EDWARD J. PETERS, ALEP ACHIEVEMENT LIFETIME · 2020. 11. 10. · ed peters, alep, italy, 2017 it has been my career-long mission to improve public services by applying research-based

July 28, 2020

EDWARD J. PET

ERS, ALE

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LIFETIMEACHIEVEMENT

EDWARD J. PET

ERS, ALE

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LIFETIMEACHIEVEMENT

2020

AUTHORS’ACKNOWLEDGMENTS

32 Edward J. Peters, ALEP - A4LE - 2020 Lifetime Achievement Award

Edward Peters is a humble man. In spite of his extensive professional

accomplishments, he did not ask for this nomination, and while he was very

helpful as we assembled this submission, his assistance was accompanied with

an uncomfortable modesty; a sort of “aw shucks it ’s just me” tone. At the request

of the PNW Governor, the information contained herein has been assembled by a

group of peers who know Ed best and have worked with him for many years. We

are grateful for the deep diving through historical documents, extensive image

archives, and mounds of email in order to consolidate an amazingly productive life’s

work into several pages. Thanks goes, without names, to staff members of multiple

school districts and architectural firms, to the many busy professionals who found

time to write thoughtful reference letters, and to the members of A4LE Washington

Chapter and Pacific Northwest Region for the nomination, support and accompanying

information that have made assembling this document a fulfilling team exercise.

2019 Update - The 2018 team who worked on last year ’s submission came together

again at the request of PNW to update and resubmit in 2019. Our approach was to

1. Resubmit all data from last year that still is accurate and relevant, 2. Update the

timeline and case studies to include the important work Ed has accomplished over

the past 12 months, and 3. Notify all references and seek permission to resubmit

their previous recommendation letters.

2020 Update - Once again, the team has come together to update Ed’s

accomplishments since the last submission. We are thrilled that PNW has

chosen to submit Edward Peters for a third year in a row. Though Ed was a

worthy candidate for the recognition in 2018, his continued accomplishments

since our first submission serve only to strengthen his portfolio and to benefit our

organization and learning space planning everywhere; Ed is not an idle soul. In

this submission, we once again resubmit all relevant data, and update the timeline.

We also have deleted one project case study to make room for a new case study

highlighting one of Ed’s success this year; facilitating rich discussion throughout

our organization on the applying what we know from cognitive sciences to

planning and design of learning environments.

COVER LETTER 5

RESUME 6

EXECUTIVE SUMMARY 12

BODY OF WORK 16

SINGLE OUTSTANDING CONTRIBUTION 42

REFERENCE LETTERS 44

APPENDICES 49

Lynndale Elementary School, Edmonds School District, Lynnwood, WA

4

Dear Lifetime Achievement Award Jurors,

For the third consecutive year, PNW Region proudly nominates Edward Peters for the Lifetime Achievement Award. While we in the PNW can pridefully boast several outstanding candidates deserving of recognition with A4LE’s highest individual honor, none can match the sheer portfolio of accomplishments that Ed has assembled throughout his storied career. Ed has tirelessly served the community of educators, designers, faculty and students over his 30-year career in school planning and construction. He has provided many years of guidance, mentorship, volunteering and friendship to us in A4LE, and he is deserving of the recognition for his lifetime achievement.

Ed’s lifetime of work has shown true commitment to the development of learning environments. He strives to genuinely reflect the values of the communities served, and represent meaningful change in teaching and learning which is evidenced in the recognition his Edmonds School District projects have received (a McConnell winner and a finalist). Perhaps even more impressive is the impact that Ed has had in the greater Seattle area, Washington State, the Pacific Northwest, and internationally through his active engagement in the school planning ethos and his tireless willingness to volunteer his time and his knowledge to anyone pursuing great learning environments.

Ed has a special talent for engaging community participation in a deeply meaningful way. He insists that each planning and design solution not just accommodates, but actually suggests pedagogical transformation in teaching and learning. He offers meaningful tours and post occupancy feedback to school communities around the world as they embark on their own explorations. He contributes to leadership through A4LE locally, regionally and internationally. He raises the sustainable schools bar through the work on his projects as well as providing leadership in the development of green schools protocols for others to use. He offers his expertise in project delivery through service to Washington State. He committed a decade of his time and knowledge to Washington State’s largest school district by chairing Seattle Public School’s Building Oversight Committee.

Ed’s impact has been meaningful and far reaching and we believe worthy of recognition at the highest level. In the following pages, you will see the contributions that Ed has made to the betterment of school facilities planning, design and construction throughout his career. Please accept this statement of achievements in consideration of Mr. Edward Peters for the Lifetime Achievement Award.

Sincerely,

Deb France, AIA, LEED APPresident, Pacific Northwest Region

Association for Learning Environments

Pacific Northwest Region c/o OH PLANNING+DESIGN, ARCHITECTURE 115 NW First Ave, Suite 300 Portland, OR 97209p: +1.971.277.2715

www.a4le.org

“FROM THE TIME I MET ED MANY YEARS AGO, I REALIZED HE WAS A MAN WHO IS HONEST, TRUSTWORTHY AND PASSIONATE ABOUT, NOT ONLY HIS WORK, BUT THE PEOPLE HE MEETS. FOR ME, HE IS A FRIEND WHO HELPED ME IN MY PROFESSIONAL AND PERSONAL GROWTH. “

- MERLE KIRKLEY, PAST A4LE PRESIDENT

IT

RESUME EDWARD J. PETERS, ALEPCAPITAL PROJECTS DIRECTOREDMONDS SCHOOL DISTRICT


LEADER Leadership in Learning

Environment Planning

INNOVATOR Redefining

and Sharing Standards and Best Practices

VISIONARYBenefiting the

Profession through

Educational Visioning

• Educational Visioning• Community Engagement• Educational Facility Pre-Design Planning

EDUCATION• BA, History, Reed College, Portland, OR

• John Adams High School, South Bend, IN - Graduate, Summa Cum Laude

• Continuing coursework, workshops, seminars and independent study in management and supervision, educational facilities planning, construction management, construction law, construction project delivery, value engineering, environmental psychology, land use, economics, technical writing, and other topics

• Lifelong personal study in History, the Built Environment, and Management

• Design of Educational Facilities• Project Management / Project Delivery• Assessment of the School Facility

Conducting a Community Meeting

Inclusive Toilets at Madrona School

Ed Peters, ALEP, Italy, 2017

IT HAS BEEN MY CAREER-LONG MISSION TO IMPROVE PUBLIC SERVICES BY APPLYING RESEARCH-BASED PRACTICES TO MANAGEMENT AND COMMUNICATIONS, AND HAVE FUN DOING SO. I STRIVE TO CREATE LEARNING ENVIRONMENTS THAT SUPPORT ALL STUDENTS AND IMPROVE THEIR COMMUNITIES.

