Collaboration and

Communication with
Families

Beginning of the Year

At the beginning of the year I will make sure to meet all of the families of all of my
students. If my school has a back to school night, I will make sure that the families that
attend understand how to contact me and that they may contact me whenever they
feel they need to. I will also make sure to contact the families that cannot attend to
share with them the same information. (Weinstein & Novodvorsky, 2015)

I will also make sure to contact all the families of students that I think may have
behavioral problems throughout the year to share something positive with them about
their student. This will show them that we are all a team and that we all want what is
best for the student. (Weinstein & Novodvorsky, 2015)

From the survey in the beginning of the year, I will ask for the cell phone numbers,
emails, and home numbers of all of the families of my students. I will also ask when
and how is the best way to contact them so I am prepared for open communication.

Back to School Night Itinerary

There are blank info cards in the back of the room.

Please fill one out providing me with your contact
information and best ways to communicate to help
your child. If you do not wish to fill out the card,
there is a video station in the back where you can
record the information I will need.

Policies: We will quickly go over my rules and

policies. I also have a copy of the class policies sheet
for you all to take with you!

Line Up

Back to School Night

Classroom

Rules

Respect

all around (yourself, your

classmates, your teacher)

Be

brave when sharing

Mistakes
Come

are cool

prepared (mind and materials)

Back to School Night

Notebooks: All students will need a 1 inch binder for this class.
Please speak to me if you need me to provide your child with one.

All students will be responsible for the work they missed while
absent by using the Assignment Excuse form.

I give homework only when it is important and necessary and when I

feel students are ready.

Extra Credit will be discussed on a case-by-case basis and will mainly

involve redoing an assignment that the student received a low grade
on.

Back to School Night

Your

childs quarterly grades are made up of the

following:
Tests/
End

Projects: 35%

of unit exams, long-term projects, performance tasks

Quizzes:

25%

Classwork:
Individual

Work

20%

work, Group work/partner participation, activity sheets, etc.

Ethic: 20%

Homework,

Participation, Interactive Notebook checks

Back to School Night

Line

Up (Expert/ Novice)

Drawing
Running
Sports
Singing
Algebra

Back to School Night

My Contact Information: Feel free to email me with

any concerns or questions. I will try to respond within
24 hours on weekdays.
jen27smith@gmail.com

Back to School Night- explanation

Since we are always limited on time during back to school night, I

prioritized based on what I feel is important for families to know from
the beginning. I need to know the best way to contact them, which is
why they will fill out info cards in the beginning. Then I will highlight
some important rules and policies that families should know. I will then
do a line up with the families (Doubet & Hockett, 2015). This will show
them that not everyone is an expert in everything, but everyone is an
expert in something. I will then introduce differentiation to the parents
so they understand that I want what is best for each individual student.

Throughout the year

Since I will have established relationships with the families of my students in the
beginning of the year, they should understand how our communication can work
throughout the year. If I have to contact the family of one of my students, they
will know that it is because I want to collaborate with them to find ways to
better help their child. (Weinstein & Novodvorsky, 2015)

I never want the family of a student to be surprised when a report card is sent
home. I will make sure that before that happens, I have contacted the family to
see what we can change to help their student. (Weinstein & Novodvorsky, 2015)

I will set up conferences when I feel it is necessary for us to discuss certain

matters or what we can change.

When contacting families I will always decide when a phone call is more
appropriate and more beneficial than an email.

Parent Involvement

I will encourage families to help in the classroom! As long as the school

permits, I would allow families to come visit for fun activities,
presentations, field trips, etc. (Weinstein & Novodvorsky, 2015)

I will always make sure that the interactive notebooks for the students
attach notes with the homework so that parents can refer to the notes
when helping their children with homework (and so students can refer
back to their notes themselves!).

Communicating with the families of my students represents that

students mesosystem according to Bronfenbrenners Microsystem. Two
people in their microsystem are communicating about how to best help
the student. (Eggen & Kauchak, 2007).

Students with Different Backgrounds

Sometimes a cultural or language barrier makes it difficult for teachers

to communicate with the families of some of their students. In some
cases, the student will have to act as a translator. It is very important
that I communicate clearly with the families to make sure our
expectations are aligned. Some cultures have different beliefs of what
education and schooling should be like. In these cases, I need to clearly
define what I expect from their child as my student and show them how
much I care. (Han & Love, 2015). I will never discourage their values or
how they define success, I will simply share my expectations. I can also
share with them how they can become involved in school. (Weinstein &
Novodvorsky, 2015)

References

Doubet, K. J. & Hockett, J. A. (2015) Differentiation in middle & high

school: Strategies to engage all learners. Alexandria, VA: ASCD.

Eggen, P. D & Kauchak, D. P. (2007). Educational psychology: Windows

on classrooms. Prentice Hall.

Han, Y.C., & Love, J. (2015). Stages of immigrant parent involvement

Survivors to leaders. Kappan, 97(4), 21-25.

Weinstein, C. S., & Novodvorsky, I. (2015). Middle and secondary

classroom management: Lessons from research and practice. New York:
McGraw Hill Education.