Fiscal Year 2021 → Question 32

What is the ratio of consulting teachers to teachers for the last several years?

Question#: 32

ANSWER:

Consulting teachers (CTs) in the Department of Professional Growth Systems provide new, novice, and underperforming teachers with coaching support to assist them with transforming their teaching practices in order for them to better meet the needs of the students they serve. As outlined in the data below, the overall ratio between CTs and clients has fluctuated.

Fiscal Year (FY)

Number of CTs

Number of Clients

Ratio of CTs to Clients

FY 2017

33

717

1:22

FY 2018

27

702

1:26

FY 2019

27

562

1:21

FY 2020

27

622

1:23

 

The CTs have a range of responsibilities during a school year, including but not limited to weekly providing informal and formal written feedback to their clients; developing improvement plans; leading data conversations; and planning and facilitating professional development trainings.

As the school year goes on, new teachers who are exceeding all standards receive less intensive support from the CTs and are placed in Consulting Teacher Assist (CTA) status. Consulting Teachers still serve these CTA clients, but with less support (fewer client visits and written feedback reports). At the same time, other clients may require more intensive support, particularly those added after the start of the school year when veteran teachers new to MCPS are identified as underperforming and/or first year teachers who are late hires. The following chart illustrates the expanded CT/CTA/Client list as the school year progresses:

Fiscal Year

Number of Consulting Teachers*

Original Client Number August– October 31

Additional Clients added by November 1

Additional Clients December 1

Total Number of Clients

Ratio of CT: Client

CTA Mid- December

Ratio of CT: Client After the CTA Teachers are Identified
   

First-year and tenured under- performing teachers

Under- performing new to MCPS teachers with experience

New teachers who are late hires

 

Prior to the identification of teachers who receive CTA

Reduction of full support. New teachers who are meeting all standards and will not receive the full support.

Quantitative caseload after CTA reduction

FY 2017

33

668

22

27

717

1:22

(717÷33)

-31

(717-31=686)

1:21

(686÷33)

FY 2018

27

643

21

38

702

1:26

(702÷27)

-93

(702-93=609)

1:22/1:23

(609÷27)

FY 2019

27

535

20

7

562

1:21

(562÷27)

-19

(562-19=543)

1:20

(543÷27)

FY 2020

27

591

19

12

622

1:23

(622÷27)

-51

(622-51=571)

1:21

(571÷27)