Table of Contents
Part One. The Challenge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 Part Two. Six Design Principles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 Design Principle 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 The learning environment should enhance teaching and learning and accommodate the needs of all learners.
Design Principle 2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8 The learning environment should serve as a center of the community.
Design Principle 3. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 The learning environment should result from a planning and design process that involves all community interests.
Design Principle 4. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10 The learning environment should provide for health, safety, and security.
Design Principle 5. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12 The learning environment should make effective use of available resources.
Design Principle 6. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13 The learning environment should be flexible and adaptable.
Part Three. Design Principles in Action . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15 Case Study 1. Gaylord High School, Gaylord, Michigan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16 Case Study 2. PS 5, The Ellen Lurie School, New York, New York . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18 Case Study 3. Center for Applied Technology and Career Exploration, Rocky Mount, Virginia . . . . . . . . . . . .20 Case Study 4. City Heights K–16 Educational Collaborative, San Diego, California . . . . . . . . . . . . . . . . . . . . .22 Case Study 5. Tenderloin Community School, San Francisco, California . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24 Case Study 6. J. F. Oyster Bilingual Elementary School, Washington, D.C. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26 Case Study 7. Noble High School, North Berwick, Maine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28 Case Study 8. Crow Island School, Winnetka, Illinois . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30 Case Study 9. Interdistrict Downtown School, Minneapolis, Minnesota . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32 Case Study 10. High Tech High, San Diego, California . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34 Case Study 11. Henry Ford Academy, Dearborn, Michigan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36 Case Study 12. Met Center, Providence, Rhode Island . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38 Case Study 13. School of Environmental Studies, Minneapolis, Minnesota . . . . . . . . . . . . . . . . . . . . . . . . . . . .40
IV SCHOOLS AS CENTERS OF COMMUNITY: A CITIZEN’S GUIDE FOR PLANNING AND DESIGN