Parents/carers’ involvement in learning process of their children
CONTEXT
- The teacher education student is in conversation with an academic.
- The teacher education student is a fourth year student and has completed her first teaching placement.
- This school is a large secondary school (n=2036) in a suburban area.
- This resource is an example of a useful opportunity for teacher education students to explain their understanding of involving parents/carers in the educative process. Such discussions allow teacher education students to reflect on their experiences and understanding of strategies for involving parents/carers in the educative process.
Describe a broad range of strategies for involving parents/carers in the educative process.
EVIDENCE ANNOTATION
The teacher education student demonstrates 3.7.1 ‘Working towards graduate’ through:
- Understanding the school-home connection.
- Describing strategies for involving parents/carers in the educative process.
- Describing appropriate professional conduct when communicating with parents/carers.
- Drawing on information about the established partnerships between school and home.
G: The goal for the teacher education student is 3.7.1.
R: The teacher education student is ‘Working towards graduate’ for 3.7.1.
O: What opportunities could you co-create or facilitate to help her move towards ‘Graduate achieved’ for 3.7.1?
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 describe a broad range of strategies for involving parents/carers in the educative process.
R: Which level of the graduate continuum are you currently at for 3.7.1? Refer to recent feedback you have received.
O: What specific actions could you take to demonstrate your capabilities and understanding of strategies for involving parents/carers in the educative process?
- What school partnerships and local resources could you engage to enhance learning in the classroom?
- What other opportunities exist at the school to demonstrate professional conduct when communicating with parents/carers?
- How could you encourage parents/carers to visit the classroom?
- What school-home connections exist at your school (e.g. the school homework policy)?
W: What is your next step in exploring the established school partnerships to encourage parents/carers to become involved in classroom or school activities?