Module 4: The Interview: Tools and Best Practices

Strengths-Based Interviewing

Introduction to the “Why” this Interview Matters: 

These  interviews are your opportunity to gain information about the family’s perception of their child’s strengths and areas in need of support. Parents are the experts on their children; they have unique perspectives to share about their child’s educational experiences and behavior. They navigate life experiences and systems to survive and thrive uniquely and in doing so, they teach their children to do the same. Use this interview to gain information about the child’s development (prior to their current age), functioning at home, strengths, preferences, language(s), experiences, and culture. This is also a good opportunity to build a connection with the family. They are your partners in supporting their child, so building a trusting relationship is critical. Use the interview to show that you value their culture, experiences, and opinions, to enhance your ongoing relationship.  

Before the interview 

There are several family-centered and culturally responsive aspects to consider prior to an interview with a family. First, consider the most effective way to communicate with the family. Ask if the family prefers communication via email, phone, etc., and communicate with the family in their preferred manner. Also, consider language access- if there is a family that does not speak the school’s primary language, consider utilizing an interpreter if necessary. Although many families may state their interest in communicating via text, it is important to explain the limitations of this format for the interview process, and that texting can be used in other types of communications with the school. 

It may be helpful to have multiple school professionals at the interview to ask questions about a child’s various areas of functioning. However, this can also be overwhelming and uncomfortable for a family. Consider who needs to be at the interview and possible ways to relay information to the team to lessen the stress of the interview.  

Regarding scheduling an interview, choose an interview setting that is conducive to the family’s sense of belonging. Some parents may struggle to get to school due to work or child care demands, and may prefer to have the interview in their home. However, other families may feel uncomfortable with school staff visiting their home and may prefer to have the interview in a community space (e.g., public park, public library) or at school. Offer a variety of locations for the interview and let the family decide their preference. Additionally, offer transport assistance (e.g., bus ticket) if the interview does not take place in their home. In all situations, arrive early and make sure that the location is appropriately private, has comfortable seating, and has access to any other resources they may need. Be present at the entry to greet the family and escort them to the meeting space. 

Compiling Existing Information Prior to the Interview 

It is likely that families have already provided significant information to the school that can be utilized during the interview. For example, information from the home language survey, registration paperwork, parent-teacher conference feedback, or MTSS data can be compiled and integrated into the interview. This process will allow for more efficiency and limit repetitive questions, and will also provide the interviewer with more knowledge in advance of the interview. Compiling this information in advance of the interview requires strong communication systems between such data sources and efficient access to these data by appropriate school staff. 

Format of the Interview 

Prior to conducting the interview, it is important to consider the format that will result in the greatest amount of efficient and reliable information, as well as the method that will improve family-school relationships. In most cases, in-person interviews will be preferable to those goals, although this may not always be possible. In-person interviews allow for relationship building, clarification of the purpose of the interview, follow-up questions for clarity or examples, and observing family experiences during the interview.  

Due to scheduling conflicts or limited timelines, interview forms may be sent home via email. It is important to consider the reading and writing skills in English and the native language of the families we serve. In some situations, families will be reluctant to indicate reading and writing abilities, and thus we encourage school staff to ask if they would prefer to respond to the questions verbally. Directly asking about their reading and writing skills in English or their native language could be interpreted as judgmental, and should instead focus on an option for verbal responding that is offered to all families. When forms are sent home to complete, a person may be tasked with completing the form based on their English or Native language abilities. This may not be the person that is most appropriate to complete this form. In some situations, children may be asked to complete the forms due to their advanced language abilities. This scenario is not ideal as it puts the child in a challenging position and will not lead to reliable data. Furthermore, the information that is intended to be gathered on these forms may require additional explanation due to cultural differences. 

Time Allocation of the Interview 

Schools typically operate on a system of time allocated events that might not align with family interviewing processes. School staff are encouraged to view the interview as an opportunity to build relationships with families, and not a specific time block. This may be challenging as school staff have additional responsibilities to consider, however, investing in this type of interview at least once in a family’s educational experience can produce extensive positive benefits. When considering the time allocation of the interview, school staff should consider if interpretation services are needed as this will increase the time of the interview (particularly if consecutive interviewing is conducted). Multiple school staff members may conduct the interview collaboratively or consecutively, which may also increase the time allocation. School staff can provide general timelines to families to encourage flexibility in the process itself and are encouraged to allocate more time to this important family partnership activity. School leaders should be aware that comprehensive family interviewing is time intensive, and that sufficient time allocation should be provided to school staff engaging in these activities. 

During the interview 

Strengths-based interviewing involves gaining an understanding of what the child does well, preferred activities, and the whole child overall, rather than focusing on academic deficits. In each area of inquiry (e.g., developmental, reading, math, etc.) begin with broad questions. Ask about opportunities for education and areas in which the child succeeds and/or enjoys, rather than deficit framing where families are asked about what is going wrong. Be sure to focus on the developmental history of the child, rather than just the current functioning. It is essential to gain a holistic understanding of the child. Ask questions about their early educational opportunities, their developmental milestones, and their early social interactions for more information. See the example questions for specific interviewing ideas. For Multilingual Learners it will be important to gain deeper insight into the ways in which language(s) are used at home and in the community. The interview should be seen as an opportunity for the family to share their parts of their story. It is helpful to approach the interview from a place of humility or conscious un-knowing. 

In this Module: 

Module 4 Quiz

To receive a certificate for 1.0 CDE training hour please complete the Module 4 Quiz after reviewing this section.