Appendix


Annual Report 1998 Table of Contents | Brochures and Reports


Contents of section:

  • Committees, Council, and Boards of the Institute
  • Statements Made on the Announcement of the National Demonstration Project
  • Selected Bibliography

  • Committees, Council, and Boards of the Institute
    National Advisory Committee
    Gordon M. Ambach
    Carla Asher
    Leon Botstein
    Donna V. Dunlop
    Richard Ekman
    Norman C. Francis
    I. Michael Heyman
    Bonnie B. Himmelman
    Owen M. López
    Ilene Mack
    Robert Schwartz
    Theodore R. Sizer
    Donald M. Stewart
    David L. Warren
    Glegg L. Watson 

    University Advisory Council
    Honorary Chairman
    Howard R. Lamar
    Co-Chairmen
    Jules D. Prown
    Sabatino Sofia 

    Executive Committee
    Kent C. Bloomer
    Paul H. Fry
    Gary L. Haller
    Mary E. Miller
    Brigitte Peucker
    Cynthia E. Russett
    Harry S. Stout
    Rev. Frederick J. Streets
    Frank M. Turner
    Robert G. Wheeler 

    Members
    Sidney Altman
    Thomas Appelquist,
    ex officio
    Richard H. Brodhead,
    ex officio
    D. Allan Bromley
    David Bromwich
    Richard L. Burger,
    ex officio
    Robert A. Burt
    Jon Butler
    Jarod L. Cohon
    Margaret A. Farley
    Roberto González-Echevarría
    Robert B. Gordon
    Gilbert M. Joseph
    Fred H. Koetter
    Traugott Lawler
    Richard C. Levin, 
    ex officio
    Linda K. Lorimer, 
    ex officio
    Paul W. MacAvoy

    Lawrence Manley
    A. Patrick McCaughey, 
    ex officio
    Sharon M. Oster
    David Pease
    Jaroslav Pelikan
    Patricia Pessar
    Linda H. Peterson
    Dr. Margretta R. Seashore
    H. Catherine W. Skinner
    William H. Smith
    Jonathan D. Spence
    Robert B. Stepto
    Susan M. Vogel,
    ex officio
    Charles A. Walker
    John P. Wargo
    Thomas R. Whitaker
    Robin W. Winks
    Stephen Wizner
    Bryan J. Wolf
    Werner P. Wolf 

    Planning Team, 1997
    Carla Asher
    Raymond W. Brooks
    Joyce Bryant
    Robert A. Burt
    Elsa M. Calderón
    Sandra F. Comas
    Marcella M. Flake
    Alan K. Frishman
    Manuel N. Gómez
    Peter N. Herndon
    Ida L. Hickerson
    Carolyn N. Kinder
    Traugott Lawler
    Pedro Mendia
    Mary E. Miller
    Jules D. Prown
    Cynthia E. Russett
    Luis A. Recalde
    Verdell Roberts
    Jay L. Robinson
    Dr. Margretta R. Seashore
    Charles S. Serns
    Rogers M. Smith
    Sabatino Sofia
    Rev. Frederick J. Streets
    Jean E. Sutherland
    Thomas R. Whitaker 

    Implementation Team
    Yale Faculty Members
    Traugott Lawler
    Mary E. Miller
    Jules D. Prown
    Cynthia E. Russett
    Rogers M. Smith
    Sabatino Sofia
    Rev. Frederick J. Streets 

    New Haven Public School 
    Teachers and Staff
    Sequella H. Coleman
    Alan K. Frishman
    Peter N. Herndon
    Carolyn N. Kinder
    Pedro Mendia
    Joseph A. Montagna
    Mary Stewart
    Jean E. Sutherland 

    Seminar Coordinators
    Val-Jean Belton
    Sequela H. Coleman
    Carolyn N. Kinder
    Sheila Martin-Corbin
    Pedro Mendia
    Mary Stewart
    Jean E. Sutherland 

    School Representatives
    and Contacts
    Lisa Alter
    Trudy Anderson
    Holly Anthony
    Kathleen Ayr
    Stephen Beasley-Murray
    Val-Jean Belton
    Teasie Blassingame
    Jennifer Y. Blue
    Medria Blue
    Mary Ellen Brayton
    Stephen P. Broker
    Raymond W. Brooks
    Michael Brownstein
    Joyce Bryant
    John Buell
    Elsa M. Calderón
    G. Casey Cassidy
    Daisy S. Catalan
    Sequella H. Coleman
    William Dillon
    Christine A. Elmore
    Connie Freer
    Alan K. Frishman
    Ella Giles
    June M. Gold
    Gail G. Hall
    Deborah E. Hare
    Peter N. Herndon
    Ida L. Hickerson
    Christine Y. House
    Pamela M. Kelley
    Carolyn N. Kinder
    Waltrina D. Kirkland-Mullins
    Robin Lally
    Jeanne Z. Lawrence
    Joseph H. Lewis
    Felicia R. McKinnon
    Richard R. MacMahon
    Janice Markey 

    Doris Massie
    Patsy Mayo
    Roberta A. Mazzucco
    Pedro Mendia
    Toni Morrotti
    Susan L. Norwood
    María Nuñez
    Bonnie Osborne
    Sylvia Petriccione
    Emma Pinette
    Soraya R. Potter
    Lucia Rafala
    Joan Rapczynski
    Luis A. Recalde
    Gwendolyn Robinson
    Eddie Rose
    Helene Sapadin
    Grayce H. Storey
    Mary Stewart
    Ramon Suárez
    Jean E. Sutherland
    Sarah Thomas
    Yolanda Trapp
    Leslie E. Troppe
    Paul E. Turtola
    Lois Van Wagner
    Carolyn S. Williams
    Sloan E. Williams III
    Eleanor Willis
    Cynthia E. Wilson 

    On Common Ground
    Editorial Board
    Sharon Floyd
    Manuel N. Gómez
    Patricia King
    Edward C. Kisailus
    Sharon Olguin
    Thomas E. Persing
    Jay L. Robinson
    Charles S. Serns
    Jean E. Sutherland
    Thomas R. Whitaker,
    Chairman 

    Editorial Advisory Board
    Adrienne Y. Bailey
    René Castilla
    Lucy Davis
    Thomas Furtado
    Dixie Goswami
    Kati Haycock
    Vinetta Jones
    Gene I. Maeroff
    John Merrow
    Jules D. Prown
    Leo Rockas
    Adele Seeff
    Thomas Toch
    Gita Z. Wilder 

    to the top of Committees, Council, and Boards of the Institute | to the top of Appendix


    Statements Made on the Announcement of the National Demonstration Project

    I was pleased to learn that the Yale-New Haven Teachers Institute has been awarded a grant from the DeWitt Wallace-Reader’s Digest Fund to establish programs to improve public school curriculum around the country. Congratulations are in order, not only for the recent honor, but for the past 20 years of work which has led up to the award. The grant is a testament to the quality of the Yale-New Haven program and its considerable value to the New Haven community.

    Developing a first-class curriculum is an important step in America’s struggle to imporve our children’s education. Cooperation between our institutions of higher education and our public schools can lead to informed improvements. The grant will allow other communities to benefit from the Yale-New Haven program by duplicating the Institute’s methods. The collaboration between Yale and New Haven’s public schools has greatly improved the quality of the curriculum of the New Haven area public schools. I believe this system will also help other school systems around the country.

    Now that the grant has been awarded, the hard work must begin. Your efforts have the potential to profoundly influence the way we teach the next generation of Americans. I have always been a strong supporter of quality public education. I am proud of the Institute, and the knowledge of the Yale faculty that support it will also be working to improve our public education system. I am extremely confident that the Institute will live up to all of our expectations and that the program will be a success.

    I appreciate having the opportunity to comment on this significant undertaking and hope you will keep me informed of all your future achievements. I wish you the best of luck in this important endeavor.

