An Overview of the Initial Parent-Teacher Phone Calls

• In Event: 72.035 - Teaching Parent-Teacher Communication Through the Use of Online Modules

Abstract

Objectives
a. To outline strategies used to implement parent phone call training and describe how these methods impacted preparedness of our teacher candidates
b. To share student reactions to the training and data on their performance
c. To summarize how this project improved candidates’ preparation to effectively communicate with diverse families.

Perspectives/Theoretical framework
Studies support the fact that strong parent–teacher relationships affect student outcomes positively including social development, student achievement, and high rates of college enrollment (Caspe, Lopez, & Wolos, 2007; Harris, Deschenes, & Wallace, 2011). Researchers have established that parent involvement is most influenced by classroom teachers (Anderson & Minke, 2007; Dauber & Epstein, 1993). Such involvement has implications for influencing the success of students.

Studies have shown that the more parents are involved with school, the better the attitudes of the students. These students showed more motivation, had better attitudes, fewer behavior problems, and had stronger persistence. These qualities all increase and influence student success in schools. Training teacher candidates in best practices for family engagement will have many long-lasting implications (Fantuzzo,, McWayne, Perry, & Childs, 2004; Fantuzzo, Davis, & Ginsburg, 1995; Hernandez, 2000; Dearing, Kreider, & Weiss, 2008).

Methods
Teacher candidates completed two mock phone calls with a trained actors acting as a parent regarding their “child’s” behavior and performance at school. This cold call provided baseline data in the effectiveness in communicating with parents. Teacher candidates then received one of two types of training: online training or in person training. Post training mock phone calls were then made. All phone calls were recorded and analyzed according to the Seven Elements of Highly Effective Communication (Walker and Dotger, 2011).

Data sources
Our presentation will include a discussion of the parent phone call training and will outline the quantitative data gained based on a rubric developed from the Seven Elements of Highly Effective Communication (Walker and Dotger, 2011), as well as qualitative data gleaned from focus groups. We will share both analytical and anecdotal data collected on both the training methods and teacher candidate performance.

Results
Results of this project reinforced the importance of and effective process for integrating family engagement in teacher education curriculum. Teacher candidates felt better prepared to interact with parents upon completion of the training and greatly appreciated the opportunity to participate in this project. Candidates feel better equipped to interact with parents in a way that supports students and learning.

Scholarly significance
Hindin (2010) found that the need exists for educator preparation programs to have teacher candidates connect with families. Educator preparation programs would serve their teacher candidates well by providing opportunities to interact with parents in meaningful ways (Chavkin, 2005). Such interactions will nurture dispositions for working with all families (Baum & Swick, 2008). Our work training teacher candidates has gone far to meet this need and integrate preparation on positive interactions with parents.

Authors

• Kelly Lenarz, Trinity Christian College

• Joy Meyer, Trinity Christian College