Partnering with Parents to Ensure Student Success

Summary

Podcast Summary

Hillsdale College K-12 Classical Education Podcast

Episode Title: Partnering with Parents to Ensure Student Success
Date: July 27, 2026
Host: Scott Bertram
Guest: Rosa Kubala, Kindergarten Teacher & Student Leadership Advisor, Founders Classical Academy of Las Vegas

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Episode Overview

This episode explores the crucial partnership between parents and teachers in promoting student success, particularly in the context of K-12 classical education. Through an engaging conversation with Rosa Kubala, an experienced kindergarten teacher and leader at Founders Classical Academy of Las Vegas, the episode delves into practical strategies, misconceptions, and the unique culture of parental involvement that distinguishes classical schools.

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Key Discussion Points & Insights

The Meaning of "Parents as First Teachers"

• Parental Role Before School:
  Parents model and teach foundational behaviors and values from birth, preparing children for their transition to formal schooling.
• Teacher as Partner:
  “Once that [transition] is made, we are co-parenting and they are co-teaching because now it becomes a partnership between the two of us.” (Rosa, 02:35)
• Kindergarten marks a hand-off: teachers extend and build on the foundational work of parents.

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Preparing Children for Kindergarten

• Focus on Social Readiness:
  Contrary to expectations, social skills are more critical than academic prowess upon school entry.
  • Examples: Learning to listen, ask questions, raise hands, navigate uniforms.
  • “As far as kindergarten, that is something that’s really important... things that you don’t necessarily think about.” (Rosa, 03:10)
• Academic Foundations:
  While some students arrive academically prepared (know letters, count to 100), readiness for the school's explicit phonics program and true numeracy understanding is more valuable than recitation.
  • “A child that knows letter names for letters is actually sometimes a detriment. Because we want those students to know the sounds those letters make instead of their letter names.” (Rosa, 04:41)

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Surprising Parental Misconceptions

• Academic skills (like advanced counting or reading) don’t guarantee success because the classical curriculum is foundational and intentionally starts from the beginning for all.
  • “...students that can read coming into kindergarten are not necessarily ahead of the rest of the group…” (Rosa, 04:41-05:30)
• True numeracy and foundational understanding matter most, not rote memorization.

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Building Trust Between Parents & Teachers

• Parents Need Assurance:
  Teachers understand that placing a child in someone else’s care is a leap of faith.
  • “Parents need to know that teachers are going to take care of them...I have their wellness in mind as well.” (Rosa, 06:10)
• Teachers’ Needs from Parents:
  Teachers want parents to recognize that separation anxiety is normal, and policies are in place for the benefit of all students.
  • “We understand that students’ overall wellness is part of our responsibility. We need to show the parents that we are paying attention and we take this responsibility seriously.” (Rosa, 06:54)

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Supporting Struggling Students

• Teachers as First Resource:
  Open communication is encouraged; teachers can identify and address the root of academic or social struggles.
  • “Teachers should be a parent's first resource. Parents have every right to ask for a conference if they feel something is going wrong.” (Rosa, 08:05)
• Adjustment to Classical Education:
  Students coming from non-classical schools may face academic and cultural surprises and require time and guidance.

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Unique Parental Involvement at Classical Schools

• Engagement Opportunities:
  • Classroom observation and participation are encouraged.
  • Parents often choose classical education purposefully and actively engage with school culture.
  • “We often invite parents to come in and observe lessons because they are, again, co-teaching.” (Rosa, 09:19)
• Mission Awareness:
  Parents are usually familiar with the school’s virtue-based and civically focused mission, which is distinct from mainstream schools.

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Causes and Solutions for Parent-Teacher Friction

• Root Cause:
  Natural tension can arise because parents focus on their own child, teachers on the collective class.
  • Differences in expectations and understanding can lead to friction.
• Resolution:
  • Clear, proactive, and honest communication is vital.
  • “The sooner I know of an issue, the faster it can be addressed. Clear and honest communication, I think, is the best answer for these kinds of situations.” (Rosa, 10:57)

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Important Parent-Teacher Communication Topics

• Life events (family changes, pet loss) should be shared so teachers can provide appropriate support.
  • “A lot of times parents don’t think about telling us, you know, our pet died last night...” (Rosa, 12:50)

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Classroom Discipline and Collaboration

• Behavioral Issues:
  Praise positive behavior, communicate with families, enforce consistent standards.
  • “I personally love praising the children who do things correctly… Support from families can make a huge impact.” (Rosa, 13:36-15:00)
• Home Reinforcement:
  Family support of classroom rules benefits both school and home environments.

