Parent-Teacher Conferences

This article provides an overview of the characteristics of traditional parent-teacher conferences. Practical application recommendations are provided with an emphasis on specific strategies that can be employed to foster successful, meaningful conferences with parents. Moreover, the article explores parent-teacher conferences from a cultural perspective and provides suggestions for ways to encourage culturally sensitive interactions. Discussion also focuses on two alternative parent-teacher conference models gaining popularity in schools today: The CORE-Family School Conference Model and Student-led conferences.

Keywords CORE: Family School Conference Model; Culturally Responsive Interactions; Open House; Parental Involvement; Parent-Teacher Conferences; Portfolio; Student-Led Conferences

Overview

Parent-teacher conferences provide a set-aside time for teachers and parents to discuss student progress with regards to academics, social interactions and emotional well-being. Teachers and parents use the conference as a vehicle to help clarify issues, develop strategies to address specific issues and concerns and determine goals for future student progress (Barron, 1991). Traditionally, parent-teacher conferences occur several times throughout the year and last for a brief period of time (usually 15-20 minutes) to ensure equitable distribution of a teacher's attention to all of his/her students in a given class. Traditional parent-teacher conferences are held without the student present and are generally facilitated and directed by the teacher.

Hanhan (1998) indicates that parent-teacher conferences are the single most frequently used method of parent communication in schools today. They are designed specifically to encourage parents to actively participate in their child's education and to bridge the gap between the home and school. Other forms of parent involvement include functions throughout the year such as Open Houses and Back to School Nights. However, the parent-teacher conference is the only traditional forum set aside throughout the school year for parents and teachers to meet face-to-face to discuss student progress and actively listen to each other's concerns.

General Recommendations for Successful Parent-Teacher Conferences

Assuming Goodwill

Simmons (2002) encourages teachers to always assume good-will on behalf of parents. Although a parent's perspective regarding student progress may differ significantly from the teacher's viewpoint, and thus effective communication may prove difficult, the teacher must remember that the parent is often the one individual who knows his/her child best and can shed the most light on why specific problems or issues may exist. Although a parent may come across as unwilling to accept negative information or may be reluctant to hear that a problem exists, the teacher must acknowledge that the parent is competent and almost always acting in a child's best interest. However, it may be true from time to time that a parent does not have a child's best interest in mind. In these situations, the teacher must be skilled enough and prepared to communicate effectively to build a strong relationship between home and school. The teacher's goal is never to back-down on his/her perspective regarding a student's performance, but rather to be willing to collaborate and share responsibility for the child's academic, social and emotional progress with parents.

Shared Responsibility

Simmons therefore highly recommends that teachers and parents assume shared responsibility for student progress. Everyone must actively participate in the conference to outline a plan for success and to encourage a student to achieve specific goals. Teachers can achieve this type of teamwork by building strong foundations of trust, honesty and respect. When parents feel that a teacher is concerned about their child's well-being and progress in school, they are more likely to actively participate in the goal setting and put forth as much effort as necessary to achieve success for their child (Simmons, 2002).

Active Listening

Evans (2004) highlights the critical role active listening plays in successful parent-teacher interactions. He asserts that listening to parents is the key to gaining information and building/sustaining a cooperative relationship with parents. When actively listening, a teacher invites the parent to share his/her thoughts, ideas, concerns and questions while retelling statements in his/her own words to convey understanding (Evans, 2004). Often, in traditional parent-teacher conference models, teachers present information and provide little time for parents to discuss their own thoughts and concerns. By reversing this traditional practice and placing more emphasis on actively listening to parents, teachers may find that they are better able to solve issues and better prepared to deliver negative messages, should it be necessary.

Direct & Simple Information

Evans further recommends that when teachers provide information in a conference setting, they need to be as direct and simple as possible. He indicates that parents are likely to remember only three major points from a conference and therefore suggests that teachers focus their delivery on explicitly outlining and providing examples for three specific areas of success or in need of improvement (Evans, 2004). Evans emphasizes the use of data and examples as a way to guide conversation and provide structure. By showing student work and providing specific examples for parents to view, teachers are better able to support the claims they make regarding student progress.

Avoiding Generalizations / Abstractions

Evans indicates that teachers must work hard to not get lost in generalizations or abstractions. Often, when teachers have negative information to share, they fear negative parent reactions and therefore diminish the seriousness of the issue in order to avoid possible conflict. Evans asserts that in these types of situations teachers resort to generalizations to help ease the impact of negative information and thus fail to communicate their concerns effectively. Open, honest, and straightforward communication may be difficult at times, but is necessary to create ideal conditions for improving student learning outcomes.

Managing Time Effectively

Evans further discusses the critical importance of managing time effectively in parent-teacher conference situations. Teachers need to manage the flow of the conversation and provide frequent reminders of the time allotted and the time remaining to discuss student progress, issues, concerns and questions. To ensure that all parents are provided with equal opportunities to share and discuss student progress, teachers must work to guide the conversation and ensure equity.

