Implementing the Consultant Teacher Model: Interfacing Multiple Linking Relationships and Roles With Systemic Conditions

Abstract

This case study analyzes the implementation year of the Special Education Consultant Teacher Model in a suburban school district. Five essential system-based conditions are isolated as foundations for establishing the model. The multiple linking relationships and contingent roles assumed by the consultant teacher are discussed in terms of their dependency on these conditions. This article provides guidance for a consultant teacher model that goes beyond compliance.