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Unique Aspects of Classical Parent-Teacher Relationships

• Intentional Choice:
  Parents at classical schools often research and deliberately select this education model.
  • Side-by-side mission statement comparison demonstrates philosophical contrasts with mainstream schools.
  • “Parents who know what they have signed up for are poised for success.” (Rosa, 15:24-17:17)

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Simple Ways Parents Can Support Success at Home

• Homework Best Practices:
  • Provide a well-lit, quiet, scheduled workspace.
  • Parents should avoid teaching concepts or doing assignments for their children.
  • “Homework time should be treated as a valued and necessary component to the school day. It should never be a punishment or a prerequisite for a reward.” (Rosa, 17:32)
• Life happens: open communication allows for flexibility and preserves learning integrity.

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Lessons Learned from Parents

• Influence on Teaching:
  • Openness and willingness to listen to parents’ concerns improve teaching practice and the overall partnership.
  • “Once a parent tells me what their needs and concerns are, we can deal with that and that really supports the partnership.” (Rosa, 19:23)

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Notable Quotes & Memorable Moments

• On the partnership:
  “Once that is made, we are co-parenting and they are co-teaching because now it becomes a partnership between the two of us.” – Rosa Kubala (02:35)

• On academic misconceptions:
  “A child that knows letter names for letters is actually sometimes a detriment. Because we want those students to know the sounds those letters make instead of their letter names.” – Rosa Kubala (04:41)

• On classroom discipline:
  “I personally love praising the children who do things correctly…Children generally want to do well, and when they see someone succeed, they will usually do their best to follow suit.” – Rosa Kubala (13:36)

• On communication:
  “The sooner I know of an issue, the faster it can be addressed. Clear and honest communication, I think, is the best answer for these kinds of situations.” – Rosa Kubala (10:57)

• On homework:
  “Homework time should be treated as a valued and necessary component to the school day. It should never be a punishment or a prerequisite for a reward.” – Rosa Kubala (17:32)

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Timestamps for Important Segments

• 02:12 – Meaning of “parents are a child’s first teacher”; transition to school
• 03:10 – Social vs. academic readiness for kindergarten
• 04:41 – Misconceptions about academic preparation
• 06:10-06:54 – Building trust; teachers’ and parents’ mutual needs
• 08:05 – How to support struggling students
• 09:19 – Unique opportunities for parent engagement at classical schools
• 10:57 – Addressing and resolving parent-teacher friction
• 13:36 – Discipline and the value of positive reinforcement
• 15:24-17:17 – Classical school vs. mainstream: parent-teacher relationships
• 17:32 – Effective parental support with homework
• 19:23 – Lessons learned by teachers from parents

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Summary Takeaway

The classical education model at Founders Classical Academy fosters a dynamic, intentional partnership between parents and teachers. Success hinges on clear communication, mutual respect, and the recognition of both social and academic foundations. Both sides benefit when they proactively collaborate, share knowledge, and remain open to each other’s needs, ultimately ensuring the holistic success and well-being of each student.

Transcript

[Jeremiah Regan]

Hello, this is Jeremiah Regan, Executive Director of Online Learning here at Hillsdale College, and I have some great news. We've brought Hillsdale's incredibly popular free online courses to the Hillsdale College Podcast Network and our next series is the American From Liberalism to Despotism, a course taught by Associate professor of Politics Kevin Slack and Hillsdale President Larry P. Arn. After listening to all 11 episodes, you'll have a deeper understanding of what has happened to America in the past 60 years and what we can do about it today. The Hillsdale College Online Courses Podcast, hosted by Online Learning Marketing Director Juan Davalos and me, expands Hillsdale's mission to provide all who wish to learn the education necessary to increase happiness and to preserve the civil and religious liberties of America. We want you to be a part of it at Podcast Hillsdale. Edu. Subscribe now to the Hillsdale College Online Courses Podcast to hear new episodes every week with additional commentary and insights from our team. Go to Podcast Hillsdale Edu to learn more. That's Podcast Hillsdale. Edu.

[Scott Bertram]

Welcome to The Hillsdale College K12 classical education podcast, bringing you insight into classical education and its unique emphasis on human virtue and moral character, responsible citizenship, content, rich curricula and teacher led classrooms. Now your host, Scott Bertram.

