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Transcript of Schools as Centers of Community: John A. Johnson Achievement Plus Elementary School
PRESENTED BY:
American Architectural Foundation
KnowledgeWorksFoundation
Schools as Centers of CommunityJOHN A. JOHNSON ACHIEVEMENT PLUS ELEMENTARY SCHOOLST. PAUL, MINNESOTA
VIDEO ANDDISCUSSION GUIDE
AMERICAN ARCHITECTURAL FOUNDATIONThe American Architectural Foundation (AAF) is a national nonprofit organization that
seeks to educate individuals and community leaders about the power of architecture
to transform lives and improve the places where we live, learn, work, and play.
Through numerous outreach programs, grants, and educational resources, the AAF
inspires people to become thoughtful and engaged stewards of the built environment.
AAF’s Great Schools by Design initiative aims to improve the quality of America’s
schools by promoting good design, encouraging collaboration in the design process,
and providing leading-edge resources that empower schools and communities to
transform themselves. At AAF, we seek to make individuals and communities aware of
their vital role in shaping the world around them. For more information, please visit us
online at www.archfoundation.org.
KNOWLEDGEWORKS FOUNDATIONKnowledgeWorks Foundation is committed to furthering universal access to high-
quality educational opportunities for individuals to achieve success and for the
betterment of society. The Foundation seeks to increase the number and diversity of
people who value and access education, by creating and improving educational
opportunity at pre-kindergarten through high school and post-high school institutions
and through community organizations.
In Ohio and across the nation, billions of dollars are being spent on the rebuilding of
our nation’s public schools. KnowledgeWorks Foundation recognizes this investment as
a tremendous opportunity to re-connect the public with public schools – to bring a
diverse group of stakeholders to the table to consider the relationship between the
new schools and their communities. As community members discuss how the school
can serve as a center of community and how the community can further the mission
of the school, KnowledgeWorks Foundation believes that such conversations will lead
to more effective schools and healthier neighborhoods. For more information, please
visit us at www.kwfdn.org.
AMERICAN ARCHITECTURALFOUNDATION
VIDEO ANDDISCUSSION GUIDE
Schools as Centers of CommunityJOHN A. JOHNSON ACHIEVEMENT PLUS ELEMENTARY SCHOOLST. PAUL, MINNESOTA
PRESENTED BY:
American Architectural Foundation
KnowledgeWorks Foundation
To the Participants:
This Discussion Guide and the enclosed video are designed to engage you and the members of
your community in a constructive, meaningful dialogue on the importance of good school design
and the ways 21st century schools can become centers of their communities. We hope these
educational materials will motivate citizens to think about the important connection between
schools and communities in a new way.
The Guide accompanies an inspiring video case study filmed at the John A. Johnson Achievement
Plus Elementary School in St. Paul, Minnesota. John A. Johnson was chosen because it is an exemplary
center of community that illustrates the following successful outcomes:
■ Improved student learning
■ School effectiveness
■ Family engagement
■ Community vitality
This Discussion Guide is designed to be informal, user-friendly, and interactive. We encourage
you to adapt this material to your own needs, environment, and particular group of participants.
You’ll find useful tips for setting up constructive conversations, even for those of you who are
not experienced facilitators.
Our goals, as sponsors of this video presentation and Discussion Guide, are to expand the dialogue
over school design, to include diverse stakeholders in your communities, and to promote a spirit of
inclusion, innovation, and shared success.
We wish you success in your conversations, and hope that you regard your experience with the John
A. Johnson story as a first step toward a more informed involvement in the future of your schools
and communities.
Thank you for your dedication to improving the quality of America’s schools and communities.
Ronald E. Bogle, President and CEO Chad P. Wick, President and CEO
American Architectural Foundation KnowledgeWorks Foundation
1799 New York Avenue NW | Washington, DC 2OOO6 | 2O2.626.7318 | Fax 2O2.626.742O | [email protected] | www.archfoundation.org
TABLE OF CONTENTSINTRODUCTION
Using the Video and Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Schools as Centers of Community . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
PLANNING AND PREPARATION
The Basics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9
Facilities and Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
The John A. Johnson Achievement Plus
Elementary School Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
THE DISCUSSION
Suggested Outline and Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
FOLLOWING THE DISCUSSION
Assessing the Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Additional Topics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Resources and Citations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
FACILITATING EFFECTIVELY
Using Video as a Discussion Tool . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Stimulating an Effective Discussion . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Ground Rules, Tips, and Troubleshooting . . . . . . . . . . . . . . . . . . . . . . . . 29
VIDEO
John A. Johnson Achievement Plus
Elementary School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . inside back cover
YOUR NOTES
Using the Video and GuideThis Discussion Guide is meant to be used with the video Schools as Centers of
Community: John A. Johnson Achievement Plus Elementary School, which is
included in a sleeve at the back of this booklet. The Guide is meant to give
you some suggestions for creating effective discussions, but should be adapted
to suit your own needs, issues, and experiences. You are encouraged to
interact with the Guide by writing down notes and comments in it as you read.
This Guide is divided into several sections:
PLANNING AND PREPARATION – helps you set up the discussion
environment itself and bring the right tools to facilitate a lively, focused
discussion; it also gives you a brief overview of the John A. Johnson
Achievement Plus Elementary School story portrayed in the video.
