Parent Ed. Reference

7/25/2019 Parent Ed. Reference

1/24

VIDEOSTeacher and Parent Communication

https://www.youtube.com/watch?v=AEU0eSN0dKU

Teachers Parent Conferencehttps://www.youtube.com/watch?v=V3DAokeyak

Parent Teacher Communication

https://youtu.be/sr5kWOdkHYA

a message to parents from your child's teacherhttps://www.youtube.com/watch?v=!"#tEd$AK!

ONINE!New Kindergarten Parent Orientation Video 1https://www.youtube.com/watch?v=L2HxEIQpb90

Parent Invo!vement "atters#

https://www.youtube.com/watch?v=n$h%&'(ya)*
https://www.youtube.com/watch?v=AEU0eSN0dKUhttps://www.youtube.com/watch?v=V3DAokeyOakhttps://youtu.be/sr5kWOdkHYAhttps://www.youtube.com/watch?v=IQ-OtEdFAKIhttps://www.youtube.com/watch?v=L2HxEIQpb90https://www.youtube.com/watch?v=nOhZ6U5yaXAhttps://www.youtube.com/watch?v=V3DAokeyOakhttps://youtu.be/sr5kWOdkHYAhttps://www.youtube.com/watch?v=IQ-OtEdFAKIhttps://www.youtube.com/watch?v=L2HxEIQpb90https://www.youtube.com/watch?v=nOhZ6U5yaXAhttps://www.youtube.com/watch?v=AEU0eSN0dKU


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Parental Involvement in Schools

The percentage of students whose parents reported involvement in theirschools rose significantly between 1999 and 2007 across several

measures, including attendance at a general meeting, a meeting with a

teacher, or a school event, and volunteering or serving on a committee.

However, these proportions fell or remained the same in 2012.

I"P$+,*-E

Students with parents who are involved in their school tend to have fewerbehavioral problems and better academic performance, and are more likely to

complete high school than students whose parents are not involved in their school.

[1]Positive effects of parental involvement have been demonstrated at both the

elementary and secondary levels across several studies, with the largest effects

often occurring at the elementary level.[2],[],[!]" recent meta#analysis showed

that parental involvement in school life was more strongly associated with high

academic performance for middle schoolers than helping with homework.[$]

%nvolvement allows parents to monitor school and classroom activities, and to

coordinate their efforts with teachers to encourage acceptable classroom behaviorand ensure that the child completes schoolwork.[&]'eachers of students with highly

involved parents tend to give greater attention to those students, and they are

more likely to identify at earlier stages problems that might inhibit student learning.

[(]Parental involvement in school, and positive parent#teacher interactions, have

also been found to positively affect teachers) self#perception and *ob satisfaction.[+]

esearch shows that students perform better in school if their fathers as well as

their mothers are involved, regardless of whether the father lives with the student

or not.[-],[1]
http://www.childtrends.org/?indicators=parental-involvement-in-schools#_edn1http://www.childtrends.org/?indicators=parental-involvement-in-schools#_edn2http://www.childtrends.org/?indicators=parental-involvement-in-schools#_edn3http://www.childtrends.org/?indicators=parental-involvement-in-schools#_edn4http://www.childtrends.org/?indicators=parental-involvement-in-schools#_edn5http://www.childtrends.org/?indicators=parental-involvement-in-schools#_edn6http://www.childtrends.org/?indicators=parental-involvement-in-schools#_edn7http://www.childtrends.org/?indicators=parental-involvement-in-schools#_edn8http://www.childtrends.org/?indicators=parental-involvement-in-schools#_edn9http://www.childtrends.org/?indicators=parental-involvement-in-schools#_edn10http://www.childtrends.org/?indicators=parental-involvement-in-schools#_edn1http://www.childtrends.org/?indicators=parental-involvement-in-schools#_edn2http://www.childtrends.org/?indicators=parental-involvement-in-schools#_edn3http://www.childtrends.org/?indicators=parental-involvement-in-schools#_edn4http://www.childtrends.org/?indicators=parental-involvement-in-schools#_edn5http://www.childtrends.org/?indicators=parental-involvement-in-schools#_edn6http://www.childtrends.org/?indicators=parental-involvement-in-schools#_edn7http://www.childtrends.org/?indicators=parental-involvement-in-schools#_edn8http://www.childtrends.org/?indicators=parental-involvement-in-schools#_edn9http://www.childtrends.org/?indicators=parental-involvement-in-schools#_edn10


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,+E-

Parental involvement in

school, as measured by attendance at a general meeting, a meeting with a teacher,

or a school event, or by volunteering or serving on a committee, rose significantly

between 1--- and 2(, but fell on most measures in 212. %n 2(, +- percent of

students in kindergarten through twelfth grade had parents who attended a general

meeting, compared with (+ percent in 1---. %n 212, +( percent had parents who

attended a general meeting. %n 2(, (+ percent had a parent who attended a

scheduled meeting with a teacher, (! percent had a parent who attended a school

event, and !& percent had a parent who volunteered in school or served on a

committee, compared with (, &$, and ( percent, respectively, in 1---. %n 212,the proportion who attended a scheduled meeting had fallen to (& percent, and the

proportion who volunteered or served on a committee had fallen to !2 percent.

