Prairie Branch Teacher- Parent

Communication Evaluation 2012

Needs Assessment Summary

Prepared by: Tammera Lewis

Executive Summary

There is a performance gap in the process of teacher-parent communication. Teachers feel they

are communicating with parents, but parents are not satisfied with the quality or quantity of

communication they are receiving. A Needs Assessment was conducted to determine how the

teachers can more effectively communicate with parents. Teachers and administrators were

interviewed, parents were surveyed and teachers were observed to gather information about

current practice and procedures. The Performance Pyramid was used to analyze collected data in

the areas of knowledge and skills, performance capacity, motivation and self -concept, tools,

environment and processes, expectation and feedback, and rewards, recognition and incentives.

Processes and tools and stood apart as challenging teachers from effectively and communicating

with parents. A lack of incentive and expectation was also noted. It is recommended that

expectations are set and professional development be provided on how and when teachers should

communicate with parents. Teachers need to be trained how to best use the time they have

available in ways that meet the needs of parents and students.

Problem/Opportunity Statement

The principal at Prairie Branch Elementary gave teachers the opportunity to send a

survey to parents during May 2012 via email. This survey gave parents the chance to rate

the school in several areas, including: teacher-parent communication, student learning,

curriculum, and student-teacher relationship. Along with rating the teacher and school in

these areas, parents were allowed to make additional comments. Overwhelmingly, the

resulting statements were that parents felt that teacher-parent communication was

lacking. Nearly one third of all survey respondents made a similar comment. The

comments included complaints regarding not being aware of school activities/events as

well as not being informed regarding student learning.

The optimals in this situation would include the knowledge, skills and attitudes of the

teachers to be able to effectively communicate with parents regarding school activities

and events as well as regarding student learning. Optimal knowledge would include

teachers knowing and understanding various strategies for communicating with parents.

Optimal skills would be teachers are able to effectively use appropriate strategies to

communicate with parents. Optimal attitudes include teachers’ feelings that teacher-

parent communication is beneficial for students, parents and teachers.

The actuals are what teachers currently know and do. While many parents do not

currently feel satisfied with the amount and quality of teacher-parent communication,

teachers are doing some things to try to communicate with parents. Parents receive

progress reports (grade cards) eight times per year. Some teachers send home newsletters

(via paper or email). School events are posted on the electronic marquee outside the

school and school event information is sent home via emails from the classroom teachers.

Organizational Description

Prairie Branch Elementary is a public elementary school in Grain Valley, MO. Grain

Valley is a suburb of Kansas City with a population of approximately 12,000 people. The

median household income of Grain Valley is $66,000, which is higher than the state

median household income.

There are approximately 526 students, grades kindergarten through fifth that attend the

school. The student to teacher ratio is 16:1 and the student to classroom teacher ratio is

19:1. The enrollment of the Grain Valley School District and PBE is steadily increasing.

The school employs thirty teachers, a principal, and an assistant principal. The principal

has only been the school administrator at Prairie Branch for 2 years. This year a part-time

assistant principal was added to the faculty. The school also employs numerous

specialists and paraprofessionals. Approximately 81% of teachers at PBE have their

Master Degree or higher, compared to only 58% of teachers in the state of Missouri. The

average years of experience are 9.5 years.

Audience Analysis

Classroom teachers at PBE, grades Kindergarten through fifth, were the primary focus of

the Needs Assessment. There are approximately 30 classroom teachers at PBE. The

average years of experience at PBE are 9.5 years. The teachers range in age from 23 to

55+ years old. Classroom teachers are responsible for planning and implementing direct

instruction of students; communicating standards, achievements and deficiencies to

students and parents; monitoring and assessing academic progress. Classroom teachers

are also responsible for the majority of the communication that occurs with parents.

Classroom teachers inform parents of school wide news and events such as teacher in-

service days, curriculum night, yearbook sales and many more. This is typically done by

forwarding whole school news and events e-mail received from the school secretary to

classroom parents. Classroom teachers are also responsible for maintaining classroom

communication such as a classroom blog or newsletter. Lastly, teachers are responsible

for communicating with parents regarding each individual student. For example, parent-

teacher conferences, progress reports, etc… are all responsibilities of the classroom

teacher. There is little to no communication between teachers or between teachers and the

administrator regarding parent-teacher communication.