- ED PETERS, ALEP

LEARNING ENVIRONMENT PLANNING COMPETENCIES

Outdoor Learning at Water Table


EDMONDS SCHOOL DISTRICT, LYNNWOOD, WACapital Projects Director (1999 - Present)

MOUNT VERNON SCHOOL DISTRICT, MT. VERNON, WADirector of Facilities Development and Maintenance (1994 – 1999)

PETERS ASSOCIATES, SEATTLE, WAPrincipal, Construction Program Planning and Management(1990-Present)

HEERY PROGRAM MANAGEMENT, ENCINO, CAProject Development Manager(1988 – 1990)

TUDOR ENGINEERING COMPANY, SEATTLE, WA & PHOENIX, AZProject Development Manager(1981 – 1987)

MULTNOMAH COUNTY DEPARTMENTS OF ADMINISTRATIVE AND ENVIRONMENTAL SERVICES, PORTLAND, ORBudget Analyst, Associate Planner, Capital Improvements Coordinator, County Engineer’s Management Assistant(1971 – 1980)

KNUTE ROCKNE MEMORIAL STUDENT RECREATIONAL CENTER, UNIVERSITY OF NOTRE DAME, SOUTH BEND, INCustodial Crew, (1967)

Work History Professional & Volunteer Activities

MEMBER Accredited Learning Environment Planner Commission (ALEP)

SCHOOL DISTRICT REPRESENTATIVE & CHAIR The Washington State Project Review Committee for Alternative Public Works Delivery

PAST STATE GOVERNOR & PAST-PRESIDENTWashington State Chapter, Association for Learning Environments

PAST MEMBERInternational Conference Content Committee &International Architectural Awards Committee, Association for Learning Environments

PAST CHAIROversight Committee for Seattle School District’s ongoing Building Excellence Construction Program, 2003- 2013

FREQUENT TOUR HOSTGuides tours of Edmonds school facilities for other School Districts and educators. Guests have come from all over the United States (Ohio, Missouri, Nebraska, Texas, Washington, Canada, South Korea, Australia, and England.) Also regularly provides advice and references.

PAST MEMBERBridge and Update Committees, Washington Sustainable Schools Protocol, Office of the Superintendent of Public Schools, Washington State

LECTURERFacilities Management Certificate Program, University of Washington

PARENT MEMBERDesign Review Committee, Coe Elementary School Renovation and Replacement, Seattle School District 1998-2003

RESUME

XXXXX

In Quarantine, 2020

Traveling to CEFPI WA-MT Joint Chapters Conference, 2013

Leading a design committee tour

9Edward J. Peters, ALEP - A4LE - 2020 Lifetime Achievement Award


Al Beck Award Winners

Work Samples▪ Descriptionsofrecentprojectsmaybefoundon

theEdmondsSchoolDistrictCapitalProjectsOfficeWebsitehttps://www.edmonds.wednet.edu/departments/capital projects

▪ “ PottyTalk ,InclusiveToiletDesign”,WorkshopParticipant , A4LE Washington State Chapter Conference, Tacoma, May 2017

▪ “ GeneralContractor/ConstructionManagerProjectDeliveryforK-12Schools”,Panelmember, A4LE Chapter Meeting, Vashon, WA, September, 2016

▪ “ SchoolBondElectionsSymposium”,PanelMember , Washington State Chapter Conference, Council of Educational Facilities Planners International, Tulalip, WA, June, 2015

▪ MacConnellSymposiumModerator&Host , Meadowdale Middle School, Lynnwood, WA, February 2014

▪ BondProgramEducationalVisioningWorkshop,Participant , Tacoma School District, November 14-15, 2013

▪ GenusLociinaFlatWorld:MacConnellAwardWinnersandEwanMacIntosh’sSevenSpaces,Workshop, Washington State and International Conferences, Council of Educational Facilities Planners International, Vancouver, June, and Nashville, September, 2011

▪ “MostoftheTeachersHaven’ tBeenBornYet:WhyandHowtodoPre-Design”,Workshop, CEFPI PNW Regional Conference, Tacoma, May 2006

▪ SecondWaveSmallSchools ,Workshop,Annual Conference, Council of Educational Facilities Planners International, Atlanta, September, 2004

▪ WhyisChangeSoHard?EducationalProgramChangeintheFaceofFear,UncertaintyandDoubtaboutNewFacilities ,Workshop, Annual Conference, Council of Educational Facilities Planners International, Chicago, September 2003

▪ RethinkingK-8,CombinedMiddle&ElementarySchoolCampusesinArizona,NorthCarolinaandWashingtonState,Workshop, Annual Conference, Council of Educational Facilities Planners International, Vancouver, BC, 1998

▪ TheBuildingConditionEvaluationFormandProcess,CaseStudiesinWashingtonStateandIdaho,Workshop,Annual Conference, Council of Educational Facilities Planners International, Toronto, ON, 1993

▪ TranslatedtheRationarumVitae,theautobiographyof14thcenturyhumanistJohnofRavennafor the Reed College History Department, Portland, OR, 1968

Writings▪ “ CognitiveScience+GoodDesign=

BetterLearningEnvironments” Article co-authored with Brian Carter, Learning By Design, Fall, 2019

▪ Full Funding: Mythor Legend?WashingtonSchool ConstructionFunding, KeynoteWhitePaper, Council of Education Facilities Planners, International, Washington State Conference, March 2002

▪ Wroteby-linedcolumnonconstructionmanagementandpublicpolicyissues for the Seattle Daily Journal of Commerce, 1991-95

▪ TheUnprecedentedBuildinginaVolatileConstructionMarket–ANewMethodologyforControllingUniversityLaboratoryConstructionCosts ,Paper presented at annual conference, Society for College and University Planning, Atlanta, 1990

▪ DeathontheCriticalPath,aConstructionManagementMurderMystery , (Fiction) Corrections Today Magazine, February, 1990

▪ SelectforSuccess-HiringArchitectsandEngineers ,AManualforOwners , Society for Marketing Professional Services, 1984

▪ CapitalImprovementsElement , Multnomah County Land Use Plan, Portland OR, 1977

▪ JohnStoweandtheDefinitionofUrbanHistory,the1598SurveyofLondon,Thesis, History Department, Reed College, Portland OR, 1972

Presentations▪ “ WelcometoyourSchool:TheApplicationof

EnvironmentalPsychologytoK-12SchoolPlanningandDesign” Super Session Panelist, A4LE LearningScapes, Anaheim, CA, October 2019

▪ “ WelcometoYourSchool,HowOurLearningEnvironmentsShapeOurLives” Supersession Presenter and Co-Facilitator, A4LE Washington Conference, Vancouver, WA, May 2019

▪ “ WelcometoYourSchool,HowOurLearningEnvironmentsShapeOurLives”,Workshop Presenter and Co-facilitator, A4LE PNW Regional Conference, Seattle, May 2018

▪ “ Paramount”,“Ample”,&“AllChildren” :TheWashingtonStateConstitutionandSchoolFacilitiesFunding, Presentation, Washington State Chapter Conference, Council of Educational Facilities Planners International, Semiahmoo, June, 2010

RESUME

XXXXX

Notable Achievements & Awards

BEST K-12 EDUCATIONAL PROJECT AWARD, LYNNWOOD AND MOUNTLAKE TERRACE ELEMENTARY SCHOOLSEngineering News Record (ENR) Northwest Region, December, 2019

AL BECK OUTSTANDING SERVICE AWARD WA State A4LE Chapter, 2010-11

JAMES D. MACCONNELL FINALIST FOR MEADOWDALE MIDDLE SCHOOL Edmonds School District Capital Projects Director, Council of Educational

Facilities Planners International, 2012

JAMES D. MACCONNELL AWARD FOR LYNNWOOD HIGH SCHOOLEdmonds School District Capital Projects Director, Council of Educational

Facilities Planners International, 2010

BETTERBRICKS AWARD, OWNER CATEGORYNorthwest Energy Efficiency Alliance, 2007

INNOVATION AWARD - STREET IMPROVEMENT INCENTIVE PROGRAM National Association of Counties, 2007

Presenting at theWashington Chapter Conference

Raising the First Flag atLynndale Elementary

10


IT

EXECUTIVE SUMMARY“My most powerful lesson from planning schools is that social space is critically important and difficult to get right.”

