Member Spotlight: Tom Parent
Facilities Master Plan, he didn’t foresee winning the 2016 IAP2 USA Core Values Award for Respect for Diversity, Inclusion & Culture. What he did see was a district-wide commitment to honoring diversity and inclusion that he was determined to embed in every aspect of the facilities planning process.Three years ago when Tom Parent, Facilities Director for the Saint Paul Public Schools in Saint Paul, Minnesota, embarked on the process to renew the 10-year
To give you a sense of the magnitude of this project, Saint Paul Public Schools (SPPS) is Minnesota’s second largest school district serving more than 38,000 students with 78% students of color, 72% in poverty, and more than 100 languages and dialects spoken. The district has 72 facilities (68 of which are schools), 7.3 million square feet of space, and 465 acres of land constituting a 2.1 billion dollar portfolio.
Tom was introduced to IAP2 in 2012 by IAP2 USA board member, and then Board of Education member of Saint Paul Public Schools, Anne Carroll, when she delivered a training to district leaders in the three IAP2 pillars: the Core Values, Ethics, and Spectrum. He joined IAP2 USA at the onset of the Master Planning work when he realized how the tools would play a critical role in changing the process.
“Getting off the ground was as important as anything. We understood facilities master planning from the perspective of technical experts, and we needed to be clear with everyone involved that we had a lot to learn from community aspiration, and how to capture that for our vision for the learning environments we create for students.”
Tom relied on the IAP2 Spectrum to help his team make the transition from “technical experts delivering design conclusions to the community” to engaging the community in every step along the way.
“It was important to consistently establish where we were on the Spectrum and target our activities based on who would be at the table. It was an iterative process of defining first where we were and where we wanted to be and being inclusive in the ways we chose to get there. Using the Spectrum in this way became very aspirational. We set ambitious process goals and were excited to see them come to fruition.”
Another early critical decision was to require every district employee as well as external consultants who participated in the Facilities Master Plan to undergo intensive racial equity training – the district even invited all members of the local chapter of the Institute of Architects to participate.
“From the onset a key focus was having people show up authentically in the process. We didn’t want people to show up with administrative privilege. The people facilitating the meetings had to have the ability to navigate the challenges of structural racism and honor different perspectives. The 16 hour training we went through helped us develop a framework for how we identify, talk about, and address issues of systemic racism. It’s about understanding these topics are hard, and there a lots of challenges that come with them that make it too easy to shut down, but we all have to live in the discomfort of addressing them.”
Throughout the process, Tom was most personally impacted by the student voice.
“Hearing what students had to say was the most powerful work we did. When we hear the perspective of students who spend 13 years in our educational system, and learn about how they work, socialize, and learn, that’s when some really great work happened. To give them the ability to have input into end design was as empowering for us as it was for them.”
All too often Facilities Master Plans are driven by compliance and destined to sit on a shelf. In contrast, this plan is intentionally not complete, but rather is set up to support ongoing engagement and planning to honor the process. “We’ve changed the culture around how the the district does master planning. It’s a living document that reflects how we approach managing our buildings and grounds moving forward.”
And Tom is sharing his department’s learning with principals and administrators across the district.
“This August, we did a workshop with systems leaders – the academic and operational staff dedicated to student learning – about how the master planning process unfolded, and how we used stakeholder mapping and identified the various levels of communication and engagement in daily practice. We were able to share how it doesn’t need this big process like a master plan to be intentional about including the end-users of decisions.”
Tom has presented locally and nationally on issues of long range educational facility planning, equity, and the intersection of the two.