"All user groups must be represented"

You may have read the agenda for tonight's meeting we posted here a couple of days ago.

Here's an agenda item that looks interesting:



What does it mean?

Well, here's the Major Capital Construction Educational Specifications document from the Maine Department of Education.*

It's an interesting document, in that it asks for a great deal of thought about future educational uses of the building and the direction of education in the District. It calls for written answers to the following questions:

Question 1: How does the project enhance teaching and learning to meet the needs of all learners in the 21st century?
Question 2A: How will the range of programs housed in the facility guarantee equitable access to the essential resources needed to achieve the high expectations of Maine's Learning Results? And how will the facility's programs help students become engaged, responsible, and ethical citizens?
Question 2B: In what ways does the interrelationship of instructional and non-instructional programs and facilities enhance teaching and learning? Provide a personalized, learner-centered environment? Allow for program adaptability and flexibility? And maximize staff collaboration for the benefit of students as a group and individually?
Question 3: How does the grouping of people (staff, support personnel, other) guarantee the support and resources needed for all students to meet or exceed Maine’s Learning Results?
Question 4: How will the school’s furnishings and equipment enhance its long-term vision for teaching and learning?
Question 5: What special environmental and/or technological provisions are required to fulfill the school’s long-term vision for teaching and learning, including personalized, safe, and aesthetically enhanced environments?
Question 6: What will the future require regarding learning spaces for public-school youth?
Question 7: How will the school (1) be an attraction to people of all ages, (2) honor community partnerships, and (3) encourage year-round use by the community?

Under each question, suggestions are offered for issues to be considered.

Just as a "for instance", let's look at the prompts for question 6 (What will the future require regarding learning spaces for public-school youth?):

Consider the multiple means through which our youth may acquire an education, and describe how the facility may be used beyond daily instruction, including:

1. Flexibility in the size, number, and configurations of rooms to accommodate changes in teaching and learning strategies
2. New and varied uses for public spaces (library/media centers, gymnasia, marts and performance arts spaces, dining areas, etc.) to help build a strong connection between the school and the community
3. Classrooms designed to be spacious, bright, and multi-use, and accommodate diverse teaching methods and varied class sizes
4. The use of space for independent work, and year-round use beyond the traditional school day, including open, 24-7 access to specific areas
5. Spaces that provide work and social areas for students beyond the context of their school programs (clubs, projects, co- and extra-curricular activities, etc.)
6. Spaces that can be used by entrepreneurs, private businesses, and other ventures that may enhance student opportunities, such as student internships, community health care, family agencies, higher education, etc.
7. Spaces used to enhance student opportunities, such as pre-school, childcare, Head Start, community-based learning, internships, community college or university partnerships, etc.
8. Spaces that enhance alternative-instructional and learning opportunities, such as distance learning or early college options
9. Design and organize the cafeteria and performing arts spaces to ensure maximum educational utilization
10. Best use of current and emerging learning technologies to enhance instructional strategies

Pretty thought-provoking, eh?

Hopefully copies will be available tonight.

This whole effort is what is referred to at the "Topics of Discussion" page (under Building Space/Programming Sub-Committee) as "Educational Specifications/Classroom and Instructional Needs" (8/16, 8/30, 9/13 , and 9/20).

On the same page, under the 9/20 agenda for this sub-committee you'll also see (item 5) "Schedule to meet with Department of Education on Ed. Specs and Program." We don't know if or when such a meeting occurred -- shocking, isn't it? -- but we'll find out tonight!

When you read the document you'll find much to ponder, and much to enjoy. We don't want to prejudice you, or influence your view of this remarkable work, but... if it wouldn't spoil your pleasure, may we tell you that this page is our favorite? (page 6, excerpt)

DEVELOPING EDUCATIONAL SPECIFICATIONS

In order to develop the most appropriate Educational Specifications for the school and the community all user groups must be represented in their formation.

The school board is officially in charge of a school construction project but they may delegate to one or more ad hoc building committees the responsibilities of doing research, collecting data, and ensuring that there is an alignment between the program and the building design. Well-written Educational Specifications will ensure that alignment.

The school board must formally vote to approve the final version of the Educational Specifications prior to forwarding them to the Department of Education as part of the Concept Approval process.

Please include the names of the people involved in the preparation of your Educational Specifications and the constituencies they represent. At a minimum, the following must be represented:

Constituency Individuals Represented

· Students
· Faculty
· Staff
· Administration
· Parents
· Community
· Local Officials

The architect must also be an integral part of the development of the Educational Specifications. Their experience will be a valuable resource to the group in discussing spatial relationships, area requirements, codes and regulations, sustainable designs, budgeting and scheduling.

A major objective in developing the Educational Specifications is to give the user groups time to interact with their colleagues in addressing the development of a set of Educational Specifications that best meet the student and community needs.

Please include the dates, times, agendas, and minutes of the Educational Specification planning meetings held.

*Part of the Major Capital School Construction Project Workbook, available here.