PILOT+STUDY

Conversations have been held with teachers and families no longer associated with the school. They were invited to assist with the pilot project to trial the questions before they were distributed to the 2009 school community.

There were five questions in the survey about 'Home-School Communication'. Question 1 What information did you expect to gain from the interview? Question 2 What did you find useful about your interview? Question 3 In what ways do you think parent-teacher interviews could be improved? Question 4 What kinds of information do you want to find out? Question 5 What types of communication between home and school do you find useful? What information did you expect to gain from the interview? || I expect to find out if students are having difficulties with anything at school, as this is usually what parents address in their concerns. I expect to find out how easy or difficult students find their homework, if it is a hassle for the parents. || If there are any friendship issues. I also like to hear any stories – good ones about something they may have done. What the school is doing to help my child at school and also how I can help. || Parental concerns about their child. The child’s strengths and weaknesses Expectations of the parent. Expectations of the child Hopes for the year || Are they inquiry minded or are they lazy at home? Are they motivated and what are they interested in? Sleep habits How they get on with brothers and sisters Are they in footy clubs, sports or other activities The whole picture of the child || a. The student’s attitude to school: b. The student’s interpersonal relations c. The student’s home environment: d. The student’s extra-curricular physical, sporting, cultural, aesthetic and artistic interests and involvements: e. Health issues:: Previously at the mid year interview I would expect parents to ask for ways in which they can assist their child in areas that are proving to be a challenge for the child. Since we have been using the QuickVic report format, I now wonder if we need to have a mid year interview, because the report clearly sets out how the child is going, areas to be improved/future learning, ways the school can help and ways the parents can help. ||
 * 1.
 * ^  || I hope to know that my child is achieving what he/she should at school. That they are doing okay. What they are good at and is it at the grade standard- below or above?
 * ^  || The child’s social issues; friendships, conflicts, medical concerns.
 * ^  || How does the child think and what they are like at home to get an understanding of that child in a different environment.
 * ^  || As a teacher participant in parent/teacher interviews (some time ago!) I hoped to gain some understanding of:
 * Do they like coming to school?
 * Do they report (to their parents) that they find the work too difficult or easy?
 * Do they indicate a like or dislike for any specific subjects or activities?
 * How do they manage homework expectations and requirements?
 * Are they enthusiastic readers? If so, what types of literature are most preferred?
 * Are there concerns about the use of video/computer games? (Used excessively? Inappropriate content?)
 * Family structure. How does the child interact with mother and father, siblings and extended family
 * Relationships with parents (are there differences in the roles of and relationships with mother and father)
 * Relationships with their peers? Do they have close friends (both at and away from school)?
 * Does the student report feeling threatened or bullied by any other students?
 * How do they report (are there any issues with) their relationship with me as their classroom teacher? Other staff including specialist teachers and aides?
 * Does the student have particular responsibilities (tasks, jobs or chores) at home?
 * Is the student reliable in discharging these responsibilities met?
 * What are the consequences if responsibilities are not met?
 * Does the student participate in any of the above listed extra-curricular pursuits?
 * How do they cope with / enjoy such activities? Are they enthusiastic about participating?
 * Have the parents noticed any changes (positive or negative) as a result of such activities.
 * Does the student handle being defeated or losing a competitive game?
 * Are there any health issues, disabilities or other concerns?
 * If yes, what are the implications for the management/welfare of the student whilst at school?
 * Does the student obtain enough exercise?
 * Are there any dietary issues or concerns?
 * Does the student get enough sleep? ||
 * ^  || At the February – March interview I would expect to be told about any issues which may affect the child I am teaching. Issues include things like health, family situation and home routines, access difficulties or the child’s opinion of school or specific subjects.

What did you find useful about the interview? || It is useful to interact with parents and encourage them to contact me whenever they like. During interviews I like to take the opportunity assure them that I am always interested in their input. I want to make sure that all of the parents feel that I am accessible and easy to talk to and contact. By doing this I feel that I have opened the door for the parents of my students, to feel that they can drop in to have a chat whenever they like, and do not need to wait for scheduled meetings. || To see some of their work displayed around the room- I get to see what the standard is like.
 * 2.
 * ^  || Time to ask questions.

Time to say hello to the teacher and see who they are as I am working during the day. || Developing the relationship with the family || However, I think that it is also very useful to be able to establish or improve a personal relationship with the parent(s) or care-giver(s). The interview situation provides an invaluable opportunity for me to impress upon parents my willingness (as a teacher) to work on behalf of their child and to meet with them at any time to discuss issues of concern. The establishment of ongoing and effective channels of communication are fundamental to the establishment of an effective parent / teacher partnership and the attainment of he best possible learning outcomes ||
 * ^  || All the information in question 1 ||
 * ^  || The parent opening up and be willing to tell you the secrets about their child
 * ^  || Obviously, the information that is gleaned in discussing any of the above issues is useful.
 * ^  || I rarely come away from the parent teacher interviews feeling that I have gained a better insight into a child. Most of the time, the parents are telling me things I already know about the child at the first interview. During the mid year interview I end up repeating what is in the report. ||

In what ways do you think parent-teacher interviews could be improved? || Perhaps if parents have particular concerns, questions, or want to see particular work, they could write these questions/concerns ahead of time, so that I, as a teacher, can be fully prepared to answer them, and prepare the work, as best I can. Also, so that parents don’t feel rushed, we could arrange for longer interviews if needed. || Through email I would love to get notification of assessment they have been given for major pieces of work. That way I already know scores and I could then ask the teachers what they could have done to improve etc. || Issues like in question 1 || Relaxed, have more time allocated if needed ||
 * 3.
 * ^  || If the child attends with me and tells me what they have done. I would then like to ask the teacher “is this the standard for this year level?”
 * ^  || Sending a form home with questions for the parents to fill out before the interview so as to have the main concern of the parent addressed.
 * ^  || Have the interviews over a week rather than on one day
 * ^  || 3. In what ways do you think parent-teacher interviews could be improved?

