WHY DOES IT MATTER?
A student-led conference eliminates teacher feedback.
A student-led conference tells us how the kids see themselves, how they believe they're doing. This is important and valuable information. However, it does not replace the teacher perspective. An in-person conversation between a teacher and parent provides the parent with insight into how the teacher sees the child and the child's academic, social and emotional experience at school.
The district calls them stakeholders. What are stakeholders? The people invested in a child's education. Administrators. Teachers. Parents. The community. And yes, the students themselves. We're all spokes of a wheel. Parents and teachers need in-person conferences to keep the wheel rolling smoothly.
There's a great deal of positive feedback about student-led conferences in the academic community as a whole. We agree that students should take a leading role in their education. That leading role, however, should not replace the role of the parent-teacher connection achieved by a parent-teacher conference.
There's my kid at school, and then there's my kid at home. Your child spends most of the day at school. What are they like when they're there? Are they the class clown like they are at home? Or are they shy and quiet? Have they made an impact on the teacher such that the teacher has a lot to say about them - either positive or negative? Or does the teacher not know much about them because they keep to themselves? That kind of information gives you insight into your child, helping you to better understand how they are as a learner and in a setting you are not a part of.
Middle school is MIDDLE school. It's the transition. In elementary school we help with homework daily. We get weekly newsletters from the teachers. We get e-mails from the teachers about special projects and information. In high school, we are less involved. Middle school is right there in the middle. The transition between the two. Middle school kids are learning how to become independent learners WITH the help of their parents AND teachers. This transition time matters. Allow the parents who want to be involved have the contact they need to help with this transition.
Parents have information, too. It's not just about what the teachers have to say. Having a better understanding of a child's history, home life, and interests may help a teacher better guide that child. Things that are happening at home can affect what's happening at school, and vice-versa. Establishing a rapport with teachers at the beginning of the year can make conversations easier later on in the year.
Parent-teacher conferences are not just about discussing problems or issues. They also offer a chance to share successes and inspiration. Finding out that your son’s eyes light up in science class or that your daughter is very excited about geometry is valuable information. Teachers and parents are less likely to reach out to each other about the “positives” via phone or email. In-person contact with teachers gives parents insight into our children. If my child adores a particular teacher, talking with that teacher helps a parents understand the kind of people who motivate and inspire a child.
PowerSchool doesn't tell the whole story behind a child’s success or struggle. Parents and teachers should have time together for important conversations about well-being, personal history, home life, social growth, and more. These conversations are often not appropriate in front of children and much is lost in translation when these conversations happen via email or phone.
When parents get to know teachers, it helps enrich conversations with children at home. This works in the other direction, too. The bond between teacher and student is stronger when teachers can get to know parents. Connection between parents and teachers puts everyone on the same team with the same goal of helping children learn.
"Parents can contact teachers any time during the year. We don’t need parent-teacher conferences.” While it’s true that parents can reach out to teachers anytime, parents and teachers benefit when a block of time is set aside for one-on-one meetings. It would be inefficient for every parent to request ad hoc, in-person meetings with every teacher.
Having in-person contact with a variety of teachers helps create a sense of community. Eliminating parent-teacher conferences essentially reduces parents’ connection with the schools. This is especially true for parents of high-achieving students who may not have an occasion or need to contact a teacher at other times during the school year.
A student-led conference tells us how the kids see themselves, how they believe they're doing. This is important and valuable information. However, it does not replace the teacher perspective. An in-person conversation between a teacher and parent provides the parent with insight into how the teacher sees the child and the child's academic, social and emotional experience at school.
The district calls them stakeholders. What are stakeholders? The people invested in a child's education. Administrators. Teachers. Parents. The community. And yes, the students themselves. We're all spokes of a wheel. Parents and teachers need in-person conferences to keep the wheel rolling smoothly.
There's a great deal of positive feedback about student-led conferences in the academic community as a whole. We agree that students should take a leading role in their education. That leading role, however, should not replace the role of the parent-teacher connection achieved by a parent-teacher conference.
There's my kid at school, and then there's my kid at home. Your child spends most of the day at school. What are they like when they're there? Are they the class clown like they are at home? Or are they shy and quiet? Have they made an impact on the teacher such that the teacher has a lot to say about them - either positive or negative? Or does the teacher not know much about them because they keep to themselves? That kind of information gives you insight into your child, helping you to better understand how they are as a learner and in a setting you are not a part of.
Middle school is MIDDLE school. It's the transition. In elementary school we help with homework daily. We get weekly newsletters from the teachers. We get e-mails from the teachers about special projects and information. In high school, we are less involved. Middle school is right there in the middle. The transition between the two. Middle school kids are learning how to become independent learners WITH the help of their parents AND teachers. This transition time matters. Allow the parents who want to be involved have the contact they need to help with this transition.
Parents have information, too. It's not just about what the teachers have to say. Having a better understanding of a child's history, home life, and interests may help a teacher better guide that child. Things that are happening at home can affect what's happening at school, and vice-versa. Establishing a rapport with teachers at the beginning of the year can make conversations easier later on in the year.
Parent-teacher conferences are not just about discussing problems or issues. They also offer a chance to share successes and inspiration. Finding out that your son’s eyes light up in science class or that your daughter is very excited about geometry is valuable information. Teachers and parents are less likely to reach out to each other about the “positives” via phone or email. In-person contact with teachers gives parents insight into our children. If my child adores a particular teacher, talking with that teacher helps a parents understand the kind of people who motivate and inspire a child.
PowerSchool doesn't tell the whole story behind a child’s success or struggle. Parents and teachers should have time together for important conversations about well-being, personal history, home life, social growth, and more. These conversations are often not appropriate in front of children and much is lost in translation when these conversations happen via email or phone.
When parents get to know teachers, it helps enrich conversations with children at home. This works in the other direction, too. The bond between teacher and student is stronger when teachers can get to know parents. Connection between parents and teachers puts everyone on the same team with the same goal of helping children learn.
"Parents can contact teachers any time during the year. We don’t need parent-teacher conferences.” While it’s true that parents can reach out to teachers anytime, parents and teachers benefit when a block of time is set aside for one-on-one meetings. It would be inefficient for every parent to request ad hoc, in-person meetings with every teacher.
Having in-person contact with a variety of teachers helps create a sense of community. Eliminating parent-teacher conferences essentially reduces parents’ connection with the schools. This is especially true for parents of high-achieving students who may not have an occasion or need to contact a teacher at other times during the school year.
Why do parent-teacher conferences matter to you? Share your thoughts by commenting when you sign the petition.