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PROFESSIONAL DEVELOPMENT TOOLSModule 1

Improving Communication

313 Working Together Toolkit 2006 www.ped.state.nm.us www.cesdp.nmhu.edu

PROFESSIONAL DEVELOPMENT TOOLS Module 1: Improving Communication

Getting Ready

Welcome to Professional Development Module I: Improving Communication from . Community Partnerships, A Toolkit for New Mexico School Communities. As a facilitator, you are among a group of educators who are working with teachers, families and community members to provide information, resources and strategies to both increase and strengthen family and community involvement across New Mexico.

Use this checklist as you prepare for the professional development session.

o Using the hard copy, CD, or web version of the Toolkit, review the Professional Development Tools, Teacher Tools and Family Tools for Module 1: Improving Communication.

o Review the PowerPoint slides and facilitator instructions in the hard copy and/or on the CD and modify the presentation as appropriate for your style and audience.

o Prior to the session, review the goals for this module. They are included as a slide in the PowerPoint presentation. Add any goals to meet your needs.

Goals for Module 1: Improving Communication

By the end of this professional development module, participants will:

• usetoolstomeasureandimproveschool-family-communitypartnerships;

• understandand appreciatethebenefitsofeffectivetwo-waycommunication;

• developsite-basedstrategiesforimprovingcommunication;

• enhanceunderstandingofthediversityintheschoolcommunity;and

• developstrategiesforeffectiveparent-teacherconferences.

o Make a copy of all of the handouts listed on the following page. These are found in Professional Development Tools Module 1: Handouts section following the PowerPoint slides and notes.

o Using the CD, print out the PowerPoint presentation as “handouts” with three slides per page and space for notes. Copy for all participants.

o Choose and prepare an Icebreaker Activity from the introduction to the Professional Development Tools Section.

o Gather the necessary supplies and equipment in the following table.

o Make a copy or print out the Sign-InSheet and place it so that all participants can access it. The Sign In Sheet for this module can be found in this section.


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Working Together Toolkit 2006 www.ped.state.nm.us www.cesdp.nmhu.edu

Materials

Supplies Equipment Handouts/Activities

• Sign In Sheet

• Flip chart paper

• Markers

• Scotch or masking tape

• Paper for notes

• Pens or pencils

• LCD Projector

• Laptop Computer

• Toolkit CD

• Screen

• Extension cord(s)

• Icebreaker Activity (optional)

• PowerPoint Handouts

• TeacherSelf-AssessmentRubricforModule1

• AModelforOne-WayandTwo-WayCommunication

• Family Involvement Ideas: Communication

• ExaminingAssumptionsAboutFamilies

• MakingParent-TeacherConferencesMeaningful

• TeacherReflection for Module 1

• Evaluation Form

• Certificates of Completion

Reminders and Helpful Hints

It is critical for the facilitator to use the hard copy and the CD or web based version of the Toolkit to become familiar with the Teacher Tools and Family Tools sections for this module prior to the professional development session. The Resourcesin the Toolkit contain valuable information that can be used to supplement and tailor the session to better meet the needs of the participants.

Each slide in the PowerPoint presentation includes facilitator notes and scripts as a guide to use during the presentation. Facilitators are encouraged to merge presentation style and interactions with the dynamics and cultural needs of the group. Provide snacks, drinks and comfortable seating for small and large group activities. Arrange the physical environment so all participants can see the slides and all cords and wires are secure.

Schedule

This professional development session is designed to take 3-4 hours with appropriate breaks. Time for breaks should be determined by the facilitator. Provide an adequate amount of time for participant interaction, group work, questions and responses. Remember to set aside time to complete the evaluation, celebrate the participants’ accomplishments and fill out or distribute the Certificates of Completion.

Notes:__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________



Sign In SheetWorking Together:

School-Family-Community PartnershipsProfessional Development Session

Module 1: Improving Communication

Meeting Location: _________________________________________________________________________________

Meeting Date: ____________________________________________________________________________________

Facilitator: _______________________________________________________________________________________

NAME SCHOOL DISTRICT POSITION


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Improving Communication

1. Introduction

Say: This training on Improving Communication is from the Toolkit sponsored by New Mexico Public Education Department (NMPED) and developed by the Center for the Education and Study of Diverse Populations (CESDP).

It is called WorkingTogether:School-Family-CommunityPartnerships,AToolkitforNewMexicoSchoolCommunities.

2. Background

Instructions to Facilitator: Share the slide with participants. Show them the CD and a hard copy of the Toolkit. Let participants know where the Toolkit is housed and procedures for use and copying. Remind participants that the Toolkit is not copyrighted and can be used in a variety of ways.

Say: The Toolkit has six Professional Development Modules as well as sections titled Teacher Tools and Family Tools. Each of the six modules contain information and useful resources, including ties to the New Mexico Teacher Competencies and Indicators that can be used for Professional Development Plans and Professional Dossiers.

Instructions to Facilitator: Point out the Teacher Tools and Family Tools as they are in the Toolkit. (Use the hard copy or CD to do this.) Reinforce that there are useful resources in each section that can be copied or printed from the CD or web site.

