Homewood-Flossmoor High School’s reputation for excellence in athletics and extracurriculars is well-established, but a new era is dawning with a laser focus on matching that prestige within the classroom. Appointed in November 2024, District 233’s new superintendent, Jennifer Norrell, has unveiled a comprehensive vision aimed squarely at elevating student academic achievement. Wasting no time before her official July 1 start, Norrell dedicated the preceding months to a deep dive into school data and extensive collaboration with staff, allowing her to develop a strategic plan that addresses core challenges from day one. Her central mission is to recalibrate the district’s priorities, ensuring that rigorous academic preparation becomes as synonymous with the H-F name as its celebrated non-academic programs. This ambitious agenda seeks to transform the student experience by creating a more supportive and challenging academic environment, preparing every graduate for success in a competitive post-secondary world, whether in college or the workforce.
A Two-Pronged Approach to Academic Excellence
At the heart of Norrell’s strategy is a multi-faceted approach to curriculum that aims to serve the diverse ambitions of the entire student body. A significant concern identified in her initial analysis was the notably low student enrollment in Advanced Placement (AP) and International Baccalaureate (IB) courses. These programs are critical, as they not only strengthen college applications but can also provide students with valuable college credit before they even graduate. To address this, the plan calls for a significant curriculum realignment designed to increase participation in these rigorous academic tracks, making them more accessible and appealing to a broader range of students. Simultaneously, the vision extends robust support to students on non-collegiate paths. For this cohort, Norrell’s strategy includes the development of clear pathways to earn professional endorsements in specific career fields. This initiative is designed to enhance their immediate employability after graduation, providing them with tangible skills and credentials that are highly valued by employers and ensuring all students leave H-F with a clear and viable plan for their future.
Foundational Changes for a Modern Learning Environment
Recognizing that curriculum alone cannot drive success, Norrell’s plan also targets structural barriers within the school day that impede student progress. She noted that the current, tightly packed full schedule significantly limits opportunities for students to seek extra academic help from teachers or participate in the very after-school activities for which the school is known. To remedy this, a fundamental change to the daily schedule has been proposed, one that would build in the flexibility necessary for academic support and personal enrichment. This immediate adjustment is also a forward-thinking step that aligns with a long-term vision guided by a 2028 Illinois State Board of Education mandate requiring hands-on learning experiences through internships and projects. The groundwork for this and other initiatives is being laid in the 2026-27 school year through six key focus areas: instruction core and leadership, culture and environment, finance and operations, parent engagement, communications, and resources. Central to all these efforts is the superintendent’s affirmation of the faculty as the district’s “most valuable resource,” making investment in staff a direct investment in the success of every student.
The Vision Solidified
The strategic blueprint that Superintendent Norrell presented to the school board established a clear and decisive path forward for Homewood-Flossmoor High School. The plan holistically addressed the institution’s academic standing by proposing concrete changes to both curriculum content and the fundamental structure of the school day. It sought to create a more equitable and ambitious learning environment by simultaneously boosting enrollment in advanced college-preparatory programs and building robust vocational pathways for career-oriented students. Key levers for this transformation were identified as a modernized school schedule, a deep commitment to faculty development, and proactive alignment with future state education mandates. Ultimately, the vision that was articulated aimed to graduate well-rounded “Vikings” who were not only celebrated for their achievements outside the classroom but were thoroughly prepared to compete and succeed in any future endeavor they chose to pursue.
