Family and Community Engagement Practice:
Parent-Teacher Conference
A parent-teacher conference is one of the most common and effective ways teachers can engage
families in their children’s education. Conferences with families ensure that teachers inform families
about learning expectations for their children and encourage them to learn about their children’s
academic performance. Parents have the opportunity to share their children’s strengths, interests,
family situation, and other relevant information with teachers.
Which educators might try this practice?
Classroom-based teachers, pre-K to grade 12
Who is this practice designed to support?
Parents and/or guardians of students, pre-K to
grade 12.
What are the potential outcomes of implementing this
practice?
1. A positive relationship with the child’s family is
strengthened.
2. Parents are informed about what their child is learning
in school.
3. The teacher learns about the child’s strengths and
interests.
4. Parents and the teacher share an understanding of the
child’s progress toward meeting educational goals.
5. Parents are provided strategies to support their child’s
learning at home.
How does this practice support student learning?
 Parent-teacher conferences provide opportunities to
share information about grade-specific learning
standards with families.
 Conferences are a great forum for teachers to share
data with parents about how their child is
progressing.
 Providing materials and suggestions during a parentteacher conference for how to best support learning
at home is a great way for teachers to demonstrate
commitment to continued partnership with families to
support student success.
Keeping Track of Family Engagement
Engaging families and the community is a
key component of the educator evaluation
framework in Massachusetts. Educators
collect evidence of practice related to one or
more of the Standards of Effective Teaching
Practice, including Standard III: Family and
Community Engagement.
The PCEI Advisory Council recommends
thinking about three different types of
evidence when reflecting on family and
community engagement practices: (1)
evidence of planning, (2) evidence of
implementation, and (3) evidence of followup.
The reverse side includes examples of these
types of evidence for early childhood home
visits as well as a map connecting this
evidence to the Model Teacher Performance
Rubric used in the evaluation process and
the Massachusetts Family, School and
Community Partnership Fundamentals
created by the PCEI Advisory Council.
Where can I learn more?
The Parent and Community Education and Involvement Advisory Council recommends the following
resources:
 Parent-Teacher Conference Tip Sheets for Principals, Teachers, and Parents, Harvard Family
Research Project, October 2010, http://www.hfrp.org/publications-resources/browse-our-publications/parentteacher-conference-tip-sheets-hojas-de-consejos-para-las-reuniones-de-padres-y-maestros.

Trumbull, Elise. (2011). The Challenge of Cross-Cultural Family–School Communication. FINE
newsletter, 3(1), http://www.hfrp.org/publications-resources/browse-our-publications/fine-commentary-thechallenge-of-cross-cultural-family-school-communication.

Parent-Teacher Conferences: Preparing for and Conducting Parent-Teacher Conferences,
National Education Association http://www.nea.org/tools/parent-teacher-conferences.html.
Developed by the Parent and Community Education
and Involvement (PCEI) Advisory Council
Updated May 2015
Evidence of PLANNING
Invitation and communication with family to set date and time for conference
(location might be at school, at the child's home, in the community).
Outine for conference, including agenda, questions to ask and information to
share with the family.
Compilation of student work to share with the family.
Evidence of IMPLEMENTATION
With parental permission, observation of conference by supervisor.
Written feedback from supervisor.
Documentation of information provided to family during converence.
Feedback from family such as a survey, evaluation or list of questions asked.
Evidence of FOLLOW-UP
Thank you note and plans for future contact with family
Plans for future sharing with family about the child's academic progress.
Educator reflection on conference focused on parents' insights and concerns
about their child's progress.
EVIDENCE MAP
A single practice yields evidence related to many aspects of the model performance rubric and the
Fundamentals. The map below will help educators make important connections.
Model Rubric, Standard III: Family and
Community Engagement
A. Engagement Indicator
1. Parent/Family Engagement
Corresponding Indicators from the Massachusetts Family,
School and Community Partnership Fundamentals
Fundamental 1: Welcoming All Stakeholders
 Indicator A

 Indicator B

   Indicator C

 Indicator D
B. Collaboration Indicator
Fundamental 3: Supporting the Success of Children
 1. Learning Expectations
 Indicator A

 Indicator B
Fundamental 4: Advocating for Each Child and Youth


 Indicator D
Fundamental 3: Supporting the Success of Children
 2. Curriculum Support

 Indicator C

 Indicator D
Fundamental 4: Advocating for Each Child and Youth


 Indicator A
C. Communication Indicator
Fundamental 2: Communicating Effectively
1. Two-Way Communication
Indicator A
Fundamental 5: Sharing Power and Responsibility
2. Culturally Proficient

   Indicator A

Indicator B
Fundamental 2: Communicating Effectively


Indicator D
This practice also yields evidence related to elements of the Model Teacher Rubric under Standards I
and II, including:
 I.C.3 Sharing Conclusions with Students
 II.B.3 Student Motivation
 II.C.1 Respects Differences
 II.D.1 Clear Expectations
Developed by the Parent and Community Education
and Involvement (PCEI) Advisory Council
Updated May 2015