1. Conducting Meaningful Parent -Teacher Conferences

2. The Purpose of a Parent- -Teacher Conference
On a sticky note...
Write down what you think is the purpose of a Parent-Teacher Conference.
Short, 3 word phrases

3. Implementing Student-Led Conferences Jane Bailey & Thomas Guskey
Essential Questions?
What is the purpose of traditional parent-teacher conferences?
What are some of the advantages and disadvantages of these conferences?
Whose work is being discussed at these meetings?
Who is discussing this work?
Implementing Student-Led Conferences Jane Bailey & Thomas Guskey

4. Implementing Student-Led Conferences Jane Bailey & Thomas Guskey
Essential Questions
Are traditional Parent-Teacher Conferences outdated? (Same as when you were a child?)
Is there a better way to communicate with families at conferences? (From who do you think the families would prefer to hear from—their child or the teacher?)
Can we increase student responsibility for learning? (Is responsibility related to motivation?)
Implementing Student-Led Conferences Jane Bailey & Thomas Guskey

6. What are Student-Led Conferences?
A conference with the family in which the student leads a
discussion of his/her work and a review of his/her
portfolio.
The classroom teacher goes from being the leader of the conference to becoming a facilitator.
Student goes from non-participant or passive observer to leader of the conference.
Families become more actively engaged in discussions with their child rather than the teacher.
Support teachers go from non-participant to making sure that work samples are included in portfolio and available for conferences.
Implementing Student-Led Conferences Jane Bailey & Thomas Guskey

7. Why Student-Led Conferences?
Benefits
Require students to evaluate and reflect upon their work on a regular basis and identify what they do and do not understand about a given subject.
Facilitate students taking more responsibility for THEIR OWN LEARNING.
Help students see relevance of schoolwork to their lives and contribute to their metacognitive growth.
Allows for “individual voice” for students.
Implementing Student-Led Conferences Jane Bailey & Thomas Guskey

8. Why Student-Led Conferences?
Benefits:
Provide structure for goal setting and attainment.
Allow students to learn new skills.
Provide an opportunity for families to view their child’s work and understand the students’ progress in an effective and direct manner.
Families are more inclined to attend a student-led conferences.
Change climate of school and perceptions by families-can become a way of celebrating students and the school.
Implementing Student-Led Conferences Jane Bailey & Thomas Guskey

9. Changing Roles-- Student-Led Conferences
The teachers’ role
Teachers become facilitators as students lead their families through discussions about their progress and learning.
Teachers are responsible for organizing the conference environment. This includes:
Scheduling;
Guiding portfolio collection;
Rehearsing with the students;
Arranging space for meetings.
Implementing Student-Led Conferences Jane Bailey & Thomas Guskey

10. Changing Roles --Student-Led Conferences
The student’s role
Student’s role changes from passive observer to one of leader.
Student is the key person responsible for:
Identifying strengths and learning needs;
Collecting and reflecting evidence to document progress;
Inviting parents and scheduling;
Role-playing and rehearsing;
Preparing physical space for family at meeting;
Taking home pertinent information for family.
Implementing Student-Led Conferences Jane Bailey & Thomas Guskey

11. Changing Roles --Student-Led Conferences
The family’s role
Families become partners in learning.
Families’ responsibilities include:
Providing reinforcement, encouragement and praise;
Asking probing questions;
Listening and spending time with their child;
Seeing what school is like through the “eyes of their child”.
Implementing Student-Led Conferences Jane Bailey & Thomas Guskey

12. Changing Roles --Student-Led Conferences
The administrator’s role
Administrative support is essential.
Administrators must:
Encourage innovation;
Facilitate scheduling;
Provide time and training necessary for teachers to learn about the concept;
Educate parents about student-led conferences.
Implementing Student-Led Conferences Jane Bailey & Thomas Guskey

