Prairie Branch Teacher- Parent Communication Evaluation 2012...
Transcript of Prairie Branch Teacher- Parent Communication Evaluation 2012...
Prairie Branch Teacher- Parent
Communication Evaluation 2012
Needs Assessment Summary
Prepared by: Tammera Lewis
Executive Summary
There is a performance gap in the process of teacher-parent communication. Teachers feel they
are communicating with parents, but parents are not satisfied with the quality or quantity of
communication they are receiving. A Needs Assessment was conducted to determine how the
teachers can more effectively communicate with parents. Teachers and administrators were
interviewed, parents were surveyed and teachers were observed to gather information about
current practice and procedures. The Performance Pyramid was used to analyze collected data in
the areas of knowledge and skills, performance capacity, motivation and self -concept, tools,
environment and processes, expectation and feedback, and rewards, recognition and incentives.
Processes and tools and stood apart as challenging teachers from effectively and communicating
with parents. A lack of incentive and expectation was also noted. It is recommended that
expectations are set and professional development be provided on how and when teachers should
communicate with parents. Teachers need to be trained how to best use the time they have
available in ways that meet the needs of parents and students.
Problem/Opportunity Statement
The principal at Prairie Branch Elementary gave teachers the opportunity to send a
survey to parents during May 2012 via email. This survey gave parents the chance to rate
the school in several areas, including: teacher-parent communication, student learning,
curriculum, and student-teacher relationship. Along with rating the teacher and school in
these areas, parents were allowed to make additional comments. Overwhelmingly, the
resulting statements were that parents felt that teacher-parent communication was
lacking. Nearly one third of all survey respondents made a similar comment. The
comments included complaints regarding not being aware of school activities/events as
well as not being informed regarding student learning.
The optimals in this situation would include the knowledge, skills and attitudes of the
teachers to be able to effectively communicate with parents regarding school activities
and events as well as regarding student learning. Optimal knowledge would include
teachers knowing and understanding various strategies for communicating with parents.
Optimal skills would be teachers are able to effectively use appropriate strategies to
communicate with parents. Optimal attitudes include teachers’ feelings that teacher-
parent communication is beneficial for students, parents and teachers.
The actuals are what teachers currently know and do. While many parents do not
currently feel satisfied with the amount and quality of teacher-parent communication,
teachers are doing some things to try to communicate with parents. Parents receive
progress reports (grade cards) eight times per year. Some teachers send home newsletters
(via paper or email). School events are posted on the electronic marquee outside the
school and school event information is sent home via emails from the classroom teachers.
Organizational Description
Prairie Branch Elementary is a public elementary school in Grain Valley, MO. Grain
Valley is a suburb of Kansas City with a population of approximately 12,000 people. The
median household income of Grain Valley is $66,000, which is higher than the state
median household income.
There are approximately 526 students, grades kindergarten through fifth that attend the
school. The student to teacher ratio is 16:1 and the student to classroom teacher ratio is
19:1. The enrollment of the Grain Valley School District and PBE is steadily increasing.
The school employs thirty teachers, a principal, and an assistant principal. The principal
has only been the school administrator at Prairie Branch for 2 years. This year a part-time
assistant principal was added to the faculty. The school also employs numerous
specialists and paraprofessionals. Approximately 81% of teachers at PBE have their
Master Degree or higher, compared to only 58% of teachers in the state of Missouri. The
average years of experience are 9.5 years.
Audience Analysis
Classroom teachers at PBE, grades Kindergarten through fifth, were the primary focus of
the Needs Assessment. There are approximately 30 classroom teachers at PBE. The
average years of experience at PBE are 9.5 years. The teachers range in age from 23 to
55+ years old. Classroom teachers are responsible for planning and implementing direct
instruction of students; communicating standards, achievements and deficiencies to
students and parents; monitoring and assessing academic progress. Classroom teachers
are also responsible for the majority of the communication that occurs with parents.
