This study was designed to develop a conceptual scheme and brief reliable measures of parent and teacher involvement and interaction, to be given to kindergarteners' parents and teachers at the time of enrollment and again at the end of kindergarten. The inventories provide a framework for an analysis of (1) characteristics of parents and teachers that influence home-school collaboration; (2) the extent to which different policies, programs, and interventions might influence parent-teacher interaction and involvement; and (3) the relationship of different levels of parent and teacher involvement and interaction to the child's school adjustment and achievement. A search of ERIC documents pertaining to home-school relationship, and a review of research on parent involvement in the child's education in the home and in the school, provided the background for developing the inventories. A small pilot study was conducted with 20 parents of 4- and 5-year-olds at a child development center. Intercorrelations of scale scores were computed for the "a priori" scales for the pilot data and were examined for clusters of scales that might define major dimensions of parent-teacher interaction and parent involvement. These clusters indicate that major dimensions of parent-teacher involvement and interaction can be isolated from this inventory. (CS)