Formal education programs at public gardens are structured lessons, activities, and classes led by qualified teachers that have defined educational goals and materials. They signal a garden's values and direction, allow it to communicate in-depth about the environment, and influence public discourse. Audiences include students of all ages, teachers, professionals, and community members. Good programs are place-based, project-based, developmentally appropriate, accessible, collaborative internally and externally, and evaluated. Starting with an educator and putting them in dialogue with other staff ensures quality programming that sustains over time.

1. Formal Education at Public GardensPatsy Benveniste, Vice PresidentEducation and Community Programs2011 APGA Presentation

6. What Does “Formal Education” Mean?Formal education in public gardens meanslessons, activities and classes thatConvene students (of any age) in a structured way under the guidance of a subject-qualified teacherHave defined educational goals with associated curricula and materialsAre capable of evaluation and replication

7. What is its Use?Formal education programsSignal a garden’s philosophy, values and future directionAllow the garden to communicate in depth with the larger knowledge communityEffect change

8. What is Formal Education’s Leverage Power?Benefits the garden’s ongoing operationsInspires and motivates short and long term goalsInfluences public discourse and action about the environment Shapes innovation in the education system Brings sustainable practices and behaviors to broad awareness

9. Who are the Audiences?Early ChildhoodElementary school studentsAfter school students (Scouts, etc.)Child specialtyHigh School students – in school and summerCollege students – in school and summerPost-graduate studentsTeachers, PreK-12Adult life-long learnersAdult landscape workersAdult certificate studentsAdult healthcare and design professionalsCorporate sustainability managersHuman service agency sitesCity and county environmental managers (forest preserve districts, natural areas managers)

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23. Publications for Professionals

35. Richard J. Daley CollegeArturo Velasquez West Side Technical Institute/ Continuing Education

38. Informal ProgramsKids & FamiliesSecondary, Undergrad and Grad StudiesK-8School Field TripsTeacher TrainingLibrary CollectionsGarden Site EducationScience Camps & After-SchoolHealth & WellnessAdult Continuing Education

39. CommunityGarden SupportHort Therapy for Clients atAgency SitesSchool Garden AssistanceOff-Site EducationAdult workforce training & certificationSchool-based teacher and student trainingYouth Training In Communities

40. Hybrid Teaching andCertification ProgramsConsultation,design and staff training servicesK-8 Curriculumdissemination & trainingHybrid Education Cooperative, Multi-gardenInitiativesCollaborative, multi-site adult coursesCitizen Scienceprograms

41. Hallmarks of Good ProgramsPlace-basedProject-basedDevelopmentally appropriateAccessibleInternally collaborativeResponsive to external standardsEvaluated

42. Basic Rules for Delivery and Management Education programs should be Reflective of the garden’s larger missionAble to take full advantage of the garden’s natural and designed spacesSensitive to the audienceInternally collaborativeConnected with the larger communityBusiness smart

43. Start with StaffHire an educator first!Quality trumps quantity -- and sustains itself over timeFind a way to offer professional development on a regular basisPut educators in dialogue with other department staff, no silos allowedWelcome volunteer expertise and assistance, but manage it carefully

44. Funding the ProgramsGarden-based programs are sexy to fundersA balance of earned and raised revenue signals astute managementAmbitious programs evolve over time: “under promise and over deliver”Understandand implementongoing program evaluation

46. “HUMAN HISTORY CAN BE UNDERSTOODAS THE RACE BETWEEN CATASTROPHE AND EDUCATION.”H.G. Wells