/0igure 1

I11E+E-E 3 4+*E

Parents are most likely to attend school meetings and events or to volunteer in

their child)s school when their children are in primary school. %n 212, more than

- percent of students in kindergarten through fifth grade had a parent who

attended a meeting with their teachers, compared with +( percent of middle#schoolstudents, and (- percent of ninth# through twelfth#grade students. %n the same

year, +- percent, each, of students in kindergarten through second grade, and

students in third through fifth grade, had a parent who attended a scheduled

meeting with a teacher, compared with (1 percent of students in middle school and

$( percent of students in high school. "mong students in kindergarten through

second grade, $& percent had parents who volunteered or served on a committee,
http://www.childtrends.org/wp-content/uploads/2012/10/39_fig1.jpghttp://www.childtrends.org/wp-content/uploads/2012/10/39_fig1.jpg


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compared with $1 percent of students in third through fifth grade, 2 percent of

students in sith through eighth grade, and 2+ percent of students in ninth through

twelfth grade. "ttendance at school or class events, however, peaked with older

elementary school students. /"ppendi 2

I11E+E-E 3 +*E *- HIP*-I $+I4I-5667

3ispanic and black students were less likely than white students to have parents

who attended general meetings or school events, or who volunteered their time. %n

212, +$ percent of black, and +& percent of 3ispanic students had parents who

attended a general meeting, compared with +- percent of white students. Sity#

eight percent of black, and &! percent of 3ispanic students had a parent who

attended school events, while +2 percent of white students had a parent who had

done so. 'hirty#two percent of 3ispanic students and 1 percent of black students

had a parent who volunteered their time, compared with $ percent of white

students. /"ppendi 1

I11E+E-E 3 P*+E-,*L E'*,I$-*L *,,*I-"E-,

Parents with higher

levels of education are more likely to be involved in their children)s schools. 0or

eample, in 212, more than +$ percent of students whose parents had a

bachelor)s degree or higher had a parent who attended a school event, compared

with !+ percent for students whose parents had less than a high school education.

'his gap is even wider when it comes to volunteering4 1- percent of students with

no parent who had graduated high school had a parent volunteer or serve on a

committee, compared with &1 percent of students who had at least one parent who

had completed graduate or professional school. /0igure 2
http://www.childtrends.org/wp-content/uploads/2012/10/39_appendix2.pdfhttp://www.childtrends.org/?indicators=parental-involvement-in-schools#_edn11http://www.childtrends.org/wp-content/uploads/2012/10/39_appendix1.pdfhttp://www.childtrends.org/wp-content/uploads/2012/10/39_fig2.jpghttp://www.childtrends.org/wp-content/uploads/2012/10/39_appendix2.pdfhttp://www.childtrends.org/?indicators=parental-involvement-in-schools#_edn11http://www.childtrends.org/wp-content/uploads/2012/10/39_appendix1.pdfhttp://www.childtrends.org/wp-content/uploads/2012/10/39_fig2.jpg


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I11E+E-E 3 P$8E+,3 LE8EL

Parents of students living in a household with income above the poverty level are

more likely to be involved in school activities than parents of children living in a

household at or below the poverty line. %n 211#12, for eample, !$ percent of

children living above the poverty line had a parent who volunteered or served on acommittee at their child)s school, compared with 2( percent of children living at or

below the poverty line. Parents of students living above the poverty line were more

likely to be involved than parents of student living at or below the poverty line on

all measures of involvement. /"ppendi 2

I11E+E-E 3 P*+E-, L*-4'*4E

Parents who do not speak 5nglish at home /parents who did not learn 5nglish as a

child and currently speak a non#5nglish language in the home are less likely than

other parents to attend a general school meeting or school event, or to volunteer orserve on a committee. 0or eample, in 212, $ percent of children with parents

who did not speak 5nglish had a parent who attended a school event, compared

with &2 percent of students with one parent who did not speak 5nglish, and (+

percent of students whose parents both spoke 5nglish. /"ppendi 2

,*,E *- L$*L E,I"*,E

6one available.

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6one available.

