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Teacher Perceptions of a Consulting Teacher Model for Professional Development

Teachers’ perceptions of the Consulting Teacher Model in Albemarle County, Virginia were examined. Data collected from five consulting teachers and ten client teachers were utilized in a case study approach to describe five professional development clusters—each consisting of one consulting teacher and two client teachers. Five themes emerged from a cross-case analysis: receptivity to assistance, value of collegiality, viability of the role, consulting teacher as change agent, and teacher empowerment. Consulting teachers helped client teachers grow professionally and promoted different perspectives on teaching in the areas of mathematics, language arts, and special education. Of all the benefits of the Consulting Teacher Model, collaboration was viewed as the most rewarding.