Prior to implementing the partnership, the university teamattempted to collaborate with the K–5 school to determine theneed for change in terms of existing strengths, areas for improvement,
and ongoing assessment. Because the K–5 teachers lackedthe experience to identify areas for improvement, a plan was createdby the university mentors and dean emeritus to improve the
teaching and learning process. This plan included curriculumdevelopment, training to enhance instruction, and ongoing student assessment. University mentors were assigned, one to each K–5
teacher. Mentors visited classrooms weekly to observe or to modelteaching strategies, participated in the K–5 weekly teacher meetings,and provided professional development workshops. Inservice
education and workshops were developed for parents aswell as teachers. The dean emeritus served as principal for 2.5 years130 M. A. Pacino et al.as the K–5 school transitioned to a new administration. The entire school became involved in the change process.