Create Welcoming Atmosphere

Stevens & Tollafield (2003) emphasize actions teachers can take to create a welcoming atmosphere conducive to positive collaboration and team work in the parent-teacher conference setting. They encourage teachers to think critically about how they invite parents to conferences and how they ensure parents actually attend. They further discuss how teachers need to be aware of how they set a positive tone for productive conferences. Jordan et al. (1998) highlight the fact that simple considerations such as how classroom furniture is assembled can inhibit or enhance communication and therefore should be carefully considered.

Bridging Cultures

Challenging Traditional Assumptions

As teachers work with students from increasingly diverse backgrounds, traditional assumptions regarding cultural norms and practices may be challenged in the parent-teacher conference setting. Quiroz (1999) indicates that each cultural model includes assumptions the group takes for granted and does not recognize as cultural in origin. Certain phrases used to communicate academic progress in one culture may be misunderstood or misinterpreted by a family from a different cultural background. Moreover, certain expectations for academic and social growth may differ greatly from one perspective to the next. Quiroz (1999) further asserts that different cultural models define criteria for evaluating child development. A teacher's perception of social interactions from his/her own cultural perspective may differ greatly from what a parent may feel is appropriate, developmentally, from his/her cultural perspective. Often, the different cultural constructs conflict when parents meet with teachers to discuss student academic performance and social/emotional well-being.

Understanding Beliefs, Values & Expectations

Jordan et al. (1998) assert that teachers must work to understand beliefs, values, and expectations that guide parent expectations for student performance. For example, although a teacher may expect a student to raise his/her hand to share ideas with more frequency; this type of interaction may be discouraged in the home setting. Additionally, although a teacher may feel that it is appropriate for a student to become more social and interact with peers more regularly, such emphasis and critical importance may not be placed on this expectation in the home setting. The value each family places on education, the varying roles students assume in different households and the level of parental involvement differ from family to family (Ramey & Ramey, 1994). Teachers need to increase awareness of these cultural norms and expectations and ensure sensitivity to possible differences.

Enhanced Communications

Jordan et al. (1998) indicates that teachers need to enhance communication with different families by increasing levels of culturally responsive interactions. As Burstein & Cabello (1989) illuminate, the majority of cultural miscommunication in the parent-teacher conference setting results directly from the teacher's lack of knowledge and experience with culturally sensitive practice. In order to build trust with families of different cultural backgrounds, teachers must learn about the customs and traditions of families from diverse cultures (Harry et al., 1993 as cited in Jordan et al., 1998). Teachers can enhance their knowledge of different cultural backgrounds simply by reading about different cultures or sharing experiences with other teachers to learn best practices for communicating effectively with parents from various cultural backgrounds.

Traditional vs. Collaborative Conferences

Traditional Model of Parent-Teacher Conferences

Traditional parent-teacher conferences emphasize teacher delivery of information with little opportunity for parent input, questions or concerns. Teachers often guide the conversation and have a specific agenda for the information they want to convey. Some educators assert that the traditional conference model encourages teachers to prepare well and to manage time effectively to ensure minimal conflict and to minimize parent input. In fact, some teachers go so far as to provide only a few minutes at the end of the conference for parents to express their concerns and thus cut them off when time runs out (Minke & Anderson, 2003). Although they are designed, in principle, to promote and encourage strong home-school connections, sometimes they accomplish just the opposite by discouraging parents from participating in the process.

Collaborative Models for Parent-Teacher Conferences

Many educators and researchers, however, promote more collaborative models for parent-teacher conferences that emphasize open, honest communication and deep trusting relationships to achieve what is in the best interest of the student. Such collaborative approaches are characterized by mutually agreed upon goals, trusting relationships, two-way communication and shared decision making (Hanhan, 1998; Swap, 1993; Vickers & Minke, 1997 as cited in Minke & Anderson, 2003). These models are becoming increasingly more popular in schools today as teachers aim to bridge the gap between home and school, address any cultural difference and elicit as much information necessary to create the ideal learning conditions for every student.

Alternative Models

CORE - The Family School Conference Model

Minke & Anderson (2003) describe, in detail, the CORE model for parent-teacher conferences which places great emphasis on school-family interactions and collaboration. The CORE model combines findings from systems theory (Bronfenbrenner, 1979; cited in Minke & Anderson, 2003), active listening and communication techniques, and solution oriented counseling (de Shazer, 1985; Murphy & Duncan, 1997; cited in Minke & Anderson, 2003). It emphasizes trust building, optimism, solution oriented approaches to solving problems and shared decision making and thus encourages and promotes a more positive, meaningful, collaborative exchange between students, teachers and parents (Minke & Anderson, 2003).

Implementing CORE

When implementing the CORE model for parent-teacher conferences, teachers are first asked to think differently about parents and families in general. They are asked to assume that all parents and families care about their children and want only the best for their academic, social and emotional well-being (Minke & Anderson, 2003).

Gathering Information vs. Judging Parents

With this fundamental paradigm shift, teachers focus their energy primarily on gathering information from parents to shed light on student needs as opposed to immediately judging parents for actions perceived as right or wrong (Minke & Anderson, 2003). The overall goal of the CORE model for conferences is to aim toward a more trusting, open relationship based on strong collaboration and team effort to work in the best interest of the student. This first step is critical to ensure that teachers and parents are able to work effectively together to promote academic, social and emotional progress for students.

Teacher's Interaction with Families

A second focus of the CORE model is to work with teachers to interact differently with families via training in active listening and communication techniques (Minke & Anderson, 2003). Teachers are trained with regard to how to deliver information to parents, both positive and negative. They are exposed to multiple ways to effectively listen and interpret parent concerns without becoming defensive or judgmental. Teachers are provided with the communication tools necessary to effectively guide and facilitate collaborative discussions with parents and families.

Structured Format for Conference

A final focus of the CORE model is to work with teachers to provide a structured format for conferences (Minke & Anderson, 2003). Four essential components include

• Advanced preparation on behalf of parents and teachers,

• Active involvement of students in the conference process,

• Equal teacher attention to both providing and receiving information

• A renewed perspective of the conference as a conversation as opposed to a presentation (Minke & Anderson, 2003).

By following this structured format, teachers are better equipped to engage in more collaborative conferences aimed at opening lines of honest, meaningful communication.

Possible Issues Faced When Implementing Collaborative Conference Models

One issue highlighted in the research with regard to more collaborative models of parent-teacher conferences such as the CORE model concerns varying parent beliefs and values with regard to education. Lareau (2000; cited in Minke & Anderson, 2003) notes that many parents earnestly believe that the school is responsible for educating their children and therefore do not see a need to collaborate frequently with teachers to build a team approach toward problem solving. Lareau (2000) further asserts that many parents do not have the social resources necessary to interact with schools at the level necessary to collaborate effectively. Due to such different perspectives with regard to the role of the school and the home when it comes to educating young students, some schools may face an uphill battle should they wish to incorporate more collaborative models such as the CORE model. Minke & Anderson (2003) indicate that such models may exacerbate rather than alleviate educational inequity and may further marginalize families who construct different meanings for home-school interactions.

Student-Led Conferences

Many educators believe that the best way to improve educational outcomes for students is to directly involve them in the assessment and reporting process. Student-led conferences encourage students to be active participants in the evaluation of their academic progress and thus motivate them to take initiative for their own learning and improve their overall educational experience (Borba & Olvera, 2001).

Portfolio Assessment

Student-led conferences almost always involve some form of portfolio assessment. Portfolios represent a collection of student work and showcase student performance over a period of time. During a student-led conference, students rely on portfolios to illustrate their work throughout the assessment period and therefore are better able to communicate their overall progress. Borba & Olvera (2001) describe, in detail, a six step process used at Gustine Middle School in Gustine, California. The first three phases consist of portfolio assembly involving a mix of both student and teacher choices that reflect the student's academic progress. The fourth stage, student training, is critical as students learn how to effectively conduct and manage a conference (Borba & Olvera, 2001). The final two stages involve the actual conference and an opportunity for self reflection and analysis. Overall, the six step process contributes greatly to student success and ownership of their own learning (Borba & Olvera, 2001).

Reasons for Adopting Student - Led Conference Model

Conderman et al. (2000) highlight three key reasons why many school districts are now adopting the student-led conference model.

Including the Student

First and foremost, the traditional parent-teacher conference model almost always excludes the student from the conversation thus eliminating the most important link in the whole educational process, the student. Hackmann (1996) asserts that the traditional conference model contributes to a heightened sense of distrust as some students view the parent-teacher conference as an opportunity for parents and teachers to talk about them behind their backs.

Creating Ideal Conditions for Student Communications

Secondly, Conderman et al. (2000) indicates that the traditional parent-teacher conference model relies heavily on direction from the teacher as well as teacher identification of specific educational goals for student improvement. The traditional model denies students an opportunity to set their own goals for improvement. Alternatively, student-led conferences create ideal conditions for students to communicate personal academic goals and thus increase student responsibility for meeting their established goals (Conderman et al, 2000).

Providing Comprehensive Overview With Use of Portfolio

A third compelling reason that many educators cite for the move toward student-led conferences is the fact that most conferences of this type focus primarily on authentic student work that parallels the school curriculum more accurately than standardized and norm-referenced tests (Conderman et al., 2000). Standardized tests usually do not directly reflect what is taught and learned in the classroom. Portfolios provide a more comprehensive overview of a student's strengths and weaknesses and provide for a more meaningful and purposeful discussion around student improvement.

