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Annotation- Standard 7

Note the focus area and standard Note the type of artefact / Describe the artefact / document and indicate the Describe how the artefact / document
descriptor/s the artefact / document reflects document possible impact or result on teaching and/ or student meet the standard descriptors you have
learning identified.

7.3 This artefact is a plan I As part of a university task I was required to design APST 7.3
Engage with the parents/carers devised to engage a plan for engaging with parents/carers in my first The plan provides a clear outline of how
Understand strategies for working parents/carers in the year of teaching. It is a simple guide, but includes the teacher intends to engage with the
effectively, sensitively and classroom and school prominent activities that will allow teachers to parents/carers throughout the school
confidentially with parents/carers. community. engage and build relationships with parents/carers year. This is done through a variety of
and families. activities including communication
3.7 It specifically highlights the booklets, meet and greet, interview and
Engage parents/carers in the educative activities that are related to A strong partnership promotes positive attitudes for formal written reports. These allow
process the classroom, and those school (Canter, n.d.) and is closely related to teachers to discuss a childs learning
Describe a broad range of strategies for that are aimed at the improved learning, attendance and behaviour and development with a parent/carer.
involving parents/carers in the school community. (DEEWR, n.d). The framework suggests times Students engagement and outcomes
educative process. throughout the year that teachers can engage with are maximised when the family and the
parents to improve a students education. school work together.
Communication books, meet and greets and Parent involvement in their childs
parent/teacher interviews all provide the learning and the wider school
opportunity for two way decision making on community has also been considered.
educational goals for the student (AITSL, 2014). The Activities such as parent volunteers
information parents share with the teacher allows (with training), P & C meetings,
programs to be tailored to suit student needs, grandparents day and Christmas
backgrounds and experiences. concerts are strategies for working
effectively with parents.
Providing times for involvement within the school is
also important for families to feel connected to the
community and culture of the school. Examples of APST 3.7
this are P & C meetings, sports carnivals and The plan allows for parent/teacher
concerts. Students attitudes and behaviours change interviews twice a year (and twice on
when they see their parents involved within the request if needed). Teachers have the
school community (Groundswater-Smith et al., opportunity to involve parents in two
2015). way decision making.
There is also an activity called parents
expertise in which parents can
When parents are involved in the educative process volunteer in the area of their own
students will feel supported and their learning will personal strength.
be maximised (Groundswater-Smith et al., 2015). It
helps connect school learning to the home context.
Communication books, interviews, utilising
parents/carers strengths in the classroom and
volunteers all allow parents to become further
involved with their childs education. Classroom
volunteers will be trained in their role so they feel
comfortable and welcome (Hudson, 2017).
References

Australian Institute of Teaching and School Leadership. (2011). Australian Professional Standards for Teachers. Retrieved from
http://www.aitsl.edu.au/docs/default-source/apst-resources/australian_professional_standard_for_teachers_final.pdf

Australian Institute of Teaching and School Leadership. (2014). Illustrations of Practice. Retrieved from http://www.aitsl.edu.au/australian-
professional-standards-for-teachers/illustrations-of-practice/detail?id=IOP00185

Canter, A. (n.d.). Parents and Teachers: Strategies for working together. Retrieved from
https://sh287.k12.sd.us/sped460/Parents_and_Teachers_Working_Together.pdf

Department of Education, Employment and Workplace Relations. (n.d.). Family- School Partnerships Framework. Retrieved from
http://www.familyschool.org.au/files/9413/7955/4757/framework.pdf

Groundswater-Smith, S., Ewing, R., & Le Cornu, R. (2015). Building family-school-community partnerships. In Teaching: Challenges and Dilemmas (pp.325-
349). Cengage Learning.

Hudson, S. (2017). Week 4: Communicating and working with parents/carers [Powerpoint slides]. Retrieved from Southern Cross University TCH30002
Blackboard Site.

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