Waldorf Administration
The Fundamental Social Law
an Essay by Rudolf Steiner
Briefly as the subject must be dealt with, there will always be some people whose feeling will lead them to recognize the truth of what it is impossible to discuss in all its fullness here. There is a fundamental social law which spiritual science teaches, and which is as follows: ‘The well-being of a community of people working together will be the greater, the less the individual claims for himself the proceeds of his work, i.e. the more of these proceeds he makes over to his fellow-workers, the more his own needs are satisfied, not out of his own work but out of the work done by others’. Every arrangement in a community that is contrary to this law will inevitably engender somewhere after a while distress and want. It is a fundamental law, which holds good for all social life with the same absoluteness and necessity as any law of nature within a particular field of natural causation. It must not be supposed, however, that it is sufficient to acknowledge this law as one for general moral conduct, or to try to interpret it into the sentiment that everyone should work in the service of his fellow men. No, this law only lives in reality as it should when a community of people succeeds in creating arrangements such that no one can ever claim the fruits of his own labour for himself, but that these go wholely to the benefit of the community. And he must himself be supported in return by the labours of his fellow men. The important point is, therefore, that working for one's fellow men and obtaining so much income must be kept apart, as two separate things. Self-styled ‘practical people’ will of course have nothing but a smile for such ‘outrageous idealism’. And yet this law is more practical than any that was ever devised or enacted by the ‘practicians’. Anyone who really examines practical life will find that every community that exists or has ever existed anywhere has two sorts of arrangements, of which the one is in accordance with this law and the other contrary to it. It is bound to be so everywhere, whether men will it or not. Every community would indeed fall to pieces at once, if the work of the individual did not pass over into the totality. But human egoism has from of old run counter to this law, and sought to extract as much as possible for the individual out of his own work. And what has come about from of old in this way due to egoism has alone brought want, poverty and distress in its wake. This simply means that the part of human arrangements brought about by ‘practicians’ who calculated on the basis of either their own egotism or that of others must always prove impractical. Now naturally it is not simply a matter of recognizing a law of this kind, but the real practical part begins with the question: How is one to translate this law into actual fact? Obviously this law says nothing less than this: man's welfare is the greater, in proportion as egoism is less. So for its translation into reality one must have people who can find their way out of egoism. In practice, however, this is quite impossible if the individual's share of weal and woe is measured according to his labour. He who labours for himself must gradually fall a victim to egoism. Only one who labours solely for the rest can gradually grow to be a worker without egoism. But there is one thing needed to begin with. If any man works for another, he must find in this other man the reason for his work; and if anyone is to work for the community, he must perceive and feel the value, the nature and importance, of this community. He can only do this when the community is something quite different from a more or less indefinite summation of individual men. It must be informed by an actual spirit, in which each single one has his part. It must be such that each one says: ‘It is as it should be, and I will that it be so’. The community must have a spiritual mission, and each individual must have the will to contribute towards the fulfilling of this mission. All the vague abstract ideals of which people usually talk cannot present such a mission. If there be nothing but these, then one individual here or one group there will be working without any clear overview of what use there is in their work, except it being to the advantage of their families, or of those particular interests to which they happen to be attached. In every single member, down to the most solitary, this spirit of the community must be alive ... No one need try to discover a solution of the social question that shall hold good for all time, but simply to find the right form for his social thoughts and actions in the light of the immediate need of the time in which he lives. Indeed there is today no theoretical scheme which could be devised or carried into effect by any one person which in itself could solve the social question. For this he would need to possess the power to force a number of people into the conditions which he had created. But in the present day any such compulsion is out of the question. The possibility must be found of each person doing of his own free will that which he is called upon to do according to his strength and abilities. For this reason there can be no possible question of ever trying to work on people theoretically, by merely indoctrinating them with a view as to how economic conditions might best be arranged. A bald economic theory can never act as a force to counteract the powers of egoism. For a while such an economic theory may sweep the masses along with a kind of impetus that appears to resemble idealism; but in the long run it helps nobody. Anyone who implants such a theory into a mass of people without giving them some real spiritual substance along with it is sinning against the real meaning of human evolution. The only thing which can help is a spiritual world-conception which of itself, through what it has to offer, can live in the thoughts, in the feelings, in the will — in short, in a man's whole soul ... The recognition of these principles means, it is true, the loss of many an illusion for various people whose ambition it is to be popular benefactors. It makes working for the welfare of society a really difficult matter — one of which the results, too, may in certain circumstances comprise only quite tiny part-results. Most of what is given out today by whole parties as panaceas for social life loses its value, and is seen to be a mere bubble and hollow phrase, lacking in due knowledge of human life. No parliament, no democracy, no popular agitation can have any meaning for a person who looks at all deeper, if they violate the law stated above; whereas everything of this kind may work for good if it works on the lines of this law. It is a mischievous delusion to believe that particular persons sent up to some parliament as delegates from the people can do anything for the good of mankind, unless their activity is in conformity with the fundamental social law. Wherever this law finds outer expression, wherever anyone is at work on its lines — so far as is possible in that position in which he is placed within the community — good results will be attained, though it be but in the single case and in never so small a measure. And it is only a number of individual results attained in this way that will together combine to the healthy collective progress of society.
The healthy social life is found When in the mirror of each human soul The whole community is shaped, And when in the community Lives the strength of each human soul. -- Taken from: “Understanding the Human Being”, selected writings of Rudolf Steiner, Edited by Richard Seddon, Rudolf Steiner Press, Bristol, 1993, From: Chapter 7 - Reordering of Society. 
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Course Outline
Waldorf Administration
Lesson 1: The Threefold Structure Lesson 2: The Parent Handbook Lesson 3: The Faculty/Staff Handbook Lesson 4: Finances and Budgets Lesson 5: Licensing/Research Project |
Tasks and Assignments for Waldorf Administration/Lesson 2
Please study and work with the study material provided for this lesson. Then please turn to the following tasks and assignments listed below.
1. Study the material provided and look up other resources as needed and appropriate.
2. Review the example parent handbook. Compare the handbook to your organization's handbook. Note changes, adjustments and additions that would be needed for your school or organization. If you are not associated with a school or organization, create the example for a fictional school or organization.
3. Additionally submit comments and questions, if any.
Please send your completed assignment via the online form or via email.
1. Study the material provided and look up other resources as needed and appropriate.
2. Review the example parent handbook. Compare the handbook to your organization's handbook. Note changes, adjustments and additions that would be needed for your school or organization. If you are not associated with a school or organization, create the example for a fictional school or organization.
3. Additionally submit comments and questions, if any.
Please send your completed assignment via the online form or via email.
Study Material for Waldorf Administration/Lesson 2
Waldorf Administration and Governance/Example of Parent Handbook
INTRODUCTION............................................................................................................ 5
Mission Statement of the Example Waldorf School................................................. 6
Rudolf Steiner............................................................................................................... 6
Anthroposophy............................................................................................................. 6
A History of Example Waldorf School......................................................................... 6
SCHOOL POLICIES......................................................................................................... 8
Application Process....................................................................................................... 8
Re-Enrollment................................................................................................................ 8
Guided Tours.................................................................................................................. 8
Tuition............................................................................................................................. 8
Tuition Assistance............................................................................................................ 8
Parent Volunteer Work.................................................................................................... 9
School Schedule................................................................................................................ 9
Tardiness Policy................................................................................................................ 9
After School Care Program.............................................................................................. 9
Absences........................................................................................................................... 9
Child Abuse and Neglect.................................................................................................. 9
Confidentiality Policy...................................................................................................... 10
Video and Photography Release Policy………………………………………………….10
Discipline Policy and Conduct Guidelines.................................................................... 10
Harassment Policy........................................................................................................... 11
Dress Code...................................................................................................................... 11
Field Trip Policy............................................................................................................... 11
Health Policy................................................................................................................... 13
Emergency Contact Forms / Immunizations............................................................... 13
Illness Guidelines............................................................................................................ 13
Homework Policy............................................................................................................. 13
Inclement Weather Policy.............................................................................................. 13
Nutrition......................................................................................................................... 13
Parent Library................................................................................................................. 13
Pet Policy....................................................................................................................... 13
School Store................................................................................................................... 13
Ski Program.................................................................................................................... 13
Substance Abuse Policy.................................................................................................. 14
Summer Camp............................................................................................................... 14
Toys and Electronic Equipment...................................................................................... 14
Traffic Safety and Parking............................................................................................... 14
Tutoring Services............................................................................................................ 14
VOLUNTEERING............................................................................................................... 15
Parent Participation in School Life................................................................................ 15
Fundraising Events.......................................................................................................... 15
Committees...................................................................................................................... 16
SCHOOL COMMUNICATION.......................................................................................... 17
Communication.............................................................................................................. 17
Class Room Folders........................................................................................................ 17
Newsletter..................................................................................................................... 17
Phone Trees................................................................................................................... 17
Parent Meetings............................................................................................................. 17
Open Door Policy............................................................................................................ 17
Home Visits................................................................................................................... 18
Parent / Teacher Conference........................................................................................ 18
All School Meetings........................................................................................................ 18
New Family Guides........................................................................................................ 18
SCHOOL ORGANIZATION.............................................................................................. 19
College of Teachers......................................................................................................... 19
Board of Trustees........................................................................................................... 19
School Administrator...................................................................................................... 19
Parent Council................................................................................................................ 19
INTRODUCTION TO WALDORF EDUCATION............................................................... 20
Waldorf Curriculum........................................................................................................ 20
Reverence, Ritual, and Rhythm...................................................................................... 20
Curriculum in More Detail.............................................................................................. 21
Kindergarten.................................................................................................................. 21
Grades 1-8...................................................................................................................... 22
Art and Special Subjects................................................................................................. 25
Eurythmy........................................................................................................................ 25
Handwork........................................................................................................................ 25
Movement Education and Games................................................................................. 25
Foreign Language............................................................................................................ 26
Music and Orchestra....................................................................................................... 26
Class Plays........................................................................................................................ 26
FESTIVALS....................................................................................................................... 27
Multi-cultural Festivals.................................................................................................. 27
Michaelmas................................................................................................................... 27
Martinmas..................................................................................................................... 27
Advent Spiral................................................................................................................. 27
Saint Nicholas................................................................................................................ 27
Santa Lucia.................................................................................................................... 27
May Day........................................................................................................................ 27
Family Festivals............................................................................................................. 27
The Role of Religion in the Waldorf School by Karen Rivers.................................... 28
SUPPORTING STUDENTS IN THE HOME.................................................................... 29
Media Policy.................................................................................................................. 29
Toys............................................................................................................................... 29
Seasonal Table............................................................................................................... 29
Resources...................................................................................................................... 29
EMERGENCY POLICY AND PROCEDURES.................................................................... 30
Welcome to the Example Waldorf School’s Parent Handbook. The purpose of this Parent Handbook is to provide you with a guide to finding your way into the life of the school. A Waldorf school differs from other educational institutions in a multitude of ways, and parent involvement is basic to the school’s success. This Parent Handbook will clarify school policy and structures and provide information about Waldorf education. It is our hope that this Handbook will also act as an invitation for you to explore your own personal connection with the school, thereby deepening and enriching your life and the lives of your family members.
A Special Welcome to New Families! Our school continues to grow as more and more families find out about Waldorf education. Many children have been at the school for years, and many are brand new. All families are valued members of our community. If you are new to the school, welcome! Please let us know how we can support you in feeling comfortable here.
Contact information
Example Waldorf School
PO Box 555
Somewhere, ST ZIP USA
(555) 555-7750
Administrator
Name
Phone
Early Childhood Director
Name
Phone
INTRODUCTION
Mission Statement of the Example Waldorf School
Our mission is to provide a comprehensive education based on the philosophy of Rudolf Steiner that engages and nurtures the child physically, emotionally, mentally, and spiritually.
We seek to cultivate each student’s individual gifts, to encourage independent thinking and imagination, and to foster a life-long love of learning.
Our goal is to enable students to become balanced, vigorous, life-affirming, and compassionate individuals who are able to meet the challenges of their lives and times.
We advocate respect and understanding of all cultures and the natural environment.
The school provides a non-competitive, physically and emotionally safe learning atmosphere that encourages community involvement.
The need for imagination, a sense of truth, and a feeling of responsibility – these are the three forces, which are the very nerve of education. —Rudolf Steiner in 1919 (Founder of Waldorf Education)
Rudolf Steiner. Rudolf Steiner, an Austrian-born philosopher and scientist (1864-1924), founded the first Waldorf school in Germany in 1919. His intention was to found a school movement based on spiritual wisdom to renew the art of education so that modern children could develop the full range of their capacities and become free, self-reliant individuals capable of contributing fresh insights and initiatives to the world. The curriculum of his first school is still relevant today in achieving these goals.
Anthroposophy. Through the course of his life, Rudolf Steiner developed a body of knowledge and a paradigm of human development called Anthroposophy, meaning “the wisdom of mankind”. This world-view is based on centuries-old wisdom concerning the evolution of humankind and of the world, which Steiner reformulated in a manner accessible to our modern scientific consciousness. While Anthroposophy represents the philosophical foundation of the Waldorf approach to education, it is not taught in the classroom. Parents are welcome to study it if they wish.
A History of Example Waldorf School. The impulse for the Example Waldorf School began as a playgroup and summer camp, which grew into a school founded by four families who pooled their resources of a thousand dollars, strong dreams and a lot of heart. In 1994 the school officially opened its doors with 17 students in Kindergarten and First Grade. A beautiful and convenient location was found and the school moved to its present site. Each year the school added a new grade class with teachers and parents creating beautiful classrooms from the rooms of two residential homes. Spanish, German and handwork were offered as specialty classes and the strings program was added in 1997 with the donation of a darkroom enlarger, which was sold to pay for the first lessons. Woodworking and Cooperative Games were added and each year the school parents and teachers gathered to create a May Fair festival for the Example Community. Building grade classes from a single kindergarten was challenging and classes were combined to make the school viable. We added a second mixed age Kindergarten program in 2001 and constructed three new classrooms, which strengthened our foundation. Graduating our first 8th grade class in the spring of 2002 was a milestone and an honor. These students successfully integrated into the local high schools and what had been previously an ideal of the education was made visible in these gifted young people. During the spring of 2002, a group of parents and teachers met to envision future planning for the school and the goals of making teacher salaries more competitive, developing the Board of Directors, founding the Parent Council and creating the Coordinator position were accomplished. In the summer of 2003 a beautiful new early childhood playground and pedestrian fence was built by parents and teachers. We also added the subject class of music to the grades class curriculum. By the fall of 2003, our program had grown to include a campus with seven classrooms and 90 students from pre-school through the 8th grade. In 2005, a new building which housed two classrooms was built by the land owner to accommodate our expanding program. The College of Teachers and Board of Directors also decided to extend our program from a four day school week to a five day school week. Our grade classes were growing thanks to a successful early childhood program and we no longer needed to combine classes in the younger grades. During the summer of 2006, the owner of our school property announced his intention to list the school and adjoining land for sale within the month. Although a capital campaign and the school purchase was not in our immediate plans we negotiated an extended time frame and took on the challenge of raising the money to buy our school without a development director and very little experience in significant fundraising. A successful campaign was launched with our school community’s understanding and support of the situation. Our community successfully worked together to raise the $200,000 down payment for our land and an unnamed foundation provided a loan for the purchase. Plans are being made for classroom expansions, a high school, and sustainable agriculture uses.
SCHOOL POLICIES
Application Process. Example Waldorf School serves children with two mixed age kindergartens through grade eight. A student’s acceptance into the program is based on the school’s ability to meet the child’s needs, as well as the needs of the class. Children are eligible for the mixed age kindergartens at age of 2 by June 15th of the admitting year. Children continue in the kindergarten program often for several years with additional activities geared toward the older child. Students enter 1st grade when they are 6 by June 15th of the admitting year. Children with summer birthdays are evaluated on an individual basis for first grade readiness.
Admissions Procedures. The Tour: Families interested in finding out more about Example Waldorf School are encouraged to contact the office to arrange a tour of the school. The Application and Fee: After a tour, prospective families must fill out an application and pay a nonrefundable application fee of $50. The Interview: A meeting will be arranged between the teacher, parents and child. This is an opportunity to discuss more fully the philosophy and methodology of our program. The curriculum can be explored in greater detail. Any special needs that the child might have should be discussed at this time. The school will strive to arrange all interviews in a timely manner. Class Visits: After the interview, a child may be invited to spend a day or two in the classroom. This will better help the teacher assess if it is a good fit for the child and the class.
Registration And First Month’s Tuition. Upon the successful agreement that indeed the school can meet the child’s needs and the parents understand and support the program, a space in the class is offered to the child. The child’s place is reserved in the class with the non-refundable payment of the first month’s tuition.
Waiting Lists. Any child whose application is received after the class has reached maximum enrollment will automatically be placed on a waiting list. The waiting list will be maintained for one year. If at the end of the year there is still no space in the class the family is responsible for requesting that their child should remain on the waiting list. They will not be asked to pay the application fee again. However, if a spot is offered to a child and the family declines, they lose their place on the waiting list. Although we try to honor the chronological order of the applicants, please understand that we do look at many factors when pulling from our waiting list including siblings, age ratios and boy / girl balance in a class. Special consideration is given to EXAMPLE WALDORF SCHOOL siblings. In our mixed age kindergartens, in an effort to maintain a healthy representation of all ages, there are limited openings for each age.
Re-Enrollment. Every year, in February, families currently enrolled in EXAMPLE WALDORF SCHOOL are asked to fill out an application and pay a non-refundable registration fee of $200 to keep their child’s place in their class for the following year. If the re-enrollment deadline is not met, parents risk losing their child’s spot in the class.
Guided Tours. We offer monthly guided tours for all interested community members throughout the year. During guided tours, participants observe parts of several classes’ main lessons and then meet to discuss curriculum and philosophy questions that may arise. Parents of children enrolled at Example Waldorf School are welcome to participate on these tours to learn more about the school curriculum. Guided tours are a wonderful way for current Waldorf families to learn more about the school. Please feel free to use these times to introduce your friends or relatives to the school as well. Guided tours are for adults only. We ask that you pre-register so that we can better anticipate the size of the group and its needs.
Tuition. The annual tuition is set by the board of directors for each school year. The annual tuition may be prepaid for the school year or paid in 10 monthly installments with the first installment due August 10 of the school year. Late fees apply. If payment is more than 30 days late on tuition and a payment agreement has not been made, the student might be suspended or expelled.
Tuition Assistance. It is our intent to make Waldorf education available to any family that desires it, regardless of the family’s financial situation. Families needing tuition assistance need to apply following the directions given in the application and enrollment documents.
Parent Volunteer Work. The school is able to thrive because of parent involvement. This can be realized in may ways: festivals, fundraising and building and grounds committees, field trips, work days and bake sales are just a few examples.
School Schedule
Kindergarten Classes: Arrival time is between 8:30am and 9:00am. Pick-up is between 2:45pm and 3:00pm. Children will be placed in the After Care Program at 3:00pm.
Grade Classes: School begins at 8:30am. Arrival time is 8:15am. Pick-up is from 3:00 pm to 3:15pm. Grade School ends at 3:00pm and students must be picked up by 3:15pm. After 3:15pm, grade class children will automatically be placed in the After School Care program, unless prior arrangements have been made. We expect that parents will help maintain their children’s punctual and regular attendance at school. From the model we provide, students learn reliability and respect for others. From their regular attendance and punctuality, they experience the strengthening of will that comes with consistent effort.
Tardiness Policy. The opening of each school day is a very special moment for the teachers and children. The morning greeting and opening exercises are an integral part of each day, bringing the class together and preparing them for their day’s work. Support your child’s learning experience by punctual and regular attendance. Arrival Time: Students arriving late to school need to obtain a late pass from the office with their guardian and then wait together outside the classroom until invited in. Grades 4 through 8 do not need a guardian to escort them. 3 tardies will result in a teacher meeting.
Students who arrive late will be required to get a late slip from the office.
After School Care Program. After school care for the grade classes is from 3:15pm. to 5:15pm at the cost of $12.00 per day. Due to limited space, we require everyone to sign up in the office in the morning, or call during the day to check for availability. For children whose parents are in a fundraising, festival, buildings and grounds, or parent council meeting, the program is free of charge but timely sign-up is required to ensure a space for the child. Early Childhood after care starts at 3:00pm and will meet on the early childhood play yard. Both programs will serve a snack at 4pm. Both programs end at 5:15pm. Cost is $12 per day. A late charge of $1 per minute after 5:15pm will be charged and will be reflected in your monthly billing statement. You and your emergency contacts will be called starting at 5:30pm.
