Inside the Lower School’s Evolving Parent Workshops

On a recent morning on the Lower School campus, the library was filled, not with students, but with parents—taking notes, asking questions, and even trying out the same learning strategies their children use every day. These gatherings are part of the reimagined Poly Parent Workshops, an initiative designed to deepen parent understanding of classroom learning and strengthen the bridge between school and home.

Under the leadership of Lower School Director Theresa Tran, the program has evolved from broad, schoolwide conversations into a thoughtful, grade-specific series that gives families meaningful insight into how learning unfolds at each stage of the Lower School curriculum.

“When I first arrived at Poly, one of my big questions was how parents get to really know the school and how I get to know them,” said Theresa. “We have limited time together outside of Back-to-School Night or conferences, so I wanted any time parents spend on campus to feel purposeful.”

Last year, Theresa’s parent coffees centered on Poly’s Portrait of a Graduate—​seven aspirational learning outcomes that distinguish a Poly education—highlighting how its values show up in classrooms across grade levels. While well-received, the coffees revealed an opportunity: families were eager for more parent education. Inspiration struck during a packed kindergarten Orton-Gillingham workshop, where teachers walked parents through how reading is taught and how families could support it at home.

“Parents weren’t just listening, they were participating. They were learning directly from the experts,” said Theresa.

This year’s nine-workshop series builds on that momentum. Each grade level selects a focus area: phonics in kindergarten, number bonds in first grade, regrouping in second grade, bar modeling in third grade, writing methods in fourth grade, and the transition to Middle School in fifth grade. Sessions are intentionally interactive, giving parents the chance to experience lessons the way their children do.

For Lower School Academic Dean Jenine Almahdi, the workshops have helped parents better understand early literacy.

“We really wanted parents to understand the why behind what we’re doing,” Jenine said. “When families understand foundational skills—how phonics, spelling patterns, and reading all connect—it helps everything make sense. We’ve seen fewer questions rooted in confusion and much more confidence in how parents support learning at home.”

Lisa Wang P ’38 shared that the workshops have been invaluable in aligning home and school. “As parents, we aren’t always sure how to help with reading, such as what language to use, or whether to correct mistakes,” Lisa said. “These literacy lessons helped bridge that gap. Now that we know how to support our daughter at home, everything feels more consistent.”

For teachers, the workshops also offer a rare and meaningful opportunity to engage families beyond quick overviews.

“Parents see worksheets come home, but that doesn’t show the full picture,” said Kindergarten Teacher Dr. Jennifer Rogers. “When they come into the classroom, they understand what terms mean, how instruction has evolved, and why we teach the way we do. That shared language makes a huge difference.”

The response from families has been positive. Attendance has grown so much that some sessions have moved to larger spaces, and feedback has ranged from gratitude to delight. One group of second-grade parents even compared a workshop to a TED Talk.

The Lower School sees this as just the beginning. Future plans include expanding topics, exploring K–12 opportunities, and eventually creating family-centered workshops where parents and students learn together.

“There is so much expertise already within our community,” Theresa said. “This is about empowering parents, strengthening relationships, and reminding families that learning doesn’t stop at the classroom door.”