Home ::
The bell ending third period has just rung. You gather up your grade book and a stack of student papers. You have been fighting a cold and you’re really glad that the next period is your conference time (planning and preparation period). As you start toward your classroom door, you see Ms. Jones, a parent, squeezing through the doorway as the last of your Algebra II students depart. Ms. Jones is, well…in a word…“relentless.” During her last visit, she demanded that you provide her with the class averages for each of your Algebra II classes AND she waited for you to compute this information during your planning period.
Q Can I be required to meet with this parent again during my planning period (I have a lot of work to get done)?
A School districts properly expect teachers to be available to meet with parents. And, the Texas Education Code (TEC) provides that planning and preparation time is for “parent- teacher conferences, evaluating students’ work and planning.” However, it is ultimately up to you as to how you utilize planning time on any given day. Therefore, meeting with this parent--absent an emergency situation or an administrative directive--is ultimately a matter of your professional judgment and discretion.
Q I understand that I must provide parents with all proper information regarding their own children, but what about information that concerns other students, e.g., the number of failing grades on a certain test?
A: Although the above-described information could be provided without violating the Family Educational Rights and Privacy Act (FERPA), you should direct any request for information potentially involving other students’ records or related information to the proper administrator for approval (and possibly review by district legal counsel).
Q Does a parent have a right to actually physically review my grade book, whether on the computer or a “hard copy?”
A: Because of student privacy concerns under FERPA, it will usually be preferable to produce the requested information rather than allow the parent to actually review your grade book. This practice will prevent the unintentional disclosure of student educational records and personally identifiable information within such records that relates to other students.
Q May a parent file a complaint against me based on disagreeing with the grade a student receives?
A: Yes. Chapter 26 of the TEC requires school districts to adopt policies which provide a grievance process for parents. Most school districts have written policies providing for almost any type of parent or student complaint, including disputing a student grade, usually designated as Policy FNG [LOCAL].
Q Can I be directed to change a student’s grade based on a parental or student complaint?
A: Only under certain limited circumstances. You must be sure that computation of a student’s grade is based upon the student’s demonstrated proficiency of the subject matter for the course or grade level, as well as in compliance with (any) locally adopted grading policies. However, pursuant to TCTA-initiated legislation, the TEC provides that an examination or course grade issued by a teacher is final and may not be changed unless the grade is arbitrary, erroneous or not consistent with local school district grading policy. Further, a school board’s determination in such a case is final and may not be appealed.
Q Does a parent have a right to review a chapter or unit test as soon as his/her child has taken the examination?
A: Chapter 26 of the TEC provides that a parent is entitled to “review each test administered to the parent’s child after the test is administered.” A reasonable interpretation of this provision would allow you sufficient time to administer the test to all students, including make-up testing for absent pupils.
Q I hand in weekly lesson plans as required by my principal. Can a parent require that I provide him or her with more specific lesson plans, e.g., daily class activities?
A: Absent additional paperwork requirements for special needs students, you may not be required to prepare additional, more detailed lesson plans for parents. However, a parent does have a right to review any already-existing teaching materials, textbooks and other teaching aids used in the classroom of the parent’s child.
Q May a parent require daily or weekly written progress reports or telephone calls concerning a student’s academic progress?
A: No. You may only be required to provide such reports in the manner provided for by state law and any additional requirements that may be imposed under local district policy or by an administrative directive. This means that you must submit student grade reports at least once every 12 weeks. In addition, you must provide written notice of a student’s unsatisfactory performance at least once every three weeks, or during the fourth week of each nine-week grading period.
Q Can a parent “camp out” in my classroom for as long as he/she wants?
A: There is no law that squarely addresses this issue. Parents obviously have a right to visit a school campus and observe classes. However, a parent should not in any way interfere with the teacher conducting class and should remain purely a silent observer. In some cases, the parent’s mere or continued presence may create a disruption. At that point, you should consult with your immediate supervisor.
Q May a parent tape record or videotape my classroom instruction and activities?
A: No. The TEC prohibits (with certain very specific exceptions) school district employees from making or authorizing the making of either a recording of a student’s voice or a videotape of the child, absent written consent of the respective parents.
Q Do I have to continue to meet with a verbally abusive or threatening parent?
A: Like other rights, parents who abuse their right of access to schools and teachers may lose such rights or have them curtailed.
It may be advisable to have a third-party present, preferably an administrator, during a conference with a hostile parent. In the case of a telephone conference, you may wish to utilize the speaker and inform the parent that an administrator or other educator is present. In situations where the parent may be prone to misrepresent your comments, it may become necessary to communicate only in writing, providing your immediate supervisor a copy of such correspondence, including e-mail.
In addition, most school districts post written procedures for visitor check-in upon arriving on campus, which generally apply to parents. Failure to properly observe such procedures may result in restrictions on parental visits, and in the case of actual disruption of a teacher’s classroom, a possible criminal complaint.
Finally, in the most severe cases involving disruptive parents, school officials may require that such persons leave school premises and, if necessary, eject an individual engaging in disruptive or undesirable behavior or not having legitimate business at the school. Any unauthorized person who trespasses on school grounds may then be criminally prosecuted.
Q To avoid ongoing difficulties with a parent, may I simply have the student reassigned from my classroom?
A: In some instances, moving the student to another teacher’s classroom may be in the best interests of all concerned. However, absent grounds for a formal disciplinary removal, a classroom teacher can only request that her campus administrator transfer the student. Similar to a situation involving such a request by a parent, your principal may not choose to approve this action unless it has no effect on any other student’s classroom assignment.
If you have any questions about dealing with a difficult parent, or any other matter, please contact the TCTA Legal Department toll-free at (888) 879-8282.
Ten tips for successful parent-teacher conferences:
- Be on time and be prepared.
- Set your objectives for the conference, and know how you will get the parent to really “hear” what you have to say.
- Respect the parent as another adult and focus on collaborating with the parent to seek a solution to the problem at hand.
- If you have requested the conference, clearly define and outline the problem or issues at the beginning of the conference.
- If a parent initiates the conference, ask him/her to define or outline the concerns necessitating the conference.
- Be a good and GENUINE listener. Concentrate on what is being said and listen actively. Utilize the effective communication techniques you have developed in the classroom to show the parent that you are listening carefully.
- Do not interrupt an upset parent. Remain professional and calm if you are verbally attacked. Ask for clarification when necessary, thereby communicating your attentiveness and lack of defensiveness.
- Try your best to see the problem from the parent’s point of view, keeping in mind the parent’s perception as well as his/her actual knowledge and background concerning a given situation.
- Summarize the conference and tell the parent what you perceive as being the next step(s), including your further review of the issues and another meeting in the near future.
- Keep good notes and documentation from the conference. Jot down further reflections, questions and possible related actions as soon as possible after the conference ends.
Disclaimer notice
All information on the TCTA Web site is for general purposes only. It is not directed toward any individual or specific case, is not intended to replace the advice of an attorney, and does not create an attorney/client relationship. Please read the Full Disclaimer for important details.
