Additional information
by Tricia Shelton (Author)
Partnering for Success: Strategies for Effective Parent-Teacher Conferences equips early childhood educators with practical, research-based techniques to foster trust, collaboration, and communication with families.
This essential guide provides step-by-step strategies for planning, conducting, and reflecting on conferences that go beyond routine meetings to become meaningful, productive partnerships. Each chapter delivers actionable tips--from creating a welcoming environment and listening effectively to celebrating achievements and following up. With helpful forms to make planning easier, this book helps educators confidently navigate every stage of the conferencing process.
Back Jacket
Strengthen Family Partnerships, Strengthen Student Success
Family engagement is one of the most powerful predictors of student achievement, and parent-teacher conferences are a key opportunity to build those important connections. Partnering for Success: Strategies for Effective Parent-Teacher Conferences equips early childhood educators with practical, research-based techniques to foster trust, collaboration, and communication with families.
This essential guide provides step-by-step strategies for planning, conducting, and reflecting on conferences that go beyond routine meetings to become meaningful, productive partnerships. Each chapter delivers actionable tips--from creating a welcoming environment and listening effectively to celebrating achievements and following up. With helpful forms to make planning easier, this book helps educators confidently navigate every stage of the conferencing process.
Whether you're a new teacher or a seasoned professional, you'll find valuable insights that will help transform your family interactions into lasting partnerships for student success.
Author Biography
Tricia Shelton has been an early childhood educator for 17 years. During this time, she has taught first and third grades and served as an elementary school principal. She is currently an assistant professor at Slippery Rock University in Pennsylvania.
Considering herself a life-long learner, Dr. Shelton holds a master's degree in Education and a doctoral degree in Curriculum and Instruction. Her research interests include teacher attitudes and inclusion of students with ASD.
To assist local organizations in efforts to provide inclusive environments for youth with ASD, Dr. Shelton has volunteered as an autism consultant with several local community organizations.
