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DOCUMENT RESUME

ED 031 034By,- Chnchy, EvansSchools For Team Teaching. Profiles of Significant Schools.Educational Facilities Labs., Inc, New York, N.Y.Pub Date Feb 61Note-67p.EDRS Price MF-S0.50 HC-$3.45Descriptors-Architectural Character, Design Preferences, Elementary Schools, *Facility Case Studies,*flexible Facilities, Junior High Schools, *School Buildings, *School Design, *Team Teaching

Nine elementary and junior high schools designed to house team teachingprograms are described. The buildings are representative of pioneer efforts todesign facilities for team teaching which is defined as, "the cooperative planning forand teaching of various sized groups of students in flexible teaching spaces allowingfor rapid shifting of large and small classes". The descriptions emphasize why theschools were designed as they were, and how they were designed and built.Schematics and photographs are included along with an evaluation of the schools inrelation to the program for which they were planned. (FS)

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Pr\as A REPORT FROM EDUCATIONAL FACILITIES LABORATORIES

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PROFILES OF SIGNIFICANT SCHOOLS

Educational Facilities Laboratories, Inc. is a nonprofitcorporation established by the Ford Foundation in 1958, with an appropriationof 4.5 million dollars, to help American schools and colleges with theirphysical problems by the encouragement of research and experimentationand the dissemination of knowledge regarding educational facilities.

BoardOfDirectors

Milton C. Mumford

Alvin C. Eurich

Clay P. Bedford

James C. Downs, Jr.

Henry Dreyfuss

Morris Duane

Harold B. Gores

Frederick L. Hovde

James L. Morrill

Winthrop Rockefeller

Frank Stanton

Thomas J. Watson, Jr.

Benjamin C. Willis

Erwin S. Wolfson

ChairmanPresidentLeser Brothers Company

Vice ChairmanVice President and DirectorThe Fund for the Advancement of Education

PresidentKaiser Aircraft and Electronics CorporationPresidentReal Estate Research Corporation

Industrial Designer

AttorneyDuane, Morris & Heckscher

PresidentEducational Facilities Laboratories, Inc.

PresidentPurdue University

ConsultantThe Ford Foundation

Winrock FarmMorrilton, Arkansas

PresidentColumbia Broadcasting System

PresidentInternational Business Machines Corporation

General Superintendent of SchoolsChicago, Illinois

Chairman of the BoardDiesel Construction Company, Inc.

OfficersHarold B. Gores

Jonathan King

President

Secretary and Treasurer

ExecutiveStaff

John Beynon

Evans Clinchy

Robert M. Dillon, AIA

Barbara Hopkins

Arnold J. Kuesel

Frank G. Lopez, AIA

Ruth D. S. Weinstock

Staff Associate

Editorial Associate

Consultant

Research Associate

Assistant Treasurer

Consultant

Research Associate

Additional copies are available from the offices of:

Educational Facilities I.aboratories, Inc.477 Madison AvenueNew York 22, New York

Library of Congress Catalog Card #61-10139 / First Printing, February 1961

U.S. DEPARTMENT Of HEALTH, EDUCATION & WELFARE

OFFICE OF EDUCATION

THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE

PERSON OR ORGANIZATION ORIGINAIING IT POINTS OF VIEW OR OPINIONS

STATED DO NOT NECESSARILY REPRESENT OFFICILL OFFICE OF EDUCATION

POSITION OR POLICY


SchoolsForTeamTeachingPrepared by Evans Clinchy, Editorial Associate

EDUCATIONAL FACILITIES LABORATORIES

iA Note on Research

The facts and figures on the schools in this PROFILE were gathered by the

writer with the assistance of the following people:

Homer W. AndersonLakeland, Florida, Former Superintendent of Schools, Newton, Massachuse6ts

James W. Fitzgibbon, Executive Vice President,

Synergetics, Inc., Raleigh, North Carolina

Charles F. Lehman, Assistant Professor,School of Education, University of Michigan, Ann Arbor, Michigan

ContentsIntroduction 4

Teaching in Teams 5

Two Pioneers 13

Englewood Elementary School, Englewood, FloridaCarson City Elementary School, Carson City, Michigan

Teams in Quads 25

Lessenger Elementary School, Madison Heights, MichiganEast Elementary School, Madison Heights, Michigan

Two Team Schools Going Up 31

Marie Creighton Jr. High School, Jefferson County, ColoradoGrove Street Elementary School, Lexington, Massachusetts

Two on the Drawing Board 43

Dundee Elementary School, Greenwich, ConnecticutSierra Vista Middle School, Covina, California

Two for the Future 55

A Domed Elementmy School, Caudill, Rowlett, and ScottFlowing Wells Elementary School No. 3, Tucson, Arizona

Epilogue 63

IntroductionThe schools considered in this PROFILE are representative examples of

recent and planned elementary and junior high schools designed to

house team teaching programs. They are not the final solutions to the various

problems that team teaching poses, nor are they the only pertinent

examples of such schools.* Team teaching itself is still in an experimental

stage of development. Therefore, schools designed for team programs are

experiments. But both the educational idea and the schools planned

for it represent new and adventurous thinking, an attempt to meet this

country's mounting educational challenges. As such, EFL feels they are well

worth the attention of everyone concerned with better education.

*The reader is referred to three earlier LI I, Profile% of higioft«int S( hoots: Wayland Senior High School, Wayland, Massachnseus: Rich low nship

High School, Olympia Fields, Illinois; and Two Sagioass Middle Schools, Saginaw Township, Michigan.

4 / SCHOOLS FOR TFAM TFACHING

TeachingIn Teams

This is Mary, aged nine, an extraordinarilybright student. She has a particular flair forsocial studies and science, but she has herdifficulties with arithmetic. Since she is nine,

. she is in Miss Abernathy's fourth-grade class,although ir terms of her ability she couldeasily handle fifth-grade work, and by thetime she reaches grade six she will be capableof achievement two or three years beyondher grade.

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This is Robert, also aged nine, but belowaverage in all of his studies except arithmetic.Robert finds much of his class work too diffi-cult. He is really a third grader and willprobably need seven years to complete hiselementary education. But since Robert isnine, and not severely retarded, he too is inMiss Abernathy's fourth-grade class.

And this is Miss Abernathy whose job is toeach Robert and Mary and 28 other childrenf diverse talents and interests. Miss Aber-athy is a capable teacher with a strong talentor social studies, but she has relatively lessnterest and no special training in arithmeticnd science.The rules tell her that there is a specified

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amount of fourth-grade material her childrenshould absorb during their year in her class-room. As much as possible she divides her30 students into groups according to theirabili Lies in various subjects.

She 4evelops whenever possible specialprojects for Mary art,I other brighter childrento work at on their own. She tries to give

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..-a111111111111-1Robert as much special, individualized helpas possible. But her time is limited, and muchof it is spent, among other things, on gradingpapers, keeping attendance records, runningthe class savings accounts, supervising theplayground and lunchroom, and talking toparents.

Because she has the responsibility for theeducation of her 30 children, she is forcedby the simple exigencies of time and energyto concentrate her main efforts on the bulk ofthe class which is average in ability and achieve-mentthe children for whom the fourth-gradeprogram was designed. All of her childrenreceive a stimulating year of social studies,Miss Abernathy's special field. But Mary getslittle advanced work in science (in partbecause Miss Abernathy dare not poach uponthe topics assigned by the courses of studyfor next yeargrade five) . And Robert doesnot get the help he needs in everything exceptarithmetic (or, for that matter, the specialencouragement he needs in his one goodsubject) .

Miss Abernathy has other difficulties, too.She is an experienced teacher and will prob-ably stay in the profession. But there aremoments when she has her doubts.

Moments when she is sitting alone in herclassroom fighting through stacks of paper-work. Or moments when she wonders whatto do with the Roberts and Marys who don'tquite fit the standard fourth-grade pattern.Or moments when she looks forward with

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mingled apprehension and weariness to thenext year of 30 fourth-grade children, eachpossessing his own peculiar quirks and eachof them her responsibility. These are themoments when she feels most alone and mostunprofessional, moments when even a supe-rior salary does not keep her thoughts fromwandei ing to visions of jobs that might beless emotionally demanding and more pro-fessionally stimulating.

Miss Clark Miss Abernathy Mrs. Bartlett

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Not Her Problem AloneThere are two other fourth-grade teachers

in Miss Abernathy's school, each in a class-room next to hers, each responsible for theeducation of 30 children.