- Edward Peters

Ed stands out from his peers not only for the quality of his own work but because of his commitment to inspire and support his professional community. Throughout his career, he has been both pragmatic and visionary. He has applied both academic knowledge and real-world experience to the betterment of school environments.

The criteria for the Lifetime Achievement Award includes a body of work that “has made a significant impact regionally, nationally, or internationally.” For Ed, one must replace the “or” with “and” because Ed’s local and regional successes have had a long reach across America and throughout the world. A timeline presented later is important not for the individual achievements highlighted, but rather for its representation of Ed’s career as a holistic body of work that includes leadership on many built projects, professional activism regionally and nationally, and a willingness to share work and knowledge, all for the betterment of learning environments.

The body of work section seeks to identify most of Ed’s major projects along the timeline of his career, but also highlights five case studies. Each case study celebrates an evolution in engaging planning, and the positive impacts that planning had on the solution and ultimately on the lives of the students, staff and communities each project serves. The outstanding

singular achievement section highlights the aggregated impact Ed has had regionally, nationally and internationally through the body of work, volunteerism, professional outreach and willingness to share knowledge.

Perhaps one of Ed’s greatest strengths is a humanist approach to the built environment. That is, Ed is a fervent believer that physical space can have a positive impact on how we learn, how we grow as social beings, and how we build community. He is not a teacher, but he studies advances in neuroscience that are affecting pedagogical trends. He is not an architect, but he is skilled at planning a site and positively shaping space. He is not a contractor, but he is disciplined and knowledgeable in his approach to school construction to ensure each project maximizes value and minimizes construction risk carried by the community. He is not a school administrator or a maintenance officer, but he realizes the importance of improving a new facility ’s effectiveness throughout its service life with durable materials, maintainable layouts, quality systems, engaging training, interpretive graphics, and long-term evidence-based decision making.

Recognizing the best ideas must be planned, funded, designed, permitted, and, ultimately, constructed, Ed has searched tirelessly for the best possible project delivery model to maximize value and quality and to manage the risk profile of a public school district executing a highly-visible capital construction program. He has participated in Washington State funding and administrative discussions, he currently is Chair of Washington State Project Review Committee for Alternative Delivery Methods, and he has received Agency approval for all Edmonds School District projects to utilize GC/CM project delivery.

ED IS A QUIET INFLUENCER WHO EMPOWERS OTHERS TO DO THEIR BEST WORK. HE UNDERSTANDS THAT HE DOES NOT HAVE ALL THE ANSWERS BUT SEEKS THE BEST SOLUTIONS TO THE MOST COMPLEX CHALLENGES – ALWAYS WITH A SENSE OF RESPECT, CURIOSITY, AND CANDOR.

- DAVID MOUNT AIA, MAHLUM

12


EXECUTIVE SUMMARYSelected Accomplishments

EDUCATIONAL FACILITIES PLANNING Developed long-range facilities plans for two school districts, serving more than 25,000 students, including visioning and alignment with educational program, budgeting, technical analysis, bond proposal preparation, regulatory steps, and community involvement. Evaluated physical condition and educational suitability of more than 250 K-12 facilities in Washington and Idaho. Analyzed college enrollment demand for Washington Higher Education Coordinating Board.

EDUCATIONAL FACILITIES DESIGN & CONSTRUCTIONDirected more than $700 million of educational facilities construction in Western Washington in the last 10 years, including an A4LE MacConnell Award-winning high school, a MacConnell finalist middle school and six other major new schools, and more than 100 smaller projects.

PROJECT DELIVERYChampioned improved project delivery for K-12 school projects for more than 25 years. Developed the GC/CM 3.0 approach to the General Contractor/Construction Manager delivery method. Led Edmonds School District efforts to become second School District in Washington State to be certified for blanket Agency Approval to use the GC/CM method and the first District to be re-certified.

COMMUNITY SERVICEMember of A4LE ALEP Commission. School District representative and Chair for the Washington State Project Review Committee for Alternative Public Works Delivery. Chaired the citizens’ oversight committee for Seattle Public Schools Building Excellence construction program for 10 years. A4LE Washington State Chapter past Governor and past Chapter President. Recipient of Chapter ’s Al Beck Award. Frequent presenter at State, Regional and International A4LE conferences. Resource for other School Districts providing facility tours, advice, references, etc.

SUSTAINABILITY ADVANCEMENTSCritical contributor to the development of the Washington Sustainable Schools protocol. With advancing science and new technologies as a baseline, implemented innovative solutions in sustainability throughout his career and on each successive project. Received the “Better Bricks” award from the Pacific Northwest Energy Efficiency Alliance.

GLOBAL REACH THROUGH OUTREACHLeader in the global schools community through presentations, publications, mentoring, and hosting facilities tours. Many districts from the US, Canada and abroad have come to tour his Edmonds SD projects, including six different delegations from South Korea, and the Joplin, Missouri District after the tornado destroyed their high school.


BODY OF WORK


“THE BIGGEST WASTE OF PUBLIC FUNDS IS TO EXECUTE PERFECTLY THE WRONG PROJECT.“

- ED PETERS, ALEP

Lynnwood High School, Edmonds School District, Bothell, WA


BODY OF WORKBODY OF WORK

1970’s 1980’s

1971Joins Multnomah County Departments of Administrative & Environmental Services

1977Received Award from the National Association of Counties for a HUD Block Grant funded program to stimulate owner-financed street improvements in low-income areas.

1988Begins his career in Educational Planning as the Project Development Manager at Heery Program Management

1990Founds Peters Associates

1994Becomes Director of Facilities andMaintenance for Mount VernonSchool District

1999Becomes the Capital Projects Director at Edmonds SchoolDistrict

1997 New Mount Baker Middle School/Little Mountain Elementary Shared Campus

1996Jefferson

Elementary Modernization

WashingtonElementary

Modernization

1990’s

TIMELINE KEYWork History

Awards Received

Accomplished Capital Projects

1993 The Building Condition Evaluation Form and Process

1998Rethinking K-8, Combined Middle & Elementary School Campuses in Arizona, North Carolina, and Washington State

2000’s

Volunteer: 1998 - 2003 Member - Design Review Committee - Coe Elementary, Seattle Public Schools

2002Full Funding: Myth or Legend? WA State Construction Funding

2000Chase LakeElementary

ReplacementMeadowdale Elementary

Replacement

2001Cedar Valley K-8Replacement

Maplewood K-8Replacement

2003 Why is Change So Hard? Educational Program Change in the Face of Fear, Uncertainty and Doubt About New Facilities.

2004Second Wave Small

Schools

2006Most of the Teachers Haven’t Been Born Yet: Why and How to do Pre-Design

A4LE: 1988

Joins CEFPI/A4LE

Volunteer: 2003 - 2012Member - Bridge Update Committees - WA Sustainable Schools Protocol

Volunteer: 2003 - 2013 Chair - Oversight Committee- Seattle School District ’s Building Excellence Construction Program

