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**Cohort Description**
This public and independent school cohort is a professional learning community of 9-12 grade faculty who will study instructional assessment, including classroom and standardized assessments. Formative assessments are most valuable when focused on informing instruction to improve student learning. We will explore ways to move beyond using assessments to end instructional lessons. Learning about the theory and practice of formative assessments, we will study how to use them to uncover new avenues for investigation. The art of questioning is an integral part of writing high-quality assessments. We will study the literature on the art of "asking good questions." Building high-quality assessments requires understanding and defining learning targets. We will examine how good lessons supported by well-defined learning targets are strengthened by incorporating regular formative assessment. We will build and review high-quality summative assessments to measure what students know and can do, as well as draw on the data to decide our next steps if they struggle with learning. The PLC will design and implement classroom assessments and develop a plan for how to support change in assessment practice. Through the PLC, you will be encouraged to set up collaborative teams, exchange ideas, learn through peer-to-peer observations, and consider designing an action research project. Consider being a part of this experience if you want to learn more about assessment.



**Goals of the Cohort Program**
Our four program goals are:


 * Goal 1)** to expand the knowledge base for becoming an effective 21st century teacher through participation in a Professional Learning Community (PLC);
 * Goal 2)** to develop faculty cohort members into teacher leaders and instructional experts;
 * Goal 3)** to improve student learning through enhanced teacher performance; and
 * Goal 4)** to develop public-independent school partnerships that build bridges, share resources, and lead to collaborative collegial relationships.

Funding for the Cohort Program
====Funding for the cohort program came from a generous grant from the [|Edward E. Ford Foundation] The Center for Teaching at the Westminster Schools was a recipient of an Educational Leadership Award, a two-year matching grant. On the Foundation's website they describe this initiative in the following way. "In June of 2008 the Board awarded five matching grants of $250,000 to schools invited to compete for its newest program, The Edward E. Ford Educational Leadership initiative. By April 2011 a total of sixteen such awards had been made. These programs must: be generative; be transformational; be replicable; include partnerships; and address the question, “What is the public purpose of private education?” The Center for Teaching was fortunate enough to be a recipient in 2011.====