Today, public schools are some of the most important institutions in our societies. While they mirror our societies, they bring our ideals and our issues into focus. But in the contemporary world, characterized by the shifts in people’s values and beliefs, political polarization, and financial uncertainty, it is more complicated to build and sustain the trust between schools and the communities they serve. However, it is especially in these unstable conditions that such trust is necessary.

THE IMPORTANCE OF COMMUNITY ENGAGEMENT IN THE CONTEXT OF EDUCATION

Community engagement in public schools goes beyond the mere attendance of events or meetings called by the schools. It is a mutual partnership between the educators, students, parents, the community, and other organizations to ensure that the school is a safe place for learning and positive development of the students. Studies have time and again shown that high levels of community engagement are linked with better student performance. According to the National Education Association (NEA), schools with high levels of community engagement have better graduation rates and academic performance (NEA, 2020). For instance, a study by the Harvard Family Research Project indicated that students in active communities are more emotionally balanced and have fewer cases of disciplinary problems (Weiss et al., 2005). The author of the report pointed out that family involvement at home, at school, and in the community makes a big difference in the child’s academic achievement, attendance, and behavior. The children who have a support system of the community members are likely to feel wanted and motivated to learn and excel in their academics and other activities. Furthermore, in the modern world, schools are usually short of funds and therefore community partnerships are valuable assets. Relationships with local companies and nonprofits can help close the financial gap and provide students with more opportunities for learning. Such alliances, apart from improving the educational environment, also enhance the social and economic status of the community.

METHODS FOR DEVELOPING AND MAINTAINING TRUST:

The development of trust is not something that can happen on its own, it requires effort and planning. Some possible ways schools can develop real community trust include the following:

Clear and Frequent Communication:

As a way of passing information to the community, it is important to ensure that each school has published clear policies, the latest curriculum, and scheduled events. Using different media channels like newsletters, social media, and community forums guarantees that no one is left behind

Decision Making That Involves Everyone:

Involvement of the various stakeholders in the community in decision-making processes creates a feeling of ownership and accountability. Creating advisory boards or holding town hall meetings is a great way to engage everyone in the conversation.

Honesty and Accountability:

Trust is well maintained when schools deliver on promises, reply fast to questions, and are open in their operations. This is because leadership with ethical standards deals with issues and provides solutions to them.

Partnership with Local Actors:

Interacting with local businesses, cultural institutions, and civic organizations can help to enrich the educational offerings and offer learning experiences that are relevant to the real world. These partnerships can also be seen as evidence for the school’s involvement in the community.

Celebrating Successes Together:

Celebrating the achievements of students, staff, and the community fosters positive relations and encourages a shared vision. Documenting progress and celebrating the small and big successes, at the same time, creates a bond.

Some good practices of community engagement in schools can be found in the following cases:

BRAZOSPORT ISD:

BISD embarked on a comprehensive four-phase master plan to renovate Brazoswood High School, which entailed building a new high school facility, a multisport field house, and a new Career and Technical Education (CTE) building. The new CTE provides training in culinary arts, STEM, welding, manufacturing, veterinary science, floral design, health science, and information technology. These programs equip students with skills and certifications that prepare them for both college and future careers.

The involvement of community industry partners in the design of a new high school, particularly one focused on CTE, was essential to creating a future-ready learning environment. These partners played a vital role in aligning learning spaces, specialized equipment, and skill development with current industry standards, making education more relevant and engaging for students. Throughout the design process, industry professionals offered valuable insights, constructive feedback, and real-world examples of flexible, authentic, hands-on environments that simulate modern workplaces. Their participation not only strengthened community connections but also helped establish clear pathways to student success through internships, mentorships, and job placement opportunities. The district and industry partnerships during the high school design process support a seamless transition from high school CTE pathways to future careers.

“The mission of Brazosport ISD is to graduate each student to be future ready and it is our belief that partnerships are vital to strengthening learning experiences for our students,” said Superintendent Danny Massey. “Through these partnerships with local industries and businesses, we have the opportunity to understand workforce demands to ensure we are graduating students with skills needed for high-wage and high-demand areas.”

WAXAHACHIE ISD:

Due to the high rate of student population increase, WISD worked with educators, architects, and the community to design Waxahachie Creek High School. The new 520,000 sf campus, set to open in the 2027-2028 school year, will be able to handle up to 3,200 students. Design charrettes were a vital part of the VLK | LAUNCH® process for Waxahachie ISD, providing two collaborative, hands-on workshops where stakeholders could actively take part in shaping the vision and design for the new high school. These collaborative meetings brought together students, teachers, parents, community members, and district leaders to explore innovative ideas such as CTE programming, future-ready learning spaces, and flexible environments into design concepts. The VLK | LAUNCH® process encouraged real-time feedback, collaborative teamwork, and creative problem-solving resulting in shared excitement and overarching design for the project. The project is a good example of how community engagement can lead to the development of facilities that are not only suitable for the current educational needs but also for the future. The project is a good example of how community engagement can lead to the development of facilities that are not only suitable for current educational needs but also for the future (VLK | LAUNCH®, 2024).

HOUSTON ISD:

Condit Elementary, serving the Bellaire community, was shaped by strong parent, teacher, and community involvement throughout the design process. Stakeholders participated in a design charrette to help define the vision and goals for the new school, placing a strong emphasis on honoring the historical connection between the school and its community. At the forefront of the design was the desire for a transformational learning environment that reflected both the past and future of learning.

Bi-monthly meetings with the project advisory team ensured the continued integration of community values and historical elements into the evolving design. The overarching design concept, ‘Education is the Ribbon that Ties the Community Together,’ guided the entire process, inspiring a school that is a connected collaborative environment and a reflection of shared history. This collaborative environment ensured historical features from the original 100-year-old building were carefully preserved and incorporated, while a timeline in the main hallway chronicles key moments in the existing school, the Bellaire community, and major historic events of the world. Shared spaces such as the gym, cafetorium, and outdoor areas are open for community use supporting a sense of pride, connection, and belonging.

“Condit Elementary is a special school,” said Principal Daniel Greenberg. “Thanks to the forward-thinking leadership of HISD, VLK and the community, the learning experience for Condit students reflects the times they are living in; a modern, 21st-century world.”

THE IMPORTANCE OF TRUST AS IT TRANSFORMS SCHOOLS AND THEIR COMMUNITIES:

Improved Student Motivation

Students are more likely to attend school on a regular basis, pay attention in class, and participate in other co-curricular activities when they have a community that supports them.

Stronger in Crisis

Schools that are based on trust can manage the challenges of health crises, natural disasters, or financial constraints with the help of their students, parents, and teachers.

Improved Educator Morale

Teachers work better in environments where their efforts are appreciated and supported, which leads to higher job satisfaction and retention rates.

Sustainable Community Development

The community benefits from a highly educated citizenry, who are more likely to be actively involved in the community and the economy.

