and Curriculum Development, an outgrowth of Institute activity. As coordinator of our Center, I am attempting, along with a small group of teachers, to familiarize all staff with Institute materials both on-line and in print. I am hopeful that our work will strengthen curriculum, foster further cooperative teaching, and energize other staff members.

　　Examining the influence which Institute participation has had upon my broader relationship to the City's system, I find a number of intertwining activities. The work of our school's team has attracted positive administrative attention, capped by a joint City-Institute award. Our Social Development staff was particularly interested in my expansion of their AIDS curriculum. A curriculum document which matches City standards on diversity with Institute teaching units was developed by a committee which I chaired. Some teachers seem to be starting to utilize the results of our efforts. A cooperative Summer Academy involving the City and Institute was held at a City high-school and was open to grades 2-12 students citywide. As one of the two coordinators, I found myself in an administrative position for the first time in my career. The varied roles I have played in the Institute structure have given me the feeling that the ripple effects of my efforts go beyond me to my school and to the system as a whole.

　　With 37 years of experience, I easily qualify for retirement. Though my involvement with the Yale-New Haven Teachers Institute is not the only factor that keeps me in teaching, it undeniably has played and continues to play a major role in doing so.