Instructional Affairs Committee Meeting Minutes,

Oct 9, 2011

Chair: Jeffrey Olson,   Vice-Chair: Kirk Costion Recorder: Jim Dudek

Woksape Tipi, Academic & Public Library

 

 

In attendance at meeting:

 

LaVera Rose, Jim Dudek, Joe Kirk, Kirk Costion, Tom Raymond, Jeff Olson, Judith Graham, Al Schwalm, Thedna Zimiga, Susie White Thunder, Tony Fresquez, Brett Bump, Ann Krejci,

Laura Dunn, Patrick Lee, Leslie Mesteth, Elaine Gibbons, Lynnea Bouhengeul 

 

 

1.      Meeting called to order at 10:30a.m. by Chairman Jeff Olson

 

2.      Prayer offered - Susie White Thunder

 

3.      Minutes from last May 7, 2010 and Sept. 9, 2011 read.  (These are pages 2-4 of the agenda handout)

Tom moved to accept the May 7 and Sep 9 minutes, Thedna seconded, unanimous vote.

 

4.       Old Business – Second Reading - “Lakota Waldorf Teacher Preparation”

      Tom gave a presentation on the Lakota Waldorf Teacher Preparation program. Those areas highlighted in green will explain the reasons for said proposal. Tom fielded questions.

Judith moved to accept, Kirk seconded, unanimous vote. Gerry Giraud requested that he have opportunity to meet with Tom Raymond to review the proposal before progressing to the PWO.

 

5.      New Business

Jeff announced that we currently have one subcommittee. Curriculum Subcommittee

 

Leslie Mesteth presented to the floor two proposals

1. Student advising and tutoring (policy)

      Proposal is one to separate student advising and tutoring for remedial courses, GED for TABE exams, etc. Leslie is requesting input from the IA committee.

2. Status Sheets (policy)

 

Judith moved, Kirk second to form a Student Advising Subcommittee and Tutoring Subcommittee, unanimous vote.

 

Judith moved, Elaine second to form a Status Sheet Subcommittee, unanimous vote.

 

6.      Broke into sub-committees at: 11:00a.m.

 

7.      Instructional Affairs committee reconvened at: 11:23

 

8.      Sub-committee reports specific to self identified tasks: 

      Curriculum – no report

     

      Student Advising  - Specific tasks are to re-evaluate policy and develop procedures.

 

      Tutoring – Specific tasks are to create a policy and develop procedures.

 

      Status Sheet – Specific tasks are to finalize the current policy language and procedures to main stream data into Jenzabar.

 

9.      Motion to adjourn:

            Brett moved, Judith seconded, meeting declared adjourned at 11:45a.m.

 

Respectfully Submitted

James Dudek, Recording Secretary

 

 

 

Subcommittees Defined

Curriculum

 

Student Advising

 

Tutoring

Who is responsible for oversight of the advising of the tutors – policy and procedure for remediation of student skills prior to college entrance or course matriculation – what happens when a student is referred to tutoring or how is this process managed –

 

Status Sheet

Status sheet – program of study – procedure to change major – how many majors/minors – number of major changes - information with audit trails available in electronic form


Lakota Waldorf Teacher Preparation         Program 2011 – 2015

Goals

The goal in establishing a Waldorf teacher preparation in Kyle and in conjunction with the Oglala Lakota College is twofold. 

First our wish is to prepare teachers who are fluent in Lakota language and culture to serve the Lakota Waldorf School for this language emersion school.  The mission of the Lakota Waldorf School is to have a genuine Waldorf school that is a Lakota emersion school.

Second the goal is to offer an alternative vision, to the accepted mainstream view, of education and child development, with the aspirations of renewing the social fabric in the community through enlivened teaching and learning and opening hearts and ideas for children and the future of the Lakota people. 

Waldorf Education and the Lakota community share the comprehension of the spiritual nature of the human being as an essential component of education and the educational approach.  To learn to incorporate this comprehension into practice for the development of the whole human being of physical, emotional and spiritual capacities is the reason for Waldorf Education – an education given to us to develop towards this very practical end.

Collaboration among the Waldorf Early Childhood Association (WECAN), the Association of Waldorf Schools of North America (AWSNA), and the Oglala Lakota College (OLC)

AWNSA and WECAN have been working directly with the Lakota Waldorf School since 2009 WECAN (in some ways since 2007) to help the school develop as a recognized Waldorf School in North America.  Training of teachers, help in envisioning a Waldorf classroom, development of strategies for building income streams, assistance in board development, foundation research and grant proposal completion and submission have been components.

