WELCOME TO:

HOSTING POSITIVE PARENT-

TEACHER CONFERENCES

Use post-its to respond to these

statements:

Mentors: “What I wish I’d known about

P/T Conferences before my first one!”

Beginning Teachers: “What I need to

know about P/T Conferences!”

1
SHARING OUT:
 Mentors, please line up on one side of
the room.

 Beginning Teachers, please line up on

the other side.

 We will share your thoughts about

what you’ve learned and/or need to
know about parent-teacher
conferences.

2
FOCUS AND LEARNING
ACTIVITIES:

Analysis of a parent’s needs

Slides on the 5 steps in Parent-
Teacher Conferences (Barclay
and Boone) with inclusions from
other sources
Group Activity on Language
Role Play scenarios
Review of Resources
3
WHAT NORMS WILL WE
NEED FOR THIS SESSION?

4
 WHAT PARENTS NEED?

As you watch this video clip of

two mothers discussing parent
teacher conferences, consider
how you can help them address
their concerns.

5
 CONFERENCE STEPS

1. Plan the conference

2. Communicate with parents
3. Prepare for the conference
4. Meet with the parents
5. Close the conference
We will review these quickly to see what may not have already been
mentioned. Teachers are encouraged to provide additional suggestions.

Source: Barclay and Boone

6
STEP 1 –
PLAN THE CONFERENCE

Find out about school policies.

Make a schedule – allow parents to
choose times and alternatives.
Give the office a copy of your final schedule.
Parents often call in to ask about their
appointment.
Let the children know (often) when their parents
are to come.
Decide on conference topics.
Will children participate?

7
STEP 2 –
COMMUNICATE WITH PARENTS

Send reminders in advance and

also the day OF the conference.
Is an interpreter needed and/or
available?
Encourage parent input before
the conference, and suggest that
parents talk to the child before
the conference.
8
STEP 3 –
PREPARE FOR THE CONFERENCE

Organize samples of student work.

Prepare note cards on each student.

Review data in cumulative folders.

Evaluate recent test data.

Get observations from other teachers

(specials).

Interview the child.

9
SETTING THE STAGE

Put your name and room # on the door.

Place a few chairs outside the door for
waiting parents.
Post your schedule outside the door.
Have material or textbooks for parents
to look through while waiting.
Arrange a conference area with adult-
sized chairs (out of hearing range of the
door).
Don’t sit behind the teacher’s desk.

10
APPEARANCE/ATTITUDE

Dress professionally.
Smile!
Show enthusiasm!
Hold building concerns
until the staff meeting;
don’t discuss them with
parents.

11
MATERIALS/INFO

Tell parents the skills and knowledge

your grade level is expected to master this
school year.

Know what resources are available for

struggling students and the process to access
those resources.

Have the RIGHT child’s records, organized & in

the order of presentation.

Share individual student grade sheets rather

than the grade book.

Have a copy for both you and (all) the parents.

12
STEP 4:
MEET WITH THE PARENTS

Greet parents at the

door by the correct name.
Respect whoever comes, in
whatever condition.
Give eye contact; get into
appropriate rapport with the
parent(s).

13
LISTENING

Actively listen to
the parents.
Involve them
in finding solutions.
Be honest with them.
Select workable plans
together.

14
 STEP 5:
CLOSE THE CONFERENCE

Set goals for the child’s future work.

End on a hopeful note.
Summarize the main points, especially any
steps to be taken to resolve problems that
were identified.
Thank them for coming.
Schedule a follow-up
conference if needed.

(Have your next conference schedule ready

so that they can sign up now!)
15
LANGUAGE/LANGUAGE
Direct conversation to the parent, not the
interpreter. (Or both parents if present.)
Remember that the interpreter may be a
child.
Choose positive expressions.
Listen actively to understand what parents
want for their child. (You are disappointed
that Lucille is not doing her best.”)
Avoid superfluity embedded with
incomprehensible academia.
Explain goals and the child’s progress. Give
concrete examples rather than broad
generalities. (“He has trouble
comprehending.”-too broad.)

ACTIVITY – INSTEAD OF SAYING… SAY….?

16
Rubygems! –
Affluent Parents

Don’t use humor initially or they will

think you don’t care about their child.
Get straight to the point; don’t waste
their time.
Expertise is respected. (Post your
credentials.)
Use the adult voice; be firm about
parameters their child must follow.

17
Rubygems! –
Parents of Poverty
Call parents from poverty Mr., Ms. or
Mrs. (unless told otherwise). It is a
sign of respect.

Assume nothing. (Race does not

determine socioeconomic status.)

Use phrases such as:

“If you do this, your child can win
more often.”
“If you do this, your child will be
smarter and won’t get cheated.”

18
THE FEAR FACTOR
What about difficult parents?
Scan page 3 of Ruby Payne’s
article, Part III – “Tools to
Use…” and “Dealing With
Difficult Parents”.
Discuss it with your table briefly
and choose one key point.
Okay - let’s practice!

19
SCENARIO ACTIVITY

Open the scenario activity

envelope at your table.
Select a reader and a reporter.
Have the reader read the
scenario to the group.
Discuss QUICKLY how you would
handle the situation.
Each reporter will present the
table’s answer to the entire
group.
20
 EVALUATIONS AND CLOSING

REMEMBER: IT’S A TEAM EFFORT.

WE NEED THE PARENTS,
AND IT’S ALL ABOUT THE STUDENTS!
21