Epstein (1995) proposed that the way schools care about their students is reflected

in the way they care about students families (cited by Groundswater, 2015).
Additionally, for many areas, the local school is an integral part of the community, so
that teachers actions can have a profound impact.

Groundswater, (2015) advised that teachers are often remembered and judged on
their interpersonal skills before anything. He further explained that teachers need to
be equipped with positive interpersonal skills, such as active listening and having a
welcoming presence (APST 7.3). Additionally, this is accurate for both parents and
students, as it is well known that a teachers charisma can have a profound effect on
their students performance and wellbeing (Wible, 2013). Groundswater advised that
when students families are involved in the learning process, it allows teachers to
have a better understanding of students and thus develop more relevant programs.

Principal of Boganger Public School, Cathy Lalor, further suggested that it is very
beneficial for students to see their parents connected to the school in some way
(Hudson, 2017). She proposed that there are numerous ways of involving students
families in the school dynamics such as school fetes, sports carnivals and
grandparent days (APST 3.7). Principal of Charters Towers, Troy Barath further
recommended having a school Facebook page, school parties and personally
inviting parents to meetings (APST 3.7) (Hudson, 2017). Troy also recommended
requiring parents/carers to collect their childs report card from their teacher as a
strategy for reporting on student achievement in a meaningful way and involving
them in the learning process (APST 5.5). Epstein (2013) completes this idea by
proposing equitable partnerships, where teachers, administrators and partnership
teams stretch out to all families, not just the easiest to reach. Foremost advised by
Groundswater, is providing parents with opportunities to be involved with the school
at whatever level they can manage.
 References

Wible, C (June, 2013). Why you should fake a smile: How your
emotions affect your students learning. Inform ED. Open Colleges.

Groundswater, S (2015). Teaching challenges and dilemmas:

Building family school community partnerships. pp. 325-350 5 th ed.
Cengage Learning Australia. South Melbourne, Victoria.

Hudons, S (2017) Topic 4: Communicating with parents and carers.

Study Guide: TCH30002-TCH10138 Professional Experience III:
Transition to the Profession- Pedagogy in Practice IV). SCU. Lismore