The Oglala Lakota College has a well-developed Education Department interested in adding Waldorf Education as an offering within this department.  AWSNA has a clearly defined approach to preparing its teachers affirmed by the Waldorf community in North America and globally.

AWSNA and OLC have agreed to work together as much as possible, recognizing that the OLC gains innovative offerings to stimulate renewal of its own teaching approaches, as AWSNA gains credibility and access for Lakota people wanting to be trained. 

Preliminary agreements, with definitions still not firm, include offering courses in Waldorf Education that will be, for the first few years, funded independently of the OLC to the extent possible.  These courses will, of necessity be taught by people who do not live in South Dakota, and so will need to conform to the guidelines at OLC of “Special Project Classes.”  These classes can earn credits towards a degree in Education at OLC.  Eventually, if the Waldorf program can establish itself and if some of the Lakota community, having been trained themselves and having gained experience in teaching, funding might be carried in part or completely by OLC

A certificate of Waldorf teacher readiness, recognized by WECAN and AWSNA will be given to anyone who completes all aspects and hours of the Waldorf teacher training, whether or not they choose to earn a degree in education from OLC.  All courses will be available to anyone in the OLC Education department who is interested in taking them.  Also, Board members from the Lakota Waldorf School will also always be welcome at all classes.

The full training with two long weekends per academic year with a full week in the summer and intermittent visits to Waldorf schools during the year (Denver WS and Hawthorne Valley WS) will take four years.  This process of bringing the teacher education for Waldorf Education to the reservation will also require trips for prospective teachers to established Waldorf schools for practicum and apprenticeship style training.  The course work here in Kyle will yield in the neighborhood of 250 hours of course time.  The requirements for Waldorf teacher preparation are 400 hours.  These Waldorf school practicums will provide the additional hours of preparation needed as well as hands-on involvement in how very different an educational approach Waldorf Education is. Decisions need to be made about starting new cycles or overlapping trainings. 

Decisions will still need to be made about fulfilling practicum requirements of apprenticing a full ten to twelve weeks in a Waldorf classroom as the crowning of the teacher preparation.  It might be possible to get the Lakota Waldorf School building to the point that it can provide a practicum possibility.

Syllabus

This syllabus for the Waldorf Education Teacher Preparation is now submitted to the LWS, OLC, AWSNA and the Teacher Education Network of AWSNA.  This represents a preliminary proposal for establishing guidelines and course content, making clear the intentions of the course content to protect maximum

 

 

 

 

Course Content and Plan

 

Instructors/Core Faculty

Laurie Clark, Early Childhood Education and adult educator                                                                               Tom Clark, Class Teacher and adult educator                                                                     John McManus, Eurythmist and Speech artist, Dramatist                                                             Barbara Richardson, Eurythmist, Anthroposophical Foundation Studies               educator   and adult educator                                                      Patrice Maynard, Class Teacher and Executive with AWSNA

 

Introduction to Waldorf Education                             (two week course administered in autumn 2010 at the Pejuta Haka Center of the OLC for the whole community)

Instructors:

Laurie Clark, Early Childhood Education and adult educator                                                                               Tom Clark, Class Teacher and adult educator                                                                     John McManus, Eurythmist and Speech artist, Dramatist                                                             Barbara Richardson, Eurythmist, Anthroposophical Foundation Studies               educator   and adult educator                                                      Patrice Maynard, Class Teacher and Executive with AWSNA

Location:

            Oglala Lakota College Pejute Haka Center. Kyle, South Dakota

Contact Hours:

            38 CONTACT HOURS/Special Projects Course

Course objectives:

To offer to the LWS community, the OLC community, and the greater Pine Ridge community an introduction to the principles, approaches, and philosophy of Waldorf Education.

OLC credit offered to those attending.

Content:

Over view of evolution of mankind, repetition in incarnation of the human being, temperaments, approaches to early childhood and assistance to children in their early development, child development, circle work, approaches to reading, math and science through the curriculum of the Waldorf school.

