Managing the Rural School Facility Construction Process.

Autor/inn/en	Passarelli, Angelo; Goehring, Wade; Harley, Anne
Titel	Managing the Rural School Facility Construction Process.
Quelle	(2000), (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Administrator Role; Administrators; Construction Management; Construction Programs; Educational Facilities Planning; Elementary Secondary Education; Rural Schools; School Buildings; School Community Relationship; School Construction + Suchen Sie Ihr Suchwort? Baumaßnahme; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; School building; Schulgebäude; Schulbau
Abstract	The decision to renovate or replace a school building is the starting point for a long and challenging journey with many phases: planning, development, and project delivery and construction. Each phase requires different levels of expertise, skills, and activities. The challenge of a rural facility project is to find leadership to provide guidance through all phases of the project. This chapter describes an approach to project management that can help the school district leadership to successfully interact with the construction management team while facilitating open, respectful, and effective communication with local stakeholders. This approach--the project cost management system (PCMS)--has proved successful in rural school construction projects in Nebraska, Iowa, and South Dakota. Key to the success of this approach is a project manager with a good understanding of community needs and a good grasp of the technical aspects of school facility construction. This individual has responsibility for both developing community consensus and managing the technical details of the construction process. The various phases of PCMS are described, along with the role of the project manager in each: (1) the planning process (forming a facilities study committee, identifying needs related to building code violations and to new educational models and technologies, and seeking broad-based input from staff and community); (2) design workshops to develop the plan; (3) developing community consensus; (4) bond referendum campaign; and (5) project delivery and construction. (SV)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01