The expectation for classroom educators to engage in evidence-based decision-making is standard protocol in most K-12 classrooms, yet translating educational research into effective practice is mired with implementation challenges. The research-practice partnership (RPP) model has emerged as a promising framework to support stakeholders as they address implementation challenges encountered in real-world contexts. This qualitative case study investigated the inner workings and attributes of a teacher-centric collaborative formed as a sub-level RPP to address ongoing implementation challenges with a state-mandated kindergarten entry assessment. Data sources included eight months of observations and transcripts from recurring RPP meetings, teacher interviews, and member communications. Findings suggest this teacher-centric RPP supported implementation by strengthening trust and credibility between educational agencies. This was achieved through a series of preconditions: Expanding access, diversifying perspectives, developing alliances, and deepening knowledge. Simultaneously, teachers' involvement in the RPP heightened their sense of professional identity and positively influenced self-efficacy with the policy mandate. Outcomes contributed to the development of a conceptual model for expanding RPP frameworks. The "Strengthening Implementors Through Engagement" (S.I.T.E) model presents a framework to strengthen and sustain evidence-based practice. The model promotes equity in educational partnerships through authentic teacher collaboration while strengthening teachers' professional identity and agency. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]