CONCLUSION

In times of uncertainty, the relationship between schools and their communities becomes a vital source of strength. Building trust through open communication, inclusive decision-making, and authentic partnerships not only strengthens educational outcomes—it creates schools that reflect the values, history, and aspirations of the people they serve. This trust doesn’t just shape how communities feel about their schools—it directly influences how successful school projects become. When community voices are present from the beginning, as seen in Brazosport ISD, Waxahachie ISD, and Houston ISD, the result is more than a building. It’s a shared vision brought to life—where students thrive, teachers feel supported, and the community sees itself in every hallway, classroom, and common space.

REFERENCES

National Education Association (NEA). (2020). The power of community engagement in education. Retrieved from https://www.nea.org

Weiss, H., Caspe, M., & Lopez, M. E. (2005). Beyond the Head Start father involvement program: The Harvard Family Research Project. Harvard Family Research Project.

Brazosport Independent School District. (2023). Phase 3 for Brazoswood High School. Retrieved from https://www.brazosportisd.net/2019-2020_news/phase_3_for_brazoswood_high_school

VLK | LAUNCH®. (2024). Waxahachie ISD: Engaging communities in school design. VLK Architects. Retrieved from https://www.vlkarchitects.com/case-study/ waxahachie-creek-high-school

Houston Independent School District (2018). Condit ES receives highest honor in school architecture competition. Retrieved from https://blogs.houstonisd.org/news/2018/01/19/condit-es-receives-highest-honor-in-school-architecture-competition/

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It’s hard to believe it has been almost 15 years since I graduated and began my professional journey in architecture. I found myself involved in the American Institute of Architects (AIA) very early on in my career, when my former boss and firm owner brought me — a young, eager, and admittedly unknowing intern — along to lunch-and-learn meetings with the Shreveport AIA Chapter. Looking back, I realize how valuable that seemingly small starting point was in launching every AIA opportunity that has followed, including my current role as President-Elect of the Fort Worth chapter.

Why would anyone want to serve on a professional board, you ask? For me, it’s simple: the chance to build real relationships with the people who shape our local communities, while also carrying our chapter’s voice to state and national stages. It’s a meaningful way to give back and help make things better as we shape our future. It is this spirit that made the Leadership Summit in Washington D.C. earlier this year (formerly known as Grassroots) so special. Think of this as a leadership boot camp and advocacy day rolled into one. The big highlights? Hill Day, inspiring keynotes and sessions, and finally a workshop on excellence in board leadership

Hill Day – Where Texas Voices Made a Difference

Nearly 600 architects from 49 states swarmed Capitol Hill, all with unified messaging:

1. Extending the 179D tax credit—so schools and public buildings can afford energy-saving upgrades
2. Support of housing legislation like the Housing for the 21st Century Act—because strong communities start with good homes
3. Supporting the inclusion of architectural professional degrees as one of the designated professional programs and increasing student loan caps—making it easier for the next generation of architects to chase their dreams without crushing debt
4. Protecting design freedom and public input for federal buildings—ensuring our public spaces stay beautiful and thoughtful, and the voice is given to the local communities they serve

Representing Texas and having our voices heard at the national level with legislators was truly impactful!

Beyond the Hill: Connections That Matter

The next day and a half was packed with workshops and sessions, but April Rinne’s morning keynote “Eight Superpowers for Thriving in Constant Change” was my absolute favorite. She introduced the “Flux Mindset,” the mental muscle we all need when everything around us is shifting (sound familiar, educators and community leaders?).

Her big challenge to us: “You are expected to lead in today’s world as it is—not yesterday’s world or the world as you wish it were,” and our mindset around uncertainty and change are directly integral to our success as individuals, organizations, businesses, and life.

As our AIA mission puts it so perfectly: “… We gather to celebrate successes, meet shared challenges, and shape the future of our careers, our practice, our profession, and our world.”

That’s exactly what the Summit felt like—connecting with talented state level staff, fellow chapter leaders, and architects doing amazing things across the country, all while stepping into a role so many incredible VLK leaders have held before me. It was a true reminder of why this work matters, and why I’m excited to bring that same collaborative spirit back to every school project and community conversation we have here at home.

Takeaways You Can Use Right Now

• School districts: We’re pushing for tax credits that make high-performance, healthy learning environments more affordable
• Students: Advocacy for fairer student loans means more young people can become the architects who will design your future schools
• Communities: Better housing policy + thoughtful public design = stronger neighborhoods for everyone

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On Monday evening, VLK joined Eagle Mountain-Saginaw ISD for the ribbon cutting of the new Wayside Middle School, a replacement for the original campus built in the 1960s. District leaders, community members, and students gathered for the celebration, which was immediately followed by an open house. The new Wayside Middle School Replacement campus was constructed on the site of the district’s former administration building as part of the voter-approved 2023 Bond Proposition A, supporting continued growth and providing critical updates to meet the district’s future needs.

“Through the support of the bond program and the dedicated work of district leadership, board, and staff, this vision has become a reality. The new Wayside Middle School is more than a building. It is a modern learning environment designed to support academic excellence, student engagement, and long-term success,” said Lauren Brown, Principal at VLK. “This is a moment to celebrate what thoughtful planning and community trust can accomplish. Congratulations to EMS ISD on delivering a campus that will serve generations of students for years to come.”

Wayside Middle School was originally established in 1964 and named for the former Wayside School, established in 1898. Serving students in the northern portion of the district, the campus has long been a fixture of the community. The replacement campus is located just south of the original school on Old Decatur Road. Its design draws on the Marine Creek Middle School prototype, with thoughtful updates that honor the history of the original Wayside Middle School and reflect enduring Wildcat pride.

The new Wayside Middle School Replacement campus was designed and constructed in two phases to minimize disruption for students during construction and the transition. The facility officially opened in the second half of the school year, following winter break, on January 6. The project expands the campus from 150,000 sf to 180,000 sf, increasing capacity to serve up to 1,200 students. A central media center anchors the campus, connecting three academic wings and featuring flexible folding panels that allow faculty to create more intimate teaching environments. Phase II of construction addresses outdoor athletics and school parking and is currently in progress.

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About Eagle Mountain-Saginaw ISD (EMS ISD): The Eagle Mountain-Saginaw Independent School District is located in the northwest corner of Tarrant County, Texas, and includes 73 square miles of land in Saginaw, Blue Mound, north Fort Worth, unincorporated Tarrant County, and a portion of Newark. Serving more than 23,400 students, the district comprises 18 elementary schools, six middle schools, four high schools, an alternative learning center, the Hollenstein Career and Technology Center, and the Weldon Hafley Development Center for young learners.

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In a groundbreaking move, VLK is revolutionizing its offerings by venturing beyond traditional architectural services to encompass comprehensive educational expertise. VLK’s innovation in this arena began in 2015 when they added me as its first Educational Planner. Since then, VLK | EDGE® has grown its Educational Planners to include Sara Koprowski, Kevin Worthy, and Dr. Rick Westfall to continue to grow with client needs while bridging educational expertise and the design process, delivering outstanding learning spaces. This year marks a significant milestone as we proudly welcomed additional esteemed educators into our growing team, including Dr. Jim Chadwell, Superintendent Emeritus, Eagle Mountain-Saginaw ISD, Dr. Lizzy Johnson, former CEO of TransCend4, and Adi Bryant, former Chief Communications Officer of Royse City ISD.

