November Event – Parent-Teacher Meeting
Event Date: November 22nd

Event Participation:
The Parent-Teacher Meeting on November 22nd was an important opportunity for me to help parents feel welcomed and supported as they visited the school to meet with teachers. My role was to guide parents from the parking lot to their meeting rooms in the A Upper Zone where the mathematics department is located. I greeted parents, helped them find the way in the building, and answered their questions to ensure they had a positive experience. Although the event faced challenges, including a delayed start and some miscommunication within our team, we adapted to the situation, making the overall experience a positive one. I focused on staying calm and enthusiastic and making sure the parents have positive experiences.

Curricular Competency:
I demonstrated and identified individual accountability while working within a team
This competency connects to my leadership goals.

• Creating a Positive Team Environment: I made sure that everyone felt included during our planning process. For example, during our brainstorming session, I encouraged quieter team members to share their thoughts and ensured their ideas were considered in our plan. This helped create a more open and collaborative team.
• Improving Listening Skills: I focused on actively listening to my teammates during discussions. For instance, by listening carefully and asking questions during the brainstorming session, I was able to fully understand everyone’s perspective, which ultimately improved our overall plan and set-up for the event.
• Balancing Responsibilities: When I found myself juggling multiple commitments, like preparing for exams and planning for the PT meeting, I realized the importance of managing my time more effectively. Instead of overcommitting, I worked on organizing my schedule better. For example, I began using a planner to block out time specifically for leadership duties, which helped me avoid missing important tasks.

Actions Taken:

Before the Event:

• I attended a briefing session led by our point person Vy, where we reviewed the event’s schedule and the layout of the A Upper Zone. This preparation helped me feel more confident in providing accurate directions to parents later.
• I arrived at 2:20 PM, ready to begin helping parents, even though the event itself was delayed by about ten minutes. While waiting for the event to start, I spent the extra time helping parents who showed up early, guiding them to their rooms and answering their questions.

 

During the Event:

• My first task was assisting parents in the parking lot. Despite the cold weather, I stayed outside to guide them to open parking spaces. For example, I explained to a parent that the community center parking lot requires paid parking.
• Once inside, I noticed that many parents looked unsure or lost. I made it a point to approach them and offer help. For example, I walked a family to Room A206 when they couldn’t find it on their own. While doing so, I explained the general layout of the floor (a wing and b wing) so they could feel more confident navigating the building for the rest of their meetings.

After the Event:

• Even after the event wrapped up, I stuck around to help parents who were still in the building. One parent asked for directions, so I walked them through the school to make sure they found their way out. They were really grateful, and it made me realize how much of an impact even small actions can have.
• Before leaving, I made sure all meeting rooms were cleared of leftover materials and returned to their original setup. This included rearranging desks and chairs and picking up any items left behind to ensure the space was ready for the tomorrow’s use.

Evidence of My Efforts:

Example 1 –
While in the parking lot, I made sure to help parents feel welcome, even though it was cold. I directed them to available spots. One parent asked about parking, so I explained that the community lot charges for parking. This simple interaction helped make their visit smoother and showed that I could handle parking questions on the spot.

Example 2 –
When the event started late, there were some confusions among parents about where to go. I approached several families who seemed lost and offered to guide them. For example, I walked a family to Room A206 and another to the cafeteria. Along the way, I took time to explain the A Upper Zone layout. This moment represented my ability to take initiative when faced with disorganization.

Example 3 –
After the event ended, I noticed a parent looking lost and asked if they needed help. They were trying to find the exit, so I offered to guide them out. I walked them through the hallways and made sure they were comfortable and clear on where to go. This may not have been part of my assigned duties, but it showed my commitment to making sure the parents had a positive experience.

Reflection:
Looking back on this event, I feel proud of how I handled my responsibilities, especially during moments when things didn’t go as planned. I learned the value of staying calm, thinking on my feet, and taking initiative. These moments ultimately helped me grow and develop important skills.

However, I also realized the importance of better team communication and preparation. If we had spent more time coordinating as a group before the event started, some of the initial confusion could have been avoided. Moving forward, I plan to focus on fostering stronger teamwork by making sure everyone is on the same page before an event begins.

This experience taught me that even small actions, like helping someone find a parking spot or guiding them to a room can leave a significant impact. It reminded me that leadership isn’t always about big gestures but it’s often about being present, attentive, and willing to help. I know these lessons will be valuable in both my academic journey and my future career.

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