Artistic work  - Eurythmy, storytelling, beeswax modeling, clay modeling, drawing, main lesson book, form drawing; geometry; music, games (including Lakota hand games and music)          

Literature/texts (suggested, not required):

Windows into Waldorf by David Mitchell                                                                 An Introduction to Waldorf Education by Henry Barnes

 

Lakota Waldorf Teacher Preparation

Instructors:

Laurie Clark  - Early Childhood Education and adult educator, in-classroom Mentor                                                                               Tom Clark - Class Teacher and adult educator                                                                         Ina Jaehnig – Class Teacher, Adult Educator, Anthroposophical Foundations Studies                  educator, and in-classroom Mentor                                                           Almuth Kretz – Handwork teacher, in-classroom                                                                 Kevin Kilb, M. Ed. – Class Teacher, in-classroom Mentor                                                     Patrice Maynard, M. Ed. - Class Teacher and Executive with AWSNA                                        Barbara Richardson, Eurythmist, Therapeutic Eurythmist,                                      Anthroposophical Foundation Studies educator and adult educator                 Lynn Welch – Early Childhood Educator, in-classroom Mentor  

 

First Year Course Work                           

Courses:

 

Child Development 101

Contact Hours:  30 hours

Course Objectives:

            Cosmography of Anthroposophy, foundation of Waldorf Education

Establish the unique view of child development as reflection of cosmic and earthly evolution and curriculum approach.  Illustrating aspects of classroom work through circle work and artistic activities.

 

Content:

1.      Seven stages of child development   

2.      Early childhood needs and hygiene

3.      The transition from early childhood to elementary consciousness

4.      The twelve senses and their cultivation for health at different ages of the child

5.      The four temperaments in human beings

6.      Indications of Rudolf Steiner on responsibilities of the teacher

Artistic work:  music, rhythmic activities, academics introduced through circle work and rhythmic activities.

Required texts:                                                                                                                Study of Man by Rudolf Steiner                                                                                         Practical Advice to Teachers by Rudolf Steiner                                                                                 Theosophy by Rudolf Steiner

Course objectives:                                                                                                                   Orienting students to the Waldorf philosophy and approach to child development, deepening commitment and study; command of all aspects of anthroposophical view of child development; identifying ideas commensurate with and divergent from Lakota views in child development; development of study habits with the aim of building notebooks (in the style of Waldorf classroom Main lesson books) for each student to have as reference.

 

Eurythmy 105

Contact Hours:  18 hours

Course Objectives:

            Artistic movement for teachers to cultivate grace worthy of imitation, health          through movement, and comprehension of brain development connected to   movement and dance.

Content:

1.      Vocabulary in movement with which to interpret poetry and sound

2.      The essential elements of Eurythmy in the Waldorf curriculum

3.      Social collaboration through movement

 

Waldorf Classroom Artistic Work 108

Contact hours: 18 hours

Course Objectives:

            Self-development through artistic work

Cultivation of habits of using artistic work for decision-making and course planning

Practice in using different artistic mediums for teaching

Content:

1.      Work with clay sculpting for self development and classroom use

2.      Work with Beeswax sculpting for self-development and classroom use

3.      Work with crayon drawing for development of pictorial thinking and use in main lesson text book making with children

4.       Watercolor painting for building a relationship to the colors of the world to be able to bring this experience to children for self expression and the cultivation of reverence for the things of the Earth

5.      Music in singing and instrumental music making to harmonize inner feelings, cultivate a sense of joyful self expression and to teach music to children

6.      Work in Form Drawing for development of special understanding and geometric literacy

7.      Games through the grades for social skills, athletic skills, cooperative success skills, self-competition for excellence, an spatial understanding

8.      Work with speech and storytelling to build a strong sense of picture thinking for maximum engagement of children in the archetypal stories of the world and inner picture making.

Waldorf Classroom apprenticeships 110                                                                            (Denver Waldorf School, Denver, Colorado; Hawthorne Valley Waldorf School, Ghent, New York)

Contact Hours:  40 - 60 hours

Course Objectives: 

To introduce students in the OLC Waldorf teacher preparation course to in-classroom work in an established Waldorf school and in the Lakota Waldorf School

To allow practice teaching in established Waldorf classrooms for students in the OLC Waldorf teacher preparation course

To build colleagueship with experienced Waldorf teachers

Content:

1.      Classroom observations

2.      Child observation

3.      Practice in storytelling to children

4.      Practice in introducing curriculum to children

5.      Experience and observation in faculty meetings

6.      Experience in observing Board meetings

 

Second Year Course Work

Child Development 201

Contact Hours:  15 hours

Course Objectives:

            Deepen developmental insights in education of the child

Build comprehension of the tools available for reaching children effectively with ideas that grow with life and do not “harden” the child