With their wealth of experience and profound understanding of educational systems, VLK | EDGE® members are poised to not only provide educational planning expertise during the design process but also connect with other educators and educational leaders to either bridge gaps in existing district programs or extend district expertise with thought leadership. VLK is able to foster innovative solutions that cater to unique educational needs, bringing a wealth of experience in all areas that comprise a well-functioning school district. With leading figures in educational consulting, VLK’s expertise is amplifying our capacity to provide high-quality, additional, educational services to our clients. Our insights and strategic approach empower districts to optimize their programs and achieve their educational goals.

For example, in Denton ISD, VLK | EDGE® member Rick Westfall, Ed.D. and I are working closely with Superintendent of Schools Dr. Susannah O’Bara and her cabinet as they establish a new and refreshed strategic plan. The process for creating a strategic plan has evolved around the needs of the district and the direction Dr. O’Bara has chosen to go. As thought partners, VLK is deeply entrenched in the conversation while guiding the process and assisting based on our own experiences as educators. Whether it’s leveraging our vast educational experiences or deploying VLK’s XD video services, our team has joined alongside the leaders in Denton ISD to help guide the direction of the district for many years to come. VLK’s foray into educational services underscores our commitment to holistic, client-centered solutions. By integrating expert educators into our team, we are uniquely positioned to offer an array of services that transcend traditional architectural boundaries, ensuring that our clients receive tailored, innovative solutions that address their specific needs. As we continue to expand and evolve, VLK remains dedicated to excellence and innovation in both architectural and educational domains. Our clients can expect unparalleled expertise, strategic thought partnership, and a steadfast commitment to enhancing educational experiences.

Join us in celebrating this exciting new chapter, where VLK not only designs outstanding learning spaces but also fosters transformative educational journeys. Together with our expert educators and educational leaders, we are again charting new territory and setting a higher precedent for integrated, forward-thinking, comprehensive services.

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SCOTT MILDER | PRINCIPAL, K-12 EDUCATION SPECIALIST

Public schools are the foundation of Texas’s prosperity. Our state’s economy is one of the largest in the world, fueled by a skilled workforce educated in Texas public schools. Despite their critical role in our success, our schools are under attack—underfunded, politicized, and increasingly burdened with mandates that hinder their ability to focus on what truly matters: educating our children.

Few organizations in Texas understand this better than VLK, the state’s leading architectural firm specializing in K-12 school design. By helping hundreds of school systems over the last 40 years make sure they have the facilities infrastructure to adequately serve their student populations, VLK professionals have witnessed first-hand the great work and dedication of Texas’s highly trained professional educators. Unfortunately, we’ve also seen the state actively work against the incredible efforts of our educators. That’s exactly why I joined VLK. In 2018, I had the privilege of becoming part of this team to help lead our advocacy efforts in support of public education.

As Texans, we take pride in our independence, our innovation, and our economic strength. But none of that happens without strong public schools. Every industry in our state relies on the graduates of our public schools to drive our economy forward. From doctors and engineers to teachers, welders, business owners, oil and gas workers, and many more, our schools prepare students for success in college, career, and life. Sadly, instead of celebrating and investing in our schools, our state’s top politicians continue to politicize them, pushing policies that undermine their ability to do their jobs. Texas public schools are doing more with less than ever before. The state’s investment in education funding has steadily declined with each passing year while Governor Abbott and other politicians falsely claim our schools have more funding than ever before, which is simply not true. (Texas AFT) Meanwhile, inflation, teacher shortages, unfunded state mandates, and policy that has legislated the art of teaching out of the classroom have made it exponentially harder for schools to continue providing the high-quality educational experience Texas families are accustomed to receiving.

THE PURPOSE OF PUBLIC EDUCATION

The fundamental purpose of public education is to serve the public good. It is not to serve as a profit-driven enterprise, or a selective institution that only serves a privileged few. It exists so that every child, regardless of background, income, ability, disability, or zip code, has access to a free and appropriate education that prepares them for life as informed, capable citizens. That’s why we all pay school taxes—even those without children in school—because an educated society benefits everyone. We do not pay school taxes to educate our own children. We need well-trained doctors, skilled engineers, ethical business leaders, responsible law enforcement officers, effective teachers, and capable workers in the many trades that keep our communities, homes, and businesses functioning. Public schools are the mechanism by which we ensure our state remains competitive, innovative, and strong. It’s a constitutional obligation in the hands of our Texas Legislature. The Texas Constitution mandates that the state fund and maintain a system of free public schools. Article 7, Section 1 states:

A general diffusion of knowledge being essential to the preservation of the liberties and rights of the people, it shall be the duty of the Legislature of the State to establish and make suitable provision for the support and maintenance of an efficient system of public free schools.

Yet, instead of fulfilling this duty, state politicians are failing our students and communities. They continue to defund public education while attempting to convince Texans that their local schools are failing and mismanaging public funds.

THE FLAWED “FAILING SCHOOLS” NARRATIVE

Let’s be clear: the argument that Texas public schools are failing is fundamentally wrong, and frankly, dishonest. By what measure are these widespread accusations of failure cast on our public schools and educators? The only measures critics point to are A-F accountability ratings, which are almost exclusively determined by student performance on deeply flawed, state-mandated, standardized STAAR tests, which are not even aligned with the Governor Abbott and Texas Legislature-approved Texas Essential Knowledge and Skills (TEKS), the very curriculum Texas students are taught. These tests do not measure the full depth of the student experience—they are used as a political weapon to label schools and teachers as ineffective in order to promote their agendas.

Beyond that, many of the attacks on public schools rely on nothing more than rhetoric—talking points repeated by talking heads and politicians with no sourced data (or manufactured data) to back up their claims. One outrageous anomaly happens somewhere in America and the talking heads and politicians declare widespread indoctrination. The narrative of failure, in Texas at least, is a lie designed to erode public trust and justify the dismantling of public education in favor of privatization of public education.

Lie #1: “Schools Are Funded at a Higher Level Than Ever”

Some claim that Texas public schools are better funded than ever before. Wrong! When adjusted for inflation, per-student funding has declined by 20% over the last five years. And this funding decline has been exacerbated by the unfunded mandates the state continues to pile onto our schools. Aside from some additional funding for a few specific segments of school operations, like special education, the Texas Legislature has not invested additional funding in its public schools since 2019. Sadly, Governor Abbott held hostage an additional $5 billion that had been allocated for our schools last year. He would not allow the funding to flow to our schools if the Legislature did not pass his voucher bill. Seems to me if his bill had any merit it could stand on its own.

