It is important that teachers have a positive and productive relationship with families within the school community. Student outcomes improve when teachers have support from home.  Parents like to be involved in their child’s learning and I have seen improvement in students when families and schools work together in productive partnerships. Multiple studies support the conclusion that family involvement in education can lead to positive benefits for children, such as increased school attendance, higher academic performance, and improved attitudes about school (Freytag, 2011; Gelfer & Perkins, 1987; Friend & Cook, 2005). By taking a more open-ended approach to communication, teachers and parents will both come away with a more holistic view of the child and how to best meet his or her unique needs at school and at home (Freytag, 2011). To establish relationships with families and the community I will communicate through email, letters and telephone when appropriate; invite parents and caregivers into the classroom to share what we have been learning and doing; have an open door policy for parents wishing to discuss their child’s progress; utilise expertise in the community to enhance classroom learning; and encourage different cultures within the community to share their culture so that students can appreciate diversity.

As the teacher of a Year Four class of twenty-two boys in an inner-city school (situated in Brisbane), I was required to engage professionally with colleagues, parents/carers and the community. The nature of the school was supportive and inviting to families and the community. Due to the school’s high socio-economic position, parents/carers held high expectations for active involvement in their child’s education. To meet these expectations, I partook in ongoing communication with parents and families before and after school. During the practicum experience, I took part in the School’s athletics carnival. I worked along side parents, teaching colleagues and members of the community to conduct a range of events. I used effective communication and collaboration skills to manage the events, supervise students, record results, and support and guide on looking families. 

Prior to commencing the practicum experience, I created an introductory letter to familiarize colleagues, parents and carers with myself (Artefact One) (Focus areas 7.1, 7.3). In the letter, I spoke of my role in the classroom, what I hoped to achieve, and how I would contribute to the school community. This encouraged parents and other education stakeholders to approach me with any questions, advice or concern to support my Professional Experience. Furthermore, I was able to form positive relationships with parent/ carers and colleagues. The purpose of the introductory letter was to make parents and families aware of my presence in the classroom, whilst demonstrating to them that I value their child’s education and I would endeavor to support growth and development in the classroom where possible.

During the School’s athletics carnival, I was given the role of conducting and managing the one hundred metre sprints and eight hundred metre event. For these events, I was required to work collaboratively with teaching colleagues and parents to manage the students, record the results, and award the student’s accordingly. I used this experience to create and strengthen relationships whilst providing encouragement and support for those students involved. 

At the conclusion of the athletics day, I was acknowledged and congratulated for my effort and dedication on the day. Many teaching colleagues and parents showed gratitude for my assistance and provided me with encouraging words to take with me into my future teaching career. Artefact Two (Focus areas 7.4, 7.3) is an extract of a comment my mentor teacher had provided me with during my practicum experience. The athletics day was a valuable experience to recognise the team spirit and collaboration of the students during sporting events. The enthusiastic attitude and noble sportsmanship of the children were inspiring, creating a positive atmosphere for all. 

Through my pre-service experiences, I have immersed myself fully in the life of the school by undertaking playground duties, extra curricula activities, and staff meetings. Furthermore, I have actively engaged with parents/ carers and the community in school excursions, school athletics days and interschool sporting carnivals. These experiences have allowed me to encompass a whole team approach to student learning and development, reflective of a professional learning community. I recognise that quality teaching is dependent on collaboration with my peers, sharing resources and best practices, and regard involvement in these diverse communities as being a vital part of keeping my teaching practice and skills current and dynamic. 

Freytag, C. (2011). Teacher-Parent Communication: Starting the Year off Right. Retrieved from Eric database.

Friend, M., & Cook, L. (2007). Interactions collaboration skills for school professionals. USA: Pearson.

Gelfer, J. & Perkins, P. (1987). Effective Communication with Parents: A Process for Parent/Teacher Conferences. doi:10.1080/00094056.1987.10521500