Professional Documents
Culture Documents
The fifth artifact I have included in my portfolio is a literacy lesson plan that focuses on
asking and answering questions for text comprehension. Specifically, grade 2 students learn to
identify who, what, when, where, why, and how questions to demonstrate understanding of key
details when reading a text. This comprehension strategy not only helps students better
understand what they are reading but also retain the information they are reading.
I chose this artifact because it demonstrates my ability to plan and instruct an engaging
and effective literacy lesson plan, as well as create formative assessments that demonstrate
student learning. Based on the classroom scenario I was given, I made several modifications to
my instruction and assessments to ensure the needs of my students with special needs were met.
For example, I followed the gradual release of responsibility instructional framework (Fisher, D.
and Frey, N., n.d.) for the activities; I created heterogeneous groups to ensure stronger students
could support their classmates that need extra help; and, I incorporated several images to help
students make connections. I truly believe this is a lesson I would use in my classroom.
Standards.
The NYS and Ontario standards that I believe best align with my literacy lesson plan are
as follows:
The teacher understands how learners grow and develop, recognizing that patterns of
learning and development vary individually within and across the cognitive, linguistic, social,
emotional, and physical areas, and designs and implements developmentally appropriate and
1(b) The teacher creates developmentally appropriate instruction that takes into account
individual learners’ strengths, interests, and needs, and that enables each learner to advance and
The teacher plans instruction that supports every student in meeting rigorous learning
goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and
7(d) The teacher plans for instruction based on formative and summative assessment
learners to develop deep understanding of content areas and their connections, and to build skills
8(a) The teacher uses appropriate strategies and resources to adapt instruction to the
Principle 1: Educators nurture the intellectual, physical, emotional, social, and civic
potential of each student. Educators promote growth in all students through the integration of
intellectual, physical, emotional, social and civic learning. They respect the inherent dignity and
worth of each individual. Educators help students to value their own identity, learn more about
their cultural heritage, and practice social and civic responsibilities. They help students to reflect
on their own learning and connect it to their life experience. They engage students in activities
that encourage diverse approaches and solutions to issues, while providing a range of ways for
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students to demonstrate their abilities and learning. They foster the development of students who
for all. Educators apply their professional knowledge to promote student learning. They know
the curriculum and utilize a range of strategies and assessments to address differences. Educators
develop and implement programs based upon a strong under standing of human development and
learning theory. They support a challenging learning environment. They advocate for necessary
resources to teach to higher levels of learning. They establish and maintain clear standards of
behavior and civility. Educators are role models, displaying the habits of mind and work
necessary to develop and apply knowledge while simultaneously displaying a curiosity and
enthusiasm for learning. They invite students to become active, inquisitive, and discerning
Care: The ethical standard of Care includes compassion, acceptance, interest and insight for
developing students' potential. Members express their commitment to students' well-being and
RL.2.1: Ask and answer such questions as who, what, where, when, why, and how to
Developing ideas (1.2): Generate ideas about a potential topic, using a variety of
strategies and resources (e.g., formulate and ask questions such as the five W’s [who, what,
when, where, why] to identify personal experiences, prior knowledge, and information needs;
Claim 1: Medaille College graduates know the subject matter in their certification area(s).
The provider ensures that candidates develop a deep understanding of the critical
concepts and principles of their discipline and, by completion, are able to use discipline-specific
practices flexibly to advance the learning of all students toward attainment of college- and
career-readiness standards.
meet the needs of all learners and to design, implement, and evaluate evidence-based literacy
Candidates understand, select, and use valid, reliable, fair, and appropriate assessment
tools to screen, diagnose, and measure student literacy achievement; inform instruction and
develop the highest possible learning outcomes and quality of life potential in ways that respect
Where is the school where you are teaching located? City: _______ Suburb: ___X____ Town:_______ Rural: ______
- Fidget tool
- Pre-teach vocabulary
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The central focus of this learning segment is to ask and answer who, what, when, where, why, and how questions to comprehend key details in a
text.
Yesterday, I did a read-aloud of Little Red Riding Hood during circle time. Students were already familiar with the fairy tale; however, I still took the
time to pause and ask students to make inferences about what was going to happen next. At the end of the story, I asked the students questions
about the book (ex. “Where was Little Red Riding Hood Going?”, “Why was she going there?”, “Who did she meet in the forest?” etc.) This was to
monitor the students’ understanding and identify important ideas of the book to prepare them for today’s lesson.
