Teachers and teacher educators who are seeking to (1) enact the kinds of innovative and transformative partnerships needed to bring out the best in teachers and students and (2) enable the rich connections possible among parents, teachers, student teachers, faculty members, and community members have no choice but to interrupt the old forms of partnership and make this break consciously as they forge the new relationships necessary. Reimagined and re-created partnerships will require systemic approaches to taking care for the stress involved in making such changes; they will require building from existing strengths and connecting the resources that all the participants have to offer. The previously "separate" domains of teachers, university faculty members, and parents will need to be reconfigured so that their permeability becomes an asset; then, each partner will need to not only open up to let others in but also stretch out to take on new roles and responsibilities so that they can work together in all these domains for the best interests of the students. As these new roles and organizational structures get negotiated and enacted, all partners will have to be sensitive to, and take account of, the existing power relationships within and between institutions and to those embedded in the ideological markers of race, class, gender, and language.