Homewood City Schools

Homewood City Schools strives to create a learner-centered environment. We seek to recognize the knowledge, skills, and interests of every student in order to personalize instruction to the greatest extent possible.

Teaching is a bridge between the content and the learner. Good teachers build that bridge in a way so that everyone can cross it. Students may cross the bridge at different times and at different levels of depth, but the goal is for each student to reach mastery. Individualized feedback is critical in this process. Homewood teachers work hard to make their feedback meaningful to learners. Learners must have information that lets them know whether or not they are on the right path. In order for teachers to give this feedback, we seek to make a student’s thinking visible so that we can understand misconceptions and assess where the learner is on his individual path to mastery. Our goal is to take every student where they are academically and move them to higher levels of achievement.

While taking this academic journey, we are also aware of the physical, social, and emotional aspects of the learning process. We address the needs of the whole child in recognition that a learner must be prepared to learn. We understand that human needs cannot be rigidly compartmentalized, therefore a holistic approach yields better academic results.

Each student’s progress toward Learning Target Mastery is reported on a quarterly basis.  At the elementary schools, the report is standards-based, giving parents vital information regarding their learner’s journey. Please see the “Standards Based Grading” tab to learn more about Homewood City Schools’ approach to reporting progress.

Homewood City Schools values professional learning for faculty and staff. Teachers are provided common planning time during the work day with grade level and subject matter colleagues for collaboration and ongoing learning. This common planning time is often facilitated by the assistant principal for instruction, the technology specialist, or others in the school who provide support for teachers. 

New teachers to Homewood are provided with several layers of support. After an initial orientation at the school and the central office, all teachers are assigned a mentor who provides individualized assistance for the needs of that teacher. In addition, each school has an instructional partner who works specifically to coordinate activities around their needs and to provide leadership for the mentors. Homewood’s Instructional Partners are:

Edgewood Elementary: Amanda Shaw
Hall-Kent Elementary: Leigh Ellen Herring
Shades Cahaba Elementary: Chessie Tankersley
Homewood Middle School: Leslie Tanner
Homewood High School: Suzanne Jeffcoat & Katie Smith

Homewood Schools also encourages teachers to pursue National Board Certification, believing that the process of earning that distinction provides them with perhaps the most meaningful professional learning of their career. The Homewood Schools Foundation provides financial support to teachers who are pursuing certification or working toward the renewal of their national board certification. In addition, the district has five teachers who serve as facilitators for those working through that process. The mentor provides direct, individualized support and assistance to teachers within the school or district. Homewood’s national board mentors are:

Abby Becker (Hall-Kent)
Michele Cooley (Homewood High School)
Lisa Gaines (Homewood Middle School)
David Saunders (Shades Cahaba)