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As we do our best to support the float, build classroom communities that make space for emergence, and craft assessment that pays "as much attention to the distinctive abilities of students as it does to their deficiences" (Grobstein), we are resetting the table of education. Where will we seat the parental units? It makes sense to me, if teachers are going to relinquish the role of conductor that we also think about how we might redefine our relationships with the parental units.

I frequently begin my first conference with parents by acknowledging that they know their child far better than I ever will. I caution that I can tell them what I see at school, share developmental expectations based on the published standards, let them know what middle schools are looking for, and share with them parenting and teaching stories from my experience. I am careful to ask their goals and how they feel about their child's behavior or academic performance. Even though I think that I am sensitive to the collaborative or emergent nature of our work together to support their child, I can still be taken aback by the parent who refuses further testing or special services. There's a line that I'm looking for between my expertise and inner conductor, what I think I know is in the best interest of the student, and that part of me that feels safe accepting that the process we are talking about may not need a conductor--rather just more space and time to accommodate the diversity of brains that we have been discussing. The line keeps moving.