Teacher Tools for
"When Students Lead Conferences: A Home and School Partnership"
Designed and Written by Judy Racine
Rocky Mountain School of Expeditionary Learning, Denver, Colorado
2/3-grade teacher
1. Goal Setting Form:
The students receive a form with a picture of a mountain in the background. In September, we talk about what a goal is, what it means, and give examples. The picture of the mountain is a way for them to visualize their goal (to climb to the top), and what is needed to get there (good shoes, water bottle, food, etc.). This is a metaphor for their school goals in that they will need support to reach whatever goal they choose (e.g. parents, friends, teachers, etc.). I spend a couple of days talking about this and the children have some simple goals to practice with, such as "What will be your goal today?" or "What character goal do you have for yourself today?"
Every time we have an individual conference, either with parents or by themselves at school, we remember the goals and talk about how they are going. The student and I bring out the form and I usually put a mark on the mountain where the student sees herself and date it so we can keep track of how she is doing. Parents get a copy of the goal form in September and they pin these up in the house so they are able to speak about the form every time we meet. At our last conference for the year, we look at the goal form for the last time and wonder if we climbed to the top with some of our goals or not. We mark the form again and celebrate!
2. Conference Rubric - "Conferences: What I Want to Share"
The children use this rubric to help themselves select pieces of work. They write down a brief description of the piece, where that piece might fit on the rubric, and there is space for their comments below. We talk about the fact that everything that they share need not be "accomplished or exemplary," but that it is also okay for them to select pieces that still need work. This way, parents see how rubrics can be used by children and what they mean (grades are often the only way parents understand performance and assessment).
3. List of Pieces to Share
Students list on this form ("What I really want to show my parents at conferences") no more than three or four pieces from their portfolios they plan to share with their families. They select pieces from the mathematical investigation, scientific, creations, reviews and reflections, and historical and geographical investigation sections in their portfolios.
4. Who Am I as a Learner?
Children write a letter to a family member about who they are as learners, what they enjoy, and things that prove challenging to them. These letters go into their portfolios ready for their conference time.
5. Peer Conference Review
Children have time to practice their presentation skills with their peers, and they use this form to begin learning peer critique. This helps them when presenting their work on the day of the conference.
6. Conference Presentation Rubric
Students use this rubric when they are practicing to provide a focus for giving each other feedback on their presentations.
7. Parent Preparation: Suggested Questions for Parents to Ask During Conferences
These examples of questions that help promote conversations about learning and thinking are sent home to families before the childŐs conference. This helps a parent prepare for a focused conference.
8. Student Conference Goals
As the form indicates, students think about academic and character goals. At the conference, these goals are filled in by them or me, with their parents, and we talk about these together. The children are quickly able to talk about what they want to learn or need to work on with both the academic and character goals. If they struggle, both the parents and I support them by giving examples.
9. Conference Debrief
After the conference students explore how the conference went and think about any new goals for the remainder of the year. This takes place either in school the day after the conference, or at home, if the conference takes place just before a break.
10. Family Conference Feedback
I ask parents to give feedback, either in writing or by telephone, about the conference and how they can best support their child at home.
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