This paper presents the modelling of a specific form of community practice, namely the school, family, and community partnership, one where the development practitioner stands at the center of an intersectorial measure adopted in an urban multicultural district located in the northern part of Montreal. Our findings stem from a qualitative analysis performed on a theme-based collection of literature, interviews, and field observations. They emphasize dimensions and specific forms of the development practitioner trade. The development practitioner stands next to –in continuity with– trades linked to community leadership, but with the specific feature of presenting an original assemblage of those forms of action in the same initiative, notably because of its capacity to take into account the base conditions of socio-educational intervention.