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Reassessing Teacher-Parent Conferences   



It all started when I started experiencing those Teacher-Parent conferences as a parent, about a decade ago. I just couldn't believe that feedback from professional teachers could be so shallow, with flimsy, oversimplified comments like 'she's smart, she can do much better if she tries harder' So I started a number of workshops with my colleagues, analysing ways of making those meetings more efficient and meaningful. In the last couple of years we've been looking at student-led conferences. I've been reading a lot about what's been happening around the world and how SLTPCs work in various schools in the US, UK and Finland.

 I thought of sharing my reflections on 2 of the resources I have used in my little research.

here goes:

Journal :  Students Take Center Stage. By: Tucker, Kaylen, Principal, 02716062, Jan/Feb 2016, Vol. 95, Issue 3 

Introduction : Sonora Elementary School (California, US) principal Regina Stewman is interviewed by Tucker Kaylen, editor-in-chief of Principal magazine. The article discusses the process and the reasons why the school has decided to move from the conventional teacher-parent conference to student-led parents meeting. 

Brief Summary : The new approach was successfully adopted as part of a new scheme with specific goals such as advancing students achievement and develop student learning through personalised experiences. The article suggests that putting students in charge of the parent conference creates opportunities for engagement, agency and reflection. The feeling of ownership is fostered through a rehearsed presentation of portfolios with a collection of projects they have completed and take pride in as well as setting their goals. The degree of student independence in these conferences vary and the whole process is scaffolded according to their skills and level. In some cases students are partially involved or participate in scripted role-plays and other conferences where learners manage and lead the entire discussion. Both parents and teachers do not always find it easy to embrace that change of roles. However, they are aware that they can arrange a traditional T-P meeting if it is necessary. 
Overall, students are reported to enjoy the new approach. Based on the article, it can be concluded that the new type of parent conference contributes to the general goal of learning through personalised experiences and greater student involvement.

Critical analysis : The article aims to give a comprehensive account of a more student-centred approach in parent conferences implemented in a school in the U.S. 
Shifting the responsibility from teachers and parents shoulders to learners has been a constant discussion among teachers in our school. Therefore this article is a type of case study for our working environment. The article makes no references to scientific evidence and research papers regarding this approach, which, one could argue, undermines the overall objectivity and authority of the article. However, it is still very inspiring to me, because it makes direct references and is very relevant to all the issues and processes we discuss with colleagues in our attempt to set up a Student Led Conference in our school as part of our broader aim to create autonomous learners. (Harmer , 2007:394) 


Journal : Student-Led, Teacher-Supported Conferences: Improving Communication Across an Urban District. By: Goodman, Amy. Middle School Journal. Jan 2008, Vol. 39 Issue 3, p48-54

Introduction : The article presents the benefits offered by the student-led, teacher supported conferences for the middle school students in Anchorage, Alaska.

Brief Summary : In this SLC format, Teachers and Students prepare the relevant material (work samples, notes, self reflection sheets, oral rehearsal), a meeting is arranged the student leads the discussion whereas the teacher acts as a facilitator. Young adolescents take responsibility for their own learning and progress while parents develop a better understanding of their children’s achievements as well as areas they need to improve. Research supporting the benefits of this approach (kinney, Munroe, & Sessions, 2000) inspired teachers to implement SLC, and despite the  practical obstacles regarding scheduling and time, attendance was high and parents appreciated the process. However, as in Journal A, parents often need further reassurance by the teacher and an additional Teacher - Parent conference can be arranged. 
The importance of careful organisation and a detailed action plan to implement and manage such a  change is evident in the article. It even requires reflecting on practices from the corporate sector and it is suggested that a combination of Vision, Skills, Incentives, Resources and an Action Plan (Thousand & Villa, 1995) can bring about change that will be appreciated by all.

Critical analysis : This article analyses the entire process of implementing Student Led Conferences as well the stages of reviewing the scheme. The ideas and action plans are supported by evidence (survey reports) and there is reference to research and relevant publications. The article identifies errors and failures in the initial process and describes the methods that were adopted to improve it. Reflecting on my experience, I recall fellow teachers reaction when I suggested trying out SLC for the following semester without presenting an elaborate plan as to how this could administered. The response was generally positive but certain colleagues expressed concern about various issues, such as time management, validity of the whole process, level of acceptance by parents. The author as well as other relevant publications, emphasise the importance of a careful preparation in all stages of the process. (Hackman, 1997; Bailey & Guskey, 2001; Goodman, 2008) This knowledge will be utilised in our school’s SLC scheme for the next semester. 


Bailey, J.M., & Guskey, T.R. (2001) Implementing student-led conferences, Corwin Press 

CaliforniaKinney, P., Munroe, M., & Sessions, P. (2000). A school-wide approach to student-led conferences. Westerville, OH: National Middle School Association.

Goodman, A.,(2008) Middle School Journal, Vol. 39

Hackman, D.G. (1997) Student-led conferences at the middle level, Clearinghouse on elementary and early childhood education, Eric Digest

Harmer, J (2007) The Practice of English Language Teaching (4th ed) Essex, UK : Pearson Education Limited. pp. 394-402.

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