Absences. If your child will be absent, please call the office so that the class teacher can be informed. You may leave a message on the answering machine. Please inform the class teacher of any circumstances in the home that might affect a child’s attendance. If specific circumstances make a long absence necessary, it is essential to consult with the class teacher as early as possible. Planning vacation time around the school calendar is our expectation. EXAMPLE WALDORF SCHOOL will not be responsible for the child’s academic advancement after 30 absences within one school year. The student’s enrollment will be considered after 20 consecutive absences. Parents are responsible for missed work and possible tutoring for missed work.
Child Abuse and Neglect. If members of the staff suspect possible abuse or neglect of children, it will be documented and kept on file. Teachers are required to sign a statement that informs them that it is mandatory to report suspected cases of child abuse to the Department of Social Services, Program Coordinator, Local Law enforcement, or the Office of the District Attorney. This includes the reporting of parents who appear to be impaired by drugs or alcohol. If a staff /volunteer member is suspected of child abuse/neglect, the College of Teachers will evaluate the continued employability of any staff /volunteer involved in an incident of child abuse / neglect. We will ensure that the incident will not reoccur during the investigation.
Confidentiality Policy. Confidentiality is a sacred agreement of trust between school personnel (full and part-time faculty) in which intimate information regarding families, school business, and policies will be kept in confidence. It is understood and agreed between the faculty and EXAMPLE WALDORF SCHOOL that confidential EXAMPLE WALDORF SCHOOL or student information is not to be disclosed at any time, including after a person’s employment here, to people outside of EXAMPLE WALDORF SCHOOL, or to other employees of EXAMPLE WALDORF SCHOOL who do not have a legitimate need to know. Failure to follow this policy may result in an employee’s discharge and legal action. A confidentiality agreement will be signed by each faculty and staff member and filed in the office.
Video and Photography Release Policy. Example Waldorf School reserves the right to use video footage and photographs of the students as the school sees fit in the publications of educational or promotional materials including but not limited to newsletters, press releases, websites, brochures, etc. and for any other lawful purposes. Parent(s)/guardian(s) of children enrolled at Example Waldorf School agree that video footage and photographs will be the property of the school and they waive all rights including the right to inspect and/or approve copy or voice commentary that may be used in conjunction with uses to which they may be applied.
Discipline Policy and Conduct Guidelines. The teachers and staff of the Example Waldorf School strive to help students understand what is appropriate or inappropriate behavior in a given situation, develop respect and reverence for all life, and learn how to act and react with compassion. Students are encouraged to develop those character traits that will support a positive learning and living environment for themselves as well as their classmates. Clearly defined and stated school rules offer a structure upon which children, teachers and parents can base their work together. Discipline is approached in a manner that is therapeutic rather than punitive, with the aim of helping each child find the ways and skills to act responsibly.
Kindergarten. In a Waldorf kindergarten, play, storytelling, movement, artistic experiences, and the room environment all positively affect children’s behavior. Teachers also use example, redirection, and statements of expectations appropriate to children’s ages. When problematic behaviors persist, teachers and parent(s) meet to find ways to support the child at home and at school.
Grades 1-3. The imitative capacity of the child and the effect of classroom form and structure continue to be factors in the cultivation of self-discipline during the first years of elementary school. Additionally, the curriculum itself and particularly the role of story begin to play a more significant role in the nurturing of moral sensitivity in the child. The discipline measures for the children in grades 1- 3 primarily involve compassionately communicating the inappropriate behavior to the child or children, helping with communication that may identify feelings, clarifying what has happened and in some instances offering an activity, which may help the understanding and temperament of the child. In cases of chronic problematic behavior, the class teacher meets with the parent(s) to identify ways to support the child at home and at school.
Grades 4-8. A high sense of personal responsibility and willingness to cooperate with teachers and fellow students is essential, as is a willingness to work towards the resolution of conflicts and differences. Clear and open communication between the students themselves and with their teachers helps lessen discipline problems and compassionate communication is modeled and encouraged in the classroom. Again, in cases of chronic problematic behavior, the class teacher will use the following guidelines.
Unacceptable Behavior and Consequences. Society recognizes certain behaviors to be unacceptable, and laws are enacted to protect everyone’s well-being. While each incident has its own circumstances, a policy of “No Tolerance” is in effect regarding the following list of behaviors.
Level One. Physical or verbal confrontation, disrespectful/ disruptive behavior, use of profanity, damage to property through negligence.
Conflict resolution conversation with all concerned. From this conversation, further steps may be taken.
Level Two. Repetition of the behaviors noted under Level One. In addition, stealing, threatening behavior (using anything as a weapon), bringing an imitation of a weapon to school which might reasonably be mistaken for a weapon, physical abuse, use of profanity (such as swearing at another person), leaving school campus without permission.
Conflict resolution conversation with all concerned.
Parents will be informed immediately by phone.
An incident report will be written for the student’s file, with a copy going to the parents.
Parental conference mandatory.
Suspension of student may be considered at this point. (College of Teachers will be consulted.)
Level Three. Deliberate injury of another person, repetition of stealing, possession or use of drugs or inhalants at school (or school-related functions), sexual harassment, bringing a weapon to school, including all knives (unless requested by a teacher for school projects).
Conflict resolution conversation with all concerned.
Parents will be informed immediately by phone.
An incident report will be written for the student’s file, with a copy going to the parents.
Parental conference mandatory.
Immediate 3-day suspension during which it will be decided what further action is needed. (In these cases, which involve immediate suspension, the College of Teachers and the Board of Trustees will be informed as a matter of urgency).
The school is legally required to inform the police or social services or both, depending upon circumstances.
The student will submit a Personal Improvement Report prior to returning to school.
Expulsion may result from Level Three behavior.
Harassment Policy. It is the policy of the Example Waldorf School to establish and maintain for all students a learning environment which provides fair and equitable treatment, including freedom from all forms of harassment, including that related to sex, race, religious creed, color, national origin, sexual orientation, ancestry, physical handicap, medical condition, or any other basis protected by federal, state or local law or ordinance or regulation. All such harassment is unlawful. All students have the right to be treated with respect and are expected to conduct themselves with respect for the dignity of others.
Unlawful Harassment. Prohibited unlawful harassment because of sex, race, sexual orientation, ancestry, physical handicap, mental condition, or any other protected basis includes, but is not limited to, the following behavior: Verbal conduct such as epithets, derogatory jokes or comments, slurs or unwanted sexual advances, invitations, or comments. Derogatory and/or sexual oriented posters, t-shirts, photography, cartoons, drawings, or gestures. Physical conduct such as assault, unwanted touching, blocking normal movement. Retaliation for having reported or threatened to report harassment. The Example Waldorf School will investigate and document all formal and informal, verbal or written complaints of harassment brought to the attention of a teacher, staff member, College member or Board member. Complaints should include details of the incident, names of the individuals involved and names of witnesses.
Dress Code. In the school environment the faculty seeks to respect each student’s individual gifts and creativity. With respect to dress policy it is not the school’s intention to single out any student but to foster a healthy learning environment for all. Extreme attire, hairstyles, or adornments, often seen as an expression of “individualism,” can exaggerate superficial differences among young children. Some ‘fashion statements’ have an observable, distracting effect on the children and others within the context of our kindergarten through eighth grade school. Children’s clothing should be appropriate for play and work. Please consider the sudden changes in weather that we experience in STATE when sending your child to school. Make up is discouraged in the Early Childhood and the lower grades. A Class Teacher may establish guidelines if necessary. The faculty is particularly aware that for the maturing upper grade student, the need for self-expression is important and healthy. At the same time, the faculty recognizes their responsibility to encourage a healthy ambiance for the entire student population. Te cooperation of all parents in encouraging moderation in clothing and personal grooming for the goal of maintaining a positive learning and social environment for all the children is requested and appreciated.
Field Trip Policy. The Example Waldorf School staff believes that many important educational experiences occur outside of the physical boundaries of the school. To this end, we encourage teachers to support their classroom curriculum with a variety of field trips that enhance the physical, cultural, artistic and community service aspects of education. The following guidelines are to be followed:
Field Trip Planning: Local field trips will be researched and a trip plan submitted to the office prior to departure. Teachers must send a written notice home with each student at least one week prior to the trip except in special circumstances that may arise and in every case parents will be contacted and their permission requested. Field trips that are farther than a 30-mile radius or are longer than one day require prior approval of the College of Teachers. A detailed plan including destinations, itinerary, contact numbers, and detailed travel arrangements must be submitted and will remain on file. A copy of the plan will be available for every parent at least three weeks prior to the event and will include any fees necessary for the trip. Any changes in the travel schedule prior to departure or during the trip must be agreed upon by all teachers, sponsors, and chaperones involved with the trip as well as a local contact at the school. Any changes must be conveyed to all families in a timely manner. Field trips must consider and provide for the safety of the students and chaperones at all times.
Field Trip Transportation: Students will be transported to and from school field trip destinations by legal, registered, and insured motor vehicles. Parent chaperones driving private vehicles must provide proof of insurance and their vehicle must be in safe working order. All drivers are required to obey STATE traffic laws and stay within the speed limit at all times. All students and drivers will wear appropriate seat belts or restraining devices including car seats as required by state laws. In cases where more than one vehicle is caravanning, all vehicles will remain within sight or cell phone communication distance. All vehicles will make stops at the same time and the class teacher will always be present.
Field Trip Communication: Communication is important any time a class is out in the field. Prior to departure each group will receive a briefing from the class teacher reminding the students and chaperones of school rules and protocol. During school hours the office will be the contact place regarding the trip. For longer trips that include after school hours, a communication coordinator will be agreed upon prior to departure and will field parent concerns, communication with the group, and receive updates. When possible, the group will carry a cell phone for emergencies and to receive messages. (The teacher and group will not be available on an “on call” basis but messages will be checked regularly.)
Field Trip Safety: Safety is the most important issue during a field trip. The group must always follow the instructions of the class teacher for their own safety, as well as others. For day trips there will be at least one teacher or chaperone with first aid and CPR training. Longer wilderness trips require at least two adults with this training. In the case of an extended wilderness trip all students will receive an introduction to wilderness first aid.
Field Trip Discipline: The school discipline policy will be followed on any field trip. The class teacher on the trip carries the responsibility for the students and any cases of misconduct will be referred to that teacher. The teacher knows each student’s temperament and appropriate responses and consequences shall be the responsibility of the teacher. Any student who does not follow the rules may be asked to leave the group.
Health Policy/Emergency Contact Forms/Immunizations. A completed immunization card or a notarized Certificate of Immunization Exemption and an Emergency Contact Form for each child must be filed in the school office by the first day of school. Any special health concerns should be clearly stated in writing on the emergency form. The information on this form is used to contact you and initiate medical care in the event of an emergency. All Emergency Contact Forms must be accurate. Please make sure that all information is updated during the year.
Health Policy/Illness Guidelines. Do not drop off sick children at school. If your child has a sore throat, heavy cough, headache, stomachache, nausea, or fever, please arrange to have the child stay home or to be cared for elsewhere. The child may return to school 24 hours after the last major symptoms subside. If a child has a lingering cough, or other ongoing health concerns, a doctor’s note will be needed to state that the child is not contagious. When a child becomes ill at school or is found to be ill when arriving at school, a parent will be called to pick up or arrange pick up of the child from the office. Children with parasitic infestation (head lice, pin worms, scabies, etc.) are not to be in school. The child may not return to school until treated. If the parents discover lice, they should notify the school as soon as possible. Parents can avoid the frustration of this occurrence by making a section by-section check of the whole head on a regular basis. If you are a working parent, we suggest that you create a back-up plan for your child’s care in case this situation arises. If your child requires medication during the school day, a parent must fill out a Medical Release form in the office. Otherwise the teacher will not be able to administer medicine and the child will be sent home. Medicine must be directly given to the teacher along with the release form. It is a community effort to maintain the health of all our students, families and teachers. Please show your support by following the above guidelines.
Homework Policy. All homework shall be reviewed and returned to students in a timely manner. A teacher may give warnings and arrange for parent conferences if a student repeatedly does not complete the assignments. Some reports stay in the classroom and in that case, the teacher will write up a description of the work completed for the parents.
Inclement Weather Policy. School cancellation due to weather or power outages will be announced on our local radio stations. Please listen to the local radio station for school closures. In general, we will follow the public schools.
Nutrition. We ask that each family create a healthy and well-balanced lunch for their child. Sodas, candy, and junk food affect a student’s ability to concentrate and their behavior in the classroom. We encourage all children to eat a healthy diet. In school we bake with honey or maple syrup and whole-grain flour. If your child has a special diet please inform your class teacher. The Kindergarten children make vegetable soup in class, bake bread and make seasonal salads. Through these activities the child has a better understanding of what it means to eat good, healthy food. All kindergarten children will receive snack at 10:30. Two major food components will be served daily. Snack lists are posted by the classroom door. If it is necessary due to allergies or food preferences to bring food from home please make arrangements with the teacher. Grade class students are required to bring a healthy snack from home. A thermos is an easy way to send warm food as we are unable to heat up students’ food.
Parent Library. We have a small parent resource library in the office. Please sign books out during office hours and return them when done. Donations to improve our library are most welcome.
Pet Policy. No dogs are allowed on the school premises. Please keep your dog restrained in the car in the parking lot.
School Store. Our school store is located in the office. The store carries art supplies, wood toys, dolls, silks and books. All items made in the handwork circle are for sale in the store including dolls, hats and mittens. There are catalogues with items that may be special ordered. All proceeds support the school’s operating budget.
Ski Program. There is an annual grade class Ski Program in January for five weeks at Example Ski Valley. Updated information is available in the office.
Substance Abuse Policy. Tobacco, alcohol, illegal drugs and paraphernalia related to their use are not allowed on campus. Weapons of any kind are also prohibited. The Example Waldorf School reserves the right to suspend or dismiss a student for any transgression of this policy. A document outlining the procedural elements of the Substance Abuse Policy is available from the office.
Summer Camp. Our school offers a summer camp program on site each summer for several weeks. Please look for information about summer camp in the spring.
Toys and Electronic Equipment. Children’s personal toys should be left at home. On special occasions, with the advance planning through the class teacher, children may bring a game or toy, which is to be used as a class activity. The teacher will hold toys that are brought to school until the end of the day. This policy includes electronic equipment, cell phones, i-pods, cameras, etc.
Traffic Safety and Parking. It is very important to use the marked entrance and exit. There is a one-way traffic flow in the parking lot, please go to the office if you have any questions. During drop-off and pick-up it is important not to block traffic. The speed limit is 5 mph. Please drive slowly and use extreme caution when in the parking lot. When exiting the school drive, it is imperative to stop before entering Example Road. STATE law requires that all children under the age of 12 wear appropriate safety restraints while the vehicle is in motion. Children under the age of 24 months, or weighing less than 60 pounds, must be secured in an approved safety device (http://www.state.nm.us/tax/pubs/dlm/dlm.htm# Toc661603 10, 9/4/2004). Please note, that State law changed in 2005, requiring all children under 60 pounds or 24 months of age to be in a booster seat with a shoulder belt. The school requires all parents to comply with STATE Law while operating a vehicle on school property.
Tutoring Services. Tutoring services are available through the school. Parents are financially responsible for these services.
VOLUNTEERING
Parent Participation in School Life. There lives in Waldorf Education a profound understanding of the importance of freedom, of help freely and lovingly given in the spirit of service. Such acts of devotion are part of the spiritual foundation on which a Waldorf school is built. Parents in our school have a unique opportunity for self-awareness, growth, and sharing through participation in a variety of school projects and endeavors. A real sense of community, new friendships, and a genuine sense of pride can be gained by working together toward a common goal. The successful operation of the school relies largely on the time and energy given by parent volunteers. There is a need for parent volunteers, on both an individual class level and a school-wide level. A clear understanding of what is expected of parents throughout the school year is essential in allowing parents to participate in a way that works for them. We encourage families to perform a minimum of thirty hours of volunteer service to the school per year. In supporting your class teacher, both in-school and out-of-school time is needed. Assisting with specialty classes or special classroom needs, sewing costumes or gathering props for plays, and organizing field trips are some of the kinds of help that are needed. Playground, garden, and site beautification are also important parent-supported tasks affecting the quality of classroom life. Announcement of classroom projects needing parent participation takes place at class meetings and by class phone trees. Contact your class teacher or Parent Council representatives for more information. Our school is blessed with many individuals who have volunteered far beyond the suggested hours per year. All contributions are appreciated as they help in achieving our goal of providing a more complete Waldorf education for our children. We need our parents to be a strong and viable force in the life of the school.
Fundraising Events. Our school, like most Waldorf schools, requires an ongoing fundraising effort by the parent body to achieve a balanced budget; tuition fees alone are not enough to allow the school to operate. The bottom-line economic reality of the school is that its very existence is dependent on the ongoing financial support and work of the parents. The money that is spent on operating the school comes from both tuition and fundraising. Example Waldorf School fundraising events may include; an Annual Giving Letter, Ski-a-thon, Raffle, Mayfair Festival, and donations. Note cards, handwork items and cookbooks are created and sold as a developing cottage industry. Parents’ sharing of skills and services contributes to the strength of the school and keeps tuition costs down.
Committees. A stable network of long-time friends and extended family is not always there to help families find the tried and true, well-established traditions of raising a family. And so we create relationships with kindred communities to help us keep connected to one another and to support development of a nurturing family life. The Example Waldorf School offers us all an opportunity to become part of a community that has heart and purpose. There are a number of ways to become involved. Children who are supported during the school year by parent and community participation feel better about being in school and do better in their school-work. We have formed three committees to help support our school and teachers: the Festival Committee, Building and Grounds Committee and Fundraising Committee. These committees are made up of parents and faculty members. Each committee will work closely with our College of Teachers, who carry the vision of our school. We already have many identified tasks that need doing and we welcome your new ideas. New ideas can be presented to the College by a representative from each committee.
The Festivals throughout the year give us a chance to gather, and are at the heart of our community. Many hands create the magic of each festival. There are many tasks to each festival, details of food, seating, and clean-up before and after the event. The teachers may also need help with costumes, props, or backdrops.
The Building and Grounds committee will be the crew that fixes the fence, builds new playground equipment or takes care of the leaky faucets. There are also work parties for creating new classrooms and desks.
Fundraising generates funds to cover expenses not covered by tuition and support the scholarship/ tuition assistance program. Annually between $15,000 and $20,000 is raised through fundraising activities and awarded to families to assist them with tuition payments. In effect, this increases the general operating budget of the school and helps us keep tuition at a reasonable level.
SCHOOL COMMUNICATION
Communication. Effective communication among all of us is an important and vital element in the successful functioning of the Example Waldorf School. How we work together as parents, teachers, committee members and colleagues is another way we teach our children the values that we believe are important in our world. In an effort to make the communication process clear and more effective, we ask you to follow these guidelines. Please communicate as directly as possible with the individual teacher or parent involved. This allows the quickest and most effective resolution and minimizes the negative effects of third party misunderstandings. Questions regarding your child or his or her class or teachers should be taken directly to the class teacher. Because the teacher is “on-duty” during the time parents drop off and pick up their children, it is best to call or write a note to arrange a specific time that is mutually convenient to discuss questions and concerns. It is understood that situations may arise that need immediate attention and arrangements will be made for a conference accordingly. If you have additional concerns, please talk with the Coordinator to arrange a meeting to discuss your concerns or schedule a meeting with the College of Teachers. For other questions or concerns the Coordinator is a good place to start if it is unclear just where a question should be addressed. Understood in its fullness, Waldorf Education seeks to offer more than an excellent education. It seeks to create community. A true community flourishes, develops, and ultimately supports the growth of each member, particularly the children, when there is open and honest communication and trust. Parents and teachers are a partnership, modeling what it means to live in such a community where we all seek to uphold the positive ideals of life. In order to foster community and in order to bring the education to life as fully as we can, we must all remember that a community is not just an amorphous collection of people in one place, but a group of caring individuals who can work together, in good times and in times of stress, to further common goals. For our community to be healthy and vibrant, all members must feel safe in speaking to each other. This is absolutely fundamental within the relationship of parent and class teacher or the parent and any teacher or staff member.
Class Room Folders. Please check your child’s cubby in the classroom on a daily basis. This is an important way the school passes on information.