Overall funding has decreased because a top political priority of the Texas Legislature is property tax relief, which I’m all for as long as the state replaces the local decrease with an alternative revenue stream. The mechanisms for achieving this property tax relief are increasing the homestead exemption and forcing compression of local tax rates with promises of making up the difference by injecting state funds. The state of Texas has not kept this promise.

I live in Rockwall. Let’s say my house is valued at $400,000. When the homestead exemption was only $25,000 two years ago, Rockwall ISD collected taxes on $375,000 of my home value. The Texas Legislature increased the homestead exemption to $100,000 last year, and now Rockwall ISD only collects taxes on $300,000 of my home’s value. Although the state promised to make up the difference with state funds, it has not.

The Texas Constitution is clear: funding public schools is the state’s duty. Our politicians are not living up to that duty. They are playing an intense game of politics with our schools, and more grotesquely, with our students’ educations.

Lie #2: “Public Schools Are Failing to Teach Basic Skills”

Another myth suggests that Texas public schools are failing because students are graduating without basic skills. This claim is not only false but insulting to the hundreds of thousands of educators who dedicate their lives to teaching our children. Are there challenges? Of course—particularly in underfunded schools and economically disadvantaged communities. But the idea that students are walking across the graduation stage illiterate is a ridiculous lie. There are many hoops every student must jump through to demonstrate mastery of the courses required to graduate. What are these claims based on? Standardized tests. And here’s the problem with that: These tests are deeply flawed and arbitrary. They measure a student’s ability to take a test, not their ability to think critically, problem-solve, work on a team, or apply what they’ve learned. They ignore real growth and achievement in our schools. Public schools offer far more than just test scores—they provide students with experiences in career and technical education, the arts, leadership opportunities, and hands-on learning that standardized tests fail to measure. The real question is this: If public schools are “failing,” then by what measure? And who gets to decide? Texas students are excelling in countless ways. They are earning industry-based job certifications, participating in national academic and fine arts competitions, and graduating prepared for college, with college hours already completed, and sometimes with associate degrees. Public schools do not produce failure—they produce the future leaders and productive citizens of our state.

Lie #3: “Public Schools Are Indoctrinating Our Kids”

Perhaps the most dangerous myth being pushed today is that public schools are centers of political indoctrination. Let’s be clear: This is a manufactured crisis. Teachers are not political activists. They are professionals—highly trained educators who dedicate their lives to teaching, not indoctrinating. The curriculum used in Texas classrooms is written and approved by the state, aligned to TEKS, and reviewed extensively before it reaches students. In fact, there is so much content and curriculum prescribed by Texas that there is very little room for any educator to inject their personal agendas or rogue curricula. Every minute of the day has been scripted. The art of teaching is all but gone, thanks to know-it-all legislators and the governor. If our schools are falling short, perhaps that’s something to look at. What public schools do teach is how to think critically, evaluate sources, and engage in meaningful discussions. That is not indoctrination, it is education. I can promise you this, if teachers had the power to indoctrinate kids, every student would always remember to put their name on their paper and wash their hands after using the bathroom.

TEXAS PUBLIC SCHOOLS HAVE NEVER BEEN MORE SUCCESSFUL THAN THEY ARE TODAY

Despite the relentless attacks from some state politicians, Texas public schools are achieving incredible success. Texas consistently ranks among the top 10 states in high school graduation rates, with over 90% of students graduating on time, and that number climbs to 93% when including those who need an extra semester or year. Texas students are outperforming national averages in Career and Technical Education (CTE). In 2023, more than 350,000 Texas students earned industry-based job certifications in high-demand fields like healthcare, technology, and skilled trades, making them workforce-ready immediately after graduation. Texas public schools are preparing students for college better than ever. Over 150,000 students earned college credit through dual enrollment and AP courses last year, saving families millions in tuition costs and giving students a head start on their degrees.

Opponents of public education love to paint a grim picture, claiming Texas schools are failing. They cherry-pick data, twist statistics, and ignore the real successes happening every day in classrooms across the state. But when you take a closer look, a very different story emerges—one of resilience, achievement, and dedicated educators making a difference. Texas students consistently rank among the top in the nation when you break things down by student groups. The latest National Assessment of Educational Progress (NAEP) results show that Texas ranks first in the country in fourth-grade math for African American students and fourth for economically disadvantaged students. Texas fourth graders outperformed the national average in math, scoring 241 compared to the national average of 237, with 43% of students hitting or exceeding proficiency, compared to 39% nationally (NAEP, 2024). Texas English Learners (ELs) are also leading the way, ranking first in the nation in eighth-grade reading and math, and placing in the top five for fourth-grade reading and math (TEA, 2025). These numbers tell a powerful and positive story—but not if you only read the headlines being written by detractors of public schools. The reality is our educators and students are thriving—even as their governor and some Texas legislators work tirelessly to undermine their achievements. The question is: Why? What’s their motivation?

A SYSTEM UNDER THREAT

While public schools remain the most effective and efficient way to educate all children, some state leaders are actively working to divert taxpayer dollars into private school vouchers, or publicly funded subsidies. Most Texans don’t realize we’ve had school vouchers in Texas for roughly 30 years. Charter schools are essentially funded by vouchers. If I choose to unenroll my child from Rockwall ISD and enroll them in the charter school nearby, the per pupil funding allocated will leave Rockwall ISD and follow him/her to the charter school. And now, with well over 1,000 charter schools across Texas, no one can say parents don’t have choices. But that’s exactly what Governor Abbott is claiming. I guess he forgot about the charter schools. Vouchers are gifts of public funds, which I heard our Attorney General Ken Paxton declare live on air as illegal and unconstitutional when referring to the city of Houston wanting to creat minimum household income grants. How are vouchers any different? Vouchers are often framed as “conservative” policy, but the truth is, the whole notion is the most liberal policy ever dreamed up by either party. They are unchecked gifts of public funds and an extraordinary waste of public dollars with no accountability to the taxpayers.

Public schools are governed by locally elected boards and accountable to voters. Vouchers take public funds and hand them to private schools with zero taxpayer oversight. These schools can reject students for any reason, aren’t required to meet the same academic standards (or any at all), and don’t have to disclose how they spend public money. Vouchers do not create choices for parents. They emphasize choice for private schools, including the choice to raise tuition when new dollars are injected into the market. Governor Abbott’s voucher proposal started as a $1 billion plan, but projections show it will likely balloon to more than $8 billion per budget cycle by 2029. And for what? Research at Stanford University found no evidence that vouchers significantly improved student outcomes. (news.stanford.edu) Vouchers don’t improve education or save money—they weaken neighborhood schools by diverting funds and forcing program cuts. And despite the claim that they help struggling students, in other states, most voucher recipients were already in private schools before getting public money.

John Dewey, one of the most influential voices in American education history, once said, “What the best and wisest parent wants for his own child, that must the community want for all its children.” The fundamental purpose of public education is pretty simple: to ensure that every child, regardless of their background, has access to the same opportunities for success. Those pushing for privatization and vouchers often frame education as a personal choice rather than a collective responsibility. But education isn’t just about individual success, it’s about building a stronger, more equitable society where every child has the chance to reach their full potential.

