Educational Reform Agenda.

Factors that contribute to the success of an educational consultant and the school partnership were studied through a qualitative exploration of the consultant's role in two reform efforts. The study explored the work of one educational consultant in two school districts, one in which the consultant had been working for 27 years and one in which she had been working for less than 2 years. Both districts were in upscale suburbs of New York City. Two distinct models emerged from the study data, one was referred to as consultant-as-voice and the other as client-as-voice. In the consultant-as-voice model, the consultant worked directly with the participants, usually with the client present. In the client-as-voice mode, she worked directly with the client, usually in the absence of the other participants, to build capacity in the client in both content and process. The consultant's success depended on her ability to overcome any negative influence of the site-specific factors studied (principal, interna