Presentations / Workshop / Articles Written

Volunteer Positions Held

Volunteer: 2001 - 2002President - WA State Chapter A4LE

2007Better Bricks Award - Northwest Energy Efficiency Alliance

2007“Paramount”, “Ample”, & “All Children”: The WA State Constitution and School Facilities Funding

2009Lynnwood High School Replacement


BODY OF WORKBODY OF WORK

2010’s

2010MacConnell Award for Lynnwood HS

2010-11WA State A4LE Chapter Al Beck Award

2011Genus Loci in a Flat World: MacConnell Award Winners and Ewan MacIntosh’s Seven Spaces

2012Meadowdale

Middle School Replacement

2012MacConnell Finalist for Meadowdale Middle School

2014MacConnell Symposium

2015School Bond Elections

Symposium

2016 General Contractor / Construction Manager Project Delivery for K-12 Schools

2016Maintenance and Transportation Center Replacement

2019Spruce Elementary Replacement

2018Lynnwood Elementary Replacement

2019Facilities Master Plan and 2020 Bond Proposal - Edmonds SD

NEW FACILITY

NEW FACILITY

NEW FACILITY

NEW FACILITY

NEW FACILITY

NEW FACILITY

PHASE II

2017Lynndale Elementary Replacement

Alderwood Middle School Replacement

2018Mountlake Terrace Elementary Replacement

Madrona K-8 Replacement

2017Participant - Potty Talk, Inclusive Toilet Design

2018Welcome to Your School, How Our Learning Environments Shape Our Lives

Volunteer: 2003 - 2012Member - Bridge Update Committees - WA Sustainable Schools Protocol

Volunteer: 2003 - 2013 Chair - Oversight Committee- Seattle School District ’s Building Excellence Construction Program

Volunteer: 2008 - 2016Chapter Governor-WA State Chapter A4LE

Volunteer: 2016 - presentWA State Project Review Committee - for Alternative Public Works Delivery

Volunteer: 2017 - presentCommissioner - A4LE Planner - Commission

2018A4LE PNW Region Lifetime Achievement Award


2019Welcome to Your School, How Our Learning Environments Shape Our Lives

2019Cognitive Science + Good Design = Better Learning Environments, Learning By Design


2019PNW ENR Best K-12 Educational Project for Lynnwood and Mountlake Terrace Elementary Schools

2020

BODY OF WORK


Echoes of Deterministic Behaviorism

Alternative to Behaviorism: Cognitive Studies• Interdisciplinary• Brain science• Mental Processes:

perception, language, memory, creativity etc.

• Lab and field research

PROJECT SUMMARYOver the more than three decades he has been planning and building learning environments, Edward Peters has connected evolving academic research in environmental psychology, neuroscience and other cognitive studies to real world school projects. The 2017 publication of Sarah Williams Goldhagen’s “Welcome to Your World: How the Built Environment Shapes Our Lives” provided a tool to pursue this topic with a wider audience. In collaboration

Selected Slides from “Welcome to Your School” Presentation, 2018-2019

Applying Cognitive Science to the Planning and Design of Learning Environments

WELCOMETO YOURSCHOOL

CASE STUDY# 1

with A4LE colleagues he has presented seminars, published an article, promoted Dr. Goldhagen to be the Keynote Speaker for LearningScapes 2019, participated in the supersession with her, and followed up by creating a discussion community in A4LE’s Members Forum.

Behaviorism

• Dominant paradigm of 20th Century Psychology

• Consciousness cannot be studied

• “Stimulus/Response” & “Operant Conditioning”

• Research based on controlled lab experiments that minimized variables


From the beginning of his career in the early 1970’s Ed read and applied research on organizational management and decision making. Some of the key works that he has used throughout his professional life include Douglas McGregor’s “The Human Side of Enterprise”, Robert Cialdini’s “Influence”, and Roger Peters’ “Practical Intelligence”. These works apply rigorous research to real-world situations in terms accessible to a general audience.

During his tenure as Facilities Director at Mount Vernon School District, Ed sought out research in Environmental/Cognitive Psychology that could inform the design of learning environments. He started a dialogue about renovating Mount Vernon High School with University of Michigan Psychology Professor Stephen Kaplan, co-author with Rachel Kaplan of “Humanscape: Environments for People”, and other related studies. Although the project was not funded until after Ed left Mount Vernon for the Edmonds School District, the discussions with Dr. Kaplan convinced him that cognitive studies could indeed enhance the design of learning environments.

In 2017 architectural historian and former Harvard Professor Sarah Williams Goldhagen published “Welcome to Your World: How the Built Environment Shapes Our Lives”. Goldhagen uses recent developments in neuroscience, environmental psychology and other cognitive studies to demonstrate the profound impact

the built environment has on all human activity. Although not primarily focused on K-12 learning environments, the book illustrates scientific principles through tangible examples that apply directly to school facilities. For example, she recounts one of the classics of environmental psychology, Roger Barker’s studies of the interaction of environment and behavior in a small Kansas town in the 1950’s. In one study the research team documented school children’s behavior throughout the day: “Barker and his colleagues found that they could better predict a child’s conduct at a given time by specifying her environment and its action setting than they could by delving into her individual, psychological profile.”

Ed aggressively encouraged colleagues to read “Welcome to Your World”.. Leading those colleagues Ed conducted a seminar, ‘Welcome to Your School: How Our Learning Environments Shape Our Lives”, at the 2018 Pacific NW Regional Conference. Kelley Tanner, PNW Region Representative on the A4LE Board, attended the conference and was inspired to promote Dr. Goldhagen to be the Keynote Speaker at LearningScapes 2019.

Ed continued to publicize the book and topic, shepherding multiple opportunities to engage Goldhagen’s work throughout A4LE’s local, regional, and international communities . He conducted a Supersession with the Washington State Schools NEXT winning team at the 2019 State Chapter Conference. He co-authored an article, “Cognitive Science + Good Design = Better Learning Environments”, for the Fall 2019 edition of Learning By Design magazine. In concert with Kelley Tanner & A4LE Chair Philip Idle He organized and participated in a Supersession with Dr. Goldhagen at LearningScapes 2019 in Anaheim. Subsequently he created a “Welcome To Your School” community on A4LE’s Members Forum and organized a book discussion group for “Welcome to Your World.”

Ed continues to pursue opportunities to collaborate with cognitive scientists on using research to improve learning Environments and educate our communities to the value of good design, and to shape opportunities to extend that research for use to the entire A4LE community.

SuperSession Team, LearningScapes 2019, Anaheim


BODY OF WORK


PROJECT SUMMARYIn 2001, Edmonds School District formed a group of parents, community members, government representatives, staff, and architects known as the PARC – Project Advisory & Review Committee – to assist in developing design goals for future school projects in the District. A series of visioning workshops and school tours were instrumental in the formation of these goals. The second part of this visioning process was to establish the specific functional

Linking social space with learning opportunities

needs of Lynnwood High School. The Design Steering Committee (DSC) comprised of representatives from the school, the District, and Bassetti used the PARC goals as a foundation for the educational specifications.

Edmonds School DistrictBothell, WAOpening Date: 2009

Culinary artsStudent presentation space

2010 MacConnell Award Winner

Project Advisory & Review CommitteeEd Peters & Lorne McConachie lead a Samsung tour of Lynnwood

LYNNWOODHIGHSCHOOL

CASE STUDY# 2

Learning clusters centered around the agora (Greek for “marketplace”)


SUSTAINABLE SOLUTION Lynnwood High School was built to exceed state energy code requirements by 50% and received $340,000 in energy rebates from Snohomish County Public Utilities. The school earned an Energy Star design rating of 94, placing it in the top 10% nationally. (The wetlands in the image below became part of teaching on ecology and biodiversity.)

