Guiding Principles

DRAFT Version 2.2

(scroll down to see each Guiding Principle and examples of how each might be translated into facilities, or  download a printable copy here: BSI_PAMS Guiding Principles_Draft-v022_web )

We often think of programming and planning as establishing tangible and quantifiable goals for a project.  While this is a key part of the process, the most important element is often left out.  That element is visioning.  The stronger and more persuasive the vision for educational facilities - the more power the team will have to attain each goal throughout the project’s development. This process should precede any programming or planning work on the project in order to focus participant input and design ideas throughout the project’s development.

For PAMS, the vision process began with an exploration of possibilities without much regard for general physical or operational constraints. When anything is possible, the discussion can focus on what is best for your vision. During the visioning process, many stakeholder voices were solicited and heard. Precedents and best practices from throughout the country were reviewed.  Local successes and challenges were also explored.  Through engaged visioning, a common set of values resulted, supporting a commonly held set of desired outcomes. These values translate into guiding principles for the planning and design of the new school building.

Your guiding principles will be instrumental in keeping both quantitative and qualitative aspects of the project on track. The team must know how requests for physical space fit into the larger scheme of things. What does it mean to the District and its stakeholders (students, parents, staff, community, etc)? What is the core motivation? All further issues, ideas and decisions can then be evaluated on their ability to support these principles. At the completion of the project, when everyone is using their new facilities, the guiding principles become the measure of a job well done.

Below is a word cloud of ideas and visions for the new PAMS.  Guiding Principles represent insights such as these that are being gathered during the process.

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All Guiding Principles are important to the success of the PAMS project, thus they are listed below in no particular order or hierarchy.

At Princess Anne Middle School,

OCCUPANTS ENJOY A SAFE, HEALTHY AND NURTURING ENVIRONMENT

On the PAMS property, both inside and out, students and staff will BE and FEEL safe. Occupants will be safe and secure through a school facility that is secure and a school climate that is accessible, welcoming, nurturing and healthy. Such an environment reinforces achievement by providing calm, reassuring surroundings with high air, light and acoustic quality and thermal comfort, while also promoting confidence, accountability, healthy lifestyles and productive risk taking.

 

  Examples & Potential Interpretations:

At Princess Anne Middle School,

THE SCHOOL ENVIRONMENT CAN ADAPT TO MEET VARYING NEEDS

PAMS facilities will be flexible to support varying needs of its community, while also incorporating strategies for easy adaptability to support future / unknown programs, activities and operational strategies. To facilitate everyday activities, a variety of spaces will support student learning styles, differentiated instruction, individual, small and large group activities. Spaces will accommodate multiple functions wherever possible.  Flexibility and adaptability are key for the facility to maintain value and relevance both daily and throughout the life of the building itself.

 

  Examples & Potential Interpretations:

At Princess Anne Middle School,

INNOVATION IS SUSTAINED, HANDS-ON IS SUPPORTED, & COLLABORATION IS EXPECTED

Student success is enabled by great teachers and staff who are empowered to innovate, collaborate, and offer students powerful learning opportunities that reflect advancements in learning research and continuous improvement. PAMS will encourage supportive relationships, effective communication and abundant collaboration among and between students, their families, and staff. PAMS will encourage students to engage the world beyond the walls of their school. Relationships with outside organizations, institutions, other schools, individuals, and the outdoors strengthen educational programs and help prepare students for 9th grade and beyond.

 

  Examples & Potential Interpretations:

At Princess Anne Middle School,

PHYSICAL CHARACTERISTICS OF THE SCHOOL INSPIRE LEARNING

An inspirational environment is vital for supporting high quality teaching and learning. Facilities will be aesthetically and culturally attractive, playful and engaging. The image of the new school will inspire its occupants, welcome community members, and strengthen the positive identity and distinctiveness of PAMS. Elements of the building itself will serve as teaching tools for real-world learning. The campus will include connections to outdoor environments for exploring, learning, play, and environmental stewardship.

 

  Examples & Potential Interpretations:

At Princess Anne Middle School,

HOLISTIC & DEVELOPMENTAL NEEDS OF ALL OUR STUDENTS ARE SUPPORTED

The school’s environments will be tailored to support the social-emotional and developmental needs of 11 to 14 year-olds, focusing on the whole child, and cultivating students as curious, empathetic, resilient, interesting, confident, healthy and physically fit young adults. PAMS will include indoor and outdoor learning environments offering engaging, relevant, hands-on, and innovative activities from which students can choose. The school will support multiple learning modalities, styles, interests and abilities.

 

  Examples & Potential Interpretations:

At Princess Anne Middle School,

THE SCHOOL IS A HUB OF ACTIVITY AND A SOURCE OF COMMUNITY PRIDE

The new PAMS will be a source of pride for both past and future generations of students by serving as a hub of activity and a place that promotes the value of life-long learning.  Facilities and grounds will include ample space for performance, exhibition and display of student creativity, promoting the pride of ownership and the celebration of the PAMS community. Community engagement impacts students, families and the community in activities such as real-world learning, mentorships, after school programs, camps, internships and student jobs. The school facilities will be good quality and durable to accommodate heavy use.

 

  Examples & Potential Interpretations:

At Princess Anne Middle School,

THE SCHOOL’S VALUE TO THE COMMUNITY IS EVIDENT

The new campus will be evidence that resources were used effectively and efficiently, illustrating a measurable return on tax-payer investment.  It will be designed for maximum efficiency in water, energy and material use. Materials choices will prioritize durability, occupant health, environmental appropriateness, and regional sourcing. The site will be designed to not burden the community with storm water runoff, heat island effect, light pollution or sound pollution. The new PAMS will sustain the current district wide culture of accountability, trust and mutual support.

 

  Examples & Potential Interpretations:

At Princess Anne Middle School,

STATE OF THE ART TOOLS ARE READILY AVAILABLE TO SUPPORT AUTHENTIC, RELEVANT AND INTERESTING ACTIVITIES

The school will be equipped with the educational resources required of student centered teaching and learning.  Technology can enable a community where learning is available for everyone, at any time, and in any place, and as such should be current, reliable and available. Additional resources such as training, books, supplies, and other instructional materials should be easily accessible to teachers and learners. Teachers and staff will have adequate spaces for staff supports – including professional development, planning and peer collaboration – empowering them to innovate, collaborate, and make the decisions needed to meet the best interest of students.

 

  Examples & Potential Interpretations: