Evidence Statement

Created: 02/10/2020
By: Lewanna Hampel

Focus: Standard 7.3 Engage with parents/carers, Graduate Level:

Understand strategies for working effectively, sensitively and confidentially with
parents/carers.

Children are a parents/caregivers most valuable possessions. As such, parents will frequently interact
with teachers to understand how their children are doing, raise concerns and share important
knowledge about their child. For educators, this means that it is extremally vital to understand how
to work effectively, sensitively and confidentially with parents/carers.

To work effectively with parents/carers, educators may establish several modes of communication
with parents/carers. As shown in the communication method descriptions below, these
communication methods will vary depending on the purpose of communication. Here, teachers will
need to consider: the individual parents/carers communication preferences; the sensitivity of the
information to be communicated to ensure confidentiality is maintained and; the sensitivity required
during communication.

Advantages & Disadvantages of Several Methods for Communicating with Parents/Carers

Communication Method Advantages & Disadvantages

- Great for parents/carers who prefer digital communication –
1. SeeSaw, SkoolBag,
easily accessible.
Class Dojo etc.
- Advantages and disadvantages to the different programs, i.e. in
SeeSaw, teacher can send message to parents/carers in one large
chat, however they are they only one that can view the messages
communicated back to them.
- Provides parents/carers and teachers with a record of
communication to refer back to if required.
- As an asynchronous tool, emails enable educators to carefully
construct the text they communicate to ensure it is appropriate.
This may include having leadership view the text before sending
it.
- Written communication may be difficult for families where
English is not a first language.
- Great for parents/carers who prefer digital communication.
2. Emails
- Provides parents/carers and teachers with a record of
communication to refer back to if required.
- As an asynchronous tool, emails enable educators to carefully
construct the text they communicate to ensure it is appropriate.
This may include having leadership view the text before sending
it.
- Written communication may be difficult for families where
English is not a first language.
 - Great for when immediate communication is required.
3. Phone Calls
- May be difficult to contact busy parents/carers.
- Not great for interactions where a record of communication is
important.
- Difficult for parents to respond using this method.
- Provides teachers with the opportunity to display student work to
4. Meetings
parents to support discussions.
- May be difficult to organise/set up a time.
- May be more effective for some family structures, such as a child
whose parents are separated and they have step parents – this
method of communication enables all members to be present.
- Not great for providing a record of communication, however
teacher may take notes throughout.
- Provides opportunities for leadership to be present if required.
- Great for lengthy discussions.
- Are conducted privately, increasing confidentiality.
- Enables educators to touch base with parents/carers – great for
5. Conversations
developing and maintaining relationships.
before/after school
- Not great for sensitive discussions where privacy is required as
the conversation may be overheard.
- Not great for lengthy discussions (teacher may need to rush off
and so conversation may be incomplete and/or misunderstood).

To ensure they communicate sensitively with parents/carers, teachers may implement several
additional strategies. During interactions with parents/carers, teachers should listen actively to
parents/carers and, after the parent/carer has finished talking, show that they have listened
accurately. For example, they may rephrase what they parent/carer has discussed. In doing this,
teachers may also make a statement to validate what they parent/carer is feeling. In circumstances
where parents/carers adamantly disagree with the teacher, the teacher can suggest alternatives to
ensure that the parent is still heard, but that they also look after their own wellbeing and safety. For
example, the teacher may ask the parent/carer if they would prefer to organise a meeting with
leadership to discuss their concerns. The teacher could also organise a meeting for a later date with
the parent/carer and explain that this would be beneficial as it would give them (the teacher) time to
consider their suggestions. This strategy would not only provide the teacher with time to discuss the
content of the meeting with leadership if necessary to ensure they respond appropriately, but would
also provide the educator with time to compose themselves.