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'he No Child Left Behind legislation, signed into law 7anuary 22, aims for all

children to achieve academic proficiency and gain the educational skills necessary

to succeed later in life. 'he law mandates that parents be informed on how they

can be involved in school improvement efforts, and be provided with report cards

on schools in their district, to help guide their involvement. Schools and education

agencies are re8uired to disseminate literature on effective parent involvement, andschools receiving 'itle % funding must have written policies, annual meetings, and

training on parental involvement, and re#evaluate and revise their strategies when

needed.

0or more information on the re8uirements see 96o :hild ;eft


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H*, $+; ,$ "*;E P+$4+E $- ,HI I-I*,$+

%ncreasing parental involvement in school can be challenging, particularly when the

families concerned are economically disadvantaged, or do not have 5nglish as their

primary language. ;ow#income parents) involvement in school may be hindered by

transportation difficulties, chronic health conditions, or conflicts with workschedules, while parents whose primary language is not 5nglish may not feel able

to participate in school activities, or may belong to a culture where 8uestioning

teachers is not a norm.[12]

Schools have employed several strategies to increase parental involvement in

school, ranging from etensive promotion of events such as ?back to school@ nights,

to school#based cultural events in areas with large immigrant populations. ;arge#

scale initiatives, such as the community schools movement, are also designed to

increase disadvantaged families) involvement in school by making the school a hub

of social services for the neighborhood. 3owever, few studies have rigorouslyevaluated the effects of such programs on parental involvement. " recent report

from the :enter for "merican Progress provides suggestive evidence from studies of

several successful community schools that these types of schools positively impact

parental involvement.[1]

+EL*,E I-I*,$+

Parental 5pectations for their :hildren=s "cademic "ttainment

School :ommunication in Parents= 6ative ;anguage

eading to Aoung :hildren

E1I-I,I$-

Parental involvement in school is defined as parent reported participation at least

once during the school year in attending a general school meetingB attending a

scheduled meeting with their child)s teacherB attending a school eventB or

volunteering in the school or serving on a school committee.

:hild 'rends. /21. Parental involvement in schools. "vailable

at4 http4CCwww.childtrends.orgCDindicatorsEparental#involvement#in#schools

Last updated: September 2013
http://www.childtrends.org/?indicators=parental-involvement-in-schools#_edn12http://www.childtrends.org/?indicators=parental-involvement-in-schools#_edn13http://www.childtrends.org/?indicators=parental-expectations-for-their-childrens-academic-attainmenthttp://www.childtrends.org/?indicators=school-communication-in-parents-native-languagehttp://www.childtrends.org/?indicators=reading-to-young-childrenhttp://www.childtrends.org/?indicators=parental-involvement-in-schoolshttp://www.childtrends.org/?indicators=parental-involvement-in-schools#_edn12http://www.childtrends.org/?indicators=parental-involvement-in-schools#_edn13http://www.childtrends.org/?indicators=parental-expectations-for-their-childrens-academic-attainmenthttp://www.childtrends.org/?indicators=school-communication-in-parents-native-languagehttp://www.childtrends.org/?indicators=reading-to-young-childrenhttp://www.childtrends.org/?indicators=parental-involvement-in-schools


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COMMUNICATING WITH PARENTS

's


8/24

,rans!at

Tips or news!etters"

At the be+*))*)+ o- the schoo( yea&' c&eate a ca(e)da& o- top*cs a)dsubm*ss*o) dead(*)es -o& the yea&

!)v*te pa&e)ts who have e,pe&t*se o) a top*c to be a +uest w&*te& Ded*cate a spot *) the )ews(ette& -o& pa&e)t commu)*cat*o) a)d use the

same spot co)s*ste)t(y !)v*te pa&e)t vo(u)tee&s to t&a)s(ate the )ews(ette& *)to &e(eva)t (a)+ua+es (ace a (*)k to the )ews(ette& o) the schoo(s webs*te e1uest &e+u(a& -eedback -&om pa&e)ts about the co)te)t' -o&mat' &eadab*(*ty

a)d &e(eva)ce

Tips or t#e s$#oo! we%site & Parent's Corner

2ave a &e+u(a& space ded*cated -o& pa&e)t *)-o&mat*o) e.+.' a&e)ts 4o&)e&5a)d use th*s space to commu)*cate about schoo( eve)ts' to showcasestude)ts wo&k such as a&t p&o6ects o& sho&t sto&*es5 a)d to d*sp(ay pa&e)t*)+o& hea(th *)-o&mat*o) v*deos a)d t*ps

ost pa&e)t su&veys o) the webs*te !)c(ude a (*)k to the 2a(to)a&e)ts.cawh*ch has pa&e)t*)+ a&t*c(es' b(o+s' a)d

