Works Education


Education Design occupies much of our time and talent. It is arguably the most important component of neighborhood which we design. Our role is highly varied, as we not only design excellent individual projects at many scales, but also implement Facilities Programs serving entire Sites and Districts.

Successful Education Design requires the integration of two distinct areas of talent:

  • The ability to design and execute excellent projects in a public setting, using public funds and public rules.
  • The ability to understand, integrate and work intuitively within the organizational structure and culture of a modern school district.

Historically, these are the skills of the master architect-builder.


Today, the design and construction of public schools is a high-dollar exercise attracting a number of peripheral professions and trades. Design and management fees represent an ever greater piece of the pie. Districts are looking for creative ways to reduce overhead without sacrificing excellence.

To address these issues, we follow the proven method of integrating talents which have (unfortunately) diverged over time: Design, Construction Management, and Program Management.

By providing these comprehensive services, we reestablish architect-led design and realization as the process which not only reduces overhead cost, but also resolves conflict, mitigates contention, and limits potential litigation.


Exceptional Education Design requires that we understand our true clients: the students of today and tomorrow. After all, school are not simply places of employment for staff. They are places of education for kids.

Effective Facilities Program Management requires a keen understanding of the underlying forces that affect educational facilities: law, codes, unions, contracts and accepted administrative and educational methodologies that work interactively either to enhance or diminish education.

Beyond the obvious, excellence in educational design depends on these key factors:

  • Communication with diverse groups of constituents, both inside and outside the District
  • Understanding the full breadth of public and private funding opportunities to maximize available resources
  • And, most importantly: The Architect's ability to instill confidence in Teachers, School Boards and Parents