Communicating With Parents

Communication beyond the report card

While report cards are one way that teachers report to parents, they cannot provide all the information that parents need about students’ ongoing learning. Teachers communicate information about students to parents in a number of other ways as well – conferences, telephone conversations, agenda books, and e-mail. These alternate forms of communication can provide additional rich information, and also allow for dialogue.

Effective communication about assessment goes beyond sharing results. It involves building relationships with families as partners in understanding learning, growth, and next steps. When families are positioned as co-constructors of learning rather than recipients of information, assessment becomes more meaningful and supportive for students.

Report cards provide a legal written record that summarizes information that should have already been shared in other ways. There should be no surprises on the report card for either the parent or the student.

It should be noted that the School Act does not define the number of formal reporting periods required. Decisions as to what constitutes regular evaluation and periodic reporting are left to the discretion of the jurisdiction.

Helping Parents Understand the Relationship between Assessment for Learning and Assessment of Learning

For most parents, the concept of assessment for learning is not well understood. Parents may not have experienced these strategies as students themselves. As such, they may require support to understand the principles and practices associated with assessment for learning such as second chances, peer feedback, self-reflection, and so forth. It is critical to work with parents to enhance their understanding of why these research-based practices support enhanced student learning.

Helping Parents Understand the Language Used to Communicate Learning

Teachers need to be cautious about using education jargon when communicating with parents. This does not necessarily mean oversimplifying what is communicated to parents, but rather ensuring that the message is straightforward and clear.

Ensuring that Parents Receive Ongoing Information

Student agendas, e-mails, phone calls and interviews are all effective mechanisms for sharing information with parents. At report card time parents should already know about areas where their child is experiencing success, and where additional support may be required.

Meaningful communication with families begins by asking—not assuming—what partnership looks like for them. Before establishing communication plans, educators can invite families into the conversation to share what information is most helpful and how they prefer to receive it.

Authentic collaboration recognizes that families have diverse capacities, experiences, and ways of engaging. What meaningful involvement looks like will vary across communities and households, and responsive assessment practices honour these differences rather than relying on one-size-fits-all approaches.