Mandoulides Schools is the 1st school in Greece to implement extensive efforts to achieve ESG goals. We understand that a green or sustainable building is a building that, because of its construction and features, can maintain or improve the quality of life of the environment in which it is located.
Onerous and justified building code restrictions are one reason is a challenge. We are interested in more efficient spaces.
There is a much more efficient real estate market for 800 m2 spaces versus 10.000 m2, the size of traditional schools in the US, where 95% of the space includes shared halls, an underused gym and so forth.
On average, we offer children 7,9 m2 of facility space and 2,1 of m2 of classroom, a 26.5% allocation vs. a US school average of 25%.
OVERVIEW
The Strategic Conceptual Guidelines booklet is a tool to help lay out future Mandoulides Schools' learning spaces. The Guidelines stem from a months-long assessment of Mandoulides Schools ‘s 4 current campuses. The assessment evaluated quantitative data from Mandoulides Schools ' observational equipment, surveys and interviews with Mandoulides Schools staff and instructors, and scheduled observations at each campus by our team. We took what we learned through the assessment and have created a strategy that will aid Mandoulides Schools in developing future spaces through the following steps:
STEP1: ASSESS BUILDING ENVIRONMENT
Once a new location has been identified, analyze the building environment of the new space and assess issues that could impact learning environments.
STEP2: SELECT SPATIAL TYPOLOGIES
Determine what age group and type of activities that will be occurring in each space and select the appropriate typologies to support those activities.
STEP3: IDENTIFY ADJACENCIES
Determine optimal adjacencies among learning zones and between learning zones and the existing structure of the space.
STEP4: SET OPTIMAL LAYOUT
Based on the type of spatial typologies needed, their optimal adjacencies, and the constraints of the space identified, determine type of layout that is most appropriate for the space and for the overall day-to-day operations.
▪ Where is light entering the building?
▪ What are the surfaces of the space?
▪ How large is the space?
▪ What age group will be occupying the space?
▪ What activities will occur in the space?
▪ Select learning zones based on types of activities.
▪ Calculate total m2 of learning zones needed.
▪ What types of activities will be occurring in the space?
▪ What types of learning zones have you chosen?
▪ Lay out learning zones based on optimal adjacencies.
▪ What is the size of the space?
▪ Can the space accommodate all learning zones needed?
▪ Can certain learning zones be shared between classes?
▪ Select layout that can optimize the spatial typologies chosen and their adjacencies within the given space.
Step 1: Assess Building Environment
VISUAL
LESSONS LEARNED FROM OUR CURRENT SPACES
LIGHTING/GLARE
▪ Poor wall surface quality in Building.
▪ Large amounts of glare; difficult to see wall materials.
▪ Complaints from teachers regarding paint color and sheen in both campus 2 and campus 3 locations.
VISUAL CLUTTER
▪ Visual clutter on the walls can over stimulate the visual cortex of young learners.
▪ Visual clutter on the floor makes it more difficult for students to focus.
▪ Little to no coherence between the objects and furniture in a room.
RECOMMENDATIONS
LIGHTING/GLARE
▪ Consider exterior shading devices such as louvers or awnings to modulate light from outside.
▪ Consider interior shading devices such as curtains or blinds to modulate light and provide additional soft surface material to absorb sounds.
▪ Consider ceramic frit or other glass patterning to modulate light and views inside and out.
VISUAL CLUTTER
▪ Provide for multiple types of storage, from fully open shelves to closed shelves and cabinets, to closets.
▪ Use fully or partially enclosed shelves to hide objects from view that can distract children as well as provide visual separation between different learning zones.
CURRENT BUILDING ENVIRONMENT STATS
58% Through on-site observations and discussions with teachers and staff, Mandoulides rated all campuses at 51% for light quality and visual coherence
QUESTIONS TOASK
▪ How is light entering the space?
▪ If there are multiple rooms - are rooms divided by opaque surfaces, such as walls, or transparent surfaces, such as windows?
▪ Is there adequate visual separation between the public street and the classroom?
▪ What type of lighting is currently being used in the space?
▪ What are the surfaces of the walls, floor, ceiling?
FUTURE OPPORTUNITY
Strong lightcreates glare on tables
Strong lightcreates glare on vertical surfaces
Visual clutter
Indirect lighting can brighten a space without causing glare
Easily accessible open containers can create visual coherence in space
Easily accessible closed containers can createvisual coherence in space
ACOUSTIC
LESSONS LEARNED FROM OUR CURRENT SPACES RECOMMENDATIONS
SOUND ISOLATION
▪ Noise levels were low throughout observation at all locations.
▪ Hard surfaces reflect sounds.
▪ Students distract one and other and need visual and acoustical separation in order to achieve focus during independent activities.
SOUND ISOLATION
▪ Apply acoustic panelling to hard opaque surfaces (walls) and moveable objects to create sound absorption
▪ Apply acoustic panelling to ceilings directly or hang from ceilings.
▪ Apply sound-absorbing material, such as carpeting, to the floor.
▪ Move loud activities such as using lockers to hallways or peripheries.
▪ Create zones for multi-media production and editing that benefit from acoustic isolation in breakout spaces or dens.
▪ Maximize distance between small group work areas to allow multiple groups to function at once.
Through on-site observations and discussions with teachers and staff, Mandoulides rated all campuses at 70% for acoustic comfort
QUESTIONS TOASK
▪ How tall are the ceilings?
▪ What are the wall surfaces?
▪ What is the flooring material?
▪ Are there any structural separations already found in the space (walls, columns, partitions)?
FUTURE OPPORTUNITY
With multiple activities in a space, students raise their voices to be heard
With multiple activities in a space, students raise their voices to be heard
Adding acoustic panelling to walls can dampen noise levels in open areas
Adding acoustic panelling to ceilings can dampen noise levels in open areas
Step 2: Select Spatial Typologies
AT A GLANCE
A matrix of 9 Spatial Typologies was developed to categorize and understand the different learning environments observed at Mandoulides Schools. Each typology has different structural characteristics that align with and support different modes of teaching and learning. Each spatial typology defines a learning zone area. Learning zones, when aggregated, make up a classroom.
To select appropriate spatial typologies, first define what types of activities will occur in the space. Once you've identified the types of activities, then select the typologies that can accommodate them. Based on the suggested occupancy, determine how many of each typologies you will need per classroom, and document the square footage allotment you will need per typology. You will address both the number of typologies and the square footage allotment in step 4.
WORKSHOP
WHAT IT IS
The Workshop is a student-focused, multi-purpose storage and workspace that encourages creativity and experimentation. This dynamic space supports a wide range of projects and provides access to storage for student's innovative work. The Workshop promotes both individual and collaborative interactions including demonstrations, class discussions, and instructorcentered lectures.
