Path to Membership Handbook for Institutes (pdf) - Why Waldorf Works

AWSNAPath to Membership HandbookTeacher Education Institutes and ProgramsTable of ContentsPreamble 5Path to Membership and Membership Categories 6Shared Principles for Teacher Education Programs and Institutes 10Implementation Process 2007‐08 16Responsibilities of Schools and Institutes & Role of Delegates 17AWSNA Dues, Fees and Financial Protocols for Schools andInstitutes 2007‐08 21Position Statement:Use of the terms “Waldorf” and “Rudolf Steiner” 25Three Year Development Plan for Institutes 26Visit Report Guidelines for Institutes 28AppendixTeacher Training Institutes & Programs 2007‐08 30Teacher Education Network Contact List 32TEN Mandate and Activities 33Vision of a Healthy Waldorf Teacher Training Community 34Resources for Pedagogical Mentoring 35“Navigating the Transition: A (sample) Guide forWelcoming New Teachers” 38Foundation Studies for the Waldorf Educator 4533

PREAMBLE: Principles and Purpose of the Association of Waldorf SchoolsThe purpose of the Association of Waldorf Schools of North America is to strengthen andnurture the impulse of Waldorf education as it manifests in recognized schools andteacher education centers on our continent. To this end, the Association works for qualityand integrity in everything it attempts and achieves. In this way, it inspires leadershipwithin each of its schools or institutes and promotes conscious and collaborative humancommunities and relationships at all levels of the Association’s work.The Association of Waldorf Schools of North America (AWSNA) also recognizes theinternational context of Waldorf education and values the opportunity for renewed socialawareness arising from the worldwide growth of Waldorf education. Within thisorganization are included schools and institutes located in Canada and Mexico as well asin the United States. The challenges and responsibilities facing educational communitiesunder differing state and provincial cultures and laws require that the Associationmaintain great sensitivity and open communication as it strives to address the needs of allof its members.It is the shared expectation that each member of the Association, be it early childhoodcenter, elementary school, high school, or teacher education center, will strive to become acultural organization worthy of emulation in its pedagogical practices, administrativestructures, organizational forms and personal and social human relationships. This goalcan best be approached when faculty and staff in an AWSNA member organizationconduct their work out of an understanding of Rudolf Steiner’s insights into selfdevelopmentand self‐transformation, using his suggested meditative practices andseeking support and guidance from the spiritual world. In this way the human facultiesthat Rudolf Steiner described as Imagination, Inspiration and Intuition become attuned tosupporting the development of these organizations. Within Waldorf education lies theresponsibility to work with each student, colleague, parent and friend in a manner thatremoves obstacles that might stand in the way of development of individual capacitiesneeded to meet the challenges of today’s world.It is expected that the programs of each member will be founded on an anthroposophicalunderstanding of human development and that the content and methods employed,while naturally differing in some specifics from member to member, will develop thehuman faculties of thinking, feeling and will activity as described by Rudolf Steiner andreflected in his pedagogical indications.Waldorf education inspires a love of learning that fosters personal self‐understanding andappreciation for the intrinsic value of other human beings and the natural world. When aschool or institute becomes a Member of AWSNA, it agrees to engage in associative workwith other members that are also striving to realize the ideals of Waldorf education.55

Path to Membership and Membership CategoriesFor Institutes and Teacher Education ProgramsThe AWSNA Membership Path leads from Developing Status, through CandidacyStatus, to Full Membership Status.Initial Application to become affiliated with AWSNAThe first step for a group wishing to pursue AWSNA membership is to contact theLeader of Programs and Activities and the Chair of the Teacher Education Network(TEN) of AWSNA in writing to express the intent to initiate a teacher preparationprogram or affiliate an existing program with AWSNA. The Leader of Programs willprovide a list of questions for the Institute to address in an application, including: Whatdoes the program seek to do? How do you plan to achieve it? How do you see theprogram in context with its particular geographic or regional area? Who is involved inleadership and teaching? What are their backgrounds and qualifications? Is theprogram in a position to participate actively in regional work?During the first conversation in response to the letter, consideration will be given to theneed for an institute in the geographic region requested. Options to be consideredcould include forming a separate institute or collaborating with an existing program.Timelines for full membership will vary according to the type of educational programsthe applicant offers. Currently, for example, there are teacher education colleges withtheir own facilities, sometimes with working relationships to local universities offeringdegree programs, as well as small programs connected to a particular school or region.The Leader of Association Programs and Activities reviews the application with theChair of the Teacher Education Network and the Regional Leadership CouncilRepresentative. Criteria to be considered include: Faculty is qualified to teach adults;there is a commitment to Anthroposophy and Waldorf pedagogy; the program isclearly distinguished from a study group; the program includes Foundation Studies,and courses in teacher development, child development, Waldorf pedagogy andcurriculum, as well as classroom observation and practice teaching.If the criteria are met and the application is accepted, the Leader of Programs andActivities and the Regional Leadership Council Representative (or designee) will act asan Orientation Team, visiting the applicant for one day and outlining the process formembership including the Three Year Development Plan and adherence to sharedprinciples. The applicant then completes and submits a three‐year plan to the TeacherEducation Network of AWSNA for review. The plan will be reviewed by the TEN. Ifthe Plan is acceptable to the TEN, it is passed on to the Leadership CouncilRepresentative with a recommendation for approval by the Regional Delegates Circle.66

When the Teacher Education Network, in consultation with the Leadership CouncilRepresentative, determines that a developing institute/program has achieved sufficientinstitutional maturity (at least three years), it recommends that the institute/programapply to become a Candidate for Full Membership in the Association. The Institutethen writes a letter to the TEN and the Leadership Council Rep indicating their interestin becoming a candidate for full membership. If the Support team confirms theirreadiness, the TEN accepts the Institute as a Candidate.Candidacy StatusCandidacy Status is the recognition by the Teacher Education Network on behalf of theAssociation that an institute/program has developed sufficient maturity to begin thefinal step of becoming a full member. The period of Candidacy is between one andthree years, but may be extended by permission of the Teacher Education Network inextraordinary circumstances.When an institute is accepted as a Candidate, it may continue to use the term “Waldorf“ in its title and must represent itself as a “Candidate for Full Membership inAWSNA.”Upon obtaining Candidacy Status, the program/institute must undertake a self‐study,which is followed by a peer review site visit. Expectations for the Self Study will beprovided by the institute’s support team. The self‐study will be reviewed by the TENmembers. Suggestions for changes or additions to the self‐study will be provided bythe TEN. Once the self‐study is felt to be adequate the Teacher Education Networkapproves a site visiting team, different from the support team that includes at least onemember from the region. This team then visits the Institute for two days and preparesa report to the TEN. Guidelines for the visit and report will be developed by the TEN.Once completed, the TEN reviews the final self‐study and the site visit report todetermine the institute/program’s readiness to move to Full Membership Status. Ifaccepted, the TEN asks for affirmation of the decision from the Regional Delegates’Circle.All costs incurred during this process are the responsibility of the Candidate.Candidacy Status entails a new dues level and commitment to the associative work ofthe Association itself. Upon acceptance as a candidate the representatives of theinstitute/program will be invited and expected to join the Delegates Circle and regionaldelegates work and send a representative to the TEN meetings.88

AWSNAShared Principles for Teacher Education Programs and InstitutesThe following list of shared principles has been developed, and will be reviewedperiodically, to describe the kind of teacher education program and institute thatAWSNA believes it can serve and that, in turn, can benefit from the AWSNA networkand services. Membership in the Association is assurance to the public that theseshared principles have been met and that the program or institute’s success in meetingthese shared principles is periodically reviewed.These shared principles have been developed to focus on the elements that should becommon to all Waldorf teacher education programs or institutes. The membership ofan institute or program shall not be contingent upon literal compliance with everydetail of the shared principles. Wherever the provisions of a particular principle arewaived, however, there shall be sufficient evidence that the intent of those provisions isbeing observed.It is believed that the ultimate tests of a program or institute’s quality are two: howwell it does what it purports to do and how closely aligned its results are to its statedpurposes and goals.The terms programs and institute are interchangeable in this context.A. Purpose, Goals, and PhilosophyA1: The teacher education program works out of the pedagogical indications of RudolfSteiner, based on anthroposophy, the philosophy initiated by Rudolf Steiner.A2: There is a clearly articulated statement of educational mission, philosophy andgoals that reflects the individual character of the program and the characteristics andneeds of its students.A3: The program demonstrates its commitment to inclusiveness in gender and culturaldiversity through its governance and leadership, curriculum, support programs,staffing, and activities.A4: There is full disclosure of the program’s mission, policies, programs and practices.A5: There is a high degree of congruence between the stated mission of the programand its practices.1010