13. Changing Roles-- Student-Led Conferences
The co-curricular and support teachers’ roles
It is critical that information from these classes be included.
Co-curricular teachers’ roles include:
Making sure work is included in portfolio;
Helping to design portfolio;
Planning exhibits and performances of student work;
Promoting student self-evaluation.
Implementing Student-Led Conferences Jane Bailey & Thomas Guskey

14. What Do Portfolios Include?
Agenda/organizer
Student work/samples (evaluation)
Goal sheets (academic and behavioral)
Implementing Student-Led Conferences Jane Bailey & Thomas Guskey

15. Examples of Work to Include in Portfolio
Illustrations/Graphs
Homework/Class work
Projects
Warm-ups
Drills
Interactive Notebooks
Tests
Quizzes
Group Work
Writing Assignments
Labs
Implementing Student-Led Conferences
Jane Bailey & Thomas Guskey

16. Preparing For Conferences
Introduce concept to colleagues
Communicate concept to parents
Determine scheduling and location of meetings
Determine contents of portfolio and how to collect
Encourage family participation
Determine and implement evaluation method
Implementing Student-Led Conferences Jane Bailey & Thomas Guskey

17. What Forms Do I Need? Invitation to Family Grade Reflection
Behavior Checklist
Reflection and Goals
Meeting Agenda
Conference Follow-up Letter
Helpful Hint: Color code forms or folders
Implementing Student-Led Conferences
Jane Bailey & Thomas Guskey

24. Student Led Conference Timeline
Prepare Portfolios/Folders/Goals >>> on-going
Invitation to Family >>> Send home 2 weeks prior to conference
Rehearse Conference >>>> 1 or 2 days before the conference
Implementing Student-Led Conferences Jane Bailey & Thomas Guskey

25. What Is Conference Day Like?
All paperwork is assembled, organized and ready to go!!!
Students are excited about their conference!!!
Room becomes noisy!! It’s ok!
Implementing Student-Led Conferences Jane Bailey & Thomas Guskey

26. Traditional Conference vs. Student-Led Conference
Only parent and teacher meet
Students, parents (families) and teachers meet
Meeting time is limited
Student can spend as much time as needed to review portfolio with family
Limited number of slots available
Multiple conferences can be held simultaneously
Implementing Student-Led Conferences
Jane Bailey & Thomas Guskey

27. Student-Led Conferences- Let’s Review
What is the purpose?
What are some of the advantages of these conferences?
What are some of the disadvantages to these conferences?
Whose work is being discussed at the meeting?
Who is discussing this work?
Implementing Student-Led Conferences Jane Bailey & Thomas Guskey

28. Implementing Student-Led Conferences Jane Bailey & Thomas Guskey
Other Possibilities:
Individual conferences (especially for very young students)
Presentation or showcase conferences
Portfolio nights
At home student-led conferences
Electronic student-led conferences
Implementing Student-Led Conferences Jane Bailey & Thomas Guskey

29. Effective Ways to Deal With Challenging and Difficult Parents/Guardians

30. Some Premises Most people are not intentionally difficult
Difficult parents are not representative of all parents
Many parents were the victims of poor parenting themselves

31. Some Premises - Cont’d We all want what is best for the children
With a little insight and the right disposition, we can improve relations with (almost) every person with whom we work or serve
Parents are not always wrong! We must own our mistakes and apologize when appropriate

32. Some Beliefs Statements About Parents/Guardians
Parents are the primary educators of their child(ren)
Parents are the greatest advocate for their child(ren)
Parents always act out of a great love for their child(ren) (rational or irrational)

33. Parents Today Different configurations and relationships
Working moms, single dads, shared custody, grandparents as primary caregivers
Parents are overscheduled, and so are children
Products of a culture of entitlement
Don’t spend a lot of time together (except in the car)

34. Parents Today – Cont’d Children are alone more
Expect the school to furnish many services
Work longer hours
Feel guilty about not being more involved in their child’s education

