CONTEXT

  • The teacher education student is discussing her understanding of strategies for working effectively, sensitively and confidentially with parents/carers.
  • The teacher education student is in the first year of her Master of Teaching degree. She has completed her first teaching placement.
  • This school is an independent girls’ school (n=944) in a suburban area.
  • This resource is an example of a useful activity for teacher education students since it allows students to explain their understanding of respectful, collaborative relationships in a school context.
SECONDARY

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

EVIDENCE ANNOTATION

The teacher education student demonstrates 7.3.1 ‘Graduate achieved’ through:

  • Using appropriate language that is sensitive to the backgrounds and needs of students, families and parents/carers.
  • Describing strategies for working effectively with parents/carers.

G: The goal for the teacher education student is 7.3.1.

R: The teacher education student is ‘Graduate achieved’ for 7.3.1.

O: What specific mentoring strategies could you employ with this teacher education student to help her move towards ‘Graduate exceeds’ for 7.3.1?

  • Does the teacher education student have opportunities to establish and maintain respectful, collaborative relationships with parents/carers regarding their children’s learning and wellbeing?

W: What is the next step you would negotiate as a goal for her? What will you do as a Mentor to help her achieve this goal?

G: To understand strategies for working effectively, sensitively and confidentially with parents/carers.

R: Which level of the graduate continuum are you currently at for 7.3.1? Refer to recent feedback you have received.

O: What specific actions could you take to understand strategies for working effectively, sensitively and confidentially with parents/carers?

  • What opportunities exist at your school to establish respectful, collaborative relationships with parents/carers?
  • Could you ask advice from a colleague regarding appropriate language that is sensitive to the backgrounds and needs of students, families and parents/carers?
  • Discuss ideas with your Mentor regarding strategies for effective collaborations with parents/carers.

W: What is your next step for improving your understanding of strategies for working effectively, sensitively and confidentially with parents/carers?

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