ABSTRACT
The principles and processes for collaboration between parents, teachers, and school administrators delineated in this text for PPCs are fully applicable to all forms of home–school collaboration. This chapter examines the application of the PPC approach to other common home–school meetings such as progress review conferences, meetings in response to discipline incidents, and formal IEP and 504 Plan meetings. Frequent bidirectional communication, timely progress reviews, and early attention to emerging problems infuses the culture of the school with a climate of collaboration. This chapter focuses on the attitudes, skills, and responsibilities of parents and teachers required for forming effective home–school collaboration. While in many ways the communication responsibilities and skills of parents and teachers mirror each other, each party bears special responsibilities and provides unique contributions to parent–teacher collaboration. Specific tips for teachers and parents are summarized.