    —United States Representative Rosa L. DeLauro

    The Yale-New Haven Teachers Institute’s innovative effort to promote and foster the educational partnership between Yale University and the New Haven Public School system is the beginning of a potential revolution in American education—a revolution spurred by a desire to better educate American children. Over the years, the partnership has allowed more than 435 New Haven teachers to work directly with Yale faculty in improving the content and quality of their teaching. And the results are clear. New Haven’s classrooms have been enriched with the implementation of innovative curricula and creative teaching strategies that challenge and engage students. We all talk a great deal about improving our public schools, but in New Haven it is more than talk. I am excited about the expansion of this successful idea to other communities.

    —United States Senator Christopher Dodd

    A recent report released by Education Week and the Pew Charitable Trusts began by declaring, “It’s hard to exaggerate the education crisis in America’s cities.” The report went on to methodically substantiate that point, showing, among other things, that a majority of urban students fail to meet even minimum standards on national tests in half the states with large cities. This situation is deplorable, and we can’t afford to ignore it any longer.

    At the national level, we have finally begun a debate on how the Federal Government can help state and local leaders respond to this crisis and revive these dying school districts, with President Clinton providing some much-needed leadership. But the reality is that our efforts won’t amount to much without a sustained commitment from the states and the urban communities most in need to work cooperatively to engineer dramatic reforms. This is an enormous challenge, and it will require harnessing all the educational resources we have at our disposal.

    That is why the national demonstration program the Institute is proposing sounds so promising. In Connecticut, I have seen first-hand the significant contributions that Yale and Trinity College have made to lifting up the school systems in New Haven and Hartford and helping students in those cities realize their potential. There are many other urban colleges and universities around the country that are poised to make similar contributions, especially in terms of sharing their expertise with local public school teachers, and the professional development projects you are planning should help improve the quality of instruction for thousands of students.

    This is just the kind of innovative partnership we must develop and replicate if we hope to rescue these schools and provide the children who attend them with the education they deserve. I wish you the best of luck as you go foward with this initiative, and look forward to hearing about the results.

    —United States Senator Joseph I. Lieberman

    Elementary and secondary schools will be only as good as the faculty members which drive them, and theses faculty members will be no more powerful than the scholarship with which they have been equipped. Even the most devoted and sensitive science teacher cannot teach physics well if she does not know physics. The most politically engaged social studies teacher cannot teach history well if he does not know history. These disciplines are in constant motion, and even the best trained of us become quickly out of date. School-university partnerships, such as that pioneered in New Haven with Yale, provide a mechanism for the constant intellectual invigoration of public and private school teachers. May the tribe of these associations between schools, school systems and universities increase.

    —Theodore R. Sizer, Chairman, Coalition of Essential Schools

    On behalf of the College Board, a nearly 100 year-old association of schools and colleges, I salute the Yale-New Haven Teachers Institute for launching its National Demonstration Project. The College Board has had the pleasure of supporting the work of the Institute over the years, most notably during the EQ Models Program for School-College Collaboration several years back. The Institute stands as one of the great university-school collaborations in education, a pioneering model integrating curricular development with intellectual renewal for teachers. We applaud the Institute’s tremendous contribution to the professional lives of teachers, and we sincerely hope that this project will expand its model of service to teachers across the country.

    —Donald M. Stewart, President, The College Board

    Universities have the potential to play an important role in helping states and local communities strengthen their schools and boost student achievement. When you consider the vast array of resources found at most universities, it makes consummate sense for them to partner with elementary and secondary schools. The constant cycle of research, talent and technology that is at the heart of every good university can be a lifeline for troubled schools. Universities can also offer sustained, innovative, and resource rich programs of staff development for classroom teachers and specific content knowledge in a wide variety of related areas including public health, psychology, architecture and business.

    The Yale-New Haven Teachers Institute has been a beacon of hope for what is possible when a significant partner and an enlightened school district commit to working closely and cooperatively together to enhance teaching and to improve the teaching-learning process. States and school districts across the country should pause and look carefully at the universities and schools that have discovered the power of partnership as a means of implementing meaningful reform—the results speak for themselves.

    —Gerald N. Tirozzi, Assistant Secretary for Elementary and Secondary Education, United States Department of Education.

    The National Demonstration Project offers enormous promise to establish three new university-school partnerships, based on the highly successful experience of the Yale-New Haven Teachers Institute.

    For 20 years, Yale-New Haven Teachers Institute has modeled a powerful collaboration between Yale and New Haven School District. This model focuses on a five-month-long seminar in which school teachers, working with university faculty, create and implement new and dynamic curricular unites selected by the school teacher.

    The grant from the DeWitt Wallace-Reader’s Digest Fund will allow this unique town and gown, school and college initiative to be disseminated nationally. The beneficiaries of these grants will be not only the three new sites, but all those in the nation who are committed to the improvement of our public school system. This is a great day for education in America.

    —David L. Warren, President, National Association of Independent Colleges and Universities.

    to the top of Statements Made on the Announcement of the National Demonstration Project | to the top of Appendix


    Selected Bibliography

    Institute Publications

    Centers for Professional and Curricular Development.” New Haven: Yale-New Haven Teachers Institute, 1996.

    “The Collaborative Spirit in Historical Perspective.” On Common Ground. Number 2, Summer 1994.

    Curriculum Units by Fellows of the Yale-New Haven Teachers Institute. 129 volumes, 1978-1998.

    “Diversity, Partnership, and Community.” On Common Ground. Number 7, Fall 1996.

    “Educational Organization and Change.” On Common Ground. Number 6, Spring 1996.

    Guides to Curriculum Units Written by Institute Fellows, 1978-1998.

    Index of All Curriculum Units, 1978-1998. New Haven: 1998.

    “Partnership and the Arts.” On Common Ground. Number 5, Fall 1995.

    “Partnerships in Science and Technology.” On Common Ground. Number 4, Spring 1995.

    Policies, Procedures, and Organizational Structure of the Yale-New Haven Teachers Institute. Endorsed by the Yale Corporation, September 1994.

    A Progress Report on Surveys Administered to New Haven Teachers, 1982-1990, with Preface by Gita Z. Wilder of the Educational Testing Service. New Haven: 1991.

    Report on the 1991 Conference on University-School Collaboration: Preparing Teachers and Curricula for Public Schools. New Haven: 1992.

    Teaching in America: The Common Ground; A Report of the Yale-New Haven Teachers Institute. New York: The College Board, 1985.

    Teaching in New Haven: The Common Challenge. New Haven: 1991.

    “Who We Are, Where We’re Going.” On Common Ground. Number 1, Fall 1993.

    “The World of Work.” On Common Ground. Number 3, Fall 1994.

    Published Articles

    Vivian, James R. “Empowering Teachers as Colleagues.” In College-School Collaboration: Appraising the Major Approaches. Ed. William T. Daly. San Francisco: Jossey-Bass, 1985, pp. 79-89.

    ________. “Issues in Establishing and Developing an Educational Collaboration: The Yale-New Haven Experience.” Education and Urban Society 19.1 (1986): 59-76.

    ________. “Partnerships and the Community.” In Our Mutual Estate: School/College/Business Partnerships. Purchase: State University of New York, 1987, pp. 43-45.

    ________. Testimony before the Committee on Education and Labor, United States House of Representatives. Hearings on the Twenty-First Century Teachers Act, Held in Los Angeles, CA, March 3, and Washington, DC, March 15, 1990. 101st Cong., 2nd Sess., March 3 and March 15, 1990. Washington: Government Printing Office, 1990, pp. 306-337.

    ________. “Yale University: The Yale-New Haven Teachers Institute.” In School-College Collaborative Programs in English. Ed. Ron J. Fortune. New York: Modern Language Association, 1986, pp. 14-24.

    Videotape Programs

    Teaching on Common Ground. New Haven: 1995.

    Excellence in Teaching: Agenda for Partnership. New Haven: 1997.

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