Newsletters and Email Announcements. It is very important to read the newsletter and the email announcements to have up-to-date information on events at school. Our newsletters contain information about the day-to-day plans and needs of specific classes and school-wide events as well as educational information, college or committee reports, and classified advertisements. Example Waldorf School also uses parents’ email addresses to share class/school information.
Phone Trees. Each class has a phone tree that is made at the beginning of the year by the Parent Council class representative. The phone tree is often used to disseminate both class and school-wide information.
Parent Meetings. Please attend parent meetings. It is essential for the well being of your child, that parents and teachers communicate. These meetings are informative, social, and fun. If your child is having difficulties in school, we will arrange private parent-teacher conferences to address the problems. Please approach us with any concerns that you may have. Teachers hold at least three class meetings yearly with the parents of the class as a whole. These meetings may include an artistic activity, a look at the curriculum, discussion about developmental issues that come into play for children of that age, a look at the social dynamics of the class, and plans and information about field trips and activities that will take place throughout the year. These meetings are also a time for parents to discuss general areas of concern and to get support from other parents for the challenges of parenting children of that age. They provide a significant way to understand your child’s education and a chance to connect with the parents of other children in the class. Through these meetings, you will not only be informed of the progress of the class but you will have an opportunity to share concerns and ideas vital to the healthy social life of the class. The social network of class parents creates an informed network that supports the class teacher’s work.
Open Door Policy. Parents are always welcome to visit a classroom. You may be asked to quietly participate in the class rhythm. We ask that all parents respect the special environment of the classroom. Adult conversations belong outside of the classroom, thus ensuring that the children’s play is not interrupted.
Home Visits. The Early Childhood teachers may request a home visit in order to build a bridge between school and home in an effort to assist a child in that transition into school. Any main class teacher may request a home visit if they feel that it will be in the best interest of the student.
Parent/Teacher Conference. Private conferences are held during the school year to provide an opportunity for parents and teachers to share their impressions and concerns about the child’s progress in the class, both academically and socially. Look for your teacher’s sign-up sheets, posted prior to the conferences, near your child’s classroom. A meeting can be scheduled by the teacher or parent as needed. Each child receives a mid-year report and a full end of the year report.
All School Meetings. All School Meetings are an opportunity to learn more about the school structure and future projects. Reports will be presented by the Board of Directors, the College of Teachers and all Committees. The annual budget will be reviewed and discussed.
New Family Guides. Supporting new families at the school is also a role of the Parent Council. At the beginning of the school year, Parent Council representatives match returning parents with new families. These “guides” introduce the new families to other school families as well as to the “culture” of the school, and they continue to communicate with the new families throughout the year.
SCHOOL ORGANIZATION
The Example Waldorf School functions through the joint efforts of the College of Teachers, the faculty, the Board of Trustees, and the parents. The composition and responsibilities of these bodies are as follows.
The College of Teachers. The College of Teachers is responsible for all pedagogical concerns such as program development, curriculum standards, teacher mentorship, peer evaluations, and child study. In addition, the College is responsible for teacher hiring, adult education, and maintaining our school’s relationship with the larger Waldorf community. The College of Teachers meets on a weekly basis. College members are individuals who are deeply committed to the health and well being of our school. Beyond tending to the above responsibilities, College members actively study and strive to further develop their understanding of the growing child.
The Board of Trustees. The Board of Trustees is responsible for overseeing the management of the business of the school, including all financial, legal, and property matters. The Board works in collaboration with the College of Teachers, the school’s administration and development staff to ensure that the mission of the school is carried out in accordance with our school’s bylaws and agreed-upon goals and objectives. The Board is composed of a balance of teachers, parents, and community members who support the goals of the school. The Board meets on a monthly basis; agendas and minutes are available. Board meetings are open for parents to observe, although some parts of the meetings may require confidentiality and will be conducted in executive session. Call the Board President or the school administrator if you wish to have an item included in the meeting agenda.
The School Administrator. The School Administrator has the essential role of facilitating communication and coordinating administrative activities among the College, Board, and Parent Council, and serves ex-officio on the Board.
Parent Council. The Parent Council is composed of a representative from each class and the Administrator. Its purpose is to inspire, inform, and organize the parent community and to enhance the school’s social life through communication and involvement.
Committees. The school has several committees who work on specific tasks supporting and under the guidance of the college of teachers (pedagogical realm), the administration (rights sphere) and the fundraising/development staff (community involvement).
INTRODUCTION TO WALDORF EDUCATION
Through Waldorf Education, Rudolf Steiner hoped to cultivate in young people capacities of heart and mind and the strength of will that would enable them to meet the challenges of their own time and the future. He laid the foundation for an art of education in which the teacher, ever aware of the inherent dignity and individuality of each child, would strive to awaken and draw out the student’s individual gifts. This is in keeping with the true meaning of “educate,” from educere, “to draw out”, rather than to put in. The child is led to participate actively in all that is presented so that he or she will become a seeker of truth and knowledge, and a doer. The child is instilled with the capacity to change what is harmful in the world, to cultivate that which is good, and to discern the difference between the two.
The Waldorf Curriculum. The Waldorf curriculum is meant to unfold according to the stages of development of the growing child. Education proceeds in three major steps as the child’s consciousness develops. Up to age 12, it is largely a pictorial and imaginative consciousness; from then on it adds the element of reason. Until age 12, the Waldorf curriculum works with the child’s imagination, proceeding from fairy tales, legends, and fables through the Old Testament stories and ancient mythology. In the fifth and sixth grades, the transition is made to actual history and science. From then on, without losing its imaginative and artistic elements, the curriculum is presented in a more scientific manner, increasingly relying on direct observation, objective description, and reflection in all subjects. The arts– drama, painting, music, drawing, modeling, etc.– are integrated into the entire academic curriculum, including mathematics and the sciences. The Waldorf method of education through the arts awakens imagination and creative powers, bringing vitality and wholeness to learning. There is no other educational movement that gives such a central role to the arts as does Waldorf education. Mathematics instruction begins when the young children first encounter numbers through stories, musical rhythms, and other artistic activities that engage their whole bodies. Upon this foundation, the arithmetical processes are introduced. Form drawing, begun in the first grade, sets the stage for geometry in the later grades. An extraordinary humanities curriculum, which begins in first grade with folk tales and fairy tales and continues in second and third grade with mythology and legends, takes the children through the full sweep of their cultural heritage. The Old Testament in grade three, Norse mythology in grade four, and the ancient cultures of India, Egypt, Persia, Mesopotamia, and Greece in grade five provide the background for the study of history and arts presented through excerpts from original texts. By living into these cultures though their legends and literature, the children gain an understanding of and an appreciation for the diversity of mankind. By the close of eighth grade, the students have journeyed from Greece and Rome to medieval history, the Renaissance, the Reformation, the Age of Exploration, and up to the present day. The sciences are taught experientially - - that is, the teacher sets up an experiment, calls upon the children to observe carefully, ponder, and discuss, and then allows them to discover the conclusion – the law, formula, etc. Through this process rigorous, independent thinking and sound judgment are trained. Music permeates and harmonizes life in a Waldorf School through a curriculum designed to develop the innate musicality born into every child. Music is taught in a Waldorf school not only for its own sake and for the joy it engenders, but also because it brings a strong, harmonizing, and humanizing force into the child’s life, strengthening the will. Practical work, such as crafts and handwork, is an integral part of the required curriculum at a Waldorf school. Decades before brain research could confirm it, Rudolf Steiner recognized that brain function was founded on body function. Learning to knit and crochet in the early grades develops motor skills that metamorphose into lively thinking and enhanced intellectual development later on. Coordination, patience, perseverance, and imagination are also schooled through practical work. Activities such as woodworking, house building, gardening, and shoe-making give the children an understanding of how things come into being and a respect for the creations of others. Spanish is taught beginning in grade one, giving children insights into and facility with other cultures.
Reverence, Ritual, and Rhythm. Reverence, ritual, and rhythm are the three R’s of Waldorf education. When experienced in childhood they can lead to an experience of responsible freedom in adulthood. By creating rhythms in the classroom and marking them with simple rituals, we enhance all that supports health and life. Your children’s teachers go to great lengths to create lessons and festivals that purposefully nurture feelings of reverence. Reducing distractions for your children gives them the space to experience reverence and will support the work of your children’s teachers. They believe that reverent, wonder-filled occasions will help children to find meaning in their lives as adults and help them to love, respect, and care for other people, the earth, and themselves.
The Curriculum in More Detail. The Waldorf curriculum is designed to work in rhythm with the natural stages of children’s development. Since these stages are reflective of the stages in the development of human civilization itself, the great stories of varied human cultures - - from fairy tales and fables to Old Testament stories, from Nordic and Native American stories to Greek myths - - are the cornerstone of the curriculum. The subject matter, the way it is approached, and the assignments and activities asked of the children are specifically suited to the development of certain faculties and capacities at particular ages.
Pre-School/Kindergarten. In the early years, great emphasis is placed on the development of a strong and deeply rooted creative capacity. The overall environment, the unique play materials, and the chosen activities all contribute to fostering the children’s natural powers of wonder and fantasy. For instance, the play materials are chosen to allow the greatest amount of the children’s own imagination to come into play. The more possible uses for a toy, the better. When the children are encouraged to “clothe” their play materials with their own powers of imagination, the truly living forces within them become active. Another important aspect in the development of a strong imaginative life is the use of fairy tales. The art of storytelling is really alive in the Kindergarten as the fairy tales are told, rather than read, by the teacher. The children’s imaginations are active because the pictures are allowed to be created inwardly as the story unfolds. Young children experience the world more pictorially than do adults, and fairy tales provide an inner nourishment because they contain archetypal truths about the world in picture form. Small children are beings of will and imitation, identifying themselves with each gesture, intonation, mood, and thought in their environment, and making these their own in their play. It is the Kindergarten teacher’s task to create an environment worthy of a small child’s imitation and to educate the child’s unconscious through the warmth, clarity, rhythm, and harmony of the world he or she creates. Given the right environment and encouragement, young children exhibit a fountain of creativity never again to be equaled in the course of their lives. Deepening this capacity prepares the proper ground for thinking to emerge.
Our Early Childhood Program consists of two kindergarten classes, the Example and the Golden Aspen, each comprised of 16 to 18 children. They are mixed-age classes of three, four, five and six-yearolds. This is a three, four or five-day program. The environment is home-like, calm, cared-for, and filled with nature’s beauty and variety. It is a space where the rhythm of the year and the gifts of each season are woven into children’s and adults’ lives. It nourishes the senses and is a true kingdom of childhood where children experience artistic and practical work, crafting, storytelling, puppetry, foreign languages, music, rhythm and movement, circle games, finger plays, baking, cooking, gardening, woodworking, weaving, and the great outdoors. Creative play with toys made of wood, stone, wool, beeswax, shell, and silk is encouraged. These daily activities lay a solid foundation for beginning academic learning in first grade as children build social skills, foster language development and physical coordination, preserve the life forces, and keep the wellsprings of wonder and reverence open. We have a special play yard that was built by the school community in 2004 with equipment sized for this age group. It is a lovely space full of flowers, a tree house, a cassita and play equipment. Meals. Kindergarten children gather around the table for snack and lunch every day. Meal times are a joyful way of forming community, baking together, serving each other, and acquiring table manners. We strive to create a flavorful kitchen and a family-friendly restaurant setting with waiters, napkins and real tableware. Lunch is provided by each child’s family individually. A mid-morning snack is provided by the school five times a week using wholesome organic ingredients whenever possible. Dairy, wheat, and processed sugar are consciously limited at snack time and there are alternatives for children with food sensitivities. Clothing. Children need simple, comfortable, sturdy clothes for play that suit the season and can take the dirt and wear that come from play and work. Clothing that can be put on and taken off by your child fosters their sense of independence. Please avoid images on clothing with cartoon or media characters because of their over-stimulating nature and the influence that they can have on play and attentiveness in group settings. We do not wish to encourage interest in fashions or name brands. All children need a bag of extra clothing at school (including socks, underwear, a light sun hat and a sweater – please change the extra clothing with the seasons). Clothing made of natural fibers, such as cotton or wool is warmer in winter and cooler in summer than clothing made from synthetics such as nylon and polyester. Natural fibers allow the child’s body to breathe properly and help facilitate the development of the senses. Please keep in mind that the school is not responsible for lost clothing or personal items. Labeling clothing makes retrieval from the Lost and Found basket easier. However, it is advisable to keep especially cherished and hard to replace items at home. Te high altitude sun is intense. Please make sure to use sunscreen before school and provide your child with a brimmed hat to wear outdoors every day. Children are highly active and need to be physically grounded all day. Well-fitting sturdy shoes support, protect, and empower the children for running, jumping, swinging, climbing, etc. Experience shows that flip-flops, cowboy boots, and clogs are not suitable for this purpose. Sacred Space and Time. Arrival time for kindergarten children is between 8:30am and 9:00am. Because of teacher preparation work, the early childhood staff requires that children enter the room no earlier than 8:30am. On the other hand, we love spending time in the “Magic Grove,” an enchanting group of trees on a piece of land adjacent to campus. Late arrivals might find an invitation on our door to follow us out to the Magic Grove (accompanied by the adult dropping them off). Also note that children arriving after 9:30am may find it a challenge to ease into the day’s rhythm without discomfort to the child and disruption to the group. Once your child is accustomed to saying “good-bye” to you in the morning, please make an effort to bring him/her in without much interruption to the other children. Parents are asked to socialize outside the classroom. Please inform the office or the teacher if your child is going to be absent. The Early Childhood Program pick-up time is between 2:45pm and 3:00pm. For your child’s welfare please be prompt for pick-up. A parent’s lateness invariably causes unnecessary stress and worry for the child. If you are unavoidably delayed, please leave a message at the school office so we can reassure your child and make necessary arrangements. If your child is picked up by someone other than yourself, please let the teacher know and make sure the person has their ID with them. Early Childhood Licensing. Example Waldorf School is currently licensed for Star Level 2. Tree and four-year-olds may attend for three or four days from 8:30am until 3:00pm. Older four year olds and five year olds attend for 5 days a week from 8:30am until 3:00pm. After school care is offered from 3pm to 5:15pm.
Grades 1-8. The grade school curriculum in the Waldorf schools is amazingly rich and intricately coordinated with a deep understanding of the developing child. What follows is a look at some of the main topics that are covered in each year as well as some detail about the insights underlying the curriculum. This list is only meant as a taste of what goes on in the curriculum, not as a comprehensive outline. Attending class meetings is a wonderful opportunity to find out more about the specific curriculum that is being presented to your child. There are also many books your class teacher can recommend which provide more in-depth coverage of the curriculum. The Class Teacher ideally takes the same class of children through eight years of elementary school (grades 1 through 8), teaching all the main subjects. For the teacher, this means time to know the children deeply and to help their gifts unfold. For the children this can mean stability and continuing guidance. A morning “main lesson”, a two-hour period in which the main substance of the day is presented, begins each school day. The subject, be it algebra, Greek history, botany, or acoustics, is taught for a three-week or four-week block and then put aside, often to be continued later in the term. This approach allows for freshness, enthusiasm, and concentrated, in-depth experience and gives the children time to “digest” what has been learned. Individual books are made by each child for each subject taught. The teacher creates the presentation and the children record and illustrate the substance of their lessons. These books, often artistic and beautiful, are an important way in which art is integrated into every subject.
THE FIRST GRADE year begins with the discovery that behind all forms lays two basic principles: the straight and the curved line. The children find these shapes in their own bodies, in the classroom, and in the world beyond. Straight and curved lines are then practiced through walking, drawing in the air and the sand, on the blackboard, and finally on paper. These “form drawings” train motor skills, awaken the children’s powers of observation, and provide a foundation for the introduction of the alphabet. Through fairy tales and stories the children are introduced to each letter of the alphabet. Instead of abstract symbols, the letters become actual characters with which the children have a real relationship. “S” may be a fairy tale snake sinuously slithering through the grasses whispering secrets; the “W” may be hiding in the blackboard drawing of waves. Reading begins with writing. Simple sentences about the children’s own experiences can be written and read as well as writing and reading familiar verses. In a similar way, the children first experience the qualities of numbers before learning addition or subtraction, e.g. what is “oneness”? What is there only one of in the world? (“Me!”) The characteristics of one, two, three, etc. are explored in the children’s inner experience and in nature. Counting is introduced through clapping, rhythmic movement, and the use of stones, acorns, or other natural objects. Only after considerable practical experience in adding, subtracting, multiplying, and dividing are written symbols for these operations introduced. Foreign language, eurythmy, knitting and the pentatonic flute are also introduced in the first grade.
THE SECOND GRADE brings many fables and Native American stories of animals, as well as stories of saints, heroes, and heroines. Through the stories, the children begin to see the dual aspect of human nature. They work on writing by copying these stories into their Main Lesson books. Arithmetical work includes the memorization of the times tables from 1 to 12. Imaginative stories still form the basis of operations using the four mathematical processes. Grammar is introduced with liveliness and humor. The children may act out stories in which they can experience the contrast between “doing” words, “naming” words, and “describing” words. Nature study continues with nature walks, poetry, legends, and imaginative descriptions of natural processes. This year crocheting is introduced, and small projects of the children’s own creation continue to exemplify an important principle: that handwork can be useful and functional as well as beautiful.
THE THIRD GRADE is often called a turning point of childhood. Nine-year olds feel themselves growing apart from the world, becoming separate and independent, and beginning to question all that was previously taken for granted. This questioning is accompanied by a serious stream of interest in everything practical such as “How is a house built?” and “Where does my food come from?” In the third grade, children study Old Testament stories to learn about people’s struggles to live on the earth, to make shelters, and to work the land. They study house building while learning weights and measures, and they learn about gardening, farming, and cooking. These acquired skills are translated into their handwork as they make a “house for their heads” in creating knitted hats. There is much counting and measuring when adding patterns to their handwork. In the third grade, children begin a stringed instrument and play with the school orchestra.
THE FOURTH GRADE addresses the children’s inner experience of becoming separate through hearing and reading stories about heroes in Norse and other mythologies. The hero emerges as someone to look up to, emulate, laugh at, and respect. The characters’ human qualities, emotions, struggles, and confrontations are emphasized. The theme of separateness is further reflected in mathematics with the introduction of fractions. In handwork, cross-stitch is introduced, allowing children to experience a beautiful wholeness that results from many different crossings. Geography, local history, grammar, composition writing, and a comparative study of the human being and animals are also introduced. Through activities such as map-making; children experience the separation from nature that marks the developing intellect. In composition, simple narration of the children’s own real experiences begins.
THE FIFTH GRADE leads children into a wider world, and they are encouraged to develop a broader perspective. They study American geography and botany, and in mathematics they continue with fractions and decimals. Building on the years of form drawing, freehand geometry is introduced. Choral singing and four-needle knitting are introduced as well. History has until now been only pictorial or personal in nature, with no attempt made to introduce exact temporal concepts or to proceed in strict sequences. Now history becomes a special Main Lesson subject, as does geography. History, telling human beings’ deeds and strivings, stirs children to a more intense experience of their own humanness. Geography does exactly the opposite: it leads children away from themselves out into the ever-wider spaces from the familiar to the unfamiliar. History brings the child to him or herself; geography brings the child into the world. Every means is used to give the children a vivid impression of the ancient cultures. They read translations of poetry, study hieroglyphic symbols of the Egyptians, and try their hands at the arts and crafts of the various ancient peoples. History is here an education of the children’s feelings rather than of their memory for facts and figures. Through studies in art, science, government, and Olympic games, children have an opportunity to experience the balanced harmony and beauty of the Greeks. In the spring there is a Greek pentathlon where fifth grade students from Waldorf schools throughout the region come together to compete. Grace, beauty, form, and sportsmanship are lauded along with individual achievements of speed and accuracy.
THE SIXTH GRADE studies the Roman Empire: its greatness, its vanity, and its collapse. Children of this age can begin to empathize with this time of struggle and growth in human history and can begin to experience a kinship with people from other times. Thus, they can begin to feel that they are not alone in their inward struggles. Physics is introduced to study the natural world. As with all subjects, the approach is first through art. Acoustics and optical studies are begun. North American and South American geography are studied, and astronomy is introduced. As children approach twelve, changes begin in their physical bodies. One of the subtlest is the hardening of the bones, and at this time children become more aware of gravity and weight. With the increasing awareness of their physical bodies, the time is right for the study of the physical body of the earth. Geology turns to the structure of the earth and proceeds from the study of the flora and fauna of the geological ages to minerals, metals, and finally gems and crystals, leading to the functions of mineral and metallic substances in the human organism. Mathematics continues to exercise the disciplines learned in previous classes and then moves on to the study of percentage and ratio. All the years of circle movement and form drawing are brought into exact constructions using compass, rulers, and right angles in geometry. Whereas geometric shapes have in the prior grades been drawn freehand as artistic exercises, now families of geometric figures are constructed and studied for the numerical laws they embody. These designs are now done with the utmost accuracy.
