EFFECTIVE PARENT-

TEACHER
PARTICIPATION
Developing a Positive Partnership
-maintains that a positive school
climate can help professionals,
parents, guardians, and educators
work constructively together to
address concerns related to programs
and services.

Steps to promoting a positive school

climate:
• Educators encourage and maintain
regular interaction between the
school and families.
• Everyone is treated with respect.
• The school culture develops a sense
of community and caring
relationships.
• Parents are involved in school
activities.
• Everyone feels safe and secure.
 Characteristics of an
effective parent-teacher
team:
• Take time to meet with each other and
to listen carefully.
• Treat each other as integral parts of the
planning and decision making team.
• Allow each person to express opinions
and give suggestions.
• Approach disagreements in a manner
that encourages mutual problem solving.
• Encourage a second opinion when there
is unresolved disagreement or when there
is no answer to a difficult situation.
 According to the Learning
Disabilities Association of
Canada (LDAC), the key to
any successful partnership is
to establish a relationship of
mutual respect and
appreciation.
 Suggestions for
successful parent-
teacher meetings:
• Focus on the best interest of the
student.
• Concentrate on determining
a positive course of action.
• Encourage parents to come to the
meeting with questions.
• Share information about the
students’ strengths, needs,
programming goals and instructional
strategies.
• Share information with the student; by
attending parent teacher meetings,
students can present their ideas and
perspectives and learn to advocate
for their needs.
• Set up a procedure for follow up.
• Summarize the information, as this will
be the basis for the next meeting.
• Express appreciation for each other’s
participation in the conference.
 Dealing with Conflict
• A positive school climate combined
with a relationship of mutual respect
can help professionals, parents,
guardians, and educators work
constructively together to address
concerns related to programs and
services before they become a
source of conflict.
• However, even when approached
with the best
intentions, disagreement may arise
over any aspect of the student’s
program, such as IEP goals,
instructional methodology, the use of
assistive technology, curriculum
modifications, etc.
The following are potential sources of
conflict:
• Planning conflicts happen when
parents and educators do not have
access to the same information
about the student and/or have a
different understanding and ideas
about the student’s strengths and
needs, and the appropriate special
education programs and services for
the student.
• Implementation conflicts happen
when parents perceive that plans
for special education programs and
services have not been adequately
implemented.
• Relationship conflicts may arise as a
result of cultural differences, styles of
interaction, breakdowns in
communication, and/or a loss of
trust between parents and
educators.