Recommendation Three:
Ensure Adequate Professional Space for Teachers and Paraprofessionals in School Facilities


Role Group Strategies:

In planning the construction of new buildings or renovation of existing buildings, make the incorporation of professional space for teachers a priority.



Office Supply
Clark, C. S (2001, Oct ). EdWeek, Teacher Magazine
This article describes an initiative to outfit New York City's 1,100 schools with teacher workstations. This is part of a growing national movement to upgrade, or, in some cases, introduce teacher work spaces in schools. While it does cite the reluctance of some teachers to leave their home classrooms and cart their belongings to separate offices, the article also details other examples in which teachers felt an increased sense of respect and efficiency when they were finally able to have separate teacher work spaces.

(Re)Designing Learning Environments
The George Lucas Educational Foundation
This site includes a set of diverse case studies from the George Lucas Educational Foundation highlighting a diverse group of schools across the country which have designed innovative learning communities that help kids learn.  Interactive case studies provide background, timelines and strategies for creating or renovating school communities and facilities that work for multiple partners.

33 Principles of Education Design
Lackney, Jeffery A., Ph.D. (2003, February) The National Clearinghouse for Educational Facilities
This site provides a comprehensive list of 33 guiding principles for educational design. Principal No. 10 details the importance of clustering instructional areas and No.17 in particular outlines how teachers should be regarded as professionals and provided with private or semi-private office space for storing belongings and accessing informational technology tools.  The site provides rationale and excellent strategies for the use of professional space.


Butin, Dan (2000, July) National Clearinghouse for Educational Facilities
This paper addresses the key elements found in well-designed teacher workspaces, including both classroom- and office-based workspaces, and highlights important development principles when designing these workspaces. Educational trends that have affected the rise of both classroom- and office-based work space are briefly discussed.

Provide sufficient resources that allow schools to build/provide professional space for teachers.


A Sampler of Designs for Teaching and Learning
The George Lucas Educational Foundation (2003, September)
This article gives real world examples of various design innovations nationwide. Among other useful examples, the section “Honoring the Teachers” describes the design of professional working spaces at Mary Scroggs Elementary School  in Chapel Hill, North Carolina. The school was designed to give a top priority to teachers having their own space, complete with computers, phones, desks, and storage. The goal was to start "treating (teachers) as professionals, raising morale, and providing them with the tools and resources so they can be the best they can be," says Principal Paula McCarthy.

Sustaining School Improvement: Resource Allocation
Mid-continent Research for Education and Learning.  (2003).

This document outlines the key elements of school budgeting and resource allocation, offers strategies that school leadership teams can use to monitor and support responsible resource allocation within a building, provides a rubric for evaluating resource allocation, and shares a ‘success story’ from Huntington Elementary School in Lincoln, Nebraska.

Making the Connection:  A Policymaker’s Guide to Participating in a Community Dialogue on Education
Guzman, J., Mutchler, S., Pan, D., and Pollard, J.  (2000). Southwest Educational Development Laboratory.
This guide describes the purpose of community dialogues on education and the unique benefits of such discussion for policymakers and the community.  The authors provide a description of different roles for participants, discussion ground rules, and advice on how to make the most of participation both during and after the dialogue.


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