COHERENT STRUCTURE THAT SUPPORTED AN INTEGRATED CURRICULUM

Many of the renovations to the Lombard Street building involved creating spaces more conducive to project work. Phil Franks remembers working with faculty and staff to better organize space. He remembers, “ There were more wall removal projects, continuing the effort to create larger open classrooms as the staff continued to experiment with what did and what did not work for the staff and children. Then came the relocation of the administrative offices from the second floor to the first floor and the desire to create a new main entrance facing Lombard Street. Listening to the administrative staff describe what was needed in their space and how it should function as the front door to the school was a wonderful challenge, and I was able to produce a well-organized and attractive solution that lasted for decades.”

Sometimes our designers were able to work on something entirely new! Charles Loomis and Chariss McAfee were instrumental in creating the Garage theater space. “I believe that the experience of working on the Lombard Street building prepared Chariss and me well for the renovation of the Garage on the South Street property. What in reality was a complex program of developing a theater/gym/meeting space while also simultaneously accommodating additional teaching, break room, and restroom was realized with simple gestures that created a space of great capacity – a theater capable of supporting full theatrical productions – and flexibility for future unanticipated needs. (It is my understanding that the space was very helpful in allowing the school to pivot in the pandemic). Additionally, this renovation supported and completed the development of the South Street property as a cohesive and integrated indoor and outdoor educational space.”

Key to the success of these kinds of building projects is teamwork. Charles notes, “The development of teams and Integrated disciplines is an essential part of design and construction delivery, and our focus on process not product made working with the school at times seamless.”

Jane Ahn and Jane Lawson-Bell stress the importance of student and staff input in the design process of the 2016 Vision Plan. The key components of the design included flexible classrooms; common spaces for group meetings, space where an entire class can assemble; and natural light in all primary classrooms which provides better learning environment.

Jeffrey Mordan sees progressive pedagogy as key to the success of the garden and play area at the Early Childhood Education Center on South Street. “Every time I walk into the Garden, I’m proud of how it exemplifies our progressive approach to learning. The constantly-changing, student-centered nooks and crannies are inspiring to see in action. Instead of having to go into the woods or our outdoor learning environment, this was the first time we were able to bring nature to us. Planting, playing, building, climbing, hiding, running…it’s all there!”

Hopes For The Future

Phil Franks is most clear about what is important in keeping TPS a vibrant educational environment “First, continue to experiment throughout the journey. Be prepared and capable of change.

Second, I’m not convinced that ‘bigger is better’ or that one size fits all, and I would like to see small, scattered satellite facilities, using The Philadelphia School as the model, that continue to search for what works and what doesn’t work as educational environments. I believe the ideal elementary school environment is one where the school is small, located close to where the children live, within walking distance would be ideal, and where the teachers and staff can really get to know each of the students and their families well.”

Charles Loomis echoes the need for experimentation and flexibility. “I would believe that continuing to focus on process, flexibility, and experimentation are essential to an institution committed to progressive education. Winston Churchill’s observation that “We shape our buildings, and afterwards our buildings shape us” is most applicable to TPS. It should be bold enough to change what it was built!”

Jane Ahn and Jane Lawson-Bell look forward to seeing the completed upgrade and renovation of the Lombard Building, including new outdoor play space, an improved multi-purpose room, renovated first floor classrooms, and Lower Level music and STEAM classrooms.

Jeffrey Mordan is excited to be part of the continuing redesign and repurposing of spaces throughout our campus. “I’m so excited to see the same approach we used to animate the second floor spaces (centering the hallway, creating a new, light, and open feel to the classrooms with a flexibility of creating smaller spaces) brought into the Lower Level and first floor spaces. It’s going to be amazingly transformative not only for the building, but for our approach to teaching and learning.”

In addition he looks to the plans for the Lombard yard to create a more inviting play space for older students. “I’m so excited to see the student-centered play space extend to the Lombard yard in a way that is engaging and fun for all learners.”

Phil Franks has this final reflection: “Over my career, I have watched schools grow in the size of their student population and the range of facility standards for space and property. These elementary schools have become insulated and isolated institutions, difficult to change, to adapt, or experiment. They are too often out of touch with the families and children they are supposed to serve. They have become unable to change in response to the needs of the families and children they are supposed to serve. We need to get back to searching and experimenting with what works and what doesn’t.”