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 Modelling Effective Communication (bit.ly/Capsules4Teachers) and use it as an entry point or catalyst for a deeper discussion about promising practices that promote effective communication with parents and guardians.

Option B: Use a think-write-pair/share approach, anchored to the quotations that follow, to begin a conversation about effective communication 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.

“As teachers, we understand that asserting ourselves in a way that communicates our right to be treated with respect and kindness is a vital part of healthy communication. We also recognize that others’ right to be treated with that same respect and kindness is equally important.”

(Centre ontarien de prévention des agressions and Ontario Teachers’ Federation, 2011, p. 85)

“Communication is essential to building parent engagement. What parents know and perceive about the school depends on what they see, hear and read.”

(Ontario Ministry of Education, 2010a, p. 19)

“Effective communication helps break down barriers by establishing a common language and understanding of student progress, which, in turn, helps to create a culture of high expectations that is shared by students, parents, and educators.”

(Ontario Ministry of Education, 2010b, p. 12-13)

“Direct communication, seeking information from parents about what they want and need for their child’s success, helps build strong school-family connections.”

(Patel, Corter & Pelletier, 2008 as cited in People for Education, 2011, p. 7)

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:

Cheyenne is a student in your grade four class. You have already noted that she seems to excel in any activity and task that involves visual arts or drama. She shows leadership in cooperative activities that involve the arts in general and her peers often want to work with her on group tasks. However, Cheyenne struggles with numeracy-based concepts and mathematical processes. When confronted with tasks requiring problem solving, she becomes easily frustrated and quickly disengages and refuses to work through the problems. Often, she will act out and distract both her classmates and herself.

This concerns you, so you connect with your colleague who taught her last year in grade three. He corroborates your observations about her strengths and struggles but indicates that he did not witness the kind of acting out behaviour you describe.

Following that professional conversation, you decided to call home and, when no one answered, you left a voicemail message asking Cheyenne’s parents to call you back. It has been two days and your call has still not been returned. When you ask Cheyenne if her parents received your message, she looks away and mumbles that she’s not sure.

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 small team or working/standing committee, consider identifying and mapping out key strategies or tools to communicate regularly with parents and guardians that are already available and in use in your school. Then, conduct an audit or gap analysis by identifying other, currently non-existent strategies or tools that could be leveraged to keep the lines of communication open between home and school. Use this information to work towards putting in place additional means or opportunities for open communication.

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.

Reflect on your own experiences with communicating with parents and guardians and consider these prompts:

a. What have been the biggest payoffs or benefits of having open lines of communication?

b. What have been the most significant challenges or barriers to communication with parents and guardians?

c. Which strategies and tools have been most beneficial or helpful in keeping the lines of communication open between school and home?

d. What different or new communication methods or means might you employ to strengthen communication between school and home?

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 Modelling Effective Communication (bit.ly/Capsules4Teachers) and use it as an entry point or catalyst for a deeper discussion about promising practices that promote effective communication with parents and guardians.

Option B: Use a think-write-pair/share approach, anchored to the quotations that follow, to begin a conversation about effective communication 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.

“As teachers, we understand that asserting ourselves in a way that communicates our right to be treated with respect and kindness is a vital part of healthy communication. We also recognize that others’ right to be treated with that same respect and kindness is equally important.”

(Centre ontarien de prévention des agressions and Ontario Teachers’ Federation, 2011, p. 85)

“Communication is essential to building parent engagement. What parents know and perceive about the school depends on what they see, hear and read.”

(Ontario Ministry of Education, 2010a, p. 19)

“Effective communication helps break down barriers by establishing a common language and understanding of student progress, which, in turn, helps to create a culture of high expectations that is shared by students, parents, and educators.”

(Ontario Ministry of Education, 2010b, p. 12-13)

“Direct communication, seeking information from parents about what they want and need for their child’s success, helps build strong school-family connections.”

(Patel, Corter & Pelletier, 2008 as cited in People for Education, 2011, p. 7)

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:

At the end of semester one, Anya comes to see you, a guidance counsellor, to secure a more balanced timetable. She becomes quite rude and agitated when you inform her that all the courses in semester two are full in the periods that she wants to switch into.

Anya argues that the vice-principal did this for her in September, so she should be able to do it again now. You point out other available course options which Anya quickly dismisses as not being “academic.” Anya demands that the courses she wants be opened up to allow her to customize her timetable, even though this would mean exceeding contractual class size limits. You explain two other options open to Anya. First, she can add her name to a waiting list for sections of courses now. Second, she can make a request for course section changes at the start of semester two and hope that there has been some movement in the sections she wants.

Unsatisfied with any of the options, Anya leaves your office in a huff. Later that same day, Anya’s parent calls you but gets your voice mail since you are dealing with a sensitive issue at the time of the call. The parent leaves an angry message in which she accuses you of being insensitive to Anya’s needs and justifies her daughter’s behaviour by saying she is only advocating for herself. The parent threatens to take the issue “up the ladder” to the principal and the superintendent if Anya’s request is not met.

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 department, small team or working/standing committee, consider identifying and mapping out key strategies or tools to communicate regularly with parents and guardians that are already available and in use in your school. Then, conduct an audit or gap analysis by identifying other, currently non-existent strategies or tools that could be leveraged to keep the lines of communication open between home and school. Use this information to work towards putting in place additional means or opportunities for open communication.

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.

Reflect on your own experiences with communicating with parents and guardians and consider these prompts:

a.    What have been the biggest payoffs or benefits of having open lines of communication?

b.    What have been the most significant challenges or barriers to communication with parents and guardians?

c.     Which strategies and tools have been most beneficial or helpful in keeping the lines of communication open between school and home?

d.    What different or new communication methods or means might you employ to strengthen communication between school and home?