Districts in communities experiencing population shifts are being challenged to address three concerns simultaneously: be responsive to the strengths and educational needs of students from increasingly diverse backgrounds, provide meaningful professional development for an expanding or contracting workforce to meet those needs, and ensure that…

Highland Park Elementary School (Manchester, Conn.) aligns its professional development with teacher evaluations and the school improvement plan to create a comprehensive system that achieves results. Data tie the pieces together by helping school teams select school improvement goals, helping teachers choose their own professional growth…

This speech summarizes the recommendations of seven National Governors' Association task forces represented in "Time for Results: The Governors' 1991 Report on Education," highlighting the physical facilities group's concerns. The Task Force on Teaching confronted work force quantity and quality issues and recommended strategies for…

The most commonly cited resources available to measure the facility requirements of a university and of its divisions are the space standards and entitlement formulas that have been developed by a provincial, state, or federal agency for systemwide application. Standards developed by the Council of Ontario Universities are described. (MLW)

A description of managing community involvement in the school planning process. (MLF)

Discusses strategic planning in higher education and describes an integrated institutional planning system developed by a planning firm that guides administrators in developing, implementing, and monitoring a strategic plan. The system process uses an orderly sequence of activities assembled into five phases, from defining purpose through…

Details the $1 billion in facilities projects being undertaken by Georgia Institute of Technology, including the 8-acre Technology Square, which involve partnerships with its neighbors to accomplish urban revitalization. (EV)

Describes the planning and design of a new school for an Aboriginal community in Australia, which replaced their previously transient school services. (EV)

Based on experiences in Berkeley, California, offers observations about community-based design of schools: welcome the community into the school, fit the school into its community, be resolutely honest about cost, and empower and inspire rather than direct. (EV)

Explains the design-build approach and discusses it as a way for colleges and universities to address their space needs more quickly. (EV)

Discusses how to develop confident budgets for school facilities construction at the master planning stage with limited information. (EV)

Discusses the advantages of "bridging," a hybrid project delivery approach that uses an owner's design architect and program manager to prepare preliminary design and specification documents, and then has this team closely supervise the contractor's architect and engineers in finalizing the construction documents. (EV)

Lists aspects of planning for nonpublic schools that are not normally part of public school planning. (MLF)

The possibility that electric and magnetic field radiation poses a health hazard should be recognized during the planning and designing of a school. A preconstruction assessment of possible exposure should be evaluated before the start of construction. (MLF)

Discusses the research and planning process involved in developing a college performing-arts center. Explores the questions to be answered in conducting a needs analysis, defines the four types of performance spaces to consider, and discusses the option of designating a facility as an arts center. (GR)