teaching portfolio

 

Clusters: 1 (Standards 1 - 5) | 2 (Standards 6-9) | 3 (Standard 10)

Standards: 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10

 

Standard 8 - Foster positive and productive relationships with families and communities

 

The Melbourne Declaration (MCEETYA, 2008) states that parents and caregivers play a role alongside schools and teachers in promoting equity and excellence. I believe that the most influential people in a student’s life are family and friends. I agree with Bronfonbrenner’s concept of the “ecological society” and that a child’s view of the world is largely shaped by the community around them (Thomas, 2005). By forging positive communicative relationships with families I am able to build a partnership that ensures students have family support and the best chance to reach their potential.

 

As part of my role as a teacher it is important to lay the foundations for communication with parents and caregivers. By opening two-way lines of communication with families it allows issues that may arise to be dealt with quickly and positively. The letter to parents is an important tool in laying this foundation. It gives me a chance to address what I believe I would like from parents and conversely, what parents should expect from me.

 

As a trained professional this letter (artefact 1) demonstrates the seriousness with which I take the education of my students. It formally expresses my expectations of students and makes parents and caregivers aware of what their children will be working on in my course. It allows me to inform parents of the school policies and curriculum their children will participate in (Patrikakou, 2004).

 

By developing a good relationship with parents and caregivers, I am able to discuss sensitive issues if they arise. If their child has behavioural issues, it is possible to discuss this openly and help coordinate a plan with the parents. If their child is not contributing positively to my classroom, or has issues with the tasks required I can raise this with parents and caregivers and try to support their child positively and with sensitivity.

 

As a new teacher, knowing that I am able to discuss openly with parents and caregivers the expectations of my students as well as issues that might arise is a comfort to me. But most important of all, I have a chance to forge stronger relationships between parents and their children. By informing parents and caregivers of how well their children have done, how much their work and attitudes have changed, I encourage them to acknowledge and support their children. By doing this they can strengthen their home relationships leading to academic, emotional and social success.

 

References

Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA). (2008). Melbourne Declaration on Educational Goals for Young Australians. Retrieved September 25th 2011 from http://www.mceedya.edu.au/verve/_resources/National_ Declaration_on_the_Educational_Goals_for_Young_Australians.pdf.

Thomas, R. (2005). Comparing theories of child development (6th ed., pp346-363). Belmont, California: Thomson/Wadsworth.

Patrikakou, E. (2004, September). Adolescence: Are Parents Relevant to Students' High School Achievement and Post-Secondary Attainment? Retrieved October 8, 2011, from Harvard Family Research Project: http://www.hfrp.org/publications-resources/ browse-our-publications/adolescence-are-parents-relevant-to-students-high-school- achievement-and-post-secondary-attainment.