Primary and Secondary Data Sources

Primary data sources include Prairie Branch teachers. Classroom teachers are the

primary communication between school and home. Teachers are responsible for

communicating regarding the individual, classroom and school community. The

school administrators- both the principal and assistant principal- are primary

sources as well. Administrators often work with parents and teachers to problem-

solve when communication breaks down. Administrators are typically the ones

who determine the processes and procedures for teacher-parent communication

within the specific building. Prairie Branch families also served as primary data

sources. Families lack of satisfaction with current communication practices and

procedures were the direct motivation for this assessment.

Secondary data sources include information regarding student demographics,

student staff ratios, teacher characteristics, and performance data of the building

Primary

Data

Sources

Secondary

Data

Sources

and district. This information was gathered from the Missouri Department of

Elementary and Secondary Education. An additional secondary data source is the

United States Census bureau, which was used to gather data regarding population

and facts about Grain Valley.

Data Gathering Techniques and Instruments

Interviews were conducted with both the principal and assistant principal using

the Interview Protocol (Appendix A). Due to the small number of administrators

involved, it made the most sense to interview each of them and collect detailed

information regarding teacher-parent communication. Interviews were also

conducted with classroom teachers. Classroom teachers have first-hand

experience with teacher-parent communication and were able to offer detailed

information in their responses regarding

Surveys were administered to Prairie Branch Elementary families using the

Teacher Parent Communication Survey (Appendix B) to gather information about

actual and optimal practices. Due to their being hundreds of parents at the school,

a survey was the best way to efficiently gather data regarding current

communication as well as optimal teacher-parent communication. Surveys were

administered anonymously to encourage honest feedback.

Teacher Observations were completed using the Teacher Observation Guide

(Appendix C). These observations were done to gather information about actual

practices. The Teacher Observation guide was designed to gather information

related to the aspects of the Performance Pyramid. Due to the time involved in

conducting a thorough observation, only two teachers were observed.

Data Gathering Process

Two face-to-face interviews were conducted with school administrators. The goal

of the interviews was to determine how teachers can best communicate with

parents and how the administration sees its role in supporting teachers in that

endeavor as well as their role in the school. The Interview Protocol (Appendix A)

used was designed to examine all aspects of the Performance Pyramid.

Surveys Interviews

Surveys

Interviews

Observations

Three face-to-face interviews were conducted with classroom teachers from

Prairie Branch Elementary. The Interview Protocol (Appendix A) was used to

gather information regarding how teachers see their role in successful teacher-

parent communication and in supporting the school.

Ten families from Prairie Branch Elementary were e-mailed a survey to be

completed anonymously online. Families were surveyed because this needs

assessment is examining how teachers can better communicate with parents.

Individuals were able to complete the survey online at their convenience and were

asked to do so within 5 business days. The survey protocol (Appendix B) was

designed collect data regarding the actuals and optimals of teacher-parent

communication at Prairie Branch.

Two teachers were observed completed teacher-parent communication tasks

during their plan time using the Teacher Observation Guide (Appendix C). These

observations were done to gather information about actual practices. The Teacher

Observation guide was designed to gather information related to the aspects of the

Performance Pyramid. Due to the time involved in conducting a thorough

observation, only two teachers were observed.

Data Analysis Process

Interview questions were grouped by Performance Pyramid element under which

they fell. Thorough notes were taken during interviews. The resulting qualitative

data was examined for repeating patterns or themes. Comments made were

grouped accordingly and the data was interpreted by themes and patterns

observed. Reoccurring themes and patterns were evaluated by determining the

significance of each.