Thanks for listening. The Hillsdale College K12 Classical Education Podcast is part of the Hillsdale College Podcast Network. More episodes at podcast hillsdale.edu or wherever you get your audio. You also can find more information on topics and ideas discussed on this show at our website, k12 hillsdale.edu.

we're joined by Rosa Kubala. She's a kindergarten teacher and student leadership advisor at Founders Classical Academy of Las Vegas, also part of the committee that formed the first governing body of the school. Rosa, thanks so much for joining us.

[Rosa Kubala]

Absolutely. I'm so excited to be here this

[Scott Bertram]

morning talking about partnering with parents to ensure student success. Today in classical education, we do hear that parents are the child's first teachers and you're a kindergarten teacher. You're the literal first teacher inside a school. When we say parents are a child's first teachers, what does that mean in practice, especially for those students that you see for the first time?

[Rosa Kubala]

So parents are the models and the teachers for students from birth until basically oftentimes the first time they bring a child to someone other than themselves, which is usually me, the kindergarten teacher. So it's kind of a pass off. And I like to say that once that is made, we are co parenting and they are co teaching because now it becomes a partnership between the Two of us.

[Scott Bertram]

How can parents help to prepare their child for success before they enter the classroom?

[Rosa Kubala]

This is something that comes up quite often in kindergarten especially. Parents are usually surprised when I tell them that it's not an academic answer. It is more of a social answer. And learning how to go to school, students need to learn to listen and ask questions in turn, they need to raise their hand before they use the restroom, which is huge. Nobody does that at home. And so as far as kindergarten, that is something that's really important. At our school, we wear uniforms, and those require belts. So students sometimes learn that they don't know how to use a belt the first time they're finally at the front of the line to use the restroom. So things that you don't necessarily think about are things that, especially in kindergarten, they need to know. This changes with the age of the child. Of course, when we have students coming in at different levels, they need academic help. And usually the school will help counsel students when they enter our school. Because we are such a rigorous program and different from the mainstream. There's a lot of foundation academically that the students will need. And the teachers are a fabulous resource for that.

[Scott Bertram]

So you mentioned that it's a bit of a surprise when they find out it's kind of social things, not academic things. Are there any other misconceptions or surprises that a lot of parents have about kindergarten?

[Rosa Kubala]

Absolutely. I have some really, really great parents who send their students to really, really great preschools. And the students will come knowing how to count to 100, and they'll know their ABCs. And in our program specifically, those things don't necessarily help students get farther along. In our case, our explicit phonics program is so basic, we start from the beginning. And a child that knows letter names for letters is actually sometimes a detriment. Because we want those students to know the sounds those letters make instead of their letter names. Because when we're reading, that doesn't really help them. I like to tell parents, as far as academics, numeracy is the best thing that they can learn. If the students can understand the concept of what numbers are. And this doesn't mean counting to 100. This means counting to 10. But understanding what 10 really is, instead of saying, yeah, I can rattle that off. Well, how much is 10? How many fingers do we have? How many more would I need if I only have eight in order to make 10? So it is somewhat surprising even students that can read coming into kindergarten are not necessari ahead of the rest of the group. Because none of them really have the foundation that we're going to set.

[Scott Bertram]

So what do parents need teachers to know about their student entering kindergarten?

[Rosa Kubala]

Parents need to know that teachers are going to take care of them. It's a very huge leap of trust to let your child be in the care of somebody else. And so what I like to do, especially in kindergarten, is I'll have parents fill out a getting to know your child sheet. It has everything from fun facts to health concerns. And that way they know that I am listening and paying attention. Once I have that information, I'm going to make sure that I am a good steward and take care of their children more so than just academically. But I have their wellness in mind as well.

[Scott Bertram]

And on the flip side, other than some of those surprising things, misconceptions, what do teachers need parents to know?

[Rosa Kubala]

Parents should know that foremost, separation anxiety is natural. It's normal for children and parents to experience anxiety during the first weeks of school. Tears at dropped off do not necessarily mean a child is unhappy or unsafe. Consistent routines and confident short goodbyes help children adjust more quickly. Parents need to know that teachers will care for their children. We are concerned with teaching them all the things we want them to know and we want this for the whole class. Nobody likes to think of themselves as selfish, but as a parent, I know I'm going to put my child out of a fire first. That's just human nature. Parents want us to have this level of care for their children. As a school, we have procedures and rules to make sure that everybody is safe. But also parents need to know that we think about these things and our actions have reasons behind them that are meant for the good of all students. We understand that students overall wellness is part of our responsibility. We need to show the parents that we are paying attention and we take this responsibility seriously.

[Scott Bertram]

So what can parents do to support a child if he or she is struggling in that first year of kindergarten?

