This paper reports the early findings from an ESRC funded 'knowledge exchange' p[roject, involving head teachers leading teachers from seven inner city primary and one secondary school in processes of professional learning and development.Its purpose was to combine academic knowledge with schools' practical knowledge in designing, implementing and evaluating professional learning and development programmes relevant to needs as identified by the head teachers,who themselves played leadership roles. University staff acted in a variety of roles, according to the content  knowledge and learning process needs of the schools,. each of which was identified as being at a dfferent development phase Whilst there is much writing about school/ university partnerships, there is little which delineates the kinds of qualities , roles and competencies required by academics in partnership with head teachers. The paper will provide examples of the processes of  working with head teachers in needs identification, challenge and support within and between the schools, together with details of key qualities and roles of academics, focussing especially upon i) negotiation; ii) dialogue; iii) emotional literacy; iv) critical friendship; v) trust; vi) commitment; and vii) use of interactive technology. It will suggest that ,although issues of time and  the dominance of instrumental policy voices are said to constrain the attention which school leaders give to broader educational  professional development needs and to threaten teachers' professionalism, school/university partnerships which are rooted in shared sense of moral purpose may serve to provide a counter balance which combine the legitimate task driven pupil attainment agendas with the broader educational agendas of teachers.

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