A Follow-up Study of Resource/ Consulting Teachers

Twenty-seven graduates of the Resource/Consulting Teacher program at the University of Illinois were interviewed by telephone, with 24 of the graduates completing questionnaires as well. The major categories of information derived from the questionnaires and interviews included background description of graduates, evaluation of the consultation preparation graduates had received, and analysis of the implementation of teacher consultation in their current teaching positions. The majority reported they had felt at least fairly comfortable, with many feeling very comfortable, while training as consultants. Practicum experience and class discussions received the highest ratings as having helped the trainees learn to consult. All participants reported the preparation program to have been above average or superior. Since graduation, 59% reported consultation as one of their responsibilities, with just over half (53%) of these consulting more than 5% of the time. Most (80%) met resistance to consultation, but the graduates also reported positive attitude change toward consultation on the part of principals, class teachers, and other special educators. The graduates perceived themselves as possessing fairly high levels of competence in 34 skills expected to facilitate the resource/consulting teaching process.