Content:

1.      The twelve senses and their cultivation at different ages of development

2.      The four temperaments as applied in a Waldorf classroom and for hygienic approaches to children

3.      The three polarities in children – cosmic and Earthly children; large headed and small headed children; and imagination rich and imagination poor children

4.      Child Observation as key component in curriculum development

 

Required texts:                                                                                                               Practical Advice to Teachers by Rudolf Steiner                                                           Discussions with Teachers by Rudolf Steiner                                                                          Theosophy by Rudolf Steiner                                                                                          Balance in Teaching by Rudolf Steiner                                                                                       one approved book of the student’s choice

 

Waldorf Curriculum 203

Contact Hours: 15 hours

Course Objectives:

To apply the philosophy of Waldorf Education to specific curriculum in specific grades

To build a solid knowledge in teachers of curriculum grade by grade and the developmental reasons for these choices

To deepen understanding of the changing physical, emotional, and spiritual development of children

To learn to use the curriculum to support child development at every age of childhood

Content:

1.      Grade by grade curriculum listing in each grade by each subject

2.      Application of child development philosophy and theory in the classroom grade by grade (Early Childhood through High School)

3.       Reading development through the grades including Lakota and English literacy

4.      Mathematical development through the grades – arithmetic and geometry

 

Eurythmy 205

Contact Hours: 18 Hours

Course Objectives: 

Artistic movement for teachers to cultivate grace worthy of imitation, health through movement, and comprehension of brain development connected to movement and dance.  Development of consciousness in the making of forms and their connection to Waldorf curriculum

Content:

1.      Practice n the vocabulary in movement with which to interpret poetry and sound

2.      The essential elements of Eurythmy in the Waldorf curriculum

3.      Social collaboration through movement

4.      Geometric forms as expressed by dance and the human form

 

Waldorf Classroom Artistic Work 208

Contact hours: 18 hours

Course Objectives:

            Self-development through artistic work

Cultivation of habits of using artistic work for decision-making and course planning

Practice in using different artistic mediums for teaching

Application of varying arts in different grade levels

Content:

1.      Work with clay sculpting for self development and classroom use with specific application to geography

2.      Work with Beeswax sculpting for self-development and classroom use with specific application to nature stories

3.      Work with crayon drawing for development of pictorial thinking and use in main lesson text book making with children in all early grades

4.       Watercolor painting for building a relationship to the colors of the world to be able to bring this experience to children for self expression and the cultivation of reverence for the things of the Earth with specific application to nature and geography

5.      Work in Form Drawing for development of special understanding and geometric literacy with specific application to the transition from drawing to geometry with instruments

6.      Games through the grades for social skills, athletic skills, cooperative success skills, self-competition for excellence, an spatial understanding with specific application to early childhood collaborative, intuitive games

7.      Music in singing and instrumental music making to harmonize inner feelings, cultivate a sense of joyful self expression and to teach music to children with specific application to early grades

8.      Work with speech and storytelling to build a strong sense of picture thinking for maximum engagement of children in the archetypal stories of the world and inner picture making.

 

Waldorf Classroom apprenticeships 210                                                                            (Denver Waldorf School, Denver, Colorado; Hawthorne Valley Waldorf School, Ghent, New York – others might be possible)

Contact Hours:  40 - 60 hours

Course Objectives: 

To introduce students in the OLC Waldorf teacher preparation course to in-classroom work in an established Waldorf school and at the Lakota Waldorf School

To allow practice teaching in established Waldorf classrooms for students in the OLC Waldorf teacher preparation course

To build colleagueship with experienced Waldorf teachers

Content:

1.      Classroom observations

2.      Child observation

3.      Practice in storytelling to children

4.      Practice in introducing curriculum to children with emphasis on understanding curriculum at different age levels

5.      Experience and observation in faculty meetings

6.      Experience in observing Board meetings

 

Third Year Course Work

Child Development 301

Contact Hours:  15 hours

Course Objectives:

            Build depth of understanding of the curriculum

Build comprehension of storytelling from fairy tales to biographies through the grades as primary teaching tool

Build depth of understanding of responsibility of the teacher for his/her class and for the whole school

Build depth of understanding of the power of personal discipline and self-development as most effective teaching tool

Content:

1.      Child observation and adult observation as a tool for social strength as well as curriculum delivery

2.      Research and practice in story telling and in finding biographies to illuminate stages of History

3.      Healthy social forms in school development and their reflections in the classroom

4.      The healthy forming of a teacher’s day, week, month, year

5.      Festivals and their development in the classroom and in the school

Required texts:                                                                                                                                                                                     Philosophy of Spiritual Activity by Rudolf Steiner                                                   Soul Economy and Waldorf Education by Rudolf Steiner (selected sections) Arithmetic in a Waldorf School by Hermann Baravalle                                                English Lesson in a Waldorf School by Dorothy Harrar                                                                          one approved book of the student’s choice

 

Waldorf Curriculum 303

Contact Hours: 15 hours

Course Objectives:

Grade by grade understanding of the curriculum as it is applied

Literacy through the grades; numeracy through the grades

To deepen understanding of the changing physical, emotional, and spiritual development of children and to learn to use the curriculum to support child development at every age of childhood

History and geography through the grades

Science through the grades

The curriculum as a whole and each part of it

Content:

1.      Grade by grade curriculum listing in each grade by each subject

2.      Decisions about the telling of history and how to relate this to Lakota children’s own story without burdening the child’s soul with “issues”

3.      Choosing literature for children in support of literacy, history, moral development and emotional health

4.      Building math skills with mental arithmetic, teacher-made math problems, analytical skills for proper mineral strength in the child’s body

5.      Geography and the cultivation of a sense of global brotherhood

 

Eurythmy 305

Contact Hours: 18 Hours

Course Objectives: 

Artistic movement for teachers to cultivate grace worthy of imitation, health through movement, and comprehension of brain development connected to movement and dance.  Development of consciousness in the making of forms and their connection to Waldorf curriculum

Content:

1.      Practice in and building of the vocabulary in movement with which to interpret poetry and sound

2.      The essential elements of Eurythmy in the Waldorf curriculum

3.      Social collaboration through movement

4.      Complex forms and the importance of children seeing teachers working artistically and performing their work

5.      Exploration of hoop dancing and jingle dancing for cultural literacy

 

Waldorf Classroom Artistic Work 308

Contact hours: 18 hours

Course Objectives:

            Self-development through artistic work

Cultivation of habits of using artistic work for decision-making and course planning

Practice in using different artistic mediums for teaching

Application of varying arts in different grade levels

Content:

1.      Work with clay sculpting for self development and classroom use with specific application to geography

2.      Work with Lakota beading and weaving for self-development and classroom use with specific application to nature stories

3.      Work with drawing with pencils and pastels for development of pictorial thinking, self expression and use in main lesson text book making with children in all early grades

4.       Watercolor painting for building a relationship to the colors of the world to be able to bring this experience to children for self expression and the cultivation of reverence for the things of the Earth with specific application to wet on wet and wet on dry painting techniques

5.      Work in Geometry for development of special understanding and geometric literacy with specific application to geometry with instruments of precision

6.      Games through the grades for social skills, athletic skills, cooperative success skills, self-competition for excellence, an spatial understanding with specific application to games that can reinforce the understanding of the curriculum in children

7.      Music in singing and instrumental music making to harmonize inner feelings, cultivate a sense of joyful self expression and to teach music to children with specific application to musical literacy and harmony and their parallels in Lakota music

8.      Work with speech in storytelling to build a strong sense of the human being as vessel for the incarnation of the ego.

 

Waldorf Classroom apprenticeships 310                                                                            (Denver Waldorf School, Denver, Colorado; Hawthorne Valley Waldorf School, Ghent, New York – others might be possible)

Contact Hours:  40 - 60 hours

Course Objectives: 

Classroom work in an established Waldorf school and at the Lakota Waldorf School

Practice teaching in established Waldorf classrooms for students in the OLC Waldorf teacher preparation course

Engagement in the preparation of festivals in a Waldorf School

Engagement in preparation in a class play and drama from Early Childhood to eighth grade as a tool for recall and emotional health

Building colleagueship with experienced Waldorf teachers

Content:

1.      Classroom observations

2.      Child observation

3.      Practice in the preparation and experience with festivals with children

4.      Practice in drama in the classroom and in class plays

5.      Practice in introducing curriculum to children with emphasis on understanding curriculum at different age levels

6.      Experience and observation in faculty meetings

7.      Experience in observing Board meetings

 

 

Fourth Year Course Work

Child Development 401

Contact Hours:  15 hours

Course Objectives:

Command of Child Development through the seven-year stages of child development

Deepening of understanding of responsibility of the teacher for his/her class and for the whole school