THE DISCUSSION – provides suggestions and questions to help promote
interaction and participation on the subject of schools as centers of
community; gives you suggestions on how to effectively formulate next
steps during your discussion.
FOLLOWING THE DISCUSSION – helps you assess the results of your discussion
and how you might continue the dialogue in your community; offers additional
topics that may be relevant to your own group, as well as additional resources.
FACILITATING EFFECTIVELY – offers useful, practical tips for presenting and
using the video as a discussion tool; presents techniques for stimulating an
effective discussion, setting ground rules to keep discussions on track, and
troubleshooting if participants begin to lose focus.
It is our hope that this discussion guide serves as a starting point for a series
of community conversations on schools as centers of community. It is ideal for
anyone who is interested in:
■ Engaging the public in the process of planning and designing new or
renovated school facilities
3GREAT SCHOOLS BY DESIGN: Schools as Centers of Community
INTRODUCTION
■ Creating ways to use community resources and services more effectively
■ Enhancing the relationship between schools and communities
■ Learning more about leading-edge thinking in school design
The John A. Johnson Achievement Plus Elementary School video and this
Discussion Guide are intended to be used in a variety of settings and for a variety
of audiences. As a discussion leader, you might choose to share this video with the
local school board, the PTA, the city council, a group of teachers, the local Rotary
or Kiwanis clubs, a book club, a church group, or any group of community mem-
bers. You might also think about public events where the video could help raise
awareness in your community, such as a school festival or committee meeting.
There is a good chance that you will find people in your community who
want to participate in creating a school that serves as the hub of the
community. You should schedule additional meetings where you can brain-
storm and address key issues in more detail. Refer to the Additional Topics,
Resources, and Facilitating Effectively sections at the back of this Guide for
specific suggestions on how to continue the conversation.
GREAT SCHOOLS BY DESIGN: Schools as Centers of Community4
INTRODUCTION
“Schools as Centers of Community” are being created across the United States
and around the world. As you are introducing this concept to a new group, try
to communicate a few basic principles:
1. “Schools as Centers of Community” is an exciting way of thinking about
schools. Some schools have successfully used this approach not only to
improve student achievement but also to revitalize communities and improve
services provided to people of all ages.
2. Implementing such a strategy will require hard work, good communication,
and “new thinking” in your community, but the long-term benefits are worth
the effort.
3. There is no single way to create a “School as a Center of Community.” You are
involved in this discussion to determine what works for YOUR community.
WHAT’S IMPORTANT ABOUT “SCHOOLS AS CENTERSOF COMMUNITY”?
Throughout the Guide you will be
given information in sidebars. Icons
will help you identify what type of
information is contained in these
sidebars. These icons indicate:
TIPS – Suggestions
for creating an
effective discussion
INFORMATION –
Useful knowledge to
keep in mind
CONNECTORS –
Tips on making
connections between
the video and your
own community
SIDEBARS
Schools as Centers of CommunityAs we enter the 21st century, schools in the United States face an exciting
and challenging future. Millions of youngsters are crowding into schools
across the nation as our population increases. Thousands of new schools will
be needed to accommodate these students, creating an unprecedented
demand for new and improved educational facilities.
It is now estimated that over 4 million students attend schools that require
extensive repair or replacement. One estimate by the National Center for
Educational Statistics puts the price tag on bringing these schools into good
overall condition at $127 billion dollars!
In response, states are spending billions of dollars across the nation to reno-
vate or rebuild thousands of schools. This presents a tremendous opportunity
to bring together communities and schools to build upon the innovations in
21st century school design. Schools are becoming a gathering place – a place
of lifelong learning, shared health and fitness facilities, and a host of other
services to support community and student success and broaden the support
for school improvement and sustained viability.
This movement can be summarized in the phrase “Schools as Centers of
Community.” A school that is the center of its community is integral to more than
student education: it provides a hub, a focus, and a cohesiveness to that commu-
nity. And if the school and community build a dynamic, functioning center, they
will also more effectively use resources and strengthen the neighborhood.
Examples of schools as centers of community might include:
■ Community meetings held in school spaces
■ Health and counseling services located on school grounds
■ Athletics, fitness, and workout programs shared by the community
■ Adult education and enrichment programs on the school site
5GREAT SCHOOLS BY DESIGN: Schools as Centers of Community
Schools are more than just
places where people come
to educate their children.
They are many times the
focal point of a community.
They are a gathering place
for all sorts of activities.
If you focus your attention
to revitalize that center
point of a neighborhood,
you can have a tremendous
rippling effect on the entire
community.
Mayor Randy Kelly
St. Paul, Minnesota
INTRODUCTION
GREAT SCHOOLS BY DESIGN: Schools as Centers of Community6
Experience and research have shown that when schools are integrated into
their communities, there are dramatic benefits for both the community and
the school. According to one study released in 2003, these schools can make
a profound difference in four key areas:
■ Student learning – demonstrated gains in student achievement
■ School effectiveness – stronger parent / teacher relationships, improved
teacher satisfaction, a more positive school environment, broader
community support
■ Family engagement – greater family stability, more involvement
with school activities, greater sense of responsibility for children’s
learning success
■ Community vitality – increased community pride in surrounding
neighborhoods, improved sense of security, better rapport among
students and residents, more intensive use of school facilities
INTRODUCTION
The U.S. Department of Education invited a group of educators, facilities plan-
ners, architects, government leaders, and interested citizens to discuss ways of
planning schools to best meet the needs of students and their communities.
