Teaching Math and Physics through e-learning Mathematics and science education are essential contributors to a nation's human resource development. Development in The Gambia is currently constrained by having a shortage of trained individuals in these fields.  This program seeks to provide fast track development of both trained secondary school students as well as a core team of teachers who can provide a basis for a program of rapid expansion of a cadre of effective teachers in mathematics and science. The Progressive Science Initiative (PSI) and the Progressive Mathematics Initiative (PMI) of the New Jersey Center for Teaching and Learning (NJCTL) has had demonstrated success in both effective classroom learning and in teacher training. The pedagogical methods used are based on research that has demonstrated the efficacy of direct instruction interwoven with social constructivism. The approach is mastery based with continuous formative evaluation of classroom success. The outcomes have been validated through the student achievement on national standardized tests that are comparable to the British A level examinations. The program makes effective use of interactive digital technology, but only requires one computer in a classroom equipped with a SMART board. By embedding the full curriculum into the presentation software there is no need for a textbook, thus creating an added economic advantage. The curriculum materials are open-source and can used without any fees or charges. As the program is implemented in new locations, feedback is invited thus enabling continuous improvement. The thirty-month program presented in this proposal describes an initiative in which pilot programs will be developed for the training of 12 PSI physics teachers and 12 PSI secondary school mathematics teachers. The physics and mathematics teachers will have been trained in teaching both basic and advanced versions of those subjects. These teachers will instruct secondary school classes in these subjects. In order to further promote institutional development in The Gambia, beyond the direct impact of this program on K-12 schools, eight additional participants will extend the impact of this program. Two will be higher education faculty from the University of the Gambia and two from Gambia College. Further, four recent graduates from those higher education institutions will participate in order to extend the program to post-graduate work and/or education. The development of the six participating schools will also be enhanced, beyond the impact of the training on their faculty and the coursework for their students, by becoming each being equipped with a modern classroom with an interactive white board, projector, student response systems, and ancillary equipment. In response to formative evaluation, the program will be modified to meet the needs and conditions of the educational system of The Gambia and plans will be developed for large-scale implementation of these methods and materials in the secondary schools of The Gambia. Component 1: Training of a cohort of current K-12  teachers so that an ongoing effort to create new highly effective teachers of mathematics and physics, can be maintained and become self-sustaining in order to build capacity within Gambian K-12 schools. To extend that capacity building to Gambian institutions of higher education, and beyond, eight additional people (half with a background, or faculty position in mathematics and half in physics) will participate in this training: two faculty members and two recent graduates of The University of the Gambia (UTG) and two each from Gambia College (GC). Component 2: Training of the 16 physics participants continues with their learning the content, and how to teach the content, of Advanced Physics. The training of the 16 mathematics participants continues with their learning the content, and how to teach the content, of Grade 11 and Grade 12 mathematics. Component 3: Equipping of classrooms with interactive white boards, student response systems and ancillary equipment and the providing of the 24 teachers with netbooks; and the provisioning of the physics laboratory with necessary equipment.