35. What do we expect from parents?
Support for school policies/handbook
Support for teachers’ decisions
Help with homework and assignments
Response to teachers’ notes, messages

36. What do we expect – Cont’d
Take children to church
Presence at school activities
Provide school supplies, lunch, clothing
Accountability for their children's behaviors, actions

37. What do parents expect from us?
Quality instruction
Order and discipline in the school and classroom
Fairness
Individual consideration of their child
Regular updates on their child’s progress

38. What do parents expect – Cont’d
Timely communication of problems
Teachers’ presence at activities
A safe environment (both physical and social)
“Bang for their buck”

39. How Important Are Impressions?
Making a positive impression before you have to deliver bad news will make the situation less tense
Parents/guardians will be more supportive and willing to give teachers the benefit of the doubt when there is a history of working together, in stress filled and emotional encounters
Remember: You never get a second chance to make a positive first impression!

40. Build Social Capital
Connect with families right away to establish rapport (e.g. phone calls, a positive postcard, recognize family celebrations, achievements, etc.)
Call parents/guardians by title, Mr., Mrs., Dr., etc., and expect them to do the same for you
No first names either way!

41. Build Social Capital – Cont’d
Call when a student does something special, look for opportunities to praise their child
Avoid the use of in communicating “bad news”
Show care and concern for the student when there is no crisis

42. Build Social Capital
Touch base with a parent who has expressed some concern
Follow the “12/24” rule
Note: Relationships are like banks. You have to make deposits before you can make withdrawals. The more social capital you have, the easier difficult situations will be.
Return phone calls within12 but no longer than 24 hours

43. Types of Genuinely Different Parents
Aggressive – Threatening – Abusive Parent
Be strong
Be polite
Do not back down if you feel you are right
Try to establish a “common ground” and use “we” statements

44. Anxious and/or Incompetent Parent
Be supportive
Praise their efforts and success
Set limits to your involvement
Share “what works” from your experience
Parents with Marital Difficulties
Refer to the administrator
Support the student
Be understanding of some limitations

45. Parents of Entitlement
Be strong, hold your position
Be articulate
Agree to disagree
Unresponsive Parent
Support the student
Get help from administration and colleagues

46. Strategies for Difficult Parent Conferences
A conference should not introduce major surprises
Plan and prepare
work samples
test results
log of previous contacts
Choose the best possible setting
avoid sitting behind your desk
Be honest – yet positive and tactful

47. Stay calm and professional
Remain objective even if the parent criticizes you
Tell the parent you would like time to think about his/her perspective before responding
Let them know the discussion
cannot continue in a hostile
environment

48. Talking to parents or other angry people
Never argue, yell, cry, or behave unprofessionally
You do not have to prove who is in charge
Respond with “feelings” statements
rather than emotions
“I feel…threatened, abused, insulted, attacked, etc.”
Never let them see you sweat!

49. “In every situation there needs to be at least one adult, and the only person you can rely on is you.”
“Never argue with an irrational person!”

50. Do not mention other students or the class in general
Listen carefully
Parents can offer keen insight about their child from a very different perspective
Make a concrete plan of action
Write one or two goals to achieve together by a certain date
Follow up on progress!

51. Be aware that parents’ attitudes and moods usually have more to do with them and how they feel about themselves than it does with you or how they regard you.
Sometimes you just have to agree
to disagree!

52. Watch your body language
As long as you appear professional, confident, and self-assured, even in a difficult situation, the parent’s anger will generally be dissipated.

53. If a parent raises his/her voice, lower yours
Looking a person right in the eye gives you an air of self-confidence and self-assurance. It shows that you are listening!

54. Be sure the conference ends well
Summarize what has been discussed
List the steps you have agreed to take
Ask if the parent has anything else he/she would like to add before concluding
Thank the parents for coming in, smile genuinely!

55. Remember…
Establish a common ground; you both have the student’s growth and best interests at heart
It is really all about the student