Attending parent-teacher conferences and reviewing my notes provided a valuable perspective on how I can engage with my students and better support their learning goals. For example, I’d learned that one of my students had recently stopped taking ADHD medication which prompted me to implement more intentional individualized strategies to keep their attention and manage distractions during the class. However, my cooperating teacher and I discussed how parent-teacher conferences can often present a selection bias: families of students who are already performing at or above the standards are the families attending these meetings. Our discussions of the benefits and drawbacks of parent-teacher conferences showed me that collaborating with the families of all my students, especially lower-achieving students, is a proactive endeavor to reinforce equitable teaching practices.