From these meetings emerged a set of six design principles affirmed at the
Department of Education’s National Symposium on School Design in 1998.
1. Enhance teaching and learning and accommodate the needs of all learners
2. Serve as a center of the community
3. Result from a planning and design process that involves all community interests
4. Provide for health, safety, and security
5. Make effective use of available resources
6. Be flexible and adaptable
Keep these principles in mind as you consider the relationship between your
schools and your community.
Source: U.S. Department of Education, Schools as Centers of Community: A Citizens’ Guide forPlanning and Design, Washington, DC, 2003.
SIX 21ST CENTURY DESIGN PRINCIPLES
School enrollment is projected to
reach record levels through 2013,
and spending on school construc-
tion, renovation, and maintenance
is expected to total nearly $30
billion annually.
Statistics source: National Center for Educa-tional Statistics, www.nces.ed.gov
BUILDING OUR FUTURE
7GREAT SCHOOLS BY DESIGN: Schools as Centers of Community
NOTESUse this space to write down some thoughts on “Schools as Centers of Community”
in relation to your community and its own opportunities and challenges.
INTRODUCTION
At each meeting, the
architect would bring a new
plan. People would look at
it and they’d say, ‘this
doesn’t work,’ or ‘this does
work,’ and then they’d
come back in a few weeks
to see another plan.
Lynnell Thiel
Director, Student and Family Support,
Achievement Plus
GREAT SCHOOLS BY DESIGN: Schools as Centers of Community8
YOUR NOTES
PLANNING AND PREPARATION
9GREAT SCHOOLS BY DESIGN: Schools as Centers of Community
Some planning and preparation will help youconduct an energetic, productive discussion.
■ Read this Guide ahead of time and make some notes.
■ Review the 17 minute video and any other accompanying materials.
■ Review the Discussion Outline included in the following section and adapt
it for your own needs and community.
Depending upon your group and your experience with this subject, you may
wish to prepare additional materials on your own. This might include a local
case study that is a relevant example of a school that serves as a center of
community. You may also wish to supplement the materials in this Guide with
other examples, flip charts, illustrations or ideas from your own experience.
The program is meant to be flexible, engaging, and fun. Be creative!
Using the Discussion Guide
This Discussion Guide is designed to be used in conjunction with the video:
Schools as Centers of Community: John A Johnson Achievement Plus
Elementary, St. Paul, Minnesota. You can use the video and Guide in a variety
of gatherings and settings:
■ Seminar-style or “brown bag” gatherings of 6-10 people
■ Video presentations to larger groups that then form “breakouts” or
smaller groups for discussion
■ When time is limited, viewing of the tape then distributing information
from this Guide for reference or interactive discussions to follow later
■ Previews or planning sessions among leaders who wish to use these
materials in larger presentation and discussion environments: forums,
workshops, conferences, or meetings
Good facilitators know where they
wish to end up even before they
start the discussion. Think about
these questions ahead of time:
■ What do you hope the group
will learn from this discussion?
■ Who else should be included in
this conversation?
■ What next steps or actions do
you wish to promote?
THINK OUTCOMES!
GREAT SCHOOLS BY DESIGN: Schools as Centers of Community10
Facilities and Materials
Before you assist or facilitate a group discussion, it is helpful to have a list of
materials that will help ensure a thoughtful, productive conversation. Some of
these items may not be appropriate for your own presentation environment,
but they are useful to many facilitators.
NOTESUse this space to get organized: listing materials needed and information to get you
started. You may refer to the sources and resources section at the back of this Guide
to help stimulate your own thinking or provide additional references.
Audio/Visual Equipment:� DVD – Schools as Centers of
Community: John A. JohnsonAchievement Plus ElementarySchool
� DVD player� TV or Projection system � Prepared flip charts / exhibits (any
additional materials or informationyou wish to present to supplementthe video-based presentation)
� Blackboard/whiteboard or flipchart pad with appropriate markers to record comments
Additional Facilitator Materials:� Participant list� Masking tape for posting flip
chart pages� Your notes or personalized Guide� Additional handouts
Supplies for Each Participant:� Copies of additional handouts
or resource materials� Name tags or tent card� Pens or pencils� Blank paper
PLANNING AND PREPARATION
It was essentially under-
stood from the beginning
that the neighborhood was
going to decide how this
project was done. And
frankly, they came up with
the right solution.
Mark Wentzell, AIA
Ankeny Kell Architects
11GREAT SCHOOLS BY DESIGN: Schools as Centers of Community
The John A. JohnsonAchievement Plus Elementary School Story
A nationally recognized example of a school that has become a center
of its community is John A. Johnson Achievement Plus Elementary of
St. Paul, Minnesota.
The video-based case study traces the Johnson story from its roots: in the
words of the educators, community activists, governmental officials, parents,
teachers, and neighbors who realized their dream of creating both a re-
invigorated school and a thriving community.