Mrs. Bartlett is an expert in arithmetic andscience who could help Mary with her scienceinterests and arithmetic difficulties. Miss Clarkis especially good with slower children a

natural teacher for Robtit. But neither Robert

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nor Mary will receive the special help avail-able next door because the school's educa-tional traditions decree that each group of30 children will have a single teacher. Andthe schoolhouse they are in decrees that eachclass be separated from the one next door bya solid wall.

And because the three teachers have littleif any free time, there are few opportunitiesfor them to get together and compare notesor exchange helpful hints. Perhaps a feWmoments are snatched in the teachers' loungeor after school, but that is about all.

One ResponseIn a few school systems around the country,

the problems facing Robert and Mary and theteaching trio of Abernathy, Bartlett, andClark are being attacked in a novel manner.These new programs, all still experiments,are called team teaching.

In a team program, the teachers, instead ofspending their entire day with the same 30children, are formed into teams varying insize from two to seven or eight teachers. MissAbernathy, Mrs. Bartlett, and Miss Clark, forinstance, might well be formed into a teamresponsible for 90 fourth-grade children.

Robert and Mary are reorganized, too.Instead of having just Miss Abernathy for ateacher, they now are taught by Mrs. Bartlettand Miss Clark as well. Mary has the benefitof Mrs. Bartlett's expert knowledge of scienceand arithmetic. Robert is exposed to MissClark's persuasive ways with slower children.And now all 90 children receive Miss Aber-nathy's superior teaching of social studies.

Because the teachers operate as a team, theycan organize the children into different sizesand kinds of groups. For a social studir's film,television program, or lecture suitable for theentire fourth grade, up to 90 children aregathered together under Miss Abernathy.This leaves Mrs. Bartlett and Miss Clark freeto plan their own special programs or to take

smaller groups of children for advanced orremedial work.

Because the teachers have 90 children todraw upon, Robert and Mary spend more oftheir time in groups geared to their uniqueabilities and limitations. Out of 90 children,there are enough science students at Mary'slevel to warrant a planned, continuing pro-gram of advanced science work. Shnilarly,there are enough students experiencingRobert's difficulties to warrant careful, imag-inative programs for him. The more averagegroups are divided in the same way withMary and Robert in the same arithmeticgroup since this is Robert's best subject andMary's weakest.

Again, because the three teachers are mem-bers of a team they are able, indeed required,to plan their program cooperatively. Thechildren are organized into their differentgroups according to the educational task, andthis organizing and reorganizing can takeplace at any time and in any way the teachersfeel will advance the program. Such planningbears no resemblance to the "departmentali-zation" typical of most high schools wherechildren are organized into tight, standardizedsubject groups and are swapped back andforth by the teachers upon the signaling of abell. A team works much more freely, crossingsubject lines, combining subjects whenappropriate, and in general tailoring theprogram to fit the children's abilities.

Team teaching has other advantages, ac-cording to the theorists and experimeiael-s.Beginning teachers, for instance, can enter aschool system as part of a team and learn theropes under the guidance of a superior, ex-perienced teacher. The hierarchy of a team(team leader, regular teachers, beginningteachers, perhaps clerical assistants) creates anaturally differentiated pay scale, thus ena-bling a school system to reward its mosteffective teachers with more money withoutmaking administrators out of them.

SCHOOLS FOR TI. AM TEACHING / 11

Old Buildings Don't WorkThere are many possible ways of organizing

teachers into teams and many possible waysof grouping children to improve the instruc-tion they receive.

But all of the methods now being tried outin experimental team teaching programs are

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severely handicapped when forced to functionin the typical school building designed with

two rows of classrooms of equal size separatedby a long narrow corridor.

Team teaching programc all appear torequire school space that provides severalfundamental things not available in manyschools today:

The space must be able to accommodategroups of various sizes, anywhere from 100students down to one or two childrer study-ing by themselves.

The space must allow the rapid shifting of

group size and the rapid changing of theparticipapts of any group continual motionthroughout the school day is one inevitableresult of team teaching.

The space should include a place in whichteachers can meet and work privately, andhopefully a workroom for the preparation ofspecial instructional material.

What these requirements mean in essenceis that the educational barriers built into theconventional school building must be re-moved or significantly altered.

Two Pioneers

Englewood Elernewary SchoolEnglewood, Florida

Carson City Elementary School

Carson City, Michigan

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SCHOOL: Englewood Elementary SchoolEnglewood, Florida

PUPIL AGES: 5 years to 11 years. Thereare no formal grades.

PRESENT ENROLLMENT: 416 pupils

CHAIRMAN OF SCHOOL BOARD: Philip H. Hiss

SUPERINTENDENT: Carl C. Strode, for theSarasota School System

PRINCIPAL: John M. Bahner

ARCHITECTS: Bolton McBrydeFort Myers, Florida

EDUCATIONAL CONSULTANTS:

14 / SCHOOLS FOR TI AM TFACION(,

West and WatersSarasota, Florida

John I. GoodladUniversity of Californiaat Los Angeles

Robert H. AndeisonHarvard University

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Englewood, Florida, is a small Gulf Coast community of about 6,000, mostly

retired people, commercial fishermen, winter vacationers, and men

employed in the building trades. The changes that have taken place inEnglewood's elementary school have been made possible by the adventurousthinking of the school board and by a generous grant of money from

Mr. and Mrs. William H. Vanderbilt and Mr. Alfred Gwynne Vanderbilt.This grant began in 1953 and will be terminated within the next few years.The money has enabled the school to hire first-rate teachers, administrators, and

consultants to develop the Englewood program.

When the new buildings for the EnglewoodElementary School in Sarasota County,Florida, were designed in 1956, team teachingwas little more than an adventurous thoughtin the minds of the school board and theschool's educational consultants.

The school was, in fact, crst laid out for aconventional program, but halfway throughthe design process these plans were torn up.No one was exactly sure what kind of educa-tional organization was going to emerge at

Englewood, but everyone involved concluded

that the building should be able to adaptitself to a number of different programs, teamteachim. among them.

The first, and so far only, stage of the newEnglewood Elementary School (above)opened in September, 1958. It holds 270 of

the school's 416 children. The remaining 146students are still housed in the old buildingwhich will eventually be replaced.

Englewood as a Team SchoolThe significance of Englewood's design as

a team school lies in the unusual ordering ofspace in and around its classroom building.

In order to make the Englewood classroombuilding adaptable to the new program andto groups of varying sizes, the architects prc-vided four different kinds of educationalspace. There are four conventional class-rooms, averaging 1,000 square feet each; onelarge or "super" classroom of 1,500 squarefeet; a large classroom of 1,500 square feet

that can be divided into two small 750 squarefoot classrooms by means of a vinyl accordion

SCHOOLS FOR TFAM 1'inc11mq 15

The classroom building, seen from the covered walkway.

The building is divided in half by a central court.

16 / SCHOOLS FOR TEAM TEACHING

partition; and a double classroom of 2,000square feet, also divisible by a partition intotwo regular 1,000 square feet classrooms.

Teams at EnglewoodDuring the past school year (1959-60) , the

teaching teams at Englewood have used thesespaces for teaching in a way that would havebeen difficult if not impossible in a moreconventional building.

For example, last year a teacher with aclass of six- and seven-year-olds and anotherteacher with a class of seven- and eight-year-olds merged their classes for a major portionof the day's activities.

These two teachers were assigned to one ofthe larger classrooms equipped with a foldingpartition. They planned cooperatively as ateam throughout the year and were able tocut across class and grade lines to groupchildren according to their actual achieve-ment rather than by their chronological ages.In most conventional schools, these childrenwould have been in grades one through three.Because of the team organization at Engle-wood, all of the children capable of readingon a fourth-grade level actually did fourth-grade level reading, even if some of themwere first or second graders. All of the chil-dren capable of doing only first-grade arith-metic were operating on that level. Thisinstructional flexibility was possible largelybecause the space at the teachers' disposal isadaptable. They were free to move their 60or so children freely back and forth within.a large, uninterrupted space.

An Approach to AdaptabilityThe educational and spatial freedom in the

Englewood building was obtained by creatinga column-free space and partitioning it onlywith accordion partitions or with concretebrick walls which can be removed if necessary.

The design is based upon a repeated struc-tural bay which not only serves the presentbuilding but also will be the basic design ofthe future classroom buildings at the school.The bay is composed of continuous, 126 footsteel bents, supported at the outside walls andat the edges of the paved patio area. These

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operate in the summer, the patios can be easily screened. Summer at Englewood brings both heat and mosquitoes.

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In pleasant weather the teams use the outdoor patiosadjacent to the rooms as well as the space inside thebuilding.

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bents bear all of the weight of the precast,prestressed concrete roof.

The exterior walls are concrete brick withsliding glass window walls separating theclassrooms from the outdoor patios.

Each classroom is equipped with curtainson tracks to block out light for audio-visualwork and for a planned program of educa-tional television. (There are conduits for thetelevision cables.) The entire ventilating sys-

tem has been designed to adapt economicallyto air conditioning at a later date.

In addition to its adaptable classroombuilding, Englewood also features an unusualmulti-use cafeteria and auditorium.

This "cafetorium," as it is called at Engle-


wood, is designed to handle the eventual.school poFulation of 700 children.

Designing for the FutureAlthough the basic bay at Englewood will

be repeated in the two future classroombuildings, the interiors of these buildings maywell be quite different from the interior ofthe present academic structure.

One of the added buildings will be forkindergarten and primary children, the otherfor upper-grade children. Since the teamprogram at Englewood is in a state of con-tinual development, the interiors of thesebuildings will undoubtedly be far moreadaptable than the existing arrangement. The

school's program, in fact, has already reachedthe point where grade labels have beendropped entirely this year. Englewood is oneof the country's few truly nongraded ele-mentary schools.

The completed school will also containvarious other educational amenities whichwill make the work of the teams more pro-ductive and efficient. These include a studiofor television broadcasting (combined with acommunity arts center) and an outdoor playarea covered by a space frame constructed of

a series of welded steel supports roofed withanodized aluminum panels. There will alsobe a building housing the administrativequarters, school library, health clinic, andteachers' lot: ige.

CostThe new academic buildilig and the cafe-

torium at Englewood cost the town $267,053.This figure is for the buildings alone, includ-ing all mechanical facilities, the folding doors,and the covered walkway between the twobuildings. It does not include movableequipment. The two buildings contain 22,103square feet, figuring covered and paved butunenclosed areas at one-half. This gives acost per square foot of $12.08.

The cost per pupil is $989, based uponnine classrooms, each designed to house 30pupils, or a design capacity of 270. This fig-ure is not a true figure since the cafetoriumis designed to serve not just the students inthe existing classroom building but eventu-ally the entire school enrollment.

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SCHOOL: Carson City Elementary SchoolCarson City, Michigan

OPENED: September, 1958

DESIGN CAPACITY: 250 students

GRADES: 1-6

SUPERINTENDENT: Thomas J. Vaughn

PRINCIPAL: Elizabeth Martin

ARCHITECTS: Louis C. Kingscott & AssociatesKalamazoo, Michigan

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Carson City, Michigan, is a town with a population of 1,200. Theschool system, however, takes in 150 square miles surrounding the town.The schools have been centralized in Carson City itself. Many of thereplaced schools were one-room buildings set in remote farm areas.

Carson City Elementary School was de-signed in 1957just about the same time asthe Englewood school. But it demonstrates anentirely different approach to housing a teamprogram, and it is an even more radicaldeparture from the conventional idea of whata schoolhouse should be. For all practicalpurposes, Carson City is a team school withno interior walls.

A School Without' WallsCarson City Elementary School consists of

three separate clusters of open space, eachcluster containing 4,400 square feet or therough equivalent of four conventional class-rooms. (See page 22.) The two academicclusters have a central core of toilets andother plumbing facilities. The administrativecluster contains partitioned space for offices,a teachers' lounge, a kitchen, and the school'smechanical facilities as well as a large multi-purpose room.

Within, across, and around these open aca-demic spaces, the teachers and students atCarson City roam with almost total freedom.Like Englewood, this is a team school withouta conventional grade organization. But since

there are no individual classrooms, theteachers must decide cooperatively how thefree space is to be apportioned and how thechildren are going to be scattered through it.

How Such Freedom Works at Carson CityThere are no bells ringing, no intercoms

buzzing, no set timetables grinding awayduring a school day in Carson City.

Within a loosely establislied yearly instruc-tional program, the week-to-week and day-to-day arrangements of teaching and space are tosome extent improvised on the spot. Everythree weeks the teaching team in each clustermeets to plan the program and distributespace for the next three-week block of time.The team members decide in a general wayhow the children are to be grouped in varioussubjects (by ability, interest, etc.) , where thegroups will meet, who will teach what group,and how the genere.1 schedule will work.

When school starts each morning, thechildren go directly to their horrv_-: areas in thecluster to which they are assivned. No childhas a permanent desk; all furniture is com-pletely movable. Each child has his owncolored plastic "tote" tray containing his


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ns, books, pencils, etc. The childrenthese about with them when they move,

g the trays into slots beneath the topsir new desks.roughout the day children and furnitureabout quickly and quietly as directed.

ps change in composition and size aseaching program dictates.hen a group breaks up, the childrentheir trays with them and reassemble in

her area, arranging chairs and tables inew pattern for a new purpose. Thesees take on the average no more than three

ur minutes. Often this involves the for-ion of groups of up to 100 to hear aire or gather around dispersed television'vers. (Carson City receives elementaryand science programs from the Centralhigan Television Council stations in Bay

and Flint, Michigan.)elevision and lunch are the only fixed

ods of the day. Certain groups must be in

t of the television receivers at certaines to receive their television instructionch is served at two specified periods,

teria style, in the multipurpose room.t 1:45 every afternoon there is a clusterting. Most of the children assigned to a

ter gather their chairs together, turningt cluster space into one large classroom.e team's master teacher holds a large

fup class involving questions and answersone of the main teaching topics of the

ree-week period. About 10 of the childrennot part of this large group. One of the

chers (freed by the large group class)

nds part of this time working with theseldren in small group remedial or advanced

rk. After about 20 minutes these childrenurn to the main group.

fter the large group session, the groupits up and forms into smaller groups for

committee work, etc., related to the topicussed at the large group session.t the end of each school day, the teacher

m has a brief staff meeting (10 to 15

nutes) to review the day's work and make

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movable storage unitsthe children adapt rap;dly tothe wide open academic spaces.

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Every three weeks the teaching team in each clustermeets to plan the program for the next three weeks.

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SCHOOLS FOR TEAM TF.ACHING / 23

Noisy ConfusionThere is a certain amount of noise, but

apparently it constitutes no insurmountableproblem. Observers of the school report thatthe noise level, while greater than it would bein a school building divided into masonrycells, is largely confined to a continuous lowbackground hum, interspersed only occasion-ally with sudden or distracting loud sounds.The ceilings are covered with fissured mineralwool acoustic tile, and all of the furniturelegs are rubber tipped to help keep theracket of movement to a minimum. Thechildren do have to assume more responsibil-ity for keeping quiet than they might in amore conventional school building, but thisdoes not seem to bother either the childrenor the teachers.

Observers also report that the constant flowof children through a cluster quickly becomesso common and accepted that the children


Large group classes, involving most of the studentsin a cluster, are held every afternoon.

pay no attention to it. Teachers must organizespace so that a singing class is not scheduleda few feet away from a group doing quietreading. But otherwise the teachers report noobjections to the completely open plan.

The Building ItselfApart from its novelty and its apparent

success as a partitionless team teaching school,Carson City is a relatively straightforward,uncomplicated, economical schoolhouse. Thethree existing clusters are structurally repeatedunits. The school can be expanded by addingmore clusters. Exterior walls are brick withgenerous areas of glass. The few existinginterior walls are painted concrete block.

The three clusters contain 13,000 squarefeet of space. The building cost $180,000, or$13.85 per square foot. The cost per pupil,for 250 pupils, is $720.

Teams in Quads

Lessenger Elementary School

Two "Quad" additionsLamphere Public School DistrictMadison Heights, Michigan

East Elementary SchoolLamphere Public School DistrictMadison Heights, Michigan


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SCHOOL: Lessenger Elernentaiy SchoolTwo "Quad" additionsLamphere Public School DistrictMadison Heights, Michigan

OPENED: September, 1960

CAPACITY: 100-120 students in each quad

SCHOOL: East Elementary SchoolLamphere Public School DistrictMadison Heights, Michigan

To OPEN: September, 1961

CAPACITY: 400 students, but expandablewith the addition of more quads

SUPERINTENDENT: Herbert E. Humbert, Jr.

ASSISTANT SUPERINTENDENT: Edward C. Pino

ARCHITECTS: H. E. Beyster & hsociatesDetroit, Michigan

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East Elementary School

Madison HeightL suburb located four miles north of Detroit and incorporated

only five years ago, now houses 33,000 people, mostly middle-incomeemployees in Detroit offices and industries. The Lamphere Public SchoolDistrict includes three-fifths of Madison Heights and a small portion of theneighboring suburb of Troy.

The first teaching teams went into opera-tion in the Lamphere School District duringthe fall of 1960, housed in what are probablythe first elementary school units specificallydesigned to make team teaching work andhopefullywork well.

The Lamphere teaching team differs fromthe teams at Englewood and Carson City. AtLamphere the team is more an association ofequals. Team members are selected becauseof specific abilities in languages, social

studies, science, fine arts, etc., and competencein group management, group dynamics,

pupil assessment and diagnosis, planning, etc.An effort is made to have both men andwomen on each team as well as beginning,experienced, and career teachers.

The team leader's job is to convene meet-ings for planning and to guide the team sothat leadership pass-s from member to mem-ber when a particular competence is indemand. Supervision thus becomes a function

of the group through close association, coop-

erative planning, and mutual criticism, lidp,and responsibility. There is no supervisor,

and the principal offers no supervision ;n thetraditional sense of the word.

Teams in QuadsEach teaching team is housed in what

Lamphere calls a "quad"a cluster of fourclassroom spaces grouped around a centralworkroom and teaching area.

The greatest virtue of the quad is that itprovides space that can, in theory, be adaptedto any type of program (including a conven-t;onally organized, self-contained classroomprogram) . But at the same time the quad isuniquely suited to the housing and operationof a teaching team.

Each pair of neighboring classrooms is

separated only by a manually operated, fo'd-ing, wood partition, thus allowing for groupsof as many as 120 children to be gathered inone place for lectures, films, demonstrations,or student drama productions.

The core of the clusters and of the teamteaching program is the central material-resource, workroom-teaching area. Each ofthe four corners of this space is devoted to


Two learning areas are separated by a folding path-tion. The air walls which separate the learning areasfrom the workroom-teaching area are not in place.

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The raised platform in the workroom area is used as

and equipped for a particular subject fieldthe science corner has sinks and demonstra-tion materials; the fine arts corner has easels,paints, and a kiln; and so on. The workroomhas a raised platform which serves as a decen-tralized library and as a stage. The room isused for large and small group and individualinstruction and also serves as an area for theuse of audio-visual aids, open- and closed-circuit television, and teacher-technicianpreparation of teaching aids.

Just off the central workroom is the quad'stam planning center and conference room,which not only serves as a team headquartersbut also provides a place where teachers canprepare their instructional materials.

Walls Held up By AirA further measure of adaptability is built

into the I amphere quad by the installationof movable "air walls" between the centralmiterial-resource, workroom-teaching areaand the class areas.

An air wall is a series of 31/2 foot by 81/2foot lightweight wood panels that fit tightlytogether and are held in place by an inflatablerubber rim running between the ceiling andthe top of the panel. The rim is inflated bya small compressor supplied with each quad.When the rim is inflated, the wall is heldrigidly in place. When the air is released, thewall can be easily taken apart and put upagain elsewhere in the quad. This entireoperation may be a little too complex to be

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handled quickly during the school day, butone custodian can remove all four of thequad's air walls in about 20 minutes, orreplace them in about 35.

This air wall system makes it possible toconnect sections of the workroom with thelearning areas or to open up the interiorspace of the entire quad if this seems desir-able. Air walls offer acoustic privacy equal toa 3 inch concrete block wall.

Construction of a QuadThe first two quads in the Larnnhere

district were opened in September, 1960, asadditions to the Lessenger Elementary School.These quads, except for their unusual spatialarrangements, are fairly conventional build-ings. The footings, foundations, and floorsare reinforced concrete. A structural steelframe, with the assistance of a few interiorwalls and four interior columns, supports afiber composition roof deck (at East Elemen-tary School the roof deck is metal). Exteriorwalls are non-load-bearing brick and glass.Because there are few interior roof supports,the space inside tile building is relativelyfree, and this makes possible the quad'sadaptable arrangement of educational space.

A pipe tunnel running beneath the con-crete floor carries the utility ducts and pipes.Flooring is asphalt tile except in toilets andservice areas where ceramic tile is used. Thereis no provision in the heating and ventilatingsystem for air conditioning.

1, 7

Teachers use the team planning center for the prepa-ration of instructional materials.

The air walls can be put up anywhere in the quad,providing the ceiling is unobstructed, reinforced, andthe same height.

The air walls separate the self-contained learning areasfrom the central workroom area.


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The Quad as a Building BlockOne of the advantages of the quad arrange-

ment is that it can be used as the basic ele-ment in an expandable cluster-type school.And this is exactly what the school districtwill have when East Elementary School

opens in September, 1961. (above)The school's three quads and an all-

purpose building are arranged around twocentral study courts. Appended to one of thequads is an administration wing. Off to oneside is the hexagonal, two-classroom kinder-

30 / SCHOOLS FOR TFAM TFACIUNG

garten building equipped with folding parti-tions so that the entire teaching area can beconverted into an open space. A team plan-ning center is also part of the design.

The all-purpose building contains a two-story section housing a large room used foreating and also (since there is a two-storystage area) for assemblies and large groupsessions. The school's mechanical facilities,the library-resource center, the kitchens, androoms for special education are also housedhere.

Two Team Schools Going Up

Marie Creighton junior High SchoolJefferson County, Colorado

Grove Street Elementary SchoolLexington, Massachusetts

SCIICOIS FOR TFAM TFACHING / 31

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SCHOOL: Marie Creighton Junior High SchoolJefferson County, Colorado

To OPEN: September, 1961

CAPACITY: 750 students

GRADES: 7-9

SUPERINTENDENT: Robert H. Johnson

ARCHITECTS: Musick and MusickDenver, Colorado

EDUCATIONAL CONSULTANTS:

32/ SCHOOLS FOR TEAM TEACHING

Educational Planning ServiceColorado State CollegeGreeley, Colorado

Leonard C. WalshGlendon P. NimnichtJames M. Thrasher

Marie Creighton Jr. High School

Jefferson County is an area of 791 square miles just west of the Denver cityline. It thus includes not only suburban schools near Denver but encompasses

two-teacher rural schools 30 miles up into the Rocky Mountains. Its totalpopulation was 55,687 in 1950 and is now 127,645. The school population hasgrown from 23,000 in 1958 to about 30,000 in 1960.

Marie Creighton Junior High School willhouse two unusual experiments in the ar-rangement of space:

A group of three classrooms arranged as atrapezoid to form a team "triad."

A little theater seating 100 students, which

can be expanded to a 400 seat auditorium bysliding back a movable partition and joiningthe theatei to the adjacent cafeteria.

Teams In FormationJefferson County has no teams in operation

yet at the junior high level, and MarieC:reighton will open with a conventional pro-°mTam. But the triads have been designed sothat team teaching can quickly be put intopractice at any time.

In a triad (see page 34 ) , the 30 studentsin each of the three classrooms can be joinedinto a larger group of 60 or 90 students with-


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out moving any walls.The partitions between room A and room

B and between room A and room C will beglass which can be covered by curtains. Withthe curtains closed, each room is a self-contained classroom. With one of the cur-

tains open, the 30 students in B or C will bejoined with the 30 students in A to become agroup of 60 looking at a film or demonstra-tion on the stage in A. With both curtainsopen, the group will become 90. Sound willbe transmitted among the rooms by means ofa two-way intercom system.

Originally, the educational consultantsspecified that the floor of room A was to belower than the B and C floors. This was tomake sure that the students in B and C couldsee over the heads of the students in A. Butthe architects were not able to provide this,in part because cost factors necessitated atwo-story building, which in turn madedifferent room levels too difficult and expen-sive. It is true, too, that while teachers canmove fairly easily from room to room, theglass walls do not allow the easy regroupingof students between t!.e classrooms. However,the glass-wall-between-rooms design is notfinal. If during building a good sound-retardant operable wall is developed, it maybe substituted for the glass wall.

The second innovation at Marie Creightonis the convertible cafeteria-auditorium whichprovides the school with space that can beused for large group instruction or all-schoolassembl.es.

