ABSTRACT
This chapter describes some of the different roles consultants can take when working with systems and to illustrate the particular importance, but difficulty, in the facilitation of coordinated effort role in their contact with education systems. While Reddin's self analysis raises the question of the different roles external consultants can have in working with education systems, they also point to some of the important issues that need to be resolved by consultants in their relationship with those systems. These issues include the over-dependence of clients on consultants and the over-confidence of consultants in their own abilities or importance. Issues that require real collaboration – such as long-term planning – are either poorly handled or not even attempted. Sweeping differences 'under the rug' seems to have little impact on the day-to-day effectiveness of schools. The high percentage of professional personnel involved with schools may help reinforce the lack of interaction.
