Parent Teacher Meeting 7/2/17
Student 3
Head of School councillor contribution/recommendation
Dyspraxia diagnosis from GP (Unconfirmed).
Developmental coordination disorder (DCD).
In the speech program at school with Jackie.
Needs help with speech and language.
Needs referral for Northcott program for speech and language.
Text to speech apps in class.
Students (Mother)
Global Dyspraxia.
Auditory/sensory processing disorder.
Has been tested and its not a hearing problem.
Needs to wear his glasses for his eyesight.
Apparently Part of his speech may be linked with eyes, however, no confirmation.
Has difficulty with processing how to express tongue doesnt know where to go.
Great working when marking.
Needs visuals.
Reads a book with mum each night before bed.
Good repetitive reading.
Counting to 10 really well Every night mum rubs his tummy, back and head 10
times each. Will begin counting 1-30 rather than to 10 3 times.
With the Smith Family as a sponsored child Starting at the homework club program.
Has been signing from ages 2-6 Hasnt been using it as much since his speech has
been developing.
Annotations
Note the focus area and standard Describe the artefact / document and indicate the Describe how the artefact / document
descriptor/s the artefact / document possible impact or result on teaching and/ or student meet the standard descriptors you have
reflects learning identified.
7.1 - Meet professional ethics and This artefact is my notes from a parent teacher Through my professional manner in my
responsibilities Understand and apply meeting where I asked the school councillor to be behaviour, documentation, organisation
the key principles described in codes of present. and using a variety of strategies to build
ethics and conduct for the teaching To comply with legislative and organisational professional partnerships with parents and
profession. requirements and engage with parents and carers and carers, I have successfully, effectively and
develop professional relationships with them based on sensitively engaged and involved parents in
7.2 - Comply with legislative, mutual respect, I have used a variety of strategies their childs learning and school life whilst
administrative and organisational such as being professional at all times and diarise any complying with legislative and
requirements contact; listening without interruption to any concerns organisational requirements (APST: 7.2 &
Understand the relevant legislative, or suggestions they may have; remaining calm and 7.3). By collaborating with the school
administrative and organisational working collaboratively; being transparent with my councillor, referring and incorporating
policies and processes required for classroom practice; communicate both positive and broader community networks and
teachers according to school stage. negative issues (NSW Department of Education and maintaining these appropriate and
Communities, 2014). By developing such a strong and professional relationships based on mutual
7.3 - Engage with the parents/carers positive relationship, parents feel safe enough to respect; effective communication; being fair
Understand strategies for working discuss with me their concerns and feel comfortable and reasonable; having empathy for and
effectively, sensitively and setting up a meeting to discuss their childs needs. It is good rapport with students, parents/carers,
confidentially with parents/carers. through these conversations that I learn how I can fellow colleagues and community members,
best benefit and help their child and has resulted in I continue to meet my professional ethics
7.4 - Engage with professional improvements in the students social and academic and responsibilities (APST: 7.1 & 7.4).
teaching networks and broader achievements (Ellis, Lock & Lummis, 2015).
communities
Understand the role of external
professionals and community
representatives in broadening teachers
professional knowledge and practice.
References
Australian Institute for Teaching and School Leadership. (2011). Australian professional standards for teachers. Retrieved from:
[Link]
Ellis, M., Lock, G., & Lummis, G. (2015). Parent-teacher interactions: Engaging with parents and carers. Australian Journal of Teacher
Education, 40(5), 160-174. Retrieved from [Link]
NSW Department of Education and Communities. (2014). The code of conduct. Retrieved by
[Link]
