Untapped potential

A distorted picture of STEM

The One Current Success

An underground program

• Over the past 20 years, Mike Zamansky has quietly developed what is arguably the strongest high school computer science program in the country.
• Students frequently start with no interest in the subject but end up "Google Ready" by high school graduation.
• The program is well regarded by colleges and the professional community.

Building over time

• Over the life of his program, Zamansky has trained approximately one dozen teachers to teach his brand of computer science.

It's not Stuyvesant

• Zamansky has built his program in spite of a lack of support from the Stuyvesant administration.
• If the success then is a result of the student body then:
  • Why have no similar programs developed at schools such as Bronx Science, Brooklyn Tech, and Staten Island Tech.
• Zamansky's program has been adapted by teachers he has trained and taken aspects of the program to different populations.

A solution

• By establishing Zamansky's program as the official computer science program for the New York City's Department of Education, we will be able to grow out customized programs throughout the city.

Phase 1 (immediately)

• Establish computer science as an independent department or Department of Education program with similar autonomy.
• Appoint Zamansky as leader of the department/program as either an Assistant Principal or another Department of Education designation with equivalent authority.
• Assign specific teachers currently designated under Math at Stuyvesant High School to Computer Science. Relieve them of their obligations to the Mathematics department so that they can assume obligations under computer science.
• Charge this program as being a model computer science program for the city of New York.

Phase 2a (Concurrent with phase 1)

• Work with teaching colleges to assign student teachers to this program in a full year enhanced internship program.

Phase 2b (Concurrent with phase 1)

• Establish this program as an approved destination for teachers on sabbatical.
• Work with the Department of Education to encourage schools to send teachers to train with us or to identify student teachers they are interested in hiring.

Phase 2c (Concurrent with phase 1)

• As schools interested in implementing computer science are identified, work with those schools and our interns to customize the Stuyvesant program to work with these other school's populations, needs, and goals.

Phase 3

• Perform site visits as teachers either return or are appointed to schools and start to implement computer science programs.
• Arrange for professional development and support across all programs.

Phase 4

• As additional sites come on line, the process can be accelerated by having those sites host interns.