The video case study summary on the following page gives you a concise
overview of the video story line and what you can expect to see in the 17
minute DVD.
PLANNING AND PREPARATION
We figured there’s got
to be a way to create a
place where kids really want
to be, where they really
get the right support,
and they have rigorous
academic expectations and
curriculum.
Tom Kingston
President, A.H. Wilder Foundation
GREAT SCHOOLS BY DESIGN: Schools as Centers of Community12
Community leaders in St. Paul faced a difficult decision in the early 1990s: On the top
of a hill, in a decaying neighborhood, a school building sat dilapidated and aban-
doned. The area around the school echoed the atmosphere of despair and decay:
beset by crime, drug use, and economic deterioration. Families were transient, jobs
disappearing, students forced to travel well out of the neighborhood to find a school.
Then, in the mid-nineties, this community began a long-term revitalization effort.
At the same time, St. Paul devised an innovative strategy to improve its schools
called Achievement Plus. The strategy had twin goals – improving the educational
context for students by supplementing their core curriculum with a host of social
services, extended learning, and family support; and transforming the school
itself into a magnet for members of the community through an array of services,
programs, and enrichment opportunities.
Today, John A. Johnson Achievement Plus Elementary is a vital, cohesive force in
its community. The School is co-located with a YMCA that provides programs to
community members of all ages. Test scores have improved significantly. And a
formerly loose coalition of neighborhood service providers now has a focus, a
growing constituency, and a home.
John A. Johnson has become not only an exemplary school, but also the true
center of its community.
VIDEO SUMMARY
NOTESAs you plan your own discussion, record your thoughts and comments in the space
below. There is a good chance that many participants will have similar reactions, and
you may use your thoughts to provoke discussion.
PLANNING AND PREPARATION
You should allow approximately
90 minutes for viewing the video
and conducting your discussion.
Although you will want to keep
the conversation moving and
focused, don’t move so quickly
that you stifle conversation.
Keep an eye on the clock and don’t
forget to save time at the end for
assessing what you have learned
and determining next steps.
TIMING ISEVERYTHING!
13GREAT SCHOOLS BY DESIGN: Schools as Centers of Community
Suggested Outline and QuestionsThis section provides a suggested discussion outline and some sample
questions for prompting conversation about the concept of schools as centers
of community and how it relates to your community. These guidelines are
flexible, and you should use your instincts to determine what will work for
your particular group. Your main goal as a facilitator is to encourage
discussion about how the ideas in this guide and in the video relate to your
own community.
You will want to find a volunteer “scribe” to help you record important
points on the flip chart or board. This will allow you to focus your attention
on the discussion and allow it to flow more naturally. It will also give you a
written record of the meeting that can be saved.
Discussion Outline
1 Do the Introduction and Icebreaker
2 State Your Purpose
3 Think about Our Community
4 Introduce and Watch the Video
5 Make Connections
6 Take Action
7 Conclude the Discussion
THE DISCUSSION
1 Do the Introduction and IcebreakerIntroduce yourself and ask participants to introduce themselves. You may wish to use an “icebreaker” to help get people talking.
For example, you might ask participants to introduce themselves and ask them why they took the time to attendthis particular meeting. What are their hopes and dreamsfor their schools? What are their concerns?
Take care of any organizational concerns – timing, restrooms, and refreshments. At this point, you will alsowant to review the following ground rules with the group.You might want to write these out ahead of time.
GREAT SCHOOLS BY DESIGN: Schools as Centers of Community14
As participants brainstorm and
come up with ideas, don’t take
anything at face value. As the dis-
cussion leader, you should ask fol-
low-up questions and help create
dialog. Your primary objective
should be to have a lively conver-
sation where people share and
discuss their thoughts.
DIGGING DEEPER
THE DISCUSSION
2 State Your PurposeIt may be helpful to remind the group why you are meeting and what you hope to accomplish. Help themunderstand that they are there to work and generate ideas for their community that will help inform future discussions.
“We’re here to learn about and discuss the idea ofschools serving as centers of communities”
“We will look at an outstanding example – John A.Johnson Elementary School”
“We will discuss how these ideas apply to our community”
“We will generate fresh ideas and actions to help continue the conversation in our community”
15GREAT SCHOOLS BY DESIGN: Schools as Centers of Community
Here are some questions to help
you think more about your com-
munity’s needs:
1. What do our students need that
they are not currently receiving?
2. What community organizations
can help meet these needs?
3. What services and opportunities
are common to both students
and community members?
4. What ways can we share school
facilities with the community?
YOURCOMMUNITY,YOUR SCHOOLS
THE DISCUSSION
Have a “kitchen table”
conversation
Everyone participates; no one dominates
There are no “right” answers:
Draw on your own experiences, views
and beliefs – you do not need to be
an expert
Keep an open mind
Listen carefully and try to understand the
views of those who disagree with you
Help keep the discussion on track
Stick to the agenda; try not to ramble
It is okay to disagree, but don’t
be disagreeable
Respond to others with courtesy and
respect, even when you disagree
GROUND RULES FOR A COMMUNITY CONVERSATION
Source: The Harwood Institute for KnowledgeWorks Foundation, Public Engagement and SchoolFacilities Conversation Workbook, Cincinnati, OH, 2004.
