The document outlines strategies for building and maintaining positive relationships between parents and teachers within educational teams. It emphasizes the importance of communication, understanding student needs, and proactive engagement, while also providing specific methods for effective interaction including meetings and follow-up plans. Additionally, it addresses common concerns and misconceptions in parent-teacher relationships.

1. Building Bridges: Developing and
Maintaining Positive Parent-
Teacher Relationships
Prepared for DSAWM
January 11, 2011

2.  Learn what we need to know to be the best advocate.
 Identify methods of building relationships between
educational team members
 List roles and responsibilities of educational team
members
 Set a measurable goal to enhance communication
between team members

3. What do we KNOW?
What do we WANT to learn?

4.  Anxiety- for parents and teachers
 Frustration- which can define your
contact
 Limited Time-demands are different
but add up to the same result

5. “Begin with the end in Mind”
~Stephen
Covey

6.  DREAM BIG and plan annually
 Planning for Efficiency
 Know the disability, how it effect his/her learning
 Consider Strengths and needs
 Include the Child

7.  Be positive
 Be proactive
 Be productive

8. Before……
During……
After…..

9. Introducing …MY CHILD
Using the 3 P’s send a quick note and then set up
a face to face meeting ( avoid an email at this
time)
 Medical information
 Child’s strengths and needs
 Summary of goals
 Contact information and best time to communicate
 Emergency information

10.  Day to Day communication
 home to school notebook
 Notes in planner
 Check in/out sheet
 If phone call is required set up a consistent call time
and keep it short
 Conferences
 IEP meetings
 “Reviews and Snafus”

11.  Get the lay of the Land
 Do your homework
 Include the “Most Valuable Player”
 Take five…or as long as you need
 Get on the same side of the table
 Have a follow-up plan

12.  Is it TRUE?
 Is it HELPFUL?
 Is it IMPORTANT?
 Is it NECESSARY?
 Is it KIND?

13.  What are people saying…without saying anything at
all?
 What are YOU saying?
 Posture, facial expressions, fidgeting…..

14. 1. Intervention or Special Education Teacher( Case
Manager)*
2. General Education Teacher*
3. Principle
4. Special Education Supervisor( when applicable)
5. Director of Special Education
6. Superintendent
7. Board of Education
8. State board of Education
*paraprofessionals report directly to teachers

15.  “He’s an equal opportunity low-achiever”
 “ADHD? That’s a cop out”
 “You’ve probably been bending the rules for her since
she’s been so sick”
 “I don’t see the OCD. He just keeps going back to his
locker all the time”
 “We can’t afford to just give every kid intervention”
 “ your child isn’t failing enough”
 “He is just lazy”

16.  “ What I want you to do is spend quality time with my
son”
 “Either you do what we want, or we’ll get a lawyer who
will say you have to”
 “I don’t care if the kid gets F’s. But you can’t fail him…”
 “ I know you are giving 8 weeks of ESY to Mrs. Jones’s
kid . I want that , too..”
 “ What degree do you have that qualifies you to work
with my child?”

17.  Be sure to Have your paperwork
 Copy of IEP, all assessments and progress reports
 Get recommendations for the summer
 Create templates for record keeping
 Write genuine thank you notes