Educators value the involvement and support of parents, guardians, families and communities in schools

Professional standards for bc educators

To me, this standard is very self-explanatory. No person would be where they are without their families, communities and those who raised them. Our students have communities, families and all kinds of different people around them that want only what is best for them and want to help them move forward in their lives. Educators value the people around their students because of this.

Every year, each school does different things to be able to talk to and show parents and guardians especially what their child is doing in school. Whether personal communications or parent nights where students can come in with their people, or where their people can come to the school and talk to the teacher(s) that their child interacts with during their school days.

My first experience really interacting with parents was Math Night for Parents at Quinson Elementary as part of the numeracy portion of my Education 400 class. Individually or in pairs we made math games that we could show to parents of students from that school.

Two people sitting at a table with cards on it and a sign that says "Heads Up!" with game instructions.
Myself and classmate Ariel sitting at a table in Quinson’s gym, with our sign for the game we made, “Heads Up.”
Two people sitting at a table with cards on it and a sign that says "Heads Up!" with game instructions.
Myself and classmate Ariel sitting at a table in Quinson’s gym, with our sign for the game we made, “Heads Up.”
Two people sitting at a table with cards on it and a sign that says "Heads Up!" with game instructions.
Myself and classmate Ariel sitting at a table in Quinson’s gym, with our sign for the game we made, “Heads Up.”

Ariel, a fellow teacher candidate and I were paired up for our in-situ in Harwin, and made our game together. We called it “Heads Up” and it was made using the Grade 4 curriculum to help practice multiplication.

We had many kids come try the game with their parents watching them or helping them.

While most of the conversations we had were with students, we still had adults ask us questions, help their kids while they tested the game with us, and suggest putting their name down to get instructions for the game sent home.

This was the first time I really interacted with parents. While I was a TTUC, I would sometimes see parents and guardians, such as at the end of the day, but usually all that happened was asking if I was the sub for the day, usually not asked to me. On Game Night, I got to interact with parents in a small, but proper way. I saw how much each adult supported their learner. From helping them read a multiplication table, asking Ariel and I questions to the gentle smiles as we showed them how to play our game. I loved being involved in a night that was open to students and their people to come and learn games, and getting to be part of something for students and their parents, guardians and families.

Standard 5