3 Think about Our CommunityBefore community members watch the video, have themreflect on the current state of your community and itsschools. As the group comes up with ideas, make sureyou or a volunteer writes them on the flip chart. Postthese sheets where they will be visible throughout themeeting and refer to them later in the discussion whenappropriate.
“Before we take a look at the video presentation, let’sthink about the current state of our community and ourschools…”
“How is our community a resource for our schools?”
“How are local schools a resource for our community?”
4 Introduce and Watch the VideoGive a brief introduction and play video.
5 Make ConnectionsAfter watching the video, take a few moments to gaugepeople’s reactions. Remember that your main goal is tohave people make connections between what they haveseen in the video and what they know about their owncommunity.
GREAT SCHOOLS BY DESIGN: Schools as Centers of Community16
THE DISCUSSION
Here are some potential answers
to the question of why John A.
Johnson serves as an effective
center for its community:
1. Important stakeholders were
included from the start of the
planning process, and their
input was taken seriously
2. The project’s architects were
flexible, responsive, and good
listeners
3. The project had political support
and strong advocates
4. The community showed firm
commitment to academic
achievement
WHY DOES JOHN A. JOHNSON WORK?
Work past knee-jerk responses like “This won’t work inour community” to understand how the ideas in thevideo can apply to your own situation. You may want touse some of the following questions to help stimulatediscussion if people are slow to express themselves:
“What features of John A. Johnson Elementary are mostattractive to you as a community member?”
“What difference would this type of school make in ourcommunity?”
“Why does John A. Johnson work?”
“What parts of this idea would be a challenge in ourcommunity?”
“There were a lot of stakeholders involved in the John A.Johnson success story. Who in our community should beinvolved if we want to do something like this in our owncommunity?”
“Can you think of any other exciting ways that the community might get involved with and support ourschools and/or how the school might get involved andsupport our community?”
17GREAT SCHOOLS BY DESIGN: Schools as Centers of Community
You may wish to refer to the
“Stimulating an Effective Discus-
sion” section on page 28. This
offers some strategies for continu-
ing your dialog, and expanding
the conversation to include other
stakeholders.
STIMULATINGDISCUSSIONS –A REMINDER
THE DISCUSSION
Another resource for your discus-
sion is the Public Engagement and
School Facilities Conversation
Workbook, which has suggestions
and principles referenced in this
Discussion Guide. The workbook
can be found at www.kwfdn.org
AN ADDITIONALRESOURCE...
GREAT SCHOOLS BY DESIGN: Schools as Centers of Community18
THE DISCUSSION
6 Take ActionTake the last 10 minutes to focus on taking action on your discussion. Work with the group to determine a number of summary points or conclusions and note them on a flip chart. You should check the group for consensus. If the group agrees, offer to circulate a discussion summary among the participants.You might ask:
“What themes, common ground, or tensions stand outto you in our conversation?”
“What issues would you like to explore in greaterdetail?”
“What obstacles or challenges should we prepare for?”
Be sure to ask the participants what they think shouldhappen next, and how they may want to be personallyinvolved. For example:
“What next steps do we wish to pursue?”
“Who is not here that needs to be involved in the discussion? How can we get them to the next session?”
“Would any of you like to help lead an effort to sharethis video and lead a conversation with other people inthe community?”
This is a transitional point in the
discussion where you begin to
emphasize:
■ Important themes that have
emerged
■ Relevance to local context and
opportunities
■ Potential next steps beyond
this specific meeting/discussion
Remember that a key part of your
own role is to help move the entire
process of community engage-
ment forward. Take this into con-
sideration in your planning, and
be prepared to discuss “What do
we do now?” as a conclusion to
your session.
A TRANSITIONALPOINT IN YOUR DISCUSSION
Next steps could include:
■ Presenting the video to another group of communitymembers and leaders
■ Gathering detailed information about local studentand community needs and aspirations
■ Agreeing to reconvene for further discussion onpoints of interest
■ Setting up a formal school design project
■ Writing a letter to the local newspaper about your meeting and the idea of “Schools as Centers of Community”
■ Creating a document for distribution that shares yourgroup’s ideas with other stakeholders
7 Conclude the DiscussionThank the participants for their participation. Ask for anyfinal statements or observations.
19GREAT SCHOOLS BY DESIGN: Schools as Centers of Community
THE DISCUSSION
Be prepared for the question of
relevance. How is the John A.
Johnson story relevant to your
own community? Can its lessons
be adapted to your particular situ-
ation? Are there core values in
your community that support a
community-based approach to
school design?
You may also wish to jot down
potential responses of your own
to the questions you intend to ask,
to help guide discussion in a con-
structive direction.
RELEVANCE?
GREAT SCHOOLS BY DESIGN: Schools as Centers of Community20
YOUR NOTES
Assessing the ResultsThere are three useful steps that you and your group can take following
the discussion, both to assess your results and suggest other fruitful courses
of action.
Step One:
Gather Charts and Record Thoughts
After each of your sessions, write down the ideas you recorded on boards and
charts, or which were recorded by note takers. These can be quickly recorded
in your own notes or transcribed by someone present in the meeting.
Also note key issues or quotes that struck you during the discussion. Put
down as much detail as possible to make it easier to recall later.
Step Two:
Figuring Out What You Heard
As you and your group go through the notes, determine what was said that
is relevant to your own community’s needs and challenges. Was any common
ground reached on these challenges? One important outcome of a session
with the John A. Johnson example might be the identification of critical issues
that were not addressed in the video presentation at all.
Step Three:
Look Across Your Conversations
Ideally, you will have many chances to engage people in a discussion about
schools as centers of community. You will begin to observe consensus around
some points and conflict around others. You’ll perceive the viewpoints of
various constituencies and how they are in unison, or conflict, with others.
Check your thinking, ideally with others, as you evaluate multiple discussions
and conversations. Use this analysis to set priorities, goals, objectives, and a
vision for your own planning and community engagement processes.
21GREAT SCHOOLS BY DESIGN: Schools as Centers of Community
FOLLOWING THE DISCUSSION
Communication was
the key to making it all
work. Communicating
with the right parties,
early and often.
Patrick Quinn
Executive Director, School Services
St. Paul Public Schools
GREAT SCHOOLS BY DESIGN: Schools as Centers of Community22
NOTESAre there any clear ideas or plans of action that came out of this particular session?
How will these ideas integrate with what you have heard from other groups?
Step Four:
Follow Through
It will be very important to make sure that you help participants follow
through on the “next steps” that they identified in your meeting. It is easy for
people to become distracted, so you may want to follow up with members of
the group and see if they are making progress. Make sure someone takes the
lead in reconvening and scheduling the next meeting. Remember that the
more people you get involved in the process and the more excitement you
generate, the easier it will be to create change in your community. Be sure to
look at the Resources and Citations section on page 24 if you find yourself
needing more information.
FOLLOWING THE DISCUSSION
Additional TopicsThere are other major considerations that influence the process of improving
schools and often guide the way they are conceived, designed, and built.
Here are some additional topics that may emerge in your discussions.
You may choose to address some of these topics as part of your follow up,
or perhaps set up other discussions that focus on them more directly.
Community Engagement
Who are the key stakeholders in your
community? Who should be engaged
but isn’t? Who should be involved
other than “the usual suspects”?
What voices are not typically heard in
your community?
Funding
What is the status of your funding for
this project? Who are potential new
contributors to the funding and support
of your schools? How might commu-
nity support help your funding efforts?
School Size
What is the appropriate size of a new
school you’re thinking of building?
What factors should influence the
size of a school?
Pedagogy
What are the educational principles that
must be the basis of innovative school
design? What’s new and influential in
educational theory and practice?
Facilities for Learning
How is the facility designed to
enhance teaching and learning and
accommodate the needs of all
learners? How can the design elements
of the building be incorporated into
student curriculum? How can school
facilities be created that are ecologically
sound and healthy for children?
Flexibility and Sustainability
How do we build schools that can
change with the times, serve multiple
constituencies, and yet be sustainable
and built to last?
The Role of the Architect
What is the best way for a community
to interact with the architects who
will be charged with designing and
helping build a school?
Rebuild vs. Rehab
Many school districts and communities
face the dilemma of whether to build
an entirely new school or rehabilitate/
renovate an old one. What are factors
in this decision?
23GREAT SCHOOLS BY DESIGN: Schools as Centers of Community
FOLLOWING THE DISCUSSION
GREAT SCHOOLS BY DESIGN: Schools as Centers of Community24
Resources and CitationsThere is a wealth of information available to help facilitate and extend a
discussion on good school design and on schools as centers of community.
The following organizations provide useful information that may help you
delve deeper in your discussions.
American Architectural Foundation –www.archfoundation.org
American Institute of ArchitectsCommittee on Architecture forEducation (AIA/CAE) – www.aia.org/cae
American School and UniversityMagazine – www.asumag.com
Architectural Record Building Types Study: K-12 Schools –www.archrecord.construction.com/projects/ bts/archives/K-12/default.asp#
The Big Picture Company –www.bigpicture.org
Building Educational SuccessTogether (BEST) –www.21csf.org/csf-home/best/best.asp
Children’s Aid Society –www.childrensaidsociety.org
Coalition for Community Schools –www.communityschools.org
Collaborative for High PerformanceSchools (CHPS) – www.chps.net
The Council of Educational Facility Planners – www.cefpi.org
DesignShare – www.designshare.com
George Lucas Educational Foundation:(Re)Designing Learning Environments –www.edutopia.org/redesigning
The Harwood Institute –www.theharwoodinstitute.org
Healthy Schools Network –www.healthyschools.org
KnowledgeWorks Foundation –www.kwfdn.org
Learning By Design – www.asbj.com/lbd
National Clearinghouse for Educational Facilities – www.edfacilities.org
National Trust for HistoricPreservation: Historic Schools –www.nationaltrust.org/issues/schools/index.html
New Schools Better Neighborhoods(NSBN) – www.nsbn.org
Schools as Centers of Community: A National Search for Excellence –www.nationalschoolsearch.org
SchoolDesigns.com –www.schooldesigns.com
School Planning and ManagementMagazine – www.peterli.com/spm
Smart Schools, Smart GrowthInitiative – www.smart-schools.org
United States EnvironmentalProtection Agency School DesignTools – www.epa.gov/iaq/schooldesign
THE FOLLOWING SOURCES WERE USED
IN CREATING THE DISCUSSION GUIDE:
Bingler, Steven; Quinn, Linda; Sullivan, Kevin.