Public education is Texas’s greatest investment. It’s time we start treating it that way.

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A PARTNERSHIP OF VISION AND COMMUNITY

MONIKA CASTILLO | PRINCIPAL
BRAD EWING | SENIOR ASSOSCIATE, DESIGN ARCHITECT

In the small remote West Texas town of Pecos, Texas, an amazing transformation is underway. The Pecos-Barstow-Toyah Independent School District (PBTISD) has embarked on an ambitious journey to redefine educational and community spaces for its students, staff, and wider community. Partnering with VLK, PBTISD has set a new standard for educational excellence in the region. Beginning in 2021, there has been an unwavering collaborative effort to rebuild the district, bringing innovative and impactful solutions to the community.

PBTISD has been confronted with several challenges for many years, including low academic scores, poor financial ratings, low morale, recurring leadership turnover and aging school facilities that hindered the quality of education being delivered. Spearheading the efforts to revitalize the district is Superintendent Brent Jaco, who assumed his role in the summer of 2020 and holds the record for the longest-serving superintendent at PBTISD the past two decades.

THE JOURNEY TO REVITALIZE THE DISTRICT BEGAN WITH A SHARED VISION THAT IS GROUNDED IN STUDENT SUCCESS AND DEEPLY ROOTED IN THE COMMUNITY’S NEEDS.

It is about creating learning environments that accommodate the rapid changes in educational needs.
Spaces where technology isn’t just present, but integrated into the daily learning, where students not only gain knowledge, but are actively engaged in a culture of collaborative learning and real-world applications.

VLK, with a long record of transforming educational spaces, was entrusted to partner with PBTISD on the journey of this enormous task. Our team brought to the table not just architectural expertise, but also a commitment to understanding and integrating the community’s needs and aspirations into every facet of the design process. We implemented the VLK | LINK® process to align the community’s expectations with the district’s educational needs, that were defined in a long-range plan for future-readiness. The strategy began with a deep dialogue with district staff, students, and community to get a full understanding of the district’s educational goals, exploring instructional methodologies, the integration of current technology, and the development of student skills essential for success in the 21st century. In doing so, the community’s aspirations and needs became very evident.

Through the VLK | LINK® process, it was clear that to improve academic performance, the district’s first priority was on elementary grade realignment. Career and Technology Education (CTE) was also identified as a priority to broaden pathway opportunities for high school students. These projects were driven by a community steering committee tasked with prioritizing the district’s goals. Their efforts established the priorities for the 2021 bond election which, when approved by voters in an election, would fund much-needed construction projects. With three previously unsuccessful bond elections, both the district and the committee understood the challenge they were faced with. The district’s academic performance goals served as the rallying cry to gain support for the passage of the $178,000,000 bond in 2021, the largest bond in the history of PBTISD. The propositions in this bond included two elementary schools, the first phase of the high school replacement (CTE and Science Wing), and a district support center.

To implement the long-range plan, the phasing of the approved bond projects was evaluated. For the elementary schools to have a site to be built on and operate efficiently, the district’s support center would need to be constructed first, followed by the two elementary schools. The service center would allow for a centralized maintenance and food service facility that would support all district facilities, including the new elementary schools.

For the design of the elementary schools, VLK introduced PBT ISD to VLK | LAUNCH®, a design charrette that involved community members, educators, and students in the planning process. This approach ensured that the designs reflected a wide range of stakeholders’ educational expectations and goals. The resulting facilities offer flexible learning spaces, integration of state-of-the-art technology, environments that stimulate academic growth, and the restoration of a historical archway that was implemented into the vestibule of one of the new elementary schools to honor the community’s value of PBT’s history. VLK’s collaborative design process demonstrated the power of transparent communication and stakeholder involvement in achieving shared goals – and served as a testament for change in PBTISD.

IN A VERY BRIEF PERIOD, PBTISD EXPERIENCED A NOTABLE IMPROVEMENT IN ITS REPUTATION, CREDIBILITY, AND COMMUNITY TRUST.

Expanding the leadership team increased support for its educators while the district also improved its financial standings. With a healthy general fund, the district simultaneously addressed several other priority projects alongside ongoing bond projects. Since 2021, these accomplishments have included the replacement of a deteriorating Eagle Stadium, athletic facility improvements, repurposing the previous Pecos Kindergarten into a district day care, and the construction of 64 staff housing units.

THESE IMPROVEMENTS DEMONSTRATE THE DISTRICT’S UNWAVERING COMMITMENT TO ITS STUDENTS, STAFF, AND THE BROADER COMMUNITY.

With renewed trust, the district and its community gathered again at the end of 2022 to strategize for a second bond. The committee deliberated over project priorities and contemplated the amount of bond funding they believed the community would support. Ultimately, they voted on the remaining projects outlined in the long-range plan, at a value of $446,650,000. All propositions passed in the May 2023 election, including the remaining phases of the Pecos High School (PHS), comprehensive additions and renovations to Crockett Middle School, the replacement of PHS Natatorium, comprehensive additions and renovations to the transportation facility, and a professional development and parent support center. Every district facility is projected to be completed by the end of 2028.

The transformation of PBTISD demonstrates the potential of visionary planning, innovative design, and community engagement. Involving the community, educators, and students in the design of the facilities not only ensured that the design aligned with its goals and expectations, it provided everyone a voice on how education looks for PBTISD, now and in the future. It provided the community with a sense of ownership and a sense of accomplishment of what the community could achieve as they united for the commitment to the success of their students. As the district continues to reach for its goals, it has become very clear that in Pecos, the future is bright for PBTISD students, staff, and community – guided by partnership, innovation and unwavering commitment to the success of generations to come.

The post The Rebuilding of a District appeared first on VLK.

RICHARD HUNT | SENIOR ASSOCIATE, DESIGN ARCHITECT

Throughout the 20th century, outdoor learning became integrated into educational models as an increased interest in the natural sciences arose. However, as the 21st century approached, the priority of outdoor learning was lost to an increased preparation for standardized testing and increased time for classroom instruction (Miller, 2012). Outdoor learning can be complex – factored by location, systemic support, and differing degrees to which structured and unstructured learning are supported (Oberle, Zeni, Munday, & Brussoni, 2021). However, when the design of outdoor learning environments is influenced by the users and district administration, there is great potential to offer clear social-emotional and academic benefits for students.

In today’s educational landscape, outdoor learning environments have undergone a remarkable transformation, evolving into spaces that seamlessly support the curriculum and extend the boundaries of the traditional classroom. Today’s students, comprising primarily of Generation Z and Alpha, have grown up with an unprecedented level of access to technology, able to inquire on nearly any subject with a simple search. As globally connected and digital natives, students in schools require facilities that allow for the ability to think critically and creatively, to communicate clearly, and to collaborate with others – all setting them up for success in their careers.

