Faculty and Staff » Administration



Message From The Principal


    South Greene High School was recently named a receipt of the prestigious National Blue Ribbon.  Only six schools from Tennessee received the honor.  In order to receive the award, South Greene had to show continuous progress in all tested areas.  A visiting team evaluated South Greene last November and the school received two awards; National Title 1 and the National Blue Ribbon.  Teresa Broyles, Cindy Bowman, and Judy Phillips (Assistant Director of the Greene County Schools) attended the award ceremony held November 15, in Washington, D. C.  Secretary of Education, Arne Duncan was the keynote speaker at the awards ceremony.  Also, last week South Greene earned marks of A and B through the new system of state evaluation; the highest marks a school could receive.  Only five percent of Tennessee schools earned these marks and in the future more monies will be given to schools who make these scores.  Our school has excellent teachers who focus on assisting each student to find success.  The majority of our students work diligently to prepare for future academic endeavors.  We are fortunate to have the Academic Booster Club who yearly give scholarships to students who have achieved academic success at South Greene.  We have teachers who volunteer to work with students before and after school.  Our failure rate for our ninth grade students has been cut in half with the addition of Rebel Time where students have the opportunity to make up work and receive tutoring.  Please feel free to come by the school and talk with your child's teachers.  With the advent of the new web-site, there is much more information available to parents, students, and community members.  We are proud of all of South Greene's accomplishments and we have to maintain our high standards in order to prepare students for the world they will face after high school graduation.  South Greene is our home and we love our school, students, and staff.   




South Greene High School Monthly News


  • Welcome to SGHS Open House.pptx
  • Last November, I formed a committee including students to review our Homecoming rules for Homecoming contests.  The committee made recommendations and I am going to abide by their suggestions.  Beginning, next school year 2013-2014, the following rules will be in place in regards to homecoming contestants.  All participants must have earned a 2.5 grade point average (G.P.A.).   Contestants cannot have any discipline issues for the current or previous year.  Also, a student contestant cannot have had truancy issues for the current or previous year.  For incoming ninth graders, the feeder schools will be contacted concerning G.P.A., attendance, and discipline.  It is my hope this clarification provides everyone with an understanding concerning the importance of grades, attendance, and discipline when involved in extra-curricular activities.
  • Upcoming information is now available describing our students clubs, admission guidelines, the mission/vision of the club, and the cost of membership.  This satisfies the new Tennessee law TCA-990. 


  • New state law concerning schools.  Students cannot show any underwear at all TCA-781.  The first offense will require a change of clothes and the second we will send students home.  The third offense includes suspension from school.  Our dress code has never allowed students to show underwear but we want to remind students and parents, this includes both underwear worn by male students and underwear worn by female students.


  • Just a reminder to all, students cannot wear clothing that is considered "see-through." We are having students put on tee shirts or jackets.  We appreciate everyone's assistance.


Greene County Board Goals

Board Goal: Student Success, Literacy

Third grade reading proficiency of 47% on Spring 2013 TCAP testing.

Trajectories for 2011-2012: Grades 3-8 (45.3%); Grade 3 (40%); Grade 7 (46.3%); Eng II (60.7%)



K-5:  Classroom libraries are well managed and effectively utilized by students.

The teacher uses an understandable and engaging system for organizing the classroom library.  The students regularly use the classroom library materials and demonstrate that they can effectively choose independent reading materials as a result of their targeted instruction without disrupting the overall flow of teaching in the classroom. 

K-5:  Small group guided reading groups are moving kids to independent application of strategies.

Informal formative assessments occur to determine mastery, grouping, and instructional steps.  Daily small group instruction is provided on specific reading strategies with an emphasis on "student talk".  The teacher gradually releases responsibilities for reading strategies (i.e., I do, We do, You do).   

K-5:  Tier II and Tier III students are getting daily small group guided instruction by teachers in addition to daily intervention time.

Tier II and III students are receiving daily small group instruction in addition to their regular classroom instruction.  Regular formative assessments (e.g., STAR) are conducted to determine skill mastery and flexible grouping membership.  Progress monitoring is used to determine the success of interventions.

K-5:  Students are working on a variety of literacy activities that are engaging, authentic, and differentiated.

A variety of literacy activities occur within one lesson (examples: Daily Five, small group, writing).  Authentic tasks could include: projects, problems, scenarios, thinking maps, organizers, writing in response to real sources such as literature, current events, etc.  Students are working at their independent levels completing motivating and challenging tasks.

6-12:  Language Arts (ELA) classroom libraries are well managed and effectively utilized by students.                                                       

The teacher uses an understandable and engaging system for organizing the classroom library.  The students regularly use the classroom library materials and demonstrate that they can effectively choose independent reading materials as a result of their targeted instruction without disrupting the overall flow of teaching in the classroom.  Nonfiction and fiction books are used as supplemental reading materials and texts.  Students read widely and deeply from among a broad range of high-quality, increasingly challenging literary and informational texts.

6-12:  Content area classrooms include a variety of fiction, non-fiction, and media to enhance instruction.

The teacher models his or her attention to the wide range of literary texts, informational texts and media to support the content taught in his or her class and utilizes varied nonfiction and fiction texts to support specific learning content, when appropriate.  Students read widely and deeply from this range of high-quality, increasingly challenging literary and informational texts to demonstrate deeper learning in their specific content. 

