Managing Parents’ Expectations in an

International School
Introduction

Welcome to your Tes Professional Studies course on ‘Managing Parents’ Expectations in an International School’. In
this course, you will be introduced to some of the challenges you could face when managing the expectations of
parents and carers and how you can overcome these challenges.

The word ‘parent’ will be used throughout this course to refer to parents, carers, or guardians of children.

By the end of this course, you will be able to:

• understand the likely backgrounds of international school parents

• consider the expectations parents may have
• understand the importance of communication with parents
• carry out an effective parents’ evening meeting
• understand how to work effectively with parents.

The background of international parents

Like most parents, international school parents want the best education for their children and often focus on the
school curriculum, examination performance, and school facilities.

They may:

• be consultants or academics
• own a business.

The cultural views, customs, and practices of such parents may be different from your own, especially if you are new
to teaching in international schools.

In many countries, the local education system will not be accessible to international parents.

This may be due to a number of factors including language barriers and differences in education practices within the
country, i.e., only local children can attend those schools.

Therefore, parents will likely pay school fees. This can create difficulties with parents identifying as a 'customer' and
voicing certain expectations.

International parents often prize education highly, seeing it as an opportunity for their children to be successful
when returning to their home country and/or achieving entrance into prestigious universities.

Whilst Tes Global Ltd have made every effort to ensure that the courses and their content have been devised and written by leading experts who have ensured that they reflect best practice in all
aspects, Tes Global Ltd exclude their liability of the consequences of any errors, omission or incorrect statements to the fullest extent permitted by law and Tes Global Ltd make no warranty or
representation as to the accuracy, completeness or fitness for purpose of any statements or other content in the course.

No part of this material may be reproduced or utilised in any form or by any means, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system
without permission in writing by Tes Global Ltd.
These wishes are not always in line with their child’s actual abilities or desires, and parents may not accurately
disclose their child’s academic or behavioural history to the school.

Parents’ expectations

The school prospectus and information on the school website should clearly state the opportunities available for
students. This should include what the curriculum offers, what support is available, and how the school operates in
an inclusive way.

However, you may still encounter parents who have expectations that are different to those of the school.

Culture

You may come across differences in cultural expectations.

For example:

• In some European countries students may speak out and feel comfortable in giving their opinion, whereas
students from many Asian countries may not be the same.

• In some regions of the world, it is impolite to look into the eyes of an adult. In the UK, not making eye
contact when being spoken to is a sign of disrespect.

Differences may also include areas around gender equality, social hierarchy, and modesty.

Be aware of these potential differences and how you project your image to parents. For example, your dress and
demeanour may differ from the formality or informality they are used to.

Many parents who have moved away from their home country may be feeling guilty about the effects this might
have on their child's education.

It is important to reassure parents that the international school experience will not jeopardise their child’s learning,
their aspirations, or their cultural identity, but will enhance them.

Video – Parents’ Expectations

Watch the video where some international teachers share their experiences on parents' expectations.

You can download a transcript of the video in the Resources section of the course.

School expectations

The international school environment can often feel like a 'fishbowl'. You are highly likely to meet the parents or
families of students when you are in your local area in the evenings or on the weekends.

Reflect

How might this influence your behaviour?

Whilst Tes Global Ltd have made every effort to ensure that the courses and their content have been devised and written by leading experts who have ensured that they reflect best practice in all
aspects, Tes Global Ltd exclude their liability of the consequences of any errors, omission or incorrect statements to the fullest extent permitted by law and Tes Global Ltd make no warranty or
representation as to the accuracy, completeness or fitness for purpose of any statements or other content in the course.

No part of this material may be reproduced or utilised in any form or by any means, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system
without permission in writing by Tes Global Ltd.
Parents may unintentionally ask about confidential or sensitive information about the school during these
encounters. Be mindful of conversations you may have and your professional and contractual responsibility.

If you are a parent-teacher, you are likely to face the challenge of your child being friends with children of fee-paying
parents.

Seek advice from senior leaders on the school's expectations around having your child’s school friends in your home
for sleepovers or transporting them during your social time.

Students’ learning

International families generally move regularly. Moving from one school to another can be a frustrating experience
for both children and parents.

Fit for purpose

Students and parents can be quick to criticise you and your school if they feel that they are wasting their time
repeating work they covered in their previous school. However, you are the professional and must decide whether
the work is fit for purpose or not.

You must determine the most appropriate delivery of learning content.

Their child’s previous school’s teaching methods may have heavily depended on rote learning and mirroring of the
teacher’s words rather than expressing opinions of their own.

In many educational cultures, children progress through a set pathway with the same lessons taught each year.

