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Curriculum

Overview

The Brookline, Hollis, and Hollis Brookline Cooperative School Districts develop our own curriculum to best meet the needs of our population.  The curriculum is aligned with National and State Standards to ensure our students are fully prepared for college and career upon their graduation.  

‚ÄčEach year, collaborative teams of grade level teachers, specialists, and content-area specialists work together to reflect and improve our curriculum.  The curriculum documents are not static; rather, they are dynamic documents that are reviewed and updated as needed.

Important aspects of the curriculum include: the content (subject matter itself, key concepts, facts, topics, important information), the referenced standards(s), common essential learnings (questions which focus on the underlying concept taught and require reasoning, judgment and evaluation), activities that support 21st Century learning (core competencies such as collaboration, communication, critical thinking, and creativity that are needed to help students thrive in today's world), enrichment and expanded opportunities, and remediation and/or intervention strategies.

Teaching and Learning

Teaching and learning: that is what we do here in the Brookline, Hollis, and Hollis Brookline Cooperative Schools.  Our teachers engage in deep pedagogical conversations in their Professional Learning Communities (PLCs) centered around effective instructional practices to develop highly engaging lessons that stimulate our students' minds.  Our teachers administer formative assessments to inform their instruction moving forward.  They also administer summative assessments that gauge the learning that has taken place.  The monitoring and reviewing of the assessments allow the PLCs to reflect upon both the instructional practices utilized and the strategies implemented.  The end goal of this cycle is to continually improve student learning.

SAU41 District Committees

Professional Growth Model

“The purpose of staff development is not just to implement instructional innovations; its central purpose is to build strong collaborative work cultures that will develop the long term capacity for change."

- Michael Fullan

The Professional Growth Model Committee is tasked with developing a new Professional Growth Model for SAU41 to be submitted to the state in June 2017.  This model provides a structure to guide professionals to be more productive and effective educators.  In addition, this committee has been tasked with developing and refining a new teacher evaluation model for the district.