v*deos

Tips or so$ia! (edia

ev*ew boa&d#w*de soc*a( med*a +u*de(*)es as a 7&st step !)v*te pa&e)ts w*th e,pe&t*se *) soc*a( med*a to he(p w*th w&*t*)+' ma*)ta*)*)+

o& mo)*to&*)+ Ask pa&e)ts what *)te&ests them to +u*de the *)-o&mat*o) be*)+ c&eated a)d

posted ec&u*t youth to suppo&t the schoo(s soc*a( med*a *)*t*at*ve !)v*te pa&e)ts to co))ect w*th 2a(to)a&e)ts.ca'8w*tte&o& $acebook-o&

pa&e)t*)+ *)-o&mat*o)
http://www.haltonparents.ca/http://www.haltonparents.ca/https://twitter.com/haltonparentshttps://www.facebook.com/haltonparentshttp://www.haltonparents.ca/http://www.haltonparents.ca/https://twitter.com/haltonparentshttps://www.facebook.com/haltonparents


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Gi)ing parents a )oi$e

4

o #ocus groupshe(d *)' o& outs*de o- schoo(o Community #orumo Social media# b(o+s o& $acebooko Sur%eys# p&*)t o& web#based

a&e)t Sat*s-act*o) Su&veys # 4DE pa+e ;e,te&)a( D$5 a&e)t !)vo(veme)t Su&vey # a+e


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Hosting Parent Sessions and E)ents

&et parents in%ol%ed in planning acti%ities that ill!

meet the )eeds a)d *)te&ests o- -am*(*es atte)d*)+ you& schoo( *)c&ease the*& *)vo(veme)t w*th the*& ch*(d a)d the*& ch*(ds (ea&)*)+

Tips or Hosting E)ents

!)vo(ve pa&e)ts a)d stude)ts *) p(a))*)+ eve)ts a)d wo&kshops


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(a) eve)ts a&ou)d act*v*t*es -am*(y 7t)ess )*+ht' (*te&acy )*+ht' cu&&*cu(um)*+ht' mus*ca(s/p(ays' spo&ts eve)ts5 a)d/o& mea(s/&e-&eshme)ts "s'd*))e&' co>ee5

9ook -o& a va&*ety o- -u)d*)+ oppo&tu)*t*es to suppo&t the eve)t:o a&e)ts each*)+ ut 5 &a)ts # )ta&*o @*)*st&y o-

Educat*o)e,te&)a( (*)k5o 2ea(thy Schoo(s a)d 4ommu)*t*es ote)t*a( $u)d*)+

ppo&tu)*t*ese,te&)a( (*)k5 4o)s*de& co)ve)*e)t dates' t*mes a)d (ocat*o)s to e)cou&a+e pa&e)t

atte)da)ce 2ost a) eve)t o>#s*te at a sa-e a)d we(com*)+ commu)*ty (ocat*o) othe& tha)

the schoo( to *)c&ease access*b*(*ty a)d commu)*ty co))ect*o)s Use v*deo co)-e&e)c*)+ whe&e poss*b(e: have the opt*o) -o& pa&e)ts to

pa&t*c*pate -&om home v*a v*deo (*)k *- they a&e )ot ab(e to atte)d Ut*(*e (oca( commu)*ty suppo&ts a)d &esou&cesD$ 7(e5

How to P!an Coee Ta!*s -or ,o+r S$#oo!

Purpose o> a co>>ee chat:

4&eate oppo&tu)*t*es -o& pa&e)ts to co))ect a)d soc*a(*e 2e(p co))ect pa&e)ts to vo(u)tee& oppo&tu)*t*es w*th*) the schoo( &*)+ mo&e ca&*)+ adu(ts *)to the bu*(d*)+ &ov*de *)-o&mat*o) a)d e)ha)ce (ea&)*)+ o) a +*ve) top*c

Steps!

B. ett*)+ Sta&ted8*ps to &ec&u*t a pa&e)t co#o&d*)ato&

o App&oach schoo( cou)c*(o ost a 6ob Cca(( out -o& a) e,p&ess*o) o- *)te&esto Se)d ema*( to a(( pa&e)tso Use the schoo( boa&d te(epho)e system Csy)e&vo*ceo e&so)a((y *)v*te pa&e)ts that you have e,*st*)+ &e(at*o)sh*ps w*tho $o& Seco)da&y Schoo(s: Use &ade pa&e)t )*+hts to adve&t*se

oppo&tu)*t*es

Assessme)t F Ghat do pa&e)ts wa)t to k)ow about?

