This fall we implemented parent-teacher conferences as part of the family program for the first time. Each children’s teacher  has taken a slightly different approach to the challenge of this new endeavor. Teachers have come up with creative solutions to bridge language barriers and to make the parent-teacher conference experience a positive and productive one for both the parents and the teacher. Some examples:

• Bryn and Jenny both used a worksheet that Jenny developed called “Stars & Wishes.” Parents completed the worksheet in small group sessions, listing their child’s strengths and their  wishes for their child. These worksheets were later used to structure one-on-one conversations with each parent.
• Bryn developed a chart that she gives to parents at the end of each class to let them know what their children worked on that day and to highlight the connections between the adults’ and children’s curricula. This ongoing communication makes the parent-teacher conferences more meaningful.
• Faced with a situation in South Providence where children were registered fpr class with adults who were not their parents, Miriam developed a class newsletter that she send home with her students in order to share their progress and activities with their parents.

Ideally, these conferences help us to tailor our program to a student’s needs, share ideas and resources with parents to help them to partner in their child’s education, and provide a safe place for parents to practice skills that they can use in parent-teacher conferences at their child’s school.  Additionally, they help us lay the groundwork for implementing assessment strategies in the future. Partnering with parents to set a child’s learning goals and sharing children’s work on an ongoing basis provide building blocks for approaches like rubrics and portfolios.

So, how has this all actually played out in the classroom? Jenny Goodrich, children’s teacher in East Providence’s two sites and in Olneyville, describes her experiences with conferences this fall:

At first I was intimidated by the prospect of conducting parent-teacher conferences, but after I began I found that they added a lot to the program. Parent-teacher conferences helped to create a more family-centered environment.  After the conferences, I was able to infuse many of topics that we discussed directly into my instruction.  This showed parents that their wishes had a significant impact on their child’s education. 

I found that parents quickly became more comfortable asking questions about their child’s progress, and even making specific requests. One parent at Weaver Library frequently asks me to ensure that her son reads for thirty minutes during class.  Children also began to see parents take a more active role in their education.   In an effort, I think, to show their parents what they are truly made of, the children worked much harder.

At the Olneyville Branch, the conferences inspired one parent to take things a step further.   Though he is not registered with our program, Nancy was concerned about her son’s grades.  She brought in his report card, and expressed her frustration, “I know it’s not good, but I don’t know how to help…” Together we dissected the “teacher friendly” language of the report card and helped her to identify areas she could address with her son.  

Ultimately, parent-teacher conferences helped to cultivate a stronger relationship between teacher, parent, and child.  Making the significance of this relationship clear to everyone helps to create a more productive learning environment for all.