These environments have become an integral part of educational facility design, offering a unique opportunity to integrate landscape, technology, and learning resources to foster collaborative learning experiences that transcend the confines of indoor spaces. Recognizing the significance of outdoor play and exploration, these environments provide a rich and stimulating backdrop for cognitive growth, social interaction, physical activity, and emotional well-being.

WHAT HAS CHANGED

In this article, we delve into the pivotal role of client and design team alignment in the success of outdoor learning environments, encompassing spaces like courtyards, outdoor classrooms, and pavilions. Our focus spans across Texas, exploring projects of varying scales, as we explore the driving forces behind this transformative shift. Four prominent categories arise: the importance placed on well-being, the cultural shift intertwining educational curricula with nature, the crucial aspect of safety and security, and the indispensable factors of maintenance and affordability.

With an increased emphasis on social and emotional practices and learning spaces, recent research conducted by our VLK | EDGE® team (Oliveras, Bouillion, Koprowski, 2023), highlights the significance of intentional design and demonstration. Teachers participating in the study reinforced, “spaces assist them with meeting students’ needs associated with an inclusive environment. In sum, four strong themes emerged in the study that support intentional design of flexible learning spaces: ownership, engagement, collaboration, and inclusiveness.” These themes extend to the exterior environments as students and educators are empowered to express ownership and create collaborative strategies from the outdoor environment while intentionally connecting with environmental factors that promote overall well-being. Studies have shown that exposure to green spaces and natural elements can reduce stress levels, improve cognitive function, and enhance overall mood and productivity.

Furthermore, as we witness a cultural shift towards embracing enhanced educational environments at the K-12 level, there is a corresponding increase in student autonomy and mobility, enabling learning to flourish in diverse spaces that cater to individual needs. This shift emphasizes the importance of collaboration across curricula, particularly when courtyards are thoughtfully designed to accommodate multiple stakeholders, with a steadfast commitment to the holistic success of students and teacher support. In this context, the design of outdoor learning environments becomes an integral component of the overall learning model, elevating the educational experience for both students and the wider community.

With safety and security being of the highest importance to communities, outdoor learning environments present a unique opportunity to prioritize secure spaces. When the design of the courtyard incorporates features that promote visibility and controlled access, it enables passive supervision, fosters a sense of ownership among students and staff, and allows for the implementation of site security measures that effectively meet the needs of the educational setting. By implementing intentional outdoor learning environments, there is greater comfort and inclusivity, creating a higher sense of safety for students due to the high visibility of the space, and a facilitation of better interaction between students and staff. The outdoor learning environment can provide a safe and secure space that instills confidence and peace of mind for everyone.

And lastly, when it comes to ensuring the longevity of outdoor learning environments, maintenance practices are to be considered. The utilization and affordability of artificial turf offers a cost-effective solution for maintaining a vibrant landscape without the need for intensive watering or mowing. Additionally, shading devices, made more affordable through advancements in materials and technology, provide essential protection from harsh sun exposure, ensuring the comfort and safety of students and staff. Campus landscaping and maintenance can deliver maximum impact with minimal investment. Thinking with an accessibility- and mobility first mentality provides easy movement throughout the campus with upgraded pathways, sufficient lighting, increased outdoor seating, understandable and friendly signage, and technology upgrades like internet access and outdoor charging stations. Through careful consideration, outdoor learning environments can be designed and maintained to create optimal spaces for education and growth.

THESE ENVIRONMENTS PROVIDE A RICH AND STIMULATING BACKDROP FOR COGNITIVE GROWTH, SOCIAL INTERACTION, PHYSCIAL ACTIVITY, AND EMOTIONAL WELL BEING

LOCKHART ELEMENTARY SCHOOL NO.5

LOCKHART ISD

Elementary students will utilize a courtyard space differently than high school or middle school students. At the elementary level, outdoor space is important for play and exercise as much as outdoor learning. The main courtyard at Lockhart Elementary School No. 5 (LES5) has playground equipment for the younger students to use in a contained and safe environment, separated from older students.

USING THE BUILDING TO ENCLOSE THE OUTDOOR SPACE PROVIDES THE BEST VISUAL AND PHYSICAL BARRIER TO THE OUTSIDE WORLD.

The main courtyard’s primary connections are to the cafeteria and library, with visual connections from the art and music rooms. Functionally the courtyard has a variety of elementary-suitable learning tools. Imbedded in the concrete are maps of the country, state, and county giving students an understanding of geography. The courtyard has dedicated areas for music exploration and science experiments geared to younger students.

The life skills classroom has direct access to the main courtyard with a sheltered area within the courtyard. By being a part of the main courtyard, students in special education are integrated into the activities and afforded opportunities to experience the courtyard with the student body while maintaining the safety and security needed. A secondary courtyard has a large learning stair for older students to use for learning outside the classroom. This learning stair can also be utilized for community events and movie nights with parents. The secondary courtyard has connection to the larger playgrounds serving the older students.

GUS ALMQUIST MIDDLE SCOOL

HUTTO ISD

The most important keys to any successful outdoor learning space are accessibility and functionality, and the courtyard at Gus Almquist Middle School (GAMS) takes both to the next level. The courtyard is the central node around which the classroom wings wrap. Large garage doors allow free movement in and out of the classrooms to the courtyard. The dining commons has a direct connection to the courtyard and features a large overhang for outdoor dining.

EQUALLY IMPORTANT TO A REDILY ACCESSIBLE COURTYARD IS A FUNCTIONAL ONE.

At GAMS there are many learning tools built into the courtyard. Two winding paths define the courtyard, one is stained with stripes of various shades of blue to represent the rivers and streams where hippos (the school mascot) are found in the wild. The distance between the stripes is measured out in meters and gives the students a visual reference for measuring distances. The second path represents the meadows and lands where hippos roam. Represented on this path is a scaled version of the solar system, giving the students an immediate understanding of the scale of the solar system. There are cartesian grids and atomic structures built into the concrete paths and alongside planting beds for gardens – all focused on allowing students to discover and imagine freely.

SHERMAN HIGH SCHOOL

SHERMAN ISD

WHEN ASKED WHAT THEY MOST DESIRED FOR THE NEW HIGH SCHOOL, THE COMMUNITY OF SHERMAN, TEXAS RESPONDED,

“A COURTYARD”

The community viewed a centralized courtyard as a place for community engagement and social gathering for after-hour events at the competition gymnasium and auditorium. The high school administration recognizes the courtyard as a safe and contained outdoor space that students can utilize throughout the day. Students appreciate the freedom and relaxation an outdoor learning environment provides.

The courtyard at Sherman High School (SHS) is a large expanse of open space of roughly 1.8 acres, about the same size of a typical elementary school footprint. The scale of the courtyard provides every part of the high school exposure to the open space. The main hallways are adjacent to the courtyard with windows allowing students and educators constant exposure to the outdoor space as they move through the building throughout the day. The dining commons has a direct connection to the courtyard, allowing students to enjoy lunch either on the outdoor furniture or the many artificial turf berms through the space.