o bta*) *)-o&mat*o) about the )eeds o- you& pa&e)ts commo) *ssues'hot top*cs' commu)*ty &e(ated *ssues5

o 4o((ect *)-o&mat*o) *) a pa&e)t w*de schoo( su&vey

&ov*de a 9*st o- popu(a& top*cso 4&eate a (*st o- top*cs a)d seek out speake&s -&om (oca( commu)*ty

o&+a)*at*o)s at H(ow cost o& )o cost

Set a co)s*ste)t t*me a)d day -o& meet*)+s th&ou+hout the yea&

o Dec*de to+ethe& w*th pa&e)ts' the best t*me o- the day to o>e& theeve)t du&*)+ the schoo( day' *) the eve)*)+' o& both5

o &ov*de a samp(e a+e)da that ca) be used to st&uctu&e each sess*o)Time (genda Item
http://www.edu.gov.on.ca/eng/parents/reaching.HTMLhttp://www.edu.gov.on.ca/eng/parents/reaching.HTMLhttps://www.ophea.net/healthy-schools-communities/making-it-happen/healthy-schools-and-communities-potential-funding?utm_medium=email&utm_campaign=eConnection%20February%202014&utm_content=eConnection%20February%202014+CID_356a1eac803d20a94348f841ea69e351&utm_source=eConnection&utm_term=herehttps://www.ophea.net/healthy-schools-communities/making-it-happen/healthy-schools-and-communities-potential-funding?utm_medium=email&utm_campaign=eConnection%20February%202014&utm_content=eConnection%20February%202014+CID_356a1eac803d20a94348f841ea69e351&utm_source=eConnection&utm_term=herehttp://www.halton.ca/common/pages/UserFile.aspx?fileId=18433http://www.edu.gov.on.ca/eng/parents/reaching.HTMLhttp://www.edu.gov.on.ca/eng/parents/reaching.HTMLhttps://www.ophea.net/healthy-schools-communities/making-it-happen/healthy-schools-and-communities-potential-funding?utm_medium=email&utm_campaign=eConnection%20February%202014&utm_content=eConnection%20February%202014+CID_356a1eac803d20a94348f841ea69e351&utm_source=eConnection&utm_term=herehttps://www.ophea.net/healthy-schools-communities/making-it-happen/healthy-schools-and-communities-potential-funding?utm_medium=email&utm_campaign=eConnection%20February%202014&utm_content=eConnection%20February%202014+CID_356a1eac803d20a94348f841ea69e351&utm_source=eConnection&utm_term=herehttp://www.halton.ca/common/pages/UserFile.aspx?fileId=18433


12/24

ee a)d ta(k w*th othe& pa&e)ts

B0:00 Speake& p&ese)ts top*c h*+h(*+hts

B0:0 !)te&act*ve d*scuss*o) a)d sha&*)+

B0:;0 "uest*o)s a)d -u&the& sha&*)+

B0:I0 &*)c*pa( updates

BB:00 G&ap#up a)d tha)k you -o& com*)+

Eva(uat*o) a)d (a))*)+ -o& the Ne,t ea&

o Use a sta)da&d eva(uat*o) to assess how each top*c/p&ese)tat*o) was&ece*ved

o 4&eate a schedu(e o- top*cs a)d speake&s *) the sp&*)+ to p&epa&e -o&the upcom*)+ schoo( yea&. emembe& to *)v*te +&ade pa&e)ts -&om-eede& schoo(s to +et *)vo(ved *) p(a))*)+ -o& these eve)ts.

Video )esources! 8V a&e)ts: ecom*)+ *)vo(ved *) c*v*c (*-e th&ou+h you& ch*(dLs

schoo(e,te&)a( (*)k5 eo&+*a Depa&tme)t o- Educat*o): et !)vo(vede,te&)a( (*)k5

Pro)iding )o!+nteer opport+nities

Parents vo!unteeror schoo! act


13/24

Ma&e)t#teache& *)te&v*ews p&ov*de a) oppo&tu)*ty -o& the pa&e)ts to bu*(d a b&*d+e

betwee) the home a)d schoo(. 4o((abo&at*ve &e(at*o)sh*ps betwee) teache&s a)d

pa&e)ts he(p to *mp&ove stude)ts cha)ces -o& success.M

2a&&*s a)d oodaa(' 00 eop(e -o& Educat*o)

#or more information or consultation! 4o)tact a pub(*c hea(th )u&se by d*a(*)+ 3BB o&

ema*(*)+schoo(hea(thOha(to).ca Access schoo( hea(th *)-o&mat*o) -o& p&o-ess*o)a(s atha(to).ca/schoo(hea(th ev*ew a)d use co)te)t -&om the Schoo( 2ea(th ENews

Parent.tea$#er inter)iews

ParentDteacher


14/24

at the a&e)t/8eache& @eet*)+

The parent/teacher meeting is a first-class opportunity for teachers to promote their profession

and impress parents - their most valuable customers. To get the best out of the occasion teachers

need PR strategies, in addition to educational skills.