The many demands on the class teacher’s time (and energy) necessitate a realistic approach to the amount of time that may be allocated/available for the interview to be conducted. However, I think it is important (in situations where either the teacher or parents think it advisable) for additional time to be made available so that the interviews can take a longer time (than is the norm) to complete. In some instances the teacher may reasonably anticipate the need for extra time and schedule the interview(s) accordingly. If a need for extra time is evident, but has not been anticipated, a supplementary interview can be scheduled. In any case, it is vitally important for teachers to avoid a situation where successive interviews are running over-time and parents are required to wait for long periods of time. Use of appropriate furniture is also an important consideration. It is not advisable for the teacher to be sitting in an adult-sized chair while the parents have no option but to sit in student chairs (especially in the lower grades). In the case of some parents, interviews may be more effectively undertaken at the student’s home. This strategy is particularly useful if it is known that parents have “issues” associated with visiting the school. Work samples should be readily available for use in illustrating student achievements and short-comings. ||
 * ^  || At our February – March interviews we have printed out a list of things that we want to know about and the parents read this whilst they are waiting. ||

What kinds of information do you want to find out at the interview? || I was hoping to learn more about the student, especially in regards to personal history or home circumstances that might affect the students learning or interactions at school. || If they are behaving themselves and being respectful How the teachers are catering for the needs of my child If they are struggling, what is being done, can be done and how I can help I would love a list already printed of work that needs to be done or is overdue What are the things that are coming up for the next term? ||
 * 4.
 * ^  || If they fit in socially
 * ^  || See question 1 ||
 * ^  || Ways to help student at home as part of an individual learning improvement plan

Where can I go for help to provide additional services for the child Motor coordination Speech assistance ||
 * ^  || See responses to question 1. ||
 * ^  || I would need to know that the parent was serious about helping their child with extra work if they were having trouble in an area. So many parents say they will work with their child, but either don’t do it, or give up after a short time. ||

What types of communication between home and school do you find useful? || A communication book for all students, particularly students with behavioural difficulties, can be an invaluable tool for keeping home informed of daily happenings, and also keeping the school aware of issues at home. || Personal notes from teachers and the weekly newsletter. (Never used the diary that they give out). || Newsletter communication Special level or class notices home || Communication books Diaries Newsletters Class newsletter Invite parents to be involved in the programs Personal invitation to parents to participate in school activities BBQ’s Information nights Open nights eg maths, technology, science nights Literacy nights for Book Week || During my career, I made use of:
 * 5.
 * ^  || In the secondary school system, using email to contact teachers. It just makes it so much easier. You don’t have to make an appointment and you can send it when you have time.
 * ^  || Take home daily diary.
 * ^  || Telephone calls
 * ^  || The most useful types of communication between home and school employ the strategies which are best suited to the situation and needs of the student and parent(s).
 * Direct contact with parents. Most effectively, by inviting them into the classroom (to hear reading or assist in other areas) … but also by being available at other times (afternoon dismissal times and during school functions / fundraising activities). I believe that my availability / accessibility at these times was particularly effective in building relationships / friendships / rapport with parents and supported both formal and informal discussion regarding student’s performance and situation.
 * Communication books in which parents, students (in some instances) specialist teachers, aides, and I as the class teacher have made entries on a daily (hopefully) basis. The student carries the book between home and school so that all parties may enter and read the content,
 * Class newsletters (most commonly written by myself, but occasionally including student-generated content) are a useful way of informing parents about class room activities, themes and homework / project expectations. The “unreliability” of passing messages on by this means is a limitation of its effectiveness.
 * Telephone. Where there was a need to discuss a problem, I strongly preferred to use the telephone to arrange a face-to-face interview so that the issue(s) could be addressed. However, I found the telephone to be an effective (and very much welcomed from a parental perspective) to tell parents of achievements, successes and triumphs (big or small). Invariably, the parents enjoyed receiving positive news about their children. The desire of the parents to directly communicate to their children, their pleasure at receiving the good news had a strong influence in encouraging and reinforcing positive behaviour by the students themselves
 * Correction of student work. Throughout my career, I have been committed to the principle of diligently correcting student’s work (particularly in their exercise books) and writing comments (both positive and constructively critical). From time to time, I would direct the students to take specific exercise books (or other corrected items of work) home to be inspected by the parents. Parents were also invited to enter their own written comments.
 * Reports. Obviously a vital part of both the communication AND the accountability process. ||
 * ^  || Informal chats in the yard and phone calls seem to work best. ||