3. Overview of Six Toolkit Modules

Instructions to Facilitator: Read the OverviewofSixToolkitModulesslide and point out that Module 1: Improving Communication is the first module in the Toolkit. It is based on the National Standards for Parent/Family Involvement Programs, Standard I: Communication.

Say: Module 1 focuses on communication as the foundation of solid partnerships between schools, families and communities.

Working Together

School-Family-Community Partnerships A Toolkit for New Mexico

School Communities

Module 1:Improving Communication

Background

• The Toolkit was sponsored by New Mexico Public Education Department (NMPED) and developed by the Center for the Education and Study of Diverse Populations (CESDP)

• It is based on the six national standards for family involvement of the National PTA

• It is available in hard copy, on CD and on the web: www.ped.state.nm.us

www.cesdp.nmhu.edu

Overview of Six Toolkit Modules

1. Improving Communication

2. Promoting Positive Parenting

3. Enhancing Student Learning

4. Increasing Volunteerism

5. Supporting Decision Makingand Advocacy

6. Collaborating with the Community

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4. Goals for Module 1

Instructions to Facilitator: It is suggested that you review the goals prior to the professional development session and add any that meet your needs. Read the slide Goals for Module 1 to participants.

On chart paper, add any goals that you or participants contribute.

5. New Mexico Teacher Competencies

Instructions to Facilitator: Share the slide with participants.

Say: The NewMexico3-TieredLicensureSystemprovides the framework for documenting teacher qualifications. In collaboration with the principal or designated administrator, New Mexico teachers are required to develop and maintain Professional Development Plans (PDP) based on nine teacher competencies and accompanying differentiated indicators for their respective level of licensure (Level I, II or III).

This module on Improving Communication addresses New Mexico Teacher Competencies 5, 7 and 9. Let’s review them on the following slides.

6. Competency 5

Instructions to Facilitator: Share slide with participants. Remind participants that they may be familiar with these competencies and indicators through their work on Professional Development Plans (PDP). Participants may raise questions or experiences with the development of a PDP.

Say: Competency 5 and the Level III Indicator focus on effective home-school communication as a two-way sharing of information that is vital to student success. Strong parent-teacher partnership requires two-way communication, goal setting and follow-up interactions.

• Provide tools to measure and improve school-family-community partnerships.

• Understand and appreciate the benefits of two-way communication.

• Develop site-based, appropriate and effective two-way communication strategies.

• Enhance awareness of the diversity in the school community.

• Review strategies for effectiveparent-teacher conferences.

Goals for Module 1

New Mexico Teacher Competencies

• The New Mexico 3-Tiered Licensure System includes competencies and differentiated indicators that apply to Module 1:Improving Communication

• This training can assist in fulfilling requirements for Teacher Professional Development Plans (PDP).

Competency 5

The teacher effectively utilizes student assessment techniques and procedures.

Relevant Master Teacher –Level III Indicator:

D. Develops a two-way system of communicating with students and families about student progress.



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7. Competency 7

Say: Competency 7 and the Level III Indicator focus on the importance of being sensitive to diversity issues when communicating with families.

8. Competency 9

Say: Competency 9 and the Level III Indicator focus on using effective communication strategies to build collaboration and partnerships with families and community.

For a complete list and more information on the New Mexico Teacher Competencies, visit the web site listed on the slide.

Next we will take a look at the TeacherSelf-AssessmentRubric for this module that addresses these competencies and indicators.

9. Activity: Teacher Self-Assessment

Materials: Handout: TeacherSelf-AssessmentRubricfor Module 1: Improving Communication, chart paper and markers.

Say: The inquiry process asks teachers to become actively involved in reflecting on their own practices. Reflection often takes more time than we have now, but let’s begin the process by reviewing the Teacher Self-AssessmentRubric for Module 1: Improving Communication in your handouts. Follow the instructions on the slide.

Toward the end of this workshop, you will be completing a self-reflection that will allow for you to record plans for improvement based on the information we share today.

Instructions to Facilitator: Allow about 15-20 minutes for participants to review and complete the rubric activity. Follow up with whole group reactions, questions, responses and discussion about how the rubric may be used as part of a teacher PDP.

Competency 7

The teacher recognizes student diversity and creates an atmosphere conducive to the promotion of positive student involvement and self-concept.

Relevant Master Teacher – Level III Indicator:

G. Fosters the development of respect for individual, cultural, linguistic, disability and religious differences.

Competency 9

The teacher works productively with colleagues, parents and community members.

Relevant Master Teacher – Level III Indicator:

E. Works collaboratively and creatively with colleagues, parents, and community members regarding educational matters.

For more information and a complete listing of competencies and leveled performance indicators visit www.teachnm.org

Activity: Teacher Self-Assessment

• Divide into small groups of no morethan six.

• Individually, complete and date the Teacher Self-Assessment Rubric for Improving Communication included in the handouts.

• Discuss findings as a small group and record strengths and needs.

• Discuss how you may be able to use this rubric in a teacher PDP.

• Report out to the group.

