3.

7 Plan for Appendix 9 is a planning document from my 2018 midyear

appropriate and parent teacher interviews. This documentation shows my
contextually relevant understanding of the importance in involving parents/carers in
opportunities for their child’s learning journey. I took the important aspects of the
parents/carers to be student’s full midyear report to discuss their current strengths
involved in their and future focuses. I asked each parent or carer what they would
children’s learning. like their child to work on for the next term. Together we then
created a future goal for their child. For example, ‘By the end of
term child A will progress three reading levels’. This is an
important part of my parent teacher interview time as I value the
parent’s input and find they provide great insight into their
child’s learning patterns and behaviour. The greatest impact on
student learning is their motivation, I observed students
motivated by knowing their families knew about their learning.
Students were always excitedly proud taking a note or work
sample home to families sharing specific learning progress with a
goal their parent/s had created. For example, I would send home
certificates each time a student achieved a group of sight words.
As a teacher connecting with families in this positive way helped
develop open and collaborative relationships. I found it
reassuring knowing I always had something to discuss with a
family when they came into the classroom. I have since extended
to creating shared goals after the interim reports because it
supports me to develop relationships earlier in the year.
5.5 Report clearly, Appendix 9, a planning document for parent teacher interviews
accurately and demonstrates my ability to report clearly, accurately and
respectfully to respectfully to students and parents/carers about student
students and achievement, making use of accurate and reliable records.
parents/carers about Students were invited and welcome to be a part of the interview
student achievement, and, as verified in my notes, I discussed student learning clearly,
making use of simply and in an organised manner because I would first discuss
accurate and reliable their progress, their future focuses and then create a shared
records. goal. I reported respectfully by communicating factually and
politely, discussing their students abilities rather than what they
were unable to do, as evidenced in my notes. As mentioned in
my notes I used accurate and reliable records to create
judgements, specifically I refer to the ‘Magic 100 Words’ when
reporting on sight word knowledge and used Marie Clay’s
assessment tool to report on the student’s sound recall. I
reported in an accurate and respectful manner to ensure families
and student’s clearly understood their abilities and future
learning journey. The particular student in appendix __ did reach
their goal of recalling all golden and red sight words,
demonstrating my accurate and reliable reporting and
assessment lead to student progress and achievement. As a
teacher using reliable and accurate assessment and reporting
allows me to confidently discuss and share the student’s results,
 knowing they are correct and current.
7.3 Establish and My parent teacher preparation notes, appendix 9, illustrate my
maintain respectful ability to establish and maintain respectful collaborative
collaborative relationships with parents/carers regarding their children’s
relationships with learning and wellbeing. When communicating with parents I
parents/carers always maintain respectful language, tone and topic. Creating a
regarding their shared goal for each student allows the parent/carer to
children’s learning collaborate with myself to improve student learning. As
and wellbeing. evidenced in my notes, I discuss the student’s academic, social
and wellbeing progress and concerns in formal reports and
interviews. Discussing and addressing learning and wellbeing
provides families with the ability to support the whole child’s
learning and development, not just their academic progress. As
an example I developed a relationship with a parent who was
unsure about home reading and how it worked. I invited her in
and modelled a session with her child and she then came in once
a week to read with individual students following a protocol I
wrote out for her. This developed her confidence, our
relationship was enhanced and her child’s learning was being
enhanced at home. This child was also finding it tricky to
separate from her mother in the morning. I was able to remind
the child when her mother was coming in, for example
‘remember we have to say goodbye to Mum today and she will
come in and read with us tomorrow’. This helped supported the
child’s separation, enhancing her wellbeing. As a teacher
establishing and maintaining respectful collaborative
relationships is essential for communication. It helps me create a
connection which helps when making tricky phone calls or
discussing sensitive issues. In cases where I have established and
maintained collaborative relationships the families come to me
with their concerns, are open to talking and are supportive.