THE SEVENTH GRADE children are entering puberty. To help them cross this threshold, they are introduced to civilizations and people who share their mood of soul, leading them to a closer look at their own environment and inner being. Two subjects addressing these areas are English and history. The history block of the Renaissance and Reformation really begins modern times with a dauntless quest into the unknown that is also akin to the seventh graders’ soul mood. Allegiance to traditional authority no longer holds sway. Individualism overcomes feudalism, as personified by Joan of Arc. Human capacities are limitless as epitomized by Leonardo Da Vinci. The emphasis of history and geography is on Europe, the lives of the early explorers, and the colonization of many parts of the world. Mathematics introduces algebra, including negative numbers, venturing into mathematical thinking that has no relation to physical perceptions. This makes real demands on the children’s imaginative powers. Square and cube root and geometry are introduced. Mechanics begins in physics with the lever principle as found in the human arm. Children learn basic mechanical concepts and their application in the machinery of ancient and modern times. Inorganic chemistry is introduced as a study of the combustion process. From the beautiful legend of the bringing of fire to earth by Prometheus to a study of combustion in the human organism in the digestive processes, fire can be observed externally in the breaking down of substances by oxidation. Physiology is introduced as the study of life processes in man: blood circulation, respiration, reproduction, and nutrition in connection to digestion, health, and hygiene.
THE EIGHTH GRADE students are ready to study modern history and have the ability to see the wholeness of the globe. History becomes an intensive study of the period from the Industrial Revolution to the modern day, focusing as well on outstanding individuals in American history. Geography takes up the same theme, showing the role played by every part of the earth in modern industrial civilization. In science, lessons bring thermodynamics, mechanics, climate, electricity, magnetism, hydraulics, aerodynamics, meteorology, and ecology. Chemistry is also worked with in relation to industry. Mathematics also emphasizes the practical applications of arithmetic, algebra, and geometry. Human beings are again the subject of nature study through physiology of the human organism. Literature focuses on the theme of human freedom in the short story, letters, and Shakespearean drama. The task of elementary education is to give children an understanding of humanity and the world they live in, to offer them knowledge so rich and warm that it engages their hearts and wills as well as their minds. Such an understanding is the basis of all real learning in later years. With the completion of the eighth grade, the children should have a well-rounded general picture of human life and the universe. This last year of elementary school should not only bring all previous experiences to a new peak but should enable the children to enter fully and potently into the life of their own time.
Art and Special Subjects
Eurythmy. Eurythmy is an art of movement that originated in the beginning of the 20th century. It is a dance form that makes music and poetry visible through gesture and aims to harmonize the child’s soul and spirit with the physical body. In eurythmy, people move together and experience the interconnectedness of all living things. This precise, coordinated group movement helps develop grace, listening skills and concentration.
Handwork. Knitting and other handwork projects play an important role in the development of fine motor skills, inner calm, and intellectual clarity. The specific handwork taught in Waldorf schools “grows with the growing child”. In the first grade, the curriculum calls for learning the basic knit stitch and creating a practical and useful project in a warm textile such as wool. In second and third grades, this is continued with purling and crochet, which add new movements and require more focus on each row and stitch. Around age nine or ten the children undergo a change of consciousness: they are individuals within themselves, no longer as open. The hats that the third graders knit to cover their heads represent this developmental milestone. Third graders are also experiencing the beginning of critical thinking, and in knitting hats they are introduced to small patterns, thus engaging their new thinking skills. The cross stitch taught in fourth grade reflects this more elaborate stage in their development. The fifth grade begins woodworking and more complicated knitting such as socks. This is the age when they turn a corner in development on the road to themselves. They are perhaps less insecure than in fourth grade and are ready to start carving out and exploring this new individuality. Knitting socks requires using four needles instead of just two, and it is a task that requires much perseverance, providing challenges and valuable lessons for the children. Developmentally, the sixth graders are coming into form. The children sew animals, which requires planning, patterns, cutting, basting, and other skills for children who are now more intellectual in their planning and thinking. The sewing the children undertake in seventh and eighth grades requires extensive forethought and mathematical skills. In seventh grade they make dolls by hand, and in the eighth grade, sewing machines are used for various projects such as patchwork quilts, wall hangings, simple clothing and appliqués. Handwork offers many opportunities for reinforcing math skills in practical, challenging, and enjoyable ways. Author and Waldorf teacher Eugene Schwartz says that “We cannot underestimate the self-esteem and joy that arises in the child as the result of having made something practical and beautiful– something which has arisen as the result of a skill that has been learned. In an age when children are often passive consumers who, as Oscar Wilde once said, ‘know the price of everything and the value of nothing’, learning to knit can be a powerful way of bringing meaning into a child’s life.
Movement Education and Games. The deep understanding of a child’s development is also the basis of movement education and games classes. Each class has a rhythm of joining together and moving apart, alternating highly active games and quieter ones, work together as a group, and reflection on one’s own body and movement. The movement curriculum tries to give the children basic coordination and movement skills that will help them if they decide to play organized sports or simply as a basis for good physical, social and mental health. Depending on the grade, the children will play games or do relay races that serve to develop skills that are also required for conventional sports such as basketball. String games and jumping rope also develop dexterity and stamina which can be useful in many different activities. Not only does a movement class provide the opportunity for the children to play games and have fun, it also works with their social interaction by teaching them to play with each other before they play against each other, to acknowledge each other, to play safely, and to gain an appreciation for all kinds of movement.
Foreign Language. We offer Spanish and German at our school. The spoken word is the key to learning languages in the early grades. Songs, poems, rhymes, tongue twisters, counting, puppetry, plays and group games all foster group knowledge of the language and appreciation of the folk soul of the peoples who speak that language. In the later grades, keeping a written record of all the oral work brings awareness of spelling and basic grammar in the language. Reading in the foreign language begins in fourth grade.
Music and Orchestra. There are many important inner skills to be learned in the study of music. The discipline of practicing with an instrument helps children find the inner discipline to face other challenges in life. Group music lessons offer a wonderful opportunity for children to practice the ability to listen to others and to work cooperatively. It is quite a challenge for a group of children to work completely in unison in any realm, be it social, academic, or physical. In trying to play their instruments as a group, with the same timing and pitch, the resulting harmonious sound allows them to directly experience the value of working well together. Playing an instrument is a wonderful means of self-exploration, self-expression, and creativity that allows the children to grow into well-rounded human beings. Beginning in the first grade, children are taught to play simple songs on the pentatonic flute. By the end of third grade or beginning in the fourth grade, they are ready to play a more difficult diatonic scale. In third grade, beginning level strings classes begin. The children are responsible for renting or purchasing a violin. Singing is a regular part of the school week for all grades. In the lower grades, songs are based on seasonal themes. In first and second grades the children sing as a group, and in third grade children, with emerging consciousness about being separate, begin singing rounds. In fourth grade two-part songs are added, and the children learn about holding their own voices against others to create harmony.
Class Plays. The plays are an integral part of each class’ curriculum, beginning in kindergarten with fairy tales. They are unique for each class yet share distinct and common threads of educational philosophy, community building, and curriculum enhancement. The fifth grade may perform a Greek play, for example, and the eighth grade generally performs a play by Shakespeare.
FESTIVALS
Throughout history in all civilizations there are rituals reflecting nature’s rhythms, important transitions, and significant moments in the life of the culture. For people today, who can so insulate their lives as to be unaware of the seasons, of reaping and sowing, of dark and light, and of birth and death, festivals can help provide a real touchstone with the cycles of the earth and the soul nurturing they provide. In Waldorf schools, the elements of festival – light, food, song, and story - - permeate the weekly school rhythm, but the cadence of the year receives its form through festivals. Annual festivals of nature and humanity are celebrated in ways that foster wonder, reverence, and gratitude and which nourish the future capacity to respond: to be responsible for and among the human community. Teachers, parents, and children work together in anticipation and celebration to express the unique character and variety of major and minor festivals appropriate to the children’s age and curriculum. Some of these festivals observed by the school are celebrated as family events with the whole school community, and we heartily urge your participation. Other festivals are observed with events or assemblies during school hours.
Multicultural Festivals. Example Waldorf School strives to celebrate a variety of festivals from our multi-cultural community and other cultures in addition to the standard Waldorf festivals. We celebrate el Dia de los Muertos, Rosh Hashanah, Divali, Kwanza, Festival of Lights, Chanuka and others.
Michaelmas. In the autumn, at harvest season, we celebrate Michaelmas. Michaelmas is September 29 and celebrates the forces of Archangel Michael, the time-spirit of this epoch. As the season transition from the outer warmth of summer to the coolness of fall, we turn inward, toward ourselves and toward our community for inner warmth. The Michaelic forces imbue us with the confidence and courage to look to the spiritual world for strength and to renew the impulse to live our lives on the earth to the best of our abilities and to become a true community of human beings. In the Celtic tradition, St. Michael represents the unconquered hero, fighting against evil and the powers of darkness. He is a model for valor and courage. Dragons, iron, and color red predominate. At our school it is traditional to celebrate Michaelmas with a Harvest Festival.
Martinmas. The story of St. Martin has often inspired a Lantern Walk and the sharing of lantern songs, simple cookies or cake, and warmth with friends. The children make lanterns in their classrooms and join their families in an evening lantern walk where they sing with lanterns held high. For the children, the lanterns are symbols of their own individual light, and the walk into the cold, dark evening gives the children an experience of sharing “their own light” as the darkness of winter approaches.
Advent Spiral. The festival that families of young children share at the beginning of the Advent season is one of the most beautiful and memorable of the year. In a dark field lit by candles, smelling of evergreens, voices are lifted in song. Each child walks, one at a time, through the spiral of evergreens to the center, lights his or her candle, and then places it somewhere on the pathway to light the way for the next child. It is a reminder of the journey inward each of us must make during the dark days ahead.
Saint Nicholas. Nicholas was the Bishop of Myra whose day is celebrated on December 6th. On the night before Saint Nicholas, children put out straw, a shoe, and some refreshments for Saint Nicholas and his horse. In the morning (if they have been good children) they find the shoe filled with surprises. In our school Saint Nicholas visits the classrooms.
Santa Lucia. At the darkest time of year, when nights are longest, comes a festival of light. It is almost the Winter Solstice. The oldest daughter dressed in white, wearing a crown of lights, awakens children of the family. She carries warm chocolate and warm buns. The family is reminded in the darkest night that the light will return again. In our school, the children may celebrate the feast with buns and a crown of lights.
May Day. May Day is an ancient festival (the polar opposite of Halloween) honoring the changing of the seasons from darkness to light. The tree of life was part of this ritual and is now represented by the Maypole. Our School’s May Fair is an annual event open to the whole community.
Family Festivals. Our school is interested in festivals from other cultures. If you or your family can help us to celebrate a festival that has meaning in your life, please feel free to approach your class teacher. Because Waldorf education nurtures the whole child, including his or her spiritual nature, people often wonder about the expression of religion in the classroom. In an effort to answer some of these questions, we have included an article on the subject, which was first published in Main Lesson: Journal of the Marin Waldorf School.
The Role of Religion in the Waldorf School (By Karen Rivers). The word “religion” is derived from the Latin word “re-lig-io” which means to reunite. It is an expression of the universal human quest for meaning, for our source and our destiny. Throughout human history, people from all cultures have asked, “Who am I?” “What am I doing here?” and “What does it mean to be human?” Throughout the world we share questions about creation, good and evil, and what exists beyond the starry cosmos and unknown dark matter. These soul questions live deeply within all humanity. Through different periods of history, great men and women have shed light on these universal questions. They have offered their wisdom to help each individual answer them, to reunite with the cosmic origin and the oneness of all existence. In our school, we seek to imbue all our lessons with questions of universal implication. We seek to explore mythology, literature, history, science and art in a way that evokes discussions or pondering about these universal questions. We wish our students to live in an atmosphere that is permeated with (not devoid of) the quest for self-knowledge and the exploration of Life’s deepest mysteries. Do we teach religion? The Waldorf curriculum is designed to create the appropriate relationship between a child and these immense questions. Through art, a child builds a relationship with beauty, and in studying science, one seeks an understanding of truth. Out of beauty and truth, one develops a sense of morality and reverence for life, which leads to profound questions of existence. Through the study of history our students journey through ancient civilizations, studying the Old Testament, Norse Mythology, Ancient India, Persia, Sumer, Egypt, Greece, and Rome. They enter the Middle Ages and the Renaisssance with burning questions of morality, which grow out of their earlier exploration. By the time students reach eighth grade, they have lived with many noble images, many fallen heroes and many searching questions about the nature of humankind and our universe. These questions of great magnitude fill a child with the desire to explore the outer and inner realms of his/her life. In Waldorf schools throughout the world, we aim to celebrate the cycles of life, to address the essence of these soul questions as they speak to us through nature in the rhythm of the year and the festivals that have evolved through time. We all long to feel the joy and meaning of life through the recognition and celebration of cornerstone events. Because we live in a primarily Judeo-Christian culture, we emphasize those festivals at our school. Waldorf schools in Israel feature Jewish festivals; Waldorf schools in Japan feature Buddhist festivals; in India, Hindu festivals. We receive many questions as to whether we are a Christian school. We are a school seeking to reunite children with the universal knowledge of self through the study of art and science. We celebrate Christian festivals as well as others. Underlying all of this, Waldorf Schools are founded on the philosophy of anthroposophy, the wisdom of humanity. Anthroposophy, offered to us by Rudolf Steiner, explores the evolution of human consciousness. Each historic epoch offers a significant contribution to the journey of humanity from ancient times to the unknown future. Each prophet carried a message for his time and we seek to understand our age through the looking glass of the past. Neither anthroposophy nor religion is taught at our school. They are the foundation under the building, which supports and defines the structure. We seek to educate our students in love and immerse them in the world of great literature, art and science. We strive to awaken within them the longing to “Know Thyself.” We wish to send them forth into the world in freedom to explore and discover their own beliefs and destinies in the service of humankind. On this journey, each one finds meaning, joy and reverence for life, creating a new union with his or her spiritual essence.
SUPPORTING STUDENTS IN THE HOME
Because Waldorf education is an impulse toward wholeness, it does not end in the classroom. The teacher creates lessons that nurture learning as well as rhythm. Rudolf Steiner said that rhythm is the healer of life, which unites us and makes us whole. We encourage you to support the work of your children’s teachers and the Waldorf curriculum in fostering reverence, ritual, and rhythm in your family life. In addition to the observation of the school’s festivals, a quiet time of blessing before meals and bedtime can become a significant ritual within the home. Much less overtly spiritual events can also assume ritual form and mark the daily rhythm of life in meaningful ways: the lighting of a candle at the evening meal, a special story or song to help the child pass from waking to sleeping, or creating a family tradition in the observance of birthdays. Another way a healthy rhythm is established in the home is by serving meals at the same time each day and maintaining a consistent bedtime. The parent who by example shows reverence to the earth, respect to self and others, and follows healthy rhythms in his or her own life, gives a precious treasure to the child.
Media Policy. We appreciate the heartfelt care and dedication that parents put into raising their children, and we thank you for entrusting them to us. In order to preserve the quality of education at Example Waldorf School, we are asking each parent to respectfully follow our Media Policy. We ask that you consciously strive to restrict the influence of TV, computer, and play stations in your child’s life. When your child does view electronic media, please be mindful of appropriate content. Therefore, we ask that your child does not view or play with electronic media from Sunday evening through Thursday. The passivity inherent in watching television or computer screens is increasingly recognized by educators and parents as counterproductive to the process of learning and growth in children. Growing evidence suggests that excessive and regular use of TV, computer and play stations produces harmful effects in children even beyond the content of the material absorbed. Through frequent exposure to electronic media, the imaginative capacity of the young child is diminished, concentration skills become more difficult, and healthy brain development is affected in children of all ages. Childhood is a time to learn through physical activity, to take in nature through all the senses, to play creatively and be engaged socially. Imaginative play, listening to stories, watching and creating puppet shows, dressing up, baking, building, crafts, games, sports and other activities foster in children an active participation with each other and the world.
BOOKS ON MEDIA: Four Arguments for the Elimination of Television, by Jerry Mander, The Plug-In Drug, by Marie Winn, Television: What is the Problem, by Linda G. Lombardi, Unplugging the Plug-in Drug, by Marie Winn, What to do After You Turn off the ,TV by Frances Moore Lappe
Toys. When children are at home, they project fantasy and imagination into their play and their toys. The ideal toy is one that imposes the least possible limitation on the child’s imagination. A good toy will also satisfy the sense of touch. Natural materials, such as the ones used in the classroom, seem best suited for this. Limiting the number of toys can help in creating a sense of order and appreciation.
Seasonal Table. Many Waldorf families create a small space in their homes for a seasonal table in order to support their children’s (and their own) connection with the cycle of the year. The first blossoms of spring, a fat pumpkin in autumn, a blue cloth backdrop with gold stars in winter, little example and flower fairies, special crystals and stones, are all things that can be found on a seasonal table, depending on the time of the year. Children can participate in the adorning of the table by placing treasures they have collected from outdoors there or by helping to arrange items.
Resources. You Are Your Childs’ First Teacher, by Rahima Baldwin Dancy; Beyond the Rainbow Bridge: Nurturing our children from birth to seven, by Barbara J. Patterson; Waldorf Education: A Family Guide, by Pamela J. Fenner (Editor); Work and Play in Early Childhood, by Freya Jaffke; A Childs’ Seasonal Treasury, by Betty Jones; Sing Trough the Seasons, by Marlys Swinger; Nourishing Traditions, by Sally Fallon; A Guide to Child Health, by Michaela Glöckler and Wolfgang Goebel; The Plug-In Drug, by Marie Winn; Toymaking with Children, by Freya Jaffke; Te Hurried Child, by David Elkind; Raising a Son: Parents and the Making of a Healthy Man, by Don and Jeanne Elium; Raising a Daughter: Parents and the Awakening of a Healthy Woman, by Don and Jeanne Elium; The wonder of Boys, by Michael Gurian; Uncommon Sense for Parents with Teenagers, by Michael Riera.
Internet: www.waldorfhomeschoolers.com www.steinerwaldorf.org.uk/early.htm www.bobnancy.com www.achildsdream.com www.novanatural.com
EMERGENCY POLICIES AND PROCEDURES
OPERATIONAL POLICIES AND PROCEDURES FOR FIRE DRILL EVACUATION RESPONSE
Fire Alarm Response. When the alarm sounds, students must immediately exit the building with their teachers in a quiet, orderly manner. Teachers must oversee closing of classroom doors and windows before exiting the building. Teachers must bring class Emergency Forms with them.
Fire Evacuation Route. Teachers must familiarize themselves with the evacuation routes posted near the main exit door of their classrooms. If you have any questions, please ask administration for clarification prior to the next fire drill. In general terms, each class should evacuate their classroom according to the posted primary route, and then make their way to the playfield by the safest route available.
Account for All Children. All faculty have responsibility for being certain that all their children are accounted for. If someone is missing; notify the administrative representative when they arrive at the assembly point. We will need to know who is missing and where they were last seen. Administration would then report to the firefighters when they arrive.
Responding to a Real Fire. It is administrator’s responsibility to attempt to put out a fire that is well contained, while the teachers escort the children safely out of the building. Faculty must be familiar with the location of the fire extinguishers. Fire extinguishers can be found in every classroom, mounted next to the door.
Student Education for Fire Drills. (A) When the fire alarm sounds, children must exit the classroom immediately. If a fire alarm sounds unexpectedly, there is no time to put on shoes. (B) Each class should exit their classroom by the posted primary route. (C) On the playfield, each class should stand in a single file line so the teacher can clearly see and count his/her children to verify they are all there. There should be quiet talking only or preferably silence during the fire drill so that the teachers and administration can communicate effectively. (D) Any student who is away from the classroom when the fire alarm sounds should make their way by the quickest, safest route outside the building, and then go to their class’s designated location on the playfield and report to their teacher. (E) No one may leave the playfield until the bell rings, signaling that all is clear. Students must stay with their teacher and in single file line until the bell has been sounded.
EMERGENCY EVACUATION AND DISASTER PLAN
Safety of the children and communication are the main goals
If emergency warrants leaving the premises:
1. All classes will gather together on the main playground.
2. The Kindergarten Main Class Teacher will secure the classrooms (make sure that all children are out of the rooms and gather any necessary shoes, hats, coats.)
3. Each teacher will check the sign in sheet for the day to confirm all children are present.
4. The Early Childhood Director will direct the evacuation.
5. The Kindergarten Assistant will gather the two emergency backpacks (backpacks will each contain a walkie talkie, food, water, emergency aid kit, flashlight, radio and Emergency Contact numbers for parents and a copy of this plan). There will be two backpacks to ease the weight and for the case that the groups get separated.
6. The Early Childhood Director will call:
a) Designated safe house to find out if location is safe
b) Police to find out more about the situation 911
c) the parents to inform them about the situation and where to pick up the children. The parent phone tree for each class will be activated to assist making these calls.
7. The office manager/receptionist will leave notices on classroom doors with information about the situation and where to find the children (in case parents cannot be reached by phone).
8. Children will walk in pairs holding hands with teachers spaced every 8 children through the field 300 yards to the southwest to the designated safe house.
9. If groups of children and teachers become separated, communication will happen with the use of walkie talkies or cell phones.
10. If the designated safe house is not a safe destination (determined by phone call or police information) then the Early Childhood Director will call:
a) Police to find out more about the situation 911
b) the parents to inform them about the situation and where to pick up the children.
11. The children and teachers will walk (following the procedure in step 6 of this plan) through the fields 1.1 miles north of school to the fire station.
I2. If the fire station is the destination point, the Early Childhood Director will drive one group at a time to the destination place.
13. If the Evacuation needs to take place further away from the school, the Early Childhood Director will drive the children to a to be determined location for instance local hotel or library.
If the emergency is one where children must remain sheltered in the school building, the children and teachers will use the phone inside the building to remain informed of the situation and will take shelter in any of the three classrooms, that is safest. The children will lay on the floor farthest away from windows and wood tables will be placed in front of windows.
ACCIDENTS AND INJURIES
All staff will be trained in Red Cross first aid and CPR. Immediate care will be given to any injured party according to training procedures. In case it is necessary to call 911, parents will be contacted immediately. Incident reports must be completed, filed and reported within 24 hours of the incident.
ILLNESS AND MEDICATION
Illness shall be treated according to the “Public Health – Day Care Center Exclusion List” that is included in the Parent Handbook and is posted in the Office. Notifiable diseases are listed and posted in the office and in the Kindergarten. In case a child is found missing from the school parents and police will be contacted immediately. Incident reports must be filed immediately. Un-immunized children may be asked by the State of STATE Health Department to remain at home during an epidemic outbreak of communicable diseases. Medication needs to be given to the teacher with a signed permission slip that is available in the office. Medication permission slip must be filled out and filed in the office. If there is a sudden onset of illness, the teacher will send the child home immediately. If the teacher is unable to reach the parents the emergency contacts will be called. Universal Precautions and Blood Pathogen Acknowledgement form procedures must be followed.
VACCINES
Parents are asked to bring in a copy of their children’s immunization records. Conscientious objection forms are available in the office for those children who do not receive all of their immunizations.
Mission Statement of the Example Waldorf School................................................. 6
Rudolf Steiner............................................................................................................... 6
Anthroposophy............................................................................................................. 6
A History of Example Waldorf School......................................................................... 6
SCHOOL POLICIES......................................................................................................... 8
Application Process....................................................................................................... 8
Re-Enrollment................................................................................................................ 8
Guided Tours.................................................................................................................. 8
Tuition............................................................................................................................. 8
Tuition Assistance............................................................................................................ 8
Parent Volunteer Work.................................................................................................... 9
School Schedule................................................................................................................ 9
Tardiness Policy................................................................................................................ 9
After School Care Program.............................................................................................. 9
Absences........................................................................................................................... 9
Child Abuse and Neglect.................................................................................................. 9
Confidentiality Policy...................................................................................................... 10
Video and Photography Release Policy………………………………………………….10
Discipline Policy and Conduct Guidelines.................................................................... 10
Harassment Policy........................................................................................................... 11
Dress Code...................................................................................................................... 11
Field Trip Policy............................................................................................................... 11
Health Policy................................................................................................................... 13
Emergency Contact Forms / Immunizations............................................................... 13
Illness Guidelines............................................................................................................ 13
Homework Policy............................................................................................................. 13
Inclement Weather Policy.............................................................................................. 13
Nutrition......................................................................................................................... 13
Parent Library................................................................................................................. 13
Pet Policy....................................................................................................................... 13
School Store................................................................................................................... 13
Ski Program.................................................................................................................... 13
Substance Abuse Policy.................................................................................................. 14
Summer Camp............................................................................................................... 14
Toys and Electronic Equipment...................................................................................... 14
Traffic Safety and Parking............................................................................................... 14
Tutoring Services............................................................................................................ 14
VOLUNTEERING............................................................................................................... 15
Parent Participation in School Life................................................................................ 15
Fundraising Events.......................................................................................................... 15
Committees...................................................................................................................... 16
SCHOOL COMMUNICATION.......................................................................................... 17
Communication.............................................................................................................. 17
Class Room Folders........................................................................................................ 17
Newsletter..................................................................................................................... 17
Phone Trees................................................................................................................... 17
Parent Meetings............................................................................................................. 17
Open Door Policy............................................................................................................ 17
Home Visits................................................................................................................... 18
Parent / Teacher Conference........................................................................................ 18
All School Meetings........................................................................................................ 18
New Family Guides........................................................................................................ 18
SCHOOL ORGANIZATION.............................................................................................. 19
College of Teachers......................................................................................................... 19
Board of Trustees........................................................................................................... 19
School Administrator...................................................................................................... 19
Parent Council................................................................................................................ 19
INTRODUCTION TO WALDORF EDUCATION............................................................... 20
Waldorf Curriculum........................................................................................................ 20
Reverence, Ritual, and Rhythm...................................................................................... 20
Curriculum in More Detail.............................................................................................. 21
Kindergarten.................................................................................................................. 21
Grades 1-8...................................................................................................................... 22
Art and Special Subjects................................................................................................. 25
Eurythmy........................................................................................................................ 25
Handwork........................................................................................................................ 25
Movement Education and Games................................................................................. 25
Foreign Language............................................................................................................ 26
Music and Orchestra....................................................................................................... 26
Class Plays........................................................................................................................ 26
FESTIVALS....................................................................................................................... 27
Multi-cultural Festivals.................................................................................................. 27
Michaelmas................................................................................................................... 27
Martinmas..................................................................................................................... 27
Advent Spiral................................................................................................................. 27
Saint Nicholas................................................................................................................ 27
Santa Lucia.................................................................................................................... 27
May Day........................................................................................................................ 27
Family Festivals............................................................................................................. 27
The Role of Religion in the Waldorf School by Karen Rivers.................................... 28
SUPPORTING STUDENTS IN THE HOME.................................................................... 29
Media Policy.................................................................................................................. 29
Toys............................................................................................................................... 29
Seasonal Table............................................................................................................... 29
Resources...................................................................................................................... 29
EMERGENCY POLICY AND PROCEDURES.................................................................... 30
Welcome to the Example Waldorf School’s Parent Handbook. The purpose of this Parent Handbook is to provide you with a guide to finding your way into the life of the school. A Waldorf school differs from other educational institutions in a multitude of ways, and parent involvement is basic to the school’s success. This Parent Handbook will clarify school policy and structures and provide information about Waldorf education. It is our hope that this Handbook will also act as an invitation for you to explore your own personal connection with the school, thereby deepening and enriching your life and the lives of your family members.
A Special Welcome to New Families! Our school continues to grow as more and more families find out about Waldorf education. Many children have been at the school for years, and many are brand new. All families are valued members of our community. If you are new to the school, welcome! Please let us know how we can support you in feeling comfortable here.
Contact information
Example Waldorf School
PO Box 555
Somewhere, ST ZIP USA
(555) 555-7750
Administrator
Name
Phone
Early Childhood Director
Name
Phone
INTRODUCTION
Mission Statement of the Example Waldorf School
Our mission is to provide a comprehensive education based on the philosophy of Rudolf Steiner that engages and nurtures the child physically, emotionally, mentally, and spiritually.
We seek to cultivate each student’s individual gifts, to encourage independent thinking and imagination, and to foster a life-long love of learning.
Our goal is to enable students to become balanced, vigorous, life-affirming, and compassionate individuals who are able to meet the challenges of their lives and times.
We advocate respect and understanding of all cultures and the natural environment.
The school provides a non-competitive, physically and emotionally safe learning atmosphere that encourages community involvement.
The need for imagination, a sense of truth, and a feeling of responsibility – these are the three forces, which are the very nerve of education. —Rudolf Steiner in 1919 (Founder of Waldorf Education)
Rudolf Steiner. Rudolf Steiner, an Austrian-born philosopher and scientist (1864-1924), founded the first Waldorf school in Germany in 1919. His intention was to found a school movement based on spiritual wisdom to renew the art of education so that modern children could develop the full range of their capacities and become free, self-reliant individuals capable of contributing fresh insights and initiatives to the world. The curriculum of his first school is still relevant today in achieving these goals.
Anthroposophy. Through the course of his life, Rudolf Steiner developed a body of knowledge and a paradigm of human development called Anthroposophy, meaning “the wisdom of mankind”. This world-view is based on centuries-old wisdom concerning the evolution of humankind and of the world, which Steiner reformulated in a manner accessible to our modern scientific consciousness. While Anthroposophy represents the philosophical foundation of the Waldorf approach to education, it is not taught in the classroom. Parents are welcome to study it if they wish.
A History of Example Waldorf School. The impulse for the Example Waldorf School began as a playgroup and summer camp, which grew into a school founded by four families who pooled their resources of a thousand dollars, strong dreams and a lot of heart. In 1994 the school officially opened its doors with 17 students in Kindergarten and First Grade. A beautiful and convenient location was found and the school moved to its present site. Each year the school added a new grade class with teachers and parents creating beautiful classrooms from the rooms of two residential homes. Spanish, German and handwork were offered as specialty classes and the strings program was added in 1997 with the donation of a darkroom enlarger, which was sold to pay for the first lessons. Woodworking and Cooperative Games were added and each year the school parents and teachers gathered to create a May Fair festival for the Example Community. Building grade classes from a single kindergarten was challenging and classes were combined to make the school viable. We added a second mixed age Kindergarten program in 2001 and constructed three new classrooms, which strengthened our foundation. Graduating our first 8th grade class in the spring of 2002 was a milestone and an honor. These students successfully integrated into the local high schools and what had been previously an ideal of the education was made visible in these gifted young people. During the spring of 2002, a group of parents and teachers met to envision future planning for the school and the goals of making teacher salaries more competitive, developing the Board of Directors, founding the Parent Council and creating the Coordinator position were accomplished. In the summer of 2003 a beautiful new early childhood playground and pedestrian fence was built by parents and teachers. We also added the subject class of music to the grades class curriculum. By the fall of 2003, our program had grown to include a campus with seven classrooms and 90 students from pre-school through the 8th grade. In 2005, a new building which housed two classrooms was built by the land owner to accommodate our expanding program. The College of Teachers and Board of Directors also decided to extend our program from a four day school week to a five day school week. Our grade classes were growing thanks to a successful early childhood program and we no longer needed to combine classes in the younger grades. During the summer of 2006, the owner of our school property announced his intention to list the school and adjoining land for sale within the month. Although a capital campaign and the school purchase was not in our immediate plans we negotiated an extended time frame and took on the challenge of raising the money to buy our school without a development director and very little experience in significant fundraising. A successful campaign was launched with our school community’s understanding and support of the situation. Our community successfully worked together to raise the $200,000 down payment for our land and an unnamed foundation provided a loan for the purchase. Plans are being made for classroom expansions, a high school, and sustainable agriculture uses.
SCHOOL POLICIES
Application Process. Example Waldorf School serves children with two mixed age kindergartens through grade eight. A student’s acceptance into the program is based on the school’s ability to meet the child’s needs, as well as the needs of the class. Children are eligible for the mixed age kindergartens at age of 2 by June 15th of the admitting year. Children continue in the kindergarten program often for several years with additional activities geared toward the older child. Students enter 1st grade when they are 6 by June 15th of the admitting year. Children with summer birthdays are evaluated on an individual basis for first grade readiness.
Admissions Procedures. The Tour: Families interested in finding out more about Example Waldorf School are encouraged to contact the office to arrange a tour of the school. The Application and Fee: After a tour, prospective families must fill out an application and pay a nonrefundable application fee of $50. The Interview: A meeting will be arranged between the teacher, parents and child. This is an opportunity to discuss more fully the philosophy and methodology of our program. The curriculum can be explored in greater detail. Any special needs that the child might have should be discussed at this time. The school will strive to arrange all interviews in a timely manner. Class Visits: After the interview, a child may be invited to spend a day or two in the classroom. This will better help the teacher assess if it is a good fit for the child and the class.
Registration And First Month’s Tuition. Upon the successful agreement that indeed the school can meet the child’s needs and the parents understand and support the program, a space in the class is offered to the child. The child’s place is reserved in the class with the non-refundable payment of the first month’s tuition.
Waiting Lists. Any child whose application is received after the class has reached maximum enrollment will automatically be placed on a waiting list. The waiting list will be maintained for one year. If at the end of the year there is still no space in the class the family is responsible for requesting that their child should remain on the waiting list. They will not be asked to pay the application fee again. However, if a spot is offered to a child and the family declines, they lose their place on the waiting list. Although we try to honor the chronological order of the applicants, please understand that we do look at many factors when pulling from our waiting list including siblings, age ratios and boy / girl balance in a class. Special consideration is given to EXAMPLE WALDORF SCHOOL siblings. In our mixed age kindergartens, in an effort to maintain a healthy representation of all ages, there are limited openings for each age.
Re-Enrollment. Every year, in February, families currently enrolled in EXAMPLE WALDORF SCHOOL are asked to fill out an application and pay a non-refundable registration fee of $200 to keep their child’s place in their class for the following year. If the re-enrollment deadline is not met, parents risk losing their child’s spot in the class.
Guided Tours. We offer monthly guided tours for all interested community members throughout the year. During guided tours, participants observe parts of several classes’ main lessons and then meet to discuss curriculum and philosophy questions that may arise. Parents of children enrolled at Example Waldorf School are welcome to participate on these tours to learn more about the school curriculum. Guided tours are a wonderful way for current Waldorf families to learn more about the school. Please feel free to use these times to introduce your friends or relatives to the school as well. Guided tours are for adults only. We ask that you pre-register so that we can better anticipate the size of the group and its needs.
Tuition. The annual tuition is set by the board of directors for each school year. The annual tuition may be prepaid for the school year or paid in 10 monthly installments with the first installment due August 10 of the school year. Late fees apply. If payment is more than 30 days late on tuition and a payment agreement has not been made, the student might be suspended or expelled.
Tuition Assistance. It is our intent to make Waldorf education available to any family that desires it, regardless of the family’s financial situation. Families needing tuition assistance need to apply following the directions given in the application and enrollment documents.
Parent Volunteer Work. The school is able to thrive because of parent involvement. This can be realized in may ways: festivals, fundraising and building and grounds committees, field trips, work days and bake sales are just a few examples.
School Schedule
Kindergarten Classes: Arrival time is between 8:30am and 9:00am. Pick-up is between 2:45pm and 3:00pm. Children will be placed in the After Care Program at 3:00pm.
Grade Classes: School begins at 8:30am. Arrival time is 8:15am. Pick-up is from 3:00 pm to 3:15pm. Grade School ends at 3:00pm and students must be picked up by 3:15pm. After 3:15pm, grade class children will automatically be placed in the After School Care program, unless prior arrangements have been made. We expect that parents will help maintain their children’s punctual and regular attendance at school. From the model we provide, students learn reliability and respect for others. From their regular attendance and punctuality, they experience the strengthening of will that comes with consistent effort.
Tardiness Policy. The opening of each school day is a very special moment for the teachers and children. The morning greeting and opening exercises are an integral part of each day, bringing the class together and preparing them for their day’s work. Support your child’s learning experience by punctual and regular attendance. Arrival Time: Students arriving late to school need to obtain a late pass from the office with their guardian and then wait together outside the classroom until invited in. Grades 4 through 8 do not need a guardian to escort them. 3 tardies will result in a teacher meeting.
Students who arrive late will be required to get a late slip from the office.
After School Care Program. After school care for the grade classes is from 3:15pm. to 5:15pm at the cost of $12.00 per day. Due to limited space, we require everyone to sign up in the office in the morning, or call during the day to check for availability. For children whose parents are in a fundraising, festival, buildings and grounds, or parent council meeting, the program is free of charge but timely sign-up is required to ensure a space for the child. Early Childhood after care starts at 3:00pm and will meet on the early childhood play yard. Both programs will serve a snack at 4pm. Both programs end at 5:15pm. Cost is $12 per day. A late charge of $1 per minute after 5:15pm will be charged and will be reflected in your monthly billing statement. You and your emergency contacts will be called starting at 5:30pm.
Absences. If your child will be absent, please call the office so that the class teacher can be informed. You may leave a message on the answering machine. Please inform the class teacher of any circumstances in the home that might affect a child’s attendance. If specific circumstances make a long absence necessary, it is essential to consult with the class teacher as early as possible. Planning vacation time around the school calendar is our expectation. EXAMPLE WALDORF SCHOOL will not be responsible for the child’s academic advancement after 30 absences within one school year. The student’s enrollment will be considered after 20 consecutive absences. Parents are responsible for missed work and possible tutoring for missed work.
Child Abuse and Neglect. If members of the staff suspect possible abuse or neglect of children, it will be documented and kept on file. Teachers are required to sign a statement that informs them that it is mandatory to report suspected cases of child abuse to the Department of Social Services, Program Coordinator, Local Law enforcement, or the Office of the District Attorney. This includes the reporting of parents who appear to be impaired by drugs or alcohol. If a staff /volunteer member is suspected of child abuse/neglect, the College of Teachers will evaluate the continued employability of any staff /volunteer involved in an incident of child abuse / neglect. We will ensure that the incident will not reoccur during the investigation.
Confidentiality Policy. Confidentiality is a sacred agreement of trust between school personnel (full and part-time faculty) in which intimate information regarding families, school business, and policies will be kept in confidence. It is understood and agreed between the faculty and EXAMPLE WALDORF SCHOOL that confidential EXAMPLE WALDORF SCHOOL or student information is not to be disclosed at any time, including after a person’s employment here, to people outside of EXAMPLE WALDORF SCHOOL, or to other employees of EXAMPLE WALDORF SCHOOL who do not have a legitimate need to know. Failure to follow this policy may result in an employee’s discharge and legal action. A confidentiality agreement will be signed by each faculty and staff member and filed in the office.
Video and Photography Release Policy. Example Waldorf School reserves the right to use video footage and photographs of the students as the school sees fit in the publications of educational or promotional materials including but not limited to newsletters, press releases, websites, brochures, etc. and for any other lawful purposes. Parent(s)/guardian(s) of children enrolled at Example Waldorf School agree that video footage and photographs will be the property of the school and they waive all rights including the right to inspect and/or approve copy or voice commentary that may be used in conjunction with uses to which they may be applied.
Discipline Policy and Conduct Guidelines. The teachers and staff of the Example Waldorf School strive to help students understand what is appropriate or inappropriate behavior in a given situation, develop respect and reverence for all life, and learn how to act and react with compassion. Students are encouraged to develop those character traits that will support a positive learning and living environment for themselves as well as their classmates. Clearly defined and stated school rules offer a structure upon which children, teachers and parents can base their work together. Discipline is approached in a manner that is therapeutic rather than punitive, with the aim of helping each child find the ways and skills to act responsibly.
Kindergarten. In a Waldorf kindergarten, play, storytelling, movement, artistic experiences, and the room environment all positively affect children’s behavior. Teachers also use example, redirection, and statements of expectations appropriate to children’s ages. When problematic behaviors persist, teachers and parent(s) meet to find ways to support the child at home and at school.
Grades 1-3. The imitative capacity of the child and the effect of classroom form and structure continue to be factors in the cultivation of self-discipline during the first years of elementary school. Additionally, the curriculum itself and particularly the role of story begin to play a more significant role in the nurturing of moral sensitivity in the child. The discipline measures for the children in grades 1- 3 primarily involve compassionately communicating the inappropriate behavior to the child or children, helping with communication that may identify feelings, clarifying what has happened and in some instances offering an activity, which may help the understanding and temperament of the child. In cases of chronic problematic behavior, the class teacher meets with the parent(s) to identify ways to support the child at home and at school.
Grades 4-8. A high sense of personal responsibility and willingness to cooperate with teachers and fellow students is essential, as is a willingness to work towards the resolution of conflicts and differences. Clear and open communication between the students themselves and with their teachers helps lessen discipline problems and compassionate communication is modeled and encouraged in the classroom. Again, in cases of chronic problematic behavior, the class teacher will use the following guidelines.
Unacceptable Behavior and Consequences. Society recognizes certain behaviors to be unacceptable, and laws are enacted to protect everyone’s well-being. While each incident has its own circumstances, a policy of “No Tolerance” is in effect regarding the following list of behaviors.
Level One. Physical or verbal confrontation, disrespectful/ disruptive behavior, use of profanity, damage to property through negligence.
Conflict resolution conversation with all concerned. From this conversation, further steps may be taken.
Level Two. Repetition of the behaviors noted under Level One. In addition, stealing, threatening behavior (using anything as a weapon), bringing an imitation of a weapon to school which might reasonably be mistaken for a weapon, physical abuse, use of profanity (such as swearing at another person), leaving school campus without permission.
Conflict resolution conversation with all concerned.
Parents will be informed immediately by phone.
An incident report will be written for the student’s file, with a copy going to the parents.
Parental conference mandatory.
Suspension of student may be considered at this point. (College of Teachers will be consulted.)
Level Three. Deliberate injury of another person, repetition of stealing, possession or use of drugs or inhalants at school (or school-related functions), sexual harassment, bringing a weapon to school, including all knives (unless requested by a teacher for school projects).
Conflict resolution conversation with all concerned.
Parents will be informed immediately by phone.
An incident report will be written for the student’s file, with a copy going to the parents.
Parental conference mandatory.
Immediate 3-day suspension during which it will be decided what further action is needed. (In these cases, which involve immediate suspension, the College of Teachers and the Board of Trustees will be informed as a matter of urgency).
The school is legally required to inform the police or social services or both, depending upon circumstances.
The student will submit a Personal Improvement Report prior to returning to school.
Expulsion may result from Level Three behavior.
Harassment Policy. It is the policy of the Example Waldorf School to establish and maintain for all students a learning environment which provides fair and equitable treatment, including freedom from all forms of harassment, including that related to sex, race, religious creed, color, national origin, sexual orientation, ancestry, physical handicap, medical condition, or any other basis protected by federal, state or local law or ordinance or regulation. All such harassment is unlawful. All students have the right to be treated with respect and are expected to conduct themselves with respect for the dignity of others.
Unlawful Harassment. Prohibited unlawful harassment because of sex, race, sexual orientation, ancestry, physical handicap, mental condition, or any other protected basis includes, but is not limited to, the following behavior: Verbal conduct such as epithets, derogatory jokes or comments, slurs or unwanted sexual advances, invitations, or comments. Derogatory and/or sexual oriented posters, t-shirts, photography, cartoons, drawings, or gestures. Physical conduct such as assault, unwanted touching, blocking normal movement. Retaliation for having reported or threatened to report harassment. The Example Waldorf School will investigate and document all formal and informal, verbal or written complaints of harassment brought to the attention of a teacher, staff member, College member or Board member. Complaints should include details of the incident, names of the individuals involved and names of witnesses.
Dress Code. In the school environment the faculty seeks to respect each student’s individual gifts and creativity. With respect to dress policy it is not the school’s intention to single out any student but to foster a healthy learning environment for all. Extreme attire, hairstyles, or adornments, often seen as an expression of “individualism,” can exaggerate superficial differences among young children. Some ‘fashion statements’ have an observable, distracting effect on the children and others within the context of our kindergarten through eighth grade school. Children’s clothing should be appropriate for play and work. Please consider the sudden changes in weather that we experience in STATE when sending your child to school. Make up is discouraged in the Early Childhood and the lower grades. A Class Teacher may establish guidelines if necessary. The faculty is particularly aware that for the maturing upper grade student, the need for self-expression is important and healthy. At the same time, the faculty recognizes their responsibility to encourage a healthy ambiance for the entire student population. Te cooperation of all parents in encouraging moderation in clothing and personal grooming for the goal of maintaining a positive learning and social environment for all the children is requested and appreciated.
Field Trip Policy. The Example Waldorf School staff believes that many important educational experiences occur outside of the physical boundaries of the school. To this end, we encourage teachers to support their classroom curriculum with a variety of field trips that enhance the physical, cultural, artistic and community service aspects of education. The following guidelines are to be followed:
Field Trip Planning: Local field trips will be researched and a trip plan submitted to the office prior to departure. Teachers must send a written notice home with each student at least one week prior to the trip except in special circumstances that may arise and in every case parents will be contacted and their permission requested. Field trips that are farther than a 30-mile radius or are longer than one day require prior approval of the College of Teachers. A detailed plan including destinations, itinerary, contact numbers, and detailed travel arrangements must be submitted and will remain on file. A copy of the plan will be available for every parent at least three weeks prior to the event and will include any fees necessary for the trip. Any changes in the travel schedule prior to departure or during the trip must be agreed upon by all teachers, sponsors, and chaperones involved with the trip as well as a local contact at the school. Any changes must be conveyed to all families in a timely manner. Field trips must consider and provide for the safety of the students and chaperones at all times.
Field Trip Transportation: Students will be transported to and from school field trip destinations by legal, registered, and insured motor vehicles. Parent chaperones driving private vehicles must provide proof of insurance and their vehicle must be in safe working order. All drivers are required to obey STATE traffic laws and stay within the speed limit at all times. All students and drivers will wear appropriate seat belts or restraining devices including car seats as required by state laws. In cases where more than one vehicle is caravanning, all vehicles will remain within sight or cell phone communication distance. All vehicles will make stops at the same time and the class teacher will always be present.
Field Trip Communication: Communication is important any time a class is out in the field. Prior to departure each group will receive a briefing from the class teacher reminding the students and chaperones of school rules and protocol. During school hours the office will be the contact place regarding the trip. For longer trips that include after school hours, a communication coordinator will be agreed upon prior to departure and will field parent concerns, communication with the group, and receive updates. When possible, the group will carry a cell phone for emergencies and to receive messages. (The teacher and group will not be available on an “on call” basis but messages will be checked regularly.)
Field Trip Safety: Safety is the most important issue during a field trip. The group must always follow the instructions of the class teacher for their own safety, as well as others. For day trips there will be at least one teacher or chaperone with first aid and CPR training. Longer wilderness trips require at least two adults with this training. In the case of an extended wilderness trip all students will receive an introduction to wilderness first aid.
Field Trip Discipline: The school discipline policy will be followed on any field trip. The class teacher on the trip carries the responsibility for the students and any cases of misconduct will be referred to that teacher. The teacher knows each student’s temperament and appropriate responses and consequences shall be the responsibility of the teacher. Any student who does not follow the rules may be asked to leave the group.
Health Policy/Emergency Contact Forms/Immunizations. A completed immunization card or a notarized Certificate of Immunization Exemption and an Emergency Contact Form for each child must be filed in the school office by the first day of school. Any special health concerns should be clearly stated in writing on the emergency form. The information on this form is used to contact you and initiate medical care in the event of an emergency. All Emergency Contact Forms must be accurate. Please make sure that all information is updated during the year.
Health Policy/Illness Guidelines. Do not drop off sick children at school. If your child has a sore throat, heavy cough, headache, stomachache, nausea, or fever, please arrange to have the child stay home or to be cared for elsewhere. The child may return to school 24 hours after the last major symptoms subside. If a child has a lingering cough, or other ongoing health concerns, a doctor’s note will be needed to state that the child is not contagious. When a child becomes ill at school or is found to be ill when arriving at school, a parent will be called to pick up or arrange pick up of the child from the office. Children with parasitic infestation (head lice, pin worms, scabies, etc.) are not to be in school. The child may not return to school until treated. If the parents discover lice, they should notify the school as soon as possible. Parents can avoid the frustration of this occurrence by making a section by-section check of the whole head on a regular basis. If you are a working parent, we suggest that you create a back-up plan for your child’s care in case this situation arises. If your child requires medication during the school day, a parent must fill out a Medical Release form in the office. Otherwise the teacher will not be able to administer medicine and the child will be sent home. Medicine must be directly given to the teacher along with the release form. It is a community effort to maintain the health of all our students, families and teachers. Please show your support by following the above guidelines.
Homework Policy. All homework shall be reviewed and returned to students in a timely manner. A teacher may give warnings and arrange for parent conferences if a student repeatedly does not complete the assignments. Some reports stay in the classroom and in that case, the teacher will write up a description of the work completed for the parents.
Inclement Weather Policy. School cancellation due to weather or power outages will be announced on our local radio stations. Please listen to the local radio station for school closures. In general, we will follow the public schools.
Nutrition. We ask that each family create a healthy and well-balanced lunch for their child. Sodas, candy, and junk food affect a student’s ability to concentrate and their behavior in the classroom. We encourage all children to eat a healthy diet. In school we bake with honey or maple syrup and whole-grain flour. If your child has a special diet please inform your class teacher. The Kindergarten children make vegetable soup in class, bake bread and make seasonal salads. Through these activities the child has a better understanding of what it means to eat good, healthy food. All kindergarten children will receive snack at 10:30. Two major food components will be served daily. Snack lists are posted by the classroom door. If it is necessary due to allergies or food preferences to bring food from home please make arrangements with the teacher. Grade class students are required to bring a healthy snack from home. A thermos is an easy way to send warm food as we are unable to heat up students’ food.
Parent Library. We have a small parent resource library in the office. Please sign books out during office hours and return them when done. Donations to improve our library are most welcome.
Pet Policy. No dogs are allowed on the school premises. Please keep your dog restrained in the car in the parking lot.
School Store. Our school store is located in the office. The store carries art supplies, wood toys, dolls, silks and books. All items made in the handwork circle are for sale in the store including dolls, hats and mittens. There are catalogues with items that may be special ordered. All proceeds support the school’s operating budget.
Ski Program. There is an annual grade class Ski Program in January for five weeks at Example Ski Valley. Updated information is available in the office.
Substance Abuse Policy. Tobacco, alcohol, illegal drugs and paraphernalia related to their use are not allowed on campus. Weapons of any kind are also prohibited. The Example Waldorf School reserves the right to suspend or dismiss a student for any transgression of this policy. A document outlining the procedural elements of the Substance Abuse Policy is available from the office.
Summer Camp. Our school offers a summer camp program on site each summer for several weeks. Please look for information about summer camp in the spring.
Toys and Electronic Equipment. Children’s personal toys should be left at home. On special occasions, with the advance planning through the class teacher, children may bring a game or toy, which is to be used as a class activity. The teacher will hold toys that are brought to school until the end of the day. This policy includes electronic equipment, cell phones, i-pods, cameras, etc.
Traffic Safety and Parking. It is very important to use the marked entrance and exit. There is a one-way traffic flow in the parking lot, please go to the office if you have any questions. During drop-off and pick-up it is important not to block traffic. The speed limit is 5 mph. Please drive slowly and use extreme caution when in the parking lot. When exiting the school drive, it is imperative to stop before entering Example Road. STATE law requires that all children under the age of 12 wear appropriate safety restraints while the vehicle is in motion. Children under the age of 24 months, or weighing less than 60 pounds, must be secured in an approved safety device (http://www.state.nm.us/tax/pubs/dlm/dlm.htm# Toc661603 10, 9/4/2004). Please note, that State law changed in 2005, requiring all children under 60 pounds or 24 months of age to be in a booster seat with a shoulder belt. The school requires all parents to comply with STATE Law while operating a vehicle on school property.
Tutoring Services. Tutoring services are available through the school. Parents are financially responsible for these services.
VOLUNTEERING
Parent Participation in School Life. There lives in Waldorf Education a profound understanding of the importance of freedom, of help freely and lovingly given in the spirit of service. Such acts of devotion are part of the spiritual foundation on which a Waldorf school is built. Parents in our school have a unique opportunity for self-awareness, growth, and sharing through participation in a variety of school projects and endeavors. A real sense of community, new friendships, and a genuine sense of pride can be gained by working together toward a common goal. The successful operation of the school relies largely on the time and energy given by parent volunteers. There is a need for parent volunteers, on both an individual class level and a school-wide level. A clear understanding of what is expected of parents throughout the school year is essential in allowing parents to participate in a way that works for them. We encourage families to perform a minimum of thirty hours of volunteer service to the school per year. In supporting your class teacher, both in-school and out-of-school time is needed. Assisting with specialty classes or special classroom needs, sewing costumes or gathering props for plays, and organizing field trips are some of the kinds of help that are needed. Playground, garden, and site beautification are also important parent-supported tasks affecting the quality of classroom life. Announcement of classroom projects needing parent participation takes place at class meetings and by class phone trees. Contact your class teacher or Parent Council representatives for more information. Our school is blessed with many individuals who have volunteered far beyond the suggested hours per year. All contributions are appreciated as they help in achieving our goal of providing a more complete Waldorf education for our children. We need our parents to be a strong and viable force in the life of the school.
Fundraising Events. Our school, like most Waldorf schools, requires an ongoing fundraising effort by the parent body to achieve a balanced budget; tuition fees alone are not enough to allow the school to operate. The bottom-line economic reality of the school is that its very existence is dependent on the ongoing financial support and work of the parents. The money that is spent on operating the school comes from both tuition and fundraising. Example Waldorf School fundraising events may include; an Annual Giving Letter, Ski-a-thon, Raffle, Mayfair Festival, and donations. Note cards, handwork items and cookbooks are created and sold as a developing cottage industry. Parents’ sharing of skills and services contributes to the strength of the school and keeps tuition costs down.
Committees. A stable network of long-time friends and extended family is not always there to help families find the tried and true, well-established traditions of raising a family. And so we create relationships with kindred communities to help us keep connected to one another and to support development of a nurturing family life. The Example Waldorf School offers us all an opportunity to become part of a community that has heart and purpose. There are a number of ways to become involved. Children who are supported during the school year by parent and community participation feel better about being in school and do better in their school-work. We have formed three committees to help support our school and teachers: the Festival Committee, Building and Grounds Committee and Fundraising Committee. These committees are made up of parents and faculty members. Each committee will work closely with our College of Teachers, who carry the vision of our school. We already have many identified tasks that need doing and we welcome your new ideas. New ideas can be presented to the College by a representative from each committee.
The Festivals throughout the year give us a chance to gather, and are at the heart of our community. Many hands create the magic of each festival. There are many tasks to each festival, details of food, seating, and clean-up before and after the event. The teachers may also need help with costumes, props, or backdrops.
The Building and Grounds committee will be the crew that fixes the fence, builds new playground equipment or takes care of the leaky faucets. There are also work parties for creating new classrooms and desks.
Fundraising generates funds to cover expenses not covered by tuition and support the scholarship/ tuition assistance program. Annually between $15,000 and $20,000 is raised through fundraising activities and awarded to families to assist them with tuition payments. In effect, this increases the general operating budget of the school and helps us keep tuition at a reasonable level.
SCHOOL COMMUNICATION
Communication. Effective communication among all of us is an important and vital element in the successful functioning of the Example Waldorf School. How we work together as parents, teachers, committee members and colleagues is another way we teach our children the values that we believe are important in our world. In an effort to make the communication process clear and more effective, we ask you to follow these guidelines. Please communicate as directly as possible with the individual teacher or parent involved. This allows the quickest and most effective resolution and minimizes the negative effects of third party misunderstandings. Questions regarding your child or his or her class or teachers should be taken directly to the class teacher. Because the teacher is “on-duty” during the time parents drop off and pick up their children, it is best to call or write a note to arrange a specific time that is mutually convenient to discuss questions and concerns. It is understood that situations may arise that need immediate attention and arrangements will be made for a conference accordingly. If you have additional concerns, please talk with the Coordinator to arrange a meeting to discuss your concerns or schedule a meeting with the College of Teachers. For other questions or concerns the Coordinator is a good place to start if it is unclear just where a question should be addressed. Understood in its fullness, Waldorf Education seeks to offer more than an excellent education. It seeks to create community. A true community flourishes, develops, and ultimately supports the growth of each member, particularly the children, when there is open and honest communication and trust. Parents and teachers are a partnership, modeling what it means to live in such a community where we all seek to uphold the positive ideals of life. In order to foster community and in order to bring the education to life as fully as we can, we must all remember that a community is not just an amorphous collection of people in one place, but a group of caring individuals who can work together, in good times and in times of stress, to further common goals. For our community to be healthy and vibrant, all members must feel safe in speaking to each other. This is absolutely fundamental within the relationship of parent and class teacher or the parent and any teacher or staff member.
Class Room Folders. Please check your child’s cubby in the classroom on a daily basis. This is an important way the school passes on information.
Newsletters and Email Announcements. It is very important to read the newsletter and the email announcements to have up-to-date information on events at school. Our newsletters contain information about the day-to-day plans and needs of specific classes and school-wide events as well as educational information, college or committee reports, and classified advertisements. Example Waldorf School also uses parents’ email addresses to share class/school information.
Phone Trees. Each class has a phone tree that is made at the beginning of the year by the Parent Council class representative. The phone tree is often used to disseminate both class and school-wide information.
Parent Meetings. Please attend parent meetings. It is essential for the well being of your child, that parents and teachers communicate. These meetings are informative, social, and fun. If your child is having difficulties in school, we will arrange private parent-teacher conferences to address the problems. Please approach us with any concerns that you may have. Teachers hold at least three class meetings yearly with the parents of the class as a whole. These meetings may include an artistic activity, a look at the curriculum, discussion about developmental issues that come into play for children of that age, a look at the social dynamics of the class, and plans and information about field trips and activities that will take place throughout the year. These meetings are also a time for parents to discuss general areas of concern and to get support from other parents for the challenges of parenting children of that age. They provide a significant way to understand your child’s education and a chance to connect with the parents of other children in the class. Through these meetings, you will not only be informed of the progress of the class but you will have an opportunity to share concerns and ideas vital to the healthy social life of the class. The social network of class parents creates an informed network that supports the class teacher’s work.
Open Door Policy. Parents are always welcome to visit a classroom. You may be asked to quietly participate in the class rhythm. We ask that all parents respect the special environment of the classroom. Adult conversations belong outside of the classroom, thus ensuring that the children’s play is not interrupted.
Home Visits. The Early Childhood teachers may request a home visit in order to build a bridge between school and home in an effort to assist a child in that transition into school. Any main class teacher may request a home visit if they feel that it will be in the best interest of the student.
Parent/Teacher Conference. Private conferences are held during the school year to provide an opportunity for parents and teachers to share their impressions and concerns about the child’s progress in the class, both academically and socially. Look for your teacher’s sign-up sheets, posted prior to the conferences, near your child’s classroom. A meeting can be scheduled by the teacher or parent as needed. Each child receives a mid-year report and a full end of the year report.
All School Meetings. All School Meetings are an opportunity to learn more about the school structure and future projects. Reports will be presented by the Board of Directors, the College of Teachers and all Committees. The annual budget will be reviewed and discussed.
New Family Guides. Supporting new families at the school is also a role of the Parent Council. At the beginning of the school year, Parent Council representatives match returning parents with new families. These “guides” introduce the new families to other school families as well as to the “culture” of the school, and they continue to communicate with the new families throughout the year.
SCHOOL ORGANIZATION
The Example Waldorf School functions through the joint efforts of the College of Teachers, the faculty, the Board of Trustees, and the parents. The composition and responsibilities of these bodies are as follows.
The College of Teachers. The College of Teachers is responsible for all pedagogical concerns such as program development, curriculum standards, teacher mentorship, peer evaluations, and child study. In addition, the College is responsible for teacher hiring, adult education, and maintaining our school’s relationship with the larger Waldorf community. The College of Teachers meets on a weekly basis. College members are individuals who are deeply committed to the health and well being of our school. Beyond tending to the above responsibilities, College members actively study and strive to further develop their understanding of the growing child.
