Standard Seven Annotation Parent Information Session

Note the focus area and

standard descriptor/s the
artefact / document reflects

7.3 Engage with the

parents/carers
Understand strategies for
working effectively,
sensitively and confidentially
with parents/carers.

Note the type of

artefact / document

Describe the document / artefact and

indicate the possible impact or result of
the artefact / document on teaching and/
or student learning

This artefact is the

program created for
the initial parent
information session
for the Kindergarten
class at Lambton
Public School. I was
lucky enough to be
a part of the session
held on the 11th of
February 2016
(Week 4 of Term 1).
It outlines who will
be responsible for
discussing each
element listed. I
was able to be a
part of the
information session
and had the

In preparing for the Meet the Teacher

afternoon I participated in a number of
group discussions with my practicum
mentor teacher and the two other
Kindergarten teachers working with
this cohort (44 students). We
discussed the importance of parents
and carer to feel comfortable and
welcome to the school and staff
community. As a result of these
discussions it was decided that the
meeting will be held in the
Kindergarten classroom and the
seating would be arranged in a circle,
with us (the teachers), spread out
around the circle.
We provided tea, coffee and biscuits to
promote a casual environment for
parents and carers to feel comfortable

Describe how the document /

artefact meets the standard
descriptors you have identified.

This artefact meets the

standard 7.3 as it provided
me with opportunities to have
discussions with experienced
staff members on strategies
for working with parents and
carers.
Throughout this practicum
experience I was able to
participate in conversations
between staff members and
parents and carers, I
witnessed the sensitivity and
compassion of experienced
staff members when
discussing important issues
which then reflected in my

responsibility of
speaking to the
parents and carers
who attended,
about fruit break.

to approach the staff with questions or

concerns as well as opportunities for
parents and carers to socialise with
each other.
During the session I was responsible
for discussing Fruit Break and its
importance. Having this responsibility
and presenting at the meeting
alongside the other classroom
teachers was an extremely positive
experience for me and contributed
greatly in building my relationships
with parents/carers.
As a result parents and carers where
able to see me as an active staff
member and to feel comfortable to
approach me as well.
Parents and carers often did this as I
roamed the play area outside the
classroom before and after school.

own conversations with

parents and carers
surrounding student concerns
on an informal basis.

In my final report my mentor

teacher made the comment:
Ellen has also engaged with
parents sensitively and
appropriately as she
presented at our Meet the
Teacher Information Session,
in the letter of introduction
she sent home and on an
informal basis as parents
have dropped students off
and picked them up.