Antecedent Conditions Affecting Learning in an In-Service Program for Consultants.

Efforts to improve the effectiveness of consultants inrlude the provision of in-service programs addressing the specific aldlls required by the role. Little research has been conducted on the characteristics of persons and organizations associated with consultant learning In such programs. The article presents a model for examining who benefits from in-service and tests its adequacy using data produced by 35 consultants engaged in an eight month professional development program. The study found that personal characteristics (demographics, beliefs about efficacy and importance attached to consultant activities) predicted consultant learning. Greatest gains were obtained by those who were relatively inexperienced as consultants, who were confident about their own ability to bring about change in students and who attached more importance to the administrative aspects of consultancy. These findings suggested that a motivational factor was at work that encouraged in-service participants who aspired to broader influer e in the school district. There was less evidence in support of the impact of institutional factors, largely because of the kick of variability between districts included in the study sample. ANTECEDENT CONDITIONS AFFECTING LEARNING IN AN IN-SERVICE PROGRAM FOR CONSULTANTS District level consultants are expected to support educational innovation and improve teacher practice. Although there is some evidence (reviewed in Authors, 1990a) that they do have these effects, support for co--ultants is dwindling in many jurisdictions, partly Jue to budget pressures and partly due to increased confidence in the ability of buikling administrators to provide curriculum leadership. The result is a reduction in the number of consultant positions and a shortening of terms. Yet paradoxkally demands on the role and accountability for outcomes are increasing. In order to make the most of these dwindling resources at a time of escalating demand, a number of role improvement efforts bave been launched, such as upgrading procedures for selecting candidates, providing better supervision and clarifying role descriptions. Many districts are also beginning to design preservice and in-service activities for consultants, programs comparable to the sessions provided for principals and principal candidates. But who benefits from this district level in-service? Is it possible to identify in advance the consultants who are most likely to take advantage of the learning opportunities provided by these expensive programs? And which boards will find in-service to be a productive mechanism for the enhancement of consultant effectiveness? The researvh reported here provides some answers to these questions using data collected in a 1989-90 study of a professional development program for consultants focused on specifi consulting strategies. No previous study has assessed the influence of antecedent variables on consultant learning. The ,. mplified model in Figure 1 proposes that learning in an in-service, operationalized as improvements in the strategies consultants use to help teachers and other agents respond to syrOnl priorities, will be a function of their entry level strategies, personal variables and characteristics of the institutions in which they work. Previous research provides evidence of linkages between elements of the model, particularly with respect to entry performance.