Schools as Centers of Community: A Citizen’s
Guide for Planning and Design. National
Clearinghouse for Educational Facilities.
Washington, D.C., 2003.
The Harwood Institute for KnowledgeWorks
Foundation, Public Engagement and School
Facilities Conversation Workbook, Cincinnati,
OH, 2004.
FOLLOWING THE DISCUSSION
Using Video as A Discussion ToolThe video-based presentation is concise, inspiring, and fast paced.
We recommend showing the full feature video, with a total running time
of 17 minutes, to yield a more robust discussion. You should spend a few
moments considering the most effective way to use the video and the
Discussion Guide. People today are time-conscious and often have limited
attention spans: they appreciate a thoughtful presentation that’s productive
and efficient.
Ideally, you will use these materials for preparation, reflection, and organized
group presentations. The Guide is designed as a “keeper” – to be written in,
referenced, and consulted for future reference. Participants who view the
video presentation could even receive the Guide – either as pre-work, for use
in discussions, or as a take-home element for later reference.
Viewing Scenarios
Video-based presentations and discussions typically use one of the following
scenarios:
Option One: Large Groups
The John A. Johnson story can make an ideal keynote item or opener for a
community gathering, conference, or meeting.
Numbers will vary, but 25 people can usually watch a video presentation on a
standard monitor in a classroom environment. Any group larger than 25 will
probably require an audience-style environment with more sophisticated
presentation tools, such as microphones, projection systems, and a different
facilitation strategy.
25GREAT SCHOOLS BY DESIGN: Schools as Centers of Community
FACILITATING EFFECTIVELY
We’re all together as a
community and I think that
that helps parents trust us
and feel better about what
we do, because all of us get
along so well and all of us
work together...
Emily Renner
Director, East YMCA
Think about the following considerations if you facilitate a group of more
than 25 people:
■ Use your own judgement on whether to try to facilitate a discussion,
using the Guide, with the entire viewing group, or whether to “break
out” into smaller groups for discussion. Designate facilitators if you decide
to break into smaller groups.
■ Share objectives and a time frame for the discussion with the group ahead
of time. Keep people on track and on schedule.
Option Two: Smaller Groups
A small group is probably the ideal presentation environment – offering both
easy interaction and intimacy.
■ A gathering of 6-12 participants around a conference table, in a discus-
sion circle, or even in a living room can create an ideal environment for
viewing and conversation.
■ A standard video monitor or TV is perfectly appropriate for smaller groups.
GREAT SCHOOLS BY DESIGN: Schools as Centers of Community26
FACILITATING EFFECTIVELY
27GREAT SCHOOLS BY DESIGN: Schools as Centers of Community
NOTESWrite down some presentation or viewing scenarios that might be effective in
your community:
FACILITATING EFFECTIVELY
■ Share objectives and a time frame for the discussion with the group ahead
of time. Keep people on track and on schedule.
■ For groups in the “in-between” range (12 to 25 people), you may wish
to set up three or four tables in an “in the round” configuration where
everyone can see the monitor.
Other tips for both large and small groups:
■ Media and print materials can be mailed or distributed ahead of time to
attendees. You can ask participants to familiarize themselves with the
materials before you convene in order to encourage thoughtful discussion.
■ Both video and Guide can be distributed to interested parties for their
own use and background information.
We cannot just shut down
the schools at the end of
the day. We need to be
able to create a school
that’s open. Many schools
across the country sit empty
in the summers and we just
cannot afford that.
Maria J. Lamb
Chief Education Officer,
St. Paul Public Schools
Executive Director,
Achievement Plus
GREAT SCHOOLS BY DESIGN: Schools as Centers of Community28
Stimulating an Effective DiscussionThose participating in your discussions will be constantly evaluating, weighing,
and judging the relevance of the material you’re introducing. Most adult
participants tend to:
■ Validate information based on their beliefs and experiences
■ Have past experiences from which to draw
■ Contribute knowledge and information to the group at large
■ Be problem-centered
■ Like to share in the planning and facilitation process itself
FACILITATING EFFECTIVELY
You can succeed in facilitating a group discussion even if you have little experience
in doing so. Keep these guiding principles in mind:
� Encourage participants to collaborate. Encourage them to ask questions,
compare experiences, and share solutions with one another.
� Never put anyone on the spot. Interaction should be voluntary and supported
by positive reinforcement. You should avoid criticism or judgment. Encourage
everyone to participate without cajoling or embarrassing them.
� Take nothing at face value. Notice the words and phrases people use, and
probe by asking, “What do you mean? Could you elaborate on that?”
� Ask people to reconcile their contradictions. Illuminate what people are
struggling with. Ask, “How do these two things you’re saying fit together?”
� Periodically summarize for the group what you think people are saying. Say,
“This is what I’m hearing. Do I have it right?”
� Watch out for your own pre-conceptions and views. It’s easy to interject your
own opinions and views without even realizing it.
