Pakistani Educational Leadership Project at Plymouth State University

Author MaryAnn McGarry has participated as a faculty leader in PELI 2005, 2006, 2007, and 2008, and most recently in the first international video conference, December 2008.

     During the first international Pakistani Education Leadership Institute (PELI) video conference on December 23, 2008, PSU faculty and staff connected live with approximately 30 partners in three sites in Pakistan, including ITA leaders- Plymouth State University’s primary NGO partner in Pakistan, officials from the Federal Directorate of Education, Oxfam, the Fulbright Commission and PELI alumni. This rich professional development experience enabled PELI participants to span five years of work, communicating face to face. This state of the art technological communication tool enabled us to meaningfully connect and push forward with our exchange and exploration of best pedagogical practices that work in both cultures.
     As a participant, I wanted to respond to a Pakistani colleague’s request for information on best pedagogical practices in mathematics. Just prior to the international PELI video conference, I attended the first Wixson Endowed Professorship presentation give by Brian Beaudrie, Associate Professor of Mathematics and Director, of the New Hampshire Impact Center for Mathematical Education Research at Plymouth State University which provides assistance in implementing standards-based mathematics curriculum materials that enrich and enhance the learning of science and mathematics for New Hampshire children. Professor Beaudrie was recognized as the first Wixson recipient for his exemplary teaching, scholarship, and service. Beaudrie shared that research consistently shows that good teaching matters and good instruction includes, but is not limited to:

• Deep understanding of subject matter;
• Actively engaging students in learning;
• Administering quality and frequent formative assessment;
• Setting explicit academic goals- aligned with and often exceeding state or national standards;
• Making decisions based on data;
• A culture of collaboration among teachers with focused professional development activities;
• Having tools to implement best practices for all students and focusing on broader learning objectives than narrow, specific discipline based, compartmentalized concepts; and
• Opportunities for recognizing outstanding performance by both students and teachers.

Other characteristics of high performing schools include extended class periods to allow exploration and targeted interventions to meet the needs of struggling students. There is controversial national educational related legislation initiated by the outgoing US President focused on testing all students to make sure “No Child Is Left Behind”. The concept is hard to argue with; it is the details of the implementation that has practioners frustrated.
In New Hampshire, there have been discussions among the science education leadership about how a lack of preparation and experience in mathematics hinders performance in science. As a science education faculty member at PSU and as Director of Education for the Hubbard Brook Research Foundation, I believe that quality science education integrates mathematical skills and processes. The most obvious example is that students need to know how to communicate scientific results in quantifiable terms for verification and greater impact. For example in the biological, ecosystem sciences field, high school students should be able to conduct transects and present data graphically.
     Listening to Beaudrie’s presentation and the ensuing discussion, one of the most thought provoking take home messages for me as a science educator, was the need for students to be able to problem solve in teams, actively discussing and exploring in small groups. Does this happen in high school mathematics classes in Pakistan? How much does this happen in my university classes? Do we role model this approach for PELI participants during their visit to the PSU campus in the professional development activities we provide? How can we do a better job of monitoring and assessing the impact of this kind of learning? In NH as elsewhere in the country, there is continuing focus on inquiry where students systematically ask and investigate their own questions with guidance. Our higher education system follow s this model, students pursue theses and dissertations under a committee’s guidance; but how do we economically ensure that younger students progressively learn and master these skills? We need to start with commitment, discipline, and perseverance. We must resist the easy pattern of having our instructional sessions dominated by lecturing, modeling, and providing answers.  Step by step ,we can develop expertise and comfortableness with implementing inquiry oriented, integrated math and science, learning progression activities grades K-16.

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