6-12:  Close reading of grade level complex text is frequently utilized to model deep, thoughtful engagement with content.

The teacher employs strategies so students obtain explicit meaning(s) from the text and develop inferences focusing on a particular passage or the text as a whole.  Students are led back to the text to discover the information independently.  The teacher models the striking features of the text, including rhetorical features, structural elements, cultural references, etc. 

6-12:  Students are working in varieties of smaller group settings or flexible groups to share information, cite arguments, defend hypotheses, and practice speaking and learning strategies to internalize specific content.

The teacher uses informal and formal assessments to determine mastery, grouping, and instructional steps.  Regular small group or flexible pair instruction is utilized with an emphasis on "student talk" to learn more deeply.  The teacher uses the gradual release of responsibility in order to appropriately involve students in the content and utilizes listening and speaking to encourage effective processing of content information.

6-12:  Students use reliable sources and draw evidence from texts to engage in discussions, debates, and complete assignments.

Students locate information to support an opinion or position by stating or writing "how they know" and citing specific evidence from the text.


Greene County Board Goals

Board Goal: Student Success, Literacy (Writing)

Third grade reading proficiency of 47% on Spring 2013 TCAP testing.

Trajectories for 2011-2012: Grades 3-8 (45.3%); Grade 3 (40%); Grade 7 (46.3%); Eng II (60.7%)



K-12: Students understand that there is a purpose for each text type to communicate clearly in writing.

Students write informative/explanatory, narrative, supported opinion/argumentative, and research text.  Students write to clarify, inquire, or reflect on content.

K-12: Students adapt form and content of their writing to accomplish a particular task and purpose.

Students produce clear and coherent writing according to the assigned task and audience. The teacher models a writing process that includes rereads, edits, and revisions using rubrics for guidance and assessment.  Technology, including the Internet, is used to produce and publish writing and to interact and collaborate with others.

K-12: Students develop capacity to build knowledge through research projects to respond analytically to literary and informational sources.

Students complete short and extended projects by gathering relevant information and drawing evidence from a variety of reliable sources.  Student products are original and free of plagiarism.  The teacher sequentially models research practices and scaffolds the process effectively for students so they write with increasing sophistication and analysis.              

K-12: Students devote significant time and effort to writing, producing numerous pieces over short and extended time frames throughout the year.

Students write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.




Greene County Board Goals

Board Goal: Student Success, Numeracy

Seventh grade math proficiency of 44% on Spring 2013 TCAP testing.

Trajectories for 2011-2012: Grades 3-8 (41.4%); Grade 3 (49.5%); Grade 7 (41.6%); Algebra I (65.5%)



K-12: Students use instructional or performance tasks to apply learning to real-world situations in order to reason abstractly, quantify data, and construct arguments.

The teacher uses tasks as an opportunity for students to learn what mathematics is and how it applies to the real world.  Mathematical concepts are emphasized in terms of their importance "beyond the classroom" and into real-world use.  Performance tasks anchor the learning and offer a chance for students to communicate and illustrate deep learning and application of math in real life situations.


K-12:  Students are engaged in discussions that connect the mathematical practices to mathematical content through a balanced combination of procedure and understanding. 

The teacher provides students with multiple avenues of solving problems and encourages students to seek out new and novel ways of finding solutions.  Discussions support mathematical processes by linking them with larger concepts such as the Big Idea(s) and Essential Question(s).  Students are challenged to explain why a particular mathematical statement or concept is true and/or where the rule comes from.

K-12: Students frequently work with an instructional or performance task over an extended time frame.

The teacher provides tasks that allow students to manipulate ideas before formal versions are introduced.  Through extended tasks, students are able to persevere in solving problems.  Students identify similarities and differences in thinking and reasoning among their peers that lead to a final product. These tasks provide opportunities for students to generate a variety of responses and appeal to prior experiences and informal reasoning that support real world situations or solutions.


Board Goal: Student Success, Graduation Success

Trajectories for 2011-2012: Graduation Rate 94.3%



6-12: Students are engaged in rigorous learning activities derived from the Explore/Plan/ACT (EPAS) standards.

The teacher uses knowledge of student's Explore/Plan/ACT scores to design, execute and assess lessons that accelerate student learning and performance.

6-12: Students respond to higher-order thinking skills and problem solving activities to make real-world connections.

Teachers collaborate with each other and representatives from business and industry to regularly design and deliver lessons that facilitate project-based learning and real-world problem solving.


6-12: Teachers collaborate with each other and with business and industry to create integrated lessons that engage students in real-world problem solving and assist them in making career connections.

Students, teachers, and counselors work together using a variety of assessments to influence students' aspirations and career opportunities in order to develop and implement a career pathway plan for high school. Teachers repeatedly make career connections with their required curriculum and demonstrate how their content is related to real work.



6-12: Students demonstrate the effective use of a variety of materials for learning, including textbooks, literature, informational text, technology and media.

The teacher use a variety of materials related to real-world situations (manuals, handbooks, media, internet sources, etc.) to help students develop deep understanding of the content                                                                                                                                                                                                  



Terry Hoese
Assistant Principal, South Greene High School


The school phone number is (423) 636-3970 or you may email me at hoese@gcstn.org