A praise call describes a positive choice, or a goal met by the student
Caregiver: Hello?
Teacher: Hi, Mr. Johnson. This is Ms. Higgins, Brett’s teacher.
Caregiver: Hi, Ms. Higgins. How are you?
Teacher: I am well! How are you?
Caregiver: I am doing okay.
Teacher: I am glad to connect with you tonight. I just need a few minutes to share some good news about Brett. Is now a good time or would you like me to call back another time?
Caregiver: Now is fine. I have a few minutes.
Teacher: Great! Thank you. As you know, we have been working to strengthen Brett’s peer interactions. I called to tell you that Brett did an excellent job collaborating with peers during our science lesson today. The lab required a lot of focused attention, communication, and team decision making. Brett was highly engaged and communicated well with his group. His efforts showed a great deal of determination and cooperation and led to a successful lab report.
Caregiver: That’s great to hear. Thank you for telling me.
Teacher: Yes, he should be proud of his effort. I will talk to him in the morning, but could you also pass along the compliment?
Caregiver: I will let him know. Thank you again.
Teacher: Thank you for your time, Mr. Johnson. Have a great night.
Caregiver: You too. Goodbye.
Adapted from: Goldstein, M. (2013). Phoning Parents: High leverage moves to transform your classroom. Match Education.
A support call describes a concern about the student or something that the student needs to improve.
Teacher: Hello, Ms. Cook. It’s Mr. Talley, Jailyn’s math teacher.
Caregiver: Hello, Mr. Talley. How are you?
Teacher: I am well, thank you. How are you doing?
Caregiver: I am okay, thanks.
Teacher: Is now a good time to talk? I need about 5 minutes of your time to talk about Jailyn.
Caregiver: Okay, yes, now is fine.
Teacher: I am calling because I am worried about Jailyn. She is missing a lot of my teaching because she frequently puts her head down, pulls up her hood and does not respond when I check in with her. This has happened in class each day so far this week. I have tried to support her by asking her if she is okay, and providing her with options, but she does not respond. I am concerned about her wellbeing as well as the impact this is having on her learning. Is there anything that you know of that is going on with Jailyn that might be causing her to disengage during math class?
Caregiver: Well, things have been difficult at home lately and Jailyn is taking it very hard. Her little brother was diagnosed with leukemia and is undergoing treatment. It has been hard on all of us.
Teacher: I am so sorry to hear that! Thank you for telling me. Do you think that Jailyn would want to talk with someone at school about everything? I can ask our school social worker to check in with her.
Caregiver: I would like that, and I think Jailyn would too. I have a lot going on and can’t spend as much time with her as I used to.
Teacher: I understand. I will speak to the social worker tomorrow and ask her to meet with Jailyn. If there is anything else I can do, or the school can do, for you and your family, please let me know.
Caregiver: Thank you, Mr. Talley. I will let you know.
Adapted from: Goldstein, M. (2013). Phoning Parents: High leverage moves to transform your classroom. Match Education