Classroom teachers inform parents of school wide news and events such as teacher in-
service days, curriculum night, yearbook sales and many more. This is typically done by
forwarding whole school news and events e-mail received from the school secretary to
classroom parents. Classroom teachers are also responsible for maintaining classroom
communication such as a classroom blog or newsletter. Lastly, teachers are responsible
for communicating with parents regarding each individual student. For example, parent-
teacher conferences, progress reports, etc… are all responsibilities of the classroom
teacher. There is little to no communication between teachers or between teachers and the
administrator regarding parent-teacher communication.
Primary and Secondary Data Sources
Primary data sources include Prairie Branch teachers. Classroom teachers are the
primary communication between school and home. Teachers are responsible for
communicating regarding the individual, classroom and school community. The
school administrators- both the principal and assistant principal- are primary
sources as well. Administrators often work with parents and teachers to problem-
solve when communication breaks down. Administrators are typically the ones
who determine the processes and procedures for teacher-parent communication
within the specific building. Prairie Branch families also served as primary data
sources. Families lack of satisfaction with current communication practices and
procedures were the direct motivation for this assessment.
Secondary data sources include information regarding student demographics,
student staff ratios, teacher characteristics, and performance data of the building
Primary
Data
Sources
Secondary
Data
Sources
and district. This information was gathered from the Missouri Department of
Elementary and Secondary Education. An additional secondary data source is the
United States Census bureau, which was used to gather data regarding population
and facts about Grain Valley.
Data Gathering Techniques and Instruments
Interviews were conducted with both the principal and assistant principal using
the Interview Protocol (Appendix A). Due to the small number of administrators
involved, it made the most sense to interview each of them and collect detailed
information regarding teacher-parent communication. Interviews were also
conducted with classroom teachers. Classroom teachers have first-hand
experience with teacher-parent communication and were able to offer detailed
information in their responses regarding
Surveys were administered to Prairie Branch Elementary families using the
Teacher Parent Communication Survey (Appendix B) to gather information about
actual and optimal practices. Due to their being hundreds of parents at the school,
a survey was the best way to efficiently gather data regarding current
communication as well as optimal teacher-parent communication. Surveys were
administered anonymously to encourage honest feedback.
Teacher Observations were completed using the Teacher Observation Guide
(Appendix C). These observations were done to gather information about actual
practices. The Teacher Observation guide was designed to gather information
related to the aspects of the Performance Pyramid. Due to the time involved in
conducting a thorough observation, only two teachers were observed.
Data Gathering Process
Two face-to-face interviews were conducted with school administrators. The goal
of the interviews was to determine how teachers can best communicate with
parents and how the administration sees its role in supporting teachers in that
endeavor as well as their role in the school. The Interview Protocol (Appendix A)
used was designed to examine all aspects of the Performance Pyramid.
Surveys Interviews
Surveys
Interviews
Observations
Three face-to-face interviews were conducted with classroom teachers from
Prairie Branch Elementary. The Interview Protocol (Appendix A) was used to
gather information regarding how teachers see their role in successful teacher-
parent communication and in supporting the school.
Ten families from Prairie Branch Elementary were e-mailed a survey to be
completed anonymously online. Families were surveyed because this needs
assessment is examining how teachers can better communicate with parents.
Individuals were able to complete the survey online at their convenience and were
asked to do so within 5 business days. The survey protocol (Appendix B) was
designed collect data regarding the actuals and optimals of teacher-parent
communication at Prairie Branch.
Two teachers were observed completed teacher-parent communication tasks
during their plan time using the Teacher Observation Guide (Appendix C). These
observations were done to gather information about actual practices. The Teacher
Observation guide was designed to gather information related to the aspects of the
Performance Pyramid. Due to the time involved in conducting a thorough
observation, only two teachers were observed.
Data Analysis Process
Interview questions were grouped by Performance Pyramid element under which
they fell. Thorough notes were taken during interviews. The resulting qualitative
data was examined for repeating patterns or themes. Comments made were
grouped accordingly and the data was interpreted by themes and patterns
observed. Reoccurring themes and patterns were evaluated by determining the
significance of each.
