ABSTRACT
This chapter narrates the story of a developing university-school district partnership created to understand how a community of middle school mathematics teachers and leaders is realizing the district’s inspiring vision for ambitious mathematics teaching through meaningful assessment. Reflexivity, deliberation, and communication strategies are the building blocks through which we formed a collective agenda for a long-term mutualistic partnership. The chapter is informed by dialectical pluralism, self-study methodology, contemporary/emerging research-practice partnerships (RPPs) literature, and insights from our individual and collective experiences to describe the enactment of the project as a balancing act to achieve equity in the partnership.