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34/ SCHOOLS FOR TEAM TEACHING

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The 100 seat little theater, in this case, islower than the flat-floored cafeteria level.

When the movable wall ::- rolled back andseats are appropriately arranged in the cafe-teria, the students there have a better chanceof seeing over the heads of the students inthe little theater than they would if the entirefloor were on the same level.

CostMarie Creighton was bid in at $913,626,

including all costs except those of site andmovable equipment. The school contains62,824 square feet of space, thus yielding acost per square foot fipre of $14.54.

Since the school was designed to open with

750 stuc:ents, this means a per pupil cost of$1,218. But, as in the case of Englf.wood, the

first stage of the school contains all of thebasic facilities for a 1,000 pupil school. Allthat need to be added are three classroomtriads. Thus the final per pupil cost will besomewhat lower.

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The cafeteria-auditorium fits in an unusual way into

its roughly diamond-shaped building.

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SCHOOL: Gr we Street Elementary SchoolLexington, Massachusetts

TO OPEN: September, 1961


GRADES: 1-6

SUPERINTENDENT: Medill Bair

ARCHITECTS: Clinch, Crimp, Brown & FisherBoston, Massachusetts

EDUCATIONAL CONSULTANTS: Kargman, Mitchell & SargentCambridge Consultants, Inc.Cambridge, Massachusetts

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Lexington, Massachusetts, the ancestral home of the Minute Men, is a suburb

of 27,900 people, 13 miles west of Boston. The community is now made up

largely of middle- and higher-income professional people, includinguniversity professors and Boston businessmen as well as scientific researchers

and industrial managers who work in the new industries springing up along

Route 128, west of Boston.

Englewood and Carson City were amongthe first schools in the country to experimentwith team teaching, but the first elaborateand highly organized team project involving

an entire school began in Lexington, Massa-chusetts, in September, 1957.

This project was sired by an organizationcalled SUPRAD (School and UniversityProgram for Research and Development) , analliance between Lexington and two nearby

Massachusetts communities and HarvardUniversity's Graduate School of Education.

SLHOOLS FOR TEAM TEACHING / 57

Instead of the conventional school organi-zation:

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Lexington and SUPRAD introduced at theFranklin Elementary School in 1958-59 anorganization roughly like this:

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In the minds of Lexington and SUPRAD,this kind of organization is in no way intended". . . to diminish the status of regular teachersbut to create new and more responsible posi-tions such as senior teacher and team leaderto which the truly outstanding young personmay aspire, and through which the careerteacher of high competency and responsibilitymay be more fittingly rewarded by society.

"The project hopes that the building prin-cipal and the teachers who lead will, over theyears, constitute a relatively stable and perma-nent corps of career officers in education. Toa great extent this will protect pupils fromthe effects of the staff turnover so character-istic of teaching.

"This corps of leaders supervises and in-structs (by example as well as directly) theless experienced and somewhat more transientteachers who work within the teams. It is

also hoped that the corps of career teacherscan offer a superior kind of preservice guid-ance and instruction to apprentices, internsand subprofessional workers. Thus it may bethat team teaching will lead to new approach-es to teacher education."*

Although this project was designed prima-rily to improve teacher utilization and pro-fessional status, the experiment is designed aswell to improve the education that Robertand Mary receive. Under the present FranklinSchool team organization, Robert and Marywould be taught by members of the Omegateam. They would be divided into their vari-ous large and small groups as their achieve-ments, needs, or interests dictated. Theywould each receive, more tiLarh than theywould in a conventional school, t; e educationbest suited to them as individuals.

Is the Project a Success?Although the team teaching project has

been under way now for three years, Lexing-ton and SUPRAD still refuse to pronounce ita success or a failure. It will be another fiveyears before all of the results of the experi-ment are in and are properly evaluated. But

*Robet t H. A imiercon, " I cam fon hing in Action," The Xatton'sS( hou/s. Nla , PHA p. 05.

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The raised tier arrangement of seats on three sides ofthe lecture hall permits the easy viewing of visualpresentations.

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When the partition is folded back, two self-containedclassrooms become a large group room.

Closed-circuit television broadcasts originating in smallgroup roomsin this case the science roomcan beseen by students in any other room in the school.

4 0 / SCHOOLS FOR TEAM TEACHING

Lexirgton and SU PRAD are willing to standby four conclusions.

II Team teaching is feasible a theoreticalmodel can be made to operate.

Even during the period of trial and devel-opment of the team teaching program, thechildren's achievement results did not sufferdespite the shifts and turmoil that institutingsuch a program imposed.

The children's personal, emotional, andsocial adjustments are at least as good as before

and there are indications that gains havebeen made.

The building definitely influences programpossibilities; a convention31 building operatesagainst the efficient working of a teamprogram.

In 1959, when it came time to add anelementary school to the town's system, Lex-ington decided that the team experimentwas successful enough to warrant a schooldesigned to serve it.

Different Uses, Different SpacesThere appear to be two basic approaches

to the problem of providing the different sizesand kinds of space that team teaching needs:

Creating space that can adapt to differenteducational demands because there are nowalls (Carson City) or because the walls canbe moved (Englewood) .

Creating different kinds of permanent spaceto accommodate the different needs of teamteaching.

The Grove Street Elementary School is

essentially a school of the second kind.* Someof its walls will move, but it provides for theteam teaching program mainly by the designof special spaces for large, regular, and smallgroups.

Large Group SpacesThe most elaborate large group space at

Grove Street is the assembly-lecture hall seat-

is W,e,land Seniol High School, Wayland, Nlassachusetts, which,is planned t) the same eduGitional consultants.

ing up to 200 students in a semicircular pat-tern. The children will sit at long fixed tablesplaced on raised tiers. This room is especiallydesigned for all kinds of large group instruc-tion: demonstrations, presentations, and somekinds of discussions. It will be equipped withoverhead projectors, film projectors, and large

screen, closed-circuit television. The room iscompletely enclosed, and special ventilationand lighting will be provided.

A second kind of large group space is pro-

vided in two large, divisible classrooms de-

signed to hold 80 to 100 children. Each ofthese rooms can operate either as independ-

ent, 900 square foot classrooms, or, when avinyl accordion partition is open, as a single

room of 1,8GO square feet. There will besinks and storage space for art and science

work. The furniture will consist of movabletables and chairs, and at lunchtime these

rooms will become the cafeteria, which is why

they flank the kitchen.

Small Group SpacesThe Grove Street School provides two

kinds of smaller group space, each designed

for a different small group function.Directly behind the large group assembly

hall are six nondivisible rooms of 400 squarefeet each. These rooms will be used for groups

of from 10 to 20 children. In addition totables and chairs, each of these rooms will be

equipped with instructional materials anddevices that go with a particular subject--laboratory and demonstration equipment forscience, maps and pictures for social studies,and so on. Each room with its special equip-ment can be used not only for small groupwork but also as a television studio for in-

struction in that particular subject. Programswill originate in the small group rooms andwill be broadcast over a closed-circuit tele-

vision system to the large group assembly hall

or to an, other room in the school. Thiseliminates the need to trundle demonstrationand teaching equipment all over the building.It also means that the same program can be

beamed to classes in different parts of theschool at the same time. It is hoped that acomplete television studio equipped with

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Grove Street's library is a step in the direction of atrue material-resource center.

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The individual study room adjacent to the libraryprovides booths for listening to tapes as well as theusual reading room tables and chairs.

closed-circuit transmitter, video tape record-

ing equipment, and studio space will eventu-ally be housed in the basement beneath thesesmall group rooms.

The second kind of small group space is

provided in four conventionally sized roomsflanking the large assembly room. Each ofthese rooms contains 900 square feet hut canbe divided at will by a pair of accordion par-titions into three, 300 square foot roomssuitable for seminar meetings of 10 t3 15

students.

Individual &LudyThe team program puts an unusually large

responsibility upon the students to accom-plish part of their education on their own.Robert and Mary would both be able tospend some of their time in the school libraryand its neighboring, individual study area.

The library will be the main repository for

books, tapes, recordings, magazines, etc.,

while the individual study room will beequipped with space for reading and boothsfor listening to tapes.

-


Team Work Space and OfficesSince team teaching radically alters the way

teachers operate, it also alters radically thespaces they need for their teaching. Becauselarge classes often require the extensive useof visual aids (and because all good teachingrequires elaborate planning) , the design callsfor a centrally located teachers' workroom.