Survey responses to the forced choice questions were tabulated and analyzed to
identify patterns. The Likert scale questions were tabulated with “Strongly agree”,
“agree” and “neither agree nor disagree” were tabulated as positive responses
while “disagree” and “strongly agree” were tabulated as negative responses. Due
to the low number of respondents, individual demographics question results could
be compared to multiple choice and Likert scale responses to see if certain groups
had a need in a particular area or agreed on mode of communication, for example
Surveys
Observations
Surveys
Interviews
Two teachers were observed completed teacher-parent communication tasks
during their plan time using the Teacher Observation Guide (Appendix C). The
actions observed during the observations were categorized according to which
aspect or aspect of the Performance Pyramid they fell under. Next, the aspects
that were observed were (some were not observed at all) noted and trends were
noted. Using the categorized notes, I determined areas of the pyramid where the
challenges fell and considered the significance of each pyramid aspect. In this
case the following areas were noted: processes; tools; motivation/incentives
Data Table
Data Table
Technique Instrument Source(s) Summary
Interview Interview Protocol Prairie Branch
Elementary
Administrators
The school principal
and assistant
principal were
interviewed. Time
resources were
found to be a major
factor in the lack of
satisfactory teacher-
parent
communication.
Skills and
knowledge were
also contributing
factors, specifically
skills for
communicating with
parents of students
not struggling
behaviorally or
academically.
Teachers are given
freedom to
determine their own
procedure for
communication.
Interview Interview Protocol Prairie Branch Three classroom
teachers were
Observations
Teachers interviewed. Time
resources and skills
and knowledge were
found to be the most
important factors in
the lack of
satisfactory teacher-
parent
communication.
Teachers stated
profession
development
targeting
communicating with
parents was
necessary.
Survey Teacher Parent
Communication
Survey
Prairie Branch
Elementary Parents
Ten families were
invited to completed
surveys. Only 4
responded to the
survey. Respondents
preferred email or
telephone calls as
form of
communication and
75% of respondents
wanted to hear from
teachers monthly
regarding their child
specifically, along
with general
classroom notices
and being alerted to
any academic or
behavioral
problems.
Observation Observation Guide
for Teachers
Classroom Teachers Two classroom
teachers were
observed during
their plan time. The
tools and processes
being used were
inconsistent from
teacher to teacher.
There also seemed
to be a lack of
motivation for
communication with
parents as teachers
feel parents are not
interested in the
communication that
is being sent home
currently.
General Data Summary and Interpretation
The data collected showed that teachers are lacking several things needed to successfully
communicate with parents. Time resources are very strained as teachers have many
responsibilities and tasks to complete during plan and other times. The processes and procedures
being used are being determined by the individual teacher and may not be efficient which further
contributes to the time crunch. Parents are interested in receiving monthly communication
regarding their specific student, but teachers don’t feel parents read what is sent home. Teachers
are not being required to adhere to any specific procedure for communication, nor do they have
the skills or time resources to communicate effectively. Resources, processes, tools and
motivation all seem to be contributing to the breakdown of communication.
Knowledge/Skill Needs – Details
Teachers need knowledge regarding effective teacher-parent communication and why it is
important for students, teachers, parents and schools to be successful. Teachers need to know
with whom they should be communicating and when they should be communicating with them.
Teachers need to strengthen time management skills and technological communication
techniques. Teachers need skills to help them identify processes and procedures for
communication and logging communication that are most effective and efficient. The teacher
should be able to identify the following:
With whom should the teacher be communicating (parents of average, high or struggling
students)
When should the teacher be communicating parents (daily, weekly, monthly, quarterly)
How the teacher should be communicating with parents (newsletter, blog, email, phone call)
Which procedure(s) are most effective for teacher-parent communication
Which processes are most efficient for teacher-parent communication
How should the teacher best record teacher-parent communication
Recommendations
Training and/or resources should be established to provide teachers with the
following:
It is recommended that professional development be provided for teachers in
several areas to develop necessary skills. Teachers need training in how to utilize
the tools for communication that best meet parent need. For example, some
teachers may need training on properly and effectively using email as a means to
communicate while others may require training on how to communicate
effectively through writing in order to blog or write a newsletter.
