Position Title: Park Educator
This volunteer opportunity is located within the Education Division to support Good Neighbors:
Landscape Design & Community Building – an active, place-based education program that fosters
appreciation of the physical, social, and psychological value of public parks in young children when
they are first forming the foundational values that will influence their thinking and decision-making
for years to come.
Good Neighbors uses the restored landscape, historic design office, archival collection, and
rehabilitated model shop to explore the history, art, science, and civics of landscape design and park
stewardship. Participating 3rd graders learn why parks are important for people, and begin to
imagine their own role in the care and stewardship of these special landscapes.
Park Educators will assist National Park Service staff with teaching and logistical oversight of on-site
programming, including:
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Program Facilitation
o Fairsted Landscape Exploration:
In this 75-minute activity, 10-13 third graders explore the restored landscape to learn
about artistic and scientific dimensions of landscape design, including plant selection
and placement, topography, and design intent. By “reading” the landscape, drawing
plant specimens, and comparing different zones in the landscape, students discover
how the selection and arrangement of landscape elements contributes to the look,
feel, and function of “place.”
Responsibilities include distribution of materials (clipboards with maps, pencils,
paper) and work with one small group of students in a discrete section of the
landscape. The educator helps students identify the plants they are tasked with
drawing, encourages students to exercise their powers of observation, and prepares
students to share their landscape discoveries with peers. When prepared, educators
may take on some or all of the leading of this section.
o Historic Design Office Experience:
In this 60 minute experience, students take an inquiry-based tour of the Historic
Design Office to learn about the late nineteenth century design of Franklin Park’s
Scarboro pond. During a pre-visit, in-classroom activity, students investigate
facsimile tools used during the creation of Scarboro Pond, and bring their theories as
to the use of the tools and the methods of design into the program. Thinking about
their unique talents and interests, students are asked to think about what job they
would want in Olmsted’s office.
Responsibilities include facilitating movement through the office and maintaining a
strong eye on resource management (i.e. reminding students, teachers, and
chaperones, not to touch museum objects). When prepared, educators may take on
some or all of the leading of this section.
o Park Design-Model Making Activity:
In this 90-minute hands-on workshop, 10-15 students design a park landscape and
create a 3D, scaled model to communicate their ideas. Students listen to clients,
deliberate ideas, assemble a model, and then describe how their designs satisfy client
needs and help strengthen the community.
Responsibilities include work with small teams of students who are focused on
designing a particular section of a park to ensure students are following the park
design checklist, providing necessary materials, and reminding students to be
attentive to client needs. In addition, the educator photographs the final park design
with the design team, and ensures all model making pieces are returned to their
appropriate storage containers following the program. When prepared, educators
may take on some or all of the leading of this section.
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Program Mechanics
o Greet busses; welcome students
o Facilitate group movement between activities
o Ensure program follows timed segments
o Greet and familiarize chaperones with daily activities
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Program Logistics and Operational Support
o Organize and replenish teaching materials (art making materials for landscape
exploration, model making materials, etc.)
o Review program confirmations and review class characteristics with park staff prior
to the program

Professional development
o Participate in on- and off-site training (i.e. You might be asked to observe other
place-based education programs, document observations and report findings to staff)
o Define and take part in advanced development opportunities.
Skills:
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Ability and desire to work with 3rd grade students
Strong communication skills
Appreciation of whole-child teaching and learning
Educational experience a plus, not required
Time Commitment: 10-20 hours/week (5 hours x 2-4 days, September-October and April-June)