Understanding of the power of personal discipline and self-development as most effective teaching tool

Command of the curriculum through the grades as related to development of the human being

Content:

1.      Child observation and adult observation as a tool for social strength as well as curriculum delivery

2.      Research and practice in comprehending physical idiosyncrasies in children as clues to learning style and reason for being born

3.      Healthy social forms in school development and their reflections in the classroom

4.      Contemplation of movement styles as key to comprehension of the child – remedial work and movement in the main lesson

5.      Festivals and their development in the classroom and in the school

6.      Understanding the messages the young give to teachers in their drawings

Required texts:                                                                                                                                                                                  The Child’s Changing Consciousness and Waldorf Education by Rudolf Steiner (selected sections)                                                                                                                               Esoteric Science by Rudolf Steiner                                                                                               Education as a Force for Social Change by Rudolf Steiner                                                    one approved book of the student’s choice

 

Waldorf Curriculum 403

Contact Hours: 15 hours

Course Objectives:

Deeper understanding of the curriculum as it is applied through the grades and as a whole

Building skills in math towards easy-to-hard daily mental math through the grades

Building skill in the science curriculum in understanding experience to conclusion and not the inverse to build confidence in the young in comprehending the world                                                                                            

Deepening comprehension of different learning styles and the tools available for remediation through the ordinary school day

Content:

1.      Math through the grades

2.      Science through the grades

3.      Literacy in Lakota and English through the grades

4.      History through the grades

5.      Geography through the grades

6.      Geometry through the grades

7.      Grammar through the grades

8.      Drawing through the grades

9.      Painting through the grades

10.  Sculpture through the grades

11.  Woodworking through the grades

 

 

Eurythmy 405

Contact Hours: 18 Hours

Course Objectives: 

            Artistic achievement using the many skills acquired through the years with a public performance at the end.  Understanding the use of Eurythmy in drama, social and moral development and for harmony in faculty/parent relations

Content:

1.      Eurythmy as a force for social change

2.      Music, movement and the health of human beings

3.      The significance of limb development for future intellectual broadening – recent brain research and the verification of Eurythmy as a powerful educational tool

4.      Intellectual comprehension of limb intelligence

5.      Complex forms and the importance of children seeing teachers working artistically and performing their work

6.      Exploration of the synchronicity of Lakota dancing and Eurythmy

 

Waldorf Classroom Artistic Work 408

Contact hours: 18 hours

Course Objectives:

            Self-development through artistic work

Deepening comprehension of the place of artistic work in the development of human capacity and human intelligence

Practice in using different artistic mediums for teaching

Application of varying arts in different grade levels

Content:

1.      Work with clay sculpting for self development and classroom use with specific application to self reflection – Sculpting the human head, the human ear, the human hand

2.      Dream catchers as metaphor for the wholeness of life and the importance of handwork and skill

3.      Color and its representation of the universe and the human soul experience

4.      Competence practice in all artistic mediums used with discussion of age-appropriate uses – what skills offer what age level which help

5.      Games through the grades and competition in the upper grades

6.       Music in singing and instrumental music making continued for increased competence and comprehension of the potential in two cultures of music

7.      Work with speech in storytelling to build a strong sense of the human being as vessel for the incarnation of the ego.

 

Waldorf Classroom apprenticeships 410                                                                            (Denver Waldorf School, Denver, Colorado; Hawthorne Valley Waldorf School, Ghent, New York – others might be possible)

Contact Hours:  40 - 60 hours

Course Objectives: 

Classroom work in an established Waldorf school and at the Lakota Waldorf School with a goal to accomplishing a long practicum

Practice teaching in established Waldorf classrooms for students in the OLC Waldorf teacher preparation course

Engagement in the preparation of a whole segment of Early Childhood work, or a whole block in the elementary grades

Engagement in preparation in a the life of the faculty – preparing study and discussion of the inner life of the teachers

Building colleagueship with experienced Waldorf teachers

Content:

1.      Classroom observations

2.      Child observation

3.      Practice in the preparation and experience of whole blocks or seasons, as appropriate in actual classrooms

4.      Practice in building rhythmic form in the life of a class

5.      Practice in introducing a whole set of skills to children in a classroom with a goal of skills being appropriate for the age

6.      Experience and observation in faculty meetings and in preparing an aspect of faculty study or inner work

7.      Experience in observing Board meetings and participation in presenting to a Board of Trustees