In writing about her own partnership experience, Marshall asks an important question, ‘‘Who were the learners in this partnership?’’ The question reinforces the fact that partnerships can only
be successful when partners are involved in a reciprocal teaching and learning experience. It is not particularly productive when university professors consider themselves as the givers of knowledge.
One can reasonably expect the university faculty to have the theoretical foundation of teaching and learning because, after all, that tends to be the focus of their research endeavors. However, their
lack of recent experience in K–12 classrooms can lead to a lack of understanding of the role of K–12 teachers in their daily school experiences. A school=university partnership offers university professors an opportunity to engage in K–12 schooling experiences beyond the usual observation; to become partners in teaching and learning; and to become a part of success stories in school change. Marshall (1999) writes that her university students expected her to engage in the preschool classroom experience; mentor teachers held the perception (sometimes a reality) that university professors—from their ivory towers—did not understand ‘‘hands-on’’ classroom experiences. The success of partnerships depends on the communication, the relationship, and the commitment of all the people involved.