How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)
Since the students are familiar with the story and have already discussed key details, today I will introduce the concept of using who, what, when,
where, why, and how (5Ws and 1H) to break down a story. This comprehension strategy will help them better understand and retain the
information they are reading.
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What do you know about your students’ personal, cultural, and/or community assets as they relate to the central focus? (edTPA Handbook, Task 1, Prompt 2b)
It’s the end of Spring, and the warmer weather means people are spending more time outdoors. It also means several students will begin walking to
school with their older siblings or a group of friends. In a year or two, they might start walking to school by themselves or find themselves at home
alone after school.
How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)
Taking the above into consideration, I chose Little Red Riding Hood for this lesson to reinforce the dangers of talking to strangers as well as being
careful who you welcome into your home.
Curriculum Standards
Vocabulary Key terms: - I will pre-teach the 5Ws and 1H by showing the class the
Key words and phrases students need to 5Ws (who, what, when, where, why) “Who, What, When, Where, Why & How” music video by Good
be able to understand and use 1H (how) Charlotte. (The Electric Company)
stranger
https://www.youtube.com/watch?v=UrrMEex1_lg
Story terms to review:
cape - The video will help clarify what each W and the H stands
stroll for—in an engaging way—and also introduce the idea of
exclaim solving a mystery using the 5Ws and 1H, which relates to the
lunge “group detective” activity that happens later in the lesson.
self-defence
- The 5Ws and 1H anchor chart (Appendix C), will further
reinforce the vocabulary words by providing simple
definitions along with images
Syntax Students will be able to practice - I will walk around the room and assist students, as needed
Describe ways in which students will using the vocabulary by completing
organize language (symbols, words, two independent activity sheets. - IEP/ELL students will be given a completed Vocabulary
phrases) to convey meaning. (1) The Vocabulary match-up
match-up activity sheet and be asked to draw images instead
activity sheet (Appendix B) that relate to the terms
will require them to connect - Students will think-pair-share their responses to the 5Ws and
1H graphic organizer (Appendix E).
the 5W and 1H with its
- IEP/ELL students are required to complete only two of the
definition
terms. They can use Little Red Riding Hood if they can’t
(2) The 5W and 1H graphic choose their own story
choice
Discourse Students will be able to demonstrate - I will lead the discussion by stating the learning objective of
How members of a discipline talk, write, their understanding of the the lesson, which will lead into the video that explains what
and participate in knowledge vocabulary during class discussion the vocabulary means
construction and communicate their and the group activity.
understanding of the concepts
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• Have students sit on carpet to begin lesson - Image of Little Red Riding Hood to
• Activate students’ prior knowledge of Little Red Riding Hood by asking them to tell me what be displayed on the Smart Board
during discussion
they remember about the story (from yesterday’s read aloud)
• I will ask if they remember some of the questions I asked, such as: “Where was Little Red - IEP/ELL students will sit in front of
Riding Hood Going?”, “Why was she going there?”, “Who did she meet in the forest?” etc. class for activities
• Teacher says "In order to understand a book you read, you have to read it carefully and be
able to answer five questions that start with the letter W and one that begins with the letter
H. Let’s learn more about them…”
• Then I will play the video for the engaging explanation of the terms… (“Who, What, When,
Where ,Why and How” video (https://www.youtube.com/watch?v=UrrMEex1_lg)
• When the video is done, I will ask the class if they heard all the definitions and if there are any
questions.
• I will ask the students to name the 5Ws and 1H so I can list them on the side of the board and
then write in big, bold letters “5Ws and 1H”, explaining that this is how we will refer to these
terms throughout this learning segment
• Students will return to their seats to begin the lesson
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Instructional Procedures
• To begin the lesson and practice this concept, I will write the following sentence on the
board: “Dad quickly cooked dinner at home today because we’re too tired to go out.”
• I will have the students read it out loud together and then display a 5Ws and 1H assessment
chart (Appendix A) on the Smart Board and ask students to help me complete it:
- Teacher will write answers to
Can you find the 5Ws and 1H? assessment chart on Smart Board
WHO (answer key: Dad)
WHAT (answer key: cooks dinner)
WHEN (answer key: in the kitchen) - I will reteach activities where
WHERE (answer key: today) necessary and do frequent checks
WHY (answer key: because we’re too tired to go out”)
HOW (answer key: quickly”) for understanding
• When the chart is completed, I will hand out the Vocabulary match-up activity sheet
(Appendix B) and ask students to complete it on their own. This will deepen the student’s
knowledge and understanding of the vocabulary words
• After 5 minutes, we will take up the activity sheet as a class
• I will then hand out a 5W and 1H anchor chart (Appendix C) for the students to use as a
reference, and a one-page version of Little Red Riding Hood (Appendix F), which I will read to
the class (to save time) - IEP/ELL students will get a sheet
• Following the story, students will be counted off into four groups of six (one group of five) that includes pictures with the
• During this transition, I will hand out to each group a Group detective magnifying glass cut-
definitions to help them identify the
out (Appendix D)
• Each student will choose one of the 5Ws and 1H to represent, then they will each take a turn 5W and 1H
being a Detective to locate the sentence(s) in the story that addresses their vocabulary word.