Phillip and Peggy Thomas run their on business. !hen the date for their son"s teacher/parentevening as announced they reorganised their busy schedules to suit the school"s times.

!hen they arrived for the intervie the classroom teacher greeted them still dressed in hisfootball gear. #e apologised for his dishevelled appearance saying he had $ust come from asport"s coaching session.

%s the parents discussed their concerns the teacher undertook to address each problem. #epromised to send home a curriculum outline, discuss a orry ith the maths teacher and alertthe principal to a family tragedy.

Then, as the parents ere leaving, the teacher said, &'o could you $ust $ot don all the things Isaid I"d do and send me a note tomorro. I"ve promised so many things to so many parents, Idon"t remember ho ants hat()

!hat reaction do you think these professional people had to this encounter* !hat message asthe teacher sending to his most important customers*

%s these parents alked aay, the image they took as far from positive.


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To gain professional status and respect teachers have to be their on best advertisements.

Their ords and actions must leave parents assured that their child is in competent hands andthat the service the school provides is professional and personal.

P)O#ESSION( ST(## (PPE()(NCETeaching staff carry the ability in their hands to sho the school as a +uality operation ... or not.Parents form impressions and absorb much of their information through their eyes. ress ispart of the public measure of professional standards. ood grooming and attention to clothingsays a lot about your attitude to your $ob and your customers.

C*STO"E) (N&*(&E%ll professions have their on comple language. ducation is loaded ith technical terms that

most non-teachers don"t understand. It is important to talk to parents in appropriate language.0ust think ho much you appreciate the accountant or layer ho uses ords you cancomprehend.

The best communication is a to-ay dialogue, so involve parents in the conversation by askingthem +uestions and their opinion. %llo time to respond. 1se the parents" names often topersonalise your contact. !ith so many complicated family patterns, it"s hard to keep track ofrelationships so have name labels for everyone. !hen the intervie is over shake hands infareell.

o not have coffee cups on the desk. % parent/teacher meeting is a professional consultation in

ork time, not a casual chat.

+OD, (N&*(&ESmart operators are aare of body language. 2ook parents in the eye as they approach, don"tdive into your mark book straight aay. 2ook interested in them and start the conversation itha smile and a complimentary comment about their child.

S(TIS#, SC-OO P()ENTS NEEDS!hen the 3entre for 4arketing Schools conducted focus group intervies ith parents aboutparent/teacher meetings the parents said that they ould get more from intervies if teachers

ere more aare of parents" needs. See &The Parents" Plea).

T# S3#552 P%R'TS" P2%


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Rela me by starting ith the good nes about my child.%ssure me that my child is ell knon to you.on"t hassle me ith the pressure of time. %llocate time to talk.Relate to me as an individual ith individual needs - for eample, a busy orking mother, aparent ith a large family, a single parent.Seek to understand my child by asking me things about myself and our family.

Remember, it as a long time ago that I attended school. plain hy &e do things this aynoadays.)plain things to me in language I can understand, not bu66 ords.Sho me eamples to illustrate the progress of my child.Suggest realistic things I can do at home to help my child.

+E E##ICIENT% professional operator alays has a riting pad to $ot don notes. Think of the methods ofother professionals. The last time my accountant talked to me he $otted don three pages ofnotes(4y dentist impressed me hen he recalled a toothache I had telve months previously. 7othrealised the need to build professional confidence.

Record concerns and complaints that need further action. !rite don your promises. 7eforeyou conclude the meeting, determine if there is more service you can offer. 8or eample, youmay offer to send home an article on a sub$ect you discussed. 1se public relations to strengtheneach contact you have.

!ith good notes as a guide you ill impress parents at your net parent/teacher meeting henyou recall eactly hat as said.

%s a parting professional gesture hand the parents your school business card and invite them to

contact you if they have a concern. 9ou may be illing to add your home telephone number.

P)O"ISE ON, .-(T ,O* C(N DEIVE)!hatever you promise make sure you deliver. Strong relationships are based on trust. Parentsant to trust teachers and look up to them. They ant to rely on your ords and your promises.The day after a parent/teacher meeting attend to your commitments as a top priority. If furtheraction is needed, keep your parents informed of your progress on their behalf. Responsivecommunication is good public relations.