Characteristics:
1. Adequate lighting
2. Effective Interior Acoustic Control
3. Access to appropriate facilities such as water
4. Sufficient enclosure to support focus
5. Line of Sight to instructor
6. Sharable vertical space for storage & display
CURRENT DISTRIBUTION
Occupancy
RECOMMENDATIONS
▪ Recommended capacity: 2-6 students
▪ 75-225 m2 allowance
▪ Collaborative guided and unguided activities
▪ Recommended capacity: 3-6 students
▪ 120-240 m2 allowance
▪ Collaborative guided and unguided activities
▪ Recommended capacity: 2-6 students
▪ 120-360 m2 allowance
▪ Collaborative guided and unguided activities
FUTURE OPPORTUNITY
This workshop uses tables, easels and vertical storage to support student innovation,
This workshop contains designated space for creativity and low storage shelves.
POD
WHAT IT IS
The Pod is an adaptive space within an instruction-based setting designed to inspire knowledge sharing. A Pod is often collocated near other Pod and enables students to engage in small groups around an instructor.
Characteristics:
1. Comfortable and ergonomic.
2. Group-focused
3. Conducive for both guided and unguided activities
4. Students are visible at all times
5. Able to tranm2orm into a seminar learning zone
CURRENT DISTRIBUTION
▪ Recommended capacity: 2-4 students
▪ 60-80 m2 allowance
▪ Collaborative guided and unguided activities
▪ Recommended capacity: 2-4 students
▪ 110-130 m2 allowance
▪ Collaborative guided and unguided activities
▪ Recommended capacity: 3-4 students
▪ 195-215 m2 allowance
▪ Collaborative guided and unguided activities
Collocated pods support multiple groups ofstudents engaged in collaborative work.
FUTURE OPPORTUNITY
Above are several pods collocated within a lower elementary classroom setting.
Observed Utilization
SEMINAR
WHAT IT IS
A Seminar is an ideal setting for a communal worktable for structured classroom activities. It is supported by access to appropriate furniture, material, and surfaces. The Hall can accommodate the school population and incites students to interact in small groups.
Characteristics:
1. Adequate lighting
2. Line of sight
3. Clearly defined focal point
4. Effective interior acoustic control
5. Inter space noise control
CURRENT DISTRIBUTION
▪ Recommended capacity: 4-8 students
▪ 145-290 m2 allowance
▪ Collaborative guided and unguided activities
▪ Recommended capacity: 4-8 students
▪ 185-375 m2 allowance
▪ Collaborative guided and unguided activities
▪ Recommended capacity: 4-8 students
▪ 375-745 m2 allowance
▪ Collaborative guided and unguided activities
FUTURE OPPORTUNITY
The Seminar above supports large gatherings around a clearly defined focal point.
This seminar allows for large gatherings as well as opportunities to breakout.
HARBOR
WHAT IT IS
A Harbor is an unstructured, alcove that encourages student connections. It is often located along a path of travel or a frequently occupied region and can be designed for mobility and technological support. It provides students a sense of privacy using physical boundaries. This active nook fosters engagements as students move between other activities by taking advantage of visual connections between open gathering spaces.
Characteristics:
1. Effective interior acoustic control
2. Sufficient enclosure to evade distractions
3. Comfortable and ergonomic.
4. Visual boundaries for individual and group focus.
5. Inter space noise control
CURRENT DISTRIBUTION
RECOMMENDATIONS
▪ Recommended capacity: 2-4 students
▪ 65-125 m2 allowance
▪ Collaborative guided and unguided activities
▪ Recommended capacity: 2-4 students
▪ 80-160 m2 allowance
▪ Collaborative guided and unguided activities
▪ Recommended capacity: 3-5 students
▪ 150-250 m2 allowance
▪ Collaborative guided and unguided activities
FUTURE OPPORTUNITY
This Harbor gives astudent a sense of privacy without visual boundaries.
This Harbor provides students with a comfortableenvironmentfor interacting.
Observed Utilization
FORUM
WHAT IT IS
The Forum is an integral space that upholds the school community. It is designed to support presentations and performances by staff as well as students. This space is defined by a clear focal point and a designated space for sitting or standing. The Forum promotes leader-focused interactions.
Characteristics:
1. Adequate lighting
2. Line of sight
3. Clearly defined focal point
4. Effective interior acoustic control
CURRENT DISTRIBUTION
RECOMMENDATIONS
▪ Recommended capacity: 6-10 students
▪ 120-200 m2 allowance
▪ Collaborative guided and unguided activities
▪ Recommended capacity: 6-10 students
▪ 150-250 m2 allowance
▪ Collaborative guided and unguided activities
▪ Recommended capacity: 8-15 students
▪ 320-600 m2 allowance
▪ Collaborative guided and unguided activities
FUTURE OPPORTUNITY
The Forum above provides structured seating with leader focused interactions.
This Forum contains directional seating as well as a projector facing awhiteboard.
Observed Utilization
HUB
WHAT IT IS
Hub is an intrinsic space that is used for unstructured gatherings. The space is designed for communal, casual conversations. It supports a display of student work and allows pupils to show off their particular strengths. The Plaza promotes connections between both staff and students and facilitates engagement of all sizes.
Characteristics:
1. Adequate lighting
2. Line of sight
3. Clearly defined focal point
4. Effective Interior Acoustic Control
CURRENT DISTRIBUTION
Observed Occupancy
▪ Recommended capacity: 6-12 students
▪ 110-225 m2 allowance
▪ Collaborative guided and unguided activities
▪ Recommended capacity: 6-12 students
▪ 200-400 m2 allowance
▪ Collaborative guided and unguided activities
▪ Recommended capacity: 6-12 students
▪ 320-500 m2 allowance
▪ Collaborative guided and unguided activities
▪ Not recommended; more appropriate for younger students
FUTURE OPPORTUNITY
This is a Hub within the lower elementary. It is unstructured gathering space, surrounded by displays of student work.
Observed Utilization
SANCTUARY
WHAT IT IS
A Sanctuary is an adaptive niche that upholds a student's desire for quiet and concentration. It offers a sense of seclusion and supports focus by providing separation from distractions. The private space promotes individual reflection and restoration.
Characteristics:
1. Effective Interior acoustic control
2. Inter space noise control
3. Sufficient enclosure for privacy
4. Comfortable and ergonomic
5. Visual boundaries support individual
CURRENT DISTRIBUTION
Occupancy
RECOMMENDATIONS
▪ Recommended capacity: 1-4 students
▪ 30-65 m2 allowance
▪ Individual guided and unguided activities
▪ Recommended capacity: 1-4 students
▪ 40-80 m2 allowance
▪ Individual guided and unguided activities
▪ Recommended capacity: 1-3 students
▪ 25-75 m2 allowance
▪ Individual guided and unguided activities
Step 3: Identify Adjacencies
AT A GLANCE
Through the assessment we've learned that certain typologies work well together. Sometimes a large area is needed for messy group work and sometimes a quiet space is needed for quiet work.
