Improving learner outcomes

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Opening the School Gate | Ongoing support

Holding parent-teacher meetings

Schools often report poor involvement of parents from migrant and refugee backgrounds in parent-teacher meetings (Migrant Information Centre, 2002:27).

Low attendance at parent-teacher meetings is often an indicator of a lack of previous involvement with schools in Australia or overseas.

Those who are more familiar with parent-teacher interviews often fear their language skills are too limited and parents/carers may not know that interpreters are available. They may not have had any previous experience of interpreters being provided at the school or they may be afraid that if the school reports problems with their child, the interpreter will reveal this information to others in the community.

  • Call parents to invite them to the parent-teacher interview using the family’s preferred language. Explain why you would like them to attend.
  • Use trained interpreters. Explain to parents that interpreters must follow a professional code of ethics and that the information discussed is confidential.
  • To develop staff confidence, support their training in the use of interpreters.
  • Discuss the relevance of parent-teacher interviews at parent meetings.
  • Be sensitive to the language and approach used in interviews. Make sure you give context to comments made about a student’s progress, ensuring you give positive feedback where the student is making good effort and achieving before discussing any concerns.
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