"If you want to go fast, go alone; but if you want to go far, go together."
Cory Booker
Directed Consultation
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Directed consultation is an intervention support framework that was developed to assist schools facing a variety of constraints such as isolation, limited resources or personnel, and a capacity for schools to meet the needs of a diverse group of learners. It is intended to be a collaborative effort. Educators bring a working knowledge of the child and context to the table, while an intervention specialist (or team) brings forward their expertise. Working together, the goal is to develop capacity within schools and educators. Utilizing existing strengths and working with available resources, the uniqueness of a school and community's context is considered in the development of academic and behavioural supports for students with disabilities.

Similar to action research, directed consultation is a professional development process that allows educators to identify interests and areas of concern specific to their context. It recognizes that a 'one size fits all' approach to learning does not fit the needs of students nor educators. Unlike action research, directed consultation is led and supported by an intervention specialist or team from the outset. The directed consultation model is comprised of 4 components. These are data collection, tailored general training, ongoing training, and implementation consultation.
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An initial analysis of the school, students and staff is conducted through observations, focus groups, interviews, and school wide data.
Information about practices, needs, strengths, available resources, and potential entry points is gathered.
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This information is used to identify the use or potential for evidence-based practices to be implemented. Factors or issues to promote success are addressed and an initial, personalized plan is developed.
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Based on information collected from the previous phase, workshops are conducted that respond to needs identified. Workng as a team with intervention specialist, participants are also asked about training needs and interests to guide the process.
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The aims of general training include:
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understanding DC as a team approach
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developing a strength based solutions approach
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content is tailored to student needs through the use of evidence-based practices
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to support teachers to become competent with a few selected strategies
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the development of a communication system (video conferencing, email, etc.)
This stage focuses on more focused training, targeted at teams or groups who share common concerns or need similar supports. It may be conducted through online modules, but content and strategies may be shaped to fit specific situations.
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Data gathering through checklists, logs, video, or peer observations may be done, focusing on an area of concern or interest.
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Educators can engage in self-reflective practice and the intervention specialist can offer feedback to develop capacity.
Beyond the ongoing support offered by the intervention specialist or team, individual consultation is possible. Meetings may be held by phone, video, or in person. The aim at this stage is to adapt or refine specific areas of practice or target unresponsive students.
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The establishment of a plan includes the development of specific targets and a timeframe. Data collection is important and continues through the process.
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From this data, ongoing consultation and supports such as intensification, evidence-based strategies, functional assessments, and progress monitioring may be implemented.
Data Collection
General Training
ONGOING SUPPORT
CONSUlTation
Adapted from: Farmer, T. W., Hamm, J. V., Lee, D. L., Sterrett, B. I., Rizzo, K., & Hoffman, A. S. (2018). Directed Consultation and Supported Professionalism: Promoting Adaptive Evidence-Based Practices in Rural Schools. Rural Special Education Quarterly, 37(3), 164-175.
Do Professional Development 'With' Teachers, Not 'to' Them
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June 7, 2018
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The first of a four part series in Education Teacher Week, is a longer article highlighting some of the problems with a 'one size fits all' professional development model. Many of the suggestions and rationale for improved pro-d align with the concept of direted consultation.
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