Based on the typologies that you've selected, the following pages will help you identify where in your space they should be located, as well as optimal adjacencies or tranm2ormations.
▪ Optimal Adjacency: Pods, Seminars
▪ Acceptable Adjacency: Harbors and Hubs
▪ Unadvised Adjacency: sanctuaries, dens and shells (non-collaborative/quiet spaces).
▪ Recommended: adjacent to water source.
▪ Optimal Adjacency: Workshops, Seminars
▪ Acceptable Adjacency: Harbors and Hubs
▪ Un-advised Adjacency: sanctuaries, dens and shells (non-collaborative/quiet spaces).
Now that you have defined your space, selected your typologies, and identified their adjacencies, you need to select an optimal layout. The following three options offer advantages and disadvantages and trade-offs between categories such as spatial efficiency and ease of operation.
OPTION 1 OPTIMAL TYPOLOGY DISTRIBUTION: Operationally easy, spatially inefficient. This scheme shows a layout that would include all needed typologies per classroom with no overlap/ flexibility in the space and considers typology adjacency only.
OPTION 2 MAXIMUM FLEXIBILITY: Spatially efficient, operationally intensive. This scheme shows a layout that would optimize typologies and allow for flex between certain typologies based on adjacencies.
OPTION 3 SHARED TYPOLOGIES: Spatially efficient, operationally intensive. This scheme shows a layout that has less learning zones and optimizes adjacencies by allowing for flex between certain typologies. Typologies that have low utilization would break out into separate spaces and would be shared by other classes.
OPTION1: OPTIMAL TYPOLOGY DISTRIBUTION
OPERATIONALLY EASY, SPATIALLY INEFFICIFNT. This scheme shows a layout that would include all needed typologies per classroom with no overlap/flexibility in the space and considers typology adjacency only.
FORUM
POD
WORKSHOP
HUB
SEMINAR
HARBOR
SANCTUARY
ADVANTAGES
▪ All typologies set up and ready for use at any time
▪ Collaborative and Un-collaborative spaces can be physically separated more easily
DISADVANTAGES
▪ Large portions of the classroom could go unused throughout the day, wasting space.
▪ Higher cost in setting up rooms as spaces would not share furniture/ amenities
▪ Requires more acoustic separation as space is larger
RECOMMENDED SPACES
▪ Spaces with structural separation already built into space to aid acoustic separation
▪ Large spaces
OPTION2: MAXIMUMFLEXIBILITY
SPATIALLY EFFICIENT, OPERATIONALLY INTENSIVE. This scheme shows a layout that would optimize typologies for flexibility. Typologies would be designed with flexibility top of mind an made to quickly convert into other typologies based on structural similarities.
ADVANTAGES
FORUM
SEMINAR
▪ Flexing spaces allows for more efficient and utilized spaces throughout the day.
▪ Smaller spaces can accommodate more learning zones
▪ Lower cost in setting up rooms; spaces will share furniture/amenities
▪ Smaller space requires less acoustic separation
HUB
WORKSHOP
HARBOR
DISADVANTAGES
▪ More set-up will be required to flex between space
▪ Students may want to use learning zone occupied by another learning zone type
▪ Quiet and loud spaces closer together RECOMMENDED SPACES
▪ Smaller spaces where more efficient layout is required to accommodate all activities
OPTION3: SHARED TYPOLOGIES
SPATIALLY EFFICIENT, OPERATIONALLY INTENSIVE. This scheme creates 'homerooms' for classes based on the highest utilized typologies. Typologies that have low utilization are shared between classes.
SEMINAR OR WORKSHOP
SEMINAR/ POD
SEMINAR/ POD
ADVANTAGES
▪ Acoustic and visual separation are optimized
▪ More efficient utilization of spaces as multiple classrooms will share same spaces
DISADVANTAGES
HARBOR
SANCTUARY
HARBOR
FORUM OR HUB SACTUARY
SANCTUARY
▪ Coordination required between classrooms on scheduling shared spaces
▪ Space may be occupied/ unavailable for use when a student would like use it
RECOMMENDED SPACES
▪ Locations with small, multiple rooms
▪ Spaces with structural separation already built into space
▪ Large spaces that can be partitioned to accommodate larger shared zones
THE CHALLENGE
WHAT’S WORKING, WHAT’S NOT,
AND WHAT TO DO.
Let’s start with the basics.
THE APPROACH
How do we determine what to evaluate?
USE OF SPACE EFFICIENCY ENVIRONMENTAL
EFFECTIVENESS
Mandoulides Schools' unique teaching style and classroom setup allow students to move around the classroom to various zones through guided and unguided activities. To assess how students are using the space, we evaluated each campus and classroom using three metrics:
• Utilization: measures if a zone is being used (or not used) throughout the day.
• Distribution: measures how many different types of zones are used throughout the day.
In order to evaluate Mandoulides Schools campus efficiency, we looked at the ratio of classroom space to total space at each campus. The classroom square footage was further analyzed to develop metrics for square footage allocation for students per campus and per classroom and compared those numbers to EOΠΕΠ Standards, and more traditional schools across in Greece.
The environmental quality of a space can dramatically affect the performance of students at school. In order to determine the overall environmental quality of Mandoulides Schools' campuses, we assessed four areas:
• Visual Comfort: measures both light quality and visual coherence during times of observation
• Olfactory Comfort: measures the observed strength of odors
• Auditory Comfort: measures the observed sound levels
• Thermal Comfort: measures the observed thermal quality of the space
BRAND ALIGNMENT
As Mandoulides Schools grows. building a recognizable brand will aid Mandoulides Schools in its ability to attract new families and become an institution within the communities in which it is a part. While recognizing that Mandoulides Schools has recently opened its doors, we evaluated the company's physical spaces on how well they aligned with the brand values promoted on the Mandoulides Schools website and answers provided by Mandoulides Schools staff through surveys on its internal culture.
Where did we collection information from?
MEASUREMENTS/RECORDS
Recorded quantitative data was gathered from Mandoulides Schools' observational equipment.
SURVEYS
Surveys and interviews were conducted with instructors and Mandoulides Schools staff over the course of a month.
OBSERVATIONS
Scheduled observations were conducted covering full school days over the course of a month.
BENCHMARKING
How do we compare among our facilities ?
INTERNAL
How does Mandoulides Schools compare across its 4 campuses?
EXTERNAL
How does Mandoulides Schools compare to state standards and established schools across the state?
How do we compare versus Greek big private schools?
Similarly, a school's infrastructure influences the selection decision, resulting in schools seeking to offer infrastructure beyond of the established. Infrastructure, such as an indoor gym, exists in all schools, while a point of differentiation can be the existence of swimming pool.
✓ Regarding the infrastructure of the schools to be analyzed, the indoor gym, the outdoor courts, the library as well as the conservatory are considered necessary, since they are a benefit to most schools.
