Parents are also asked to have conferences to discuss their student's progress on a regular basis. Teachers have a responsibility to the parent to ensure that the parent is kept informed about the child's needs and development over the course of the educational process. These are the most direct methods to ensure that parents are aware of how and what their child is learning. Indirectly, encouraging parents to volunteer to chaperone field trips; to make contributions of their knowledge to the class if they have relevant experience in what is being studied (for example, if a parent is a doctor and the children are reading a story about doctors, the parent could be asked to come to give a short talk about his or her profession); and following up when there are concerns about a child's social or academic development are all ways in which teachers can ensure that parents are part of the learning team and are friends, not adversaries.

Other professionals (Including teachers, QSA, note...

Teachers must work together to teach one another about effective strategies that work and do not work, particularly when teaching difficult material. Regular meetings between teachers as well as scheduled meetings between all faculty and administrative staff at the school ensures that there is a free flow of dialogue and that teachers have a voice in how the curriculum is structured. While QSA may have formal reporting requirements regarding student progress as measured in a quantitative fashion through standardized assessment, these informal contacts are equally important in creating a positive learning environment for faculty as well as students.
Bibliography

Essential learnings by the end of age 7. 2011. Queensland studies Authority (QSA).

Accessed: http://www.qsa.qld.edu.au/downloads/early_middle/qcar_el_english_yr7.pdf [September 3, 2011]