. The memorandum of understanding was developed before
faculty became involved with the elementary school staff;
. The memorandum of understanding clearly identified the
responsibilities that each organization would assume;
. The role and responsibilities of each group were discussed,
reviewed=modified before the memorandum of understanding
was approved by the organization’s Board of Trustees;
. A needs assessment was completed for the elementary school—
the school’s staff and Board of Trustees provided input, identified
specific needs, and approved the final list of needs. The
agreement on perceived needs provided a ‘‘smooth’’ transition
for faculty mentors; and
. University faculty mentors and elementary school faculty and
staff met weekly for the first five months of the project (spring
term, 2004); additionally, faculty met monthly to review observation
notes, for the development of a school-wide curriculum,
scope, and sequence, and to provide staff development workshops
for teachers.