With the courtyard being the nucleus of the building, combined with its campus-wide transparency, the administration can maintain visibility of courtyard activities, giving educators confidence while providing students with freedom to utilize the courtyard as an integrated part of the campus.

IN CONCLUSION

The evolution of outdoor learning environments prioritizes student well-being and holistic development. Kevin Worthy, Educational Planner and Senior Associate at VLK (and former superintendent for Royse City ISD) elaborated,

Collaborative efforts between clients and design teams have shaped these spaces to enhance social-emotional practices and offer rich experiences for cognitive growth and well-being. Outdoor learning spaces are integral to the educational model, promoting inclusivity, safety, and sustainability while preparing students for academic success and beyond.

REFERENCES

Miller, Elizabeth Strachan (2012). The Evolution of American Outdoor Education in the Twentieth Century. Boise State University Theses and Dissertations, 331.

Oberle, E., Zeni, M., Munday, F., & Brussoni, M. (2021). Support Factors and Barriers for Outdoor Learning in Elementary Schools: A Systemic Perspective. American Journal of Health Education, 52:5, 251-265.

Oliveras, Y., Bouillion, D., Koprowski, S. (2023). Social Emotional Learning Practices and Learning Spaces. Research published by VLK Architects and The University of Texas at Tyler

The post Not Your Grandpa’s Courtyard appeared first on VLK.

CLINTON SCHIVER | PRINCIPAL

In the vast expanse of Texas, from bustling urban centers to serene rural landscapes, the heartbeat of public education resonates within the walls of countless school buildings. Yet, as time marches forward, many of these structures find themselves facing the inevitable challenges of age and obsolescence. The decision to renovate or rebuild is not merely a matter of bricks and mortar; it is a strategic choice that shapes the educational landscape and defines the future of communities. In our diverse and dynamic state, urban, rural, and suburban school districts confront the daunting task of revitalizing outdated facilities to meet the evolving needs of both students and educators. The concept of school renovation in Texas transcends geography, embracing the shared goals of preserving heritage, promoting sustainability, fostering innovation, and strengthening community bonds. From the bustling streets of metropolitan hubs to the quiet corners of rural towns, the transformative power of renovation breathes new life into aging schools, symbolizing resilience, progress, and the unwavering commitment to educational excellence for all Texans. VLK Architects understands the dynamic facility needs of the state and partners with clients to help them make the difficult decisions regarding their school buildings, as each community is unique and has values that must be considered and honored.

PRESERVING HERITAGE AND COMMUNITY IDENTITY

One of the foremost considerations in renovating outdated school facilities is the preservation of heritage and community identity. Many schools in Texas, regardless of their location, hold deep historical significance, serving as pillars of local identity and pride. Renovation projects offer a unique opportunity to honor this heritage by preserving architectural elements, cultural artifacts, and historical narratives embedded within existing structures. By breathing new life into aging schools while retaining their historical charm, districts can forge stronger connections with the communities they serve, irrespective of their setting.

COST-EFFECTIVENESS AND SUSTAINABILITY

Renovation projects often prove to be more cost-effective and sustainable than new construction endeavors. By renovating existing infrastructure, districts can significantly reduce construction costs, expedite project timelines, and minimize environmental impact. Furthermore, renovation aligns with sustainability goals by promoting resource conservation, energy efficiency, and waste reduction. In a state like Texas, where fiscal responsibility is paramount and transparency is required, renovation emerges as a pragmatic and environmentally conscious approach to modernizing school facilities, benefiting communities. Renovation projects can directly decrease operational costs by increasing energy efficiency of air conditioning and lighting systems. Another aspect is that a renovation project reduces the need for conversion of new land to school use, preserving that land for development as additional taxable value.

THE ADAPTIVE REUSE OF EXISTING SCHOOL FACILITIES PRESENTS UNPARALLELED OPPORTUNITIES FOR FLEXIBILITY AND INNOVATION IN EDUCATIONAL DESIGN

ADAPTIVE REUSE AND FLEXIBILITY

Outdated buildings can be reconfigured to
accommodate modern teaching methodologies,
technological advancements, and evolving
educational curricula, catering to the diverse needs of students and teachers. Flexible learning spaces, collaborative environments, and integrated technology infrastructure can be seamlessly integrated into renovated facilities, fostering dynamic and responsive educational experiences. This adaptability ensures that renovated schools remain relevant and effective in meeting the evolving needs of modern learners.

COMMUNITY ENGAGEMENT AND SUPPORT

Renovation projects have the power to galvanize community engagement and support in ways that new construction projects often cannot. By involving stakeholders in the renovation process, districts can cultivate a sense of ownership, pride, and investment in the revitalization of local schools, fostering strong community ties. VLK Architects utilizes community input to inform design decisions, programming initiatives, and resource allocations, ensuring that renovated facilities reflect the unique aspirations and priorities of the communities they serve. Moreover, renovated schools serve as focal points for community activities, cultural events, and civic engagement, further strengthening ties between schools and their surrounding neighborhoods. The commitment to renovation projects, and the viability prove outs, increase transparency and trust. Trust that viable renovation projects are brought forward, and replacement recommendations only come forward when renovation has been proven as not viable

In the pursuit of educational excellence and community empowerment, renovating outdated school facilities emerges as a strategic imperative for a wide spectrum of Texas public school districts. By preserving heritage, promoting sustainability, fostering flexibility, engaging communities, and navigating regulatory considerations, renovation projects offer a comprehensive and holistic approach to modernizing school infrastructure. As Texas continues to evolve and innovate in the field of education, the transformative power of renovation will play a central role in shaping the future of Texas schools and communities across the state, bridging urban-rural divides, and empowering all students to thrive in dynamic and intentional learning environments.

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WHO IS THE VLK | EDGE® TEAM AND WHAT DO THEY BRING TO THE DISCUSSION?

So how are architecture and education connected? From the time of a one-room schoolhouse model serving all students in one classroom with one set of services, to now when public educators are tasked to serve all students with all instructional needs having individualized services, the form and function of a school building has evolved. But what does that look like, and is it the same for every district? That’s where the VLK | EDGE® team steps into the gap. Since 1984, VLK has been serving school districts with exceptional design solutions. Now, with the ever-changing educational expectations across the state of Texas, VLK | EDGE® is leveraging expertise and adding decades of educational experience into the conversation. At VLK, we are all educators for life; specifically within VLK | EDGE®, we listen, engage, and partner with our design teams, as well as our clients, to help make their educational vision a reality.

