This sub-section draws on quotations and/or a short, animated video vignette as catalysts for thinking about the module’s topic, either as a starting for, or ending point to, professional dialogue. It also provides a “third point” to surface prior knowledge and experiences or to explore divergent perspectives and assumptions about, or discomfort with, the topic in a safe fashion.

Option A: View the COPA/OTF Capsule for Teachers entitled Establishing Positive Relationships between School and Home (bit.ly/Capsules4Teachers) and use it as an entry point or catalyst for a deeper discussion about promising practices that promote healthy and positive relationships with parents and guardians.

Option B: Use a think-write-pair/share approach, anchored to the quotations that follow, to begin a conversation about healthy relationships between teachers/educators and parents/guardians.

Think

Individually, select one of the following quotations (in whole or in part) that resonates with, or stands out for, you. Remember, the quotation can resonate either because you agree or disagree with it.

“Of all the things that contribute to students’ success, few are more basic than their relationships. Healthy relationships support healthy development.”

(Council of Ontario Directors of Education, 2014, p. 8)

“Research clearly indicates that good schools become better schools when they are strongly connected with parents as part of the learning community.”

(Ontario Ministry of Education, 2010, p. 7)

“Successful teachers create relationships with students and parents by sharing themselves: their time, their expertise,…and [their] interpersonal resources….And the more they can relate to you – as both a professional leader and a person – the easier it is for them to trust you, relax their fears about failure, and engage in the school.”

(Ridnouer, 2011, p. 107)

“A parent engagement policy that supports positive links through thoughtful, concrete actions contributes to a general awareness that all parents and families are welcomed at schools.  Such awareness encourages a sense of connectedness, community, ownership, and belonging.”

(Ontario Ministry of Education, 2010b, p. 12)

Write

Record or write why or how the quotation “stands out” for you.

Pair/Share

Take turns sharing your quotation and ideas/thoughts about it with a colleague or as a small group of colleagues.

This sub-section uses a fictional but authentic or plausible scenario involving teachers/educators’ interactions with parents/guardians. It encourages the use of innovative, critical thinking and problem-finding/solving approaches to explore uncomfortable or problematic situations or issues. It also offers opportunities to rehearse possible responses or actions in a non-threatening context or forum. Lastly, it provides a “third point” as a foundation for safe, professional dialogue.

Read the following case study/scenario:

Satbir is a student in your grade five class and it is her first year at the school. Satbir’s first language is not the primary language of instruction in your classroom or across the school. You, as the teacher/educator, have spent time at the outset of the school year to create a safe and welcoming learning environment and community. Satbir appears relatively at ease with her peers and is beginning to make friends. However, you also recognize, within days, that she is struggling to grasp instructions in the language of instruction. You acknowledge the situation and realize that you may need additional information to support Satbir.

In pairs or a small group, discuss the following series of prompts:

• What is the concern in the scenario?
• What connections to your experience as a teacher/educator come to mind? As a parent?
• What might be some possible ways to effectively address this issue/concern in concert with parents and guardians?  Remember to consider educational research, legislation/regulations and federation/board policies and protocols.
• Given the possible avenues you’ve identified above, which one(s) would you elect to pursue in this instance? What action plan/sequence of steps would you put in place?

This sub-section offers a suggested way to co-create new knowledge or tools or to synthesize knowledge and skills gained from the module. It also offers a suggested path to collaborate in making improvements to current or existing practices or tools.

As a staff, smaller team or working/standing committee, consider identifying or mapping out key avenues for relationship-building with parents and guardians that are already available and used in your classroom or school. Then, conduct a gap analysis by identifying other, possible avenues or means not yet in place that would help foster healthy school-family connections and relationships. Use this information to work towards putting into place additional relationship-building tools in your classroom and school.

This sub-section offers a way to reflect on, self-assess and/or set goals in the area of focus in the module. It also helps to support independent, reflective opportunities that can help shape affirmations of, or changes in, practice or guide additional professional learning connected to module’s focus.

Individually, reflect on your own experiences with parent-teacher relationship building and read the ten “I” statements below. Then, assess the degree to which they are developed or utilized in your own teaching practice.

Scale

3 = Well developed/fully utilized

2 = Emerging or developing/utilized occasionally

1 = Underdeveloped/underutilized

Ten “I” statements

1. I create conditions and cultivate relationships that invite open dialogue between the classroom/school and the home.
2. I conduct myself in a professional but approachable/personable fashion that helps develop relationships built on mutual respect and trust.
3. I keep avenues open for dialogue and communication with parents and guardians.
4. I reach out to parents or guardians when I need or want more information about my students that will help them learn or succeed.
5. I share good news or positive aspects, not just challenges or concerns, about student’s learning and achievement, when communicating with parents.
6. I listen attentively to parents’ concerns or questions before responding.
7. I address students’ and/or parents’ issues, concerns and questions in a timely way.
8. I presume positively about parents’ motivations for the actions they take related to their children.
9. I try to see issues and concerns from parents’ or guardians’ perspectives.
10. I clarify roles and responsibilities to create realistic expectations among my students and their parents.

Now, based on your self-assessment, consider the following three prompts.

1. Which skills or habits, in terms of relationship-building, are the strongest assets for you?
2. Which skills or habits, in terms of relationship-building, may reside in your “professional blindspot” and upon which you might want to concentrate more attention or focus?
3. Which relationship-building skills or habits, other than those listed above, do you draw upon?

