ABSTRACT
I remember sitting at a large seminar table with a group of New York City high school teachers. We were finishing up a wideranging discussion about the requirements, content, and teaching strategies for a special course for high school seniors that was grant funded. It was a college class, not an advanced placement high school course. In addition to other educational innovations that were part of the overall grant, funding was provided to include this team-taught course: one college faculty member would be paired with a high school teacher. Among my other job obligations and duties at the time, I was the administrator responsible for finding interested and qualified college instructors from the social science and humanities divisions. I was the liaison who introduced the professors to their high school teaching partners. I also hosted gatherings that would allow everyone to get to know each other and work out professional and pedagogical issues as well as fine-tune the course.