[Rosa Kubala]

Yeah, this is a real fear for parents. When their child's not doing well, things get a little tricky because it'll often get emotional and rightly so. Teachers should be a parent's first resource. Parents have every right to ask for a conference if they feel something is going wrong. Our program is rigorous and different by design. A teacher is likely to identify why a child is struggling and offer suggestions. Students that transfer from non classical schools need time and support to adjust to their new situation academically and socially. Parents who want a classical education for their child do not always recognize what a significant academic and cultural Adjustment this can be. Teachers can offer suggestions and help pinpoint the specific support needed for their child. This is a huge education investment. A child who struggles will inevitably start to feel unsuccessful, and this is damaging to the spirit. Without awe and wonder, education becomes a dry obligation.

[Scott Bertram]

Are there particular aspects of classical education, as you find at Founders Classical in Las Vegas, that naturally reinforces the role of parents in education?

[Rosa Kubala]

I think we do offer some unique opportunities for the parent to be involved with their child's education. We often invite parents to come in and observe lessons because they are, again, co teaching. And the more they understand what we're doing and the reasoning behind it, the better off we are all together. We have even parents come in to support our curriculum. Sometimes if they do something that is well within the boundaries of what we're teaching, they can come in and do that. And I think our parents are a little bit more understanding of what we do at a classical school, because I know in our K12 Hillsdale schools, we are all schools of choice. So parents research us, hopefully, and they are bringing their child to us. I like to say on purpose, you guys are here because you have a reason to be here. They've read our mission statement. They understand that we're going to talk about civics, we're going to talk about virtue, which is not always accepted in the mainstream schools.

[Scott Bertram]

Rosa Kubala is with us. Kindergarten teacher, student leadership advisor at Founders Classical Academy of Las Vegas, talking about partnering with parents to ensure student success. Success. If there is a little bit of contention, if there's a contentious feeling between teacher and parent, why is that usually so? And is there a best way to help with that friction between parents and teachers?

[Rosa Kubala]

Yeah, this is definitely the elephant in the room. We all kind of worry about this on both sides. We both have the same goal, parents and students. Parents and teachers both want success for the students. Teachers want all the students to succeed. And parents in general have their eyes on just their child because that's natural. I have always advocated for my children. In fact, that is largely why we have a Hillsdale K12 classical school in Las Vegas. But as you might imagine, this can sometimes cause that friction. In my kindergarten class, I often make the point that students need to learn an entirely new set of rules and procedures for school. Children do not need to raise their hands at home or wait in line to use the restroom. In my classroom, there are 29 other students to consider. So this unnatural procedure needs to be learned. And from the parent perspective, it can be frustrating to realize that students don't always have their needs met as soon as we would all actually prefer during the school week. Our students are with teachers for about the same number of waking hours as they are with their parents. So this partnership needs to be strong and honest. Communication is key. Personally, I try to put myself in the shoes of the parents and answer questions they're likely to have before they have them. I really appreciate when my parents voice their concerns. I can't repair a situation that I'm not aware of. The sooner I know of an issue, the faster it can be addressed. Clear and honest communication, I think, is the best answer for these kinds of situations.

[Scott Bertram]

Communication is key. What are those sorts of things that you as a teacher need to know about over the course of a school year? Be it academic, social? What are those topics that will be helpful to you as a teacher in the classroom?

[Rosa Kubala]

This is great. Yeah. A lot of times parents don't think about telling us, you know, our pet died last night, or if there's an extenuating situation that might cause a child to not be up to their best. Because we get to know their children quite well and if something is off, we can usually tell pretty quickly. And having that knowledge beforehand can help us support the child emotionally, which is usually the difference. Academics kind of roll forward in a very steady progression unless something comes up. And most often those things are emotional family things that we wouldn't be aware of.

[Scott Bertram]

How do you deal with a child that is perhaps overly disruptive inside the classroom?

[Rosa Kubala]

Well, this depends on the type of disruption that the child is causing. Basically, we all love our children, but we know they are not flawless. And in the parent teacher partnership, this is where we most need to be on the same page. Strategies are going to differ by grade level in school. Teachers and parents both need clear guidance from school administration as to how these situations are handled. Depending on the severity of the disruption, the answer may include a quiet moment with the teacher to de escalate the situation or the assistance of a counselor or administrator. I personally love praising the children who do things correctly. If there's a small disturbance in my classroom, I'll look for a child that is behaving properly and let them know what a good job they are doing. Children generally want to do well, and when they see someone succeed, they will usually do their best to follow suit. If this does not adjust the behavior sufficiently, I'll ask that child to stop and think about what choices they're making. For anything more than this, I'll send a note home to the parent. Support from families can make a huge impact. Sometimes parents will let me know of extenuating circumstances or there's, you know, all kinds of things that can cause this type of behavior. Often parents will reinforce classroom rules and then the child gets a clear understanding of the importance of the standards of conduct. I've actually had some parents tell me that they implement our rules at home and the whole household benefits.

[Scott Bertram]

I think we touched on this a little bit previously, but explicitly. More specifically, is there a difference in the relationship between parents and teachers at a classical school than perhaps something that a parent might be more accustomed to?

[Rosa Kubala]

Yeah. Again, our parents are choosing a specific type of education that we spend a lot of time preparing and delivering. Most parents who come to our school recognize this and support what we do. On occasion, parents jump into our program without doing their research and this can be problematic. Our websites abound with information about who and what we are and what we do. We are dedicated to delivering a classical education to those who want it. This includes Socratic seminars and a robust list of classical literature under government and political Thought. Our program guide Reads and I have a little Quote. The sixth grade history curriculum introduces students to moral and political philosophy and thus should inform how they think about government. By focusing on the ideas of Judaism, Christianity, ancient Greece and Ancient Rome, students should begin to see the ideas undergirding their own country. The mission statement at the Hillsdale School where I teach Reads, we aim to train the minds and improve the hearts of young people through a rigorous classical education in the liberal arts and sciences with instruction in the principles of moral character and civic virtue for comparison. The current mission statement at the county middle school where my children would be zoned to attend Reads, we challenge students to explore their curiosity through hands on inquiry based learning in science, technology, engineering and math. We empower them to navigate real world problems with critical thinking, collaboration and creativity. We inspire them to excel academically, socially and personally preparing them for success in high school, college and beyond. Current educational offerings are quite diverse. Parents who know what they have signed up for are poised for success.

[Scott Bertram]

And are there ways simple things parents can do at home that have an outsized impact on student success? Perhaps specifically with homework or those tasks or duties that you are expecting those students to complete.

[Rosa Kubala]

This is actually more of an important question than it seems. Teachers teach and students learn in the classroom. Homework is intended for practice, habit building and reinforcement. Parents should not be expected to teach new concepts. Parents can best support their child by providing a well lit space where a student has uninterrupted time to work independently. This time should be scheduled into the daily routine, not necessarily right after school, and definitely not in the car on the way home or on the way to an activity. Homework time should be treated as a valued and necessary component to the school school day. It should never be a punishment or a prerequisite for a reward. I think it's also important to keep in mind the purpose of the homework. Sometimes life happens and there is no time to fit everything in. Let's say a child in my class is up late at a ballpark because a sibling is in a playoff game. There are choices to make. This is a great time to remember the partnership. I would allow a student to submit an assignment late if the parent reached out in this situation. Sadly, sometimes parents can only see the missing grade and they themselves will complete the assignment just to turn it in on time. I would much rather have the assignment late or even missing because this is definitely not a good example for the child. I like the notion of letting children know that they can still be successful without being perfect all the time. Knowledge, mastery and understanding are the goals of education, not perfection. Good grades will follow when the children learn with wonder, joy and integrity.

[Scott Bertram]

Is there anything in particular that you have learned from parents or perhaps just through your interaction with parents over the years that you think maybe has made you a better teacher?

[Rosa Kubala]

I think overall, just being open to listening what every parent says every new I've taught kindergarten. I just finished my 11th year and there is a new surprise every year. Parents have different A lot of it honestly stems from fear. Once a parent tells me what their needs and concerns are, we can deal with that and that really supports the partnership.

[Scott Bertram]

Rosa Kubala is Kindergarten teacher and Student Leadership Advisor at Founders Classical Academy of Las Vegas, also on the committee that formed the first governing body at the School Governing Board at the school. Talking today about partnering with parents to ensure student success. Rosa, thanks so much for joining us here on the Hillsdale College K12 Classical Education Podcast.

[Rosa Kubala]

Thank you so much. It's my pleasure.

[Scott Bertram]

I'm Scott Bertram. We invite you to like us on Facebook Search for Hillsdale College K12 classical education. You also can follow us on Instagram hillsdalek12. That's hillsdalek12 on Instagram. Thank you for listening to The Hillsdale College K12 classical education podcast, part of the Hillsdale College Podcast Network. More at Podcast Hillsdale Edu or wherever you get your audio.