Central Tree Middle School - Post Occupancy Evaluation
Preface & Executive Summary

 

Preface & Executive Summary	Section 3e Space-Specific Evaluation
Section 1 & 2 Introduction & Methodology	Section 3f Space Specific Evaluation 2
Section 3a Overview	Section 4a The Exemplary Middle School
Section 3b Summary Chart	Section 4b Curriculum Goals & Implications
Section 3c Building Wide Evaluation	Appendix
Section 3d Building Wide Evaluation 2

 

Program | POE | Site | 1st Floor Plan | 2nd Floor Plan | Photos

 

Preface

Over the past several decades,  this country’s educational system has undergone a number of significant changes.  Perhaps the most dramatic has been  the re-organization of pedagogy at the middle school level.   Growing numbers of at-risk adolescents and the recognition that early adolescence is the last chance to influence young peoples’ decisions prior to their entering adulthood, underlie the middle school movement.

 

The middle school model is grounded in the nature of young adolescents.  The recognition that young adolescents are distinct from both elementary school-age children and late adolescents has led to the development of a curriculum which takes into account both the social and emotional needs, as well as the particular learning styles of this group of children. 

 

The following study is an attempt to determine how these concepts can be incorporated into the architecture of the school building.  Central Tree Middle School  located in Rutland, Massachusetts, was evaluated as a way of determining how best a middle school building can support the middle school model.

 

The Evaluation of Central Tree Middle School

 

The first step in the evaluation of a building is to ask the question:   Does the building make a difference?  This question can be directly addressed at Central Tree because students and teachers have recently moved into the building from another school and, therefore, can draw the comparison.   According to the users of Central Tree,  the answer seems to be a resounding “yes” - the new school building seems to make a big difference.

 

“Things feel very different this year... the students behave differently... better.... I really think the building has a lot to do with it.” (guidance counselor)

 

“This school is loads better than our old one, I mean 100% better!” (8th grade boy)

 

“I had a difficult time thinking of negative aspects of the school.” (seventh grade teacher)

 

The high level of user satisfaction reflects the fact that there seems to be a “good fit” between the design of the building and the pedagogical goals of the school.  It  is clear from the evaluation that both teachers and students feel that the building supports their everyday efforts to teach and to learn.  But it seems to go beyond that; the building seems to provide inspiration and sends the message that education is important and that learning can be fun.  It seems to accomplish this by using strong architectural images,  by paying attention to sensory and tactile detail, and by creating a building that has such a strong presence that it expresses its own sense of importance.

 

The appearance of the building was of  striking importance to users of the school.  Both teachers and students frequently referred to the way architectural elements affected them.  The colorful atmosphere was seen as being “cheerful,” “happy,” “a mood setter,” while the main entry was viewed as “important,” “imposing,” and “inviting.”  The overall affect of the building’s design was described in a variety of ways including “fun”, “kid-friendly”, “like going to school in a mall,” and “it looks like an important building.”

 

According to the school guidance counselor,  the eighth graders feel especially protective of their building.  Says the guidance counselor of them:" They behave as if they’re going to take it [the building] with them.”    Perhaps in some way they will.

 

Executive Summary

 

 

1. The Post-Occupancy Evaluation

 

This Post-Occupancy Evaluation (POE) was conducted for HMFH, Inc., the architects of the building under study.  The POE was undertaken for the purpose of gaining a deeper understanding of the relationship between the physical environment and the implementation of pedagogical goals specific to middle schools.   The goal of the POE is to contribute to the evolving definition of the ideal middle school building by identifying key planning and design parameters. 

 

Central Tree Middle School was selected for study because it was designed to support a state-of-the-art middle school curriculum.  Users of the building were consulted regarding their experience in the school.  Teachers and administrators were surveyed and interviewed; some students were questioned. 

 

2. Primary ways building provides support to curriculum

 

The three primary ways in which the building was found to matter most- that is, support and in some cases, enhance the delivery of the middle school curriculum were:

 

·         scale

·         physical organization

·         physical appearance

 

Scale.  The scale of the building was important in a number of ways including the fact that by being relatively compact the school provides a comfortable transition between elementary and high school.  Additionally, administrators and teachers reported that when the facility is more compact (as compared with their previous school) it is more supervisable. 

 

Physical Organization.  The most important way the physical organization of the building was found to support pedagogical goals was through the layout of classroom clusters.  These provide a home-base for the students, corridors which are supervisable, and become social and academic extensions of the classroom space.  Increased contact -- both formal and informal -- between teachers enables them to team teach and provide interdisciplinary instruction.

 

Physical Appearance.  The physical appearance of the building was found to make a significant contribution to the users’ experience of the building.  Both teachers and students reported feeling that the colorful atmosphere affected their mood, made the students feel that the building was designed for them, and made the building seem “kid-friendly.”  Many design features were seen as “fun.” and the building overall was seen as appearing “important.”  The massing and use of special elements such as canopies, dormers, and round windows, help to diminish the possibility of the school seeming “institutional,” and make the building more welcoming.

 

3. Teachers’ Three Favorite Features of the School[1]

·         colorful atmosphere

·         overall appearance of building

·         learning resource center (library)

 

·         Colorful Atmosphere.  The multi-colored tiles and boldly colored walls were highly favored.  Users spoke about them as being “cheerful,” “happy,” and “uplifting.”  They were seen as a message to the students telling them that the building was designed specifically for them.

 

·         Overall Appearance.  The building’s appearance was described as “cool,” “kid-friendly," classy,” “bright and spacious,” and “important.”  It was seen as conveying the message that education is important and that learning can be fun.

 

·         Learning Resource Center.  This was the absolute favorite space in the school favored by teachers, administrators and students alike. It is a multi-use room, can accommodate large and small groups comfortably, and is striking in appearance.

 

4. Teachers’ Three Least Favorite Features of the School[2]

·         classroom size (too small, can’t rearrange furniture)

·         corridor width at lockers ( too narrow, especially at peak usage)

·         paint on walls (not conducive to display of student work)

 

·         Classroom size.  The size of the classrooms was seen as being too small, especially with regard to placing constraints on the rearranging of furniture.  Currently, desks cannot be set up individually, only in clusters because there is no space in which to do so.

 

·         Corridor width.  This was the least favorite feature of the school.   The corridors become very crowded with no passage possible during peak usage of the lockers. 

 

·         Paint on walls.  The paint on walls in both the corridor and the classroom peels when tape is applied to it.  This was seen as an obstacle to the display of student work.

 

5. Student Response

 

The students’ favorite features included: the colorful atmosphere, the Cafetorium, the library, the appearance of the school, the fact that classrooms are close together, and having lockers.  The students’ least favorite features included: crowded corridors at lockers, cafeteria size (too small), and locker size (too small).

 

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