PARENT TEACHER COMMUNICATION

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PARENT TEACHERCOMMUNICATION

• Professional Development Academy

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Rule of Brainstorming

• No criticism is allowed. No explanation is
  needed.
• Be free wheeling. Anything goes.
• Seek combinations and improvements.
• Seek quantity over quality.
• Dont worry about spelling.

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Name creative ways to communicate positively with
parents.

• Clarify the problem.
• Engage in brainstorming.
• Clarify items and eliminate irrelevant items.
• Agree upon and identify the three best items.
• Report back to whole group.

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Some of the benefits of family involvement
identified by the National PTA are as follows

• Students achieve more, regardless of
  socioeconomic status, ethnic/racial background or
  parents educational level.
• Student have better attendance.
• Students complete homework more consistently.
• Students exhibit more positive attitudes and
  behavior.

(1998)
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Two factors that have been identified as placing
a student at risk of dropping out of school are

• no parental involvement, and
• low parental expectations.

Wells, S.E. (1990). At-risk youth
Identification, programs, and recommendations.
Englewood, Colorado Teacher Idea Press
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Research consistently finds that family
involvement has a direct positive effect on
childrens achievement and is the most accurate
predictor of a students success in
school. National Dropout Prevention Center,
Clemson University
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Research suggests that parents use a teacher's
knowledge of a particular child's personality or
interests as a screening device. They are more
willing to hear a range of feedback about a child
if they feel the teacher knows what is special
about the child. Reforming Middle Schools and
School Systems, Changing Schools in Louisville
(Vol. 1, No. 2 - Spring/Summer 1997)
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From Cooperative Discipline by Linda
Albert,Ph.D. P.163 American Guidance Service, Inc.
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Tell Me
By Shel Silverstein
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• Tell me Im clever,
• Tell me Im kind,
• Tell me Im talented,
• Tell me Im cute,

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Tell me Im sensitive, Graceful and wise, Tell me
Im perfect-
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Tell me Im sensitive, Graceful and wise, Tell me
Im perfect- But tell me the truth.
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Teacher(s)
Parent(s)
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Parent(s)
Teacher(s)
Student
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Purpose of a Conference

• Conference to discuss a specific academic issue
  requested by the school
• Conference to discuss attendance or discipline
  issues
• Conference requested by parent
• Regularly scheduled conference as set in the MCPS
  school calendar
• Other

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Purpose of a Conference

• Conference to discuss a specific academic issue
  requested by the school
• Conference to discuss attendance or discipline
  issues
• Conference requested by parent
• Regularly scheduled conference as set in the MCPS
  school calendar
• Other

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Time Line

• Pre-Conference Planning
• Conference
• Post-Conference Follow-up

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Time Line

• Pre-Conference Planning
• Conference
• Post-Conference Follow-up

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Considerations

• Resources

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Resources might include

• Who should attend, and what are their schedules?
• What space is available?
• What can I provide for younger siblings during
  conference?
• What information is available from guidance or
  attendance that might be helpful if requested in
  advance of the conference?

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Considerations

• Resources
• Limitations/Barriers

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• Limitations or barriers include those elements
  that pose limiting factors to the conference
  process such as the following
• Is someone available to watch my class if I have
  to have a conference during the day?
• How do I get in touch with families that do not
  have a phone?
• What if separated parents refuse to come to the
  same conference?
• Some parents do not have transportation.

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NoteResources Limitations/Barriers

• Practical considerations
• May be dictated by the school administration
• Mentor teachers and other staff should be
  consulted for help in this area.

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Considerations

• Resources
• Limitations/Barriers
• Issues (Common to all students vs. Specific to a
  student)

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Issues may include such questions as

• To what degree should the student be involved in
  the conference?
• How do I involve the parent in creating solutions
  to problem areas
• What documentation is necessary?
• What do you discuss with the parent of a student
  identified as gifted or exceptional?

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NoteIssues

• Broad issues need thought and discussion among
  school staff or teaching teams.
• Judgments on these issues may differ according to
  grade level and student needs.
• Mentor teachers should be consulted for help in
  this area.

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Considerations

• Resources
• Limitations/Barriers
• Issues (Common vs. Specific)
• Specific Procedures (Stuff to Do)

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• Specific procedures might include

• Letter to parents to request conference.
• Check list of materials to have available at the
  time of the conference.
• Check list of people that need to be invited to
  the conference.
• Agenda for conference itself.
• Instrument to record results of conference and
  plan for follow-up.
• Follow-up plan for individual student.

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NoteSpecific Procedures

• Specific steps, procedures, and materials
  promote good organization and communication.
• Some materials may already be available at you
  school or from your mentor.
• Over time, most teachers develop and refine their
  own materials that suite their personal style.

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Time Line
Considerations
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Time Line
Considerations
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Time Line
Considerations
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Time Line
Considerations
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Time Line
Considerations
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Now, go forth and communicate!