Here teachers will have materials for mak-ing slides and transparencies for large screenprojection and tape recordings for languagework, a teachers' library, a storage place forfilms, and any other materials and devicesthat might aid the instructional process. Theclerical aides will be quartered in this area,too.

In addition, each team will have its ownteam office where teachers can perform theirown work (lesson planning, evaluation, etc.)and team members can confer.

A Reconvertible SchoolOne feature of Grove Street's design bears

mentioning, although it can be viewed aseither an advantage or a drawback.

Although the school v-as designed aroundan existing team program it also had to bedesigned to work for a conventional schoolprogram. This reservation was desired by theschool system to cover the possibility that theteam teaching experiment might not prove

42 / SCHOOLS FOR TFAM TFACIONG

Teachers prepare their instructional materials in aspecial, centrally located workroom.

In addition to the centrally located workroom, eachteam has its own office.

successful. In case the experiment does fail,the teaching spaces in Grove Street can beconverted into 23 self-contained, 900 squarefoot classrooms for a total of $18,000. Underthis arrangement the large group assemblyroom would be,;,.rte an auditorium.

Construction and CostIn its general construction, Grove Street

Elementary School is a conventional building.The framing is structural steel which sup-ports a roof deck of precast concrete slabs.The exterior walls are concrete block facedwith brick. Interior partitioning (wheremovable partitions are not used) is concreteblock with some surfaces plastered and corri-dors tiled. Ceilings are acoustical tile sup-ported by a grid system, except in the largegroup assembly room where hard acousticalplaster is used.

The school is heated by low pressure steamcoming from central, oil-fired burners. Ven-tilation is mechanical, but there is provisionfor eventual air conditioning.

The cost of the school, excluding cost ofsite, movable equipment and furniture, andarchitect's fees, was $1,011,807. The schoolcontains 56,537 square feet of space, thusgiving a square foot cost of $17.90. The perpupil cost, figured on a capacity of 650pupils, is $1,557.

Two on the Drawing Board

Dundee Elementary School....p. ,

Greenwich, Connecticut

Sierra Vista Middle SchoolCovina, California

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SCHOOL: Dundee Elementary SchoolGreenwich, Connecticut

To OPEN: February, 1962

CAPACITY: 550 students, including100 kindergarten children

GRADES: K-6

SUPERINTENDENT: John Blackhall Smith

ARCHITECTS: Perkins and WillChicago, Illinois, andWhite Plains, New York

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Greenwich, Connecticut, is a well-to-do community of 54,000 people some30 miles from New York City in Connecticut's suburban-exurban FairfieldCounty. Most of the townspeople are commuters to the advertising agencies,magazines. iadio and television studios, and business offices of New York City.Greenwith pays its teachers a median salary of about $7,000. Its per pupilexpenditure is $500.

When John Blackhall Smith moved fromthe superintendency in Lexington, Massa-chusetts, to the superintendency in Greenwichin September of 1958, he brought with himthe team teaching concept inaugurated withthe help of SUPRAD at the Franklin School.

At this writing, team teaching does not yetexist in Greenwich. But both teams and ateam school have been in the planning proc-ess since April, 1959. The team setup will beroughly similar to the one in Lexington. Thedesign of Greenwich's Dundee ElementarySchool follows the general pattern of special-ized spaces for special team uses laid down irthe Grove Street School. Some of the spaces

are made variable by operable walls. Also,as in the Grove Street School, special spacesare provided to house the teams themselves.There is a library-resource center for thestudents and a workroom-resource center forthe teachers. The school will be providedwith open- and closed-circuit television andother electronic teaching devices.

A Compact, Two-Level SchoolCompared to Grove Street, Dundee is a

more compact school with most of its instruc-tional spaces nestled together. (See page 46.)

Dundee is planned so that the intermediatelevel which houses the large group space lies

.......SalOOLS FOR TEAM TEACHING / 45

Dundee Elementary School, crosssection.

The large group area with the operable wall closed.

The large group area with the operable wall open.


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exactly halfway between the two smallergroup levels and is therefore easily accessibleto all concerned.

The Large Group LevelThe intermediate level at Dundee houses

three large rooms. One is a tiered, largegroup space seating 100 pupils, designed forlectures, demonstrations, and films. Next doorto this is a !arge group space with a stage.

When the operable wall separating thesetwo rooms is opened, they will become anauditorium seating 200 to 300 students.

Next door to the divisible auditorium is alarge project room which will be equippedwith all the paraphernalia of a workshop:

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sinks, stoves, tools, paints, and storage space.This room can be divided by an operable

wall so that different groups can use it fordifferent purposes (noisy and quiet activitiesat the same time, for instance) .

Medium Group SpacesWhat Dil Idee calls medium group spaces

are rooms of about 750 square feet, to beequipped with conventional classroom appur-tenances: sinks, movable furniture, tack- andchalk-board, etc. In all but two cases, each ofthese classrooms can be joined to its neighborby throwing back an operable wall. Thus, asin Englewood and Grove Street, the teachingteams will be able to vary the size of the space

as the instructional program demands.

Conventional ClassroomsOn its lower instructional level, Dundee

houses classrooms devoted to kindergartenand first-grade children. These children, forthe most part, will work in self-containedclassrooms. They will be introduced gradu-ally to the rapid shifts in grouping of theupper elementary grades. Consequently theirclassrooms do not have operable walls.

Teams and Small GroupsThe "heart of the team teaching opera-

tion," in Smith's words, is the complex ofteam headquarter rooms and small group


The project area.

Adaptable medium group spaces.

A team office and small group room.


rooms set in the middle of the school's upperlevel.

Here each team will have a room to itself,equipped with desks, bookcases, and filingcabinets for the teachers. There is space here,too, for the team's clerical aide. There is alsoa teachers' lounge and conference room.

Flanking this team center are four roomsfor small groups. Two of them will beequipped with individual carrels and taperecorders for language work. Two, whichwill be used for seminars with advanced orslow students and student-teacher conferences,will be furnished with a table and chairs forfive to ten people. This complex of offices andsmall instructional rooms is the "heart of theteam operation" because it makes possible thecooperative planning by teachers and theindividualized instruction that team teach-ing is designed to initiate.

CommunicationsThe school will be equipped with a com-

plete educational communications system toenable the staff to use the most modern com-munications devices. This system will includetelevision circuits for closed-circuit broad-casting and the reception of open-circuit,very-high-frequency and ultrahigh-frequencybroadcasts. In addition, films, tapes, and otherkinds of electronic teaching equipment willbe available.

An electroiiiz resource center near thelibrary will link all the classrooms. For ex-ample, each classroom will have a 10 channelaudio system for the teacher to draw upon,making each of the rooms a communicationscenter all by itself.

Storage SpineDundee has another distinctive feature in

its use of the corridors running along the twoclassroom levels and between these two levelsat the intermediate level. These corridorshave been turned into a "storage spine"where, in a variety of specialized nooks andcrannies, the students can hang their coatsand the teachers can store instructional sup-plies and audio-visual equipment such astelevision receivers and film projectors. Be-

cause so much storage space is available justoutside the classrooms, all of the square foot-age in the rooms themselves is usable educa-

tional space.

Sound-Retardant WallsIt is quite possible, as in Carson City, to

design a team school that has no interiorpartitions. But many teachers and superin-tendents prefer acoustical privacy in individ-

ual spaces.This is the case at Dundee; the architects

and school administrators are exploring vari-

ous advanced types of sound-retardant parti-

tions, both custom-made and mass-produced,

to provide Dundee with operable walls that

will provide acoustical privacy.

Construction and CostDundee has a structural steel frame support-

ing its pitched roof. The floor is a concrete

. .. . .....

slab. Exterior walls are glass window-walls orboard-and-batten siding except for the endwalls, which are fieldstone. Ceilings are hung

and covered with acoustically treated tile.Interior wallsthose that are not operableare steel-studded rock lath and plaster. Venti-

lation is mechanical. Heating is by finnedpipe convectors except in the kindergartenrooms which have radiant heating in the floor

slabs. Most of the electrical conduits andheating and ventilating ducts for the upperand lower levels travel through the storagespine and are brought into the room throughthe floor and ceiling.

Dundee is out to bid at the time of thiswriting so no accurate cost figures are avail-

able. The architects estimate the buildingwill cost $919,700, including the cost ofoperable walls, the 10 channel audio system,

and facilities for open- and closed-circuittelevision reception.

