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In my observation of a local middle school's (Grades 6-8) academic progress meetings, there was nominal communication regarding pedagogical theory, with little to no disclosure of infrastructural or curricula related topics to the student body. The IB program at this school (as is with many other schools) was very loosely monitored, with one IB coordinator meeting with instructors to assure IB standards. Having one IB coordinator for the school was not such a bad quality, but the lack of coordination between the IB program and other IB schools in the city meant there is a high chance for vastly different academic standards for material covered in class.

My intuition on this dilemma is for schools within a school district to hold conventions together to provide faculty support and a wider range of pedagogical perspective and thus coalition. Involvement of the student body in this process is slightly more difficult, but a simple suggestion would be to offer randomized questionnaires that inquire about their perspective of student-instructor compliance and then to cross reference those submitted questionnaires with either that instructor's general class performance, or that individual student's academic performance. The next logical steps would be to try to implement the successful pedagogical practices seen among instructors of an institution to the practices of other instructors o that same institution to further test the efficacy of that method, and then for institutions in that district to cross-reference and compare such data with each other for further progress.

Yes such interactions are needed to sometimes understand the context and circumstances surrounding some students. When faculty share their experiences on the latter they can come up with strategies to better support students. Likewise, when faculty-student communication is frequent, misunderstandings can be caught early before escalating into complaints that could lead to disciplinary action.

Best,

Debra

Agreed; however, one must not discount the salience of parental involvement throughout the learning process. It is crucial for a triad to be established amid parents, teachers, and students. Common ground among the three variates must be created and maintained regardless of curriculum(s), teaching style(s), learning style(s), weakness(es), and/or threats(s). One must not presume students and teachers proffer enough information to parents in order for considerations that will benefit all parties. After all, in the grand scheme, within each variate exists a cache of learners that need consistent corroboration in order to maximize student learning outcomes as well as minimize situational conflicts.