✓ The swimming pool seems to be a very important benefit for schools with a strong presence in the industry, while for emergingschools this benefit can exist through cooperation with outdoor swimming pools.
✓ Activities such as a playground or observatory are not a benefit in most cases, but it is worth noting that schools that have a playground use the space to organize children's events after the end of school activities.
✓ The basic facilities (theater, laboratories, amphitheatrical classrooms, etc.) are not presented in the table below as they exist in all private schools in Attica.
THE KEY UNITS
What are the units being measured?
BUILDING
A campus is each individual Mandoulides Schools location.
CLASSROOM
Spaces delineated by walls or other barriers.
LEARNING ZONE
Spaces that define a learning environment for an activity.
What makes up a Mandoulides Schools Campus?
CAMPUS INVENTORY
Mandoulides Schools has a wide variety of buildings and classroom spaces. The Inventory understands the size and breakdown of physical assets:
At the building level - what is distribution of the program at each location? What are the space and personnel assets of each location?
At the classroom level - Mandoulides Schools hasa unique classroom setup that allows students to move around the classroom to various zones. What are these zones, and how can they be categorized?
BUILDINGS COMPARISON
What is the make up of each campus?
Day Care / Kindergarten
Elementary Junior High School High
SPATIAL TYPOLOGIES
What is the make up of Mandoulides Schools’ learning zones?
DEFINITION
A matrix of 9 Spatial Typologies were developed to categorize and understand the learning environments observed at Mandoulides Schools. Each typology has different structural characteristics that align with different modes of teaching and learning. Each spatial typology defines a learning zone area. Learning zones, when aggregated, make up a classroom.
What is the make up of Mandoulides Schools’ learning zones?
GLOSSARY
workshop
The Workshop is a student focused, multi-purpose storage and workspace that encourages creativity and experimentation.
harbor
A Harbor is an unstructured, alcove that encourages student connections. It is oftenlocated along a path of travel.
pod
ThePod is an adaptive space within an instruction-based setting designed to inspire knowledge sharing.
semi
•
nar
A Seminar is an ideal setting for a communal work table for structured classroom activities.
hub
A Hub is an intrinsic space that is used for unstructured gatherings. Thespace is designed for communal, casual conversations.
sanctuary
A Sanctuary is an adaptive niche that upholds a students desire for quiet and concentration.
forum
TheForum is an integral space that upholds the schoolcommunity. It is designed to support presentations and performances.
SPATIAL TYPOLOGIES
What is the breakdown of learning zone typologies used per grade?*
AVERAGE LEARNING ZONE BY SIZE, BY GRADE
*Learning zone typologies used were gathered through measurements, records and observations. The measurements are subject to marginal daily changes due to furniture movement during daily activities.
So, how are you
doing overall?
BEFORE WE BREAK IT DOWN, LET’S SEE HOW YOU SCORE.
MANDOULIDES SCHOOLS: AT A GLANCE
How does each school stack up?
USE OF SPACE
Use of Space score calculation:
• Utilization score*: % of zones used over course of day
• Distribution score: % of typologies used over the course of a day
EFFICIENCY
Efficiency score calculation:
• Campus score: % deviation of Mandoulides Schools m2/student/campus to mean of precedents Greece building code) Classroom score: % deviation of Mandoulides Schools m2/student/ classroom to mean of precedents (Greek building code)
ENVIRONMENTAL EFFECTIVENESS
Environmental Effectiveness score calculation:
• Visual Comfort: observational assessment by us of light quality and visual clutter in classroom spaces
• Olfactory Comfort: observational assessment by our staff of strength of odors in classroom spaces
• Auditory Comfort: observational assessment by our staff of sound levels in classroom spaces
• Thermal Comfort: observational assessment by our staff of thermal quality in classroom spaces
BRAND ALIGNMENT
Brand Alignment score calculation:
• Brand Values score: Observational assessment by our staff of brand values relating to physical space including Student-Centric, Fun, Sustainability, Engagement with the Community, and Individuality
Daycare / Kindergarten
Elementary
Junior
Senior
MANDOULIDES SCHOOLS: AT A GLANCE
Summary findings
USE OF SPACE
ALIGNMENT
What’s going on in your classrooms?
NOW THAT WE’VE OUTLINED THE METRICS FOR EVALUATING YOUR CAMPUSES AND INVENTORIED YOUR SPACES, LET’S HOW YOU ARE USING THOSE SPACES.
USE OF SPACE
Mandoulides Schools' unique setup allows students to move around to various learning zones. To assess how students are using these learning zones, we evaluated each campus using three metrics:
• Utilization: measures if a "zone" is being used (or not used) throughout the day.
• Flexibility: measures how many times a "zone" changes use throughout the day.
• Distribution: measures how many different types of zones are used throughout the day.
We gathered this information through:
• Measurements/Records: data recorded on premises
• Observations: scheduled visits by our staff
MANDOULIDES SCHOOLS: AT A GLANCE
How does each campus stack up?
Net Measurable Area
1.600
Learning Zones m2
# of Students by Grade Level Day Care / Kindergarten
# of Learning Zones
Utilization by Spatial Typology
Learning Zones Space / Total space
DC - Junior
DC - Senior
DC - Seeds
- Blossoms
- Beatles
Data Collection Method
Measurement/Records
• Learning Zone Utilization represents a measure of use-hours, or a ratio of how long a particular space is being used divided by the total numbers of hours it could be used in a typical school day. The day is divided into 15 minute segments and a space is considered utilized when at least 1 person is present and using the space during that time. The school day is measured from 8:00am - 3:00pm.
UTILIZATION AT A GLANCE
UTILIZATION AT A GLANCE
How does each campus stack up?
UTILIZATION AT A GLANCE
UTILIZATION AT A GLANCE
Net Measurable Area
3.346
Learning Zones m2
459
# of Learning Zones
14
Utilization by Spatial Typology
Learning Zones Space / Total space
14%
Data Collection Method
Measurement/Records
Learning Zone Utilization represents a measure of use-hours, or a ratio of how long a particular space is being used divided by the total numbers of hours it could be used in a typical school day. The day is divided into 15 minute segments and a space is considered utilized when at least 1person is present and using the space during that time. The school day is measured from 8:20am - 3:00pm
UTILIZATION AT A GLANCE
How does each campus stack up?
UTILIZATION AT A GLANCE
How does each campus stack up?
UTILIZATION AT A GLANCE
How does each campus stack up?
UTILIZATION AT A GLANCE
How does each campus stack up?
Seminar
UTILIZATION AT A GLANCE
How does each campus stack up?
