Portfolio of Professional Practice

Working effectively, sensitively and confidentially with parents/carers has been established in all my practicum experiences. Although at the outset, I was nervous and unconfident to approach parents, I have now escalated my ability to communicate effectively with parents and carers. This improvement emerged from being surrounded by parents/carers in classroom and whole-school contexts, for example, working with parents during reading group tasks and art activities. Showing an interest, being friendly, asking questions and sharing information are all essential components to communicating with parents/carers (One Scotland, 2007). As a beginning teacher, Johnson, Boreen & Niday (2009) state that it is imperative to greet parents, introduce yourself, say something positive about the student, give a handout or index card, and invite parents to circulate around the room.

 

Teachers can encourage positive relationships through parent newsletters, curriculum nights, phone calls, "special days" such as grandparents day, or even workshops for parents (One Scotland, 2007). It is important to note, however, that face-to-face meetings serves as perhaps the most important communication venues (Johnson, Boreen & Niday, 2009). For example, during pick up hours, I spoke with a range of parents to discuss how their child engaged in the learning experiences of the day. In this time I was also able to observe the teachers interactions with parents, and develop my understandings of how teachers and parents/carers network. Other ways of promoting effective, sensitive and confidential relationships with parents/carers includes showing initiative, listening, being consistent and frequent, recognising their child as an individual, protecting the privacy of the student/parent/carer, and making sure to follow through on agreements/statements (Reading Rockets, n.d). Not only is it important to share information with parents, but also to ask for feedback and/or advice on how the teacher can improve the learning opportunities for their child. This could be achieved by inviting parents to program development meetings or even by simply chatting and documenting information after school (One Scotland, 2007). Although there may be unfortunate times where the parent is tempered, it is vital to remain calm, discuss the issue at a time when they have calmed down, listen carefully, remain professional, document the conversation, and also work towards a just resolution (Devitt, 2014). By communicating with parents in a range of early childhood and primary settings, I have developed the confidence and skills to maintain positive and professional parent-teacher partnerships.

 

 

The following evidence demonstrates my ability to interact with parents and carers: