Meghann Bailey 22231934

Southern Cross University

Working with Parents/Carers

Part A

It is important to work with parents and carers to support student learning.

It is the partnership that develops between teachers and parents/carers that
ensures positive outcomes for students (Groundswater-Smith, Ewing & Le Cornu,
2015).

The importance of a mutually trusting and respectful relationship between

parents, carers and teachers should not be underestimated (Groundswater-Smith
et al., 2015). When parents and carers engage with teachers about student
learning, they are sharing the responsibility of educational outcomes for students
and supporting their wellbeing (Groundswater-Smith et al., 2015). Students
families are a vital resource in developing and understanding students needs,
strengths and supporting their achievements (Groundswater-Smith et al., 2015).
The Australian Professional Standards for Teachers [APST] mandate the roles and
responsibilities that a teacher has in engaging parents/carers in their students
education, the reporting of achievements but also ensuring this engagement is
effective, sensitive and respects the confidentiality of the parents/carers and
students (Standard 3.7,5.5, 7.3) (Australian Institute for Teaching and School
Leadership [AITSL], 2014). As a teacher, it is important to develop these
relationships to enhance student learning (Groundswater-Smith et al., 2015).

Because parents and carers play such an important part in the learning of
students it will be essential I work towards developing trusting and respectful
relationships to meet APST 3.7 and 7.3. On professional experience, I have had
limited personal engagement with parents and carers but have observed my
mentor teachers working with parents to enhance student learning. The topics
are often sensitive and confidential in nature and this requires the use of
strategies that ensure that all parties feel respected. The task is often difficult
with some parents not willing to be engaged in learning conversations. It is
however important that all parents are approached, not just those families who
regularly communication with teachers (Epstien, 2013, as cited in Groundswater-
Smith et al., 2015). In my future practicums and teaching, I will work to engage
parents/carers in many ways throughout the year. The strategies are detailed in
the plan below. By beginning the year in a positive setting, it will ensure that I
Meghann Bailey 22231934
Southern Cross University

have begun to develop relationships with parents before challenges occur

throughout the year (Canter, n.d). When reporting to parents/cares (APST 5.5) I
will ensure that I use positive interpersonal skills and make personal invitations
to all parents to further develop parental engagement and mutually respectful
relationships (Barath, 2017). I will utilise parents and carers in the classroom and
school through volunteer support for students in some classroom activities. This
is important as parents/carers presence in schools has been shown to increase
student wellbeing and learning outcomes (Groundswater-Smith et al., 2015). In
addition, as a teacher I have a professional responsibility to ensure that all my
engagement with parents meets the policy expectations of the Department of
Educations as well as the APST 7.3, which address strategies for working with
parents/carers in a professional capacity and the behavioural and ethical
requirements of this relationship (AITSL, 2014; Department of Education NSW,
2017). During professional experience, I always ensure that when engaging with
parents/carers that I utilise my interpersonal skills and respect their
confidentiality and will continue to do this in my further placement and
professional career.

A Yearly Plan: Working with Parents/ Carers

Context: Primary
Yearly
Activity/Purpose Who would be involved
Stage excursions: Curriculum/content outcomes & Teachers, Parent/ carer
supervision- Parents provide support to students in volunteers and students
structured activities and supervision throughout the
excursion
Class Dojo: Communication with parents about Teachers, Parent/ carer
achievements and concerns. Regular informal and students
communication.
Parental/ carer questionnaire: knowledge of student Teachers, Parent/ carer
needs, strengths and interests ( Ensure information is and students
kept confidential)
Formal events: Engage parents and make connections Teachers, Parents/ carers
with school events, showcase student achievements and as spectators or
performances volunteers, students
Informal events: Engage parents and make connections Teachers, Parent/ carer
with school events (Mothers/ Fathers Day, ANZAC day, and students
Naidoc week activities)
Term
Activity/Purpose Who would be involved
Beginning of term information session: Outline Teachers and Parent/
Meghann Bailey 22231934
Southern Cross University

classroom/school expectations, day-to-day carer

communication pathways, outline term plan. Reach out to
parents/ carers who do not attend
Parent & teacher interviews: discuss achievements and Teachers and Parent/
concerns carer
Personally invite all parents and carers
Report card collection at meeting: increase understanding
and engagement, discuss concerns and areas for
development
(It will be important that I ensure I address concerns and issues
in a sensitive and confidential manner to ensure
parents/carers/students feel supported)
Sporting events: Provide support and encouragement to Teachers, Parent/ carer
their child/ Engage with other parents/carers and students
Weekly
Activity/Purpose Who would be involved
Dojo communication: Provide feedback to parents once a week Teachers, Parent/ carer
on an achievement of each student and students
Whole School newsletter: Provide information about school Teachers, Parent/ carer
events and important dates. Keep parents/carers informed and students
about school programs.
Weekly Assembly: Share student achievements and important Teachers, Parent/ carer
announcements. Informal communication between teachers and and students
parents/carers
Class room parent/carer volunteers: Provide assistance and Teachers, Parent/ carer
support to individual/groups of students in organised activities- and students
Each activity is highly structured and parents understand
expectations
P&C meetings: Event organisation and fundraising Parent/carer and Principal
Canteen/ Uniform shop volunteers: Parent/carer presence in the Parent/carer and
school increases student wellbeing and learning. canteen/administrative
staff
Derived from Barath, 2017; Groundswater-Smith et al., 2015; Hudson & Hudson, 2009 with
reference to the personal communication with staff from Lismore South Public School.
Part B
Meghann Bailey 22231934
Southern Cross University

References
Australian Institute for Teaching and School Leadership. (2014). Australian
Professional Standards for Teachers. Retrieved from
http://www.aitsl.edu.au/australian-professional-standards-for-
teachers/standards/list

Barath, T. (2017). TCH30002 Professional Experience III: Transition to the

Profession- Topic 4 Communicating and working with parents and carers: Study
guide. Gold Coast, Australia: Southern Cross University.

Canter, A. (n.d). Parents and Teachers: Strategies for Working Together. National
Association of School Psychologists. Retrieved from
https://learn.scu.edu.au/webapps/blackboard/content /listContent.jsp?
course_id=_138107_1&content_id=_3989129_1
Department of Education NSW (2017). Professional responsibilities. Retrieved
from http://www.dec.nsw.gov.au/about-us/careers-centre/school-
careers/teaching/your- teaching-career/approved-teachers/casual-teacher-
induction/professional-responsibilities
Groundswater-Smith, S., Ewing, R. & Le Cornu, R. (2015). Building family-school-
community partnerships. In Teaching: Challenges and Dilemmas (pp.325-349).
Cengage learning.
Hudson, P., & Hudson, S. (2009). Understanding rural and remote schools and
facilitating school- community relationships. In J. Millwater & D. Beutel (Eds),
Stepping out into the real world of education (pp.133-154), Frenchs Forest,
NSW: Pearson Education Australia.