Consultant Teacher (CT) Logo

The Consultant Teacher (CT) will apply in a competitive process to participate in the PAC Pilot for a minimum of one year term pending 6 month favorable evaluation with a possible second year. CTs will receive relationship-based training such as developing learning- focused relationships between professional colleagues prior to beginning their work with Mentees. They will receive training on the CLASS™ observation measure to guide professional development.  There is no cost to the CTs for this training. Regional PLCs will be facilitated by the EPS Grantees in each region and will include peer support and content training.

 

CT Qualifications:

The CT is required to have an Associate’s degree in early childhood education or a related field (a Bachelor’s degree is preferred) and, for center-based teachers, be EEC Lead Teacher Qualified or above. In addition, CTs must have:

  • At least three years of experience working as an educator in a Center-based, FCC or ASOST program;
  • Currently working in a program participating in the MA-QRIS at a Level 2 or above (self-assessed);
  • Support of Program/Instructional Leader to participate; and
  • Access to a computer and the internet for use of video support technology.

Note: Supervisors and Administrators are not eligible to serve as a CT.

 

CT Responsibilities: 

  • Attend pre-service training (estimated training 4-5 days prior to implementation of project).
  • Participate in ongoing monthly CT training and the regional PLC to share resources, training, expertise, and experience.
  • Provide Peer Assistance and Coaching, including:
    • Jointly establishing monthly meetings with Mentee (may be virtual; phone, email, video clips) to conduct observations and review progress and provide feedback.
      • The initial meeting will include a review of the data identifying the Mentee’s needs with an action plan, including recommended professional development and coaching strategies designed to increase knowledge and skills in identified areas of need.
      • Thereafter, there will be a cycle of evaluation and coaching that includes continuous mutual goal setting using observations and follow-up conferences to analyze and set practical goals for improvement based upon detailed evaluation criteria.
    • Jointly establish monthly meetings or check-ins with Program/Instructional Leader;.
    • Work with Mentee and Program/Instructional Leader to refine the Mentee’s professional development plan including identification of recommended training or courses and strategies for practice application .
    • Provide progress report every 30 days using provided template indicating actions, progress, and/or next steps.
  • Maintain Confidentiality.

Apply to be a Consultant Teacher (CT) Coach.