1. Establish a Positive Relationship Early

• Start with introductions. At the beginning of the year, send a welcome letter or make a phone call to introduce yourself and share your enthusiasm for working with their child.

• Share positives first. Before addressing concerns, communicate positive observations so parents don’t only hear from you when there's a problem.

2. Use Regular, Two-Way Communication

• Newsletters or apps. Tools like ClassDojo, Remind, or SeeSaw allow you to share updates, reminders, and photos.

• Folders or agendas. Daily or weekly folders can communicate academic progress and behavior notes.

• Parent-teacher conferences. Schedule these regularly to discuss student growth, set goals, and hear parent input.

3. Be Clear and Specific

• When addressing behavior or academics:

  • Use examples. “Today, Jordan had trouble following directions during math centers” is more effective than “Jordan was disruptive.”

  • Focus on solutions. Suggest strategies you're using and how parents can help at home (e.g., creating a homework routine or practicing reading aloud).

4. Listen and Show Empathy

• Ask parents for insight into their child’s behavior or academic habits.

• Acknowledge challenges at home that may affect learning (e.g., family stress or health issues).

5. Invite Involvement

• Encourage parents to volunteer, attend events, or help with at-home learning.

• Provide resources and workshops to build their capacity to support their child.

Professional development (PD) plays a vital role in supporting elementary educators in addressing both academic and behavioral needs. In an elementary setting, students are forming foundational skills and behaviors that will shape their long-term success. As a new teacher, I’ve learned that continued growth in these areas is essential for creating a supportive, effective classroom.

One key area of focus is positive behavior support. Professional development around PBIS (Positive Behavioral Interventions and Supports) has helped me understand how to establish clear expectations, reinforce positive behavior, and respond to challenges proactively. Training on classroom management strategies like CHAMPS and Responsive Classroom has also helped me implement consistent routines and build strong student relationships, which are essential for young learners (Sprick et al., 2010).

Academically, PD sessions on differentiated instruction and data-driven planning have been incredibly valuable. Using assessment data to group students, adapt instruction, and scaffold support has helped me meet the needs of both struggling learners and those who need enrichment. Workshops on phonics, early literacy, and math interventions have equipped me with tools to address common academic gaps in elementary classrooms.

To continue growing professionally, I regularly engage with resources such as:

• The IRIS Center (https://iris.peabody.vanderbilt.edu) for evidence-based strategies

• Intervention Central for RTI tools and academic/behavior interventions

• Books like The First Days of School by Harry Wong and Teach Like a Champion by Doug Lemov

Ongoing PD and resource use help me stay reflective, adapt to student needs, and continue developing my classroom practices for both behavior and academic success.