	DALANE BOUILLION, Ed.D. CHIEF DEVELOPMENT OFFICER Dalane, as Chief Development Officer, leads the team of extensive experience and expertise of VLK | EDGE®. Her role includes empowering departments and other leaders to solve intricate problems, simplify complexity, and turn the unfamiliar into the familiar to see possibilities differently. As one of our educational experts, she listens, asks essential and complex questions, and ensures client expectations remain at the forefront of all communication. Dalane also leads the firm’s research and development initiatives, producing original research that informs both the educational canon of literature and VLK internal improvements that impact our designs.
	CHAD DAVIS, AIA, NCARB, LEED AP BD+C PROGRAMMING SPECIALIST As an architect within the VLK | EDGE® team, Chad has dedicated his entire 30-year career to the design of K-12 schools in Texas. His expertise includes long-range facility planning, programming, facility assessment, educational adequacy, and TEA standards. During his time at VLK, Chad has designed dozens of facilities from elementary schools to high schools, fine arts and athletic facilities, and CTE campuses. He has assisted our clients with the passing of billions in school construction bonds.
	THEO PAPPAS, AIA, ALEP, LEED AP, NCARB PROGRAMMING SPECIALIST Theo has over 40 years of experience in architecture and design and has been heavily involved in hundreds of projects for education and has served in many capacities on educational architectural projects over the years. He is most passionate about architecture for education and has devoted his time toward research and study into student-centered and teacher-centered design, with an emphasis on active and collaborative learning spaces. He has developed templates and metrics toward higher level space programming for education and is continually developing new design standards for education.
	SCOTT MILDER PRINCIPAL, K-12 SPECIALIST As Principal and K-12 Specialist, Scott leads the firm’s involvement in public education advocacy. He collaborates with firm leaders to build awareness of our role in democracy while staying abreast of legislative agendas, actions, and needed responses associated with the Texas Legislature. Scott also enhances VLK’s service strategies for school districts, serving as a thought partner. He is a recognized K-12 authority in Texas with more than 25 years of experience in the educational architectural services sector.
	SARA KOPROWSKI, M.Ed. EDUCATIONAL PLANNER Drawing from 17 years of public education experience, Sara takes pride in being a curriculum expert who is dedicated to fostering a love for learning through intentional spaces that promote inspiring experiences. As an Educational Planner, Sara is responsible for ensuring that the design solution meets the needs of the district’s educational program and that all spaces align with the curriculum. Through VLK | CURATION®, Sara studies a district’s strategic plans, goals for curriculum and instruction, current instructional methodologies, academic programs, and incorporates the voice of the user. These elements scaffold the firm’s understanding, allowing the team to collaborate and form the foundation that drives all aspects of design.
	RICK WESTFALL, M.Ed. EDUCATIONAL PLANNER Rick brings 31 years of educational experience to the conversation. Whether it is knowledge of the needs of the classroom, campus, district, or the experiences of an educator – all prove to be a valuable source of information throughout the design process. Rick says, “Through those experiences, I learned how to listen first to ensure the best possible outcomes for the teachers and students.” Rick uses his listening skills, ensuring only the best learning environments for students. His expertise can be seen in his daily conversations with clients and VLK staff.
	KEVIN WORTHY EDUCATIONAL PLANNER During his 31 years in public education, Kevin has recognized the importance of a positive school culture. During that time, he has championed initiatives focused on school environments and experiences for all students. By fostering a sense of belonging and respect among students, teachers, and staff, Kevin has ensured that schools became nurturing environments where every individual could thrive. Kevin says, “I believe learning is enhanced when it is a team effort. Good learning, like good work, is collaborative, not competitive and isolated. Sharing one’s own ideas and responding to others’ reactions improves thinking and deepens understanding.”

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LAUREN V. BROWN | PRINCIPAL

When I tell people that I am an architect the initial reaction is, “That’s amazing!” Generally, they don’t know what an architect does.

The architect solves problems, develops contract documents, and holds the liability for the contract documents that he or she signs and seals. The architect works on behalf of the owner to administer the contract documents, ensuring the owner’s best interest. The long list of services provided by the architect also includes project management.

To call yourself an architect takes several years of attending an accredited school for architecture, more than four years to be exact, several of which require internship hours in multiple categories. Ultimately, the years of study and internship are assessed via multiple exams before resulting in the title of “architect.” To be qualified to be called an architect, and to perform the duties of such in public education around the great state of Texas, takes decades of real-world experience, patience, and commitment.

I have worked both for an architect and as an architect for 28 years in Tarrant County. I have had the pleasure of honing the intricacies that make for the successful execution of a project from planning to substantial completion, and through the life of the building. I value the work I get to do with my clients because it’s rewarding. Educating our communities’ children, which changes year after year, and the importance placed on creating educational environments that align with the curricular needs for all children, is challenging to say the least; but it’s the greatest impact on our socio-economic community at large. I was once a child attending public school, and the trajectory of my entire life would not have been the same without my public schools, my teachers, and my administrators. Partnership and trust are attributes that cannot be negotiated or requested. They come from the sincerity of providing the absolute best opportunities and learning environments for generational success in the communities I serve.

I’ve observed discussions on services provided by program managers that are parallel with the services offered by licensed architects, and it makes me question their need. Does everyone know what an architect does? The services that are provided by the architect, more times than not, cover the services provided by a program manager, in most cases. The school district-selected architect is knowledgeable of the district’s standards, practices, and expectations for project delivery. The architect has the knowledge of construction methodology, building codes, environmental regulations, and project document reviews necessary to gain the needed owner feedback at milestones and phases during design. The process provided by architects is not formulaic and does not lack specificity of county, city, and district factors that are needed to be both impactful to the project, and of benefit to the owner. The architect and design team’s knowledge base is robust and moves projects forward, in lieu of inserting unnecessary checklists at each milestone. This is because architects issue the construction documents. As a licensed professional architect working with Texas public school districts, it is my goal to assist the owners in every way possible to protect their fiduciary responsibility to the public – not to procure services that are unnecessary to effectively execute the projects identified in their bond.

When I became a Principal at VLK Architects, I was able to utilize my decades of experience practicing architecture and partnering with several Texas public school districts within different counties and cities to learn how to effectively accomplish schedules to better define scope execution for the owner’s long-range planning. The thousands of projects executed by VLK across the state of Texas are unmatched by any program manager offering their services.

School district maintenance and operations personnel know how their facilities operate, how they need to operate. Therefore, they can collaborate with the architect and design team to ensure appropriateness, not wasting time educating a program manager, or spending unnecessary dollars when the district standards are already internalized and practiced by the architect serving the school district.

Construction Administration, provided as a basic service by architects and engineers, holds liability of construction documents, make construction observations, and generate reports noting if construction is non-compliant with construction documents. The firm’s design team collaborates with the school district to respond to contractor requests for information (RFIs) and submittals, because the design was signed and sealed by the design team, and the liability is held by the A/E firm.

Project document tracking and training is provided to the school district by the architect, ensuring accurate, timely, and transparent communication between architect and contractor. As the architect, I am responsible for producing both the team and the end date design schedule for successful execution of the project. This ensures the school district is not impacted by unnecessary delays. The level of management provided by the owner and architect agreement outlines responsibilities. I value being proactive with my expertise, explaining the strategy of avoiding significant project delays in lieu of making excuses as to “how we got here.”

This initial blog post is intended as my first in a series as my experiences and observations continue to grow, as well as the value VLK Architects brings to our clients’ projects.

The post The Architect Series: Architect Does What? Project Management! appeared first on VLK.