IMPLEMENTING THE CONSULTANT TEACHER MODEL - INTERFACING MULTIPLE LINKING RELATIONSHIPS AND ROLES WITH SYSTEMIC CONDITIONS

This case study analyzes the implementation year of the Special Educat ion Consultant Teacher Model in a suburban school district. Five essen tial system-based conditions are isolated as foundations for establish ing the model. The multiple linking relationships and contingent roles assumed by the consultant teacher are discussed in terms of their dep endency on these conditions. This article provides guidance for a cons ultant teacher model that goes beyond compliance.