STORAGE SPINE

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SCHOOL: Sierra Vista Middle SchoolCovina-Valley UnifiedSchool DistrictCovina, California

To OPEN: February, 1962


GRADES: 7 and 8

SUPERINTENDENT: Paul B. Salmon

ARCHITECTS: H. L. Gogerty AssociatesLos Angeles, CaliforniaIN CHARGE OF DESIGN:

Joseph Feil

EDUCATIONAL PLANNING: Leland B. NewcomerAssistant Superintendent

Ray BurkhartDirector of Buildings


Sierra Vista Middle School

Covina-Valley Unified School District serves 17 square miles of Los Angeles

suburbia, including three cities and a large unincorporated area. Six years

ago the district was largely devoted to citrus farming and had only three

elementary schools and one high school. Now it has eighteen elementary schools,

two high schools, and 14,500 school children. Within the next few years

school enrollment is expected to reach 25,000.

Sierra Vista Middle School will open in1962 with a team program similar in many

ways to the plan now in operation at Engle-

wood. But Sierra Vista's buildings are even

more specifically tailored to a team program.Thc teaching staff will operate for the most

part in teams of two teachers responsible for70 children. Each team will be composed ofteachers who complement each other. If oneis talented in science and mathematics, theother will be especially good in English andsocial studies. If one works best with smaller

groups, the other will be a skilled lecturer.

The two teachers will plan their classes to-gether, but each team will also work with theother teams in the school to extend furtherthe possibilities of grouping students by theirnatural abilities. Each group of ten teacherswill have a teacher aide.

The work of the teams will be supplementedand enlarged through the use of television,teaching machines, language laboratories, and

overhead projectors.The crux of Sierra Vista's design is two

citcular buildings. (See page 53.) Each ofthese will house 10 teachers in 5 teams and

250 students.

Part of each circle, but a little separatefrom the class spaces, is the teacher head-quarter area. This is where the teacher aidewill work and where the teachers will have

their desks, workroom, professional library,group conference area, lounge, and lavatories.

Even more important than the teacherheadquarters is the physical setting for thetwo-teacher teamtwo neighboring classrooms

for 70 students. This unusually shaped duplexis eminently suitable to the purpose at hand.It will be possible to join or separate the two

rooms by means of a sliding partition.When the partition is slid back into the

wall, the two rcoms will become one, and twoclasses can be brought together or arranged

in whatever groupings the teachers desire.In addition to the large sliding partitions,

there will be hinged panels in a corner ofeach classroom which can be swung out toform a separate nook for small groups orindividual study.

The duplexes will have little glass in theirexterior wallsonly a window looking

out over the central court. This is partly aneconomy measure, but has other virtues aswell. This window can be quickly shut off, to


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darken the room for films or slides, by asection of neighboring chalkboard; when thechalkboard is moved to cover the window, abuilt-in screen for films is revealed behind it.

Each room will be equipped with wiringand television conduits to permit flexibilityin the placement of portable television re-ceivers on movable stands. Each of the roomswill be connected to the rest of the school viaa two-way intercom system.

In the core of each of the circular buildingswill be a central court, or outdoor assemblyand activities area, which will be landscapedand will have a platform so that it can beused for open-air classes or assemblies.

The Library and Resource CenterThe library and instructional resource

center building will be between the twoacademic buildings. This will have two read-ing rooms, a seminar room, and spaces forindividual study and resimrch. It will housenot only books, but tape recordings, maga-zines, and other instructional material.

The library-resource center opens onto anoutdoor student assembly court where playscan be presented and Community assemblies

'held. (See page 54)

More Flexible SpaceDirectly north of the library-resource cen-

ter building a special building is planned toprovide additional space for the academicprogram.

This building can be used as one largespace, or it can be ciivided by a complex sys-tem of sliding partitions into two, three, orfour rooms as necessary. Thus it will becapable of handling groups of 15, 30, 45, 60,75, 90, or 105 students for everything fromseminars to large lectures. (See page 54)

Other FacilitiesAnother building located almost directly

between the two academic circles is devotedto administration, mechanicai facilities,kitchens, and health. It contains a large cen-

Part of one of the two circular teaching buildings.Each two-teacher team will occupy two neighboringclassrooms separated only by a folding partition.

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SCHOCH S FOR TFAM TEACHING / 53

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tral space which will be used as a cafeteriaand also as a place for large group instructionand indoor assemblies.

This central space will be equipped with afolding platform. The rear wall of the build-ing will be a large, glass sliding door leadingout to a covered area where people can sitand still see into the assembly space. For out-door gatherings this covered space will be-come the stage, and the audience will sit inan assembly area just beyond it.

The Sierra Vista design also includes abuilding with industrial and fine arts, domes-tic science, and small group instructionspaces, and a building devoted to physicaleducation. There is, too, a music-drama-speech building which will double as a littletheater, seating from 75 to 100 people.

Cost and EconomyIn designing Sierra Vista, the architects

were working under several distinct limita-tions. The school is to be built under theCalifornia state aid program which grantsstate money only if the maximum cost of theschool does not exceed the average cost ofnon-state-aided schools built in the same area.

In order to be as economical as possible,the architects eliminated all corridors andreplaced them with covered, but unenclosed,walkways. They attempted to make the designof the buildings as simple as possible; most ofthe walls will be put together on the site andtilted into place. The architects also at-tempted to save money on construction andmaintenance by using as much concrete andas little glass as possible. The school's heatingand ventilating equipment is relatively sim-ple and inexpensive, too.

By these devices, the architects hope to beable to construct the buildings of this schoolincluding all of the mechanical facilities,but not including the site or site develop-ment, professional fees, surveys, or furnish-ingsfor $819,777. The buildings themselveswill house 44,833 square feet of space with anadditional 8,986 square feet (17,972 squarefeet figured at one-half) of covered walkway.This yields a square foot figure of $15.23. Theper pupil cost, for 726 pupils, is $1,129.

Two for the Future

A Domed Elementary SchoolDesigned by Caudill, Rowlett & Scott

Flowing Wells Elementary School No. 3Tucson, Arizona

SCHOOLS FOR TEAM 1 EAr HING / 55

4-teNCr,r--1V\CD A REPORT FROM EDUCATIONAL FACILITIES L\BORATORIES

SchoolsForTeamTeaching


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SCHOOL: A Domed Elementary School


GRADES: K-4 or K-6

ARCHITECTS: Caudill, Rowlett & ScottHouston, TexasOklahoma City, OklahomaStamford, Connecticut

EDUCATIONAL CONSULTANTS: John Blackhall SmithGreenwich, Connecticut

David SandersUniversity of Texas

Harry BeckerNorwalk, Connecticut

Robert H. AndersonHarvard University

John I. GoodladUniversity of California

at Los Angeles

James D. MacConnellStanford University

and others

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A Domed Elementary School

The mezzanine, with the sunken assembly area below.

This school was in the process of preliminary design in the spring andsummer of 1960 for the school system of Port Arthur, Texas. Upon thefailure of a local bond issue, however, plans for the experimental buildingwere abandoned by Port Arthur. The archiL.cts hope to build it, or aschool similar to it, for another client.

The dome school was first conceived toexplore two possibilities:

That some of the newer construction meth-ods for enclosing large, uninterrupted areaswith forms such as domes and hyperbolicparaboloids might be uniquely suitable toenclosing some of the newer educational tech-niques such as team teaching and the non-graded program.

That these same new methods might wellprove a more economical way to enclose suchpiograms than the conventional box design.

The dome school, thus, is an attempt toextend the basic premise behind Carson City'sopen spaces to its logical architectural con-clusion.

Again, No WallsThe great virtue of a dome, besides its

apparent economy, is that it provides a largearea of usable, enclosed space uninterruptedby supporting columns or load-bearing walls.One of the main requirements of team teach-

ing and the nongraded organization, is thatlittle or nothing (if possible) should inter-fere with the free arrangement of studentsinto groups of sizes varying according to theirneeds and abilities.

But as radical a departure as the domeschool raises some obvious problems. One isnoise in a school with no interior wallsthesame problem encountered in Carson City.Another is how to determine the wisest use ofcircular, completely open space. A thirdarises because a dome goes up, and much ofthe enclosed space lies in the inner part ofthe building where it is liable to be wasted.

After much thought and consultation, thearchitects came up with a design for a non-graded, team teaching, primary or elementaryschool for 150 students and 6 teachers undera wood dome. (See page 58.) The plan thatCaudill, Rowlett 8c Scott conceived is basedupon the free flow of teachers and studentswithin an open, three-level space.

