Student-led conferencing using portfolios

The title of this article may be confusing to some readers. It is, however, a meaningful phrase to my eighth-grade class.
The portfolio is basically a deliberate, specific collection of the student’s work from the curricular areas of study. It gives students an opportunity to demonstrate their skills, reflect upon them, and set goals for the future.
It also is a documentation of the student’s development and growth as a learner.
Student-let conferencing is a process used to connect the student and parent for the purpose of presenting and reviewing the student’s work during the term. The student presents his/her work and leads the parents, through an organized discussion, to an understanding of what he/she has accomplished during the present term and hopes to accomplish in the future.
The goal of this type of conferencing is that the student will assume the responsibility and ownership of his/her progress, and be able to specify necessary goals for improvement for the next term.
Through the conference, parents realize their role in the successes of their children and how they can assist them in attaining future goals.
During first term, my students compiled a “Showcase” portfolio of their work. They then spent many writing classes preparing “reflection forms” for each item in their portfolio. These thoughtful reports encouraged the students to remember what they liked about the project, how they performed, and how they would change their procedures to evaluate performance.
Also included was an “informal report to parents” about their progress and goals, and a form letter to encourage parents to reply to the components of the conference.
The students also prepared, and practised, chosen interview questions they were willing to be asked by their parents. Some parents questioned this restriction placed upon them. When it was explained that this was the student’s first experience with this method of conferencing and they needed to feel safe by being prepared, the parents agreed to comply.
The students had also, in collaboration with me, worked through a process to determine the general areas to be included in the conference and a schedule of allocated time for each area. The broad areas chosen for the conference were:
•the student’s explanation of the rationale of doing the conferencing;
•the portfolio presentation by the student; and
•question posed by the parents.
Invitations then were sent to the parents outlining the procedures of the conference.
The night of the conferences finally arrived and everyone declared themselves prepared. Students and parents came to the library on schedule and seated themselves face-to-face at large tables. I acted as facilitator for the session, and was available to answer any questions, as well as arrange private interviews if requested.
Walking around the room, my heart warmed as I listened to, and watched, my students proudly lead their parents through the conference–on schedule.
Parents were actively involved and encouraged. As one parent later commented, “That’s the most my son has ever told me about school.”
Students and parents later completed reflection forms regarding the conferencing and portfolios. Responses from both were very positive, indicating this had been a rewarding experience for everyone involved.