An Alternative to the Traditional Interview: Student-Led Conference

By Wendy Maher

With the help of my colleague Marie Purcell, I have finally found the right key to the assessment door: student-led conferences. Marie and I worked collaboratively last year with our grade 2, bilingual class. The bilingual program consists of half a day of English instruction and half a day of French instruction. Therefore, as a teacher you see the students approximately 3.5 hours a day. One might think we were an ideal couple! We shared the same educational beliefs, had a common vision of goals for our students, offered ideas to one another, and reflected on our teaching practices continually. This open and positive relationship was an asset and a contributor to our feelings of success, and for the success of the student-led conferences held that year.

PreConference Steps:

Prior to the first conference held after the first term, our primary step was to introduce and implement the use of portfolios. These portfolios were a collection of English, French, Math and Art selected by the students throughout the term. The student-portfolio became our tool in the student-led conference. As I reflect on this process it becomes clear to me that we used the portfolios in a broad sense to complement the individual student. Specifically, the students integrated all areas of the curriculum, self-evaluations, personal organizational techniques, and any extra work done on their own time. We encouraged the students to be reflective in all work areas. One way this was accomplished was by asking students to look through their math workbook and place a yellow sticky (post it note) with a "+" sign for work they wanted to include as part of their portfolio, either as a final piece or as a reflection of an area in math that s/he wanted to improve upon. The page was not removed, but the workbook was referred to during the conference that followed. I should mention that I originally suggested a different idea on how to mark the chosen pages with a color coded scheme. However, the students reminded me that they need to be comfortable with the process of reflecting and it would be a better idea to come up with their own system of selecting and earmarking their work. (Thus, the sticky note idea!). The Challenging Math program in grade two consists of 4 sections ( Logic, Numeration, Geometry, Math Medley). The students chose no more than two exercises in each section to reflect and present during their conference. Once the students were familiar with portfolios and had their term portfolio amassed, We allowed for practice time in the classroom. Students would pair up and take turns presenting to one another as we circulated around the room. This is a good opportunity to observe your students and take notes (speaking, listening skills, reasoning and so on). This crucial and important time of practicing provided the students with more confidence in presenting and sharing. Consequently, students were comfortable and better prepared to present in an allotted time period .

The Student Lead Conference:

Unlike traditional end of term parent-interviews, the student-led conference shifted the focus from parent-teacher dialogue to student-led dialogue--the student now had the central role in discussing her or his learning for that term. Much as with the portfolios, there were a few organizational strategies for the conference that Marie and I discovered that seemed to work well for the student-led conference. During the 15 minute conference, each student in turn:

• assigned the seating arrangement around the table for the two teachers, parents and her/himself;
• presented preselected portfolio pieces (Art, English, French) along with their Math and French workbooks (to be discussed later);
• discussed behavior and overall performance;
• set goals for next term, recorded these on their contract;
• signed this contract along with the parents and teacher.

Role of Parents and Teachers During the Conference:

Parents had a new and important role in this conference--listening to their child! This is not always easy. The best of us tend to interrupt and put our own inferences into situations. Listening to a student express themselves as a learner is a very powerful window into the child. Parents often express a lack of knowledge to what goes on in the classroom--not with conferencing. Some parents have told me it opens the door to better communication (one father told me his daughter feels open to discuss all aspects of school even things she is not proud of or would like to improve).

I only have to share with you one situation in order to emphasize the importance of truly listening. One boy, who has difficulty writing, showed his father his best piece of writing in his journal. As he began to note his improvements dad grabbed the journal, slid it over to his side of the table, looked at his son's writing for a few seconds with squinted eyes and said, "Oh, you're learning Chinese now!" Talk about a crushing blow. I am sure my eyes burnt a hole through him. If not, his wife's kick under the table might have! Of course, my role as listener automatically shifted to teacher very quickly! As a professional, it became my job at that moment to remind the parent that he is to listen and acknowledge the perceptions of the learner--being his son. I had to do that for the sake of the student and his future growth.

My whole experience of using student-led conference twice a year has been nothing less than a wonderful, positive, albeit trying (at times), experience for me as a teacher who strives toward student success. Developing home-school partnerships was perhaps the most rewarding for all involved. I really had the opportunity to know my students as individuals, unique in their own strengths and weaknesses. I was also feeling grateful to form positive bonds with the parents of my students.

This article (or personal reflection) would not be complete without improving the student-led conference process for the next time. As a teacher, I always reflect on my concerns and brainstorm possible ideas to enhance the future of any project in my classroom. So, here are a couple of my personal thoughts and goals for enhancing the student-led conference:

• very time consuming to see all students twice a year for a 20 minute conference. I could speak with administration to allow for a schedule that meets conference needs (not on my own time).
• I could have three students engaging in a conference with their parents as I circulate around the room.
• I could visit classrooms that do this to learn more, see it in action;
• I need to further document the process to inform and educate my future parents;
• I could videotape a student-led conference, students practicing with their peers, oral interviews with parents and students.
• I will continue to collect, reflect, and learn as a teacher.
• I need to continue to find more information to assess the actual conference.
• Perhaps the portfolio could travel between school and home more than at the end of reporting terms.
• Traditional interviews send a message that learning is the business of parents,and teachers, excluding the student's voice and rightful role in the interview. If you are like myself, you believe that the children should be engaging in authentic, child-centered, practices that will strengthen and allow for autonomy and self-reflection. The student-led conference is just that! Why not embark on this conference and strengthen home and school partnerships, have a positive influence on student success, and teach your students to report on their progress, strengths, and weaknesses? Further more, using portfolios and student-led conference is an excellent way for teachers and students to collect, reflect, and select pieces of work that are reflective of each individual. If nothing else, I could certainly assure you that using the student-led conference rather than the traditional interview will motivate all parties (teachers, parents, students, special guest if applicable) to attend and become involved in the process of learning.

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