Students Lead Parents and Teachers in Conferences

Good progressive schools include in their mission and philosophy of teaching and learning the idea that an important aim of education is fostering the development of student independence. In these settings, students assume responsibility for a deeper degree of educational independence by leading their own academic conferences in what are called student-led conferences.

In preparation for student-led conferences, upper elementary and middle school students work with their teachers to set goals, reflect on their learning strengths and weaknesses, self-evaluate their outcomes, and select academic work for a portfolio that illustrates their learning profile. At conference time, the meeting agenda is set by the student. Each student takes responsibility for guiding his or her parents and teachers through an in-depth and thoughtful discussion of his or her academic progress. During a student-led conference, adults and children identify next steps and, when necessary, work together to reevaluate and rewrite student goals.

For eighth graders these moments are important to reflect on their whole experience at school and to envision the future after graduation. To provide choice and encourage creativity, these students should be encouraged to structure this as a longitudinal reflection through technology or media, a video, or a collage of photos.

Progressive educators tend to strongly believe that student-led conferences serve the progressive educational mission well – an attitude well supported by educational research. An example of this research would be the work of University of Maryland Professor William Sedlacek. I believe there are clear parallels to a progressive educational approach to learning and more directly, the thinking and assumptions about learning that informs student-led conferences.

Non-cognitive Characteristics that are Predictive of Academic Success

• Positive self-concept: The confidence that leads to the determination to succeed

• Realistic self-appraisal: The ability to accurately assess your own strengths and  

   weaknesses and to use this assessment to further your own development

• Successful navigation of the system: Knowing how to assess resources and how to use

  the system to help you achieve your goals

• Preference for long-term goals: Knowing how to set and achieve long-term goals, delay

   gratification, and persevere in spite of obstacles

• Availability of strong support person: Finding someone to confer advice, particularly in

   times of crisis

• Leadership experience: Having the ability to organize and influence others

• Community involvement: Being involved in community

• Knowledge acquired in and about a field: Having the explicit and implicit knowledge of a particular field of study

Dr. William Sedlacek, author of Beyond the Big Test