ABSTRACT
School culture encompasses the values, traditions, beliefs, and policies within a school that can be shaped and advanced by a school's principal and teacher leaders. Considering the dynamics of school culture enabled to enter the consultant-consultee relationship with the understanding that factors external to the classroom setting play an important role. The consultee, Mrs. Brown, was a music teacher who initially came to the elementary school after being staff reduced out of a band program. Mrs. Brown seems to view her students from a cultural deficit perspective, the notion that the problem lies with the student themselves and their cultural background and community. The problem-solving process incorporates four distinct steps are, to identify the problem, to develop an intervention plan, implement the intervention plan, and evaluate the effectiveness of the plan. This process guided the consultative relationship and gave it structure and purpose.