Survey responses to the forced choice questions were tabulated and analyzed to

identify patterns. The Likert scale questions were tabulated with “Strongly agree”,

“agree” and “neither agree nor disagree” were tabulated as positive responses

while “disagree” and “strongly agree” were tabulated as negative responses. Due

to the low number of respondents, individual demographics question results could

be compared to multiple choice and Likert scale responses to see if certain groups

had a need in a particular area or agreed on mode of communication, for example

Surveys

Observations

Surveys

Interviews

Two teachers were observed completed teacher-parent communication tasks

during their plan time using the Teacher Observation Guide (Appendix C). The

actions observed during the observations were categorized according to which

aspect or aspect of the Performance Pyramid they fell under. Next, the aspects

that were observed were (some were not observed at all) noted and trends were

noted. Using the categorized notes, I determined areas of the pyramid where the

challenges fell and considered the significance of each pyramid aspect. In this

case the following areas were noted: processes; tools; motivation/incentives

Data Table

Data Table

Technique Instrument Source(s) Summary

Interview Interview Protocol Prairie Branch

Elementary

Administrators

The school principal

and assistant

principal were

interviewed. Time

resources were

found to be a major

factor in the lack of

satisfactory teacher-

parent

communication.

Skills and

knowledge were

also contributing

factors, specifically

skills for

communicating with

parents of students

not struggling

behaviorally or

academically.

Teachers are given

freedom to

determine their own

procedure for

communication.

Interview Interview Protocol Prairie Branch Three classroom

teachers were

Observations

Teachers interviewed. Time

resources and skills

and knowledge were

found to be the most

important factors in

the lack of

satisfactory teacher-

parent

communication.

Teachers stated

profession

development

targeting

communicating with

parents was

necessary.

Survey Teacher Parent

Communication

Survey

Prairie Branch

Elementary Parents

Ten families were

invited to completed

surveys. Only 4

responded to the

survey. Respondents

preferred email or

telephone calls as

form of

communication and

75% of respondents

wanted to hear from

teachers monthly

regarding their child

specifically, along

with general

classroom notices

and being alerted to

any academic or

behavioral

problems.

Observation Observation Guide

for Teachers

Classroom Teachers Two classroom

teachers were

observed during

their plan time. The

tools and processes

being used were

inconsistent from

teacher to teacher.

There also seemed

to be a lack of

motivation for

communication with

parents as teachers

feel parents are not

interested in the

communication that

is being sent home

currently.

General Data Summary and Interpretation

The data collected showed that teachers are lacking several things needed to successfully

communicate with parents. Time resources are very strained as teachers have many

responsibilities and tasks to complete during plan and other times. The processes and procedures

being used are being determined by the individual teacher and may not be efficient which further

contributes to the time crunch. Parents are interested in receiving monthly communication

regarding their specific student, but teachers don’t feel parents read what is sent home. Teachers

are not being required to adhere to any specific procedure for communication, nor do they have

the skills or time resources to communicate effectively. Resources, processes, tools and

motivation all seem to be contributing to the breakdown of communication.

Knowledge/Skill Needs – Details

Teachers need knowledge regarding effective teacher-parent communication and why it is

important for students, teachers, parents and schools to be successful. Teachers need to know

with whom they should be communicating and when they should be communicating with them.

Teachers need to strengthen time management skills and technological communication

techniques. Teachers need skills to help them identify processes and procedures for

communication and logging communication that are most effective and efficient. The teacher

should be able to identify the following:

With whom should the teacher be communicating (parents of average, high or struggling

students)

When should the teacher be communicating parents (daily, weekly, monthly, quarterly)

How the teacher should be communicating with parents (newsletter, blog, email, phone call)

Which procedure(s) are most effective for teacher-parent communication

Which processes are most efficient for teacher-parent communication

How should the teacher best record teacher-parent communication

Recommendations

Training and/or resources should be established to provide teachers with the

following:

It is recommended that professional development be provided for teachers in

several areas to develop necessary skills. Teachers need training in how to utilize

the tools for communication that best meet parent need. For example, some

teachers may need training on properly and effectively using email as a means to

communicate while others may require training on how to communicate

effectively through writing in order to blog or write a newsletter.

Teachers should receive professional development to help them develop and

employ processes and procedures to organize communication. Professional

development should be provided for teachers to help them develop an

understanding of teacher-student communication and why it is important.

