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Case 1.3 illustrates the importance of openly defining the parameters of the services to be offered in the school setting. Madeleine has become Maria’s consultee in this school psychologist–consultee relationship. In this situation, Maria is bound by the obligation and expectation that what is shared and learned in their professional interaction is confidential; she may not share information about her consultee with the principal without Madeleine’s explicit consent to do so. If Maria violated the confidentiality of the consultative relationship and shared information about Madeleine’s teaching with the school administration, her actions would most likely undermine teacher trust in school psychologists and diminish her ability to work with other teachers in need of consultative services.

However, as is discussed in ssss1, not all psychologist–teacher consultative relationships are confidential. In defining their job roles to the school community, school psychologists identify the services they provide and those that are outside the scope of their job roles (NASP Standard III.2.1, III.2.2; APA Principle E). It is the job role of the principal, not the school psychologist, to gather information on teacher effectiveness (also NASP Standard III.2.4). The ethical issues associated with the consultation role are also discussed in ssss1.