Teachers should receive professional development to help them develop and
employ processes and procedures to organize communication. Professional
development should be provided for teachers to help them develop an
understanding of teacher-student communication and why it is important.
Educating teachers about the value of such communication will also serve to
create intrinsic motivation for communication. Teachers need training to learn
about considering parent needs and how to best select the tools for
communication that meet those parent needs.
Professional
Development
Appendix A
Interview Protocol
Date: Time: ______________to____________________
Location: _____________________________________________________________
Interviewee: ____________
Interviewer:
Goals of the Meeting:
Understand why teacher-parent communication is not meeting the needs of teachers,
parents and the school.
Determine what can be changed in order to improve parent-teacher communication
About Me:
Graduate student at the University of Missouri
Teacher at the school for 6 years
Have two students who have attended the school for 4 and 5 years
About this Project:
These interviews are a result of a project for a course
The school is looking to improve parent-teacher communication
About this Meeting:
As a teacher at the school seeking your opinions regarding parent-teacher communication
Talking to me is voluntary and all responses kept confidential.
Take approximately 30 minutes.
Do you have any questions or concerns at this time?
Interview Protocol
Vision What do you think PBE school is trying to accomplish?
What do you wish it would accomplish?
How does improving teacher-parent communications help PBE School meet
this/these accomplishments?
Expectations What is your role in working toward this accomplishment? What do you believe
you are expected to do?
What would you like to be doing?
Feedback How will you know when you are meeting these expectations?
What is a good way for you to find out how well you are meeting expectations?
Interview Protocol
Tools
What resources do you presently have to help you meet the expectations?
What other resources are needed?
Environment Is your work environment set up to help you be successful? How so?
What barriers to success do you and your teachers confront in your workplace?
How could these barriers be overcome?
Interview Protocol
Processes In terms of PBE School improving teacher-parent communication, are processes
(or systems) in place to help you be successful?
How do you think through the process of doing your work?
What kinds of help would you most like to receive? How would you like to
receive this help?
Rewards In what ways will you benefit if your school is successful?
How do you think the parents will benefit from the success of your school?
How do you think students will benefit from the success of your school?
How do you think the teachers will benefit from the success of your school?
Interview Protocol
Recognition How do others view your involvement in your school’s work? (positive and
negative)
What kind of recognition should there be for involvement? Yours? The teacher’s?
Incentives In what way are you encouraged to do different things?
What other incentives would lead you to do more?
What other incentives would might lead teachers to do more?
Motivation What led to your involvement in this kind of work? Why do you want to be
involved?
Interview Protocol
Self-Concept If your school was extremely effective, how would you see yourself in that picture?
(Describe what you see.)
Capacity What things about your work are just tough for you to deal with? (e.g., reading a
computer screen; working in a loud environment)
Knowledge/Skill What skills do you need to help you be successful?
What skills are needed by the following people to help PBE be successful in
improving teacher-parent communication?
-teachers
-parents
-district administrators
-others
Interview Protocol
Organizational
Culture (see below)
How does your school get people involved in day-to-day tasks and decision
making?
- Does this seem to work OK? How so?
How does your school respond to internal and external opportunities and
challenges (i.e., disruptions)?
- Does this response usually work? How so?
How consistent is your school in terms of how it carries out day-to-day operations?
How consistent is it in terms of working to achieve long-term objectives and
addressing major challenges?
- Do the policies and procedures (formal and informal) used in your school
help achieve long-term stability? How so?
Does your school’s culture, its resources, and activities fit together in such a way
that the organization accomplishes things that are important?
Note: see: Denison Consulting – Organizational Culture Surveys. http://www.denisonculture.com
What I have heard you say is….
Is there anything we haven’t discussed that you would like to add?
Can I contact you if I need to clarify any of this information or need to ask any additional
questions? Again, your responses will be kept confidential.
Appendix B
Teacher-Parent Communication Survey
Please take a few minutes to answer the questions below. Your answers will be used to improve
teacher-parent communication at PBE School. All information will be confidential. Thank you.
General Information
For questions 1-4, please place a check on the line in front of the appropriate answer.
