Preservice Teacher Candidates' Experiences With Parent Teacher Conference Video Case Studies

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

Abstract

Objective
Strong family and community ties are important for student and school success (Bryk et al., 2010; Henderson, 2015). We believe that this study will provide us with a better understanding of how best to prepare our teacher candidates to develop and sustain effective parental engagement in their field/clinical placements and future classrooms with particular emphasis on parent teacher conferences with diverse parents.

Perspectives/Theoretical Framework
Epstein and Sanders (2000) argue that “the most effective families, schools, and communities had shared goals and a common mission concerning children’s learning and development” (p. 287). However, research also finds that parents and schools do not have a good understanding of the other sides’ goals and aspiration for their students (Epstein & Sanders, 2000). To create the most effective learning contexts for students requires parents, schools, and communities to work together with that shared mission in mind and with a shared responsibility for student learning. By sharing responsibly, no one institution (i.e., school, family) has the burden alone. That is, parents, schools, and communities form overlapping spheres of influence on student learning (Epstein & Sanders, 2000) and both schools and families are responsible for developing family engagement (Hong, 2011; Henderson, 2015). While research does find that there are race and social class differences in the norms and extent of parental involvement (Epstein & Sanders, 2000; Lareau, 2000, 2003), what teachers do within their classrooms to improve parental involvement can make a difference.

Methods
Participants learned about parent-teacher conferences through online modules. During the modules, students watched a teacher meet with the same parent twice. The first meeting goes poorly while the second meeting is more successful. This design allowed students to compare the situations. After watching the videos students learn how to proactively and positively communicate with families. We then conducted qualitative observations of class debrief sessions on the modules to gain a deeper understanding of participants (N=48).

Data Sources
Our data comes from classroom observations following parent engagement training modules. Our goal with our data collection was to gain a better understanding of our pre-service teacher candidates’ responses and reactions to the training models so that we can improve the modules and understand how to integrate these into our curriculum on a regular basis.

Results
Candidate expressed the value of using a step-by-step guide for effective parent-teacher conferences. Their participation in the video case study module helped the candidates realize the importance of establishing positive relationships with parents so that parent-teacher conferences are not the parents’ first contact with the teacher. Moreover, the videos helped the candidates see parent teacher conferences from multiple perspective: teachers and parents.

Significance
While there are weaknesses to modules, we believe that these modules can be an important addition to an Elementary Education curriculum. We are currently working with both the Elementary Education faculty and our research partners on how to improve the modules and to make them available nationally to educator preparation programs.

References

Authors

• Elizabeth Covay Minor, National Louis University

• Arlene C. Borthwick, National-Louis University

• Ayn Keneman, National Louis University