It can be difficult for parents to appreciate the international school’s way of using topics and student research in
their teaching.

Student records

Ensure that your students’ latest records of achievement are current and contain the information needed. This is
useful when meeting with parents, especially with impromptu meetings.

Records of students’ progress should be constructive and honest.

Departing students also require clear records for their next school so you should ensure records are kept up to date.
Refer to your school policies on how to update them. The school should follow the appropriate data protection laws.

Reports

As with records of progress, reports for parents should be constructive and honest and give an accurate picture of
their child’s learning.

Do not assume that parents know what you are talking about in your reports; jargon and complexity can lead to
confusion.

Whilst Tes Global Ltd have made every effort to ensure that the courses and their content have been devised and written by leading experts who have ensured that they reflect best practice in all
aspects, Tes Global Ltd exclude their liability of the consequences of any errors, omission or incorrect statements to the fullest extent permitted by law and Tes Global Ltd make no warranty or
representation as to the accuracy, completeness or fitness for purpose of any statements or other content in the course.

No part of this material may be reproduced or utilised in any form or by any means, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system
without permission in writing by Tes Global Ltd.
It can be useful to provide a ‘jargon sheet’ for students to take home to their parents so they can understand the
methods behind how their child is being taught and assessed.

Communication and contact

There are various times that you will communicate with parents throughout a school year.

Homework policy

Sharing the homework policy is important for parents as this is the learning that they have direct access to alongside
their child.

As they see work coming home, they may:

• remark upon the amount of homework set

• become involved in completing the work
• take issue with how homework is marked.

Homework policies tend to vary between schools, so it is important you provide new families with the policy and
have parents agree to the expectations laid out in it.

This can help prevent instances of parents complaining of too little or too much homework being given.

• Have you read your school’s homework policy?

• How does it differ to other homework policies you have seen before?

If you have not read your school’s homework policy, take time to familiarise yourself with it.

Scheduled contact

There will be scheduled opportunities throughout the year to keep parents informed. These could be:

• parents’ evenings
• termly reports
• open days before the start of term
• intervention meetings between you, the student, and their parents.

In addition to these, continuous communication throughout the school year with parents is key to keeping them
informed.

Parents' evenings are a good opportunity to meet with students' parents in a more formal context and discuss the
progress their child is making.

Discussing progress, especially if a student is not making the progress that their parents are expecting, can be
difficult.

You should aim to balance praise with honesty. Evidencing your assessment of a child with their work and progress
records and referencing their performance with other teaching staff will help ensure this is the case.

Whilst Tes Global Ltd have made every effort to ensure that the courses and their content have been devised and written by leading experts who have ensured that they reflect best practice in all
aspects, Tes Global Ltd exclude their liability of the consequences of any errors, omission or incorrect statements to the fullest extent permitted by law and Tes Global Ltd make no warranty or
representation as to the accuracy, completeness or fitness for purpose of any statements or other content in the course.

No part of this material may be reproduced or utilised in any form or by any means, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system
without permission in writing by Tes Global Ltd.
Emails

Be mindful that international schools usually provide parents with teachers’ email addresses. Make sure to be aware
of the email protocol within your school and the expectations on answering emails after school hours.

Some parents may expect immediate responses to their emails. Clarifying the email policy within your school will
ensure that parents do not have cause to complain if you do not respond within their expected timescale.

Examinations and reports

Internationally, the final measure of the education process tends to be examination results; summative assessments
that show what progress a child has achieved during the year.

Predicted grades and mock exam results can be hard to navigate with parents.

When a student fails to get the grades they need, they and their parents will potentially blame the school and
teachers, so be sure to manage expectations from the outset.

Alongside reporting on exam results, other less academic areas of school life must not be overlooked. It is equally
important that parents hear of their child’s progress in:

• confidence and involvement in lessons

• social and emotional development
• extra-curricular activities, including sport or creative arts
• community service
• demonstration of effort.

Conversely, in some international schools, for example in Asia, academics are prioritised. Parents may not appreciate
the need for social emotional learning and question why there are allocated lessons for this, taking time away from
STEM subjects.

Try to communicate to parents how education is related to developing the whole person in addition to academics.

How to work with parents

Parents can be a great source of support as you both have the same goal in mind: the wellbeing and education of
their child.

Parents' evenings present the teacher with an opportunity to better understand the child, though staff should aim to
introduce themselves to parents as early as possible in the school year.

Building a rapport with parents from the start of the school year will help to reassure parents. They will more likely
come to appreciate the work you do with their child if a bond of trust exists between you.

A successful parents’ evening meeting should be a shared exchange of valuable information about the child and their
progress for both the parents and teacher.