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10. Effective Parent-Teacher Communication: One-Way Communication

Say: Let’s take a look at the differences between one-way and two-way communication and why both are useful in communicating with families.

Instructions to Facilitator: Read aloud the definition on the slide.

11. Effective Parent-Teacher Communication: Two-Way Communication

Say: Two-way communication involves meaningful dialogue between people. The following examples and activities will give us a chance to look more closely at effective communication practices.

Instructions to Facilitator: Read aloud the definition on the slide.

12. Examples

Instructions to Facilitator: Read the examples on the slide and ask participants how these methods are used in their schools. Facilitate whole group responses.

Say: Let’s look at these examples of one and two-way communication. How are these methods used in your school? Are there any examples that you would add to these lists?

Effective Parent-Teacher Communication

There are two general types of communication strategies:

One-way and Two-way

One-Way Communication:

One-way communication is linear and limited because it occurs in a straight line from sender to receiver and serves to inform, persuade, or command.

Effective Parent-Teacher Communication

Two-Way Communication:

Two-way communication always includes feedback from the receiver to the sender that lets the sender know the message has been received accurately. In two-way communication both sender and receiver listen to each other and work toward a clear understanding.

(Adapted from Harcourt Assessment, 2004)

Examples

Surveys

Focus groups

Informal conversations

Progress Reports with request for parent response

Problem solving and goal-setting

Newsletters

Bulletin boards

School handbooks

Progress notes

Report cards

Two-way:One-way:



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13. Activity: Effective Communication

Materials: Handout: AModelforOne-WayandTwo-WayCommunication

Say: Let’s take a look at what good communication looks like for us. Use the handout in your packets AModelforOne-WayandTwo-WayCommunication. Following the instructions on the slide, we will take about 10-15 minutes to complete the activity and then share our responses.

14. Two-Way Communication: What the Research Says

Say: It is crucial that we work to establish direct relationships with families. We need to bridge home and school culture for students, instead of students being the bridge between their teachers and families. Let’s consider these research findings.

Instructions to Facilitator: Guide whole group discussion, reactions, questions and responses.

15. Two-Way Communication: What the Research Says

Say: This research indicates that we should take advantage of every opportunity to form partnerships with families. We can be explicit about how families can most effectively help their children succeed in school. Parents need to know what expectations the teacher has for their child and teachers need to know parental expectations.

Instructions to Facilitator: Guide whole group discussion, reactions, questions and responses.

Activity: Effective Communication

• In small groups review the handout: A Model for One-Way and Two-Way Communication.

• Complete the bottom section of the handout.

• Prepare to share responses with the whole group.

Two-Way Communication:What the Research Says

• Students achieve at higher levels when they have strong support from both school and home (SEDL, 2002).

• When students receive complimentary and consistent support at school and at home they are more successful (SEDL, 2003).

Two-Way Communication:What the Research Says

• Using both formal and informal methods of communication help families better understand what schools expect from them and their children.

• Parents have good intentions yet may not understand how to help their children or how the school works (SEDL, 2003).

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16. Promoting Two-Way Communication

Instructions to Facilitator: Read slide to participants and elaborate with notes below.

Say: 1. In order to build a positive rapport with parents, frequent, two-way communication is necessary. Frequent communication helps parents feel more comfortable discussing their child’s progress. 2. As educators, it is easy to use educational jargon. Be mindful that families may not understand educational jargon, and jargon creates an insider-outsider dynamic. Use everyday language or be willing to explain what these terms mean. 3. When time is limited, be prepared with the information you want to share regarding the child. 4. It is important to stay professional and positive when communicating with students and families. 5. Be patient, it is easier to work with some families than others. Consistency is the key to making your partnership successful. Listen actively. People know when you are interested in what they have to say and when you are not. 6. Being prepared for conferences facilitates two-way communication and allows for parents to share relevant information about their children and ask questions about how to help their children at home rather than you simply reporting student progress.

17. Activity: Family Involvement Ideas

Say: Let’s take a look at some communication practices. Use the handout in your packets titled Family Involvement Ideas: Communication. Following the instructions on the slide, we will take about 10-15 minutes to complete the activity and then share our responses.

Instructions to Facilitator: Allow 10-15 minutes for small groups to complete the activity. Allow another 10 minutes for groups to engage in discussion or share questions and responses.

18. Diversity: A Viewpoint

Say: Read this slide and think about what this means as it relates to your school setting. What are your responses?

Instructions to Facilitator: Facilitate whole group discussion by allowing individuals in the group to offer responses.

Promoting Two-Way Communication

1. Create opportunities for frequent, open communication.

2. Use everyday language and avoid using educational jargon.

3. Focus conversation on teaching and learning.

4. Maintain a positive tone.

5. Practice patience and active listening.

6. Prepare for conferences with families.

Activity: Family Involvement Ideas

• Review the handout: Family Involvement Ideas: Communication

• In small groups discuss which of the ideas have been successful and which ones have presented challenges and why.

• Prepare to share responses with the group.

Diversity: A Viewpoint

“Acknowledging and valuing diversity means more than celebrating food or holidays. It means making room for a range of voices, perspectives, resources, and styles of interacting.”