C18: The institute makes its program, policies and procedures visible to the studentsand faculty in student and faculty/staff handbooks.C19: Working out of an understanding and commitment to anthroposophicalorganizational ideals, the institute’s board of trustees is active in supporting the workof the faculty and staff by assuring long range planning, adequate resources for theprogram, and holding the public trust by carrying fiduciary responsibility for theorganization. The board’s role is clearly articulated and communicated throughout theorganization. Board membership reflects a balance of individuals working within theorganization and in the community, as required by state or provincial law.D. PersonnelD1: The administration, teachers, and staff are qualified for their positions andresponsibilities by education and /or experience.D2: There are adequate procedures for identifying changing needs and priorities inteacher and staff requirements.D3: There are clear, established procedures for recruiting, screening, interviewing,hiring, supporting, evaluating, and dismissing of personnel.D4: There are fair and appropriate personnel policies, salaries, and benefits for allpersonnel and these policies are written and readily available to all co‐workers.D5: After mutual agreement for compensation, term of employment, and principalduties and responsibilities, each teacher and staff member is informed in writing of theterms of their employment.D6: Every teacher and staff member will participate in a fair and regular form ofevaluation.D7: The program or institute has a clearly, stated policy for professional development.D8: The program or institute has a clearly articulated written policy for expectations ofprofessional behavior.D9: The program or institute keeps accurate and complete personnel records asrequired by law and as necessary for its effective operation, including professionalqualifications and credentials.1414

E. Community of the InstituteE1: The institute communicates with and involves in appropriate ways, staff, faculty,students, alumni and friends. Leadership from Waldorf schools served by the instituteis appropriately involved in evaluation of the Institute’s programs as a component ofprogram planning.E2: The institute has clearly defined student admission and dismissal policies andprocedures that are consistent with the stated mission and philosophy of the instituteand that provide the general criteria upon which admissions and dismissals are made.The institute’s admission and dismissal policies and procedures are clearly articulatedand communicated to faculty, staff and students.E3: The program completion, graduation, and certification requirements are delineatedand openly communicated to students during the admission process.E4: Students are fully informed of their financial and other responsibilities to theprogram prior to enrollment.E5: There are clearly articulated and written policies regarding expected andacceptable behavior of students.1515

IMPLEMENTATION PROCESS 2007‐08The implementation processes describe how the current membership categories will betransitioned to the new membership path.New InstitutesNew institutes or programs wishing to become members in AWSNA will follow theprocess as outlined in the Path to Membership.Currently listed Developing InstitutesThe Leader of Programs and Activities and the Chair of the Teacher Education Network,in consultation with the Leadership Council Representative, work closely with currentlylisted developing institutes to determine next steps, i.e., continuing as a DevelopingInstitute and developing a Three‐Year Plan; moving directly to Candidacy if requirementsare met; choosing not to affiliate with AWSNA.Implementation Plan for currently listed Full Member InstitutesInstitutes that wish to remain Full Members of AWSNA will have 5‐7 years to completean AWSNA Self‐Study/Peer Review process.1616

Association of Waldorf Schools of North AmericaResponsibilities of Schools and Institutes and the Role of DelegatesI. Responsibilities of Schools and InstitutesThe collaborative work between schools, institutes and colleagues is at the centre of theAssociation of Waldorf Schools of North America.1. Full Member Schools and InstitutesFull member schools/institutes of AWSNA participate actively in the work of theAssociation at local, regional, and continental levels. Each member school/institutewill• Appoint and support two delegates who consistently and knowledgeablyrepresent and make decisions on behalf of their school/institute at all levels ofAssociation work• Pay dues to the Association on time• Carry responsibility for mentoring developing schools or institutes as agreed uponby the• Regional Delegates’ Circle or Teacher Education Network(TEN)• Submit an annual survey and annual report, and stay current with regular selfstudy/peerreview, or accreditation• Purchase five copies of AWSNA publications which the school/institute may keep,distribute, or sell2. Candidate and Developing Schools and InstitutesCandidate and developing schools/institutes participate in the Association’s work at thelevel and degree that is appropriate to their development and the regional needs.Each school/institute agrees to• appoint a colleague who acts as the AWSNA liaison• pay Association dues on timeCandidate schools and institutes• The AWSNA liaison attends at least two regional meetings and reports on theschool’s or institute’s progress• Experienced colleagues in a candidate school/institute are encouraged to beengaged in the regional work1717

Developing schools and institutes• The AWSNA liaison supports the organization of the school/ institute mentoringvisit• The AWSNA liaison is the talking partner, on behalf of the school/institute, for theregional LC member• The AWSNA liaison represents the school/institute at regional meetingsII. Responsibilities of the DelegatesThe delegates represent their school/institute and facilitate the school’s or institute’sparticipation in Association programs, activities and business. To this effect they• Support school/institute’s collaboration with neighboring Waldorf schools inpedagogical, administrative, and community‐building activities• Represent school/institute at and participate in continental and regional delegates’meetings. This includes but is not limited to: review and decisions on schooldevelopment plans, self studies/peer‐reviews, input regarding membershipcriteria and broad policy directions, and decisions on membership status withinthe Association• Create and maintain a link between the local and regional work and the AWSNALeadership.The Regional Delegates’ Circle acts like a collegium to support and guide schools in theregion in all aspects of their development. It facilitates associative activities amongschools and institutes and provides feedback to the leadership of the Association.The participation of the regional DANA and WECAN coordinators in the regional circleand conversations with the Pedagogical Section Council and TEN support the regionaldelegates in specific questions concerning institutes, ECE, administration, governance,and the deepening of the pedagogical work.Overview of specific tasks• Attend delegates meetingso Two continental meetings per year, in winter and in summer, whichinclude regional meetingso Two regional meetings, in autumn and in spring• Report on AWSNA and school or institute activitieso Brief their school/institute about AWSNA activitieso Summarize activities of their school/institute at regional delegates’meeting1818

• Maintain awareness of regional schoolso Find teachers for school visits or conduct the visit oneselfo Ensure regular connection with developing schools assigned to theirschoolo Support the connection of their school and those assigned withAWSNA committees and partner organizations, such as DANA andWECANo Support regional collaboration among schools and instituteso Keep AWSNA leadership abreast of issues in schools and institutes• Oversee administrative responsibilitieso Ensure that their school/institute takes part in the AWSNA annualsurvey and submits an annual school report to AWSNAo Stay abreast of self‐study/peer review or accreditation activities intheir school/instituteIII. Recommended PracticesThe following practices have proven to be helpful for schools or institutes and delegates.1. Skills and experience• The role of the delegates is one of listening, observing and dialogue.• Delegates are able to work in a self‐directed way. Ideally one delegate is activelyteaching and both carry pedagogical and administrative responsibilities in theirschool/institute.• Delegates have an awareness of all aspects of their school’s or institute’s life.• Delegates have proven their commitment to Waldorf education and are engagedin the study of its anthroposophical foundations.• Delegates are interested to support and further the Association in its statedpurpose, mission and values.2. Choosing delegates• The delegates are affirmed by the decision making faculty circle of theirschool/institute.• At least one of the delegates is actively teaching.• A new delegate ideally joins the regional delegates’ circle at the summer meeting.There will be a general and regional introduction for all new delegates.• Please communicate any changes to the regional LC member.1919

3. Practicalities• The delegates share the work with each other and involve colleagues and friendsof Waldorf education in Association activities.• Only one vote at AWSNA meetings is cast on behalf of the school/institute.• Currently only one delegate attends the January continental delegates’ meeting.• Both delegates attend the regional meetings and the summer continental meeting.• Ideally there is an overlap of colleagues that are experienced and that are new toAssociation work.• A regular review process of Association related work at the school/institute and inthe regional circle offers an opportunity for support and appreciation.4. School’s or institute’s support for delegate• Providing opportunities to report and engage colleagues in Association work• Ensuring their attendance at continental and regional meetings and coveringexpenses• Balancing the delegate’s Association duties with school or instituteresponsibilities.October 2007 Flora Seul‐Jacklein and Samuel GlazeReviewed and recommended by Leadership Council June 24, 20072020

AWSNA Dues, Fees and Financial Protocols for Schools and Institutes2007‐08New Applicant SchoolsDues: $750 for first year of application, due at time of application.Support for Visits: The school is responsible for travel, room and board expensesrelated to any visits. AWSNA will pay the honorarium for any necessary visits.Developing SchoolsDues: $1500 payable by October 1.(Schools also expected to be members of WECAN. WECAN dues ($200) areincluded the total AWSNA dues figure.)Support for Visits: The school is also responsible for travel, room and boardexpenses related to any visits. AWSNA will pay the honorarium for any necessaryvisits.Candidate SchoolsDues: 0.4% of net tuition for the prior school year.Teacher Loan Fund Contribution: 0.12% of net tuition for the prior school year.(Schools also expected to be full members of WECAN. – dues $200)Support for Visits: The school is also responsible for travel, room and board andhonorarium expenses related to any visits. No honorariums are paid forAccreditation or Self Study/Peer review visit.Delegate support: School shares the average cost of travel of all delegates tocontinental delegates meetings. Schools are responsible for travel costs to twiceyearlyregional delegates meetings.Summer Conference: AWSNA has a travel grant fund to assist non‐delegateparticipants from Candidate and Full Member schools attending the SummerConference.Publications: School is responsible for paying for 5 copies of each new AWSNApublication. These fees are billed separately from dues.Full Member SchoolsDues: 0.4% of net tuition for the prior school year.Teacher Loan Fund Contribution: 0.12% of net tuition for the prior school year.The school is also responsible for travel, room and board and honorariumexpenses related to any visits. No honorariums are paid for Accreditation or SelfStudy/Peer review visit.Delegate support: School shares the average cost of travel of all delegates tocontinental delegates meetings. Schools are responsible for travel costs to twiceyearlyregional delegates meetings.2121

Summer Conference: AWSNA has a travel grant fund to assist non‐delegateparticipants for Candidate and Full Member schools attending the SummerConference.Publications: School is responsible for paying for 5 copies of each new AWSNApublication. These fees are billed separately from dues.Developing Institutes and New applicantsDues: $750, payable by October 1.(Institutes with early childhood department also expected to be members ofWECAN. WECAN dues are included the total AWSNA dues figure.)Support for Visits The institute is responsible for travel, room and board expensesrelated to any visits. AWSNA will pay the honorarium for any necessary visits.Candidate InstitutesDues: $34.50 times average number of graduates for the prior three years.Support for Visits: The school is also responsible for travel, room and board andhonorarium expenses related to any visits. No honorariums are paid forAccreditation or Self Study/Peer review visit.Delegate support: Institute shares the average cost of travel of all delegates tocontinental delegates meetings. Institutes are responsible for travel costs to twiceyearlyregional delegates meetings.Summer Conference: AWSNA has a travel grant fund to assist non‐delegateparticipants from Candidate and Full Member institutes attending the SummerConference.Full Member InstitutesDues: $34.50 times average number of graduates for the prior three years.Support for Visits: The school is also responsible for travel, room and board andhonorarium expenses related to any visits. No honorariums are paid forAccreditation or Self Study/Peer review visit.Delegate support: Institute shares the average cost of travel of all delegates tocontinental delegates meetings. Institutes are responsible for travel costs to twiceyearlyregional delegates meetings.Summer Conference: AWSNA has a travel grant fund to assist non‐delegateparticipants from Candidate and Full Member institutes attending the SummerConference.2222

The Research Bulletin is a twice‐yearly publication of the Research Institute for WaldorfEducation (www.researchinstitute.org). An individual subscription includes twobulletins a year at $25 US, $27 Canada. Supporting membership by groups and institutesincludes 20 copies of each bulletin/year and costs $275/year.Currently, all Institutes are encouraged to offer Renewal, A Journal for WaldorfEducation to their students, teachers, and staff members at special rates. If all students,teachers, and staff are enrolled by the institute, the rate is $8.50 US per subscription. Ifstudents, teachers, and staff are left to subscribe on their own, the rate is $12.00 US persubscription.2323

24AWSNA DUES and FEES At a GlanceCategory Dues Visits Delegates Conference OtherNew ApplicantSchool$750 due with application School pays travel, roomand board; AWSNA will payany honorariumDeveloping School $1500 due Oct. 1 School pays travel, room,and board; AWSNA will payany honorariumCandidate and FullMember SchoolsDeveloping Institute $750 dueOct. 1Candidate and FullMember InstitutesNew ApplicantSchoolsMexicoDeveloping SchoolMexicoCandidate and FullMember SchoolsMexicoDeveloping InstituteMexicoCandidate/ FullMember InstitutesMexico0.4% of net tuition for theprior school year, due Oct. 1;Teacher Loan Fundcontribution: 0.12% of nettuition for prior school year$34.50 X’s avg # ofgraduates for the prior 3years;Due Oct. 1School pays travel, room,board and honorarium; nohonorarium forAccreditation/ Self-StudyvisitsInstitute pays travel, roomand board; AWSNA will payany honorariumInstitute pays travel, room,board and honorarium; nohonorarium forAccreditation or Self-Studyvisits$200 due with application School pays travel, roomand board expenses;AWSNA will pay anyhonorariumn/a n/a n/an/a n/a n/aSchools share avg.travel cost tocontinental meetings;school responsible fortravel to bi-annualAWSNA has a travel grantfund to assist nondelegateparticipants fromCandidate and FullMember schoolsregional meetingsn/a n/a n/aInstitutes share avg.travel cost tocontinental meetings;Institute is responsiblefor travel to bi-annualAWSNA has travel grantfund to assist nondelegateparticipants fromCandidate and FullMember schoolsregional meetingsn/a n/a n/a$400 due Oct. 1 Same as New Applicant n/a n/a n/a0.4% of net tuition for theprior school year, due Oct. 1;Teacher Loan Fundcontribution: 0.12% of nettuition for prior school yearSchool pays travel, room,board and honorarium; nohonorarium forAccreditation or Self-Studyvisits$750 due Oct. 1 School pays travel, roomand board expenses;AWSNA will pay anyhonorarium$34.50 X’s avg # ofgraduates for the prior 3years; DueOct. 1Institute pays travel, room,board and honorarium; nohonorarium forAccreditation or Self-StudyvisitsSchools share avg.travel cost tocontinental meetings;school responsible fortravel to bi-annualAWSNA has a travel grantfund to assist nondelegateparticipants fromCandidate and FullMember schoolsregional meetingsn/a n/a n/aInstitutes share avg.travel cost tocontinental meetings;Institute is responsiblefor travel to bi-annualregional meetingsAWSNA has a travel grantfund to assist nondelegateparticipants fromCandidate and FullMember schoolsSchoolresponsible for 5copies of eachnew AWSNApublicationn/aSchoolresponsible for 5copies of eachnew AWSNApublication inSpanishn/a

