Introduction to Greenhill Academics
Greenhill School embraces the National Association of Independent Schools’ definition of curriculum as all the experiences a student has under direction of the school. Our Statement on Curriculum expands this definition:

As curriculum encompasses all the experiences children have under the auspices of a school, so it contributes to the development of the whole child. At Greenhill School we believe an effective and meaningful curriculum 
    •     enhances the academic, intellectual, creative, social, physical, ethical, 
    and emotional growth of each student;
    •   encompasses what we teach and how we teach;
    •   recognizes that each student learns differently and responds to those
    needs;
    •   includes regular, varied, and meaningful forms of assessment and
    feedback;
    •   responds to the evolving needs of students in an ever-changing world;
    •   reflects the diversity of the school, society, and the world;
    •   results from thoughtful exploration and implementation by faculty;
    •   is coordinated, integrated, clearly articulated, developmentally 
    appropriate, and continuously reviewed.
Thus, the people, programs, and relationships that comprise the Greenhill experience prepare our graduates not only for college, but also—and more importantly—for education in all guises and settings.
To help us reach these goals, we embrace the curriculum mapping process. Teachers delineate key elements of their courses as they occur through an academic year, updating them annually as necessary. This encourages careful thinking about the relationship between Essential Questions/Learning Objectives, Content, Skills, Assessment, and Resources. Teachers edit and review maps to emphasize certain objectives and to illustrate depth and complexity at different levels. Maps allow teachers to discern what students have experienced at various grades. Teachers also have referred to the maps while revising courses, seeking and developing interdisciplinary units, and designing new units and courses. They have proven particularly valuable during summer curriculum work. At the same time, chairs lead their departments through a reexamination of their particular mission statement and philosophy. They ponder the question, “Based on these ideals, what should we expect to see as part of our program and in our classrooms?”

Any program is only as meaningful and effective as the teachers who implement it. Our Statement on Pedagogy reads:
Greenhill teachers embody the mission of the school. They serve as role models who “connect themselves to their students, their students to each other, and everyone to the subject being studied.” Excellent leaders and managers, they work with students both in and out of the classroom. Their passion about teaching and learning inspires students, and they structure lessons to help students succeed. They communicate effectively with students, parents, colleagues, and other educators. Experts in their fields, these educators engage in professional evaluation and development. Greenhill teachers are compassionate, ethical, and collegial.
The best way to improve program is to improve teaching. This axiom prompts us to emphasize professional development in the Standards of Exemplary Teaching in our evaluation program. Just as all student experiences comprise program, so must all adult members of the community serve as effective teachers.

Also key to programmatic coherence is the administrative structure. Each of the five divisions has a Division Head, who has ultimate curricular authority in that realm. Pre-k-12 Department Chairs supervise curriculum; coordinators in each division assist the chair. Both Division Heads and Department Chairs team with the Director of Curricular Programs Pre-k-12 to maintain congruency between Greenhill School’s Mission Statement, Philosophy, Strategic Plan, and all curricular programs; and to foster curricular development, coordination, and integration. All these people work closely with faculty.

At Greenhill School we have fostered a culture in which all these factors cohere in the ongoing development of an excellent overall program.
Academics
 
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