I keep wondering what kind of person it takes to be a consulting teacher to a teacher in need of remediation. That seems like such a daunting task. Having seen a variation of this remediation in my building, I can say it was difficult for consulting teacher to "reach" the struggling teacher.
Another teacher and I took it upon ourselves to help a struggling teacher last year. Without giving more detail, I can say it was very difficult for us. We were not sure if we were using the right strategies or having the right conversations. The struggling teacher was very appreciative of the other teacher and the conversations they had and methods shared. However, those conversations were tough and I think it might have been more than the "consulting teacher" could handle. I was simply the facilitator of these conversations and it was tough at times. With no administrative support, we were floundering.
As I reflect on that situation, I am glad that we gave the extra time, effort, and thought because things could not remain as they had been. How does a principal choose that consulting teacher and how much support is given?
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