-Adger, 2001, Lopez, Sanchez and Hamilton, 2000



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19. Activity: Diversity

Materials: Slide with directions, chart paper and markers.

Say: Form small groups and take 15 minutes to respond to the activities on the slide.

Instructions to Facilitator: After 15 minutes conduct a whole group discussion to identify key factors based on the small group discussions. Assist participants in achieving consensus on the top three factors that need to be taken into account to improve communication with diverse populations.

20. Diversity in Our Schools

Instructions to Facilitator: Read this slide aloud. Tie these ideas to the work completed in the previous activity.

Say: Are there any types of diversity here that were not raised in the previous activity?

21. Activity: Strategies for Working With Diverse Families

Materials: Handout: ExaminingAssumptionsAboutFamilies, chart paper, and markers.

Say: These strategies point to the importance for us as educators to be culturally aware. One way we do this is by attending community events to gain further understanding of our students’ cultural backgrounds. We can also celebrate and acknowledge cultural and linguistic diversity. We want to communicate to families that their efforts support what is going on at school. We can also offer specific instructions and strategies for families to use in helping their children at home.

In small groups, review your handout called ExaminingAssumptionsAboutFamilies.

On the chart paper list areas of strength and areas that need improvement in your school. Prepare to share your responses with the whole group.

Instructions to Facilitator: Allow about 10-15 minutes for the small group work and about 10 minutes for whole group discussion. Consider using this time to brainstorm action steps to take towards improvement and using the results from this activity during development of the schoolwide EPSS.

Activity: Diversity

What does diversity look like in our What does diversity look like in our school families?school families?

1. In small groups, brainstorm a list of examples of diversity represented in your school and community.

2. Identify key factors that need to be taken into account when working to improve one-way and two-way communication with diverse populations.

Activity: Strategies for WorkingWith Diverse Families

• Reach out in more than one way to increase parent and community involvement.

• Become familiar with the culture, language, and activities of the community you serve.

• Understand and value different ways parents are involved at home with their children and acknowledge their efforts.

Diversity in Our Schools

Families with Disabilities

Families Living in Poverty

Single Parent Families

Homeless Families

Same Gender Parents

Ethnic Diversity

Language Diversity

Grandparents Raising Children

Non-Literate Families

Religious Diversity

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22. An Opportunity for Two-Way Communication: Powerful Conference Strategies

Materials: Handout: MakingParent-TeacherConferencesMeaningful

Say: We have a prime opportunity at parent-teacher conferences to establish a positive communication pattern with families. We need to make the most of this opportunity to develop a relationship.

For a successful conference, preparation is key, especially since most schools allot so little time for parents and teachers to talk. Families, students, and teachers all need to be prepared.

We can prepare for parent-teacher conferences by assembling the necessary material in advance. For instance, if you will be discussing assessment results, have the child’s scores ready. Also, parents want to see samples of their child’s work so it is always good to have readily available samples that support your points.

An example of a comprehensive guide is included in your handouts, Making Parent-TeacherConferencesMeaningful. This tool can be used as it is or it can be modified.

Let’s take a look at the conference strategies listed on this slide and the next few slides. As we look at these, consider the challenges and strengths of each strategy.

Instructions to Facilitator: Allow a few moments for participants to take a look at the handout and discuss its use in the school.

23. Powerful Conference Strategies

Say: Take a look at each of these strategies.

Are there any responses to these? What do you consider as the strengths and challenges of each of these?

Instructions to Facilitator: Facilitate a whole group discussion regarding each of the strategies, allowing for sharing of personal experiences, questions and responses.

An Opportunity forTwo-Way Communication

Powerful Conference Strategies:

1. Be strategic. Send home a planning guide for parent-teacher conferences that facilitates two-way planning and communication.

2. Be prepared. Provide grade-level standards, samples of work, test results, and other student data.

More Powerful Conference Strategies

3. Consider student participation in conferences.

4. Have an interpreter if necessary. Maintain eye contact with the parent.

5. Always begin the conference with something positive about the student and/or family.



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6. Begin the conference with a question that is open-ended, but linked to the conference goal.

7. Don’t try to do too much. Make sure to leave enough time to listen to families.

8. Use the same models of communication that work with the students in your class.

More Powerful Conference Strategies24. More Powerful Conference Strategies

Instructions to Facilitator: Following are some discussion points regarding each strategy to share with participants and stimulate discussion regarding the strengths and challenges of each.

Say: These strategies allow parents to tell their story. Individuals are open to listening to another’s opinion only when they feel that they are also being heard. Teachers can guide the discussion so that parents are not rushed yet stay on track. If the topic of a conversation becomes tangential, a teacher can guide the conversation back to the original issue by rephrasing the parent’s comments or asking for clarification about their comment.

It is important to remember that people can tell when someone accepts them and is interested in their point of view.

Teacher acceptance of the parent is critical to parent participation in the student’s educational program.

What are your reactions to these strategies?

25. More Powerful Conference Strategies

Say: Consider these last two strategies regarding appreciation and follow up. What are some challenges and successful examples that have worked for you?

