Academic Classroom Visits
Recognizing that parents want their involvement to directly impact
student achievement, we worked with parents at a DC school to develop a
Parent Classroom Visit Project.
An Academic Achievement Committee was formed at the school to develop and guide the project. We found that structured classroom visits were the best way to get detailed information about what is going on in today's classrooms so parents can:
In its 4th year, we have refined the approach to include the essential components listed below. (These are illustrated with sample documents from the implementation at Bruce-Monroe ES in DC).
(1) Developing the Classroom Observation Tool
An Academic Achievement Committee was formed at the school to develop and guide the project. We found that structured classroom visits were the best way to get detailed information about what is going on in today's classrooms so parents can:
- better support their children at home,
- make informed recommendations for school improvement,
- provide direct support to classrooms,
- understand and appreciate the daily experiences of school staff.
In its 4th year, we have refined the approach to include the essential components listed below. (These are illustrated with sample documents from the implementation at Bruce-Monroe ES in DC).
(1) Developing the Classroom Observation Tool
- Parent Brainstorming Session: parents develop a list of what they think should be in an effective classroom.
- List: The list of items is turned into an observation form called Questions for Classroom Visits. Sample form.
- Parent/Teacher Session: Teachers meet with parents to review and provide feedback on the list. We have found that teachers generally agree with the list that parents have developed. We revise the list to include their suggested edits. Sample agenda. (It is important to do this in a two stage process. Parents need to meet separately first to have a voice in the process. It is also helpful for teachers to see in writing that parents standards and concerns are similar to their own.)
- Scheduling visits: During the Parent/Teacher Session (described above) the teachers indicate the best times for parents to visit the classroom. The school-based Parent Coordinator or Liaison develops a schedule. The schedule is shared with all the members of the Academic Achievement Committee. Additional parents can be invited to join. For example, a 1st grade teacher requested that invitations be sent to all the parents in her class.
- Visiting the Classrooms: Before going in, there is a discussion about the need to avoid interrupting teaching and learning. In most cases, parents sit in the back or off to the side. In some cases, teachers encourage parents to walk around or get involved in the lesson. The visit usually lasts for about 30 minutes.
- Debriefing the Visit: Immediately after the visit, parents identify positive characteristics and concerns based on their observations. All comments are recorded. The concerns are turned into questions and the comments are shared in writing with the respective teacher. The document is not shared with the administration, although some teachers choose to do include the document in their professional portfolio.
- Conferencing with the Teacher: Parent representatives from the Academic Achievement Committee meet with the teachers (either individually or with grade level teams) to discuss the visits. They begin with praise, then raise questions, and conclude by asking how as parents they can provide direct support to the teacher and her students.
- Supporting Teaching and Learning: Parents create a list of all the teachers needs and identify which requests can be responded to immediately and which will take more time. Sample list.
- Meeting with Principal: The Academic Achievement Committee shares a general report of the observations and specific recommendations.
- Summary Report: It is very useful to prepare a summary report to share with the full school staff and parents.