OUTCOMESCommunity ReceptionRelocating from a 1950s dispersed campus, devoid of a center and sense of place, to a new facility focused on student social and academic needs, restored school spirit and community pride.

Developmentally Appropriate“When you walk into our building, it’s got a wow factor. But, it’s also got a community factor. Students wanted a sense of community to have a place where they could see each other and be seen.” - David Golden, Former Principal, Lynnwood High School

Student Behavior“We were trying to make this an attractive, friend place for kids and avoid that institutional feel, someplace they’d actually like to be and enjoy being. And when you see the kids in this building, they feel this is their space.” - Ed Peters, Director of Capital Projects

Student PerformanceLynnwood High School has a diverse population with more than 25 languages spoken. It was a District priority to develop educational opportunities for both college bound and non college bound students. Career Technical Education (CTE) program developed at the old high school became a priority in the new school. By situating these spaces around the agora, real world learning opportunities were illuminated.

Wetlands restoration

The new environment restored school spirit and community prideThe agora provides a variety of uses

LESSONS• Breaking down the scale of the large high

school was achieved by organizing the

classroom wings as small learning clusters

with flex areas adjacent to circulation.

• Dispersing admin areas around the agora

provided easy access for students and

passive supervision for safety.

PLANNINGProcessDeveloping the program involved intensive committee meetings and staff interviews. District staff members were also included to create an understanding of the long-term educational and facilities goals and trends. This collaborative process was instrumental in balancing the current and future needs of the new school. The outcome was the establishment of two major project objectives: to create a school that provides flexible and adaptable spaces and systems capable of changing with evolving teaching and learning methodologies, and to design an environment that provides a sense of the “whole school.”

Process Value• Goals that shaped the design of Lynnwood,

including student learning, community enhancement, sustainability, and connectivity.

• Long-term community support through inclusiveness, resulting in a school that offers plentiful opportunities to develop community partnerships.

• A school that will support, endure, and adapt for many years to come.

• There was appropriate review when needed.

• Introduced the guiding concept of the unique developmental needs of middle school students.

• Yielded design changes that enhanced educational program performance.

BODY OF WORK

BODY OF WORK


MEADOWDALEMIDDLESCHOOL

CASE STUDY# 3

Edmonds School DistrictLynnwood, WAOpening Date: 2011

2010 MacConnell Award Finalist

PROJECT SUMMARYIn the beginning of 2008 a representative group of community members, neighbors students and their parents (both current and future users), staff, administrators, educational planners and architects were organized to assist the school district in creating a vision for Meadowdale Middle School that would guide the planning and design of the new facility. Wanting to go beyond the standard community collaboration process, the District put a challenge to this group - to develop guiding principles and

Exploring the unique developmental needs of the emerging adolescent learner.

design goals that would bring together the District’s overall mission and philosophy with the best and most appropriate current thinking on teaching and learning and school design in a way that ensured that Meadowdale would be a comprehensive learning center designed to support various educational models that would serve the high standards of the District for the next 50 years.

Student forum seatingCyber/study bar


BODY OF WORK

Student WAM workshop- drawing session

The hopes and fears exercise

Student workshop - drawing session

Meadowdale visioning session

PLANNINGProcessA series of Design Review team workshops were held over a two month period at the existing school, led by the architects & facility planners. Initial exercises were geared toward engaging all stakeholders: sharing best practices, discovering preferred educational reform strategies, bringing out hopes and fears, and eventually developing a consensus that culminated in establishing a mission statement and guiding principles that served as a foundation for the planning and design.

Process Value• Maintained trust and credibility with the community

• Delivered a quality product within tight schedule and budget constraints.

• Allowed involvement at many different levels, thus was very inclusive and very efficient.

• There was appropriate review when needed.

• Introduced the guiding concept of the unique developmental needs of middle school students.

• Yielded design changes that enhanced educational program performance.

Personal Learning Community Layout

Meadowdale Middle School students

Exterior view of the tech / arts / science studiosStudent working at cyber bar

SUSTAINABLE SOLUTION Meadowdale MS was an early model for use of the Washington Sustainable Schools protocol, reducing anticipated EUI by 60% compared to the previous school campus through use of natural daylight, high efficiency boilers, and low velocity ventilation. The campus serves as a learning tool in it’s own right, utilizing outdoor spaces such as the water treatment bioswales as a “wetland laboratory”.

OUTCOMESCommunity ReceptionThe new facility has been extremely well received by the community- “This is just smart design!” said a parent touring the new school.’ Parents feel welcome, with an open and inviting entry area, welcoming office and the adjacent Commons, often sitting at the Commons café tables outside the Library.

Developmentally Appropriate“The design has definitely met the goal of supporting the unique developmental needs of the middle school age group through a balance of attractive, varied, and welcoming social space, with ease of supervision.”

Student BehaviorDramatic improvement in overall student behavior: “Seventh graders at the old building were so unruly that lunch was run as a virtual lock-down. The same students as eighth graders at the new building required no special supervision at lunch. They became extremely well–behaved.”

Student PerformanceMeadowdale received a 2012 Washington Academic Achievement Award in the category of closing the achievement gap. Many schools received an award, but state-wide only 8 or 9 middle schools. Most significantly, the science scores went up 20%, from 60% to 80%. Avery thinks that some of this can be attributed to the great environment they have.

LESSONS• Early Visioning with educators to explore

the unique needs of emerging adolescent learners

• Exploring GCCM delivery model to ensure construction quality, mitigate district risk, and maintain student and community safety during construction on an occupied campus

BODY OF WORK


NEW FACILITY

NEW FACILITY

NEW FACILITY

NEW FACILITY

NEW FACILITY

NEW FACILITY

PHASE II

PROJECT SUMMARYFor over 30 years, Edmonds School District ’s facilities planning has primarily focused on replacement of a substantial number of dilapidated schools from the baby boom era. Educational visioning usually occurred at each project level, following approval of individual bond measures. Recently, an unfunded State mandate to provide facilities for full-day kindergarten and reduced class sizes, combined with unprecedented enrollment growth, created District-wide overcrowding at the elementary level for the first time in decades. Yet, the District still has a large inventory of older schools meriting full replacement, and a number of special programs lacking adequate facilities.

As a result of District conducted initiatives, a Facilities Bond Committee composed of students, parents, community members,

Improving Student Learning as the Basis for Facilities Planning

teachers, and school site/program administrators, planned for a new bond measure by determining a project list and needed capital. The committee’s outcomes were built upon previous enrollment committee discussions, ongoing district strategic planning, and staff studies of educational issues. $1.7 Billion in needs were identified, proposed for two phases, first $600 M for additional and replacement schools, addressing educational and enrollment capacities through re-configuring the middle school grade levels. The second phase was suggested for 2026. This outcome was brought to the Board, which will decide final amounts and proposal contents brought to the voters on a February 2020 ballot.

Their recommendation’s emphasis on educational program in both process and outcome is a direct result of Edward Peters’ advocacy.

Edmonds School DistrictLynnwood, WAOperational Date: 2020+

FACILITIES MASTER PLAN & 2020 BONDPROPOSAL

CASE STUDY# 4


OUTCOMESReached ConcensusFaced with balancing $1.7 Billion in needs with a politically feasible funding limit of $600 Million, the committee struggled but reached consensus, if not unanimity.

Equity was EmphasizedAll students, especially those of color and low socio-economic status, were considered in setting enrollment capacity limits and the designing of magnet programs.

Innovative SolutionsThey recommended moving the Alternative High School program to a new facility at more accessible location for students, and investing in expanded Early Childhood facilities.

Future Bond PrioritizationThey also prioritized projects for a second bond measure in 2026.

LESSONSFacilities planning for public school districts operates at the intersection of current practice, educational vision, and pragmatic grass-roots politics. The first and last of these factors will dominate any facilities decision-making unless there is a conscious and sustained effort to

BODY OF WORKPROCESSThe committee met twenty times over an 18 month period. They toured all of the more than two dozen District schools that are over 50 years old, and reviewed data and school principals’ reports on building condition, enrollment capacity, and educational suitability. They also toured new middle and elementary schools for comparison purposes. District staff presented the reports of the Enrollment Committee, the Middle School Reconfiguration study team and the Early Childhood Education Needs Assessment. The committee also heard from the District Business Official about bond financing and tax rates.

The Facilities Bond Committee:

• developed and analyzed numerous scenarios that pitted program needs against funding constraints

• Conducted exercises for phasing project needs over more than one bond measure

• Prioritized obsolete schools needing replacement

• Produced an extensive report that expressed consensus on key issues

• Presented the Committee’s recommendation to the School Board and district staff

• Developed additional information to assist the Board in finalizing the Bond proposal

Capital Projects Department personnel then created conceptual site and massing studies to test feasibility and refine cost estimates for each potential project. Superintendent’s staff and program administrators produced more detailed educational plans to address Board concerns about equity and outcomes.

Edward Peters staffed the Committee from the beginning, introduced educational program issues and criteria, and took over leadership during the analysis and decision-making phase after a senior District administrator retired.

Bond committee school tour

EDMONDS SCHOOL DISTRICT

Potential School facilities for next bond issue

This version edited by:

SCHOOL

Educational Suitability *

OSPI Condition Score ( 100 point scale ‐ ICOS 2014)

2027 Enrollment vs Capacity w/ portables

*

2027 Enrollment vs Capacity

w/o portables*

Program space for

intervention programs*

Separate Commons and Gym

Current covered play structure

2027 Enrollment vs Capacity w/ portables

2027 Enrollment vs Capacity

w/o portables

2028 Enrollment vs Capacity w/ Gr6‐8

MSs and one new ES***

Age in Years in 2020

Building Area (Square

Feet)

College Place MS P 75.41 G G P 71% 71% TBD 50 86,790Edmonds ES P 76.86 G G P N N 94% 94% 90% 53 34,719College Place ES P 76.95 P P P N 109% 109% 92% 51 50,017Brier Terrace MS F 78.74 G G P 84% 84% TBD 51 88,527Brier ES P 79.68 F F P N N 99% 99% 87% 50 44,104Oak Heights ES P 81.76 U UU P N 153% 209% 88% 53 51,653Alderwood ECC N/A 82.36 N/A N/A P N N/A N/A 55 36,885Hazelwood ES P 83.46 F P P N 99% 109% 88% 53 53,717Hilltop ES P 83.85 P U P N 107% 117% 88% 52 51,400Seaview ES F 84.19 G G P Partial 90% 90% 102% 59 50,551Martha Lake ES F 84.32 U U P N N 116% 116% 88% 28 50,092Sherwood ES P 84.95 F U P N 98% 136% 102% 53 43,564Westgate ES P 85.19 U U P N N 112% 149% 109% 62 47,032Beverly ES P 85.76 P U P N 109% 137% 97% 61 49,430Woodway Campus TBD 71.32** N/A N/A N N/A N/A 53 148,484Woodway ES P 72.84** N/A N/A P N N N/A N/A 58 37,075Cedar Way ES F 75.74** U U P 114% 126% 101% 61 54,092Spruce ES TBD N/A P U P TBD 110% 142% 88% TBD TBDNew NE Quad Elementary School 88%

District‐wide Elementary Capacity 91%Middle School #5New SLHSEarly Childhood Learning Center

* E= Excellent, G = Good, F = Fair, P=Poor, U= Unsatisfactory** Score needs to be updated to reflect major improvements since 2014*** Assumes reboundarying ONLY NE Quad

DRAFT 2 Evaluation Criteria and ratings ‐ ICOS sort

1 of1 7/24/2019 12:00 PM

Concept diagrams

School board tour of new Lynnwood Elementary

emphasize educational goals and impacts. The original work plans for both the Enrollment and the Facilities Bond Committees did not include educational program criteria until Edward Peters advocated for them, and kept inserting them into analyses and discussion.

Educational visioning should be emphasized from the beginning and at a District-wide as well as project level. School site and program administrators need and benefit from the assistance of learning environment planners in translating educational program needs into physical projects. Touring exemplary learning environments is a powerful tool for this process.

Student and other bond committee members touring a school

BODY OF WORK


MADRONASCHOOL

CASE STUDY# 5

Edmonds School DistrictEdmonds, WAOpening Date: 2019

PROJECT SUMMARYThe design of the new Madrona School responds to the unique Edmonds School District K-8 Option and North Puget Sound Regional Deaf and Hard of Hearing Programs. Serving up to 650 students, the new 80,000 SF facility engages the school’s valued outdoors by embracing outdoor circulation as a way to minimize costly hallways, thus maximizing space for teaching and learning. Each Learning Center is designed around flexibility, allowing it

Cultivating a Culture of Community & Sharing

to function as one large classroom or two separate but visually connected spaces. The school employs cross age learning; they enjoy the idea of students of different ages mingling and crossing paths with one another and refer to themselves as a “Community of Learners,” valuing transparency as a way of reinforcing the idea of being together.

Learning CenterCommunity Commons & Central Courtyard

HH

H

H

H

H

H

HH

HH

H

H

Transparency strengthens connections between indoor &

outdoor learning

Madrona School Site Plan

4140 Edward J. Peters, ALEP - A4LE - 2020 Lifetime Achievement AwardDesign Review Committee during visioning exercise

Learning center model

Learning Centers

PLANNINGProcessTogether, the district and design team developed an interactive and highly engaged process that layered multiple user groups to facilitate a decision making process where all contributing voices could be heard. At the center of this process are the Madrona Steering Committee (MSC), tasked with decisions; the Design Review Committee (DRC), tasked with collecting community and user group insights to inform the design; and the Visionaries, tasked with assuring that the project direction continues to be guided by ideals rather than compromises.

BODY OF WORK OUTCOMESThe learning centers that are pairing more than one teacher are held in a 2,400 SF classroom with a variety of spaces available for a myriad of learning environments. Spaces for the music department, administration, library, commons and gymnasium double as a performance space.

With administration to the left as one enters the building, the gym, commons, wellness center and the library are all connected internally, forming a “U” that cradles a central recessed courtyard conceived as the “heart of the school.” This is a large outdoor gathering place where the entire Madrona School community can come together for assembly, outdoor performance, dining, and many other imagined activities.

The rain garden is framed by the learning centers to the east and west and is charged with water by roof overhangs that slope toward the center, with the spine as a place of transition. The water, the landscape, and the play of light and shadow help reinforce what is meant to be a calming moment for students as they move between the more lively functions of the gym and commons to the more focused core instructional areas of the learning centers and outdoor learning gardens.

Madrona School acts as the North Puget Sound Regional Deaf and Hard of Hearing (DHH) Program, providing education for pre-kindergarten through 8th grade students from 26 surrounding school districts. Leveraging

Deaf Space Design Guidelines and principles, numerous design responses support the unique needs of students’ hearing differences and create a more equitable society. These include appropriate ceiling and wall absorption throughout the school, extensive transparency across spaces to avoid blind corners so that students and staff can see around them, wider circulation paths that enable students to converse in American Sign Language (ASL) while walking side-by-side, and the selection of specific colors that contrast for legible signing. Reducing glare and utilizing the correct lighting was also a key factor in reducing eye strain and providing a successful space for DHH students and staff.

Additional technology is integrated to facilitate communication with all students and staff concurrent with messaging delivered via the intercom system. Colored strobes to provide emergency and operational notification were included as well as additional large format displays and larger readerboards located at interior and exterior locations to allow more legible text to scroll.

Particular attention has been given to security, with entry limited to a single point at the front of the school. The open courtyards at the learning gardens are secured with decorative fencing and gates. While fencing provides a direct barrier, the transparency of the building encourages the users to keep watch on their surroundings and take part in the safety of their school.

SUSTAINABLE SOLUTIONWhen asked what the heart of Madrona is, the Madrona community responded with their own unique answer: outdoor learning space. As a one story building, each learning center has a direct relationship to outdoor learning. Learning gardens open up to the broader site, including the ravine to the east and the track and playground to the west. Addressing mindfulness, the building explores ways of facilitating an awareness for the natural environment and others. The water cycle is celebrated inside and outside of the building, and rain events are highlighted through design elements. Spaces are designed to support a culture that requires a sensitivity to noise with ceiling heights that are generally lower than a typical school in an effort to manage acoustics.

Project Goals• A beautiful facility that nourishes the whole

person and respects the environment through an efficient use of natural materials and resources

• An agile facility that responds to individual student needs today and in the future

• A welcoming facility that accommodates the diverse community of learners, families and educators

• Contiguous interior and exterior environments that link spaces through visual connections and clear sightlines

• Balanced opportunities for both indoor and outdoor learning settings

• A facility the responds to the specific acoustic needs of the spaces, whether it ’s dampening or clarity, and contributes to the learning environment

• The ability to gather the entire community in a large multi-use space

• Flexible size and location of professional community spaces that keep adult

Learning settings program studies

SINGLE OUTSTANDING CONTRIBUTION


“ED’S SINGLE GREATEST ACHIEVEMENT LIES IN HIS CAPACITY TO SERVE AS A ‘COMPASS ROSE’ FOR THE CREATION OF INSPIRING AND POSITIVE LEARNING ENVIRONMENTS, IN HIS DISTRICT, AROUND OUR REGION, AND THE GLOBE.”

- BRIAN CARTER, AIA, NCARB, ALEP - INTEGRUS ARCHITECTURE

Edward Peters’ singular outstanding achievement is the extent to which he has improved Learning Environments, directly and by example, in his School District, State, Region and throughout A4LE. There are many reasons for A4LE’s global stature. There are many reasons why Washington State and the PNW region have the highest proportion of McConnell award winners and finalists in A4LE. The Chapter and the Region and the entire A4LE community have a culture of continuously improving the planning and design of learning environments. Edward Peters exemplifies that culture and is a prime proponent. His influence extends far beyond the projects he has directed.

When Ed leads project teams, the resulting projects are outstanding and noteworthy, as evidenced in his McConnell finalist and winning submissions, and other awards and recognitions his projects have received. His leadership is characterized by nurturing the best thinking in the group rather than promoting his own position. On many occasions he has asked District leadership to reconsider facilities decisions in order to emphasize learning opportunities over expediency. For instance, because the community was enthusiastic about the McConnell finalist Meadowdale Middle School, the District Superintendent decided that they should construct exact copies at all of the other middle school sites. Ed argued strenuously for applying both lessons learned from operating Meadowdale, and for adapting the design to improvements in

pedagogy. As a direct result, Alderwood Middle School improves upon Meadowdale’s support of learning, and so will subsequent projects. Both schools are on the “must tour” list for other Districts planning Middle Schools.

Through implementing, testing and evaluating, Ed has consistently discovered evolving approaches to sustainable solutions to ensure we are good stewards of public resources for our youth. For example, when an unfunded State mandate created an immediate need for dozens of additional classrooms, Ed rejected the conventional solution of portables. He researched all options and implemented relocatable classrooms that matched the highest standards of the District’s new construction. At many sites they are the best learning environments in the school. Other school districts have now adopted this approach, based on the example of Ed’s district.

Ed’s contributions extend far beyond his project successes. He engages his professional community through volunteerism and professional leadership and guides educational communities to develop richer, more authentic solutions for their students. He facilitates the sharing of his projects with other school districts and societies as exceptional examples to model, and he serves as the “go to” person for advice, coaching and encouragement throughout the region, actively encouraging and facilitating school planners from the US and Canada to tour District schools on a regular basis. The South Korean government has sent several delegations to tour Ed’s McConnell

recognized schools. Ed chaired Seattle Public Schools Building Excellence Citizen’s Oversight Committee for 10 years. He currently chairs the State’s Project Review Committee. He has presented at State, Regional and International A4LE conferences numerous times, as listed elsewhere in this document. A recent example is his advocacy for securing Sarah Williams Goldhagen as the 2019 LearningScapes keynote, and his participation in her Supersession.

Because Ed is committed to the idea that everything he does offers both an opportunity to improve on the past, and an opportunity to learn in the future, he consistently champions a culture in and around all of his work. One illustration of his commitment to iterative improvement and lessons learned is his advocacy for the importance of post occupancy assessment as an ALEP core competency. He applied this same attitude to his roles as A4LE Washington State Chapter President, Governor and member of various committees.

One measure of Ed’s contribution is the depth and breadth of support for his nomination for this award. There is no shortage of individuals who go out of their way to testify that Ed has inspired them with a spirit of innovation through collaboration. Therefore, his singular outstanding achievement is the cumulative impact of his myriad contributions over the last 30 years to improve learning environments and communities.

STILL WORKING ON PLACING AN IMAGE HERE...

