1 WELCOME TO: HOSTING POSITIVE PARENT- TEACHER CONFERENCES Use post-its to respond to these statements: Mentors: “What I wish I’d known about P/T Conferences before my first one!” Beginning Teachers: “What I need to know about P/T Conferences!”

2 SHARING OUT SHARING OUT :  Mentors, please line up on one side of the room.  Beginning Teachers, please line up on the other side.  We will share your thoughts about what you’ve learned and/or need to know about parent-teacher conferences.

3 FOCUS AND LEARNING ACTIVITIES: Analysis of a parent’s needs Slides on the 5 steps in Parent- Teacher Conferences (Barclay and Boone) with inclusions from other sources Group Activity on Language Role Play scenarios Review of Resources

4 WHAT NORMS WILL WE NEED FOR THIS SESSION?

5 WHAT PARENTS NEED? As you watch this video clip of two mothers discussing parent teacher conferences, consider how you can help them address their concerns.

6 CONFERENCE STEPS 1. Plan the conference 2. Communicate with parents 3. Prepare for the conference 4. Meet with the parents 5. Close the conference Barclay and Boone Source: Barclay and Boone We will review these quickly to see what may not have already been mentioned. Teachers are encouraged to provide additional suggestions.

7 STEP 1 – PLAN THE CONFERENCE Find out about school policies. Make a schedule – allow parents to choose times and alternatives. Give the office a copy of your final schedule. Parents often call in to ask about their appointment. Let the children know (often) when their parents are to come. Decide on conference topics. Will children participate?

8 STEP 2 – COMMUNICATE WITH PARENTS Send reminders in advance and also the day OF the conference. Is an interpreter needed and/or available? Encourage parent input before the conference, and suggest that parents talk to the child before the conference.

9 STEP 3 – PREPARE FOR THE CONFERENCE Organize samples of student work. Prepare note cards on each student. Review data in cumulative folders. Evaluate recent test data. Get observations from other teachers (specials). Interview the child.

10 SETTING THE STAGE Put your name and room # on the door. Place a few chairs outside the door for waiting parents. Post your schedule outside the door. Have material or textbooks for parents to look through while waiting. Arrange a conference area with adult- sized chairs (out of hearing range of the door). Don’t sit behind the teacher’s desk.

11 APPEARANCE/ATTITUDE Dress professionally. Smile! Show enthusiasm! Hold building concerns until the staff meeting; don’t discuss them with parents.

12 MATERIALS/INFO Tell parents the skills and knowledge your grade level is expected to master this school year. Know what resources are available for struggling students and the process to access those resources. Have the RIGHT child’s records, organized & in the order of presentation. Share individual student grade sheets rather than the grade book. Have a copy for both you and (all) the parents.

13 STEP 4: MEET WITH THE PARENTS Greet parents at the door by the correct name. Respect whoever comes, in whatever condition. Give eye contact; get into appropriate rapport with the parent(s).

14 LISTENING Actively listen to the parents. Involve them in finding solutions. Be honest with them. Select workable plans together.

15 STEP 5: CLOSE THE CONFERENCE Set goals for the child’s future work. End on a hopeful note. Summarize the main points, especially any steps to be taken to resolve problems that were identified. Thank them for coming. Schedule a follow-up conference if needed. (Have your next conference schedule ready so that they can sign up now!)

16 LANGUAGE/LANGUAGE Direct conversation to the parent, not the interpreter. (Or both parents if present.) Remember that the interpreter may be a child. Choose positive expressions. Listen actively to understand what parents want for their child. (You are disappointed that Lucille is not doing her best.”) Avoid superfluity embedded with incomprehensible academia. Explain goals and the child’s progress. Give concrete examples rather than broad generalities. (“He has trouble comprehending.”-too broad.) ACTIVITY – INSTEAD OF SAYING… SAY….?

17 Rubygems! – Affluent Parents Don’t use humor initially or they will think you don’t care about their child. Get straight to the point; don’t waste their time. Expertise is respected. (Post your credentials.) Use the adult voice; be firm about parameters their child must follow.

18 Rubygems! – Parents of Poverty Call parents from poverty Mr., Ms. or Mrs. (unless told otherwise). It is a sign of respect. Assume nothing. (Race does not determine socioeconomic status.) Use phrases such as: “If you do this, your child can win more often.” “If you do this, your child will be smarter and won’t get cheated.”

19 THE FEAR FACTOR What about difficult parents? Scan page 3 of Ruby Payne’s article, Part III – “Tools to Use…” and “Dealing With Difficult Parents”. Discuss it with your table briefly and choose one key point. Okay - let’s practice!

20 SCENARIO ACTIVITY Open the scenario activity envelope at your table. Select a reader and a reporter. Have the reader read the scenario to the group. Discuss QUICKLY how you would handle the situation. Each reporter will present the table’s answer to the entire group.

21 EVALUATIONS AND CLOSING REMEMBER: IT’S A TEAM EFFORT. WE NEED THE PARENTS, AND IT’S ALL ABOUT THE STUDENTS!