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Question 2: How often do you meet in person with the families of your students?

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Question 2: How often do you meet in person with the families of your students?

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Should be changed. Maybe "meet in person" should be changed to "communicate." It is hard for teachers and working parents to always meet face to face.

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Need to grow... meeting with families in person (maybe challenging because of schedules and/or language barriers??)

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Need to grow... meeting with families in person (maybe challenging because of schedules and/or language barriers??)

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families are friendly toward you --> 100% favorable

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Relationships with families are strong even when the staff feels they meet with families in person "sometimes."

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Q2: What types of students are particularly hard to match their needs?

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mutual respect for each other, especially considering the diversity within our school

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mutual respect for each other, especially considering the diversity within our school

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We feel like it is possible to change not only student behavior, but also their effort in the classroom.

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Q1: talent is something that is earned through practice so it was bit surprising to see such a low level of favorability

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Q1 & 6... maybe intelligence and talent are more nurture rather than hereditary. Maybe more research on ways our practice can affect this??

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Q1 & 6... maybe intelligence and talent are more nurture rather than hereditary. Maybe more research on ways our practice can affect this??

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(Read: The Talent Code by: Daniel Coyle)

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Communicating with a student with a unique language is difficult, because we cannot speak a variety of languages. It's difficult to communicate with those students. Possibly need more resources for ways to communicate with these students to increase

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Q4: Maybe the question could be reworded: How flexible is the teacher to communicate with a dissatisfied parent? 

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Q4: Maybe the question could be reworded: How flexible is the teacher to communicate with a dissatisfied parent? 

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How can we find the balance between honoring student concerns while checking our biases and respecting parents?

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I think we need to define "talent."

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Q8: we do a good job relating to students, even the most difficult

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we have done a lot of research and practice on mindset (of ourselves and our students) and that has had a positive effect on our staff! 

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we have done a lot of research and practice on mindset (of ourselves and our students) and that has had a positive effect on our staff! 

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Easier to communicate through email, when we have the correct email. Parents typically are more responsive. If we are emailing about a negative behavior often parents want us to communicate daily, which is very tricky.

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Meeting with parents face to face is difficult because of time frame.

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Meeting with parents face to face is difficult because of time frame.

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Q3: Maybe some more PD around making resources for working with unique learning needs more accessible/understood... ie: speakers, experts in and out of the building

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Q3: Maybe some more PD around making resources for working with unique learning needs more accessible/understood... ie: speakers, experts in and out of the building

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Communication with parents happens in many different forms.  What works best for the parent is typically what happens.
This question only focuses on the in person communication happening with parents and doesn't fully reflect other forms of communication with parents that are occurring.

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Social and emotional wellness. to support students who have experienced traumatic situations.

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Social and emotional wellness. to support students who have experienced traumatic situations.