� Highlight contrasting views and concerns. Pointing out contrasts will help
people articulate what they really believe and give you a deeper understanding
of what they think.
Source: The Harwood Institute for KnowledgeWorks Foundation, Public Engagement and SchoolFacilities Conversation Workbook, Cincinnati, OH, 2004.
HOW TO CREATE A BETTER DISCUSSION
We are where the families
are. The community is so
aware that Johnson is now
the community light for
families and they’re able to
come here. It’s open, it’s
welcoming, and they know
where the services are.
And so they’re coming…
Joan Schlecht
Director, East Side Family Center
Ground Rules, Tips, and TroubleshootingIt helps to include everyone in your planning and facilitation processes. Let
people know the timing of the session, what they can expect in terms of
breaks, refreshments, and other amenities, and ask for their “buy in” with a
set of ground rules for your session.
Here is a suggested set of ground rules to share with the group:
29GREAT SCHOOLS BY DESIGN: Schools as Centers of Community
NOTESAre there other strategies or reminders that you think will be useful in promoting
better discussion?
FACILITATING EFFECTIVELY
Have a “kitchen table”
conversation
Everyone participates; no one dominates
There are no “right” answers:
Draw on your own experiences, views
and beliefs – you do not need to be
an expert
Keep an open mind
Listen carefully and try to understand the
views of those who disagree with you
Help keep the discussion on track
Stick to the agenda; try not to ramble
It is okay to disagree, but don’t
be disagreeable
Respond to others with courtesy and
respect, even when you disagree
GROUND RULES FOR A COMMUNITY CONVERSATION
Source: The Harwood Institute for KnowledgeWorks Foundation, Public Engagement and SchoolFacilities Conversation Workbook, Cincinnati, OH, 2004.
GREAT SCHOOLS BY DESIGN: Schools as Centers of Community30
Tips and Troubleshooting
Occasionally you will encounter situations or individuals which seem to be
inhibiting the kind of discussion you’re trying to facilitate. A couple of tips:
■ Engage everyone from the beginning if possible. This will discourage one
or two people from dominating.
■ Use an agenda for your discussion and post it for the group to view. If
you feel like things are wandering, return to the agenda and move the
discussion forward.
■ If you’re wandering into the hypothetical or theoretical, ground the group
in the the practical with a specific example. The video is a great help in
this regard: use John A. Johnson Elementary as a point of reference for
your discussions.
ArgumentsArguments can be constructive if theyaren’t mean-spirited or angry. Find outwhat’s behind the argument. Ask whypeople are disagreeing and get to thebottom of it. Break the tension if nec-essary with a joke or light remark, andsteer conversation back to the agenda.
Extreme PolitenessSometimes groups are so courteousthat they fail to generate any signifi-cant argument or debate. This can beas harmful to group productivity asmuch as a hostile argument. Play devil’sadvocate in this situation and bring updifferent or competing ideas.
BoredomIf people begin to look distracted,tired, or lost, ask a direct question tobring them back into the conversation.Take a quick break if necessary.
PreoccupationOccasionally one group member willhave a pet peeve or grudge and con-tinue to bring it up. If this happens,politely acknowledge the speaker andmove on: “I understand where you arecoming from, but we need to move onto the next topic.”
RamblingSome people simply cannot say whatthey wish to say in a concise way, andthis can dominate the discussion. Keepparticipants focused by asking them torelate their point to the question.
DISCUSSION ROADBLOCKS
FACILITATING EFFECTIVELY
We don’t lower the
standards. We assume that
if there’s a struggle, then
we need to provide children
with more opportunity
to learn.
Patricia Harvey
Superintendent,
St. Paul Public Schools
Source: The Harwood Institute for KnowledgeWorks Foundation, Public Engagement and SchoolFacilities Conversation Workbook, Cincinnati, OH, 2004.
Your Feedback is Appreciated!
The American Architectural Foundation and KnowledgeWorks Foundation seek
to produce engaging, thought-provoking videos and publications that create
real change in communities and schools.
Please help us by taking the time to fill out this evaluation card about the
Schools as Centers of Community: John A. Johnson Achievement PlusElementary School video and Discussion Guide.
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American Architectural Foundation
Attn: Communications
1799 New York Ave., NW
Washington, DC 20006
PLACEFIRST CLASS
STAMPHERE
Design: Design Nut, LLC
ABOUT GREAT SCHOOLS BY DESIGNGreat Schools by Design is a national initiative of the American Architectural Foundation(AAF) that seeks to improve the quality of America’s schools and the communities theyserve by promoting collaboration, excellence, and innovation in school design.
Throughout the country, Great Schools by Design engages superintendents, architects, teachers, parents, residents, students, local government officials, and other stakeholders ina far-reaching conversation about what must be done to improve the places where children and young adults learn. We strive to help create schools that both support studentachievement and serve as centers of community.
The founding partners of Great Schools by Design are the American ArchitecturalFoundation, Herman Miller, Inc., and McGraw-Hill Construction.
With AAF, KnowledgeWorks Foundation is the co-convener of the National Summit onSchool Design and a partner on the Great Schools by Design video series.
AMERICAN ARCHITECTURALFOUNDATION
For more information or to order additional copies of this Discussion Guide, please visit www.archfoundation.org.