Parent/Teacher conferences can be nerve-racking; but they don't have to be. Trying to cover academics and behavior in the short bursts of time we have with each family can leave you feeling frustrated and overwhelmed. But with a few items in place and a set formula for the flow of the conversation, you will be prepared to have the best conferences ever!
Make Your First Contact a Positive One
I make it a goal to contact every student's family with a positive message before the first month of school is complete. I use an app to keep in constant contact and often drop a picture or line using the direct messaging to establish a positive relationship with each family.
It's never too late to reach out in a positive way. If the only time you contact a parent is to complain or point out something negative, it's going to be a long year for them (and you)! Sometimes a negative conversation is unavoidable and required. When that happens, be sure to discuss strategies for success moving forward. Within the next few days, I would encourage you to find something positive and reach out to the family to share it. You can keep it simple: Johnny had a great day today. Suzie stayed focus the entire math block! Joey helped a student find a pencil. Find something to share that's positive. It will make a world of difference as you work with the family throughout the year.
Ask Them For Their Thoughts First
Before you get into the nuts and bolts of what you have prepared, give the parents an opportunity to ask their questions or discuss their concerns. This will guarantee they will have their voice heard before time runs out. Sometimes when parents share their questions or concerns the conversation will go in a direction that you may not have anticipated; and that's ok. You are meeting the needs of that family and the concerns they have. The academic discussion can "wait".
Have Your Data Ready
I always prepare for conferences with a two-prong approach: Academics and Behavior. For some students the conversation will be focused more on one than the other. You will know ahead of time which students will need more focus in certain areas: prepare for it.
The week before conference I prepare a chart filled out with academic and behavioral data points for each student. I put all the data together and then organize the data charts based on the conference schedule. My district offers families a variety of dates and times so I arrange the data charts in the order families have signed up for conferences.
If you have academic concerns, bring the data to demonstrate why. Parents are more willing to listen and share your concerns when you have data points that show your concerns. Aside from whichever benchmark assessment(s) your district requires, have some of your own curriculum based measurees to share. Discuss how the child is progressing compared to peers. And, most importantly, share with the family your plan to help the child bridge the gap. If you have progess monitoring data to demonstrate how the interventions are working, even better! It's going to be a much smoother conversation if you are able to show the gap closing.
Sandwich the Bad Between the Good
If you are going to be sharing some tough numbers and large gaps, be sure to start with something positive, then share the negative, and then share something positive again. For example, I might start with academic strengths and traits such as excellent attendance, staying focused during instruction, working carefully, or participating well. Then, discuss the academic gaps and concerns and how the interventions are working for the student. Finally, I would share the positive character traits the student demonstrates: Leadership, Creativity, Fairness, Self-Control, Humor, Kindness, etc...
If you know you're going to be having a tough conversation with a family, and suspect that it might be a challenge, invite staff members to attend that can help. This may be a special educator, an intervention provider, the school psychologist, or a building administrator.
Take Notes
Before I begin conferences, I print out the schedule. I have a set template I use that includes the following information: Date/Time, Student Name, Parent Name. As I meet with each parent I "check off" the name. If a parent "no-shows" I highlight the row so I can follow up later.
Have paper/pencil ready. Occassionally, a parent will have a question or concern that you are unable to answer or solve in the few minutes you conference. Make a note so you won't forget.
If you put together data charts, you can make a copy (one to share and one to keep). On the chart you can put in a "comment" section and take your notes there.
Follow Up
When conferences have ended there will be a follow up. Some years the follow up is putting the notes into the system for next year's teacher. Other years the follow up may be tracking down information and contacting the parent with what you have learned.
Once conferences have concluded I try to get my notes into the system ASAP. But the reality is I don't always get to it quickly. When I do get around to putting my notes into the system, I use the schedule and data charts to recall the details of the date/time, who was part of the conversation, and the major points discussed.
Don't drop the ball on the follow up. A lack of notes in the system leaves teachers who come after you without important information. Turning a blind eye to the questions or concerns of a family leaves them feeling frustrated and ignored. Both scenarios are unprofessional.
At the end of the day, it's important to keep your focus on a singular thought: both you and the student's family want what is best for the student. So, if the conversation gets tough, take a breath, remind yourself of this goal, and proceed ahead.
For some additional ideas for organization, planning, and routines check out these blog posts!
Morning Routine in an Elementary Classroom
Easy Lesson Plans
How to Create the Best Home/School Connection with Just One App
Using Reward Tags to Increase the Home/School Connection