Written by: Manushri

Edited by: Li

This semester, ISM sought to challenge traditions and break barriers by introducing the famed Student-Parent-Teacher Conferences. One might find themselves grinning at this idea, wondering about this dynamic which is sure to be explored in this article. Hence,  this article aims to explore the fragmented opinions regarding the efficacy of this novel conference setup and aims to answer the following curiosities. How high was the turnout rate? Would feedback from teachers have been different had students not attended? Will the new PTCs live up to the old? These are all questions that continue to plague the student mind. In search of answers, we interviewed a diverse set of bearcats. 

When questioned about her opinions on the new Parent-Student-Teacher Conference, Ayla – a junior – states “…it was cool to see what my teachers thought about me, and to ask them how I can improve. But, I didn’t really think it was effective because their advice wasn’t [always] that good.” The concern about the quality of advice is mirrored by Doryne, a junior, who explains “I think [the new PTCs are] good because students can hear what their teachers say about them because usually parents make it sound worse than it is, but I also feel like teachers aren’t as honest… if the student is there they go easy.” This appears to be the overwhelming consensus throughout the student body, where countless students are hesitant regarding the honesty in their teacher’s feedback when they are present. As such, many students refrained from attending the conferences entirely, opting to go home early to study and complete assignments. This resulted in a notably low turnout rate which several teachers commented on. Mr. Rosenzweig, a Math Teacher, stated: “I think more students should have shown up but I’m very grateful for those who did. For next year it should be restructured so that it’s more student-led.” The concept of a primarily student-led conference is particularly interesting, as it is reminiscent of  Middle School’s conferences during which students tour parents through their various classrooms, showcasing highlights from their classwork., If applied in High School, this would grant students more authority over the content they share with their parents but simultaneously detract from the more holistic view of academic performance that a teacher may provide. This statement from Mr. Rosenzweig was met with several vehement “No[‘s]” from his class, indicating student distaste for student-led conferences. 

On the other hand, teachers like Mr. Shalvey from the Physics department highlighted the differences between conferences where students attended, and did not attend: “Not many of my students showed up, but the ones who did had a much more notable efficiency in their conversations. Among the students who did not attend, many of them brought up what their parents told them and there was conflicting information between what was said and what was heard.” This echoes Doryne’s statement on the miscommunication between parents and their child regarding the conference, hence reflecting a similar experience among students and teachers. However, Mr. Shalvey too reports a low turnout and goes on to state, “I think [the New PTCs are]  something the school could work on promoting more for next year.” 

Looking forward to the upcoming school year, it is crucial to address the feedback given by both students and teachers. As Mr. Shalvey and Mr. Rosenzweig recounted, the turnout rate of students for the PTCs was relatively low, making it harder to identify the student body’s true sentiment towards the conferences, as they were largely missing from the conversation. This, coupled with student concerns regarding their teacher’s ability to be honest and transparent about their performance, highlights a need to clarify the intent of the PTCs. By facilitating more open dialogue between students and teachers on what will be covered during the conference, students will likely feel greater reason to attend in order to boost their learning. 

Discussion surrounding the new PTCs was limited to a subtle announcement in advisory, resulting in a lack of clarity and clear communication between students and teachers on what to anticipate. Regardless, for students like Ayla and Doryne, the future appears to be bright now that they have experienced the PTCs once and know what to expect. But, for students who did not attend, the prospect of doing so seems foreign and nerve-wracking. In order to identify areas of improvement and increase conference turnout in the future, it is crucial that the student body, staff, and admin work together to assess feedback from the PTCs- which can be communicated through an anonymous Google Form sent to students. This method ensures that student voices will be heard and their preferences taken into account regarding how PTC’s should be organized in the future, hopefully inspiring them to take more accountability in their learning journey.