The Board of Trustees. The Board of Trustees is responsible for overseeing the management of the business of the school, including all financial, legal, and property matters. The Board works in collaboration with the College of Teachers, the school’s administration and development staff to ensure that the mission of the school is carried out in accordance with our school’s bylaws and agreed-upon goals and objectives. The Board is composed of a balance of teachers, parents, and community members who support the goals of the school. The Board meets on a monthly basis; agendas and minutes are available. Board meetings are open for parents to observe, although some parts of the meetings may require confidentiality and will be conducted in executive session. Call the Board President or the school administrator if you wish to have an item included in the meeting agenda.
The School Administrator. The School Administrator has the essential role of facilitating communication and coordinating administrative activities among the College, Board, and Parent Council, and serves ex-officio on the Board.
Parent Council. The Parent Council is composed of a representative from each class and the Administrator. Its purpose is to inspire, inform, and organize the parent community and to enhance the school’s social life through communication and involvement.
Committees. The school has several committees who work on specific tasks supporting and under the guidance of the college of teachers (pedagogical realm), the administration (rights sphere) and the fundraising/development staff (community involvement).
INTRODUCTION TO WALDORF EDUCATION
Through Waldorf Education, Rudolf Steiner hoped to cultivate in young people capacities of heart and mind and the strength of will that would enable them to meet the challenges of their own time and the future. He laid the foundation for an art of education in which the teacher, ever aware of the inherent dignity and individuality of each child, would strive to awaken and draw out the student’s individual gifts. This is in keeping with the true meaning of “educate,” from educere, “to draw out”, rather than to put in. The child is led to participate actively in all that is presented so that he or she will become a seeker of truth and knowledge, and a doer. The child is instilled with the capacity to change what is harmful in the world, to cultivate that which is good, and to discern the difference between the two.
The Waldorf Curriculum. The Waldorf curriculum is meant to unfold according to the stages of development of the growing child. Education proceeds in three major steps as the child’s consciousness develops. Up to age 12, it is largely a pictorial and imaginative consciousness; from then on it adds the element of reason. Until age 12, the Waldorf curriculum works with the child’s imagination, proceeding from fairy tales, legends, and fables through the Old Testament stories and ancient mythology. In the fifth and sixth grades, the transition is made to actual history and science. From then on, without losing its imaginative and artistic elements, the curriculum is presented in a more scientific manner, increasingly relying on direct observation, objective description, and reflection in all subjects. The arts– drama, painting, music, drawing, modeling, etc.– are integrated into the entire academic curriculum, including mathematics and the sciences. The Waldorf method of education through the arts awakens imagination and creative powers, bringing vitality and wholeness to learning. There is no other educational movement that gives such a central role to the arts as does Waldorf education. Mathematics instruction begins when the young children first encounter numbers through stories, musical rhythms, and other artistic activities that engage their whole bodies. Upon this foundation, the arithmetical processes are introduced. Form drawing, begun in the first grade, sets the stage for geometry in the later grades. An extraordinary humanities curriculum, which begins in first grade with folk tales and fairy tales and continues in second and third grade with mythology and legends, takes the children through the full sweep of their cultural heritage. The Old Testament in grade three, Norse mythology in grade four, and the ancient cultures of India, Egypt, Persia, Mesopotamia, and Greece in grade five provide the background for the study of history and arts presented through excerpts from original texts. By living into these cultures though their legends and literature, the children gain an understanding of and an appreciation for the diversity of mankind. By the close of eighth grade, the students have journeyed from Greece and Rome to medieval history, the Renaissance, the Reformation, the Age of Exploration, and up to the present day. The sciences are taught experientially - - that is, the teacher sets up an experiment, calls upon the children to observe carefully, ponder, and discuss, and then allows them to discover the conclusion – the law, formula, etc. Through this process rigorous, independent thinking and sound judgment are trained. Music permeates and harmonizes life in a Waldorf School through a curriculum designed to develop the innate musicality born into every child. Music is taught in a Waldorf school not only for its own sake and for the joy it engenders, but also because it brings a strong, harmonizing, and humanizing force into the child’s life, strengthening the will. Practical work, such as crafts and handwork, is an integral part of the required curriculum at a Waldorf school. Decades before brain research could confirm it, Rudolf Steiner recognized that brain function was founded on body function. Learning to knit and crochet in the early grades develops motor skills that metamorphose into lively thinking and enhanced intellectual development later on. Coordination, patience, perseverance, and imagination are also schooled through practical work. Activities such as woodworking, house building, gardening, and shoe-making give the children an understanding of how things come into being and a respect for the creations of others. Spanish is taught beginning in grade one, giving children insights into and facility with other cultures.
Reverence, Ritual, and Rhythm. Reverence, ritual, and rhythm are the three R’s of Waldorf education. When experienced in childhood they can lead to an experience of responsible freedom in adulthood. By creating rhythms in the classroom and marking them with simple rituals, we enhance all that supports health and life. Your children’s teachers go to great lengths to create lessons and festivals that purposefully nurture feelings of reverence. Reducing distractions for your children gives them the space to experience reverence and will support the work of your children’s teachers. They believe that reverent, wonder-filled occasions will help children to find meaning in their lives as adults and help them to love, respect, and care for other people, the earth, and themselves.
The Curriculum in More Detail. The Waldorf curriculum is designed to work in rhythm with the natural stages of children’s development. Since these stages are reflective of the stages in the development of human civilization itself, the great stories of varied human cultures - - from fairy tales and fables to Old Testament stories, from Nordic and Native American stories to Greek myths - - are the cornerstone of the curriculum. The subject matter, the way it is approached, and the assignments and activities asked of the children are specifically suited to the development of certain faculties and capacities at particular ages.
Pre-School/Kindergarten. In the early years, great emphasis is placed on the development of a strong and deeply rooted creative capacity. The overall environment, the unique play materials, and the chosen activities all contribute to fostering the children’s natural powers of wonder and fantasy. For instance, the play materials are chosen to allow the greatest amount of the children’s own imagination to come into play. The more possible uses for a toy, the better. When the children are encouraged to “clothe” their play materials with their own powers of imagination, the truly living forces within them become active. Another important aspect in the development of a strong imaginative life is the use of fairy tales. The art of storytelling is really alive in the Kindergarten as the fairy tales are told, rather than read, by the teacher. The children’s imaginations are active because the pictures are allowed to be created inwardly as the story unfolds. Young children experience the world more pictorially than do adults, and fairy tales provide an inner nourishment because they contain archetypal truths about the world in picture form. Small children are beings of will and imitation, identifying themselves with each gesture, intonation, mood, and thought in their environment, and making these their own in their play. It is the Kindergarten teacher’s task to create an environment worthy of a small child’s imitation and to educate the child’s unconscious through the warmth, clarity, rhythm, and harmony of the world he or she creates. Given the right environment and encouragement, young children exhibit a fountain of creativity never again to be equaled in the course of their lives. Deepening this capacity prepares the proper ground for thinking to emerge.
Our Early Childhood Program consists of two kindergarten classes, the Example and the Golden Aspen, each comprised of 16 to 18 children. They are mixed-age classes of three, four, five and six-yearolds. This is a three, four or five-day program. The environment is home-like, calm, cared-for, and filled with nature’s beauty and variety. It is a space where the rhythm of the year and the gifts of each season are woven into children’s and adults’ lives. It nourishes the senses and is a true kingdom of childhood where children experience artistic and practical work, crafting, storytelling, puppetry, foreign languages, music, rhythm and movement, circle games, finger plays, baking, cooking, gardening, woodworking, weaving, and the great outdoors. Creative play with toys made of wood, stone, wool, beeswax, shell, and silk is encouraged. These daily activities lay a solid foundation for beginning academic learning in first grade as children build social skills, foster language development and physical coordination, preserve the life forces, and keep the wellsprings of wonder and reverence open. We have a special play yard that was built by the school community in 2004 with equipment sized for this age group. It is a lovely space full of flowers, a tree house, a cassita and play equipment. Meals. Kindergarten children gather around the table for snack and lunch every day. Meal times are a joyful way of forming community, baking together, serving each other, and acquiring table manners. We strive to create a flavorful kitchen and a family-friendly restaurant setting with waiters, napkins and real tableware. Lunch is provided by each child’s family individually. A mid-morning snack is provided by the school five times a week using wholesome organic ingredients whenever possible. Dairy, wheat, and processed sugar are consciously limited at snack time and there are alternatives for children with food sensitivities. Clothing. Children need simple, comfortable, sturdy clothes for play that suit the season and can take the dirt and wear that come from play and work. Clothing that can be put on and taken off by your child fosters their sense of independence. Please avoid images on clothing with cartoon or media characters because of their over-stimulating nature and the influence that they can have on play and attentiveness in group settings. We do not wish to encourage interest in fashions or name brands. All children need a bag of extra clothing at school (including socks, underwear, a light sun hat and a sweater – please change the extra clothing with the seasons). Clothing made of natural fibers, such as cotton or wool is warmer in winter and cooler in summer than clothing made from synthetics such as nylon and polyester. Natural fibers allow the child’s body to breathe properly and help facilitate the development of the senses. Please keep in mind that the school is not responsible for lost clothing or personal items. Labeling clothing makes retrieval from the Lost and Found basket easier. However, it is advisable to keep especially cherished and hard to replace items at home. Te high altitude sun is intense. Please make sure to use sunscreen before school and provide your child with a brimmed hat to wear outdoors every day. Children are highly active and need to be physically grounded all day. Well-fitting sturdy shoes support, protect, and empower the children for running, jumping, swinging, climbing, etc. Experience shows that flip-flops, cowboy boots, and clogs are not suitable for this purpose. Sacred Space and Time. Arrival time for kindergarten children is between 8:30am and 9:00am. Because of teacher preparation work, the early childhood staff requires that children enter the room no earlier than 8:30am. On the other hand, we love spending time in the “Magic Grove,” an enchanting group of trees on a piece of land adjacent to campus. Late arrivals might find an invitation on our door to follow us out to the Magic Grove (accompanied by the adult dropping them off). Also note that children arriving after 9:30am may find it a challenge to ease into the day’s rhythm without discomfort to the child and disruption to the group. Once your child is accustomed to saying “good-bye” to you in the morning, please make an effort to bring him/her in without much interruption to the other children. Parents are asked to socialize outside the classroom. Please inform the office or the teacher if your child is going to be absent. The Early Childhood Program pick-up time is between 2:45pm and 3:00pm. For your child’s welfare please be prompt for pick-up. A parent’s lateness invariably causes unnecessary stress and worry for the child. If you are unavoidably delayed, please leave a message at the school office so we can reassure your child and make necessary arrangements. If your child is picked up by someone other than yourself, please let the teacher know and make sure the person has their ID with them. Early Childhood Licensing. Example Waldorf School is currently licensed for Star Level 2. Tree and four-year-olds may attend for three or four days from 8:30am until 3:00pm. Older four year olds and five year olds attend for 5 days a week from 8:30am until 3:00pm. After school care is offered from 3pm to 5:15pm.
Grades 1-8. The grade school curriculum in the Waldorf schools is amazingly rich and intricately coordinated with a deep understanding of the developing child. What follows is a look at some of the main topics that are covered in each year as well as some detail about the insights underlying the curriculum. This list is only meant as a taste of what goes on in the curriculum, not as a comprehensive outline. Attending class meetings is a wonderful opportunity to find out more about the specific curriculum that is being presented to your child. There are also many books your class teacher can recommend which provide more in-depth coverage of the curriculum. The Class Teacher ideally takes the same class of children through eight years of elementary school (grades 1 through 8), teaching all the main subjects. For the teacher, this means time to know the children deeply and to help their gifts unfold. For the children this can mean stability and continuing guidance. A morning “main lesson”, a two-hour period in which the main substance of the day is presented, begins each school day. The subject, be it algebra, Greek history, botany, or acoustics, is taught for a three-week or four-week block and then put aside, often to be continued later in the term. This approach allows for freshness, enthusiasm, and concentrated, in-depth experience and gives the children time to “digest” what has been learned. Individual books are made by each child for each subject taught. The teacher creates the presentation and the children record and illustrate the substance of their lessons. These books, often artistic and beautiful, are an important way in which art is integrated into every subject.
THE FIRST GRADE year begins with the discovery that behind all forms lays two basic principles: the straight and the curved line. The children find these shapes in their own bodies, in the classroom, and in the world beyond. Straight and curved lines are then practiced through walking, drawing in the air and the sand, on the blackboard, and finally on paper. These “form drawings” train motor skills, awaken the children’s powers of observation, and provide a foundation for the introduction of the alphabet. Through fairy tales and stories the children are introduced to each letter of the alphabet. Instead of abstract symbols, the letters become actual characters with which the children have a real relationship. “S” may be a fairy tale snake sinuously slithering through the grasses whispering secrets; the “W” may be hiding in the blackboard drawing of waves. Reading begins with writing. Simple sentences about the children’s own experiences can be written and read as well as writing and reading familiar verses. In a similar way, the children first experience the qualities of numbers before learning addition or subtraction, e.g. what is “oneness”? What is there only one of in the world? (“Me!”) The characteristics of one, two, three, etc. are explored in the children’s inner experience and in nature. Counting is introduced through clapping, rhythmic movement, and the use of stones, acorns, or other natural objects. Only after considerable practical experience in adding, subtracting, multiplying, and dividing are written symbols for these operations introduced. Foreign language, eurythmy, knitting and the pentatonic flute are also introduced in the first grade.
THE SECOND GRADE brings many fables and Native American stories of animals, as well as stories of saints, heroes, and heroines. Through the stories, the children begin to see the dual aspect of human nature. They work on writing by copying these stories into their Main Lesson books. Arithmetical work includes the memorization of the times tables from 1 to 12. Imaginative stories still form the basis of operations using the four mathematical processes. Grammar is introduced with liveliness and humor. The children may act out stories in which they can experience the contrast between “doing” words, “naming” words, and “describing” words. Nature study continues with nature walks, poetry, legends, and imaginative descriptions of natural processes. This year crocheting is introduced, and small projects of the children’s own creation continue to exemplify an important principle: that handwork can be useful and functional as well as beautiful.
THE THIRD GRADE is often called a turning point of childhood. Nine-year olds feel themselves growing apart from the world, becoming separate and independent, and beginning to question all that was previously taken for granted. This questioning is accompanied by a serious stream of interest in everything practical such as “How is a house built?” and “Where does my food come from?” In the third grade, children study Old Testament stories to learn about people’s struggles to live on the earth, to make shelters, and to work the land. They study house building while learning weights and measures, and they learn about gardening, farming, and cooking. These acquired skills are translated into their handwork as they make a “house for their heads” in creating knitted hats. There is much counting and measuring when adding patterns to their handwork. In the third grade, children begin a stringed instrument and play with the school orchestra.
THE FOURTH GRADE addresses the children’s inner experience of becoming separate through hearing and reading stories about heroes in Norse and other mythologies. The hero emerges as someone to look up to, emulate, laugh at, and respect. The characters’ human qualities, emotions, struggles, and confrontations are emphasized. The theme of separateness is further reflected in mathematics with the introduction of fractions. In handwork, cross-stitch is introduced, allowing children to experience a beautiful wholeness that results from many different crossings. Geography, local history, grammar, composition writing, and a comparative study of the human being and animals are also introduced. Through activities such as map-making; children experience the separation from nature that marks the developing intellect. In composition, simple narration of the children’s own real experiences begins.
THE FIFTH GRADE leads children into a wider world, and they are encouraged to develop a broader perspective. They study American geography and botany, and in mathematics they continue with fractions and decimals. Building on the years of form drawing, freehand geometry is introduced. Choral singing and four-needle knitting are introduced as well. History has until now been only pictorial or personal in nature, with no attempt made to introduce exact temporal concepts or to proceed in strict sequences. Now history becomes a special Main Lesson subject, as does geography. History, telling human beings’ deeds and strivings, stirs children to a more intense experience of their own humanness. Geography does exactly the opposite: it leads children away from themselves out into the ever-wider spaces from the familiar to the unfamiliar. History brings the child to him or herself; geography brings the child into the world. Every means is used to give the children a vivid impression of the ancient cultures. They read translations of poetry, study hieroglyphic symbols of the Egyptians, and try their hands at the arts and crafts of the various ancient peoples. History is here an education of the children’s feelings rather than of their memory for facts and figures. Through studies in art, science, government, and Olympic games, children have an opportunity to experience the balanced harmony and beauty of the Greeks. In the spring there is a Greek pentathlon where fifth grade students from Waldorf schools throughout the region come together to compete. Grace, beauty, form, and sportsmanship are lauded along with individual achievements of speed and accuracy.
THE SIXTH GRADE studies the Roman Empire: its greatness, its vanity, and its collapse. Children of this age can begin to empathize with this time of struggle and growth in human history and can begin to experience a kinship with people from other times. Thus, they can begin to feel that they are not alone in their inward struggles. Physics is introduced to study the natural world. As with all subjects, the approach is first through art. Acoustics and optical studies are begun. North American and South American geography are studied, and astronomy is introduced. As children approach twelve, changes begin in their physical bodies. One of the subtlest is the hardening of the bones, and at this time children become more aware of gravity and weight. With the increasing awareness of their physical bodies, the time is right for the study of the physical body of the earth. Geology turns to the structure of the earth and proceeds from the study of the flora and fauna of the geological ages to minerals, metals, and finally gems and crystals, leading to the functions of mineral and metallic substances in the human organism. Mathematics continues to exercise the disciplines learned in previous classes and then moves on to the study of percentage and ratio. All the years of circle movement and form drawing are brought into exact constructions using compass, rulers, and right angles in geometry. Whereas geometric shapes have in the prior grades been drawn freehand as artistic exercises, now families of geometric figures are constructed and studied for the numerical laws they embody. These designs are now done with the utmost accuracy.
THE SEVENTH GRADE children are entering puberty. To help them cross this threshold, they are introduced to civilizations and people who share their mood of soul, leading them to a closer look at their own environment and inner being. Two subjects addressing these areas are English and history. The history block of the Renaissance and Reformation really begins modern times with a dauntless quest into the unknown that is also akin to the seventh graders’ soul mood. Allegiance to traditional authority no longer holds sway. Individualism overcomes feudalism, as personified by Joan of Arc. Human capacities are limitless as epitomized by Leonardo Da Vinci. The emphasis of history and geography is on Europe, the lives of the early explorers, and the colonization of many parts of the world. Mathematics introduces algebra, including negative numbers, venturing into mathematical thinking that has no relation to physical perceptions. This makes real demands on the children’s imaginative powers. Square and cube root and geometry are introduced. Mechanics begins in physics with the lever principle as found in the human arm. Children learn basic mechanical concepts and their application in the machinery of ancient and modern times. Inorganic chemistry is introduced as a study of the combustion process. From the beautiful legend of the bringing of fire to earth by Prometheus to a study of combustion in the human organism in the digestive processes, fire can be observed externally in the breaking down of substances by oxidation. Physiology is introduced as the study of life processes in man: blood circulation, respiration, reproduction, and nutrition in connection to digestion, health, and hygiene.
THE EIGHTH GRADE students are ready to study modern history and have the ability to see the wholeness of the globe. History becomes an intensive study of the period from the Industrial Revolution to the modern day, focusing as well on outstanding individuals in American history. Geography takes up the same theme, showing the role played by every part of the earth in modern industrial civilization. In science, lessons bring thermodynamics, mechanics, climate, electricity, magnetism, hydraulics, aerodynamics, meteorology, and ecology. Chemistry is also worked with in relation to industry. Mathematics also emphasizes the practical applications of arithmetic, algebra, and geometry. Human beings are again the subject of nature study through physiology of the human organism. Literature focuses on the theme of human freedom in the short story, letters, and Shakespearean drama. The task of elementary education is to give children an understanding of humanity and the world they live in, to offer them knowledge so rich and warm that it engages their hearts and wills as well as their minds. Such an understanding is the basis of all real learning in later years. With the completion of the eighth grade, the children should have a well-rounded general picture of human life and the universe. This last year of elementary school should not only bring all previous experiences to a new peak but should enable the children to enter fully and potently into the life of their own time.
Art and Special Subjects
Eurythmy. Eurythmy is an art of movement that originated in the beginning of the 20th century. It is a dance form that makes music and poetry visible through gesture and aims to harmonize the child’s soul and spirit with the physical body. In eurythmy, people move together and experience the interconnectedness of all living things. This precise, coordinated group movement helps develop grace, listening skills and concentration.
