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I wear a lot of different hats I sit at a drawing board and I create designs for new work that is taking place We have many gardens designed during the 1930s and 1940s by my predecessors They conducted extensive research and chose plants that were known and used in the eighteenth century But in a few cases, a plant they chose, though appropriate to the period, might not be ourishing in a speci c location because of too much sunlight or too much shade So, we think of something else that would have been used but will grow better in that speci c location Many of these gardens are forty or fty years old and, unlike the architecture where you just replace fabric when a board rots or you are putting a coat of paint on, plant materials do grow They re dynamic, and when you have a garden that is mature, or overmature as many of ours happen to be, part of my charge is looking at the replacements that have to be factored in when plants or trees die out This keeps it looking presentable to the public I work closely with the person responsible for the maintenance I provide the design expertise, and we talk about what is needed in a particular garden Once a decision has been made, I direct my maintenance staff to implement the work I spend time giving slide lectures to groups and garden clubs I give garden tours a couple of times a month to the public to have contact with the visitors I m also a garden historian That is someone who has a background in history and has done research and is interested in the development of the historical landscape I ve made any number of trips to England in the last fourteen or fteen years and have visited many country estates and gardens over there I have looked at English landscape design, which served as the precedent for many of the designs in the eighteenth century here in the Virginia Colony Much of my work involves looking at what was done historically in gardens The kinds of plants that were grown, how they were laid out, the types of fencing they were using is all part of knowing how to re-create a period garden.

that as teachers gain greater authority in decision making, there will be more collaborating and sharing among them, much to the advantage of students Teachers know that when teachers work together, one and one can add up to more than two Some middle schools have a school structure that allows for collaborative action and sharing Teachers in language arts, mathematics, science, and social studies work as a team with a group of students They have a common planning period each day to share teaching experiences and to exchange information on student progress across elds of study They also have individual planning periods to shape their own teaching plans Still another variable in teaching is method or technique how a teacher teaches Several factors in uence method: a teacher s knowledge of various teaching strategies, concept of teaching, and view of the purpose of education and the process of learning; facilities; equipment; the quality of administrative leadership; and the school district s goals Making a subject come alive so that a student thinks seriously about a problem or is eager to explore a phenomenon is constantly a challenge Teachers often are constrained by having to cover certain content in a course Textbooks adopted by school districts may establish basic subject matter to be learned Standardized tests also set parameters for the content and the knowledge to be taught In some schools the emphasis on testing substantially in uences what is taught Under pressure for students to perform well on standardized tests, teachers tend to emphasize content that they know will be tested

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Variety in Teaching Variety in teaching is considerable There are different age groups, different subjects, and different types of students All three distinctions are in uential in shaping the nature of teaching Table 21 lists the most common categories of teachers, the types of schools in which they teach, and the kinds of teaching licenses that they must hold Clear differentiations in teaching are made among kindergarten, elementary school, middle and junior high school, high school, and specialarea teachers (teachers who work in elds other than the core subjects) Usually, though, state departments of education promulgate program and

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