ÌÇÐÄvlog¹ÙÍø

This resource addresses a need to provide schools and teachers with supports and resources including creating guidelines and resources for schools to strengthen their ability to:

• engage with parents and carers about behaviour

• develop partnerships with parents with a focus on responsibilities for behaviour management.

This resource supports teacher and school needs by providing:

• high quality resources to understand how to work collaboratively with parents and community members

• strategies and a guide that support teachers to work with families and the community and prepare for difficult conversations.

Professional audience

All staff and school settings across NSW, regardless of size, context and geographic location.

This resource can be used without assistance as a stand-alone resource.

Student audience

All students P-12.

When to use

This resource can be used by executive teams, school learning and support teams and individual teachers to provide guidance on working with families and the community and when preparing for difficult conversations with families.

Timeframes

Can be used at any time.

System priorities and/or needs

This resource aligns with:

direction and priorities of strengthening student wellbeing and development and advancing equitable outcomes, opportunities and experiences.

• Learning domain – Wellbeing (caring for students, a planned approach to inclusion and wellbeing, individual learning needs, behaviour)
• Teaching domain – Effective classroom practice (classroom management)
• Leading domainÌý– ÌÇÐÄvlog¹ÙÍøal leadersip (community engagement)

Relevant frameworks

• Australian Professional Standards for Teachers

Standards 3.7, 4.1, 4.3, 5.1, 7.3

• Disability Standards for ÌÇÐÄvlog¹ÙÍø 2005

• Wellbeing framework for schools - enabling school environment 

• Department of ÌÇÐÄvlog¹ÙÍøÌý

Existing resources

• Behaviour support toolkit resources and professional learning, particularly working with families

• Inclusive Practice hub resources, particularly family engagement (primary) and family engagement (secondary)

• Disability, Learning and Support resources, particularly consultation and collaboration

• Student Behaviour Policy

• School Community Charter

• CESE Supporting students’ learning: resources and case studies for schools, teachers and parents

• Supported online learning courses:ÌýOnline Training Australia offers a range of course that can support individual student need including disability.
• URH Resources:
  • Teacher guide to parent-teacher communication
  • Ìý(staff only)
  • Ìý(staff only)
  • Parent and Community Partnerships – Learning Ecosystems
  • Inclusive Practice Hub - Family engagement (primary)
  • Inclusive Practice Hub - Family engagement (secondary)
  • Personalised learning and support
  • CESE resource: Supporting students' learning resources and case studies

Ìý

Consulted with: Delivery Support teams, Aboriginal Partnerships and Outcomes, Communications and Engagement, and Inclusion and Wellbeing as part of the development of the behaviour support toolkit.

Reviewed by:ÌýStudent Participation

Last updated:ÌýJanuary 2025

Amirault, C., Snyder, C. (2020). Finding your way through conflict: strategies for educators. Free Spirit Publishing.

Department of ÌÇÐÄvlog¹ÙÍø, Skills and Employment. (2020). Family-Schools Partnership Framework. Australian Government.Ìýhttps://www.education.gov.au/supporting-family-school-community-partnerships-learning/family-school-partnerships/family-school-partnerships-framework

Bakken, Y., Carson, N., Ohm, M. (2019). The difficult conversation: facilitating students’ professional learning and development, Universal Journal of ÌÇÐÄvlog¹ÙÍøal Research, 7(3), 40-40.

Hill, E, N., Witherspoon, D. P., Bartz, D. (2018). Parental involvement in education during middle school: perspectives of ethnically diverse parents, teachers and students, The Journal of ÌÇÐÄvlog¹ÙÍøal Research, 111(1), 12-27.

Molina, S. C. (2013). Family, school, community engagement, and partnerships: an area of continued inquiry and growth, Teaching ÌÇÐÄvlog¹ÙÍø, 24(2), 235-238.

Miller, G. E., Lines, C., Sullivan, E., Hermantuz, K. (2012). Preparing educators to partner with families, Teaching ÌÇÐÄvlog¹ÙÍø, 24(2), 150-163. .

Niemtus, Z. (2014). Strike a balance with challenging parents, TES Magazine, 5083, 40-41.

Sarra, C., Spillman, D., Jackson, C. (2020). High-expectations relationships: a foundation for enacting high expectations in all Australian schools, Australian Journal of Indigenous ÌÇÐÄvlog¹ÙÍø, 49(1). 32-45. .

Shamala, T., Agbenyega, J. S. (2022). Insider perspectives on catalysing the development and use of individualised education plans. International Journal of Inclusive ÌÇÐÄvlog¹ÙÍø, 26(2), 160-174. .