STRATEGIES AND METHODS FOR INCREASING TEACHER-PARENT COLLABORATION

Abstract

The purpose of this qualitative study was to investigate successful implementation of teacher- parent collaboration in elementary classrooms. The primary research question guiding this study was: What strategies and methods do a small sample of elementary teachers use to foster a collaborative relationship with parents and what benefits have they observed for their students? Data was collected through semi-structured interviews with two elementary teachers currently working in Halton District School Board schools. For the participants of this study, teacher- parent collaboration aided in the overall learning experience for their entire class as well as improved their classroom management strategies. The findings of this study suggests that teacher-parent collaboration is enhanced when teachers use the knowledge they have gleaned from their previous experiences, both personal and professional. The implications of these findings point out that teacher-parent collaboration is significantly impacted by the role teachers, school administrators, school boards and the Ministry of Education play. Considering these implications, there are some significant changes that need to be implemented to see the full benefit for teacher-parent collaboration in Ontario classrooms. One example is a focus for administrators and schools boards to offer professional development workshops on implementing successful teacher-parent collaboration. By gaining a broader understanding of collaboration, teachers would be better equipped to work with parents and overcome challenges they may face. Ultimately, this study has pointed to the essential nature of teacher-parent collaboration as well as the commitment that teachers need to have to be successful.