POSITION STATEMENTAffiliation with the Association of Waldorf Schools of North AmericaAndUse of the Service Marks “Waldorf” and “Rudolf Steiner”The Association of Waldorf Schools of North America (AWSNA) is anassociation of independent schools and institutes working out of the pedagogicalindications of Rudolf Steiner. Waldorf education is devoted to contributing tospiritual, social and economic renewal. It should be understood by any school orinstitution seeking affiliation with AWSNA that Waldorf education is based onAnthroposophy, the philosophy initiated by Rudolf Steiner.“Waldorf” and “Rudolf Steiner” are internationally registered servicemarks in the field of education. In the United States, AWSNA holds the rights tothese service marks. Only schools, institutions or organizations which havereceived express permission from the Association of Waldorf Schools of NorthAmerica may represent themselves as Waldorf schools or institutes or use thewords “Waldorf” or “Rudolf Steiner” in their names or subtitles. At present, onlyindependent schools or institutes affiliated with AWSNA and meeting AWSNA’scriteria for use have been granted permission to use these service marks.Questions regarding the use of these service marks by schools or institutesin Canada need to be addressed to the Waldorf School Association of Ontario(WSAO) at (905) 889‐ 2066 or info@waldorf.ca.2525

THREE‐YEAR DEVELOPMENT PLAN for InstitutesIntegral to supporting and strengthening the healthy growth of Developing Instituteswill be the generation of Development Plans. These plans will support a coherent andcohesive mentoring process as an Institute develops to the level of maturity needed forCandidacy and eventual Full Membership Status.As a condition for an institute to be recognized by AWSNA as a Developing Institute, asustainable Three‐Year Development Plan, based upon AWSNA Shared Principles forInstitutes will be completed by the applicant Institute. The first step in the developmentof this plan will be contact with the Leader of Programs and Activities of the Associationand the Regional LC Rep, who will orient the prospective applicant to the AWSNA Pathto Membership for Institutes and determine if the prospective applicant is ready toengage in the Path to Membership. Integral to this path is the completion by theprospective applicant of a Three‐Year Development Plan. This plan, once completed bythe prospective applicant, will be reviewed by the Institute’s Support Team and broughtto both the Teacher Institute Network and the Regional Delegates Circle for review.The Three‐Year Development Plan will address the following questions:Pedagogical Development: Curriculum, program planning and implementation‣ How do you envision enrollment in the program in the next three years?‣ What courses will be taught, and by whom?‣ Number of contact hours for various courses.‣ Are there plans to expand the program in any aspect?‣ How will you determine your curriculum goals?‣ How will the faculty take on the responsibility for this growth?‣ How will you go about creating a spirit of collaborative curriculumdevelopment?‣ How will you determine what curriculum materials you will use in the programand which curriculum areas you will emphasize?‣ How will your program incorporate the natural rhythms of the year?Business Development: Financial and legal responsibilities.‣ Prepare a three‐year projected budget for growth, stating how projected deficitsor surpluses will be managed.‣ What are your income streams and are they sufficient to support growth over thenext three years?‣ Do you have a transparent, healthy, and sound way to handle the institute’sfinances? Describe it.‣ What is your salary and benefit plan over the next three years?‣ How will you ensure that there is outside professional review or audit of theinstitute’s finances on a regular basis?‣ How will you ensure sufficient enrollment to support growth?2626

‣ Please prepare preliminary policies and procedures for the following areas:• Student acceptance and dismissal• Faculty and staff hiring and firing• Tuition setting and tuition assistance plans• Student grievanceTeacher Preparation and Professional Development:‣ How do you plan to ensure that your teachers are experienced in Waldorfeducation and anthroposophy and capable as adult educators?‣ What are your plans for teacher recruitment?‣ Describe plans for continuing faculty study and deepening your work in theunderstanding of adult education.‣ What are your plans for the integration of Early Childhood, Grades and HighSchool courses?‣ How will you develop your mentoring and evaluation programs over the nextthree years?Board of Trustees:‣ How many members are on the Board of Trustees now?‣ What growth do you plan for the Board?‣ What expertise do you think your Institute will need on its Board?‣ How will the Board and Faculty collaborate in the next three years’ growth?Leadership, Administration, and Community Development:‣ How are administrative functions handled?‣ How will administrative functions grow over the next three years?‣ How will you foster cooperative leadership within your faculty and board?‣ How do you plan to involve students in the growth of the institute?Facilities and Environment:‣ How are you planning to house your program over the next three years andbeyond? Describe your vision of facilities and the capital planning to realize thatvision.‣ How do you foresee caring for your facilities as you grow?‣ How do you see having enough space for growth of both classrooms and otheractivity areas?2727

VISIT REPORT GUIDELINES FOR INSTITUTES All Team Visit Reports are divided into three parts. The first part is updatedstatistical information about the institute; the second part is a narrative about thegeneral well being of the institute; and the third part is a list of commendationsand recommendations as to the Institutes progress with its Development Plan. The purpose of the visit is to support an Institute and guide it towards AWSNAmembership; its purpose is not to evaluate individuals connected with theInstitute.Part I. The institute/program will provide an information form, addressing the following:• Name of Institute visited• Visiting team member(s)• Date of visit• Total enrollment and students per year• Tuition range• Salary range and benefit package• List of faculty and administration including name, position, and levels ofWaldorf training, years experience at the institute, and intentions for next year.• Board member list• Does the institute rent or own its facility?• Does the institute know where it will be located next year?• One page budget summaryPart II. The institute/program will create a narrative about the general well being ofthe institute, addressing the following topics as appropriate for each specific visit:• Relation to anthroposophy• Curriculum development and pedagogical intentions• Outline of teacher preparation programs (EC, GS, HS)• Collegial relations• Study• Mentoring and evaluation• Administration• Finances• Governance• Board activity• Building and grounds• Parent activity• Community relationsPart III. The visiting team will offer commendations and recommendations as tothe institute’s progress with its development plan, in light of previous mentoringvisit reports.2828

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TEACHER EDUCATION INSTITUTES & PROGRAMS 2007‐08FULL MEMBER INSTITUTESCenter for AnthroposophyFounded 1982P.O. Box 545Wilton, New Hampshire 03086‐0545Tel: 603‐654‐2566 Fax: 603‐654‐5258E‐Mail: info@centerforanthroposophy.orgWeb: www.centerforanthroposophy.orgCenter for AnthroposophyAntioch New England Campus40 Avon StreetKeene, New Hampshire 03431‐3552Tel: 603‐357‐3122 Fax: 603‐357‐0718E‐Mail: sarah_wilson@antiochne.eduWeb Site: www.antiochne.eduRudolf Steiner Centre TorontoFounded 19849100 Bathurst Street, #4Thornhill, ON L4J 8C7 CANADATel: 905‐764‐7570E‐mail: dhughes@rsct.caWeb Site: www.rsct.caRudolf Steiner CollegeFounded 19769200 Fair Oaks BoulevardFair Oaks, California 95628Tel: 916‐961‐8727 Fax: 916‐961‐8731E‐Mail: rsc@steinercollege.eduWeb Site: www.steinercollege.eduRudolf Steiner CollegeLos Altos Campus11311 Mora DriveLos Altos, California 94024Tel: 800‐515‐8203E‐Mail: admin@waldorfpeninsula.orgRudolf Steiner CollegeSan Francisco Campus2938 Washington StreetSan Francisco, California 94115‐1727Tel: 800‐515‐8203E‐Mail: rsc@steinercollege.eduSunbridge CollegeFounded 1967285 Hungry Hollow RoadSpring Valley, New York 10977Tel: 845‐425‐0055 Fax: 845‐425‐1413E‐Mail: info@sunbridge.eduWeb Site: www.sunbridge.eduWaldorf Institute Of SouthernCaliforniaFounded 197217100 Superior StreetNorthridge, California 91325‐1999Tel: 877‐394‐1444Fax: 818‐349‐3458E‐Mail: office@waldorfteaching.orgWeb Site: www.waldorfteaching.orgWaldorf Teacher Education EugeneFounded 19903976 Oak StreetEugene, Oregon 97405‐3953Tel: 541‐485‐6348 Fax: 541‐345‐8774E‐Mail: info@eugenewaldorf.orgWeb Site: www.wtee.org3030

CANDIDATE INSTITUTESBay Area Center for WaldorfTeacher TrainingFounded 2001P.O. Box 2228Sausalito, California 94966Tel: 415‐332‐2133 Fax: 415‐289‐2960E‐Mail: info@bacwtt.orgWeb Site: www.bacwtt.orDEVELOPING INSTITUTESArcturus Rudolf Steiner EducationProgramFounded 19926531 North Lakewood AvenueChicago, Illinois 60626‐5107Tel: 773‐761‐3026 Fax: 773‐761‐6652E‐Mail: arcturus23@hotmail.comWeb Site: www.arcturus.infoCentro Antroposophico de MexicoFounded 2001Pino No. 101Colonia Rancho CortesCuernavaca, MOR 62120 MEXICOTel: 777‐145‐2459Email: centro@antroposofiamexico.orgGreat Lakes Teacher TrainingProgramFounded 2001West 275 North 1204 Spring Hill DrivePewaukee, Wisconsin 53072Tel: 262‐524‐2124E‐Mail: mimes17@hotmail.comWeb Site: www.waldorftraining.comKula Makua – Adult WaldorfEducationFounded 1997350 Ulua StreetHonolulu, Hawai’i 96821‐2146Tel: 808‐259‐5407 Fax: 808‐259‐5407E‐Mail: kulamakua@juno.comWeb Site: www.kulamakua.orgSound Circle CenterFounded 1997PO Box 15279Seattle, Washington 98115Tel: 206‐925‐9199E‐Mail: info@soundcircle.orgWeb Site: www.soundcircle.orgWaldorf Institute Of SoutheasternMichiganFounded 19911923 Geddes AveAnn Arbor, Michigan 48104Tel: 734‐635‐4143E‐Mail: sianowencruise@juno.comWeb Site: www.waldorfsemi.orgWest Coast Institute for Studies inAnthroposophyFounded 1996Unit 3 – 5740 Marine WaySechelt, BC V0N 3A6 CANADATel: 250‐701‐0393Email: dorayolsen@shaw.ca3131

AWSNA Teacher Education Network Member Contact ListInstitute RepresentativesAntioch NE/Center forAnthroposophyDouglas GerwinP.O. Box 545Wilton, NH 03086‐0545413‐549‐5934dgerwin@awsna.orgRudolf Steiner Centre TorontoDiana Hughes9100 Bathurst Street, #4Thornhill, ON L4J 8C7 CANADA905‐764‐7570dhughes@rsct.caRudolf Steiner CollegeGayle Davis9200 Fair Oaks Blvd.Fair Oaks, CA 95628916‐961‐8727gaylepd@juno.comSunbridge CollegeCat Greenstreet285 Hungry Hollow RoadSpring Valley, NY 10977845‐425‐0055cgreenstreet@sunbridge.eduWaldorf Institute of So. CaliforniaJohn Brousseau17100 Superior St.Northridge, CA 91325‐1999818‐892‐6965jbrousseau@awsna.orgWaldorf Teacher Training EugeneChris Guilfoil3976 Oak StreetEugene, OR 97405‐3953Tel: 541‐683‐4898c.guilfoil@gmail.comAt‐Large MembersHolly Koteen‐SouléSound Circle Center, Seattle206‐528‐1702hollysgarden@qwest.netVirginia McWilliamCape Ann Waldorf School, Mass.978‐281‐2658mimic1023@hotmail.comFrances VigChicago Waldorf School312‐363‐9406fvig@chicagowaldorf.orgAWSNAMichael SouléLeader of Programs and Activities3055 NE 98 th StSeattle, WA 98115206‐527‐2424 office206‐245‐0100 cellCommittee Staff/ Special GuestSian Owen CruiseWaldorf Institute of SE Michigan248‐299‐2680sowencruise@awsna.org32

TEACHER EDUCATION NETWORKMandate and ActivitiesMandated by: Leadership Council of AWSNAReports to: Leadership CouncilChair: Selected by Committee, Currently John BrousseauStaff: Leader of Programs and ActivitiesReports: Quarterly to LC through chair and Leader of Programs.Purpose:To improve the quality of Waldorf education and the sustainability of teachers throughout themovement by making teacher education more accessible, vital and effective, by building strongrelationships between the schools and institutes, and by supporting teachers in their ongoingdevelopment.Areas of Responsibility and TasksADVOCACYCreate recruitment programs among Teacher Education Institutes and affiliated programs.Advise AWSNA staff on policy for student loans and grants.TEACHER DEVELOPMENT AND SUPPORTInteract with schools to substantially improve support for new and inexperienced teachers andprovide adequate mentoring and continuing education for all teachersWork with schools to improve and increase teacher retentionINSTITUTE DEVELOPMENT AND SUPPORTGuide the institutes/programs along the path to membershipParticipate in effective and frequent dialogue between schools and institutes in order to improveteacher education programsFacilitate communication and mutual enrichment among adult education institutes.COMMUNICATIONSServe as a focal point for teacher education issues within AWSNA and the wider Waldorfcommunity.RESEARCHResearch, develop and publish outlines and references for Adult Education.3333

VISION OF A HEALTHY WALDORF TEACHER EDUCATION COMMUNITYADVOCACY and OUTREACHThe promise and challenges of Waldorf teaching as a career are widely visible in the culture,especially in traditional teacher education institutions. • Teacher Institutes and Programs haveconnections to and are collaborating with sister organizations in the educational community. • Fulltime and part time teacher education programs serving EC, GS and HS are fully enrolled withqualified individuals. • Financial resources to support teachers in training are widely available andeasily accessible. • The Waldorf movement, AWSNA and schools recognize the importance of teachereducation and are supportive of the ongoing development of institutes and their programs. • Everyschool in the association values and is fully committed to hiring trained teachers (or teachers intraining) in all of their positions.TEACHER DEVELOPMENT and SUPPORTTeacher institutes and schools are working together to support teachers at all levels in theirprofessional development. • New teachers are supported through quality mentoring activities in theschools and professional development support from the institutes. • Practicing teachers haveresources and support needed to sustain their teaching for many years. • Experienced teachers havesufficient opportunities for renewal and development and are encouraged and supported forcompleting their certification. • The quality of teaching in the schools improves through regularprofessional development activities in the schools and in the institutes. • The curriculum in theschools and teacher education institutes reflects the North American Culture.INSTITUTE DEVELOPMENT and SUPPORTTeacher education institutes, available in all areas of the continent, provide quality programs forteacher prep in subject, class, HS and EC areas based on a shared understanding of adultdevelopment, Waldorf teaching and the insights of Rudolf Steiner. The success of the teachereducation programs is regularly assessed. • Teacher education institutes and programs haveexperienced and capable faculty working together as examples of collegial collaboration. Openinquiry conferences bring teacher educators in EC, GS and HS together to deepen their practice. •Full enrollment and support through grants, gifts and endowments provide a strong financial basefor the institutes. • Teacher institutes are collaborating to deepen their understanding and practice ofadult education and Waldorf Teacher training curriculum. Teacher institutes have agreed uponstandards for programs in foundation studies, teacher preparation, and professional development.LEADERSHIP and COMMUNICATIONSA group of experienced and dedicated teachers from the schools and institutes are workingtogether to sense the emerging needs in teacher education and guiding the development of initiativesthat support schools and institutes in their teacher training activities. • Schools, institutes andteachers throughout the movement are aware of and supportive of the work of this guiding group. •This group has the necessary resources and staff support to carry out its responsibilities.RESEARCHOngoing research, supported by institutes, AWSNA and schools allows the institutes toregularly assess their success and deepen their understanding of the art of teaching and teacherpreparation.Teacher Education Committee 10‐17‐06 Cat Greenstreet, John Brousseau, Diana Hughes, Douglas Gerwin, Michael Soule, Betty Staley, SiânOwen‐Cruise, Patrick Wakeford‐Evans, Holly Koteen‐Soule, Virginia McWilliam3434

RESOURCES FOR PEDAGOGICAL MENTORING1. Pedagogical Mentorship NetworkOverview:The Pedagogical Mentors Network consists of experienced teachers who have been working togetherfor the past three years on deepening an understanding of the practice of mentoring in Waldorfschools. During his time they have produced a booklet on Mentorship Practice in Schools, availablethrough AWSNA publications. In addition they have initiated regional mentorship seminars in theNW, Hawaii, and SE regions of N America. The Network is mandated by and reports to the TeacherInstitute Network of AWSNA, and works independently to promote and support mentoring activityin Waldorf Schools.Purpose:To support the development of sound mentoring practices in schools through initiating regionalmentoring seminars using an action research structure; to further clarify the difference betweenmentoring and evaluating practices; to support Waldorf education institutes in building strongcollaboration between the schools and institutes thus working toward sustainability of Waldorfteachers.Activities:• Develop the program for, initiate and support regional mentoring seminars that will result inbetter mentoring in schools.• Work with schools to recruit and support teachers from their faculties to participate inmentoring seminars.• Participate in effective and frequent dialogue between schools and institutes in order toimprove mentoring programs• Research, develop and publish materials to support clear mentoring and evaluation practicesin schools and clarify the differences between mentoring and evaluating teachers.• Work with institutes and teacher education committee to serve as a focal point for mentoringissues within AWSNA and the wider Waldorf community.Contacts:Virginia Flynn, ChairMichael Soulé, AWSNA Leader of Programs and Activities3535

2. Mentoring and Evaluating TermsDefinitions and ClarificationsThe following descriptions attempt to clarify the uses of the terms relating to mentors andevaluators of individual teachers, as well as terms referring to the mentoring and evaluationof schools as a whole.MentoringIn‐house Mentor – appointed by the schoolIn‐house mentors are experienced teachers assigned by their schools to support a colleague (often anew teacher) in the improvement of his or her teaching. These mentors visit the classroom regularlyto observe the students and teacher, meet with teacher regularly, are available for questions, andprovide helpful suggestions to the teacher. These relationships are confidential and non‐evaluative.Outside Mentor – appointed by the schoolOutside mentors are experienced teachers assigned by a school to visit one or more of its teachers –when no suitable or appropriate mentor is available within the school. The relationship is the same aswith in‐house mentors.Peer Support (also called “buddy” or “talking partner”) – chosen by the teacherA peer support usually works in the same school as the teacher seeking help. He or she is a personwith whom the teacher can speak in confidence as a way of gaining perspective and insight.School Mentor – appointed by the schoolThis term generally refers to those who advise and provide guidance to schools; their periodic visitsmay include observing individual teachers and offering suggestions in follow‐up.School Support team – appointed by AWSNA’s regional delegates in the school’s regionAs a “developing member” of the Association of Waldorf Schools of North America (AWSNA) theregional delegates designates a team of 2‐3 experienced teachers, usually from the delegates groupand member schools, that provides ongoing support to the school as it progresses towards candidacy.Members of this team may make visits to the developing school to observe and assess progress, andprovide support and resources to help the school in its development. These visits are usually focusedmore on the overall development of the school and while they are not intended to include individualpedagogical mentoring or evaluation to teachers, they may include drop‐in visits to classes andconversations with individual teachers.3636

EvaluatingTeacher Evaluator – appointed by the schoolEvaluators are experienced teachers invited into a school to observe one or more teachers as part oftheir periodic review. Evaluators write reports based on their visits, identifying strengths and areasfor growth in the teacher(s) they have observed. Usually evaluators discuss their findings with theteachers they have observed before submitting their report to the school.School Evaluators – appointed by the schoolFrom time to time a school may opt to invite one or more colleagues to visit the school to offeroutside perspectives. These school evaluators may come in response to a crisis or in the context of achronic or systemic problem.School Evaluation Team – appointed by AWSNAAs a “candidacy member” of AWSNA a school will be visited by a team of evaluators whose task it isto determine whether the school is moving successfully towards full membership in the Association.These visits are largely focused on the overall development of the school but will include drop‐invisits to classes and possibly conversations with individual teachers.Schools undergoing AWSNA accreditation receive similar visiting teams.AWSNA member schools commit to periodic self‐study and peer review, which may include a sitevisit by an AWSNA‐appointed team. (See AWSNA membership guidelines for details.)‐ ‐ ‐ Other Forms of Mentoring and Teachers Support ‐ ‐ ‐Supervising Teacher – designated by a teacher education instituteA supervising teacher is a colleague working in a school who agrees to accept a student teacher intohis or her classroom as part of an internship of observation and practice teaching. This teachersupervises the work of the student teacher using guidelines set by the student’s teacher educationinstitute. Often this colleague is designated as “cooperating teacher” or “on‐site teacher”.Internship/Practicum Supervisor – designated by a teacher education instituteStudents enrolled in a Waldorf teacher education program generally undertake an internship orpracticum in a Waldorf school as part of their training. In this context a faculty member of theprogram may visit the school to observe the student who is interning in the school under theguidance of a supervising teacher (see above)Pedagogical Mentorship Network (formerly Pedagogical Advisors Colloquium)This group of teachers has been working together for several years to deepen itsunderstanding of the role of mentoring in schools. The purpose of this group is not to train orprepare mentors but to build a body of experience and resources that can be helpful toschools in developing their mentoring programs. Participants in the colloquium have takenactive roles in offering regional mentoring seminars.Michael Soule, Douglas Gerwin, Kathy Brunetta 8/15/063737

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Navigating the Transition:A Guide for Welcoming New TeachersSupporting Your New TeacherAWSNA20063940

Table of ContentsA. IntroductionB. About your new teacher – their background and experienceC. Supporting your new teacher – things beyond mentoringD. Mentoring your new teacher – ideas and guidelinesIntroductionThe Teacher Education Committee of AWSNA has been charged by the delegates toAWSNA to promote and support new teacher development and retention. Experiencethroughout the movement has shown that teachers need support in the process of developingfrom newly trained, but inexperienced teachers, into strong and capable classroom teachers.Without support, some excellent candidates are not able to successfully make the transition.This experience is difficult and costly for all involved, from the individual teacher, to thechildren, to the school, to the Waldorf movement as a whole. As a response to this felt need inthe association the Teacher Education Committee has developed this resource book to supportyou in the healthy and supportive welcoming of newly trained teachers into your school.We hope that these guidelines and suggestions will promote conversation andeventually policies and procedures in your school around the support of new teachers.About Your New TeacherThe exact course of study that each newly certified teacher has studied depends on theeducational institution that they attended. As you prepare to support your new teacher it isimportant that you are aware of the various elements of the program in which theyparticipated. Each of the teacher education institutes in the country maintains web sites whichare ideal ways to explore the training and preparation that your new teacher has received.As part of their teacher education program your new teacher completed a teachingpracticum. The actual experience differs from one teacher education institute to another, butall include observation, assisting, and independent classroom teaching. Ideally the teachingpracticum includes significant actual classroom teaching practice under the supervision of anexperienced teacher. However, depending on the hosting teacher and school, individual4041

newly trained teachers will have varying amounts of classroom experience and practice. It isimportant that you review your new teacher’s experiences with them to prepare them forsuccess in your school.Supporting Your New TeacherOrientation to your school:One of the common difficulties for new teachers is that they find that they are expectedto pick up the routines and practices of their new school through experience rather thana formal orientation process. This means that for the first few weeks, and even months,of the school year each day is less predictable and more challenging than necessary.This is especially true for subject or part‐time teachers who are often not present at dailymorning verses or check‐ins.A thorough orientation to the practices, traditions and expectations of your school willhelp to make a new teacher feel more at home, more confident, and more a full memberof the school’s faculty sooner. The orientation should take place before the Augustfaculty work week or period. If the discussion is left until later in the fall, it means thatthe teacher is working to find his or her way through the confusion of unmentionedroutines and school wide expectations. An orientation is best supported by an employeemanual, which will allow the new teacher to refer back to topics covered in theorientation.The orientation can be carried out in a wide variety of ways: if your school has anumber of new teachers, dedicating one day to orienting the group can be a good wayto quickly move through the necessary material. On the other hand, an orientation ofan individual teacher can be done by either a teacher’s mentor or a member ofadministration, or both. It is a good idea for each school to develop a list of topics fororientation that can be used for each process, as this will help to reduce inconsistencybetween orientations.Support in the Summer Before Teaching:During the summer months your newly hired teacher will be making a number ofimportant personal and professional transitions. The following things should be kept inmind as you support these moves:a. Practical details related to moving and settling into a new community.4142

