Parent-Teacher Conferences and Parent/Guardian Meetings

Overview

Parent-teacher conferences and meetings, including back-to-school nights or other gatherings of student guardians, provide opportunities for educators to build relationships with parents and families. They also provide an opportunity to communicate school and classroom-related updates and other information about student performance. The COVID-19 pandemic has made it particularly challenging to use traditional methods of relationship-building and communication as schools grapple with ensuring safety during in-person events and engaging parents in a virtual setting.

Considerations and Solutions

The COVID-19 pandemic requires that educators build on best practices that strengthen home-school relationships and communication. These practices include student-centered conversations, flexibility, and cultural competency. Given the current public health crisis, here are some additional factors to consider.

In-Person Parent-Teacher Conferences and Meetings

• Safety Protocols
  • Ensure there is enough space for social distancing.
  • Set up common locations and classrooms to support social distancing (visual prompts, remove seating, traffic flow patterns, etc.).
  • Make masks mandatory and provide masks for those who do not have one.
  • Create hand sanitizer stations.
  • Check temperatures of attendees.
  • Consider outdoor space vs. indoor space.
  • Require sick attendees to stay home.
  • Establish protocols to conduct deep-cleaning before and after the event.
• Scheduling
  • Consider hosting multiple Back-to-School events to reduce the number of attendees.
  • Create a pre-recorded Back-to-School Night video for families who cannot attend.
• Needs of Families
  • Provide childcare that follows recommended CDC guidelines.
    • Points to consider
      • Group size
      • Overall safety protocols
      • Individual activities so that children don’t have to share supplies
      • Indoor vs. outdoor space
      • Collaboration with community-based organizations that can support child to adult ratios
• Translate documents for families or provide on-site translation services.
• Encourage educators to have more expansive conversations with parents that extend beyond academics to deepen understanding of the needs of families, including questions about technology and connectivity.
• Provide families with information related to the delivery of special education services, 504 plans, wraparound supports, and mental health.
• Relationship Building
  • Ask parents/guardians about their well-being and needs.
  • Listen for key phrases that may indicate a need for assistance like, “staying temporarily”, “staying in someone else’s home”, or “in transition.”
  • If applicable, ask if the family has been able to access school meals.
  • Have a list of resources ready (nutrition assistance, mental health services, housing assistance, etc.) or make note of needs and follow-up with the appropriate referrals.
  • Seek input about the child (observations, highlights, areas of need, etc.)
  • Have asset-based conversations that focus on how the child is developing and progressing.
  • Provide your contact information (email, Google voice, etc.).
  • Share how the school is currently supporting families.

Virtual Parent-Teacher Conferences and Meetings 

• Technology
  • Consider parent/guardian access to technology and the internet.
  • Create a low-tech alternative for parents who don’t have accessible or reliable technology, like phone-based conversations.
  • Select popular, user-friendly technology platforms.
  • Choose a platform that parents/guardians may already be familiar with (ex. Google Meet, Zoom).
  • Provide directions for using video-conferencing platforms.
  • Practice using the interface in advance.
  • Be sure educators know how to share their screen, mute all participants, use the hand raising tool, etc.
  • • Scheduling
      • Offer multiple session timeslots.
      • Create a sign-up schedule.
    • Needs of Families
      • Translate documents for families or provide on-site translation services.
      • Ensure that parents/guardians have copies of student IEPs and 504 plans and understand how services will be provided during meetings with teachers.
    • Virtual Experience
      • Create an inviting virtual environment.
        • Have a welcome page for participants.
        • Create a virtual background.
        • Ensure your physical background is neat.
        • Use inclusive language and background signage to communicate allyship with students of color, students in the LGBTQIA+ community, and students with disabilities.
        • Pay attention to lighting and how you appear on screen.
        • Maintain a smile and practice eye contact by looking directly at the webcam while speaking.
    • Provide an interactive experience.
      • Ask parents/guardians questions.
      • Invite parents/guardians to share comments using the chat.
      • Use appropriate icebreakers or games.
    • Relationship Building
      • Ask parents/guardians about their well-being and needs.
      • Listen for key phrases that may indicate a need for assistance like, “staying temporarily”, “staying in someone else’s home”, or “in transition.”
      • If applicable, ask if the family has been able to access school meals.
      • Have a list of resources ready (nutrition assistance, mental health services, housing assistance, etc.) or make note of needs and follow-up with the appropriate referrals.
      • Seek input about the child (observations, highlights, areas of need, etc.).
      • Have asset-based conversations that focus on how the child is developing and progressing.
      • Provide your contact information (email, Google voice, etc.).
      • Share how the school is currently supporting families.

    Additional Points to Consider

    • Involve families in the planning process.
    • Establish relationships with parents/guardians in advance (phone calls, safe home visits, etc.).
    • Provide documents in advance.