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.

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: