4. Educators value the involvement and support of parents, guardians, families and communities in schools.
Educators understand, respect and support the role of parents and the community in the education of students. Educators communicate effectively and in a timely manner with parents and consider their advice on matters pertaining to their children.
The first evidence piece for this standard is a photograph of the Christmas Dinner at my children’s school.
Every year my children’s school hosts a Christmas Dinner for all the students, teachers and staff as well as members of the community who regularly support the school financially and by donating their time and energy. This year I was able to volunteer for the second time by helping serve the food and clean up at the end.
In relation to TRB4, this experience has shown me how important and valuable the support of the families is for the school community. Without the help of parents and guardians, schools would not be able to offer certain experiences to our students, which is why as teachers we must remember to appreciate their contributions and be open to their feedback and input in all matters related to their children’s education experience. From a parent’s perspective, knowing that the school community is receptive to my concerns and feedback promotes a feeling of teamwork, and the sense that I am included in my children’s education.
Volunteering at the Christmas Dinner has made me realize the importance of having an open door policy. Involving students’ families in schools contributes to creating a feeling of community in the classroom, which can only have a positive impact in my teaching practice as well as the students’ school experience. The quality of my teaching is directly impacted by the contributions I receive from guardians, parents and the entire community.
Parent and family involvement can be particularly important when students’ are struggling or experiencing difficult times at home or school. When teachers and families work together as a team, then more effective and successful solutions and strategies can be identified to support students during difficult times.
This evidence piece strongly supports my commitment to the standard as it has allowed me to understand both perspectives: the teacher’s and the parent’s. As an educator it has made me appreciative of the importance of the role parents, families and guardians play in the education of students. Consequently, it is critical that educators communicate effectively and in a timely manner with families regarding their children’s education, encouraging and welcoming their advice, feedback and support.
From a parent’s perspective, I have come to understand how beneficial it is for our students that we volunteer our time in the classroom and in the school. Our feedback and contributions can provide valuable information to educators to improve children’s learning experiences.
TRB4 is important because as this evidence piece has shown me, having open and timely communication with students’ families and guardians, respecting their opinions and welcoming their support translates into a more positive learning experience for students. Certain community-building activities in the school, such as hot lunch, Christmas dinners and movie nights, would not be possible without the support of parents and families. In addition, family members and caregivers provide insights into students’ lives that can assist educators’ teaching practice so students can have a more successful learning experience.
As a future educator, I will strive to uphold this standard by offering ongoing opportunities to students’ families and caregivers to participate in classroom activities, for example, by hosting events in which students can share their work with families or having an open door policy so parents can communicate their concerns and opinions about their children. I will also welcome parents’ help in the classroom as well as share students’ progress and classroom activities with families on a regular basis through emails, newsletters or a website.
Upholding this standard contributes to the improvement of my practice by offering me a different perspective on my students’ experiences, needs and strengths, which gives me additional tools to work with in order to provide children with an individual learning experience appropriate to their skills and abilities. In addition, welcoming and respecting the support and opinions of guardians, parents and families contributes to creating a feeling of community and belonging in my classroom.
The second evidence piece for this standard is comprised of two letters sent to students' families during my practicum.
My evidence piece for this standard is comprised of two letters that I sent to my students’ families. The first one was an introduction letter, which was sent before starting my practicum at Queen of Angels. The purpose was to introduce myself briefly, explain how I would be working with their children under the supervision of my sponsor teacher and welcoming their input and comments. The second letter was sent later on as we starting learning about the movements of the Earth, the Sun and Moon. In this case, I explained what the children would be learning and asked for flashlights to complete an experiment in the classroom.
While my 10-year-old daughter is usually very good about keeping me informed on what is happening in the classroom, my preteen son tends to share very little about school or when he does share, the information is usually about a week late. So as a parent with school aged children, this experience has shown me the importance of communicating with families on a regular basis. When family members feel teachers are open to comments and their concerns are heard, then they are more likely to support and participate in their children’s learning. In turn, when students feel their learning experience and success at school is important to their family their commitment to their learning will increase and they will also take more ownership of their school experience.
In relation to this standard and from a teacher’s perspective, I have learned that it is important to take the time to open the door of our classrooms to parents, caregivers and guardians by sharing with them what is happening in the school, what is planned for the month or the week, and what topics their children will be learning about. Parents and caregivers can often provide additional background information when a student’s behaviour seems out of the ordinary or when he/she is struggling in a certain area. This “insider information” assists teachers in developing appropriate strategies to support students in their learning. In addition, families can offer assistance in the classroom by helping with large projects at school, for example, making button blankets, or by volunteering during field trips. Many school activities require the support and participation of parents to be successful. By communicating effectively and regularly with parents and caregivers we are telling them that their input, participation and involvement is crucial to their children’s learning experience. Therefore, when teachers build relationships with students’ families, then students benefit from additional support from their families not only at home, but also in the classroom.
This evidence piece strongly supports my commitment to the standard as it has allowed me to understand both perspectives: the teacher’s and the parent’s. As an educator it has made me appreciative of the importance of the role parents, families and guardians play in the education of students. Consequently, it is critical that educators communicate regularly and effectively with families regarding their children’s education, encouraging and welcoming their advice, feedback and support.
TRB4 is important because as this evidence piece has shown me, having open and timely communication with students’ families and guardians, respecting their opinions and welcoming their support translates into a more positive learning experience for students. Certain community-building activities in the school, such as hot lunch, Christmas dinners and movie nights, would not be possible without the support of parents and families. In addition, family members and caregivers provide insights into students’ lives that can assist an educator teaching practice so students can have a more successful learning experience.
As a future educator, I will strive to uphold this standard by offering ongoing opportunities to students’ families and caregivers to participate in classroom activities, for example, by hosting events in which students can share their work with families or having an open door policy so parents can communicate their concerns and opinions about their children. I will also welcome parents’ help in the classroom as well as share students’ progress and classroom activities with families on a regular basis through emails, newsletters or a website.
Upholding this standard contributes to the improvement of my practice by offering me a different perspective on my students’ experiences, needs and strengths, which gives me additional tools to work with in order to provide children with an individual learning experience appropriate to their skills and abilities. In addition, welcoming and respecting the support and opinions of guardians, parents and families contributes to creating a feeling of community and belonging in my classroom.