26. Best Practice Recommendations

Say: Let’s review some of the key points covered during this session.

Remember that the Toolkit is available in hard copy, on a CD and on the web. There are some very useful resources related to all the topics we discussed today.

Instructions to Facilitator: Review the practices included on the slide and ask participants what else they would add to the list based on the information shared during the professional development session.

Best Practice Recommendations

• Practice one-way and two-way communication with families.

• Carefully consider the diversity in your community (such as ethnic, cultural, linguistic, educational, and socio-economic diversity).

• Plan for effective parent-teacher conferences.

• View the Toolkit on the web or CD and utilize the resources in the Teacher Tools and Family Tools for this module.

9. Always follow conferences with a thank you, including a general summary of the benefit you gained as a teacher, and the positive impact on the student.

10. Be sure to follow up on what you have agreed to do.

More Powerful Conference Strategies

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Activity: Teacher Reflection

• Reflect on the workshop and the strategies you have learned to improve communication.

• Refer again to theTeacher Self-Assessment Rubric.

• Then review the Teacher Reflection Toolfor this module and take 10 minutes to individually complete the Plan for Improvement Column.

27. Activity: Teacher Reflection

Materials: Handout: TeacherReflectionfor Module 1.

Say: Now refer to the TeacherSelf-AssessmentRubric completed earlier and pull out the TeacherReflectionTool included in the handouts. These evaluation tools will help us reflect on what we have learned and make plans for improvement through implementation of some of the workshop strategies discussed during this session. Please take about 10 minutes now to reflect on what we have learned by following the instructions on the slide.

Say: (After 10 minutes) In the months that follow, you can revisit the TeacherReflectionTool and add examples of Evidence of Mastery in the third column. Consider using the Rubric and ReflectionTool in your PDP or dossier. What are some of the plans for improvement that you included on the reflection?

Instructions to Facilitator: This activity can be adapted to include a follow-up discussion on plans for revising the schoolwide Educational Plan for Student Success (EPSS), next steps and establishing task groups.

28. Inside the Toolkit: Teacher Tools Resources

Say: There are numerous useful resources in the Toolkit for this section.

Instructions to Facilitator: Point out where the resources are located within the Toolkit. Show the participants the Toolkit notebook and CD you are working from. Review where they can find the Toolkit and how they can access it on the CD and on the web.

Optional Extension: Tour the resources using the CD and/or provide hard copies of the TeacherToolsResourcesfor Module 1 for all participants or small groups to share.

29. Inside the Toolkit: Family Tools Resources

Instructions to Facilitator: As you did with the TeacherToolsResources, point out that there is a complete set of useful FamilyToolsResourcesincluded in the Toolkit.

Optional Extension: Tour the resources using the CD and/or provide hard copies of the FamilyToolsResourcesfor the Module for all participants or small groups to share.

Inside the Toolkit

Family Tools Resources

• Worth a Click Links

• Communication Ideas for Parents

• Experiences with One-Way and Two-Way Communication

• Talking with Your Child

• Ask the Right Questions

• Understanding Standards-Based Education

• Communicating the Importance of Education

• Developing a Vision for Your Child

• Planning Guide for Parent-Teacher Conferences

• Parent and Child Rights in Special Education

• Bilingual Education in New Mexico

Inside the Toolkit

Teacher Tools Resources

• Worth a Click Links

• Examining Assumptions About Families

• A Model for One-Way and Two-Way Communication

• Family Involvement Ideas: Communication

• Positive Phone Calls Can Make a Difference

• Half and Half Letters

• Making Parent-Teacher Conferences Meaningful

• Parent and Child Rights in Special Education

• Bilingual Education in New Mexico

• Progress Report Template



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30. Activity: Where do we go from here?

Instructions to Facilitator: This is a fun and interactive capacity building activity that will strengthen participants’ abilities to share and implement strategies learned during this session with students, colleagues, families and community members.

Say: Work in small groups to develop a script of what you might say to students, families, colleagues or community members about the module and what you plan to do as follow up to improve communication. Take 15 minutes to develop a short script. Each group will role play the script as it would be delivered to someone who was not at this professional development session.

Optional Activity: Use this time to make plans for next steps, strengthening/updating the school EPSS and establishing task groups.

31. To Learn More

Materials: Handout: Evaluation Form

Instructions to Facilitator: Encourage participants to find out more and see what else the Toolkit has to offer. Use the CD to tour the Toolkit with participants pointing out the Teacher Tools and Family Tools and the numerous resources.

Ask participants to complete the Evaluation Form for Module 1 found in the handout section of this module. Thank participants.

32. Certificates of Completion

Materials: Handouts: Certificate of Completion

Instructions to Facilitator: Have each participant write their name on the Certificate of Completion found in the handout section. As the facilitator, sign and date each certificate. If the facilitator is not the school principal, also arrange for the principal to sign and date each certificate. Distribute completed certificates and celebrate engagement in professional development in the area of school-family-community partnerships.

Another option is to print out the certificates prior to the session, include participants’ names, facilitator and/or principal’s name and dates, as appropriate.