Lynndale Elementary


REFERENCE LETTERS

44

05 July 2018

RE: LE Lifetime Achievement Award Letter of Reference for Edward J Peters ALEP

Dear Members of the LE Awards Committee:

It is with great pleasure that we submit our letter in support of Edward J Peters ALEP for the LE Lifetime Achievement recognition. As pincipals in three A/E firms that regularly collaborate with Ed and the Edmonds School District, we have had the good fortune to benefit firsthand from the impact of Ed’s leadership in our industry and community. Through our partnerships, Ed has consistently and simply asked each of us how we can do our best work for the benefit of those that we serve – students, teachers, communities. At every point in Ed’s career, his energy and commitment have kept him focused on this clear goal. The Pacific Northwest is fortunate to be a center of innovation within the educational facilities design community, with an environment that encourages open-collaboration, shared values, and continual improvement. Within our community, Ed Peters has set the bar to advance educational facility planning, design and implementation, community engagement, and professionalism with the unwavering goal of improving places of learning in our region. Ed is a quiet influencer who empowers others to do their best work. He understands that he does not have all the answers but seeks the best solutions to the most complex challenges – always with a sense of respect, curiosity, and candor. It is with this spirit of open collaboration for the greater good that he has demonstrated leadership not only in progressive educational planning ideas, but through advocating for improvements in the public funding models for education facilities in Washington State; advancing construction delivery methods to improve the owner, designer, and contractor integration, and engaging as an active citizen and expert on a facilities oversight committee for a neighboring district. These are just a few of Ed’s contributions that he has embraced for the benefit of regional educational environments, school districts, and learners. No other organization better reflects Ed’s vision than the Association For Learning Environments (A4LE) and reciprocally, A4LE would not be the same organization without individuals like Ed Peters. His commitment to the values of A4LE is demonstrated through his MacConnell Award Finalist and Winner schools that were realized through his direct guidance, and through his positions as president of the A4LE Washington Chapter and Washington Governor for the regional chapter. Ed Peters’ contributions to advancing environments for learning have made significant positive impacts locally and regionally, which in turn have been a catalyst for improvements nationally and internationally. He has played the role of convener, disrupter, and steady, balanced voice through his efforts. He embodies in spirit and in action the quality of an A4LE leader through his lifetime of astounding achievements and service. Respectfully,

Brian Carter AIA ALEP, Principal Lorne McConachie FAIA, Principal David Mount AIA, Partner Integrus Architecture Bassetti Architects Mahlum

ED TAUGHT ME ...THAT A PROJECT IS SUCCESSFUL ONLY IF ALL PARTIES INVOLVED ARE SUCCESSFUL.... HE CONSIDERS AND HONORS EVERYONE’S STAKE IN THE OUTCOME THROUGHOUT THE PROJECT.

- MARLA S. MILLER, DEPUTY SUPERINTENDENTSHORELINE PUBLIC SCHOOLS

Frank Locker Educational Planning 306c Dover Point Rd, Dover, NH 03820

[email protected] www.franklocker.com 617.412.7444

Lifetime Achievement Awards CommitteeAssociation for Learning EnvironmentsScottsdale, AZ 85259

18th July 2018

Re: Recommendation for Ed Peters

Dear Committee,

As an officer of CEFPI’s Washington State chapter Ed Peters brought me to Yakima tospeak at the chapter’s annual conference soon after I was honored as Planner of the Year.

In the 15+ years since then I have returned to Washington many times, consulting initially toEd and his district, and then to a number of the architects he has inspired. Ed’s quietdemeanor belies his intense passion for improving education. He has done that through hisday job as capital projects director and through his leadership in A4LE. He setsexpectations and asks the right questions, and does the background work to “get schoolfacilities right.”

Since I am “from away” I do not know of Ed’s activities in detail, but I do know about hisinfluence. His footprint is huge.

When I arrived in Washington, Ed’s project team had already won a MacConnell award forEdmonds-Woodway High School. The design by Bassetti Architects, was an early casestudy in cutting-edge planning, a demonstration of how to do small learning communitiesright. At a time when Visioning was not yet a part of best practices, Ed engaged me to leadthat process for his Lynnwood High School. That project, also with Bassetti, would win aMacConnell Award as well. Lynnwood demonstrated how to create a sense of community ina large high school setting. What other capital projects director can claim suchaccomplishments?

In the years since that Visioning Ed has continued his good work through leadership inA4LE and in the hiring and inspiring of architects. He has been a quiet force in creating theschool design culture that has captured more MacConnell winners and finalists than anyother region.

I wholeheartedly support Ed Peters for this year’s Lifetime Achievement Award.

Thank you,

Frank Locker, PhDFrank Locker Educational Planning




18th July 2018


Dear Committee,







Thank you,





18th July 2018


Dear Committee,







Thank you,


Edinburgh, 2015

47Edward J. Peters, ALEP - A4LE - 2020 Lifetime Achievement Award46

Photos here -

Alderwood Middle School - - Commons combines welcoming comfort with easy supervision

REFERENCE LETTERS

REFERENCE LETTERS

July 25, 2018

RE: Lifetime Achievement Award Letter of Support for Edward J. Peters

Dear Selection Committee -- Lifetime Achievement:

It is my Honor to recommend the Washington Chapter’s Mr. Ed Peters for the Association for Learning Environment’s (A4LE) Lifetime Achievement Award. I have known Ed for over 25years. He is one the most passionate and caring people on the standards for plan, design, build and maintain educational facilities. His work has had an impact, not only in the State of Washington, but the region, and A4LE worldwide. His input on educational visioning, community engagement, pre-design, project management, ethics and professionalism have improved how this work is done.

Ed truly is a person who has A4LE in his heart. He has served in many capacities within the organization. He has always been an integral part of, not only the Chapter, but Regional and International planning of conferences. I can personally say he has helped me so much on conference planning, including the 2008 International Conference where we changed the way we put on a conference. Also, his persistence on how school tours are conducted has had a direct impact on the growth of our chapter. He has always insisted on student participation and touring schools and the impact they have on our profession.

From the time I met Ed many years ago, I realized he was a man who is honest, trustworthy and passionate about, not only his work, but the people he meets. For me, he is a friend that helped me in my professional and personal growth. He is engaging and always wants what is best for A4LE. There is no one who is more deserving of the Lifetime Achievement Award than Mr. Ed Peters.

Sincerely,

Merle Kirkley

Past A4LE President

THIS PAGE IS INTENTIONALLY LEFT BLANK

REFERENCE LETTERS

48

APPENDICES


2010 WINNER LYNNWOOD HIGH SCHOOL

Edmonds School District Lynnwood, WashingtonBassetti Architects

https://www.a4le.org/A4LE/ProgramsAwards/Awards/LEsolutions_Planning_Design_Awards/

MacConnell_Past_Winners.aspx

https://youtu.be/--kt9bJZ7kk

WELCOME TO OUR SCHOOL: THE APPLICATION OF ENVIRONMENTAL PSYCHOLOGY TO K-12 SCHOOL PLANNING AND DESIGN - Super Session

LearningSCAPES 2019 Annual Conference & ExpositionOctober 5, 2019

Panel Members: • Edward Peters, ALEP, Capital Projects Director, Edmonds School Distric

• Sarah Williams Goldhagen, AAuthor, “Welcome to Your World”

• Brian Carter, AIA, LEED AP, ALEP, Principal | CEO, Integrus Architecture

• Scptt Alterator, PhD, Director IDE

• Margaret Parsons, AIA, ALEP, LEED AP BD&C, Principal, Cuningham

Group Architecture

https://www.youtube.com/watch?v=tA95lVgJUb0

2013 FINALIST MEADOWDALE MIDDLE SCHOOL

Edmonds School DistrictLynnwood, WashingtonIntegrus Architecture

https://media.a4le.org/macconnell/Meadowdale.pdf

https://youtu.be/N8NvXRon18E

PLEASE CLICK ON THE ADJACENT LINKS OR SCAN THE QR CODES TO VIEW ED’S CONTRIBUTIONS TO THE MACCONNELL AWARDS WINNING PROJECTS AND HOW HIS PLANNING EFFORTS HAVE SHAPED SUCCESSFUL LEARNING ENVIRONMENTS.

Hiking in Olympic National Park, 2011

Documents

EDWARD J. PETERS, ALEP ACHIEVEMENT LIFETIME · 2020. 11. 10. · ed peters, alep, italy, 2017 it has been my career-long mission to improve public services by applying research-based