Scenarios of School-Parent Interactions
Parent-Teacher Conference Scenarios
Role Play Directions: Role play requires participants to act out situations that
they might face when working with parents. Role play gives teachers simulated
experience in communicating, handling difficult or threatening situations, and
resolving conflict. There are many different types of obstacles to parent
involvement that can be seen in the scenarios that follow. Participants should
“ham-it-up” and exaggerate the situation. It is suggested that participants use
caution when acting out the situations. The audience should not be able to
identify the model of the role play.
After viewing each scenario, participants think about and discuss the following:
 How was this parent’s involvement in their child’s education enhanced or
hindered in the situation?
 Could the situation have been handled better, if so, how?
 What issues/obstacles/barriers do these parents face?
 How can the school support the parent and child in the situation?
Background for Situations 1-4
The parent has been contacted in early January to participate in a conference
regarding Rontarrious’ academic performance. The teacher is concerned about
his academics, preparation for school, and social interactions.
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Rontarrious is in the third grade and is struggling with reading. Currently, he is
reading at a first grade level. The teacher is concerned about whether he will
pass the 3rd grade reading FCAT and may have to repeat the third grade. His
FAIR data indicates the following:
o Initial Assessment (August):
o 1st progress monitoring results (December):
Rontarrious often struggles with his behavior. He is frequently disruptive and
seems to have trouble controlling his responses to other students. He does
not seem to have friends within the classroom.
Rontarrious is frequently late for school and class (more than one hour 2 to 3
days per week). He comes to school unprepared as evidenced by the lack of
homework, frequently his clothes are unclean, and he seems to be hungry in
the morning but since he is late he frequently misses breakfast.
Scenarios of School-Parent Interactions
Situation 1: The Office
Role Play Participants: Teacher, principal, secretary, two additional
teachers and the parent.
The parent arrives at the school early. While she waits for the beginning of the
conference the following takes place in the office:
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The secretary is on the telephone talking to her husband about the
fight they had the night before/not paying a bill, etc. The secretary
takes a long time to greet the parent, she is still angry from talking to
her husband.
The two teachers are in the office describing the incredible
misbehavior of another student (throwing the desk, biting another child,
cutting off the pony tail of another child, etc.). The teachers name the
child.
Parent’s Perception: The parent on edge and the defensive because of the
situation that has taken place in the office. She believes that if this is how the
staff talks about other people’s children, then how do they talk about her child.
Scenarios of School-Parent Interactions
Situation 2: Head of the Class
The conference is scheduled between the teacher and the parent.
Parent’s Perceptive: Rontarrious’s mother is a single parent working two jobs.
She dropped out of school in the eleventh grade because she could not pass
FCAT so why try. She is aggressive and domineering and blames the school for
Rontarrous’ difficulties. She has her heart set on him becoming a medical doctor.
She is surprised that the conference also includes the principal. The mother
brings Rontarrious’ grandmother and aunt to the conference.
Teacher’s Perception: The teacher has tried everything to motivate and control
Rontarrious. She has implemented a behavior management/reward system
which helped for a little while. She has tried keeping him in from recess and
special area to give him some extra help. She has put him in the lowest reading
group and he is still not progressing.
Scenarios of School-Parent Interactions
Situation 3: Saved by the Bell
Teacher’s Perception: The teacher is on his planning time and this is the only
time he has to use the restroom, return calls, and grade papers. The teacher has
already contacted the parent on several occasions regarding Rontarrious and
nothing has changed. He is very frustrated with the situation.
Principal’s Perception: Rontarrious again! He has been in your office twice this
week already. The principal’s phone keeps ringing. The principal hollers out to
the secretary to “hold my calls”.
Parent’s Perception: The parent had to take off work early to attend the meeting
and will not be paid for the time away from the job. She is late to the meeting
because her boss would not allow her to leave for lunch 15 minutes early.
Scenarios of School-Parent Interactions
Situation 4: Boy Meets World
Participants: Guidance counselor, teacher, parent
Counselor’s Perception: The guidance counselor is very concerned about
Rontarrious’ lack of friends and anger management issues. She wants to refer
Rontarrious for counseling and behavior management services. She believes he
is not handling his parent’s separation/divorce well.
Mother’s Perception: The mother does not want for Rontarrious to have
counseling because this would be seen as “her fault” in her community.
Rontarrious’ father recently left the family. He has only recently started seeing his
father again. They have a one week with the mother and one week with the
father custody arrangement.
Teacher’s Perception: Rontarrious seems like two different children. One week
he is prepared, rested, and ready for school. The next he is late, unorganized,
sleepy, and angry. One the weeks he is “on” he functions well in school and
shows average learning gains. One the weeks he is “off” it is difficult to get any
work from him.