In this article, the author summarizes his efforts to design the Cultural Proficiency Continuum Dialogic Protocol (CPCDP), a tool purposed to assess and codify educators' cultural competence. The design and development of the CPCDP took place within four school-university partnerships (e.g., Professional Development School and Hybrid Partnership). This study used an Educational Design Research (EDR) methodology, which empowered participants (n=20) to offer feedback (e.g., process and affect) used to increase the usefulness of the CPCDP. Findings from this study are discursive and embedded within the procedures used in the design and development of the CPCDP. This study provides insights into how stakeholders within school-university partnerships can use EDR to design and develop curricula and pedagogical artifacts to develop preservice teachers' cultural competence.