• When they find it, they will underline it and then write it on the “lens” (circular cut-out) of
- IEP/ELL students can color the
their magnifying glass
• When completed, the class will review each group’s answers. pictures on the Anchor Chart while I
• Students will then return to their desks for an independent activity am reading the story
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• I will hand out the 5Ws and 1H graphic organizer (Appendix E) and ask students to choose - IEP/ELL students will get a pre-cut
their favorite book/story, and then fill in all the blanks based on that story (i.e. 5Ws and 1H piece of paper that lists one W from
terms and their corresponding responses)
the story. They will just have to
• After 15 minutes, I will ask students to discuss their answers with their nearest partner,
using the think-pair-share strategy. When students are done, I will choose five students to identify which W it is on the
share with the class their answers so that we can try to guess which book they are breaking magnifying glass cut-out.
down.
• I will ask the remaining students to keep their activity sheets as we will continue to play this
game for the rest of week, until all students have participated
• I will collect all the activity sheets for assessment purposes at the end of the presentations
- IEP/ELL students required to
complete only two of the 5w and 1H
graphic organizer terms. They can
use Little Red Riding Hood if they
can’t choose their own favorite story
Closure
• To wrap up the lesson, I will reiterate the main focus of today’s lesson: To identify the 5Ws
and 1H of Little Red Riding Hood
• I will ask students why identifying the 5Ws and 1H when reading a story is important
(DESIRED ANSWER: It will help us understand and remember more of what we read.)
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• I will commend them on doing a great job being detectives, and then explicitly ask “Thinking - Teacher will check-in with students
about the story of Little Red Riding Hood—and what happened to Little Red Riding Hood and who didn’t participate in discussion
her grandmother—what do you think was the most important lesson we should all learn”? to ensure they understand the
• If students don’t provide an answer about the dangers of talking to strangers, I will guide dangers of talking to strangers
them to that answer using prompts like “Who did Red Riding Hood talk to?”; “Did she know
the wolf?”, “Should she have talked to the wolf?”, “Why not?” - Teacher will show a picture circulate
• Even if they answer correctly right away, I will still ask these questions to really drive-home the room during the group activities
the importance of staying safe and not talking to strangers to help answer any questions
• When we establish the most important lesson is to never talk to strangers, I will write it on
the board and have the class read it with me. (It will stay up there for the entire learning
segment)
List all materials and/or technology tools required for the lesson.
Key instructional materials must be attached. These materials might include such items as class handouts, assignments, slides, and interactive white-
board images.
- Laptop
- Video link: https://www.youtube.com/watch?v=UrrMEex1_lg (5Ws and 1H by Good Charlotte)
- Appendix A: 5Ws and 1H assessment chart
- Appendix B: Vocabulary match-up activity sheet
- Appendix C: 5W and 1H anchor chart handout
- Appendix D: Group detective activity cut-out sample
- Appendix E: 5W and 1H graphic organizer
- Appendix F: Little Red Riding Hood handout
- Appendix G: Don’t talk to strangers image
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Name:____________________ Story:________________________________
You do it now!
5Ws +1H Graphic Organizer
Appendix F
There once was a girl known as Little Red Riding Hood, and she always wore a red riding cape
wherever she went. One day, she decided to go visit her dear grandmother, who lived deep in the woods.
When her mother packed a basket of treats, she warned her not to talk to strangers along the way. As Little
Red Riding Hood happily strolled through the woods, she did not notice the sneaky wolf stalking her through
the trees. The wolf, pretending to be lost, asked Little Red Riding Hood for directions. The wolf seemed
harmless enough, so Little Red Riding Hood not only spoke to him, she also revealed where she was going!
The wolf rushed ahead to beat her to her grandmother’s house, gaining entry by pretending to be her dear
granddaughter. Having locked her grandmother in the closet, the wolf waited for Little Red Riding Hood to
arrive.
