Portfolio

Methods I Benchmark- Fall 2022 Portfolio

Infants/ Toddlers

Awesome B-5 Student

Family and Community Communications Standards Cluster

Portfolio Artifact Rationale: NAEYC Standard: 2 & CEC Standard: 7

Name of Artifact: Parent Teacher Conference

Date: July 10, 2022

Course: BRFV 4400 Family and Community Relationships

Rationale:

This artifact best establishes my understanding of NAEYC Standard: 2 because it demonstrates my ability to write letters to respectfully address families. Standard 2 describes a suitable candidate to be someone who can “understand […] complex characteristics of children’s families.” The letter in my assignment is short and written in simple English words that can be easily translated for families whose native tongue is not English. Translating important documents will make a parent feel seen and included in the child’s education, and it could encourage them to take a more active role in educating the child. Creating this plan for communication helped me understand the decisions I will have to make to foster a respectful relationship with the parents of my students. It also helped me learn how to ensure that the parents feel included in their child’s education by asking them to bring two questions and two goals for their child’s development and growth to our conferences. This method is a great method to demonstrate a collaborative relationship when a teacher does not talk at the family during the parent/ teacher conference, but they make a conscious decision and effort to involve them in a dialogue. When the family and teacher collaborate, this team works cohesively to assist the child in achieving the goals that the family anticipates for them. This assignment is also well aligned with Standard 2 because it demonstrates my ability to handle a disgruntled parent. I created a diagram listing appropriate action to take when a parent or family member has made complaints about me. This is important because Standard 2 requires teachers to build relationships. If there is a disagreement between the teacher and a parent, it is imperative that the teacher finds a way to mend that relationship to the best of her capabilities. I strongly believe that the best team to assist in the success of a child’s life is that of an educator and their family members. Therefore, a step-by-step plan to assist in mending these relationships can serve as a method to ensure that parents and teachers maintain a respectful connection.

This artifact is also appropriate for the CEC Standard: 7. Standard 7 requires teachers to “routinely and effectively collaborate with families […] in culturally responsive ways.” My assignment demonstrates my understanding that there are several ways to communicate with families through formal and informal methods to collaborate with them. Many families with children with exceptional learning needs are unable to meet face to face due to lack of transportation or other life difficulties. This assignment demonstrates my ability to think of different ways to create and sustain a relationship with each family whether it is on the phone or on a virtual call. It demonstrates my desire to be flexible to meet the needs of my families with and without children with exceptional learning needs. The child’s service providers, educators, and personnel from community agencies will all benefit from this because they can also get on the call or virtual meeting. Parent/teacher conferences or any other meetings, such an IFSP meetings, are the perfect opportunities for families to have meaningful conversations about the development of the child. Therefore, offering to do virtual meetings or even scheduling a meeting at the convenience of the parent, can prove to be invaluable to a family of a child with ELN. This will give the family the opportunity to work with the support specialists, physicians, and the teacher to address problems and create goals that they will work on achieving with the child. Moreover, as I stated in my assignment, I will have artifacts, notes, and other assessments that will be used as proof that would help me advocate for the child’s specific needs during these important meetings.

Artifact:

Awesome B-5 Student

Dr. Zhang

BRFV 4400 Family and Community Relationships- Parent Teacher Conferences

July 10, 2022

Part A: Describe three formal and three non-formal communication methods with parents that reflect two-way communication principle.

a. Formal communication: i. Letters- Letters or emails can be sent once at the end of every month to

discuss what the class has been working on. We can send pictures to demonstrate what the children were doing during school as well. Parents can reply to the email with any questions or concerns. You can invite parents to inquire about any activity that the class participated in and they can request materials, or a list of materials, to replicate the activity at home.

ii. Zoom meetings can be scheduled ahead of time whether it is requested by the parent or the teacher. Both individuals will have to agree on a

specific time and date for the meeting. Two-way communication will occur while setting the appointment as well as during the virtual call.

iii. Invitation to assist in a classroom event- invitations can be sent out to parents for events, like End of School Year Party. The parents can communicate by signing up for specific responsibilities during the party or to bring specific snacks for the event.

b. Informal communication i. Quick messages through Dojo or Procare can be sent out to a parent,

especially if a child has been out of school for several days, to make sure that the child and family are in good health.

ii. A short phone call is also informal communication, and it can be more efficient than waiting on messages from ProCare or Classroom Dojo since the two-way communication would occur instantly if the parent answers the call. Or they can always return the call if they miss it.

Part B: Draft a letter to parents and invite them for the parent-teacher conference

Greetings Families,

We have reached that time of year that you have been waiting for: Parent/ Teacher Conferences! I am looking forward to sharing all that I have learned about your children for this semester.

The conferences will be 30 minutes long for each family. The conferences will be held in our class, on Wednesday and Thursday, July 13 and 14, 2022 starting at 11 am. Please choose the time on the sign-up sheet on the classroom door that is most convenient for you and your family. If neither time is feasible for you or you need to do a virtual meeting, please let me know as soon as possible.

For the conference, I would like for you to bring 2 specific questions about your child’s experience, education, and/or well-being at school, as well as 2 goals you would like for your child to accomplish during the upcoming semester. Of course, there will be opportunity for you to ask more questions, but I want to make sure that you remember to bring the most important questions during the meeting.

Please feel free to contact me through ProCare or email at XXXX with any questions or concerns that you may have.

Best regards,

Ms. B-5 Student

Part C: Explain the structure of a 30-minutues parent-teacher conference

Step 1: Greet parents and/or family members at the door and invite them to sit at a round table in the classroom. Thank them for making the time for the conference. Then, start discussion with saying something nice or bringing up a funny story about their child. (2 minutes)

Step 2: Invite parents to ask their 2 specific questions about their child’s development, experience, behavior, etc. (8 minutes)

Step 3: Start a discussion about the child’s progression in the program. Provide parents with artifacts and other documentation to demonstrate proof of their behavior, abilities (strengths and weaknesses), and other aspects of their education. (10 minutes)

Step 4: Invite family to share the 2 goals that they would like to work towards with their child in the program for the next few months. Write their goals down. (5 minutes)

Step 5: Meeting wrap- up. Thank the family for sharing their goals. Tell them that you will email them in a couple of days with ideas that can help the child reach those goals. Ask them if they have any further questions or concerns. Walk them out of the classroom at the end of the meeting. (5 minutes)

Part D: Develop a thinking chart follow which you can solve potential conflicts with parents (what would you do if a parent shows negative complaints or accusations to you).

Solving Conflicts with Parents

Contact parent via telephone or email to set up a meeting

During the meeting, make sure to make sure to

listen and demonstrate that you're listening to the parents' complaints by keeping eye contact

Demonstrate that you are listening

and understanding by repeating what you heard back to

the parents.

Validate the parents'

feelings by saying ("I would

be frustrated too if...").

Do not take responsibility for something you

did not do. But do acknowlege the

parents' frustrations

Come up with ways to fix the issue or insure

that the incident doesn't

occur again.

Keep calm (breathe)

Have a meeting with administration about

what the complaint is and for some pointers on how

to handle the parent.

Request administration to attend the meeting with

you as a mediator and

witness.

Keep calm (breathe)