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ABSTRACT
Our increasingly diverse society has resulted in concomitant pressure on teacher education programs to prepare graduates to work with PK-12 students who may differ from them on important sociocultural dimensions such as race and ethnicity. The purpose of this article is to advance the use of a conceptual model, the solution-focused consultee-centered model of consultation. This model has been used by a school psychologist with teacher education faculty to dismantle white privilege in primarily white students who will teach students of color in urban, low-income settings. This article describes the consultation model, addresses the factors that impinge upon the functioning of consultants and consultees from entry to termination, explicates facilitating factors and barriers to success, and concludes with a case scenario that highlights applications of the model in one teacher education program.
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No potential conflict of interest was reported by the author.
Additional information
Notes on contributors
Mary M. Chittooran
Mary M. Chittooran is a faculty member in the School of Education at Saint Louis University and a nationally certified school psychologist. She has served as a consultant in public and private schools, universities, clinics, and hospitals, both in domestic and international settings.