When she knocked on her grandmother’s door, she was greeted by a strange voice. “Come in dear,”
said the wolf. As the wolf lay in bed, wearing one of her grandmother’s nightgowns, Little Red Riding Hood
thought her grandmother sounded and looked strange. “What big ears you have,” she said. “Better to hear
you with my dear,” replied the wolf. “What big eyes you have,” said Little Red Riding Hood. “Better to see you
with my darling,” the wolf replied. “Your teeth, your teeth are large and as sharp as knives!” Little Red Riding
Hood exclaimed. “The better to eat you with!” growled the wolf as he jumped up and lunged at the girl.
Luckily Little Red Riding Hood had practiced self-defence, and grabbed a broom to fend off the wolf.
Surprised by the girl’s bravery, the wolf ran off with his tail between his legs. Little Red Riding Hood freed
her grandmother from the closet, and her grandmother made Little Red Riding Hood promise not to talk to
strangers ever again.
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The sixth artifact I chose to include in this portfolio is an educational survey I created
about improving teacher-parent communication. The purpose of the survey is to engage parents
and learn about their perceptions of their relationship with their child’s teacher. Specifically, it
looks at the many ways a teacher could connect and foster a relationship with a students’ family
in order to improve the students’ learning experience. For example, there are questions about
how much effort the teacher makes to get to know their students and their families, how often the
families. Looking back on the questions and answers from this survey, it is clear my Weebly
The reason I included this artifact is because it demonstrates my knowledge and skills
about survey research and data collection. Furthermore, it shows my ability to draw conclusions
and create a plan of improvement after analyzing the data collected. This entire process—from
creating a meaningful survey, to finding people to complete it, to collecting and analyzing the
results—was a great experience at using assessment strategies outside of the classroom. This
Note: I have since realized that I although I used the term parent/guardian throughout
Standards.
The NYS and Ontario standards that I believe best align with my educational survey are
as follows:
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The teacher understands how learners grow and develop, recognizing that patterns of
learning and development vary individually within and across the cognitive, linguistic, social,
emotional, and physical areas, and designs and implements developmentally appropriate and
1(c) The teacher collaborates with families, communities, colleagues, and other
The teacher seeks appropriate leadership roles and opportunities to take responsibility for
student learning, to collaborate with learners, families, colleagues, other school professionals,
and community members to ensure learner growth, and to advance the profession.
10(d) The teacher works collaboratively with learners and their families to establish
achievement.
Principle 5: Educators collaborate with parents and community, building trust and
respecting confidentiality. Educators partner with parents and other members of the community
to enhance school programs and to promote student learning. They also recognize how cultural
and linguistic heritage, gender, family and community shape experience and learning. Educators
respect the private nature of the special knowledge they have about students and their families
and use that knowledge only in the students’ best interests. They advocate for fair opportunity for
all children.
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Care: The ethical standard of Care includes compassion, acceptance, interest and insight
for developing students' potential. Members express their commitment to students' well-being
and learning through positive influence, professional judgment and empathy in practice.
The provider ensures that effective partnerships and high-quality clinical practice are
central to preparation so that candidates develop the knowledge, skills, and professional
dispositions necessary to demonstrate positive impact on all P-12 students’ learning and
development.
Principle 5: Developing relationships with families based on mutual respect and actively
Tania Trifonopoulos
Medaille College
Dr. V. Batchelor
Developing Positive Relationships and Better Connections Between Teachers and Parents.
Purpose of Survey
relationship with their child’s teacher. By looking at ways to build positive relationships and
improve the connection between teachers and parents/guardians, a mutual goal can be realized
between these two groups. This unity will benefit the student’s learning experience and improve
Target Population
Introduction
With a classroom full of students and multiple daily activities to carry out, a teacher
could easy forget about the one group who could lend significant support to their mission –
create strong and effective partners for teachers, which ultimately benefits the student. Therefore,
building positive relationships and improving the connection between teachers and
parents/guardians is imperative.
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Educational survey:
Directions:
relationship with their child’s teacher. You are invited to participate in this study that will look at
the many different ways your child’s teacher connects and fosters a relationship with you and
your family. All responses to these questions are anonymous and will be used only for the
Please be as truthful as possible when using the following scale to answer your questions:
MSED ELEMENTARY PORTFOLIO PROJECT 31
Questions:
1. The teacher has made an effort to get to know my child (ex. has inquired about child’s
interests/friends/strengths, pronounces name correctly)
1 2 3 4 5
2. The teacher has made an effort to get to know me (ex. engages me in conversation,
addresses me appropriately)
1 2 3 4 5
3. I am happy with the amount of communications I receive from the school and/or my
child’s teacher.
