This paper describes the collaborative process and outcomes from involving teacher educators and school personnel in school-based collaborative supervisory teams formed by clustering graduate-level preservice teaching interns in a number of elementary and secondary field sites. The school-university collaborative reflects key elements in the collaborative process: nonhierarchical self-management, collegiality and experimentation, a setting of pause, reflective thinking, and cognitive expansion. Teams comprised of university supervisors, cooperating teachers, interns, and one principal from each of 10 cluster sites engaged in an inquiry-oriented collaboration in order to articulate a model of collaborative supervision surrounding issues pertinent to 3 areas: (1) the process of matching interns and cooperating teachers; (2) achieving maximum communication among interns, cooperating teachers, administrators, and supervisors; and (3) defining the role of interns, cooperating teachers, school administrators, and university supervisors. Results suggest that collaborative action research leads to enhanced professionalism and changes in practice both at the university and the school level in the context of national reform efforts. (Contains 13 references.) (LL)