What questions could you ask parents to learn more about the child?

Whilst Tes Global Ltd have made every effort to ensure that the courses and their content have been devised and written by leading experts who have ensured that they reflect best practice in all
aspects, Tes Global Ltd exclude their liability of the consequences of any errors, omission or incorrect statements to the fullest extent permitted by law and Tes Global Ltd make no warranty or
representation as to the accuracy, completeness or fitness for purpose of any statements or other content in the course.

No part of this material may be reproduced or utilised in any form or by any means, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system
without permission in writing by Tes Global Ltd.
The teacher may ask a range of questions. Some examples might include:

• How does your child behave outside of school?

• What interests do they pursue?
• What friendships do they have?
• Are you experiencing any challenges or concerns?

Feedback on their child’s performance and behaviour should be honest and should aim to make the parent aware of
their child’s areas for improvement in the kindest way possible without avoiding the problem.

Keeping the child’s best interests at the centre of conversations is crucial. Teachers should frame the conversation as
a way of asking for help in how best to support the child’s learning, not as an excuse to be critical.

Before the meeting ends, it is useful to establish some agreement with the parents and child on how all parties can
support the child. Parents’ evening conversations at your school may be done online, so be sure that you plan
meetings to cover all important topics.

Avoiding conflict

Where difficulty is anticipated or develops in a conversation, there are some strategies that can help you prepare
and avoid confrontation with parents.

• Voice concerns to colleagues before the meeting. Ask for advice to help you plan what you are going to say,
but keep in mind that conversations do not always go the way you might expect.
• Ask another member of staff to join you. Especially if two parents are present, this can help you feel more
supported and reassured.
• Show concern for their child. Ensure that their child’s wellbeing remains the focal point of the meeting and
explain to the parents why your actions are in their best interests.
• At any sign of anger or aggressive behaviour, cut the meeting short. End the conversation and reschedule
later or suggest a meeting with a senior member of staff.

Other strategies include:

• being polite and listening carefully

• apologising if mistakes have been made
• avoiding protective and defensive behaviour
• holding the meeting in a public place, not in a closed room
• trying to appreciate the parent’s point of view.

Remember that not every meeting with a parent goes well. Balance the one that was disappointing against the many
that turned out well.

Reflecting on the conversations and debriefing with colleagues can help you in the next meeting.

Case study

Viktor, a new student to the school, is showing good academic potential. He has a love for languages and geography
and is making exceeding progress in both. He is happy to contribute to class discussions and has settled into a small
set of close friends.

Whilst Tes Global Ltd have made every effort to ensure that the courses and their content have been devised and written by leading experts who have ensured that they reflect best practice in all
aspects, Tes Global Ltd exclude their liability of the consequences of any errors, omission or incorrect statements to the fullest extent permitted by law and Tes Global Ltd make no warranty or
representation as to the accuracy, completeness or fitness for purpose of any statements or other content in the course.

No part of this material may be reproduced or utilised in any form or by any means, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system
without permission in writing by Tes Global Ltd.
In maths, he does not engage well in lessons and regularly causes disruption to other children’s learning.

You have met his parents briefly at the end of the school days. Your first parents’ evening of the year is in two weeks’
time in which you hope to have a longer discussion on Viktor’s academic performance and behaviour.

• What preparations should you and your school make to ensure this meeting goes well?
• What do you think are the most important impressions to convey to his parents?
• What evidence will you use to inform them of Viktor’s progress?

Imagine yourself in the place of the parents coming to meet you formally for the first time. As a parent, how do you
expect to be treated and what are your expectations of the teacher?

Summary

Reflective questions

• How might you bridge cultural gaps between your school and the parents?
• What practical strategies and aids could you employ to ensure parents are involved in supporting their
child’s learning?

You have now completed your course on ‘Managing Parents’ Expectations in an International School’. In this
course, you have learned about the backgrounds of international parents, the potential cultural differences in
expectations, and the importance of communication at school parents’ evenings and throughout the year.

You are now ready to complete the questionnaire. Click Questionnaire to begin the questions.

Finally, there is the opportunity for you to leave feedback on the course and we would be very grateful if you would
take a minute to do so.

Whilst Tes Global Ltd have made every effort to ensure that the courses and their content have been devised and written by leading experts who have ensured that they reflect best practice in all
aspects, Tes Global Ltd exclude their liability of the consequences of any errors, omission or incorrect statements to the fullest extent permitted by law and Tes Global Ltd make no warranty or
representation as to the accuracy, completeness or fitness for purpose of any statements or other content in the course.

No part of this material may be reproduced or utilised in any form or by any means, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system
without permission in writing by Tes Global Ltd.