In 'S' class there are two teachers, a lead English teacher, Ms. I, and a lead Chinese teacher, Ms. R. Because the day at POA is long the two teachers work as a team to build healthy and strong partnerships with families. Ms. I arrives at 8 in the morning for drop-offs and greets each child and parents warmly. She will often discuss the child's progress or share funny anecdotes from the previous day. The parents feel welcome and free to talk to her about their children's growth and development. Ms. R arrives at 9am and stays with the children until pick-up which ranges from 5pm to 6pm. She will answer any questions the parents have about the child's day and has a good rapport with the parents. Because all children are dropped off and picked up each day by either a family member or caregiver, there are many opportunities to communicate child's progress and build rapport with the children's families. 'S' class also sends home daily reports about the children's day that keeps parents updated on the child's meals, naps, and overall feeling each day (see below).
The school also arranges events about once a month for parents to join in festivities or activities related to the month's theme. In February, for example, the school arranged a Valentines Day party where children and parents participated in fun Valentine themed activities for the morning. Ms. I reports that at this year's Valentine's Day party each child had at least one parent join, indicating high levels of parent involvement. Finally, twice a year parents will sit down with both teachers for Parent-Teacher conferences. Ms. I has indicated that communication with 'S' class parents is going well and that parents feel open to suggestions and overall communication.
It sounds like they have a considerate system where parents have the chance to talk with nth teachers if necessary. Thank you for providing the resource they use to communicate with the parents and how the teachers reach out to parents by scheduling events to keep them involved.
ReplyDeleteJournal Entry Rubric Score (9.25-10 points A, A+)
Writing reflects thoughtful consideration of the material, engaged observation and listening and a clear understanding of the theories and pedagogy that inform and represent appropriate early childhood practices.