[ Navigate back to Candid Conversations ]

Achieving desired outcomes for students, parents and teachers; one conversation at a time

Mutually supportive and trusting relationships between teachers and parents provide the foundation for optimal student learning and development.

This brochure sets out a two-part process as to how students, parents and teachers can work together productively and respectfully.

EXPECTATIONS AND RESPONSIBILITIES

Membership of any group or organization carries with it certain expectations and responsibilities. Outlined below are teacher, parent and student expectations and responsibilities.

RESPONSIBILITIES OF PARENTS

  • To be proactive and prompt in sharing Information and flagging concerns with relevant school personnel
  • To build Christian community by supporting other students, parents, staff members and community activities
  • To operate from a position of trust in school personnel and their care, goodwill and professional knowledge
  • To ensure students attend school regularly and punctually for the full school day, in correct uniform and with necessary equipment.
  • To work through contentious issues with the school in a respectful manner
  • To meet all financial and educational responsibilities in a timely manner or to initiate communications with the Principal when this is not possible.

RESPONSIBILITIES OF STUDENTS

  • To attend school regularly, on time, in correct uniform and well-prepared for the day’s learning
  • To be punctual in arriving at school
  • To learn and participate to the best of their abilities
  • To complete homework and other set tasks on time and to the best of their ability
  • To accept others as they are and treat all students, staff members – indeed EVERYONE – with courtesy and respect
  • To care for the total school environment and clean up after themselves
  • To accept the consequences of their behaviour choices and restore relationships as needed.

RESPONSIBILITIES OF TEACHERS

  • To keep students, parents and administration well-informed of what is happening at school
  • To have high but realistic expectations of each student
  • To provide a safe and supportive learning environment for students
  • To come to know and earnestly endeavour to meet the learning needs of students
  • To work collaboratively with other school personnel, parents, students and outside school agencies to maximize student learning
  • To forgive students for lapses in behaviour and to engage in opportunities to restore relationships if required
  • To be timely, open and honest in notifying parents
    and other school personnel of achievements and
    concerns held for students and their learning.
  • To work through contentious issues with students, parents and school administration in a respectful and professional manner
  • To support the school’s educational, and community-building mission.

WORKING THINGS OUT

What can be done if there are concerns about how your child is going at school?
We value open and respectful communication. When concerns arise it is best if those concerns:

  • are dealt with early
  • are managed informally (if appropriate); and
  • involve the most appropriate people.

The flow chart is an overview of common issues and the preferred person for you to contact.

This process should not be used for Student Protection issues. An excellent resource for addressing cyber-bullying issues is the Children’s e-Safety Commissioner.

TWO CONVERSATIONS

The preferred process for staff and parents to communicate is as follows.

FIRST CONVERSATION

  • Phone or email the relevant parent/teacher
  • Name what the key concerns are (in an email)
  • If necessary, a face-to-face meeting is arranged to discuss the issue ‘in-depth’

Staff are encouraged to respond to the email query or phone call within 48 hours.
The response (whether by email or return phone call) will be between 7.00 am and 7 pm weekdays.

SECOND CONVERSATION

The parent and the teacher then participate in a conversation that takes about 20 minutes. If the principles of ‘ADOPT’ are used, then it gives each person some certainty that the conversation is not going to ‘go off the rails’.

ADOPT

A Agenda – The agenda is set by all participants. State what you think the agenda items are for discussion.
D Discuss each agenda item using the FIX model.

  • F Facts – Using the facts rather than emotion makes your point more effectively
  • I Inference – Tell the teacher/parent what you
    think the problem is, based on the facts outlined. A useful phrase is “It seems to me that…”
  • X Explain – Ask the other person to explain how they see things from their point of view. It is important to hear their perspective. Listen to what they have to say.

O Options – Explore as many options as you can. they need to be practical to implement.
P Proposal – Make a proposal for moving forward. Advice may be sought from others. A follow-up email is sent confirming agreed action being taken, by whom, by when.
T Time to Review – Set a time to meet and follow up.