Date Submitted: 9/30/2022

Consultant Log Cover Sheet

Consultant: LMS Log #: 1

Consultee’s Initials: NJ Date of session: 9/30/2022
Setting: zoom Length: 35 minutes
Grade Level: 10th & 11th grade English teacher

Key Themes of Discussion: Introduction to consultation; Entry statements,

Problem ID

Transcript Process Notes

Consultant (C): Hi Ms. Joiner, how are you Broad opening
doing today?
Teacher (T): Hi Lisa, I'm good, how are you
doing?
C: I'm doing good. It’s nice to be able to
finally find a time that works for us.
T: Yes! This time works perfectly for me.
C: OK, good. Thank you again for
volunteering to work with me on this course
project.
The main goal is for me to learn the skills and
having you as a volunteer teacher with so
many years of experience will be a great
benefit to my learning.

T: Lisa, you were one of my best students in Shaking her head in agreement and smiling
high school and anything I can help with you
can count on me
C: Thank you for that Ms. Joiner. So let me
begin by telling you a little bit about what this
project entails. I mentioned to you that this
requires for me to record our sessions, but
first I want to check in with you if you’re fine
with your name being displayed or if you
want to change it.
T: I don’t mind keeping my name as it is.
C: OK. Shall we begin now?
T: Yes
C: OK, so now I'll tell you a little bit more Teacher is shaking her head (shows
about this project. understanding)
We will focus on collaborative problem
solving. During our sessions we can use our
time to problem solve any classroom concerns
that you might have.
These could be related to specific student,
class-wide, or even with the school
environment.

C: As I mentioned over the phone,

consultation is not therapy, and no counseling
components will be used.
C: The focus really is just problem-solving
things that come up in your classroom
situation.
T: OK
C: And we're going to meet Fridays at 7pm Teacher seems to understand –we had
eastern which is 6pm your time. There will discussed this before the sessions over the
be five recorded sessions in total and we will phone but I wanted to go over it again to
meet for 30 minutes. make sure we were on the same page
These will be shared with my professor and
another student so that I can receive feedback

T: OK, sounds good.

C: Our sessions will not focus on me
evaluating you or counseling. They will serve
as a way for me to assist you to problem solve
concerns you are having in the classroom or
with a specific student

T: OK, yes this is like what I used to do with Teacher shared about an experience with the
our social worker Ms. W. You remember her? social worker back in high school.
C: Yes, I remember Ms. W. I think it’s important to talk about how and
I want to emphasize that these sessions are when we must break confidentiality.
confidential in the sense that yes, my
professor listens to it or reads the transcript,
and my peer does too but once the class is
over, no one else will have access to this.

As you know there are limits to where the

information goes unless there’s a child in
danger, suspected abuse or harm, potential
harm, then we both as mandated reporters
must break confidentiality.

In the case I become worried about a child, I

will reach out to you since you have the most
information on your students and we can
discuss any potential risks and safety
concerns.
T: Yes, that is our duty.
C: Since we will meet weekly you can
choose if you want to stay on the same theme
or discuss the same student.
We can switch around as well depending on
your classroom concerns

T: That sounds perfect. I do have a handful of

students who I am having some concerns
with. So, it will be good to dedicate a session
for each if possible.
C: Do you have any questions before we jump
right in?
T: No, we’re all good.
C: So, tell me a little bit about your class. Broad opening; rapport building
T: I’m currently teaching English to 10 and
th

11th graders. My classes consist of 25 to 30

students per cohort. I have a couple of
students who have special needs, but they are
high function.

C: OK, so you are teaching 25 to 30 kids, and Paraphrasing; Active listening; asking
most are general education. How many questions
students in the classroom are special needs?
T: There are about 6 students who are special
needs
C: Thanks for clarifying. How’s the school Broad opening
year going so far?
T: It’s going well. As you know I’ve relocated
back to Texas from New York and things are
very different here in the schools. You know a
lot of the challenges I’m dealing with here are
tougher than those I faced teaching in Harlem
and The Bronx.

You would think kids out there are tough, but

here they’re dealing with a lot. The school
I’m teaching at is predominantly white but in
recent months they’re recruiting faculty of
color and students as well.

In all of my years of teaching, I have not

faced so many white students with the lack of
motivation for their education. To me, it was
normal seeing Hispanic and black children
having behavioral issues and not wanting to
do classwork or participate but seeing it in
white students is different for me.
C: hmm… so it sounds like you’re faced with Paraphrasing
students not motivated to participate or Beginning of Problem Identification
complete their classwork and having
behavioral problems.

T: Yes, exactly! And I have approached

students individually to try and understand
what is going on with them.

C: That’s a start. I think what you’re doing is
great because it’s important to check in with
the students and see if there’s anything going
on with them that is causing lack of
motivation.
Agreeing with the teacher’s method of
finding out if there’s something troubling the
students.

I would like for us to meet next week to

discuss anything you find out from your
students that is causing the lack of motivation.
T: Ok, Sounds good. See you next week! Both said goodbye