Student-ledConferences-TermProject.docVIP

Student-Led Conferences - Term Project by Lisa Baxter, Richard Gill, Amy Hopps, and Paula Stevens RES 5560 Dr. George Olson Appalachian State University April 12, 2009 Student-Led Conferences The traditional parent teacher conference, while an important ingredient in the process of home-school communication, is frequently dreaded by some parents and teachers alike. It may not be long enough, or specific enough, or lacks sufficient evidence of the student’s progress. The teacher’s account of the student’s progress may differ from what the student has told the parents at home, but the student may not be there to clear up the confusion. It may be colored by a parent’s negative memories of their own school career. (Gordon, 2003) As an alternative to traditional conferences, the student-led conference offers significant advantages in a variety of areas. It provides a chance for students to take responsibility for their own learning, to practice self-evaluation, and improve their communication skills. It also provides opportunities for open and honest communication between students, parents and teachers, as well as increasing parent attendance at conferences. (Muir, 2005) Student-led conferences, as the name suggests, are scheduled meetings between students and their parents, for the purpose of reviewing the students’ work, and their academic and personal progress in school. Students take responsibility for their academic performance by selecting samples of their work that reflect achievement of their important learning targets, prepare for and conduct the conferences, and receive feedback from their parents and teachers about their strengths and improvement goals. Teachers are in attendance, but only give input or assistance when requested by the students or parents. (Countryman and Schroeder, 1996) This format offers significant benefits for all stakeholders: students, parents and teachers. Teachers are also present to make sure that the confere