Educating teachers about the value of such communication will also serve to

create intrinsic motivation for communication. Teachers need training to learn

about considering parent needs and how to best select the tools for

communication that meet those parent needs.

Professional

Development

Appendix A

Interview Protocol

Date: Time: ______________to____________________

Location: _____________________________________________________________

Interviewee: ____________

Interviewer:

Goals of the Meeting:

Understand why teacher-parent communication is not meeting the needs of teachers,

parents and the school.

Determine what can be changed in order to improve parent-teacher communication

About Me:

Graduate student at the University of Missouri

Teacher at the school for 6 years

Have two students who have attended the school for 4 and 5 years

About this Project:

These interviews are a result of a project for a course

The school is looking to improve parent-teacher communication

About this Meeting:

As a teacher at the school seeking your opinions regarding parent-teacher communication

Talking to me is voluntary and all responses kept confidential.

Take approximately 30 minutes.

Do you have any questions or concerns at this time?

Interview Protocol

Vision What do you think PBE school is trying to accomplish?

What do you wish it would accomplish?

How does improving teacher-parent communications help PBE School meet

this/these accomplishments?

Expectations What is your role in working toward this accomplishment? What do you believe

you are expected to do?

What would you like to be doing?

Feedback How will you know when you are meeting these expectations?

What is a good way for you to find out how well you are meeting expectations?

Interview Protocol

Tools

What resources do you presently have to help you meet the expectations?

What other resources are needed?

Environment Is your work environment set up to help you be successful? How so?

What barriers to success do you and your teachers confront in your workplace?

How could these barriers be overcome?

Interview Protocol

Processes In terms of PBE School improving teacher-parent communication, are processes

(or systems) in place to help you be successful?

How do you think through the process of doing your work?

What kinds of help would you most like to receive? How would you like to

receive this help?

Rewards In what ways will you benefit if your school is successful?

How do you think the parents will benefit from the success of your school?

How do you think students will benefit from the success of your school?

How do you think the teachers will benefit from the success of your school?

Interview Protocol

Recognition How do others view your involvement in your school’s work? (positive and

negative)

What kind of recognition should there be for involvement? Yours? The teacher’s?

Incentives In what way are you encouraged to do different things?

What other incentives would lead you to do more?

What other incentives would might lead teachers to do more?

Motivation What led to your involvement in this kind of work? Why do you want to be

involved?

Interview Protocol

Self-Concept If your school was extremely effective, how would you see yourself in that picture?

(Describe what you see.)

Capacity What things about your work are just tough for you to deal with? (e.g., reading a

computer screen; working in a loud environment)

Knowledge/Skill What skills do you need to help you be successful?

What skills are needed by the following people to help PBE be successful in

improving teacher-parent communication?

-teachers

-parents

-district administrators

-others

Interview Protocol

Organizational

Culture (see below)

How does your school get people involved in day-to-day tasks and decision

making?

- Does this seem to work OK? How so?

How does your school respond to internal and external opportunities and

challenges (i.e., disruptions)?

- Does this response usually work? How so?

How consistent is your school in terms of how it carries out day-to-day operations?

How consistent is it in terms of working to achieve long-term objectives and

addressing major challenges?

- Do the policies and procedures (formal and informal) used in your school

help achieve long-term stability? How so?

Does your school’s culture, its resources, and activities fit together in such a way

that the organization accomplishes things that are important?

Note: see: Denison Consulting – Organizational Culture Surveys. http://www.denisonculture.com

What I have heard you say is….

Is there anything we haven’t discussed that you would like to add?

Can I contact you if I need to clarify any of this information or need to ask any additional

questions? Again, your responses will be kept confidential.

Appendix B

Teacher-Parent Communication Survey

Please take a few minutes to answer the questions below. Your answers will be used to improve

teacher-parent communication at PBE School. All information will be confidential. Thank you.

General Information

For questions 1-4, please place a check on the line in front of the appropriate answer.