Except for the concrete stairway archessupporting the ceiling of Lhe assembly area,the space inside the dome is completely free.

SCHOOLS FOR TFAM TEACHING / 57

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As in Carson City, teachers would plan theuse of the space according to the activitiesand groupings appropriate to each school day.

The teachers have three different kinds ofspace to work with:

The academic level broken up only bymovable space dividers and furniture.

The 3unken assembly area that can beseparated both visually and acoustically byleaded acoustical curtains.

The upper mezzanine area devoted to artsand crafts and any other activities that mightinvolve freer, more noisy activities than theacademic work below.

Extending the Dome SpaceAt the outer fringes of the dome, but still

covered by it, are three solidly enclosedspaces: two sets of toilets and a projectionroom for rear-screen television and film pro-jection into the assembly area.

Out beyond the dome, the architects haveplaced four outdoor courts, one each devotedto natural science, gardening, arts and crafts,and math and social science.

The outdoor idea arose because the schoolwas originally designed for the warm climateof Texas. But Caudill thinks that, with radi-ant heating in the concrete slabs, these out-door spaces would be usable most of the yeareven in noithern climates. Or, if necessary,they could become enclosed courtyards sim-ply by providing a movable roof for use whenthe temperature drops. At any rate, the courts

considerably extend the usable educationalspace that the teams have at their disposal.

The Nuisances of SoundThe Caudill team started this school with

the assumption that a certain amount ofgeneral noise is not going to distract thestudents and teachers from their appointedrounds. This is the assumption behind Car-son City and behind many schools that theCaudill firm has designed in recent years,notably, the Carl Underwood School in An-drews, TexaJ. It seems to woik successfullywherever it has been intelligently attempted,but it is still a hotly debated subject.

There is, however, an adjustment which, inCaudill's opinion, might help keep the noiselevel within bounds in the schoolcarpet onthe floor. This is not a new idea. The Caudillfirm tried it in a neighborhood primary schoolin Andrews, Texas. It has worked well there,and newer types of long-lasting, lower costcarpeting are now being tested to make theplan even more feasible. Carpeting in thedome school would go a long way towardabsorb:Jig sound.

In addition, the sunken assembly areawould provide the dome school with one areathat could be acoustically isolated from therest of the school. Recent tests on newlydeveloped, leaded acoustic curtain indicatethat a double curtain mounted on an elec-trically operated track would provide thisassembly area with acoustical privacy com-parable to a 4 to 6 inch thick concrete blockwall. This would make the area suitable forthe use of most known audio devices.

SCHOOLS FOR TEAM TF.ACHINC, / 59

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SCHOOL: Flowing Wells Elementary School No. 3Tucson, Arizona

To OPEN: Fall, 1961

CAPACITY: 500 studcnis

GRADES: K-4

SUPERINTENDENT: George N. Smith

ARCHITECTS: Shaver and CompanyKansas, Nebraska, Arizona

ASSOCIATED ARCHITECTS: Reid and HazardTucson, Arizona

Flowing Wells Elementary ,School No. _3

Aria.

Eighty-three per cent of Flowing Wells School District lies withinmetropolitan Tucson. The district, until recently an agricultural area, nowhas 12,000 suburbanites with 2,500 school-age children. By 1965, thepopulation and its schools is expected to double.

Flowing Wells Elementary School, which isstill in the process of design, attempts tobring together into one plan many of theideas set forth in other team schools discussedin this Profile.

The school will have no formal grades.Instead, children will be classified by achieve-ment, ability, and interest into 18 different

levels ranging in conventional terms fromkindergarten through grade four.

There will be four teams, each composed offive teachers and a librarian-clerk and as-signed about 125 children. Each team willoperate in its own cluster, and the fourclusters will be arranged in a semicirclearound an outdoor amphitheater.


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Eventually a central administration andmultipurpose building will be added to theschool.

Each team will group the children as therogram and the individual achievementlevels of the children dictate. If a child'sachievement in arithmetic indicates he shouldbe studying at the level housed in the build-ing next door, he will be free to spend timein that building for his arithmetic lessons.

The Cluster and Instructional CenterThe basic cluster at Flowing Wells will be

a circular building divided into six rooms.Five of the rooms will be classrooms, someseparated only by operable walls, and thesixth will contain instructional materials,spaces suitable for independent study andcommittee work, and toilets.

At the center of each building is theteachers' planning center. Here, each teacherhas her own desk, as does the clerk-librarianwho will oversee independent work that isdone in the instructional materials area.

ConstructionAlthough final planning decisions have not

yet been made, the buildings will be coveredby thin-shell concrete roofs. The architectsexpect that the use of thin-shell concrete willlower the cost of the school 10 to 15 per cent.

All of the buildings will be air-conditioned,since the climate in Tucson makes non-air-conditioned buildings uncomfortable fromMay to October.

All plumbing, heating, and cooling ductsand pipes will be fed into the classrooms froma central utility core. The school will be pro-vided with conduits so that closed-circuittelevision may be added at a later date.

EpilogueIn the present state of educational ferment, any school designed for teamteaching is going to be unique. It willand shouldbe tailored to theindividual specifications of the local team program. But there are a few generalconsiderations that have suggested themselves and will bear summary.

1. All team programs involve a great deal ofmovement, including the forming and dispers-ing of large and small groups. The buildingwhich encloses a team program, therefore,must make such movement and such group-ing as natural and easy as possible, while stillavoiding chaos.

2. Team programs seem to gravitate toward anon-graded organization. As students cutacross grade lines, there is a tendency to puta greater emphasis on self-directed or individ-ual study. In terms of space, this tendencyindicates, a radical enlargement and broaden-ing of the school library into a central instruc-tional resource center with an ir,:reasing:vwide range of materials, including tapes. rec-ords, and periodicals in addition to books,which are easily accessible.

3. The increased amount of cooperative plan-ning and preparation which a team programcalls forth suggests that special team head-quarters space and special teacher workroomsmight well be provided.

,

4. Most team programs now in operation orin the planning stage seem also to be movingtoward an increased use of audio-visual aidssuch as television, large-screen projectors,films, and tape recorders, and toward the pos-sible use of automated teaching machines orprogrammed books. Team schools might wellbe designed with these devices in mind.*

If there are no easy or ideal solutions to theproblem of how to design a team school, onething remains clear: our traditional idea of aschoolrows of identical boxes strung alongboth sides of a central corridorno longerapplies. If the team is an improvement on thelone teacher in the self-contained classroomand the evidence suggcsts that it is then ouridea of what a school is and does must alsochi:age. To this extent, the schools describedin this PROFILE are representative of theAmerican school of the future.

*See Design for El I' , an I ii, Repol I.

SCHOOLS FOR TFAM TEACHING / 63

Picture Credits

Teaching In Teams George Zimbel

Englewood Elementary School

Pages 16 (bottom) , 19: Robert Ford

All others: Philip H. Hiss


Louis C. Kingscott & AssociaLs


Page 28 (lower left corner) : C. F. Rank

All others: M. R. LaMotte

DESIGNED ISY Tom MCARTHUR / MANUFACTURED By Ann PRESS


Other EFL PublicationsHere They LearnEFL's first annual report

Ring the Alarm!A memo to the schools on fire and human beings

The Cost of a SchoolhousePlanning, building and financing the schoolhouse

Design for ETVPlanning for Schools with Television

A report on facilitiespresent and futureneeded to accommodateinstructional television and other new educational programs

Profiles of Significant Schools: A Continuing Series

Belaire Elementary School, San Angelo, TexasHeathcote Elementary School, Scarsdale, New YorkMontrose Elementary School, Laredo, TexasPublic School No. 9, Borough of Queens, New YorkTwo Saginaw Middle Schools, Saginaw Township, MichiganA & M Consolidated Senior High School, College Station, TexasHillsdale High School, San Mateo, CaliforniaNewton South High School, Newton, MassachusettsNorth Hagerstown High School, Hagerstown, MarylandRich Township . ligh School, Olympia Fields, IllinoisWayland Senior High School, Wayland, Massachusetts

New Schools for New EducationReport on the University of Michigan conference on new school design

Case Studies in Educational Facilities: A Continuing Series

Conventional Gymnasium vs. Geodesic Field HouseWest Bethesda High School, Montgomery County, Maryland

i document resume by, - eric · document resume. ed 031 034. by,-chnchy, evans. schools for team...

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