Junior High School
Net Measurable Area Utilization by Spatial Typology
Zones m2
# of Learning Zones
SEMINAR HUBS
# of Students by Grade Level
Learning Zones Space / Total space
The 106 Students of the 9 th Grade use the Senior High-school building
Measurement/Records
• Learning Zone Utilization represents a measure of use-hours, or a ratio of how long a particular space is being used divided by the total numbers of hours it could be used in a typical school day. The day is divided into 15 minute segments and a space is considered utilized when at least 1person is present and using the space during that time. The school day is measured from 8:20am - 3:00pm
UTILIZATION AT A GLANCE
How does each campus stack up?
UTILIZATION AT A GLANCE
How does each campus stack up?
UTILIZATION AT A GLANCE
Senior High School
Measurable Area Utilization by Spatial Typology
Learning Zones Space / Total space
Measurement/Records
• Learning Zone Utilization represents a measure of use-hours, or a ratio of how long a particular space is being used divided by the total numbers of hours it could be used in a typical school day. The day is divided into 15 minute segments and a space is considered utilized when at least 1person is present and using the space during that time. The school day is measured from 8:20am - 3:00pm
UTILIZATION AT A GLANCE
How does each campus stack up?
UTILIZATION AT A GLANCE
How does each campus stack up?
UTILIZATION AT A GLANCE
How does each campus stack up?
LEARNING ZONES
Topology daily use
UTILIATION OF LEARNING ZONEs – USE OF SPACE
Average Utilization Percentage of Learning Zones in Use
Too much, too little, or just, right?
HOW MUCH SPACE IS DEDICATED TO LEARNING AND TO EACH STUDENT?
EFFICIENCY
As each Mandoulides Schools campus is unique in size and scale, it was unclear if the space dedicated to each student was too much, too little, or just right. In order to evaluate how efficient Mandoulides Schools’ buildings are, we measured:
Building: square footage allocation to Mandoulides Schools students per campus compared to national standards.
Classroom: square footage allocation to Mandoulides Schools students per classroom compared to Greek Building Code standards and more traditional schools across Greece.
We gathered this information through:
Measurements/Records: data received on student enrollment from Mandoulides Schools; data from the Greek building code.
UTILIZATION AT A GLANCE
How does each campus stack up?
Day Care / Kindergarten
Net Measurable Area
1.600
Classroom m2
1.025
# of classrooms
16
# of Students by Grade
Classrooms space / Total space
64%
UTILIZATION AT A GLANCE
How does each campus stack up?
Net Measurable Area
3.346
Classroom m2
1.531
# of classrooms
33
# of Students by Grade Level Elementary
Classrooms space / Total space
46%
UTILIZATION AT A GLANCE
How does each campus stack up?
1.212
Classroom m2
733
# of classrooms
# of Students by Grade Level Junior High School
7th Grade
8
9
Classrooms space / Total space
UTILIZATION AT A GLANCE
How does each campus stack up?
Senior High School
3.027
Classroom m2
Net Measurable Area # of classrooms
1.686 22
Students
Classrooms space / Total space
BUILDINGS
Classroom and buildings
LLP is the minimum allowance to qualify as a complete school for school facility program funding from the Ministry of Education. Components included in the assessment of a complete school are classroom, physical education space, support facilities, essential facilities, multi-purpose rooms, and infrastructure.
Traditional schools in the US offer 17,5 m2 of facility space and just 4,5 m2 of classroom, a way smaller ratio.
Per classroom and per student
TEACHING SPACE m2 PER STUDENT
Teaching =Classroom + Breakout
Number of students per grade level are estimated based on known campus enrollment numbers and classroom m2
CLASSROOM m2 PER STUDENT BY CAMPUS
Day CareKindergarden Elementary Junior High School Senior High School Classroom / Student (m 2 )
'Number of students per grade level are estimated based on known campus enrollment numbers and classroom
Average classroom /student is set based on Reggio and Hillbrook classrooms and the Greek Building Code.
Too hot, too cold, or just, right?
HOW DO THE ENVIRONMENTAL CONDITIONS IMPACT THE WAY SPACES ARE PERCEIVED?
ENVIRONMENTAL EFFECTIVENESS
The environmental quality of a space can affect the physical and psychological wellbeing of the inhabitant. In order to determine the overall environmental quality of Mandoulides Schools' campuses, we assessed 4 areas:
• Visual Comfort: measures both light quality and visual clutter during times of observation
• Olfactory Comfort: measures the observed strength of odors
• Auditory Comfort: measures the observed sound levels
• Thermal Comfort: measures the observed thermal quality of the space
We gathered this information through:
• Surveys: data was received through surveys given to Mandoulides Schools staff
• Observations: scheduled visits by our staff
OVERALL
Environmental Quality: Self report
OLFACTORY COMFORT
How do you rate the olfactory comfort across all campuses?
VISUAL COMFORT
How do you rate the visual comfort across all campuses?
THERMAL COMFORT
How do you rate the thermal comfort across all campuses?
ACOUSTIC COMFORT
How do you rate the acoustic comfort across all campuses?
The teachers and staff at Mandoulides Schools rated the Olfactory comfort as generally comfortable. Impromptu conversations suggest that Mandoulides Schools teachers intentionally refrain from intense indoor activity to avoid unpleasant smells.
While half of the survey respondents indicated that they are somewhat comfortable with the visual aesthetic of their rooms, written responses and impromptu conversations suggested that teachers are unhappy with the amount of clutter present and lack of storage space available.
Survey responses implied that over half of the teachers and staff feel comfortable or neutral within their space, while 41% felt neutral.
Over 49% of the Mandoulides Schools survey respondents indicated that the acoustic comfort of their classroom is Very comfortable. This is inline with statements made by Mandoulides Schools teachers.
Environmental Quality: Observations
OLFACTORY COMFORT
1 - Strong odor during times of observation
3 - Moderate odor during times of observation
5 - No noticeable odor during times of observation
"light quality includes artificial and natural light, level of glare
.. visual coherence measures amount of organization/clutter
ACOUSTIC COMFORT
1 - Very loud, difficult to focus
3 - Moderately loud, somewhat difficult to focus
5 – Quiet and easy to focus
THERMAL COMFORT
1- Extreme hot or cold, uncomfortable work environment
3 - Somewhat hot or cold, somewhat comfortable work environment
5 - Comfortable temperature, very comfortable work environment
Daycare / Kindergarten
Elementary
Junior High School
Senior High School
Daycare / Kindergarten
Junior High School
Senior High School
Daycare / Kindergarten
Elementary
Junior High School
Senior High School
Daycare / Kindergarten
Elementary
Junior High School
Senior High School
What are you saying to the world?
NOW THAT WE’VE EVALUATED YOUR PHYSICAL SPACES FOR USE, EFFICIENCY, AND COMFORT, HOW DO YOU PHYSICALLY PLACES PROMOTE YOUR BRAND?
BRAND ALIGNMENT
As Mandoulides Schools grows, building a recognizable brand will aid its ability to attract new families to its schools, aswell as, become an institution in the community.
We chose to evaluate the company's physical spaces on how well they aligned with the brand values promoted on the Mandoulides Schools website, as well as, answers provided by Mandoulides Schools staff through surveys on its internal culture. We gathered this information through:
Surveys: Data was received through surveys given to Mandoulides Schools staff
Observations: Scheduled visits by our staff
BRAND ALIGNMENT
Cultural type
What are the cultural types of Mandoulides Schools TODAY and who do they aspire to be in the FUTURE?
CONTROL
The control culture places systems, clear policies, and processes at the center of the daily operations. These cultures approach growth cautiously.
COOPERATION
The cooperation – collaboration culture type is influenced by the sports culture. It strives to create added value through synergies and the combination of different skillsets.
MARKET
Common in educational and tech organizations. In this culture ideas, technologies, scientific thinking and competition are some of the main themes of their working reality.
INNOVATION
Faith is the main theme in these cultures. In these organizations, people believe that they work towards a larger goal by serving progress and innovation.
Schneider,William E.(1994).
BRAND ALIGNMENT
Brand values
PROMOTED BRAND VALUES
As stated on mandoulides.edu.gr
•STUDENT-CENTRIC (includes dynamic and rigorous): Focus on smaller classrooms and student: teacher ratios and mix individual. group, and experiential learning to keep students engaged.
•DIVERSITY: Belief that all children deserve student centric education and all children benefit from being in a diverse environment.
•ENGAGEMENT WITH THE COMMUNITY: Engagement with community enricheschildren'slearning experiences.
•PARTNERSHIP: Involvement of parents is vital to the success of their child. To support this, tools have been developed to allow parents to see their child's progress at any time.
SELF-REPORTED BRAND VALUES
As self-reported through the cultural cartography
•EMOTIONAL ADAPTABILITY: Organization's staff has a strong ability to adapt and grow emotionally, physically, socially, and psychologically.
•SUSTAINABILITY: Importance placed on the value of being environmentally sustainable in use of physical and operational resources.
•FUN: Allowing students to drive their education keeps them engaged, motivated, passionate, and creative, which in turn fuels their love of going to school.
Descriptions adapted from Mandoulides Schools website
•INDIVIDUALITY: The individual is expressed from the student to the campus, highlighting uniqueness rather than homogeneity.
•RESEARCH-BASED: Focus on research-based methods in decision-making processes.
•FISCALLY RESPONSIBLE: Focus on organizations financial management practices in terms of strategy, investment, expenditure.
•CENTRALLY-MANAGED: Focus on concentrating decisionmaking rather than distributing it throughout the organization.
•TECHNOLOGICALLY MATURE: Focus on proficiency and anticipated technology adoption habits.
Descriptions adapted from evaluation of Cultural Cartography
BRAND ALIGNMENT
Brand values translated to cultural & physical environments
PHYSICAL:Indicates brand values that strongly align with the physical environment and can relate to furniture, interior & exterior spaces, facade, and surrounding public space.
CULTURAL:Indicates brand values that strongly align with the beliefs and aspirations of the people and their organization.
PHYSICAL CULTURAL
INDIVIDUALITY
SUSTAINABILITY
FUN
ENGAGEMENT WITH THE COMMUNITY
STUDENTCENTRIC
FISCALLY RESPONSIBLE
CENTRALLY MANAGED
DIVERSITY
RESEARCHED BASED EMOTIONAL ADAPTABILITY
PARTNERSHIP
TECHNOLOGICALLY MATURE
BRAND ALIGNMENT
Physical Brand Values: Observations
Do Mandoulides Schools’ brand values, student centric, fun , sustainability, engagement with the community and individuality Mandoulides Schools’ align with physical environment?
STUDENT-CENTRIC
1 - Low focus on smaller classrooms and mix of individual, group, and experiential learning
3 - Moderate focus on smaller classrooms and mix of individual, group, and experiential learning
5 - High focus on smaller classrooms and mix of individual, group, and experiential learning
FUN
1- Low campus involvement in shaping the physical environment
3 - Moderate campus involvement in shaping the physical environment
5 - High campus involvement in shaping the physical environment
SUSTAINABILITY
1- Low use of sustainable resources used throughout the campuses
3 - Moderate use of sustainable resources throughout the campuses
5 - High use of sustainable resources throughout the campuses
OBSERVATION QUESTIONS
STUDENT-CENTRIC: IS THERE A FOCUS ON SMALLER CLASSROOMS WITH A MIX OF INDIVIDUAL, GROUP, AND EXPERIENTIAL LEARNING?
FUN: IS THERE CAMPUS (TEACHER/STUDENT) INVOLVEMENT IN SHAPING THE PHYSICAL ENVIRONMENT?
SUSTAINABILITY: ARE EN VIRONMENTALLY SUSTAIN ABLE RESOURCES USED THROUGHOUT THE CAM PUSES?
BRAND ALIGNMENT
Physical Brand Values: Observations
Do Mandoulides Schools’ brand values, student centric, fun , sustainability, engagement with the community and individuality Mandoulides Schools’ align with physical environment?
ENGAGEMENT WITH THE
COMMUNITY
1- No noticeable engagement with the community
3 - Moderate engagement with the commun ity
5 - High engagement with the community
INDIVIDUALITY
1- Low individuality/uniqueness added to the physical environment
3 - Moderate individuality/ uniqueness added to the physical environment
ENGAGEMENT WITH THE COMMUNITY: DOES THE PHYSICAL ENVIRONMENT REFLECT THE CULTURAL IDENTITY OF THE COMMUNITY IN WHICH IT RESIDES?
INDIVIDUALITY: DOES THE PHYSICAL ENVIRONMENT HAVE STRONG INDIVIDUALITY AND INTENTIONAL UNIQUENESS IN RELATIONSHIP TO ITS SURROUNDINGS AND TO THE OTHER CAMPUSES?
What did we find out?
MANDOULIDES SCHOOLS: AT A GLANCE
How does each school stack up?
USE OF SPACE
• Utilization score*: % of zones used over course of day
• Distribution score: % of typologies used over the course of a day
EFFICIENCY
Efficiency score calculation:
• Building score: % deviation of Mandoulides Schools m2/student/campus to mean of precedents (Greek laws Allowance, National Medium)
• Classroom score: % deviation of Mandoulides Schools m2/student/ classroom to mean of precedents (Greek education building code)
ENVIRONMENTAL EFFECTIVENESS
Environmental Effectiveness score calculation:
• Visual Comfort: observational assessment by our staff of light quality and visual clutter in classroom spaces
• Olfactory Comfort: observational assessment by our staff of strength of odors in classroom spaces
• Auditory Comfort: observational assessment by our staff of sound levels in classroom spaces
• Thermal Comfort: observational assessment by our staff thermal quality in classroom spaces
BRAND ALIGNMENT
Brand Alignment score calculation:
Brand Values score: Observational assessment by our staff of brand values relating to physical space including Student-Centric, Fun, Sustainability, Engagement with the Community, and Individuality.
