Narromine Public School

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Three-Way Conferences

For our Personal Learning Plan Parent Teacher Interviews  we encourage a three-way conference between parents, students and teachers.


How will three-way conferencing at Narromine Public School work?

A three-way conference actively involves parents, students and teachers reflecting on student progress and setting future goals/targets. A three-way conference acknowledges the most important participants in the learning process - student, teacher and parent.


How are three-way conferences different from traditional parent teacher interviews?

Three-way conferences involve the student in the discussion about their growth/progress as a learner. The student can provide information to clarify what they have learnt, what are the next steps in their learning and what progress they are making towards this.


Why three-way conferences?

They provide a student voice to discussions about performance and progress. They place the student at the heart of the assessment and reporting process. They strengthen the home-school partnership and allow children to see their parents and teacher working together for them.


 How do three-way conferences work?

The teacher facilitates the conference and guides the student and parent through the process.

Throughout the conference parents and the teacher are encouraged to ask questions, provide feedback and encouragement to the student and to share their thoughts and ideas on what is being presented and on what goals or targets they think are appropriate.

In short, three-way conferences provide a forum for teachers, students and parents to acknowledge student progress and achievement. They are a valuable avenue for involving parents and students in the learning process and helping parents understand the teaching, learning, assessment and reporting process. The three-way conference has benefits for teachers, parents and the school.


What does the research say?

Professor John Hattie identifies "student self-reporting as the most significant indicator linked to raised student achievement."


Dylan William says "the process of students reflecting on their learning through effective questioning that promotes the articulation of student thinking, is integral to classroom and assessment practices that enhance student learning."