&*()D ,O*) CONVE)S(TIONS4ost teacher/parent relationships are fragile. They can change rapidly. 9our customer"sperception can improve or decline depending on hat they hear. 4ake no mistake: everythingthat a parent hears has an impact.


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4easure, monitor and think about everything you say to a parent and make sure it ill stand thetest of the grapevine.

;no hat '5T to say. 8or eample, never discuss another child at a parent/teacher intervie

The geography teacher confessed to some parents that the reason students in his class had notreceived any assignments last term as because the classes ere so disorganised and so largethat he could not manage them(

5ne teacher told horrified parents during their meeting that he had given the students anassignment because 5pen ay as coming up and the alls of the room needed decoration(

% teacher told his students on the afternoon prior to the parent/teacher meeting that he had ?@families to see in to hours that evening so, &tell your parents to be +uick so that I can get hometonight()

Teachers could not produce a brief ritten outline of the year"s ork and succinctly outline hattheir child as epected to kno.


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% mother as in tears because not one teacher she spoke to had been told that her son hadcontracted a severe illness that had turned him from an %-level student into a lethargic, absent-minded under-achiever. %lthough the mother had provided letters from professors on her son"scondition and had specifically asked the principal to inform the teachers, not one teacher at theparent/teacher meeting as aare of her son"s condition and special needs. 8olloing the

intervies she decided to ithdra her son from this school(

'o doubt, the teachers at this school thought that they ere being friendly and chatty ithparents by confiding their personal feelings and discussing the school"s shortcomings. They hadno idea ho their comments ere being interpreted, ho their ords ere being recorded, andho their personal image and the school"s reputation as being undermined by their onadmissions of poor professional practice.

This feedback serves to illustrate ho vital it is that staff receive training in communityrelations. Teachers have to ork consciously at maintaining customer loyalty and buildingpublic confidence.

(DD V(*E TO T-E +(SICSParents crave information about school and ho they can help advance their child"s learning, soteachers need to be prepared ith a selection of handouts for appropriate distribution, foreample, essay riting guides, time management tips, etended reading lists, course outlines,assessment guidelines etc.

% teacher"s preparation for the meeting should include a thorough revie of each student"s orkrecord and identification of strengths and eaknesses.

P)EP()E ,O*) S-O.)OO" #O) ( POIS-ED PE)#O)"(NCE#o ould you feel if you visited a computer shoroom that as stuffy and messy ith broken

bits of product lying around, dirty mugs on the tables and a salesperson ho looked a dag andnever stopped talking at you* 'o doubt you ould face a psychological hurdle to doing business

ith this person.

!hen selling the education product and profession, the classroom is the teacher"s shoroom.7efore a parent/teacher intervie set up your shoroom for a polished performance in thefolloing ays>

3reate an ambience that puts people in a receptive mood by decorating the alls ith yourstudents" best ork and scattering some orkbooks about for brosers. 8ill the boards and


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screens ith impressive material, arrange the furniture, put up direction signs, turn on all thelights, open the indos and add some floers or greenery.

Tidy up electrical cables and give the computers a clean.

Provide plenty of seats in clusters so people can chat in small groups. Set up the school video ina +uiet corner.

%rrange for perfectly attired senior students to circulate and serve tea, coffee and very nicebiscuits. Play the host and give your school a professional and elcoming feel.

Treat your parents as AIPs for the evening. 8or many of them it may be a rare night out andmost ill have made special arrangements for childcare, so make it a orthhile pleasure toattend.

7e aare that a parent/teacher meeting can be a highly charged emotional eperience forparents, so an intimate space for interpersonal closeness is needed. 'oise is a distraction andthe thought of other parents hovering nearby, catching a ord from a private conversation, isoff-putting. It ould never happen in a surgery or a la firm. mulate the practice of therespected


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2G AEN8S AND 8EA42ES S2U9D

8A9K 8 EA42 82E

* success>u! a!! 8en


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Students aren"t the only ones ho have homeork. !e parents also have an ongoing

assignment> building, nurturing and maintaining a relationship ith our kids" teachers.

&The level of success a child eperiences during a school year is definitely enhanced by

communication and cooperation beteen parents and teachers,) former 2%1S kindergarten

and middle school teacher &9ou alays feel like you"re going to the principal"s office.)

Sure, echanges beteen parent and teacher can, at times, feel territorial or even adversarial.

7ut they shouldn"t -- and they don"t have to.

Why do I need a relationship with my childs teacher?

Teachers are the people e parents entrust ith the most precious people in our lives -- the

people ho inspire the strongest emotions

forming and facilitating the development of your child.

&%s a teacher, thereDs only so much you can do -- after all, youDve got ?E-plus other children in

the room, depending on the grade youDre teaching,) ;ennar said. &So hat youDre trying to do in

the classroom must be supported at home.)