1. How many children do you have in attendance at PBE School?

___ 1

___ 2

___ 3

___ 4

___ 5

[Typology: Demographic, Classification: Actuals]

2. In which grade levels do you have children attending PBE School? (check all that apply)

___ Kindergarten

___ First Grade

___ Second Grade

___ Third Grade

___ Fourth Grade

___ Fifth Grade

[Typology: Demographic, Classification: Actuals]

3. Including the present school year, how many years has your child (or children) attended PBE

School?

___ 1 year

___ 2 years

___ 3 years

___ 4 years

___ 5 years

___ 6 years

[Typology: Demographic, Classification: Actuals]

For question 4, please rank the items listed below in order of their preference.

4. For this question, please rank the following items. Write 1 next to the item you prefer most, 2

next to your second choice, 3 next to your third choice and continue through your fifth choice.

___ E-mails

___ Blogs

___ Newsletters

___ Student planners

___ phone calls

[Typology: Behavior, Classification: Optimals]

Teacher-Parent Communication

Rate the following statements regarding the teacher-parent communication you've experienced

within the last month at PBE School using the following scale: 0=zero times; 1-2=one or two

times; 3-4=three or four times; 5-6=five or six times; 7+=seven or more times.

Circle your answer.

How often have you received the following types of communication within the last month?

Zero times

One to two times

Three to four times

Five to six times

Seven or more times

5. I have received communication regarding my child’s academic progress

0 1-2 3-4 5-6 7+

6. I have received communication regarding my child’s behavior

0 1-2 3-4 5-6 7+

7. I have received communication regarding classroom activities

0 1-2 3-4 5-6 7+

[Typology: Behavior, Classification: Actuals]

Please circle the number from the scale to show how much you agree or disagree with each statement

for questions 8-10.

8. I feel communications are handled pleasantly and professionally.

5 4 3 2 1

Strongly agree Agree Neither agree nor disagree

Disagree Strongly disagree

[Typology: Attitudes/Feelings, Classification: Feelings]

9. Teachers return phone calls promptly.

5 4 3 2 1

Strongly agree Agree Neither agree nor disagree

Disagree Strongly disagree

[Typology: Attitudes/Feelings, Classification: Feelings]

10. I feel my ideas and questions are welcomed by my child’s teacher.

5 4 3 2 1

Strongly agree Agree Neither agree nor disagree

Disagree Strongly disagree

[Typology: Attitudes/Feelings, Classification: Feelings]

For questions 11 and 12, please place a check on the line in front of the appropriate answer(s).

11. Which forms of communication have you received from your child’s teacher within the last

month? (check all that apply)

___ e-mail

___ blog update

___ newsletter

___ note in student planner

___ phone call

___ other

Please explain_______________

[Typology: Behavior, Classification: Actuals]

12. Below is a list of opportunities for communication. Please select those you would like to

receive (check all that apply).

I would like to receive communication from my child’s teacher:

___ when my child’s behavior is above expectation.

___ when my child’s behavior is below expectation.

___ when my child’s academic progress is above expectation.

___ when my child’s academic progress is below expectation.

___ weekly general communication (to all parents).

___ weekly specific communication (regarding my child).

___ daily specific communication (regarding my child).

[Typology: Behavior, Classification: Optimals]

Thank you for your time! Your answers will help to improve

teacher-parent communication at PBE School.

Appendix C

Observation Guide for Teachers

(Teacher-Parent Communication)

Date:

Time of day:

Teacher:

Teacher Grade Level:

Observer:

Introduction:

Thank you for letting me observe the parent-teacher communication efforts you complete during

your plan time. PBE School is looking at ways to develop and improve teacher-parent and

school-parent communication. Observing various teachers will help us come up with ideas to

help teachers successfully complete all of the communication tasks necessary to improve

teacher-parent communication in the future.

Aspect(s) Observed:

Action/Steps Comments/Dialogue Observer

Comments/Notes

Knowledge & Skills; Performance Capability; Motivation, Values & Self-Concept; Tools,

Environment & Processes; Expectation and Feedback; Rewards, Recognition & Incentives;

Resources; Vision, Mission and Objectives; Significant Accomplishments; Organizational

Culture