Dr. Jeffrey Young
Do the many partnerships divert student focus from classroom learning? Who schedules these opportunities? Do teacher unions need to approve them? Are teachers paid extra (taxpayer) monies? Does this essay explain why the nation's students are becoming more dumbed down every year? The Superintendent does not discuss all of the splendid benefits from diversity, especially from the children of asylum seekers who bring their deep and vigorous love for the United States and the Constitution. His essay omits benefits from living on earth and studying nature without being controlled by public school bureaucrats. How many great historical discoveries resulted from conformist regimentation by public schools run by labor unions? Is his argument students in Cambridge have more learning opportunities outside the classroom than New York City students?
[From article]
the two parts of this op-ed piece demonstrate that public schools cannot do it alone. We rely on our generous partners, and they deliver in the most extraordinary ways.
CPS is partnering with MIT and the Woodrow Wilson Foundation to develop a graduate-level program for teachers in secondary school math and science (STEM) education as a means of building a pipeline to the profession in this area of critical need. For 20 years, MIT’s KeyPals program has been pairing Cambridge fifth graders with volunteers from MIT, Draper Labs, and IBM to help foster the students’ writing and computer skills.
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Some of our Technology Department staff have been working with the MIT Lifelong Kindergarten group around the Family Creative Learning project, which involves providing workshops to families to learn and play together
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the Cambridge Science Festival — founded by MIT and co-sponsored by Harvard, the city of Cambridge, and a number of local industries — which brings thousands of residents and visitors to the city to celebrate their curiosity through a week of free workshops and events open to the public.
Every eighth-grade student in CPS participates in the Student Science and Engineering Showcase at Harvard University where they share their learning and engage in rich dialogue with Harvard students
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Working in collaborative teams within a virtual world, students use this immersive interface to learn science by exploring and solving problems in realistic environments.
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Lesley University and the Kennedy-Longfellow Elementary School have partnered to transform teaching and learning through the use of innovative technologies for students and teachers. With support from Lesley, our students have become “makers” — creative participants in the educational process by using a variety of hardware and software as they engage in authentic learning opportunities driven by personal interest and 21st Century dispositions and skills.
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The CPS/Lesley Professional Development School has a history of assigning students to serve as intern student teachers in our schools to the mutual benefit our kids as well as Lesley’s developing professional educators.
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Students who complete three summers receive a $3,000 scholarship to the school of their choice. The Cambridge-Harvard Summer Academy is funded by Harvard and serves as Cambridge's summer high school program offering remedial and enrichment classes for more than 300 high school students on an annual basis.
http://cambridge.wickedlocal.com/article/20151009/NEWS/151005662/?Start=1
Guest column: University partnerships enrich Cambridge students
By Jeffrey M. Young
Superintendent of Schools
Posted Oct. 9, 2015 at 1:39 PM
Updated Oct 9, 2015 at 1:42 PM
Editor’s note: The following is Dr. Young’s (medical doctor? or PhD. doctor?) first column in a two-part series discussing the strong partnerships Cambridge Public Schools has with the university and business communities in Cambridge.
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