1. How many children do you have in attendance at PBE School?
___ 1
___ 2
___ 3
___ 4
___ 5
[Typology: Demographic, Classification: Actuals]
2. In which grade levels do you have children attending PBE School? (check all that apply)
___ Kindergarten
___ First Grade
___ Second Grade
___ Third Grade
___ Fourth Grade
___ Fifth Grade
[Typology: Demographic, Classification: Actuals]
3. Including the present school year, how many years has your child (or children) attended PBE
School?
___ 1 year
___ 2 years
___ 3 years
___ 4 years
___ 5 years
___ 6 years
[Typology: Demographic, Classification: Actuals]
For question 4, please rank the items listed below in order of their preference.
4. For this question, please rank the following items. Write 1 next to the item you prefer most, 2
next to your second choice, 3 next to your third choice and continue through your fifth choice.
___ E-mails
___ Blogs
___ Newsletters
___ Student planners
___ phone calls
[Typology: Behavior, Classification: Optimals]
Teacher-Parent Communication
Rate the following statements regarding the teacher-parent communication you've experienced
within the last month at PBE School using the following scale: 0=zero times; 1-2=one or two
times; 3-4=three or four times; 5-6=five or six times; 7+=seven or more times.
Circle your answer.
How often have you received the following types of communication within the last month?
Zero times
One to two times
Three to four times
Five to six times
Seven or more times
5. I have received communication regarding my child’s academic progress
0 1-2 3-4 5-6 7+
6. I have received communication regarding my child’s behavior
0 1-2 3-4 5-6 7+
7. I have received communication regarding classroom activities
0 1-2 3-4 5-6 7+
[Typology: Behavior, Classification: Actuals]
Please circle the number from the scale to show how much you agree or disagree with each statement
for questions 8-10.
8. I feel communications are handled pleasantly and professionally.
5 4 3 2 1
Strongly agree Agree Neither agree nor disagree
Disagree Strongly disagree
[Typology: Attitudes/Feelings, Classification: Feelings]
9. Teachers return phone calls promptly.
5 4 3 2 1
Strongly agree Agree Neither agree nor disagree
Disagree Strongly disagree
[Typology: Attitudes/Feelings, Classification: Feelings]
10. I feel my ideas and questions are welcomed by my child’s teacher.
5 4 3 2 1
Strongly agree Agree Neither agree nor disagree
Disagree Strongly disagree
[Typology: Attitudes/Feelings, Classification: Feelings]
For questions 11 and 12, please place a check on the line in front of the appropriate answer(s).
11. Which forms of communication have you received from your child’s teacher within the last
month? (check all that apply)
___ e-mail
___ blog update
___ newsletter
___ note in student planner
___ phone call
___ other
Please explain_______________
[Typology: Behavior, Classification: Actuals]
12. Below is a list of opportunities for communication. Please select those you would like to
receive (check all that apply).
I would like to receive communication from my child’s teacher:
___ when my child’s behavior is above expectation.
___ when my child’s behavior is below expectation.
___ when my child’s academic progress is above expectation.
___ when my child’s academic progress is below expectation.
___ weekly general communication (to all parents).
___ weekly specific communication (regarding my child).
___ daily specific communication (regarding my child).
[Typology: Behavior, Classification: Optimals]
Thank you for your time! Your answers will help to improve
teacher-parent communication at PBE School.
Appendix C
Observation Guide for Teachers
(Teacher-Parent Communication)
Date:
Time of day:
Teacher:
Teacher Grade Level:
Observer:
Introduction:
Thank you for letting me observe the parent-teacher communication efforts you complete during
your plan time. PBE School is looking at ways to develop and improve teacher-parent and
school-parent communication. Observing various teachers will help us come up with ideas to
help teachers successfully complete all of the communication tasks necessary to improve
teacher-parent communication in the future.
Aspect(s) Observed:
Action/Steps Comments/Dialogue Observer
Comments/Notes
Knowledge & Skills; Performance Capability; Motivation, Values & Self-Concept; Tools,
Environment & Processes; Expectation and Feedback; Rewards, Recognition & Incentives;
Resources; Vision, Mission and Objectives; Significant Accomplishments; Organizational
Culture