This sub-section draws on quotations and/or a short, animated video vignette as catalysts for thinking about the module’s topic, either as a starting for, or ending point to, professional dialogue. It also provides a “third point” to surface prior knowledge and experiences or to explore divergent perspectives and assumptions about, or discomfort with, the topic in a safe fashion.

Option A: View the COPA/OTF Capsule for Teachers entitled Establishing Positive Relationships Between School and Home (bit.ly/Capsules4Teachers) and use it as an entry point to, or catalyst for, a deeper discussion about promising practices that promote healthy and positive relationships with parents and guardians.

 Option B: Use a think-write-pair/share approach, anchored to the quotations that follow, to begin a conversation about healthy relationships between teachers/educators and parents/guardians.

Think

Individually, select one of the following quotations (in whole or in part) that resonates with, or stands out for, you.  Remember, the quotation can resonate either because you agree or disagree with it.

“Of all the things that contribute to students’ success, few are more basic than their relationships. Healthy relationships support healthy development.”

(Council of Ontario Directors of Education, 2014, p. 8)

“Research clearly indicates that good schools become better schools when they are strongly connected with parents as part of the learning community.”

(Ontario Ministry of Education, 2010, p. 7)

“Successful teachers create relationships with students and parents by sharing themselves: their time, their expertise,…and [their] interpersonal resources….And the more they can relate to you – as both a professional leader and a person – the easier it is for them to trust you, relax their fears about failure, and engage in the school.”

(Ridnouer, 2011, p. 107)

“A parent engagement policy that supports positive links through thoughtful, concrete actions contributes to a general awareness that all parents and families are welcomed at schools.  Such awareness encourages a sense of connectedness, community, ownership, and belonging.”

(Ontario Ministry of Education, 2010b, p. 12)

Write

Record or write why or how the quotation “stands out” for you.

Pair/Share

With a colleague or as a small group of colleagues, take turns sharing your quotation and ideas/thoughts about it.

This sub-section uses a fictional but authentic or plausible scenario involving teachers/educators’ interactions with parents/guardians. It encourages the use of innovative, critical thinking and problem-finding/solving approaches to explore uncomfortable or problematic situations or issues. It also offers opportunities to rehearse possible responses or actions in a non-threatening context or forum. Lastly, it provides a “third point” as a foundation for safe, professional dialogue.

Read the following case study/scenario:

You are a teacher-librarian. Kyle is a grade 10 student and the brother of an older student with whom you interacted often in the library before she graduated. Since you’ve known him, he has frequented the library both for independent, quiet reading and to socialize with friends. Of late, however, you have noticed that Kyle does not come to the library as often and, when he does, he huddles alone in a back corner, without any reading material and away from his usual circle of friends. When you express concern and ask what’s wrong, he shrugs and is non-committal.  This, too, is unusual behavior for the characteristically outgoing, respectful teen.

In pairs or a small group, discuss the following series of prompts.

• What is the concern in the scenario?
• What connections to your experience as a teacher/educator come to mind? As a parent?
• What might be some possible ways to effectively address this issue/concern in concert with parents and guardians? Remember to consider educational research, legislation/regulations and federation/board policies and protocols.
• Given the possible avenues you’ve identified above, which one(s) would you elect to pursue in this instance? What action plan/sequence of steps would you put in place?

This sub-section offers a suggested way to co-create new knowledge or tools or to synthesize knowledge and skills gained from the module. It also offers a suggested path to collaborate in making improvements to current or existing practices or tools.

As a staff, smaller team or working/standing committee, consider identifying or mapping out key avenues for relationship-building with parents and guardians that are already available and used in your classroom or school. Then, conduct a gap analysis by identifying other, possible avenues or means not yet in place that would help foster healthy school-family connections and relationships. Use this information to work towards putting into place additional relationship-building tools in your classroom and school.

This sub-section offers a way to reflect on, self-assess and/or set goals in the area of focus in the module. It also helps to support independent, reflective opportunities that can help shape affirmations of, or changes in, practice or guide additional professional learning connected to module’s focus.

Individually, reflect on your own experiences with parent-teacher relationship building and read the ten “I” statements below. Then, assess the degree to which they are developed or utilized in your own teaching practice.

Scale

3 = Well developed/fully utilized

2 = Emerging or developing/utilized occasionally

1 = Underdeveloped/underutilized

Ten “I” statements

1. I create conditions and cultivate relationships that invite open dialogue between the classroom/school and the home.
2. I conduct myself in a professional but approachable/personable fashion that helps develop relationships built on mutual respect and trust.
3. I keep avenues open for dialogue and communication with parents and guardians.
4. I reach out to parents or guardians when I need or want more information about my students that will help them learn or succeed.
5. I share good news or positive aspects, not just challenges or concerns, about student’s learning and achievement, when communicating with parents.
6. I listen attentively to parents’ concerns or questions before responding.
7. I address students’ and/or parents’ issues, concerns and questions in a timely way.
8. I presume positively about parents’ motivations for the actions they take related to their children.
9. I try to see issues and concerns from parents’ or guardians’ perspectives.
10. I clarify roles and responsibilities to create realistic expectations among my students and their parents.

Now, based on your self-assessment, consider the following three prompts.

1. Which skills or habits, in terms of relationship-building, are the strongest assets for you?
2. Which skills or habits, in terms of relationship-building, may reside in your “professional blind spot” and upon which you might want to concentrate more attention or focus?
3. Which relationship-building skills or habits, other than those listed above, do you draw upon?