At the Monash Virtual School, we feel a moral obligation to challenge inequities. We listen in order to develop understanding which informs our educational designs. We aim to promote hope and empowerment for individuals and, in turn, their communities.Each of our programs are specifically designed and a unique expression of our values, reflecting our conscious choice to undertake work that aligns with our principles and leverages our strengths.
The present scope of our work revolves around utilising our design expertise to address issues of inequity. Our initial program originated during the period of COVID-19 lockdowns, serving as a strategic initiative to provide support to our pre-service teachers and the local school student community.
Research tells us that geographic remoteness and gender are two substantial factors impacting educational opportunity – particularly in STEM fields. To address this inequality, and to provide professional experience to our pre-service teachers during the covid-related lockdowns, we teamed up with the Invergowrie Foundation to begin a 'virtual' school in Victoria, Australia in 2020.
During the first year, 12 of our pre-service teachers delivered VCE revision classes to 300 school students. Look how much we've grown since then.
Thanks to the ongoing support of The Invergowrie Foundation, our VCE Program has expanded in 2023 to include both Year 11 and Year 12 classes, along with a Primary School Program.
The growth and expertise of the Monash Virtual School has attracted international attention from others who seek to provide opportunities for pre-service teachers and disadvantaged students. We now partner with non-government organisations such as Smart Osvita in Ukraine and other educational providers, including Classrooms without Walls and Open LMS to support the provision of opportunities for young people in conflict zones, including Ukraine.
For more information about the organisations we work with, please see our partners page.
Co-Director, Monash Virtual School
As Co-Director of the Monash Virtual School, Mike brings his expertise as both a qualitative and quantitative researcher together with his experiences as an educator over the past 25 years. This enables him to provide key advice and guidance to pre-service teachers regarding the design and delivery of their online lessons.
Mike’s co-directorship on the Monash Virtual School provides him with opportunities to focus on research that provides evidence of the impact of virtual school lessons on pre-service teachers and the students who attend classes. For example, our research [link to research page] shows statistically significant changes in student self confidence and pre-service teachers online teaching capacities.
Prior to joining Monash University in 2013, Mike was a senior teacher for 15 years in secondary schools.
Co-Director, Monash Virtual School
As Co-Director of the Monash Virtual School, Tara Mannix plays an active role in the design and development of a number of research programs. Her investigations focus on the development of pre-service teachers’ knowledge and identity, and the ways in which the design of Monash Virtual School experiences contribute to this growth. A sought-after keynote presenter, Tara’s work has been featured at conferences in Australia, Indonesia, Singapore, Spain, and Italy. As lead author, she has contributed to a range of journal articles, conference proceedings, and special issue publications.
An experienced and qualified teacher, Tara was a leader in schools for nearly a decade before transitioning to her role at Monash. Her extensive hands-on experience in educational leadership provides her with a deep understanding of the practical challenges and opportunities faced by teachers, students and schools, which she integrates into her work in program design and teacher development.
While Tara engages in educational research, her role within the co-directorship places a greater emphasis on operations and pedagogy. She focuses on the practical design, implementation, and oversight of programs, ensuring they are innovative, contextually responsive, and effective in equipping educators to thrive. Her pedagogical expertise and operational leadership guide the development of teaching strategies and resources that align with the mission and values of the Monash Virtual School.
Driven by a deep commitment to equitable education as a fundamental human right, Tara ensures that programs are designed to make education more accessible for all. Tara’s work is grounded in fostering growth, collaboration, and intentional impact. She works closely with staff and stakeholders to cultivate a culture of innovation and excellence, ensuring that every initiative achieves meaningful and lasting results.
Primary Curriculum and Program Lead
Nicky Rogers coordinates the Monash Virtual School Primary Program, working with interested schools on designing rich and engaging STEM initiatives, whilst building vital partnerships in STEM based learning.
An integral component of her work has been to support the design and implementation of innovative STEM initiatives, tailored to meet the learning needs of each school. The Primary STEM program is delivered through a design thinking approach, enhancing key areas of learning, whilst fostering student curiosity and creativity.
Prior to joining the Monash Virtual School Nicky enjoyed a range of educational roles in teaching and leadership, including her work as Head of Junior School at Yarra Valley Grammar and as an integral member of the Teaching and Learning team. Nicky keenly established the Strategic Initiatives program at Camberwell Girls Grammar School, providing unique and innovative learning opportunities in STEM for students on a local and global scale.
In addition to her role with the Monash Virtual School, Nicky has also more recently enjoyed working as a Teaching Associate with the Faculty of Education. Nicky has a passion for STEM based learning and extensive experience in curriculum design, along with the implementation and assessment of learning in a range of areas, Foundation to Year 12. This experience has provided the opportunity to build a deep pedagogical understanding of effective contemporary teaching and learning skills and strategies.
Intern
As an intern with the Monash Virtual School, Minseo brings a global perspective grounded in their studies as a master’s student in Erasmus Mundus Joint Master in Education Policies for Global Development (GLOBED), as well as an undergraduate degree in Economics from New York University Abu Dhabi.
Passionate about making a difference in the lives of young people, Minseo is driven by a commitment to confronting educational inequities, particularly in relation to gender, digital access, and geographic remoteness. In their role at MVS, Minseo contributes to research that elevates the voices of marginalized communities, ensuring their experiences guide the design and delivery of digitally mediated programs. Minseo supports program evaluation through both qualitative and quantitative approaches, strengthening the MVS’s evidence base for effective practice.
We also work with many like-minded organisations. Please read about our partners for more details.