teachers seek input from parents about the needs and aspirations of their

children and their expectations for their children.

Ensure communication is focused as much as possible on student

learning. Develop clear and proactive advice about school policies, routines
and other operational matters so that more time and effort is available for
communicating about students' needs and progress.

Use home-school liaison personnel to teach parents the language of

learning, including the nature of today's classrooms, how to speak with
teachers and how to talk to their children about their schooling experiences

providing questions and conversation starters they can use to

discuss learning with their children

assigning homework tasks that allow parents to contribute and

participate

hold parenting workshops focused on the role parents can play in

providing a home environment that supports learning (Emerson, 2011).

Use a range of communication tools and channels, including

newsletters, websites, e-mails, assemblies, parent/teacher interviews, P&C
meetings, web conferencing and text messages. See online resources for
more information about selecting and using online media and spaces.

Use language that is clear and accessible to parents and the

community. Avoid or explain educational jargon.

Develop a school calendar outlining key points in the school year

where engagement of parents and the community is vital and the specific
activities to be used to engage them.

Provide access to information in other languages and forms to meet

the diverse needs of parents and community members. This may include
Aboriginal and Torres Strait Islander parents, carers and kin for whom English
may not be a first language.

Provide professional development that helps teachers to communicate

effectively with parents, particularly their capacity to develop a common
language of learning with parents.

Share consistent and ongoing messages of high expectations for all

students and their learning

Curriculum descriptions and information on instructional programs

A calendar of events and meetings

Information on student safety (and quality of teaching, at the

elementary level)

Educational program changes and updates (elementary

level)/curriculum updates and changes in instructional programs (secondary
level).

Ensure your agendas are applied; take advantage of face-to-face meetings to

initiate new discussion about things of importance to you.
Have an enthusiastic phone voice and manner
asking questions instead of just giving answers
giving your full attention to what the other party is saying not just thinking
about what you want to say next
focusing on what you might learn instead of what you want to teach or
instruct
asking how you might help
seeking clarification and explanation, especially when the tone of the
speaker is somewhat critical.
Adopt a listening approach for:

'sounds' of learning at your school, such as evidence of curiosity, inquiry,

earnest endeavour, shared thinking and collaboration, and teacher
facilitation
'sounds' of teachers shared approach to teaching, such as team teaching,
collaborative planning, questioning, and supporting.
Adopt an analytical ear for the sounds:

you want to hear that are absent

you hear, but would prefer not to hear.
Add all these sounds to your knowledge bank about the school and use them
at appropriate times to make progress on development.