What should I expect from this relationship?

I sa the value of this advice ithin the first month of school this year. 4y F-year-old started a

transitional kindergarten program this fall, and my husband and I have been navigating the

relationship through this perspective.

!hen e first dropped him off at carpool, e left a smiling, playful child ho both charms and

challenges us. 8or the net si or seven hours, e have no idea of the person the teachers

encountered. !e assumed it as the same child e took to preschool. 7ack-to-School 'ight

proved very instructive, even if a bit unsettling. I lingered a bit to ask more +uestions of the

teacher one-on-one.

!e learned that in the classroom, our son as eerting some of the same defiance that e sa at

home. The most useful takeaay> The specific ords and actions the classroom used to deal iththis behavior. !hen e began to implement the same approach at home, it as like a miracle.

4ornings shifted from stressful screaming matches to a pleasant routine easing him into the

school day.

The need for communication is particularly imperative hen a child has uni+ue challenges, said

0ennifer 2o6a. #er son, ho has %#, &gets bouts of depression and aniety dealing ith the

loss of his dad,) the 7ermuda unes mom said. &%s long as I communicate this to his teachers,


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they are really good about giving some leeay and alloing him some space and even doing

some etra things to keep him distracted or help boost his spirits.)

What should we talk about?

0ust as you kno your child in a certain contet, so do teachers -- and you to might noteperience the same person. The idea is to help teachers round out their image of your child and

to help them most effectively reach the student.

Tell the teacher hat you kno about your child"s interests, skills and history that ill help to

build a complete picture of ho your child is at this moment. Share any information that can

affect your child emotionally, mentally or physically.

Remember, too, communicating isn"t only about telling teachers. It"s also about asking and

listening. 2et the teacher tell you about hat he or she knos of your child and ho the child is

in the classroom. 9ou may get some ideas on ho to encourage and etend that learning

environment at home as ell.

How do I know what to tell them?

&Teachers donDt kno everything parents are dealing ith at home -- other siblings, long

commutes, etended family, housing issues, medical issues, etc.,) ;ennar said.

8ormer preschool teacher 2acey 2a3our agrees. &Is there something disruptive going on at

home* id your child have a really bad night of sleep or a stressful morning* It is good for

teachers to kno a child"s home environment,) said the Torrance-based mother of to.

Its already mid-October. What if we didnt start at the beinnin of the school

year?

9ou don"t need to ait until parent-teacher conferences -- or until there"s a problem.

&% parentDs first contact ith a teacher shouldnDt be for a Gnegative" reason,) said ;ennar, ho

taught at 2%1S"s Roseood %venue lementary for H years. onestly, it took me a fe years

to learn that my first phone call home shouldnDt be because of a problem but to compliment

something a child did.)

!hen there is a problem, some teachers may prefer to encourage their students to deliver -- andtake responsibility for -- the nes. &I send a note home,) said eidre ;rieger, a fifth-grade

teacher at Thomas dison School in %naheim. &I ant them to have the option to make the right

choice. !hen I donDt get it back the net day, I forard the photo of the note in an email to the

parent and ask them to keep an eye out for it, ith a brief eplanation of hat happened during

the day.)

How can I initiate a con!ersation with my child"s teacher?


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on"t ait to be called on by the teacher. &Parents shouldnDt hesitate to send a note and re+uest

an informal GhoDs-my-child-doing" discussion -- through email, phone, or in person. Parents

also shouldnDt hesitate to ask for concrete suggestions on ays to help at home.)


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&4ake sure your child"s teacher knos that you appreciate him or her,) reminds 2a3our. !hile

it doesn"t have to mean shoering them ith gifts -- though the occasional coffee or treat might

be nice -- it really is about &starting from a positive assumption of the teacherDs motivations.

4ake it clear to the teacher that you kno your goals for your child are the same ... safety and

success.)

% simple thank-you or kind ord can go a long ay in strengthening relationships. %nd teachers

should remember that students aren"t the only ones ho respond ell to praise. % +uick note to

parents ith kudos for their kids can deepen trust.

This is something ;rieger incorporates as a form of positive reinforcement in her classroom that

etends home. &ItDs one of the pri6es in my raffle/treasure bo. 2ots of kids choose that pri6e,)

she said. &They give me a GPositive 'ote" slip, and IDve generated a positive note to their family by

the net day.)

How are you creating positive parent-teacher connections? You can share your winning

strategies here in the comments or tweet them to us@LATEducation.

'oin throuh the rowin pains of parenthood? (oin me on the

)ourney* +mmaltaisla

opyr

Documents

Parent Ed. Reference