Professional Development

Focus on Mathematics

Pakistani Educational Leadership Institute

Focus on Mathematics: Creating Learning Cultures for High Student Achievement

Lead Evaluators: Carol Baldassari and Sabra Lee

Associates: Judah Leblang, Samara Hoyer-Winfield, Elizabeth Osche

Partners: Boston University (BU); The Education Development Center, Inc. (EDC), a non-profit research and development organization; 5 Massachusetts school districts located in the greater Boston area (Arlington, Chelsea, Lawrence, Waltham, and Watertown); and, as supporting partners, the University of Massachusetts Lowell (UML) and Worcester Polytechnic Institute (WPI).

Funder: National Science Foundation - Math Science Partnership

Years: 2003-2009

Abstract: Focus on Mathematics is a 5-year, grades 5-16 Targeted Math-Science Partnership program that offers a multi-faceted professional development program for mathematics teachers in grades 5-12. Five (5) high schools, 16 middle schools, and 11 elementary schools from the 5 districts are involved in the FoM program. Over 200 mathematics teachers at the middle and high school levels, as well as some district's grade 4 and 5 teachers, participate in FoM professional development opportunities. Together, the middle and high schools in these 5 districts serve almost 15,000 students.

FoM is based on a specific vision/hypothesis that informs the design of their professional development program for teachers, which is that deep immersion in mathematics leads to the development of teachers' knowledge of mathematics for teaching. The professional development program, called the Professional Academy, was designed to provide a comprehensive set of 'immersieve' learning opportunities where participants engaged in mathematics at a deep conceptual level. Middle and high school teachers from the 5 district partners work alongside mathematicians and mathematics educators in the varios PD activities. The Academy includes a Master of Mathematics for Teaching (MMT) degree and the Progressional Develoment Portfolio - week long summer instititues, school-based teacher student groups led by mathematicians, on-line courses, after-school seminars, and colloquia.

PERG's evaluation combines qualitative and quantitiative data collection methods to assess:

• The quality of the FoM PD programs for teachers;
• The ways in which teachers increased their knowledge of mathematics for teaching, changed their instructional practice, and provided leadership in mathematics;
• The impact of FoM on students in the 5 districts;
• The impact of FoM on its partners and on mathematicians;
• The institutionalization of FoM approaches and activities.

In addition, PERG evaluators carried out case study research on 6 teachers who participated in the MMT program.

Reports: coming soon!

Website: focusonmath.org

Similar Projects:

• Focus on Mathematics MSP Phase II (NSF)
• Math for America/Boston (NSF/NOYCE)
• Focus on Mathematics Math Teacher Scholars (NSF/NOYCE)
• Mathematical Experiences (MA DOE)
• Park City Mathematics Institute

Pakistani Educational and Leadership Institute (PELI) at Plymouth State University (PSU)

Lead Evaluator(s): Judah Leblang

Associates: Samara Hoyer-Winfield

Partners: ITA (Idara-e-Taleem-o-Aagahi, the cooperating agency in Pakistan)

Funder: U.S. Department of State, Bureau of Educational and Cultural Affairs.

Years: 2003-present

Abstract:

The Pakistani Educational and Leadership Institute is funded through a grant provided by the US Department of State, Bureau of Educational and Cultural Affairs, to Plymouth State University in New Hampshire. The project has been funded annually since the 2003-04 school year. A total of approximately 100 individuals have completed the institute over the past five years.

Each year the focus of the institute changes, to meet participants' needs. The 2008 institute focused on the areas of cultural heritage preservation and environmental stewardship.

The institute is designed to:

• Contribute to the development of the Pakistani educational system (with a primary emphasis on government-run schools), by exposing teacher-trainers, educational administrators and other leaders to new educational methods and ideas.
• The institute also encourages cross-cultural communication and understanding by bringing Pakistanis and Americans together, or as stated in project documents: "to promote goodwill and understanding between the two countries."

Data collection methods included:

• Interviews with attendees of the PELI institute
• Interviews with the program coordinator at ITA
• Ongoing discussions with the PI/program director at PSU
• Interviews with faculty and staff members
• Examine the PELI blog, surveys and other project artifacts
• Observations of several sessions of the institute

Reports: 2008-2009 Evaluation Report

Website: http://pelinstitute.org/