Activity: Where do we go from here?

How can we use what we learned inthis workshop in our schools, homes,and communities?

To Learn More:

• Access the complete Toolkit with resources, references, and websites at:

www.ped.state.nm.us

www.cesdp.nmhu.edu

• Complete Evaluation Form

PROFESSIONAL DEVELOPMENT TOOLSModule 1

Handouts



Teacher Self-Assessment Rubric

Use this rubric to help evaluate how well you communicate with families. Think about where you see yourself in the process and strategies you use to improve communication by marking the box that most clearly matches what you are doing now.

IMPROVING COMMuNICATION

ELEMENT BEGINNING DEVELOPING PROFICIENTCommunication with families includes one-way and two-way communication processes.

I am not aware ofstrategies for two-waycommunication.

I communicate with families primarily through one-way communication such as memos, newsletters and sign-off sheets.

I am aware of strategies for one-way and two-way communication.

I make an effort to communicate with families. I ask for parent input to enhance instruction and I avoid educational jargon.

I actively seek opportunities for one-way and two-way communication by integrating the following activities:

___ I create a welcoming and safe environment where parents feel comfortable to discuss issues of concern.___ I use different forms of communication (e-mail, chapter house/community meeting presentations, newsletters, telephone, weekly folders, home visits, surveys, public service announcements, newspaper ads).___ I ask for parent input to enhance instruction.___ I avoid educational jargon.___ I encourage immediate contact between home and school when issues (positive and negative) arise.

Communication is varied and honors family differences, individual needs and cultural preferences.

I have limited knowledge of the varied communications styles of the families served at the school.

I seldom consider linguistic and cultural preferences of families whencommunicating with them.

I use a variety of strategies that are sensitive to the needs of diverse families.

I make an effort to honor family differences, individual needs and cultural preferences when communicating and interacting with families.

I actively build my knowledge of families’ cultural differences, individual needs and preferences by integrating the following strategies:

___ I encourage parents to share information such as student strengths and learning preferences.___ I survey families, ask pertinent questions and utilize information I have gathered.___ I provide information in native languages as appropriate.___ I make connections to students’ cultures and solicit ideas from families.


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IMPROVING COMMuNICATION

ELEMENT BEGINNING DEVELOPING PROFICIENTCommunication practices are part of ongoing staff development,addressingeffectivecommunication with diverse families and using resources in the school and community.

I have limited experience with staff development on communication issues with diverse families.

I participate in limited professional development activities and seldom apply new communication strategies.

I seek out opportunities for professional development to enhance my communication skills with all families.

I attend professional development with an open mind and attempt to integrate new strategies for communicating with families.

I actively participate in professional development and make systematic attempts to effectively communicate with families by integrating the following strategies:

___ I participate in staff development regarding effective communication techniques and the importance of regular, two-way communication with families.___ I develop an understanding and sensitivity to changing families and cultural differences.

Information exchange involves families in setting studentexpectations and goals using the New MexicoContent Standards andBenchmarks.

I provide families with minimal information about the school’s instructional program or individualstudent needs.

I seldom disseminate information to parents about the New Mexico Content Standards, the school’s instructional program, individual student strengths and needs or the New Mexico Standards-Based Assessment.

I regularly communicate with families about studentprogress and ways that school initiatives can help, while being available to respond to parent questions and concerns.

I communicate with parents and provide explanations on a regular basis about New Mexico Content Standards, instructional programs, specific student needs and the New Mexico Standards-Based Assessment.

I communicate with families regarding student progress on a regular basis, eliciting and responding to parent questions and concerns by using the following strategies:

___ I engage families by discussing the New Mexico Content Standards.___ I share and discuss New Mexico Standards-Based Assessment results.___ I work with parents to establish academic goals and outcomes for student learning.___ I distribute student work for parental review on a regular basis.

Effective communication practicesenhance parent-teacherconferences.

I provide information on student progress at parent-teacher conferences.

I schedule parent-teacher conferences with parents, but make limited or no effort to involve students or reach out to families who cannot attend.

I am prepared and conduct parent-teacher conferences as a joint venture.

I work with each family to schedule parent-teacher conferences and am prepared to share and discuss information on topics such as testing.

I am well prepared and maintain two-way communication with families during parent/teacher conferences by using the following methods:

___ I conduct parent conferences and accommodate needs such as varied schedules and language translation.___ I explain the purpose of the conference and goals for parent participation.___ I provide opportunities to meet with families who cannot attend conferences.___ I follow up in a timely manner as needed.



MESSAGE

RECEIVER

FEEDBACK

SENDER

A Model for One-Way and Two-Way Communication

use this model to reflect on your communication style with families.

Communication can travel in two directions:

• One-way communication is linear and limited because it occurs in a straight line from sender to receiver and serves to inform, persuade or command.

SENDER MESSAGE RECEIVER

• Two-way communication always includes feedback from the receiver to the sender and lets the sender know the message has been received accurately.

In two-way communication, communication is negotiated. Both sender and receiver listen to each other, gather information and are willing to make changes to work together in harmony. Their intent is to negotiate a mutually satisfactory situation.

