The History of Marbury Middle School
Marbury Middle School, located in Marbury, Alabama, has a rich history rooted in over a century of educational service to the community. The first school in the area was established in 1910 as a small, three-teacher school. By 1917, a high school building was constructed with seven faculty members and about fifty students.
A grammar school building was later added near the local cemetery but was destroyed by fire in 1919—the same year Marbury High School earned accreditation. In 1930, a new high school was built on the current site of Marbury Middle School, and in 1934, additional wings were added for grammar school students. Before this expansion, younger students had attended classes on the second floor of the old town bank. Students either walked or rode the train to school, reflecting the rural character of the community.
On March 3, 1993, a devastating fire destroyed the 63-year-old school building. A new school was built on the same site and opened in September 1994. It housed Marbury High School and Marbury Elementary School and featured a computer lab, science lab, media center, gym, and updated classrooms.
In 2001, elementary grades were rezoned to Pine Level Elementary. Then in 2010, Marbury High School moved to a new campus, and the original building became Marbury Middle School.
Today, Marbury Middle School serves approximately 450 students in grades 6 through 8, supported by 44 dedicated faculty and staff members. The school continues its tradition of resilience and excellence in education.
Vision: Molding Minds for Success
We, the Faculty of Marbury Middle School, believe:
That students learn in different ways and at different rates, each with unique needs; therefore, we will continually evaluate each student’s needs and develop lessons that promote the learning process.
That learning occurs when a student is comfortable and secure; therefore we will institute a program in which he/she may find continued success.
That the skills of reading, oral and written communications, and mathematical computation are basic to each student’s development; therefore, we will give basic skills their needed emphasis in our curriculum.
That the curriculum should be a constantly changing pattern for learning; therefore, we will continually reassess student needs in order to amend and vary the curriculum.
That students learn best when there is a respectful congenial relationship with concerned teachers; therefore, we will be professional in dealing with our students.
That the school organization should be flexible enough to meet individual needs; therefore, we will be open to new ideas, programs, and learning experiences that will aid the student’s learning process.
That the school organization should seek to utilize the resources of community organizations and concerned citizens to implement school plans and school evaluation; therefore, we respect the ability and desire of parents to assist their children in accomplishing educational goals. We also seek to involve parents as members of the educational team.
That the school and community should cooperate in serving the basic needs of the students; therefore, we will present the skills and concepts needed to live constructively and productively in our changing society.
That community should provide support resources for training and employment opportunities for leadership; therefore, we will provide the framework for interaction within the community.
Our school philosophy and objectives were written by the faculty, administrative staff, and community-parent representatives. Our objectives were re-evaluated and can be modified to meet the needs of the students in a constantly changing society.
The faculty is in agreement with the purposes of the school and feel that the purposes are clearly defined and stated.