Standard 7.3 of the Australian Professional Standards for Teachers is the one about engaging with parents and carers and it’s the one that I am the most interested in so that I can lift reading engagement and in turn, the literacy levels of the students in my current primary school setting.
At the proficient and highly accomplished levels, the “engagement” with parents and carers is one-sided. Described as “communication opportunities”, the list of examples includes parent/teacher interviews, newsletters and communication regarding learning and reading. The onus is on the TL to provide communication or respond to parent communication. This level of engagement is, as one colleague described to me, “safe” for the parents and creates a positive relationship with the school but it does not strongly correlate with improving results for students. The list of evidence examples are all about teachers showing what they are communicating but they have not suggested finding out if parents actually read their communications or acted upon them. What is the point of a beautiful, eye catching parent newsletter if no one is reading it?
For example, Class Dojo data tells me that in 2020, on average, 150 parents viewed my library newsletter but only 20 bother to hit “like” and Class Dojo can’t tell me how many of the 150 who “viewed” the post actually read the newsletter. When parents are asked to actively participate such as provide a photo of students reading at home to turn into a slideshow for book week only 6 families participated. I discovered a far bigger problem when it comes to reading library books at home. In an end of year survey for students in years 1 to 6, 79% reported that no one was reading either to them or with them (listening) at home. So, while borrowing statistics show that student borrowing has increased and 80% of students completed the Premier’s Reading Challenge – is anyone actually reading the books?
Consequently, in order to achieve my goal of improved reading engagement and hence, the school’s goal of improved literacy outcomes for students, I believe the next teaching standard for me to boldly aim for is at the lead teacher’s level:
At this level, the suggested examples provided by ALIA and AITSL encompass opportunities for parents to participate in goal setting and to share responsibility for their children’s learning.
In a perfect – post Corona Virus – world for me this would mean:
- Parents Choose – where parents borrow the books to share with the family. They could come before or after school to do this or be given access to the online school library catalogue and then send their request via message to the TL.
- Dad’s Read – encouraging Dads and Grand-dads to be part of the family reading time either through a slightly competitive send in your photo of dad reading to you OR through Dads being invited into the school to read aloud in class or in the playground.
- Parent survey – to find out parent attitudes to reading and what barriers are stopping parents from reading to children and with children.
- Parent education – on the difference between reading levelled readers sent home by classroom teachers VS reading library books borrowed purely for enjoyment – and how best to support both types of reading. Note: Coronavirus has actually helped me improve this idea. Previously when I have run this session, only 3 parents turned up – now I would use an online platform such as Zoom to present at a time more suitable for parents and carers and available to be watched later for those who couldn’t make it.
- Assisting EaLD parents. First I need to find out how they want to help their children with reading and what their reading skills are. Possible options are: Ensuring they know about and have access to our school library’s “other language” books; supporting them to become more confident readers possibly through the support of fellow parents; providing other online or live read aloud opportunities for their children – ie someone else is doing the reading – not the parents.
I would love to hear more about what others are doing on this front and how it has contributed to reading engagement in their school.
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