How can I assure that I use both one-way and two-way communication with families?

One-way communication strategies I have used: Two-way communication strategies I have used:

One-way communication strategies I plan to use: Two-way communication strategies I plan to use:


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Family Involvement Ideas: Communication

use the following checklist of ideas to determine those you can incorporate into your family involvement program.

I know strategies for getting parents to attend meetings at school such as making sure they know they’re genuinely invited. A personal invitation often makes a difference in the effort to attend.

I establish friendly contact with parents early in the year.

I don’t wait until it’s too late to tell parents about potential or serious problems. Early contact helps.

I focus on the strengths of students and families.

I know how to deal with angry parents by separating the parent from the argument. I use active listening. I don’t get angry. I look for areas of agreement.

I provide a short parent newsletter regularly.

I use short surveys to identify family attitudes about the school and classroom.

I send “quick notes” home on the day something happens.

I put up “Welcome” signs in every language spoken by the students and parents at my school. I use voice mail or e-mail to keep parents up-to-date on such things as homework and school activities. I make sure any automated voice messages are easy to use and do not frustrate parents.

I ask parents to fill out a “Contact Sheet” with their home and work addresses and phone numbers as well as the best times to be contacted.

I use refrigerator notes and tell students to share them with their families.

I understand that a key reason for parent non-involvement is lack of information. One memo won’t do. I try letters, notes, signs, calls, the newspaper, radio and TV.

I share experiences I have had with my own children to break down barriers, get me out of my “role” and help parents see me as a parent too.

I arrange to have announcements made on local radio stations in the native languages of parents.

I send announcements to the tribal newspaper or tribal/chapter house meetings.



Examining Assumptions About Families Effective communication between home and school is the foundation of a solid partnership. When families and educators practice effective communication, positive relationships develop and students make greater progress. Effective communication does not happen by accident. Teachers and administrators must be diligent in making sure communication is meaningful and positive and that teachers practice communication skills such as good listening techniques, kindness, tact, empathy and a true understanding of parent-child relationships.

Positive Assumptions Yield Positive ResultsIt is important to examine assumptions about families and understand that for the home/school partnership to be effective, the following concepts must be adopted.

• Assume all parents and families love their children. Many family structures exist and all are legitimate. Parents or guardians may be absent from home or school for a variety of reasons, but this does not diminish their love and caring. Acknowledge the changes in what was once known as the traditional family structure.

• Assume all children can and will learn and that all families have strengths to share. Also assume that parents can learn new techniques in working with their children.

• Assume all families want a positive school experience for their children. Trust them and assume that they will work to ensure positive experiences from their end. Both parents and educators are committed to the nurturing, development and progress of children. Teachers must believe that parents and families play a critical role in a child’s development.

• Respect parents and families and communicate that respect. Tone of voice, body language, a teacher’s enthusiasm, facial expressions, word choice and how long we make people wait all communicate respect or lack of it. Many family members have personal, work, health or other problems that we know nothing about. Avoid being judgmental and give parents the benefit of the doubt.

• Recognize that schools and homes have shared goals. Parents and families have important perspectives of their children. Expect all parents and families to partner with you in the educational process. Clarify your expectations from the beginning. Help parents to understand their role in the educational process by: • asking parents what they want or need from their relationship with the school; • determining together, what you both need and expect from the student; • defining what those high expectations are; and • inviting them to attend professional development activities.

• Make sure parents feel welcome when they come to school. Ensure that the school has a parent handbook or volunteer manual, training procedures, parking spaces and a parent room so that parents can be welcomed and know they have an important place and role in the school. • Be specific about parent roles, tasks and schedules. • Thank and recognize parents regularly. • Enlist parents to help reach other parents, but don’t abdicate responsibility to one group.


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Respect and Celebrate the Diversity that Students and Families Bring to School

Cultural differences are valuable to student learning and should be celebrated at school.

1. Make use of local expertise, especially elders as co-educators, whenever local language and cultural knowledge is addressed in the curriculum or local skills are used as examples.

2. Make every effort to utilize locally relevant curriculum materials with which students can identify, including materials prepared by local Native authors.

3. Participate in local and regional language immersion camps to learn and hear traditional language, cultural ways and their meaning in contemporary life.

4. Ask a parent, elder or community member to help you create a language immersion environment in your classroom.

5. Recognize and validate all aspects of the knowledge students bring with them and assist them in personal and cultural affirmations.

6. Provide enough flexibility in scheduling family participation so everyone is able to fully share. Provide enough advance notice for family members to make the necessary preparations to attend.

7. Be patient when students make mistakes speaking English and encourage their efforts.

Don’t Teach Me My Culture, use My Culture to Teach Me



Making Parent-Teacher Conferences MeaningfulParent–Teacher Conferences are a good time to share information, develop personal relationships and welcome families into their child’s school life. Being prepared and having goals for the meeting can help the conference run smoothly for everyone.

use these questions to gather information from families prior to the parent-teacher conference.

Should conferences be student led?