MANDOULIDES SCHOOLS: AT A GLANCE
Summary findings
USE OF SPACE EFFICIENCY ENVIRONMENTAL EFFECTIVENESS
MANDOULIDES SCHOOLS: AT A GLANCE
Summary findings per campus
USEOF SPACE WORKING NOT WORKING
• Utilization: Throughout the day people observed in all the learning zones.
• Changing from small group to large group learning areas.
• Distribution: Large distribution of spatial typologies.
• Distribution: Lack of space conducive to independent and quiet work.
• Small variation in furniture configurations
• Utilization: Many learning zones appeared to be unused throughout the day.
• Flexibility: There were no changes in
• furniture arrangements throughout observation.
• Utilization: Lower Elementary classrooms benefited from closer proximity to each other.
• Distribution: Only campus with Den space.
• Utilization: Throughout the day people observed in all the learning zones.
• Flexibility: Not all classrooms were observed as flexible.
• Distribution: Within each individual classroom there is not a wide variety of furniture arrangements.
• Flexibility: Areas remain primarily static.
• Distribution: Lack of space conducive to independent and quiet work.
MANDOULIDES SCHOOLS: AT A GLANCE
Summary findings per campus
EFFICIENCY WORKING NOT WORKING
Daycare / Kindergarten
• Classroom: Single classroom format allows for reduction of support space m2 .
• Building: Lack of key support spaces such as vestibules and breakout spaces.
• Classroom: Single classroom format allows for reduction of support space m2 .
• Building: Lack of key support spaces such as vestibules and breakout spaces.
• Building: Key support spaces such as vestibules and breakout spaces.
• Building: More space dedicated to circulation and support.
• Classroom: Breakout space Building: Lack of key spaces such as vestibule.
• Building: High proportion of vertical circulation.
• Classroom: Communal gathering zones were too small within classrooms.
MANDOULIDES SCHOOLS: AT A GLANCE
Summary findings per campus
ENVIRONMENTAL EFFECTIVENESS
/ Kindergarten
WORKING
• Visual: Strong visual connection between spaces.
• Visual: Strategic about what is dis played on walls, and how walls are
• used.
• Auditory: Strategic about how sur faces are used to modulate sound.
• Auditory: Highest observed acoustical comfort.
• Olfactory: No odor detected during observation.
• Visual: Even light in space.
• Visual: Adequate light on all work surfaces observed.
• Moderate levels of sound observed.
• Visual: Daylight in all classrooms and primary ground floor circulation space.
NOT WORKING
• Olfactory: Odors from food.
• Highest observed noise levels.
• Visual: Difficult to modulate light
• between front and rear of room.
• Visual: Clutter observed on floor.
• Visual: Disparate furniture styles.
• Visual: Overflowing storage.
• Visual: Too much transparency in ground floor spaces.
• Visual: Clutter observed on floor and wall surfaces.
• Visual: High reflectivity of wall sur faces was noted as bothersome.
• Auditory: Moderate levels of sound observed.
• Visual: Clutter observed on floor and wall surfaces.
• Visual: Direct light through windows
• made it difficult to use laptops and see projected images.
• Thermal: Direct light and poor
• heating system contribute to temperature fluctuations.
MANDOULIDES SCHOOLS: AT A GLANCE
Summary findings per campus
BRAND ALIGNMENT
WORKING NOT WORKING
• Fun:Strong campus community (student/teacher) involvement in shaping the appearance of the interior space.
• Engagement with the community: little or no observed relationship with the community throughthe physical space.
• Individuality: Little or no individuality in relationship to its exterior surroundings.
• Individuality: Goodcampus community involvement in creating an unique environment through the vestibule and classrooms.
• Individuality: Little or no individuality in relationship to its exterior surroundings.
• Fun: Little or no campus involvement in shaping the appearance of the interior space.
• Fun: Strong campus community (student/teacher) involvement in shaping the feel of the campus (selected unique school color)
• Fun: Little or no campus involvement in shaping the appearance of the interior space.
• Engagement with the community: Little or no observed relationship with the community throughthe physical space
• Individuality: Little or no individuality in relationship to its exterior surroundings.
MANDOULIDES SCHOOLS: AT A GLANCE
Summary findings overall
USE OF SPACE EFFICIENCY ENVIRONMENTAL EFFECTIVENESS BRAND ALIGNMENT
Increase space use by properly distributing the types and sizes of learning zones at each locat ion or Provide for flexibility where required
KEY FINDINGS
Although of secondary importance compared to ordinary classrooms, Learning zones play an important role in the daily learning activities.
KEY INSIGHTS
Some zones are being usedoften and others not. "Right-sizing" learning zones represents a great opportunity to increase the use of space, for both collaborative and independent work, by increasing the distribution of learning zone types.
Optimize efficiency by "right-sizing" spaces to the appropriate size by grade level. Determine right size/ distribution of non-learning space.
KEY FINDINGS
Classrooms remain comfortable for students in terms of space while same time leaving same time more than adequate space for breakouts and extracurricular activities resulting in a highly optimized space distribution.
KEY INSIGHTS
Support spaces and circulation spaces reduce campus efficiency, however, they add value/ improve the quality of the campus experience. Correctly size learning zones by grade level.
Improve environmental effectiveness by focusing on visual coherence and acoustical control; maintain proper thermal comfort and olfactory control.
KEY FINDINGS
More than 60% of responders feel comfortable in all areas of Environmental Effectiveness.
Improve brand-alignment by developing a strategy for the physical environment based on company's values and goals.
KEY FINDINGS
Strong alignment in teachers perceived and actual culture style.
KEY INSIGHTS
Visual connectivity and acoustic separation are inversely proportional to one and other. The openness of classrooms needs to be weighed against its ability to support multiple, simultaneous activities.
KEY INSIGHTS
Company has identified brand values, but have not implemented them into the physical space.
Appendix
About you
APPENDIX
About you
Age groups
Less than 25 years old Between 26 and 35 years old Between 36 and 45 years old
Between 46 and 55 years old Between 56 and 65 years old
APPENDIX
About you
Number of years I have been working as a teacher in this school.
Between 0 and 5 years old
Between 20 and 25 years old
Between 5 and 10 years old
Between 25 and 30 years old
Between 10 and 15 years old Between 15 and 20 years old
Between 30 and 35 years old
APPENDIX
About you
Total number of years working as a teacher.
Between 0 and 5 years old
Between 20 and 25 years old
Between 5 and 10 years old
Between 25 and 30 years old
Between 10 and 15 years old
Between 30 and 35 years old
Between 15 and 20 years old
Between 35 and 40 years old
About you
Number of years I worked in other education-related roles (do not include years working as a teacher).
Between 0 and 5 years old
Between 5 and 10 years old
Between 10 and 15 years old
About you
Number of years I worked in other jobs.
Between 0 and 5 years old
Between 5 and 10 years old
Between 10 and 15 years old
About you
Type of employment
School leadership
APPENDIX
School leadership
About the leadership of the school
* The term "school leadership" refers to the principal, vice-principal and heads of departments
The leadership of the school and teachers have in common vision of how to use best use the teaching spaces. The leadership of the school encourages teachers to to experiment with different ways of using the classrooms we have. The design of the premises teaching spaces encourage collaboration between teachers. The design of teaching spaces encourages the use of different teaching methods. The school building/s and premises teaching facilities are appropriate to the the teaching method I prefer. The timetable of the school timetable allows us to do the best possible use of the teaching spaces. I have time at my disposal to plan in in collaboration with other teachers. Time is given to teachers to design the best the best way to use the spaces the school's teaching facilities.
Note: 4 Being the highest
APPENDIX
School leadership
How much do you think buildings and facilities are affected by the following
They make me more positive to stay in school.
They make others teachers more positive to stay in the school.
Attract more more easily attract new teachers to the school.
Attract parents for the registration of their children to school.
APPENDIX
School leadership
How learning spaces are used in school
I usually use the same room for all the
I use the same space for a specific lesson (e.g. the classroom
A for English, the room
C for History, etc.)
I use different spaces according to the distribution of spaces
Students have the most general classes in the same room
APPENDIX
School leadership
Which of the following areas are present in your school?
APPENDIX
School leadership
Which of the following areas are present in your school?
APPENDIX
School leadership
Traditional hall classroom Traditional classroom with direct access to areas collaboration areas, e.g. for group work group work, thematic work or individual work
Note: 4 Being the highest score
School leadership
How often do you use the following places?
1- Never | 4 - Every day
Note: 4 Being the highest score
School leadership
Which of the following outdoor spaces are present in your school?
APPENDIX
School leadership
A quiet place to work at school before or after class
How
satisfied are you with the existence
Spaces that can be teachers can use for social purposes, and discussions between them
Venues for meetings
Note: 4 Being the highest score
Comfort
I usually feel very cold
When it's cold outside, in the rooms I use
1- In all rooms | 4 - in no room
I usually feel very hot
I'm usually comfortable (neither too cold nor too hot)
I usually feel very cold
When it's hot outside, in the rooms I use
1- In all places | 4 - In no place
I usually feel very hot
I'm usually comfortable (neither too cold nor too hot)
Usually there is no smell
What is the air quality in classrooms
1-
In all places | 4 - In no place
There is usually a pleasant smell Usually there is an unpleasant smell
They are usually very bright
When it's sunny outside
1- In all places | 4 - in no place
They are usually very dark Usually comfortable (neither too bright nor too dark)
APPENDIX
How well can you hear in classrooms
1- In all rooms | 4 - in no room
I can hear clearly hear the students when they speak
Noises bother me coming from the room (e.g. air-conditioning)
Noises bother me coming from outside room
Space arrangements
APPENDIX
Space Arrangements
Can I check the heating
You can check any of the following in the classrooms
1- In all rooms | 4 - In no room
Can I check the air conditioning
Can I check the glare (e.g. with shades on windows)
Can I check the lighting
Can I open the windows
APPENDIX
Space Arrangements
How often do you use the following provisions in your teaching?
1- Never or almost never| 5 - Every day
Type A: arrangement of (in the case of the furniture that allows for a teacher to present to several pupils
Type B: arrangement of furnituresupporting learning in small groups
Type C: arrangement of furniture that allows students to work independently/autonomously
Type D: arrangement of furniture allowing teaching from a group of two or moreteachers
Other provision
Space Arrangements
If they were readily available, how much would you use the following spatial provisions?
1- Never or almost never| 5 - Every day
Type A: arrangement of furniture which allows a teacher to present to several pupils
Type B: arrangement of furniture that supports learning in small groups
Type C: arrangement of furniture allowing students to to work independently/autonomously
Type D: arrangement of furniture allowing teaching by a group of two or more teachers
Otherprovision
Space Arrangements
In relation to the places you use, how much do you agree or disagree with the following statements?
1- Never or almost never| 4 - Every day
It's easy to move the furniture
There's plenty of time to change the layout of the before the lesson begins
There is plenty of room to place the furniture in different arrangements
The furniture can can be moved with ease during the course
It's easy to move the technological equipment and the interactive whiteboard to support different arrangements of furniture
APPENDIX
Space Arrangements
In relation to the places you use, how much do you agree or disagree with the following statements?
1- Never or almost never| 4 - Every day
In provisions supporting clear instructions/presentations to the whole team
In provisions supporting methods where students work together with each other in small groups
In provisions supporting methods where students work independently/autonomously
In provisions supporting joint/team teaching
In another provision
Physical and emotional safety
APPENDIX
Physical & Emotional
Safety
Security
1 - Not safe | 5 - Very safe
In general do you consider the school building to be safe? In general do you consider the school building to be safe?
Physical & Emotional Safety
In relation to safety at school, do you feel safe in the following areas DURING school hours? 1- Never or almost never| 4 Always | 5 Not applicable
I feel safe with everyone/anyone indoor areas of the school
I feel safe in all/anyone outdoor areas of the school
Physical & Emotional Safety
In relation to your safety at school, do you feel safe in the following areas EXCEPT during school hours?
1- Never or almost never| 4 Always | 5 Not applicable
I feel safe with everyone/someone indoor areas of the school
I feel safe in all/anyone outdoor areas of the school
Physical & Emotional Safety
Are there areas in the school that teachers can use for relaxation?
Yes No
School technology
School Technology
Are the following types of technological equipment available in the premises you use?
1- In all places| 4 - In no place
School Technology
APPENDIX
School Technology
In a typical week, approximately how often do you use technological equipment for the following activities?
1- Never or almost never| 4 - Every day
Satisfaction
In general,how happy are you with the spaces used?
4,3
DISCLAIMER
The intellectual property rights of this electronic file (hereinafter "material") belong to Mandoulides Schools Single Member SA unless specifically mentioned otherwise. The purpose of this file is to be presented to a specific number of people (hereinafter "the recipients" ) for their information and their personal use only (hereinafter "purpose"). It is not intended as an offer or a solicitation of an offer to buy or sell any investment or other specific product or service.
The analysis contained herein does not constitute a personal recommendation or consider the objectives, investment strategies , financial situation, and needs of any specific recipient. It is based on numerous assumptions. Different assumptions could result in materially different results.
This material may not be reproduced, or copies circulated without our prior authority. Unless otherwise agreed in writing, Mandoulides Schools expressly prohibit distributing and transferring this material to third parties for any reason. Mandoulides Schools accept no liability whatsoever for any claims or lawsuits from any third parties arising from the use or distribution of this material. This material is for distribution only under such circumstances as may be permitted by applicable law.
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