. Summer professional development expectations and financial supportpossibilities.c. Beginning mentoring support around room preparation, curriculumdevelopment, introduction to class parents, and home visits.d. Faculty work week expectations and arrangementse. Opening day ceremonies and activitiesSupporting a New Teacher with His or Her Class ParentsThe very nature of a teacher education institution means that the area that it is hardestto prepare teacher education students for, besides classroom discipline, is their workwith class parents. At the institutions there are no parents to practice with, and as eachclass has its own nature and personality, it is hard to provide anything beyondguidelines for parent work. This having been said, much is accomplished in theprograms in cultivating right listening and right speech practice, consensus decisionmaking,and appreciating multiple points of view. Participants are also given anunderstanding of the parent perspective and point‐of‐view.However, the teacher’s relationship with the class parents is a central part of theirsuccess or failure as a class teacher. Therefore, it is essential that each new class teacherbe consciously mentored and supported in this particular area of responsibility. Thefollowing are some suggestions to help with this support:Collegial Expectations of a New TeacherIt is important that newly hired teachers have a clear sense of the expectations uponthem in the following areas: Work on committees and work groups within the faculty;work on community wide committees and work groups; practices for interaction andcooperation with subject teachers; faculty meeting expectations; other facultycommitments.Continuing Education for a New TeacherContinued professional development is an essential part of every teacher’sdevelopment, whether newly educated and hired, or a long‐term successful teacher.Professional development opportunities can be varied and range from curriculumdevelopment work to personal refreshment and renewal. The following kinds of4243

professional development opportunities should be offered to all new teachers:Conference attendance and participation; ongoing summer workshops; local, non‐Waldorf opportunitiesIdeally, through the mentoring process each teacher will have a personal professionaldevelopment plan. This plan is particularly important for new teachers as it will formthe structure for their continued education and growth during the very important firstthree or four years of their life as Waldorf teachers.Mentoring Your New TeacherThe mentoring of a new teacher is essential in supporting a newly trained teacher in theprocess of moving from being a teacher education institute graduate to a successful and happyteacher. Every new teacher needs to receive strong and attentive mentoring. The followingguidelines are designed to help each school shape its own individual mentoring program fornew teachers.Goals of Mentoring:Mentoring is designed to help support the following:1. Deepening insights into Waldorf pedagogy, festivals, and grade level curriculum.2. Supporting the development of effective relationships with the children,including order and discipline.3. Creating healthy social dynamics within the class.4. Applying age appropriate curriculum methods to support healthy childdevelopment.5. Collegial relationships.6. Better communication and partnering with parents.7. Personal well being and balance in relation to teaching.Choosing a Mentor:A mentor should have most or all of the following characteristics:a. Experienced, trained Waldorf Teacher, ideally having completedan eight‐year cycle, but if not well grounded in the year the new teacherwill be teaching.b. Familiar with the school – able to convey all necessary information and4344

support in school wide areas such as expectations, policies andprocedures.c. Available for meetings and consultations – open and generous with hisor her time and attention. Teachers who are already carrying large parts ofschool administration or in challenging years and situations themselvesdo not make good mentors.d. Strong communicators with a history of good parent and colleaguerelationships.e. Confident about classroom practices and about giving advice andguidance to the young teacher.f. Able to work well with the individual teacher being mentored – this is amatter of temperament and approach and needs to be considered for eachpairing.g. Knows how to ask questions and see that there are many approaches toteaching, not just his or her own.Sometimes it is impossible to find all these characteristics in one mentor andin that situation some schools have two people working with one teacher – an outsideperson doing classroom observation visits and an in‐house teacher doing weeklymeetings with the new teacher. In this situation, it is still essential that both mentorsmake early and frequent visits to the classroom.A Mentoring Schedule:Mentoring should include classroom visits and observation and weekly meetings forplanning, consulting and addressing issues.Schedule for classroom visits and observation:In the first year a new teacher should have at least a three day classroomvisit and observation within the first two weeks of the school year, followed by atwo to three day visit around the winter break (December through February) anda final two day visit in the spring. It is essential that each visit be longer than asingle day as the teacher’s work with the rhythm of the days is a critical part ofthe observation. This is the time habits are built for better or worse.4445

In coming years a two‐day visit, once or preferably twice, during the school yearis usually sufficient as long as there are no significant concerns about theteacher’s classroom performance.Scheduling these visits can be challenging. Some schools arrange it sothat on a particular day subject teachers teach the main lesson in the mentor’sclass to allow the mentor to observe the new teacher’s main lesson. In otherschools the main lesson and the first two subject lessons are exchanged in the dayoccasionally, so the children start with the subject lessons and the mentor teacheshis or her main lesson later in the day, after observing the new teacher. Otherschools, especially when the upper‐grade teachers have heavy mentoring loads,set a permanent schedule for the upper grades which starts the day with subjectlessons, one or more days a week, allowing the main lesson teacher to observeregularly in lower grade classrooms. Finally, some other schools have a ninthmain lesson teacher or permanent substitute who regularly steps in to allow thementor time to observe in the new teacher’s classroom or does much of thementoring.Schedule for mentoring meetings:Each teacher should have a weekly mentoring meeting of at least onesubject class period in length. For new teachers, especially those with lowergrades, it is often best to schedule this meeting for the end or after the schoolday, as they are with their classes for more subject periods than higher gradeteachers.In some situations some of these meetings can be held by telephone, butideally the meeting is direct and long enough for issues to surface. It is alsoimportant that the mentor ensure that the meeting is directed to mentoring andnot to personal conversation, even when supportive.Resolving Problems with Mentoring:Each school needs to have a policy and procedure for resolving concerns andproblems with mentoring, making clear who is responsible for overseeingmentoring throughout the school, and making sure it is happening effectively andregularly.4546

Foundation Studies for the Waldorf EducatorTeacher Education CommitteeAssociation of Waldorf Schools of North AmericaWaldorf education is based on a particular insight into child development and worldevolution made possible through Rudolf Steiner’s spiritual research known asanthroposophy. Thorough familiarity with these insights is vital if one is to take uptraining in the methods and techniques of Waldorf education. In fact, the position of thispaper is that Waldorf education is characterized best as a “school or teacher activelyworking with the insights derived from anthroposophy” rather than working with Waldorfmethods or techniques. The essential factor, from this perspective, is that the teacher haveboth the proper relationship to the students as developing human beings, and be engaged inhis or her own self‐development. Without conscious connection to these transformativeelements, methods and techniques are not a sufficient basis for a Waldorf institute orteacher.Given this perspective, what are the experiences that prepare an aspiring teacher for teacherpreparation courses? What foundation will help the potential teacher connect with the vitaltransformative principles that are the essence of good Waldorf/Steiner teaching? TheTeacher Education Committee of the Association of Waldorf Schools of North Americadeveloped the following outline to begin exploring these questions. The TEC offers thefollowing as an overview of the foundation of basic Anthroposophical principles, selfdevelopmentexercises, and artistic experience that lay a groundwork for those interested inbecoming Waldorf teachers. We hope this document can also provide continuing supportfor practicing Waldorf teachers and serve as a basis for further study among adulteducators. It is not meant to represent a curriculum sequence or precise course of study, butrather the broader content that supports Waldorf teaching.Background Characteristics of Foundation StudiesOne important part of this foundation is to develop an understanding that history is thestory of the development of human consciousness. The awareness that our consciousnesstoday is only one step in the evolution of humanity is an essential underpinning of WaldorfEducation and provides a context for the entire curriculum. To develop this awareness initself is transformative, and thus opens new possibilities for understanding oneself and theworld.4647