Teachers in New Mexico are beginning to have students lead parent-teacher conferences. Students are taught how to talk about what they have been working on, share their best work and improvement goals and address what assistance they need to make specific improvements in their schoolwork or behavior.

Should parents come prepared?

A parent-teacher conference can flow smoothly if parents know what to expect and what their role is. It is helpful for them to identify questions they want to ask and what kind of information they can share that would be helpful to the teacher. Parents should involve their children in this planning process.

What preparations should I make?

It is helpful to have at least two positive remarks to share about each student, actual student work, detailed information on grades and how the student can improve, specific feedback on student skills that need support and handouts on what parents can do at home to help. Prepare about two or three questions you would like to ask the family that would support the child. Ask about strategies they know work at home that you could apply in the classroom.

Families often appreciate information about topics of interest or concern to them. For example, middle school years are often challenging for parents and information on student self-perception, changes in the adolescent brain and what kind of boundaries parents need to set may be helpful for parents.

Planning for Parent-Teacher Conferences

On the following pages are some sample forms you can share with families at least two weeks before parent-teacher conferences. They can be used as a spring board for planning and discussion. Adapt them to suit your needs.


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Our Parent-Teacher Conference

Child’s Name:_________________________________________ Parents Names:_______________________________

Teacher’s Name:_______________________________________ Grade Level:_________________________________

Conference Date:______________________________________ Time:_______________________________________

Things I Want To Talk AboutPlease fill this out before our meeting and bring it with you.A. What I think my son/daughter does well at home:

________________________________________________________________________________________________

B. What I think my son/daughter does well at school:

________________________________________________________________________________________________

C. Questions I would like to ask:

________________________________________________________________________________________________

D. One issue I would like to discuss:

________________________________________________________________________________________________

About My ChildAsk your child what he or she would like to have you talk about or what he or she would like you to know.

1. Important things in my child’s life I think you should know about: ________________________________________________________________________________________________

2. Talk to your child. Ask him/her questions like: What do you like about school?

________________________________________________________________________________________________ What do you dislike about school? ____________________________________________________________________

Is there anything you would like me to ask or tell your teacher?________________________________________________________________________________________________ 3. Other questions or concerns my spouse, partner or family members and/or I have: ________________________________________________________________________________________________



At the Conference

(Please read these questions to help you plan what questions you would like to ask at the conference.)

1. Is my child at grade level with his/her reading, writing and math?

____________________________________________________________________________________________

2. May I see something my child has written?

______________________________________________________________________________________

3. May I see an example of grade level or excellent work?

____________________________________________________________________________________________

4. What are my child’s strengths in class?

____________________________________________________________________________________________

5. What are my child’s weaknesses in class?

____________________________________________________________________________________________

6. Which content standards has my child achieved so far?

____________________________________________________________________________________________

7. What do you expect from children in your class (behavior, work habits, etc.)?

____________________________________________________________________________________________

8. What can I do at home to support you and my child in school?

____________________________________________________________________________________________

9. How can I reach you if I have any questions or want ideas on how to help my child succeed in school?

____________________________________________________________________________________________

10. Do we need to meet again? When will we meet?

____________________________________________________________________________________________

After the Conference

1. Talk about it with your child. Praise your child’s strengths.

2. Decide how you will follow through with any plan that you and your child have agreed upon with the teacher.

3. Start a folder about your child. Include in it: • Report cards • Samples of work • Notes from the teacher • Test scores

4. Make a calendar and mark: • Meetings • Important events • Social events at your child’s school

5. Check your child’s class work and homework every day.

6. Keep talking with the teacher to discuss your child’s progress.


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Action Plan:Ways we can work together to ensure my child’s success.(Do this with the teacher at the conference).

A. What the teacher will do at school:

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

B. What we will do at home:

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

C. How we will check our progress (notes, telephone call, e-mail, follow-up conference, etc.): __________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________



Teacher Reflection What will I do to improve my communication skills?

Reflect on your current practices in each of the elements highlighted in the left column. Develop a plan for improvement which includes support needed, how strategies will be implemented and how you will know if each element has been accomplished (Evidence of Mastery). Use the resources provided in this module to support your efforts.

Communication Elements Plans for Improvement Evidence of Mastery

I communicate with families in a meaningful way, using one-way and two-way methods.

I communicate with families in ways that honor family differences, individual needs and cultural preferences.

I inform families of student expectations, including the New Mexico Content Standards and Benchmarks.

I communicate with familiesregularly and obtain feedback from students and families in a way that enhances student learning and understanding.

I carefully plan parent-teacher conferences.


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Evaluation Form Working Together:

School-Family-Community PartnershipsProfessional Development Session

Module 1: Improving Communication

Facilitator _______________________________________ Date of Training ___________________________________

Overall session rating: _____ Excellent _____ Good ______ Fair _____ Poor

WHAT WORKED WELL? WHAT COULD IMPROVE?

WHAT IDEAS WILL YOU USE IN YOUR CLASSROOM/SCHOOL?

WHAT AREAS WOULD YOU IDENTIFY FOR MORE IN-DEPTH TRAINING



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Notes



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