Evidence 3:

Part A

Canter (n.d.) highlights the inextricable link between home and school
and the success of students. This highlights that it is imperative for
teachers to establish meaningful relationships with parents and
carers. As a pre-service teacher, it is fundamental to gather ideas and
strategies that will assist in building positive relationships.

Groundswater-Smith (2015) highlights that involving parents and

carers is a reoccurring fear and challenge amongst many teachers.
However, it is evident that teachers must first think about how they
will communicate and encourage parent and carer involvement in the
classroom. Lalor (AITSL, n.d.) explores ways in which parents and
carers can be engaged in student learning and success. These include
encouraging parents and carers to attend sporting events. This assists
in creating a positive atmosphere, where parents and teachers can
get to know each other. Another is grandparents day where teachers,
students and their families connect to celebrate the students
achievements as well as the important role families have in the
students lives. Initiatives and strategies implemented by the
classroom teacher align with standard 3.7 (APST) where parents and
carers are encouraged to participate in the education process.
Similarly, 5.5 can be established where parents and teachers
regularly report students progress and can be seen in the table
provided in part B.

Barath (AITSL, n.d.) highlights that personal phone calls are an

effective strategy to build a positive home and school connection.
Through the implementation of this strategy, the school found a large
increase in parents attending parent teacher interviews and engaging
with the school. Therefore, ensuring effective communication between
parents and the school and increasing the likelihood of student
success. Groundwater-Smith (2015) also reported on the research
undertaken on schools with positive school and home relationship.
The findings included increased retention rates, reduced
absenteeism, less substance abuse or abusive behaviour, better
social skills at both home and school and enhanced wellbeing (p.
328-329). As a pre-service teacher, regular contact will be made with
families to ensure a positive home and school connection.

PART B

Timeframe Parties involved Information Activity

1. Beginning of 1. Parents/ 1. Parents 1. Meet and

the term. carers, attend a greet.
2. Week 9 teachers and meet and 2. Parent
3. Weekly students. greet teacher
4. Monthly 2. Parents, session to interviews.
5. Daily, students and get to know 3. Reading.
weekly, teachers. the teacher 4. Sewing,
monthly 3. Parents/ and vice gardening,
6. Term 2 and 4 carers come versa. A crochet,
7. End term 1 in for reading morning knitting etc.
and end of with session is session.
term 4 students. offered as 5. Phone call/
4. Parents/ well as a email home
carers night 6. Report
volunteer session to meeting.
who know encourage 7. Family BBQ
how to sew, attendance. and concert.
knit and 2. Parents,
crochet or teachers
other special and
 talent such students get
as gardening. together to
5. Teacher and discuss
parents/ students
carers achievemen
6. Parents/ ts and goals
carers and to work on
teachers together.
7. Whole school 3. Volunteer
community parents and
carers
attend
classroom
on a weekly
basis to read
with
students.
4. Attend
school once
a month to
teach small
group of
students
each.
5. Positive call
or email
about
students
success.
6. Parents and
teachers get
together to
 discuss
report.
7.

Reference:

Australian Institute for Teaching and School Leadership. (2014).

Australian Professional Standards for Teachers. Retrieved from
http://www.aitsl.edu.au/australian-professional-standards-for-
teachers/standards/list?

Australian Institute for Teaching and School Leadership. (2014).

Illustrations of Practice. Retrieved from
http://www.aitsl.edu.au/australian-professional-standards-for-
teachers/illustrations-of-practice/find-by-career-stage

Canter, A. (n.d.). Parents and Teachers: Strategies for working

together. National Association of School Psychologists.
Retrieved from https://learn.scu.edu.au/bbcswebdav/pid-
3989130-dt-content-rid-5033805_2/courses/TCH30002-
TCH10138-2017-1/Parents%20and%20Teachers.pdf

Groundswater-Smith, S. Ewing. R., and Le Cornu, R. (2015). Building

family-school-community partnerships. In Teaching: Challenges
and Dilemmas (pp. 325-349). Cengage Learning.