1 2 3 4 5
4. The teacher communicates with me about what is going on in my child’s classroom (ex.
what they are learning, what they have accomplished, what they are excited about, etc.)
1 2 3 4 5
5. The teacher communicates with me only when there is a problem with my child.
1 2 3 4 5
6. The teacher does a good job letting me know when my child is doing well (i.e. provides
updates, sends home marked work).
1 2 3 4 5
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1 2 3 4 5
1 2 3 4 5
9. The teacher has made an extra effort to communicate with me by using a translator.
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
12. The teacher has asked for my input regarding my child’s education.
1 2 3 4 5
1 2 3 4 5
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14. My child’s day-to-day homework and activities are clearly listed in their agenda so I can
be involved in their daily learning.
1 2 3 4 5
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
17. How much time do you spend each day talking with your child about their day and/or
helping them with homework?
________________________________________________________________________
18. What is the best way(s) for the school/teacher to communicate with you (ex. email,
phone, face-to-face, app)?
________________________________________________________________________
________________________________________________________________________
Thank you for taking the time to participate in this survey, it is greatly appreciated.
Your feedback will help build positive relationships and improve the connection
Based on the survey results, I am happy to note there is not a huge gap in terms of
positive relationships and connections between parents and teachers. Overall, the feedback was
encouraging and indicated teachers are already doing a good job at keeping parents/guardians
updated on their children. Furthermore, all parents feel their concerns are addressed in a timely
manner and teachers are available to discuss their concerns, which is optimistic.
It’s no surprise that ‘good communication’ was a major theme in this research. After all,
you can’t have a successful relationship with poor communication. Although parents responded
they were happy (91%) with the amount of communication they receive from the teacher and the
school, one of the suggestions to improve the parent-teacher relationship was more
communication. Upon further review, I discovered what the parents were really asking for were
more opportunities to communicate with and get feedback from the teacher using multiple
methods (ex. Face-to-face and apps). Also worth noting is that up to 91% of parents feel the
teacher does a good job of communicating with them both when their child is doing well and
when they are struggling. When asked if the teacher only communicates when there is a problem
Overall, parents provided positive feedback for this survey. However, further analysis of
the survey results needs to be done to create an action plan. Here is a summary of the survey
data:
Question 1: The teacher has made an effort to get to know my child (ex. has inquired about
child’s interests/friends/strengths, pronounces name correctly). – 3, 5, 3, 5, 5, 5, 5, 5, 4, 4, 4: 4.4
Question 2: The teacher has made an effort to get to know me (ex. engages me in conversation,
addresses me appropriately). – 2, 4, 4, 5, 5, 5, 3, 5, 3, 3, 4: 3.9
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Question 3: I am happy with the amount of communications I receive from the school and/or my
child’s teacher. – 3, 5, 5, 5, 4, 4, 4, 5, 4, 4, 5: 4.4
Question 4: The teacher communicates with me about what is going on in my child’s classroom
(ex. what they are learning, what they have accomplished, what they are excited about, etc.). – 1,
5, 5, 4, 3, 5, 4, 5, 4, 4, 5: 4.1
Question 5: The teacher communicates with me only when there is a problem with my child. –
3, 2, 5, 1, 1, 1, 3, 1, 1, 3, 2: 2.1
Question 6: The teacher does a good job letting me know when my child is doing well (i.e.
provides updates, sends home marked work). – 1, 5, 5, 5, 4, 5, 2, 5, 5, 3, 5: 4.1
Question 7: The teacher does a good job letting me know when my child is struggling (i.e.
addresses the problem(s) early). – 2, 4, 5, 5, 4, 5, 5, 5, 5, 4, 4: 4.4
Question 8: The teacher offers suggestions/resources to help my child when there is a problem
or they are struggling. – 2, 5, 5, 4, 4, 4, 5, 5, 5, 4, 4: 4.3
Question 9: The teacher has made an extra effort to communicate with me by using a translator.
