The consulting teacher model is receiving increasing attention in state departments of education and local school districts. It offers possibilities for improving educational service in the mainstream to mildly handicapped children and other children at risk and is consonant with the current regular/special education initiative being promoted by the federal government. It also is consistent with reform strategies urging creation of master teachers. Because of its intuitive attractiveness, a risk exists that the model will be implemented prematurely on a statewide level. Among the likely and undesirable side-effects of hasty implementation are ineffective caseload management, conversion of the model into yet another tutoring model, premature replacement of the resource model, inadequate training of both regular and special educators, neglect of financial and program evaluation, and insufficient funding support from regular education. To increase the odds of successful implementation, states must accommodate multiple goals for the model, create administrative incentives that do not undermine it, and assure adequate preparation of teachers as consulting teachers. Without sufficient attention, resources, and planning, the consulting teacher model will fail to achieve its potential.
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