Benefits for Students, Parents & Teachers

Numerous studies point directly to benefits of student-led conferences for students, parents and teachers. Shannon (1997; cited in Borba & Olvera, 2001) found that student-lea conferences led directly to increased student responsibility for their own learning. Lenski et al., (1996; cited in Borba & Olvera, 2001) highlight the fact that student-led conferences empower students as they take control over communicating their strengths, weaknesses, progress and goals for academic improvement. Moreover, Hackmann (1996; cited in Borba & Olvera, 2001) found that more parents attended student-led conferences as compared to traditional parent-teacher conferences. Overall, student-led conferences are increasingly becoming more popular as schools realize the critical importance of involving students in assessment of their own academic progress and identification of their future goals for success.

Possible Issues Faced When Implementing Student-Led Conferences

Although studies indicate overwhelmingly positive benefits when students are involved in reporting their own progress and academic goals, some parents still want to meet privately with the teacher to discuss information they may not be comfortable sharing with the student present (Conderman, 2000). Furthermore, many parents are accustomed to the traditional parent-teacher conference model and therefore find it difficult to adapt to a conference situation involving the student. In response to these issues, some school districts have implemented a unique blend of both traditional parent-teacher conferences and more progressive student-led conferences. Thus, at times during the academic year parents can receive information directly from the student and at other times they can discuss private matters directly with the teacher (Conderman, 2000).

Terms & Concepts

CORE: Family School Conference Model: The CORE Model emphasizes trust building, optimistic, solution oriented approaches to solving problems and shared decision making. It encourages and promotes a more positive, meaningful, collaborative exchange between students, teachers and parents.

Culturally Responsive Interactions: Culturally responsive interactions build trust with families of different cultural backgrounds because teachers understand, appreciate and respect the customs and traditions of families from diverse cultural backgrounds.

Open House: Events scheduled throughout the school year wherein the school building is open to parents and families and teachers are available to them for discussion, questions and often the display of student work.

Parental Involvement: The active and engaged participation of parents in their children's education. Parental involvement may take many forms, including providing academic help in the home, volunteering for any number of projects at the school, or participating in an outside support organization, or regularly communication with teachers and administrators.

Parent-Teacher Conferences: Parent teacher conferences provide a set-aside time for teachers and parents to discuss student progress with regards to academics, social interactions and emotional well-being.

Portfolios: Portfolios represent a collection of student work and showcase student performance over a period of time. During a student-led conference, students rely on portfolios to illustrate their work throughout the assessment period and therefore are better able to communicate their overall progress.

Student-Led Conferences: Student-led conferences encourage students to be active participants in the evaluation of their academic progress and thus motivate them to take initiative for their own learning and improve their overall educational experience.

Bibliography

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Vickers, H. S., & Minke, K. M. (1997). Family systems and the family-school connection. In G.G. Bear, K. M. Minke, & A. Thomas (Eds.), Children's needs II: Development, problems, and alternatives (pp. 547-558). Washington, DC: National Association of School Psychologists.

Suggested Reading

Fredericks, A. & Rasinski, T. (1990). Conferencing with parents: Successful approaches. Reading Teacher, 44 , 174-176. Retrieved July 2, 2007 from EBSCO Online Database Education Research Complete. http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=11080528&site=ehost-live

Huber, L. (2003). Knowing Children and Building Relationships with Families: A Strategy for Improving Conferences. Early Childhood Education Journal, 31 , 75. Retrieved July 2, 2007 from EBSCO Online Database Education Research Complete. http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=10587997&site=ehost-live

Le Countryman, L. & Schroeder, M. (1996). When students lead parent-teacher conferences. Educational Leadership, 53 , 64. Retrieved July 2, 2007 from EBSCO Online Database Education Research Complete. http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=9604241630&site=ehost-live

Leung, P. (2001). Parent teacher conferences in a secondary school: A case study. Pastoral Care in Education, 19 , 28. Retrieved July 2, 2007 from

EBSCO Online Database Education Research Complete. http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=4889966&site=ehost-live

Manning, B. (1985). Conducting a worthwhile parent-teacher conference. Education, 105 , 342. Retrieved July 2, 2007 from EBSCO Online Database Education Research Complete. http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=4719127&site=ehost-live

Swiderek, B. (1997). Parent conferences. Journal of Adolescent & Adult Literacy, 40 , 580. Retrieved July 2, 2007 from EBSCO Online Database Education Research Complete. http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=9704154519&site=ehost-live

Wolf, J. & Stephens, T. (1989). Parent/teacher conferences: Finding common ground. Educational Leadership, 47 , 28. Retrieved July 2, 2007 from EBSCO Online Database Education Research Complete. http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=8523681&site=ehost-live