The Instructional Consultation Facilitator: A Job Analysis

dc.contributor.advisorRosenfield, Sylvia Aen_US
dc.contributor.authorVaganek, Megan Michelleen_US
dc.contributor.departmentCounseling and Personnel Servicesen_US
dc.contributor.publisherDigital Repository at the University of Marylanden_US
dc.contributor.publisherUniversity of Maryland (College Park, Md.)en_US
dc.description.abstractTeams have become a primary vehicle for problem solving and decision-making in schools, but research on team leaders in schools is weak. Instructional Consultation (IC) Teams is a team-based early intervention program aiming to improve student achievement through changes in teacher beliefs and enhancement of teacher practices. The leader, or IC Facilitator, is a driving force of the program, responsible for team training and maintenance. A job analysis, conducted using a review of IC literature and training materials (known as a content analysis) and interviews with 12 facilitators, resulted in a comprehensive list of statements regarding tasks, knowledge, skills, abilities and attributes, and performance standards that characterize the job. Interview-generated statements are consistent with those outlined in training materials. Facilitators in this study also reported participation in additional tasks, outside of the expected role. Implications for training and recruitment and, limitations and directions for future research were explored.en_US
dc.subject.pqcontrolledEducational leadershipen_US
dc.subject.pqcontrolledOccupational psychologyen_US
dc.subject.pquncontrolledInstructional Consultationen_US
dc.subject.pquncontrolledJob Analysisen_US
dc.subject.pquncontrolledTeam Leadershipen_US
dc.titleThe Instructional Consultation Facilitator: A Job Analysisen_US


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