A Guide to Professional Practice: Principles and Strategies

The following principles have been developed based on those found

in the Family School Partnerships Framework (2008). They are
accompanied by strategies that are tailored for beginning teachers
to employ in relation to the focus learning area (English).

1. The childs best interests are at the core of any

decision-making process revolving around education.

This principle has been developed with the intention of promoting

the importance of not only the childs well being in decision making,
but also the value of having parents/families as a mutual part of the
ongoing decision-making process. This is crucial because, as
research indicates, parents/carers are the first educators of the child
(Department of Education & Early Childhood, 2013; Australian
Government Department of Education, Employment & Workplace
Relations, 2008).

Strategies

Open classroom/playground conversations

One of the simplest things a teacher can do to communicate with

parents is to make themselves accessible for ten to fifteen minutes

before or after school. They can do this by opening up their

classroom or making themselves present in the playground. By
doing this teachers are promoting informal conversations and are
providing opportunities for them to become aware of what is going
on in the childs life that may affect learning. Essentially, by being
welcoming and friendly parents may be more likely to enter into a
partnership with the teacher and become engaged in their childs
learning (Catholic Education Office Melbourne, 2013; Henderson,
Mapp, Johnson, & Davies, 2007).
This strategy also allows for teachers to make parents aware of what
is going on in the classroom. As a beginning teacher it is important
to establish yourself as genuine and caring from day one so that
respect is generated, and one way of doing this is to keep the
parents updated on the progress of the child. Simple things such as
letting them know what reader has been sent home, what level the
reader and the progress of the childs reading is valuable.

Feedback and Suggestions communicated via Blog

With todays society revolving heavily around ICT it is important for
the teacher to use it as a way of communicating with parents about
education. This is a good strategy of communicating with those
parents who work long hours.
A blog dedicated to literacy could be set up, with the teacher
posting weekly information about the English content being covered
in class, photos of work and for junior years a section dedicated to

the Big Book they are reading and key things they are looking for
whilst reading it. Via the blog parents can provide feedback and
suggestions as well as ask questions about the work being covered
in class, this form of communication being important in building
positive relationships (FSP Relationships are the Key poster, n.d).
They teacher can then take these suggestions and feedback into
account when planning and to develop personalised learning (Butler,
2014; Henderson et al., 2007). It is ideal if there is a personal
message section where parents are given the opportunity to ask
more personal questions about their childs reading/writing progress
or where they can raise any concerns they are having at home with
reading.
A blog is relatively easy for a beginning teacher to manage;
however a barrier to this strategy being effective may be language.
Language translations should then be considered (Epstein, 2010).

2. The sharing of ideas and information between schools

and families is integral to successful learning.

The guideline has been developed with the intention of reflecting

the need for educational and enlightening communication between
families and schools. By doing so parents are empowered to use
newfound tools and knowledge to increase educational support at
home (Hattie, 2008).

Strategy

Parent English Workshops

Parent workshops involve inviting parents into the school to learn

about, and in some instances consolidate, particular concepts and
strategies used in class. They provide an avenue for parents to
become empowered with knowledge so that they can become
actively engaged in the learning process (FSP poster Three useful
ways to think about parent engagement in learning, n.d; FSP poster
Statement, n.d). These workshops are a fantastic way for a
beginning teacher to form positive and proactive relationships with
parents, however it is most likely that a team of teachers prepare
the workshop.
The workshop would begin with parents walking around the
classroom and observing displayed creative writing work, this
providing them with some context of the night. The parents would
then come together for Circle Time. This is where the parents will be
given an opportunity to share their observations, put forward any
puzzlements and voice their hopes for their children. A short, more
structured information session would then follow with the teacher
giving an outline of what will be covered in the English focus for the
term and will highlight some key elements of teaching that parents
can employ at home. Following this parents will be split up in

separate tables and will be accompanied by different teacher

leaders. Here the leaders will physically put into practice some of
the key elements discussed and will provide an explanation of why it
is important.
Translators will be taken into account when planning this night to
break down any language barriers and to make forming a
connection with parents easier (Harris, Andrew-Power, & Goodall,
2009).

3. Families and communities are valuable resources for

teachers
This principle has been developed in relation to the importance of
recognising the diverse range of support, knowledge, skills and
expertise that families, parents and community members in
benefiting the child. (Epstein, 2010). In light of this teachers are
encouraged to utilise these people and one way of doing this is by
encouraging families to be engaged by becoming part of a creative
process (Catholic Education Office Melbourne, 2013; Saliba, n.d).

Strategy

Student Ambassador Program

One way a beginning teacher can utilise the offerings that parents
bring to the table is by implementing a Student Ambassador
Program (this program being suited mostly to students in Prep and
Grade one classes) (Catholic Education Office, 2013). This program
involves parents being part of the creation progress of a written
piece, more specifically a recount. Parents are invited to come into
the class and assist students with brainstorming one of their
favourite places or holidays and help them with the finer details
such as location, dates and the people who were present. After the
brainstorming process parents will then be invited back into the
classroom and listen to their children read their work. Together the
parent and child create a visual to accompany the work using a
variety of materials.
Students will then go on an excursion to the local kindergarten and
present their work, giving the children a glimpse into things they do
at primary school. The parents of both groups of children will be
invited along, with the prep parents acting as a support mechanism
and also being available to share their stories of transition with any
kindergarten parents who may be present.

4. Motivation levels of students are highly attributed to

positive partnerships between families and schools.

Research has indicated that those students whose parents are

positively engaged in school life, which of course stems from
positive family and school partnerships, are motivated to learn
(Pushor, 2007). When a child sees that their parents are willing to be
part of the school and more importantly value the school
environment and expertise of teachers then they are more likely to
take on these positive attitudes towards school life (Bowes & Grace,
2009). Hence, a key element in fostering this motivation is to offer
various support avenues for parents so that they can become
engaged in learning and establish a supportive learning
environment at home.

Strategies

Parent-friendly terminology

Regardless of ethnicity or socio-economic status, many parents

across the spectrum find it difficult to understand the language of
learning and this is a barrier to promoting success (Hattie, 2008). A
simple yet effective strategy a beginning teacher could implement is
sending home a list of key terminology being covered in various
learning areas so that parents are aware of what their child is being
asked to do, particularly in homework (or learning at home) tasks.
For example, general terminology used during English lessons the
teacher may choose to include could cover simple definitions of

punctuation forms, what they are looking for when finding key
words in texts and could extend to providing a brief explanation of
activities such as text detective.

Mp3 podcasts

If a beginning teacher finds himself or herself working in a school

with a high English as an Additional Language student enrollment,
the use of mp3 podcasts accompanying reading books at home is
extremely useful if the schools resources permit (St Josephs school
visit). These recordings will be a voice reading along to a picture
book. The child and parent can sit together and read along by
pointing at the words. After the recording the child is recommended
to then read the book to the parent. This strategy is designed in
light of breaking down language barriers so that the transition from
reading at home to school is smoother and parents can become
engaged in learning at home. (Hattie, 2008).

5. An understanding and respect for the roles of both

families and teachers is a core element of family-school
partnerships.

This principle highlights the importance of parents acknowledging

and respecting the expertise of the teacher. In addition to this, it
also makes clear that the teacher should be respectful and
supportive of the role of the parent as the first educator of their
child (Australian Government Department of Education,
Employment & Workplace Relation, 2008). This understanding and
respect by both parties is one of the core elements of a solid
foundation for building positive family-school partnerships as it
creates trust between both parties and as a result can make parents
more inclined to be actively involved in learning (Henderson et al.,
2007).

Strategy

Meet and greet

Meet and greets are an informal yet effective way of getting to know
parents. Much like opening up a classroom for ten minutes before or
after school (as has been discussed), meet and greets provide an
opportunity for parents to give some insight into their childs life in
addition to raising any hopes or concerns they have over morning
tea or a barbeque. Ideally the first meet and greet would occur
before or in week one of the school term and would serve as more of
a get-to-know-you session between parents themselves (bonding
within a school community) and the teacher.

Following this just before or in week one of the second term a

beginning teacher could then conduct a second meet and greet,
however this time it would be in the context of English. This second
meet-and-greet would again be informal, however on display would
be pieces of work the students have done in class and the focus of
what is to come, which provides parents to raise questions (Catholic
Education Office Melbourne, 2013). At this meet-and-greet the
teacher would provide a brief speech on the key elements beginning
to be covered in literacy, writing, reading and listening and speaking
and will provide an opportunity for group discussion between
parents in a circle (quite similar to circle time). This again is likely to
raise questions and facilitate ideas, which the teacher can then
attempt to implement into planning.
These English meet and greets should ideally happen once a term
as a continual way of informing parents about the classes progress
in an informal and fun environment (Catholic Education Office
Melbourne, 2013).
If need be, translators will be provided to ensure that the teacher is
having access to as much valuable information and insights as
possible (Epstein, 2010).