– 3, 3, 1, 3, 1, 4, 1, 5, 5, 3, 5: 3.1
Question 12: The teacher has asked for my input regarding my child’s education. – 1, 4, 4, 4, 3,
5, 4, 5, 5, 4, 4: 3.9
Question 14: My child’s day-to-day homework and activities are clearly listed in their agenda so
I can be involved in their daily learning. – 4, 4, 4, 5, 5, 5, 4, 5, 4, 3, 5: 4.4
MSED ELEMENTARY PORTFOLIO PROJECT 36
Question 15: How could your child’s teacher improve your relationship?
• Communication when student is struggling.
• Have an email address to send questions. There is an Edsby app used by the teacher
however communication flows one way. There is no way for a parent to comment or send
a question. If through the agenda then privacy might be an issue as the child would be
reading the note in the agenda.
• Continue to share strengths and weaknesses and concerns to be addressed at Home
• It would be nice to have a general outline of what my child will be studying for the year.
• Depends on the teacher, I wouldn't mind seeing more marked work coming home
• Be accessible through email
• Communication is key
• Let me know right away if there is something my child is struggling with so we can work
on it.
Question 16: How could you be more involved in your child’s classroom/education?
• Communicate with teacher regarding my child and how he is doing
• Volunteer more with the school via PTA. Currently not a member. Feeling a bit left out
of the school community.
• Volunteering in the classroom
• Attend open house, assemblies, continue to engage with child about their day to help
further develop skills/understanding
• I could volunteer when needed and join the parent council.
• Getting involved with school activities/events and continue supporting the teacher in any
way possible to help my children reach their true potential.
• Volunteering but the school doesn't allow parents to volunteer in classes, seen as a
distraction to the child.
• Not work
• Ask more questions as a parent also not just the teacher reaching out
• I can be more involved by reviewing their daily work with them at night.
Question 17: How much time do you spend each day talking with your child about their day
and/or helping them with homework?
• 30-60 min
• Approximately 20 minutes. I try not to helicopter parent with homework as I want my
son to be able to solve problems as independently as possible. If he asks for help I will
assist. Always ask him daily about his day at school and what he is learning. Also help
him prep for tests and quizzes by asking him questions about the subject matter.
• 1 hour minimum
• Half hour (preschooler) short attention span
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Question 18: What is the best way(s) for the school/teacher to communicate with you (ex. email,
phone, face-to-face, app)?
• Phone/e-mail
• Phone. The teacher calls on a monthly basis with updates. For day to day questions email
via currently used Edsby app would be ideal.
• Class Dojo
• Face to face during drop off and pick up
• Face to face, phone/email
• Face to face
• the dojo app is pretty effective
• Email
• App
• Face to face and app
• Notes in the agenda, app
As mentioned, the overall feedback of this survey is very positive. When considering the
individual scores of each question, there are only two questions that scored less than 4 (agree),
which meant they were undecided. The two questions were #2 (The teacher has made an effort to
get to know me) and #12 (The teacher has asked for my input regarding my child’s education).
Question #2 helps gauge if a teacher is making an effort to know more about the parents, which
is definitely a nice thing; however, one has to be realistic and consider that time is already
limited and perhaps these efforts should be directed towards student gains. That said, something
teachers should consider for the beginning of the year is a ‘meet and greet’ session that will
allow for this type of relationship building because, as we know from the purpose of this survey,
MSED ELEMENTARY PORTFOLIO PROJECT 38
getting parents and teachers on the same team enhances a student’s learning experience and
Question #12 is also a ‘nice to have’ in theory; however, it may be somewhat unrealistic.
If teachers had to incorporate every parent’s input into their lessons, the teacher would likely
never get to teach the actual curriculum. The plan of action for this issue is to ensure this is
discussed with parents during Parent-Teacher night, asking parents directly if there is something
they feel can enhance the student’s learning/classroom experience (above and beyond any
IEP/504 plans).
something that will need to be researched further. After all, we don’t want to start over-
communicating with parents. With respect to a mobile app being the most selected response for
method of communication, it, too, will need some further research. Using an app is easy;
however, not all parents are interested in this method (further research will indicate the reasons
why). Furthermore, its use is limited to only general messages (as all parents are on the
distribution list). I believe the best approach to enhancing the communication methods would be
to conduct another survey to establish the top three to five methods, and then assign parameters
to them in terms of what type(s) of communication they will be used for. For example, face-to-
face discussions will be used for urgent or behavioral matters; email will be for non-urgent
matters; apps will be for reminders, etc. Getting the parents’ input on this would also help them
adopt the concept, and thereby improve the overall level of communications.
I feel this survey is a very good start to closing the (small) gap that seems to exist
between parents and teachers. At the very least, if the relationship has a good foundation, it will