Standard 7: Engage Professionally with Colleagues, Parents/Carers and the Community
Focus Area 7.3, Engage with carers and parents
School Context
School Austin Cove Baptist College
Level Year 6
Focus: Parent Teacher Evening
Stage of Schooling Primary School
Type Private School
Location Provincial
Level Year 6
Focus: Parent Teacher Evening
Stage of Schooling Primary School
Type Private School
Location Provincial
Illustration of Practice: Parent and Teacher Evening: 'Learning Journey'
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In schools that serve as engaged centers of community, notable improvements take place in learning, school effectiveness, family engagement, and community vitality. Students with engaged parents are most likely to earn higher grades and test scores, enroll in higher-level programs, be promoted, pass their classes and earn credits, attend school regularly, exhibit positive social skills and behavior, and adapt well to school (Henderson & Mapp, 2002). As a teacher, I have a responsibility to encourage parents to become 'partners' with teachers in their children's education.
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Situation
It is strategic for me to recognise the importance of the social ecology model when considering the utter importance of building relationship with parents and the local community. Fundamental to Bronfenbrenner’s approach is this idea of the power of human agency: "To a greater extent than any other species, human beings create the environments that shape the course of human development. Their actions influence the multiple physical tiers of the ecology that shapes them, and this agency makes humans, for better or worse, active producers of their own development (Bronfenbrenner, 2005, p. 27). According to Bronfenbrenner, the microsystem is the arena where children are emotionally connected - schools, family, peers, local neighbourhoods. Given this understanding, I was eager to meet with parents at every opportunity during the school weeks, and at the formal learning evening held 11th September, 2014.
Action
After discussion with my mentor teacher, I decided to created a 'visual diary' (click on visual diary icon, 'Mrs Baleas Class' above) of work the year 6 students had completed during the term to be presented at the Parent and Teacher 'Learning Journey Evening' (Held at Austin Cove Baptist College, 11th September 2014). I believed this would be a valuable tool to connect to parents and to showcase the work of the students. During the course of the evening, many students invited me to talk with their parents and to engage the visual presentation with them. This allowed students to celebrate their work with parents and also allowed me to share in this celebration together with the students and their parents.
Outcome
The Learning Journey evening was a real success. The 'visual diary' was a central focus on the night for parents and students to engage with. It showcased several weeks of learning achievements the year 6's had completed during the term, and encouraged a lot of conversation with parents. I was able to share with many parents during the evening and to discuss the progress of of their children's work. The principal of the Primary School was also impressed with the engagement with parents and the feedback he received after the evening.
It is strategic for me to recognise the importance of the social ecology model when considering the utter importance of building relationship with parents and the local community. Fundamental to Bronfenbrenner’s approach is this idea of the power of human agency: "To a greater extent than any other species, human beings create the environments that shape the course of human development. Their actions influence the multiple physical tiers of the ecology that shapes them, and this agency makes humans, for better or worse, active producers of their own development (Bronfenbrenner, 2005, p. 27). According to Bronfenbrenner, the microsystem is the arena where children are emotionally connected - schools, family, peers, local neighbourhoods. Given this understanding, I was eager to meet with parents at every opportunity during the school weeks, and at the formal learning evening held 11th September, 2014.
Action
After discussion with my mentor teacher, I decided to created a 'visual diary' (click on visual diary icon, 'Mrs Baleas Class' above) of work the year 6 students had completed during the term to be presented at the Parent and Teacher 'Learning Journey Evening' (Held at Austin Cove Baptist College, 11th September 2014). I believed this would be a valuable tool to connect to parents and to showcase the work of the students. During the course of the evening, many students invited me to talk with their parents and to engage the visual presentation with them. This allowed students to celebrate their work with parents and also allowed me to share in this celebration together with the students and their parents.
Outcome
The Learning Journey evening was a real success. The 'visual diary' was a central focus on the night for parents and students to engage with. It showcased several weeks of learning achievements the year 6's had completed during the term, and encouraged a lot of conversation with parents. I was able to share with many parents during the evening and to discuss the progress of of their children's work. The principal of the Primary School was also impressed with the engagement with parents and the feedback he received after the evening.
Action Plan
I have continued to develop a website that is relevant, informative and best practice in education. I am especially interested in Family and Children resources that help equip, educate and guide my teaching practices
I have enjoyed reading Jennifer Bowes text, Children, Families and Communities. This text by Bowes looks at the ways in which children, families and communities influence each other and how different contexts affect them all. There is a focus on research and theoretical grounding. Each chapter highlights both the contexts and consequences of the different subject areas.
There are chapters that cover giftedness; children, media and technology; bullying; children in emergencies; and policy support for children, families and communities. With authors from a wide variety of fields, ranging from social work, developmental psychology and law, to sociology and social policy, the book provides a comprehensive explanation of the complicated factors that influence a child's development.
I have also collaborated with other teachers at Austin Cove Baptist College to ensure I am developing a productive understanding of the importance of engaging with parents and community. I have continued to blog on my website as a way of recording my experiences and sharing my learning journey with other educators, families and students.
There are chapters that cover giftedness; children, media and technology; bullying; children in emergencies; and policy support for children, families and communities. With authors from a wide variety of fields, ranging from social work, developmental psychology and law, to sociology and social policy, the book provides a comprehensive explanation of the complicated factors that influence a child's development.
I have also collaborated with other teachers at Austin Cove Baptist College to ensure I am developing a productive understanding of the importance of engaging with parents and community. I have continued to blog on my website as a way of recording my experiences and sharing my learning journey with other educators, families and students.