Handwork. Knitting and other handwork projects play an important role in the development of fine motor skills, inner calm, and intellectual clarity. The specific handwork taught in Waldorf schools “grows with the growing child”. In the first grade, the curriculum calls for learning the basic knit stitch and creating a practical and useful project in a warm textile such as wool. In second and third grades, this is continued with purling and crochet, which add new movements and require more focus on each row and stitch. Around age nine or ten the children undergo a change of consciousness: they are individuals within themselves, no longer as open. The hats that the third graders knit to cover their heads represent this developmental milestone. Third graders are also experiencing the beginning of critical thinking, and in knitting hats they are introduced to small patterns, thus engaging their new thinking skills. The cross stitch taught in fourth grade reflects this more elaborate stage in their development. The fifth grade begins woodworking and more complicated knitting such as socks. This is the age when they turn a corner in development on the road to themselves. They are perhaps less insecure than in fourth grade and are ready to start carving out and exploring this new individuality. Knitting socks requires using four needles instead of just two, and it is a task that requires much perseverance, providing challenges and valuable lessons for the children. Developmentally, the sixth graders are coming into form. The children sew animals, which requires planning, patterns, cutting, basting, and other skills for children who are now more intellectual in their planning and thinking. The sewing the children undertake in seventh and eighth grades requires extensive forethought and mathematical skills. In seventh grade they make dolls by hand, and in the eighth grade, sewing machines are used for various projects such as patchwork quilts, wall hangings, simple clothing and appliqués. Handwork offers many opportunities for reinforcing math skills in practical, challenging, and enjoyable ways. Author and Waldorf teacher Eugene Schwartz says that “We cannot underestimate the self-esteem and joy that arises in the child as the result of having made something practical and beautiful– something which has arisen as the result of a skill that has been learned. In an age when children are often passive consumers who, as Oscar Wilde once said, ‘know the price of everything and the value of nothing’, learning to knit can be a powerful way of bringing meaning into a child’s life.
Movement Education and Games. The deep understanding of a child’s development is also the basis of movement education and games classes. Each class has a rhythm of joining together and moving apart, alternating highly active games and quieter ones, work together as a group, and reflection on one’s own body and movement. The movement curriculum tries to give the children basic coordination and movement skills that will help them if they decide to play organized sports or simply as a basis for good physical, social and mental health. Depending on the grade, the children will play games or do relay races that serve to develop skills that are also required for conventional sports such as basketball. String games and jumping rope also develop dexterity and stamina which can be useful in many different activities. Not only does a movement class provide the opportunity for the children to play games and have fun, it also works with their social interaction by teaching them to play with each other before they play against each other, to acknowledge each other, to play safely, and to gain an appreciation for all kinds of movement.
Foreign Language. We offer Spanish and German at our school. The spoken word is the key to learning languages in the early grades. Songs, poems, rhymes, tongue twisters, counting, puppetry, plays and group games all foster group knowledge of the language and appreciation of the folk soul of the peoples who speak that language. In the later grades, keeping a written record of all the oral work brings awareness of spelling and basic grammar in the language. Reading in the foreign language begins in fourth grade.
Music and Orchestra. There are many important inner skills to be learned in the study of music. The discipline of practicing with an instrument helps children find the inner discipline to face other challenges in life. Group music lessons offer a wonderful opportunity for children to practice the ability to listen to others and to work cooperatively. It is quite a challenge for a group of children to work completely in unison in any realm, be it social, academic, or physical. In trying to play their instruments as a group, with the same timing and pitch, the resulting harmonious sound allows them to directly experience the value of working well together. Playing an instrument is a wonderful means of self-exploration, self-expression, and creativity that allows the children to grow into well-rounded human beings. Beginning in the first grade, children are taught to play simple songs on the pentatonic flute. By the end of third grade or beginning in the fourth grade, they are ready to play a more difficult diatonic scale. In third grade, beginning level strings classes begin. The children are responsible for renting or purchasing a violin. Singing is a regular part of the school week for all grades. In the lower grades, songs are based on seasonal themes. In first and second grades the children sing as a group, and in third grade children, with emerging consciousness about being separate, begin singing rounds. In fourth grade two-part songs are added, and the children learn about holding their own voices against others to create harmony.
Class Plays. The plays are an integral part of each class’ curriculum, beginning in kindergarten with fairy tales. They are unique for each class yet share distinct and common threads of educational philosophy, community building, and curriculum enhancement. The fifth grade may perform a Greek play, for example, and the eighth grade generally performs a play by Shakespeare.
FESTIVALS
Throughout history in all civilizations there are rituals reflecting nature’s rhythms, important transitions, and significant moments in the life of the culture. For people today, who can so insulate their lives as to be unaware of the seasons, of reaping and sowing, of dark and light, and of birth and death, festivals can help provide a real touchstone with the cycles of the earth and the soul nurturing they provide. In Waldorf schools, the elements of festival – light, food, song, and story - - permeate the weekly school rhythm, but the cadence of the year receives its form through festivals. Annual festivals of nature and humanity are celebrated in ways that foster wonder, reverence, and gratitude and which nourish the future capacity to respond: to be responsible for and among the human community. Teachers, parents, and children work together in anticipation and celebration to express the unique character and variety of major and minor festivals appropriate to the children’s age and curriculum. Some of these festivals observed by the school are celebrated as family events with the whole school community, and we heartily urge your participation. Other festivals are observed with events or assemblies during school hours.
Multicultural Festivals. Example Waldorf School strives to celebrate a variety of festivals from our multi-cultural community and other cultures in addition to the standard Waldorf festivals. We celebrate el Dia de los Muertos, Rosh Hashanah, Divali, Kwanza, Festival of Lights, Chanuka and others.
Michaelmas. In the autumn, at harvest season, we celebrate Michaelmas. Michaelmas is September 29 and celebrates the forces of Archangel Michael, the time-spirit of this epoch. As the season transition from the outer warmth of summer to the coolness of fall, we turn inward, toward ourselves and toward our community for inner warmth. The Michaelic forces imbue us with the confidence and courage to look to the spiritual world for strength and to renew the impulse to live our lives on the earth to the best of our abilities and to become a true community of human beings. In the Celtic tradition, St. Michael represents the unconquered hero, fighting against evil and the powers of darkness. He is a model for valor and courage. Dragons, iron, and color red predominate. At our school it is traditional to celebrate Michaelmas with a Harvest Festival.
Martinmas. The story of St. Martin has often inspired a Lantern Walk and the sharing of lantern songs, simple cookies or cake, and warmth with friends. The children make lanterns in their classrooms and join their families in an evening lantern walk where they sing with lanterns held high. For the children, the lanterns are symbols of their own individual light, and the walk into the cold, dark evening gives the children an experience of sharing “their own light” as the darkness of winter approaches.
Advent Spiral. The festival that families of young children share at the beginning of the Advent season is one of the most beautiful and memorable of the year. In a dark field lit by candles, smelling of evergreens, voices are lifted in song. Each child walks, one at a time, through the spiral of evergreens to the center, lights his or her candle, and then places it somewhere on the pathway to light the way for the next child. It is a reminder of the journey inward each of us must make during the dark days ahead.
Saint Nicholas. Nicholas was the Bishop of Myra whose day is celebrated on December 6th. On the night before Saint Nicholas, children put out straw, a shoe, and some refreshments for Saint Nicholas and his horse. In the morning (if they have been good children) they find the shoe filled with surprises. In our school Saint Nicholas visits the classrooms.
Santa Lucia. At the darkest time of year, when nights are longest, comes a festival of light. It is almost the Winter Solstice. The oldest daughter dressed in white, wearing a crown of lights, awakens children of the family. She carries warm chocolate and warm buns. The family is reminded in the darkest night that the light will return again. In our school, the children may celebrate the feast with buns and a crown of lights.
May Day. May Day is an ancient festival (the polar opposite of Halloween) honoring the changing of the seasons from darkness to light. The tree of life was part of this ritual and is now represented by the Maypole. Our School’s May Fair is an annual event open to the whole community.
Family Festivals. Our school is interested in festivals from other cultures. If you or your family can help us to celebrate a festival that has meaning in your life, please feel free to approach your class teacher. Because Waldorf education nurtures the whole child, including his or her spiritual nature, people often wonder about the expression of religion in the classroom. In an effort to answer some of these questions, we have included an article on the subject, which was first published in Main Lesson: Journal of the Marin Waldorf School.
The Role of Religion in the Waldorf School (By Karen Rivers). The word “religion” is derived from the Latin word “re-lig-io” which means to reunite. It is an expression of the universal human quest for meaning, for our source and our destiny. Throughout human history, people from all cultures have asked, “Who am I?” “What am I doing here?” and “What does it mean to be human?” Throughout the world we share questions about creation, good and evil, and what exists beyond the starry cosmos and unknown dark matter. These soul questions live deeply within all humanity. Through different periods of history, great men and women have shed light on these universal questions. They have offered their wisdom to help each individual answer them, to reunite with the cosmic origin and the oneness of all existence. In our school, we seek to imbue all our lessons with questions of universal implication. We seek to explore mythology, literature, history, science and art in a way that evokes discussions or pondering about these universal questions. We wish our students to live in an atmosphere that is permeated with (not devoid of) the quest for self-knowledge and the exploration of Life’s deepest mysteries. Do we teach religion? The Waldorf curriculum is designed to create the appropriate relationship between a child and these immense questions. Through art, a child builds a relationship with beauty, and in studying science, one seeks an understanding of truth. Out of beauty and truth, one develops a sense of morality and reverence for life, which leads to profound questions of existence. Through the study of history our students journey through ancient civilizations, studying the Old Testament, Norse Mythology, Ancient India, Persia, Sumer, Egypt, Greece, and Rome. They enter the Middle Ages and the Renaisssance with burning questions of morality, which grow out of their earlier exploration. By the time students reach eighth grade, they have lived with many noble images, many fallen heroes and many searching questions about the nature of humankind and our universe. These questions of great magnitude fill a child with the desire to explore the outer and inner realms of his/her life. In Waldorf schools throughout the world, we aim to celebrate the cycles of life, to address the essence of these soul questions as they speak to us through nature in the rhythm of the year and the festivals that have evolved through time. We all long to feel the joy and meaning of life through the recognition and celebration of cornerstone events. Because we live in a primarily Judeo-Christian culture, we emphasize those festivals at our school. Waldorf schools in Israel feature Jewish festivals; Waldorf schools in Japan feature Buddhist festivals; in India, Hindu festivals. We receive many questions as to whether we are a Christian school. We are a school seeking to reunite children with the universal knowledge of self through the study of art and science. We celebrate Christian festivals as well as others. Underlying all of this, Waldorf Schools are founded on the philosophy of anthroposophy, the wisdom of humanity. Anthroposophy, offered to us by Rudolf Steiner, explores the evolution of human consciousness. Each historic epoch offers a significant contribution to the journey of humanity from ancient times to the unknown future. Each prophet carried a message for his time and we seek to understand our age through the looking glass of the past. Neither anthroposophy nor religion is taught at our school. They are the foundation under the building, which supports and defines the structure. We seek to educate our students in love and immerse them in the world of great literature, art and science. We strive to awaken within them the longing to “Know Thyself.” We wish to send them forth into the world in freedom to explore and discover their own beliefs and destinies in the service of humankind. On this journey, each one finds meaning, joy and reverence for life, creating a new union with his or her spiritual essence.
SUPPORTING STUDENTS IN THE HOME
Because Waldorf education is an impulse toward wholeness, it does not end in the classroom. The teacher creates lessons that nurture learning as well as rhythm. Rudolf Steiner said that rhythm is the healer of life, which unites us and makes us whole. We encourage you to support the work of your children’s teachers and the Waldorf curriculum in fostering reverence, ritual, and rhythm in your family life. In addition to the observation of the school’s festivals, a quiet time of blessing before meals and bedtime can become a significant ritual within the home. Much less overtly spiritual events can also assume ritual form and mark the daily rhythm of life in meaningful ways: the lighting of a candle at the evening meal, a special story or song to help the child pass from waking to sleeping, or creating a family tradition in the observance of birthdays. Another way a healthy rhythm is established in the home is by serving meals at the same time each day and maintaining a consistent bedtime. The parent who by example shows reverence to the earth, respect to self and others, and follows healthy rhythms in his or her own life, gives a precious treasure to the child.
Media Policy. We appreciate the heartfelt care and dedication that parents put into raising their children, and we thank you for entrusting them to us. In order to preserve the quality of education at Example Waldorf School, we are asking each parent to respectfully follow our Media Policy. We ask that you consciously strive to restrict the influence of TV, computer, and play stations in your child’s life. When your child does view electronic media, please be mindful of appropriate content. Therefore, we ask that your child does not view or play with electronic media from Sunday evening through Thursday. The passivity inherent in watching television or computer screens is increasingly recognized by educators and parents as counterproductive to the process of learning and growth in children. Growing evidence suggests that excessive and regular use of TV, computer and play stations produces harmful effects in children even beyond the content of the material absorbed. Through frequent exposure to electronic media, the imaginative capacity of the young child is diminished, concentration skills become more difficult, and healthy brain development is affected in children of all ages. Childhood is a time to learn through physical activity, to take in nature through all the senses, to play creatively and be engaged socially. Imaginative play, listening to stories, watching and creating puppet shows, dressing up, baking, building, crafts, games, sports and other activities foster in children an active participation with each other and the world.
BOOKS ON MEDIA: Four Arguments for the Elimination of Television, by Jerry Mander, The Plug-In Drug, by Marie Winn, Television: What is the Problem, by Linda G. Lombardi, Unplugging the Plug-in Drug, by Marie Winn, What to do After You Turn off the ,TV by Frances Moore Lappe
Toys. When children are at home, they project fantasy and imagination into their play and their toys. The ideal toy is one that imposes the least possible limitation on the child’s imagination. A good toy will also satisfy the sense of touch. Natural materials, such as the ones used in the classroom, seem best suited for this. Limiting the number of toys can help in creating a sense of order and appreciation.
Seasonal Table. Many Waldorf families create a small space in their homes for a seasonal table in order to support their children’s (and their own) connection with the cycle of the year. The first blossoms of spring, a fat pumpkin in autumn, a blue cloth backdrop with gold stars in winter, little example and flower fairies, special crystals and stones, are all things that can be found on a seasonal table, depending on the time of the year. Children can participate in the adorning of the table by placing treasures they have collected from outdoors there or by helping to arrange items.
Resources. You Are Your Childs’ First Teacher, by Rahima Baldwin Dancy; Beyond the Rainbow Bridge: Nurturing our children from birth to seven, by Barbara J. Patterson; Waldorf Education: A Family Guide, by Pamela J. Fenner (Editor); Work and Play in Early Childhood, by Freya Jaffke; A Childs’ Seasonal Treasury, by Betty Jones; Sing Trough the Seasons, by Marlys Swinger; Nourishing Traditions, by Sally Fallon; A Guide to Child Health, by Michaela Glöckler and Wolfgang Goebel; The Plug-In Drug, by Marie Winn; Toymaking with Children, by Freya Jaffke; Te Hurried Child, by David Elkind; Raising a Son: Parents and the Making of a Healthy Man, by Don and Jeanne Elium; Raising a Daughter: Parents and the Awakening of a Healthy Woman, by Don and Jeanne Elium; The wonder of Boys, by Michael Gurian; Uncommon Sense for Parents with Teenagers, by Michael Riera.
Internet: www.waldorfhomeschoolers.com www.steinerwaldorf.org.uk/early.htm www.bobnancy.com www.achildsdream.com www.novanatural.com
EMERGENCY POLICIES AND PROCEDURES
OPERATIONAL POLICIES AND PROCEDURES FOR FIRE DRILL EVACUATION RESPONSE
Fire Alarm Response. When the alarm sounds, students must immediately exit the building with their teachers in a quiet, orderly manner. Teachers must oversee closing of classroom doors and windows before exiting the building. Teachers must bring class Emergency Forms with them.
Fire Evacuation Route. Teachers must familiarize themselves with the evacuation routes posted near the main exit door of their classrooms. If you have any questions, please ask administration for clarification prior to the next fire drill. In general terms, each class should evacuate their classroom according to the posted primary route, and then make their way to the playfield by the safest route available.
Account for All Children. All faculty have responsibility for being certain that all their children are accounted for. If someone is missing; notify the administrative representative when they arrive at the assembly point. We will need to know who is missing and where they were last seen. Administration would then report to the firefighters when they arrive.
Responding to a Real Fire. It is administrator’s responsibility to attempt to put out a fire that is well contained, while the teachers escort the children safely out of the building. Faculty must be familiar with the location of the fire extinguishers. Fire extinguishers can be found in every classroom, mounted next to the door.
Student Education for Fire Drills. (A) When the fire alarm sounds, children must exit the classroom immediately. If a fire alarm sounds unexpectedly, there is no time to put on shoes. (B) Each class should exit their classroom by the posted primary route. (C) On the playfield, each class should stand in a single file line so the teacher can clearly see and count his/her children to verify they are all there. There should be quiet talking only or preferably silence during the fire drill so that the teachers and administration can communicate effectively. (D) Any student who is away from the classroom when the fire alarm sounds should make their way by the quickest, safest route outside the building, and then go to their class’s designated location on the playfield and report to their teacher. (E) No one may leave the playfield until the bell rings, signaling that all is clear. Students must stay with their teacher and in single file line until the bell has been sounded.
EMERGENCY EVACUATION AND DISASTER PLAN
Safety of the children and communication are the main goals
If emergency warrants leaving the premises:
1. All classes will gather together on the main playground.
2. The Kindergarten Main Class Teacher will secure the classrooms (make sure that all children are out of the rooms and gather any necessary shoes, hats, coats.)
3. Each teacher will check the sign in sheet for the day to confirm all children are present.
4. The Early Childhood Director will direct the evacuation.
5. The Kindergarten Assistant will gather the two emergency backpacks (backpacks will each contain a walkie talkie, food, water, emergency aid kit, flashlight, radio and Emergency Contact numbers for parents and a copy of this plan). There will be two backpacks to ease the weight and for the case that the groups get separated.
6. The Early Childhood Director will call:
a) Designated safe house to find out if location is safe
b) Police to find out more about the situation 911
c) the parents to inform them about the situation and where to pick up the children. The parent phone tree for each class will be activated to assist making these calls.
7. The office manager/receptionist will leave notices on classroom doors with information about the situation and where to find the children (in case parents cannot be reached by phone).
8. Children will walk in pairs holding hands with teachers spaced every 8 children through the field 300 yards to the southwest to the designated safe house.
9. If groups of children and teachers become separated, communication will happen with the use of walkie talkies or cell phones.
10. If the designated safe house is not a safe destination (determined by phone call or police information) then the Early Childhood Director will call:
a) Police to find out more about the situation 911
b) the parents to inform them about the situation and where to pick up the children.
11. The children and teachers will walk (following the procedure in step 6 of this plan) through the fields 1.1 miles north of school to the fire station.
I2. If the fire station is the destination point, the Early Childhood Director will drive one group at a time to the destination place.
13. If the Evacuation needs to take place further away from the school, the Early Childhood Director will drive the children to a to be determined location for instance local hotel or library.
If the emergency is one where children must remain sheltered in the school building, the children and teachers will use the phone inside the building to remain informed of the situation and will take shelter in any of the three classrooms, that is safest. The children will lay on the floor farthest away from windows and wood tables will be placed in front of windows.
ACCIDENTS AND INJURIES
All staff will be trained in Red Cross first aid and CPR. Immediate care will be given to any injured party according to training procedures. In case it is necessary to call 911, parents will be contacted immediately. Incident reports must be completed, filed and reported within 24 hours of the incident.
ILLNESS AND MEDICATION
Illness shall be treated according to the “Public Health – Day Care Center Exclusion List” that is included in the Parent Handbook and is posted in the Office. Notifiable diseases are listed and posted in the office and in the Kindergarten. In case a child is found missing from the school parents and police will be contacted immediately. Incident reports must be filed immediately. Un-immunized children may be asked by the State of STATE Health Department to remain at home during an epidemic outbreak of communicable diseases. Medication needs to be given to the teacher with a signed permission slip that is available in the office. Medication permission slip must be filled out and filed in the office. If there is a sudden onset of illness, the teacher will send the child home immediately. If the teacher is unable to reach the parents the emergency contacts will be called. Universal Precautions and Blood Pathogen Acknowledgement form procedures must be followed.
VACCINES
Parents are asked to bring in a copy of their children’s immunization records. Conscientious objection forms are available in the office for those children who do not receive all of their immunizations.