As Waldorf Schools, teacher preparation programs and teachers, we agree to start our studyof human evolution with a consideration of the picture of human history given by RudolfSteiner. Against this picture we place our experience and begin a continual testing: How isthis picture that Steiner gave true today? We use the knowledge found in the SpiritualScience of anthroposophy as our starting point, our “working hypothesis.” Ifanthroposophy is not the starting point, then we are not operating as Waldorf teachers!Therefore, one of the foundations of becoming a Waldorf teacher is to explore actively thebasic tenets of anthroposophy and its spiritual history of humanity. For nearly all aspiringteachers, “simply reading” Steiner books, or merely being exposed to his ideas is notsufficient. It is generally agreed that actively working with these anthroposophicalconcepts, being challenged to reflect, and being asked to share insights with others leads tofar more flexible understanding, and builds an important capacity for working socially.It must also be strongly emphasized, however, that working with Steiner’s ideas is only onepart of an effective foundation for teaching. Perhaps even more important are the capacitiesthe teacher training student will gain through working with both the arts and with exercisesfor inner development. Let us consider each separately.The Waldorf teacher is asked to not only work with the arts—teaching modeling, painting,music, and drama—but to work artistically also in all of his or her teaching. By activelyworking with the arts the aspiring teacher develops a flexibility of soul that enables him orher to develop enhanced powers of perception and imagination. To have the capacity to“see” what is needed in a given situation and to respond‐‐ to create artistically in themoment‐‐ is a necessity for every teacher, and one that is fostered through intensive artisticactivity.In addition to the flexibility and imaginative power that can be built through artisticactivity, an absolutely essential characteristic of Waldorf teaching is that the teacher beactively cultivating an inner life. No foundation program would be complete withoutfocusing on the need for the teacher to know him‐ or herself and to be willing to continuallywork at both improving areas of weakness and embracing areas of talent and leadership.Meditation, basic soul exercises, biography work, and the development of healthy socialskills all serve to help the teacher stand as a worthy role model and leader of children. It isnot the complete mastery of one’s inner life that is a requirement for sound teaching, but anhonest and forthright dedication to embracing the task of self‐development that readies theteacher for the challenges of the classroom.Suggested Areas of StudyThe Teacher Education Committee of the Association of Waldorf Schools of North Americahas identified the following areas of study and experience as a necessary foundation for4748

Waldorf teaching. It should be noted that there are many paths a student might take toexplore each of these categories. Again, it would be an unrealistic expectation for studentsto think they need to achieve full mastery of these concepts as some can require lifetimes ofwork to fully comprehend! The important fact is that students are exposed to theseanthroposophical ideas and exercises, and are required to work with and advance withthem in a holistic way, both socially and artistically. Without thus developing some capacityto work with Steiner’s worldview flexibly and critically, it is unlikely that a proper basis forworking with Waldorf classroom techniques will be available for Teacher Training.Through this kind of work, the capacities for self‐transformation are built. These capacitiesare the true foundation of Waldorf teaching.We might also add that explorations of these foundational studies must continue if they areto develop lasting value for teaching. Experience shows that both teacher and school benefitgreatly if further opportunities for the exploration of these topics is made a priority.Foundations of Experience for the Aspiring Waldorf teacherPreparation for the curriculum studies, skills development, and personal transformationthat support teaching in Steiner/Waldorf Schools. The following are presented not as faithor belief systems, but as areas of ongoing philosophical inquiry.1. Understanding the Human BeingThe 3‐fold, 4‐fold, 7‐fold, 9‐fold, and 12‐fold aspects of the human being. The 12 senses.Especially the physical, etheric, astral and ego aspects of the body, and the thinking, feeling andwilling aspects of soul.Possible References: Theosophy, An Outline of Esoteric ScienceThe stages of human development, especially the first twenty‐one years of life. Aspectsof the biography of a human life.The picture of the developmental stages of the human being and how they fit into the overall pictureof the human biography form the basis of Waldorf EducationThe Human Life O’NeilKarma and ReincarnationHow would one teach differently if human development were seen in the light of repeated earth lives?The nature of thinking and free human activityRudolf Steiner’s picture of moral intuition as the basis of true human freedomIntuitive Thinking as a Spiritual Path (The Philosophy of Spiritual Activity4849

The relationship of the human being to the hierarchies, including the school of Michaeland its relationship to anthroposophy and Waldorf educationMany find this the most empowering aspect for any teacher.The Spiritual Guidance of the Individual and Humanity; Harmony of the Creative Word;The Younger Generation; Leading ThoughtsII. Influences in Historical DevelopmentThe relationship of the historical evolution of consciousness to individualdevelopment and conditions today. This inquiry could be through art history, literature,(mythology, biography), philosophy, music, religion, mathematics or science..Not only does this study form a basis for much insight into the Waldorf curriculum, it provides agreat opportunity for the student to take another look at what s/he already “knows.”Inquiry into the influence of the Christ being on human evolution.Developing perspective on the activity of the Christ being throughout history—in whatever culture,and separate from “religious fact”—can free the student from both the dogma of traditional religions,and the emptiness of the materialistic modern world. Further, this study can help develop a languageand outlook that are inclusive for all peoples. How can we find an accurate and imaginative way totalk about these events without battling the various associations that people carry with regard to theChristian religions?III. Modes of understanding:Percept to conceptThinking about thinking…Observation and phenomenology. A way of understanding the physical world.How can we develop a relationship to the natural world that does not deaden us to the spirit thatcreated it? An emphasis on “phenomenological science” opens new possibilities for exploring theboundaries of natural science.Relationship to the rhythm of the year.What are the realities hidden behind our celebration of festivals? What has been lost in modernculture of the healthful benefits of a relationship to the seasons?4950

Science, religion, and art.What is the scientific method? The religious mood? The artistic expression? Where is eachappropriate?IV. The Path of Inner DevelopmentFor example:Six basic exercisesControl of thinking, the will exercise, equanimity. Positivity, impartiality, and perseverance.Eight‐fold pathMeditationWhat is a modern path of meditation?RuckschauA daily practice of reviewing the events of a day—in reverse order of their occurrence—can providea foundation of strength for the days ahead.How to Know Higher Worlds, Guidance in Esoteric Training, An Outline of EsotericScience, Intuitive Thinking as a Spiritual Path, Man on the Threshold (B. Lievegood)V. Artistic Experience as a path of self‐developmentWorking with color, movement, form, tone, rhythm, and the Word: Speech,painting/drawing, eurythmy, sculpture, music, drama, and architecture.Exploring the spiritual mission of the Arts.VI. Rudolf Steiner’s Life and WorkRudolf Steiner’s Autobiography:Chapters from The Course of My Life.VII. Exposure to the evolution of consciousness and the requirements for workingsocially in the modern age.The Consciousness SoulHow do we reach beyond mere feeling and intellect?5051

The Threefold Social OrganismPerspectives on PsychologyRe: Psychoanalysis and Spiritual PsychologySocial and Anti‐social forcesAn exploration into why old hierarchical social forms no longer work. What are the implications forour work together?The Mysteries of Social Encounters (D. Brüll)The DoubleHow can one identify and work to remove the hindrances that impede healthy social interaction?Re: Man on the Threshold (B. Lievegood)Social ExercisesThe consensus model and beyond; Conscious Communication Skills; Time ManagementSoul CareSoul economy and the practical application of anthroposophy in everyday lifeThe most important factor is that students engage in active research within each of thesecategories, and take up active practice of the various exercises. By actively grappling withthe anthroposophical ideas that are the foundation of Waldorf Education and being asked toreflect on them artistically, the transformation of the student can begin. The student mustunderstand that to become a good teacher one must develop the capacity to build a positiveand ongoing practice of self‐transformation. This relationship to transformation is theessential basis for any teaching that can rightfully call itself “Waldorf” or “Rudolf Steiner”education.The aspiring teacher must understand that the anthroposophical worldview is based on adisciplined inquiry. The aim is to consider all traditions, yet not to get swept up in, forexample, the intellectual abstractions of modern science or the latest “New Age” trend. Ananthroposophical approach is based on insight and a fresh perspective. This approach doesnot bypass intellectual inquiry, but views the content differently. It is an opportunity to lookat what one thought one knew, but to look at it with eyes that see more.Scott Olmsted, for the TECAssociation of Waldorf Schools in North AmericaEffective Practices Research ProjectHR Document HR2‐4.2 July 20035152