensation, tuition coverage when removal is not evidence-based, and exploration of paid internship models.
5. Clear criteria for removal, defining valid grounds (documented behaviour) and invalid grounds (personal discomfort, unsupported suspicion, or bias).
6. A formal appeal process allowing students to challenge removal decisions before their academic progression is affected.
Gerekçe
This petition matters because we care about the quality and fairness of our program, not just for ourselves, but for every student who comes after us. We all work incredibly hard during our stages, and most of us do it because we genuinely love teaching. But loving what we do shouldn’t mean accepting a system that leaves us unprotected or unheard.
As a cohort, we’ve seen how quickly things can go wrong when the process isn’t clear or when decisions aren’t checked by more than one person. Even one unfair situation affects all of us, it creates fear, insecurity, and the sense that our academic progress depends more on luck than on our actual abilities. That’s not the kind of environment any of us deserve to learn in.
We’re asking for changes not to make things harder for anyone, but to make the system consistent, transparent, and supportive. These improvements would help cooperating teachers, support staff, and students work together with more confidence and less stress. Most importantly, they would make sure evaluations reflect who we are as educators, not assumptions or misunderstandings.
This petition is important because it’s a step toward a healthier, safer, and more equitable program, one that truly reflects the values we are being trained to bring into our own classrooms.
Desteğiniz için çok teşekkür ederim, Gabrielle Nadeau, Montreal, Quebec
Başlatıcıya soru
Dilekçeyi paylaşın
Dilekçeyi paylaşın
Ayrıca ilginizi çekebilir
723
imzalar
90 gün
kalan
