A User's Guide to

Peer Assistance and Review

  • What is PAR?
  • Costs and benefits of PAR
  • Designing your PAR project
  • Labor-management relations
  • Practical issues and advice

How will the CT’s caseload be determined?

ct7Toledo CT

The caseload for full-time CTs is usually 10-15 teachers, though it can be as large as 20. A manageable caseload allows CTs to visit teachers in their classroom every week or two and keep up with demands of documentation—completing communication logs, reviewing observation notes, and filing formal reports.

The size of caseloads may change with budget cuts or increases. Also, most PAR programs reduce the CT’s caseload when it includes a low-performing tenured teacher, who usually requires more of a CT’s time than a new teacher. Districts usually expect CTs to visit and observe a teacher on Intervention at least once a week, although in practice, it often turns out to be more. As a result, several districts use a weighted formula in assigning caseloads. Toledo and Montgomery County count an experienced teacher on Intervention as the equivalent of two novice teachers, while San Juan counts that experienced teacher as the equivalent of three novices.

In most districts, experienced teachers must be referred to Intervention in the spring, which means that experienced teachers are assigned before novices and caseloads can account for different demands of the teachers. However, in Rochester and Minneapolis, experienced teachers may enter Intervention at any time during the year and there is no weighting system. If an Intervention case begins after the start of school, the PAR director of the program rearranges caseloads so that a CT in the appropriate subject and grade level can be freed up to work with the teacher on Intervention.