The Art of Education

 (Year 1)

Year one offers a comprehensive introduction to Waldorf education.

It is an essential first step for those who want to become teachers, but also for parents, support staff, teaching assistants and home-schoolers.

Waldorf principles and practice are explored and experienced directly. Students learn drawing and painting just as pupils do, alongside singing, movement, modelling and practical crafts.

Lectures and Seminars introduce themes such as child development, classroom management, rhythm and imagination, alongside the essential Waldorf approaches to literacy, numeracy, science and the humanities. We also explore anthroposophy, the philosophy that underpins this education.

There are regular opportunities to develop personal skills. Students will be teaching and presenting to their peers from the outset, learning how to give and receive constructive feedback, and practising the art of storytelling.

Classroom observation also forms an important part of the first year. We work closely with partner schools to enable students to spend time observing best practice in the classroom. Ideally the student will spend the equivalent of three weeks (15 days) observing in a school or other recognised setting.

The Art of Teaching  (Year 2)

We build on the foundations laid in Year One as the focus shifts towards the reality of modern teaching. The necessary knowledge and skills for teaching are addressed, including planning, assessment, presentation, inclusion, compliance, and collegiality.

We study Rudolf Steiner’s First Teachers Course to understand the underlying view of the human being that informs this education. 

We also direct students towards the inner work and development needed for an aspiring teacher to thrive personally and professionally.

As the student moves ever closer towards the classroom, the Steiner Waldorf Teacher Standards provide an excellent structure and a valuable reference point for our work together. The guiding principles in modern education, Intention, Implementation and Impact are made explicit throughout, as we critically compare Steiner’s educational principles to those of modern theory and practice.

Teaching Placements

We work together with UK Steiner Waldorf schools to bring about quality classroom observation and teaching placements with experienced and supportive practitioners. We prepare students for these placements and help them to understand and learn from what they experience at the ‘chalk face’.

Ideally, students are expected to complete two 3-week classroom observation and teaching practices during the year. Any teaching practice elements not covered during the course must be completed within two years of the end of the course.

The following is offered as a guideline.

Teaching practice 1:

The student is assigned to a specific class for three weeks under the guidance of an experienced class teacher and qualified mentor. After a few days of observation and preparatory planning work, the student begins to gradually take over aspects of the main lesson or practice lesson routine, as well as assisting individual pupils or small groups. They could tell stories, lead recitation, singing or mental arithmetic practice. Gradually during the second week this expands into taking on recall and presentational elements. In the third week, if things have gone well, the student might take over delivering the whole of the morning lesson, being observed, guided and supported by the class teacher throughout. The mentoring teacher gives daily oral feedback and advice and writes a reference report at the end of the practice. The student keeps a journal documenting their experiences and writes a self-appraisal at the end of the block, both of which are submitted to the course tutors.

Teaching Practice 2:

The student is tasked with planning, preparing and delivering an entire three-or four-week block of main lesson teaching. Ideally this takes place in a setting already familiar to them so they can go straight into teaching from day 1. The mentoring host teacher is familiar with the pupils and is a regular observing and guiding presence. Part of this practice block also involves assessing pupil progress and other administrative duties of the full-time classroom teacher. Attendance at a parents evening as well as collegial meetings is advised. An enhanced DBS certificate will allow the host teacher to leave the student teacher alone with the class for increasing periods of time should the school’s protocols allow for this. At the end the host teacher writes a final report on the practice block, which is supplemented by a thorough self-appraisal of the student teacher and their reflective journal, all of which are submitted to the course tutors.

Curriculum and indicative content

Every weekend

• Singing
• Artistic Activities
• Communal meals
• Students teaching students: Peer Learning
• Anthroposophical study
• Generous break times for conversation and encounter

Embedded in the course throughout:

• • Child observation and safeguarding
  • Assessment for learning
  • Inclusion and Diversity
  • Planning, Preparation and Curriculum Design
  • Movement and Conversation

Year one

 Year 2

Waldorf MTE Graduation Project 

Rationale: an independent project over six months designed to demonstrate the acquired skills, interests and perspectives (SIP)

Five Requirements:

• Setting a theme into context (Research and Experience)

• Investigating a theme as to its defining characteristics (Research)

• Judging and applying its relevance in a personal and professional context (Creative and reflective work)

• Applying the acquired SIP to own practice in present and future (Creative and reflexive work)

• Confident and engaging presentation of the results to a group of peers and faculty  (Creative and presentation work)

The Apprentice year

Completing the course and being ready to teach are two different things. In most educational contexts a probationary period is required before the teacher is considered to be ‘fully qualified’. Ideally the novice teacher will be given protected time and regular mentoring as they begin their journey.

Certificate of Completion

Having completed both practices and graduated with a Certificate of Completion, the student joins one of our partner schools as Apprentice Teacher. Depending on suitability, this can be in an assisting capacity or with increasing degrees of responsibility. While being supported by a mentoring structure involving both in-school colleagues and course tutors they would have the opportunity to observe a range of teaching styles as well as occasionally covering for absent colleagues and gaining valuable experience in “stepping in”.

Where students are already qualified teachers in active Waldorf school service their journey can be fast-tracked without the need for an apprentice year. In either case, the successfully competed course leads to a full Diploma in Steiner Waldorf Education.

Location

Waldorf MTE is hosted by Ringwood Waldorf School, situated on the edge of the new Forest in Southern England. The school has been offering Waldorf Education to children aged 3 to 18 since 1974. The educational environment and close links to practising teachers, many of whom are former graduates, are real assets to our monthly weekends.”

Time & Money

The monthly weekends run from 6.30 on Friday evening to 1 pm on Sunday.

The two intensive weeks, each of 3 full and two half days, take place in April (Easter) and August.

Each weekend begins on Friday with a communal supper at 6.30 pm, cooked and prepared for us by professionals at our host school. Afterwards there are opportunities for shaking off the week’s work and the long journeys in musical or social activities. This is followed by Engagement: an interactive session, guided by the course tutors, that sets the tone for the weekend.

At about 9.30 the students are free to retire to their accommodation or continue to meet socially in Ringwood’s pubs and restaurants.

On Saturday we begin at 9am with singing, followed by five 90-minute sessions through the day, following the pattern: Art – Seminar – Lunch – Art – Seminar – Supper – Evening Lecture or Engagement. We finish again at about 9.30.

Sundays begin again with singing, followed by philosophical study. The last session is for students teaching students: they will take it in turns to learn new skills from each other or tell prepared stories, followed by empathic, constructive and honest feedback. The weekend ends with a review at 12.30, and students are free to leave at 1pm. Should external circumstances prevent students from attending in person, video zoom links will enable them to follow most of the weekend’s courses live online.

For the two intensive courses, one at Easter and the second in August, full attendance is necessary.   In certain circumstances – for example, a sudden illness – we will accept a written notification of absence, although 80% attendance is required for completion of the course (whether online or in person). In some circumstances, where a session is missed, it may be possible to complete the equivalent weekend in a following year.  This is arranged on an individual basis, at the discretion of tutors.

In order to fulfil the requirements of the course, at least 80% attendance is required.

What does it cost?

Annually:

• £2,490 when paid in full by 31st July 2023  (Early Bird Fee)
• £2,590 when paid in full by 31st August 2023
• £2,670 when paid in 3 instalments during the year (payments on 1st September 2023, 1st January 2024 and 1st May 2024)
• £2,690 when paid later than 31st August 2023
• These figures include an initial deposit of £300, payable at the time of being accepted onto the course.  For example, if you choose to pay by instalments, you will pay a non-refundable deposit of £300 to secure your place on the course, followed by three payments of £790.
• This covers the tuition costs of ten weekends and two weeks. They also include all guided learning between weekends, study packs and handouts.
• In addition, you will need to pay for any accommodation and meals you require. You will also need a small budget for materials and books, though we try to keep additional costs as low as possible.

Interest free loans, with flexible repayment options, are available for the second year of tuition, and exceptionally the first year, from the Godparents Anthroposophical Training Fund (GATF)

Accommodation

This  is at the houses of local families. Arrangements for camping or parking camper vans in the school grounds may be possible at certain times of the year.

Currently the agreed cost for private accommodation is a very friendly £ 45 for two nights bed and breakfast, payable directly to the host. Initial arrangements will be made by Sven Saar who is also the main contact for all matters relating to accommodation. There is also the possibility to sleep on a school classroom floor, in a kind of indoor camping arrangement. This incurs a small symbolic fee.

Meals

These are vegan or vegetarian and prepared for us by staff at Ringwood Waldorf School. Please advise Sven Saar of any dietary requirements in advance. The cost for Friday Supper and Saturday Lunch and Supper is £25 per student. This is payable directly to our wonderful chef Louise in advance each term, by 1st September, 1st January and 1st May respectively.

SUGGESTED READING

Waldorf  Education
Christopher Clouder & Martyn Rawson, Floris Books, 1998

School as a Journey
Torin M. Finser, Anthroposophic Press, 1994

Understanding Waldorf Education: Teaching from the Inside Out
Jack Petrash, Gryphon House, 2002 

The Essence of Waldorf Education

Peter Selg, Steiner Books, 2010

The Way of a Child
A. C. Harwood, Rudolf Steiner Press, 1998

The Courage to Teach

Parker Palmer, Wiley 2017

 REQUIRED READING

The First Teachers Course, Rudolf Steiner, 2020 Edition, available in the UK from sven@waldorfinstitute.uk or the Rudolf Steiner House Bookshop, London

Understanding Child development

Angelika Wiehl & Wolfgang Auer, wecan books, 2020

The Kingdom of Childhood

Rudolf Steiner’s 1924 lecture course in Torquay, Anthroposophic Press, 1995

The Educational Tasks and Content of the Steiner Waldorf Curriculum, Rawson, Richter and Avison, 2014, widely available

Assignments and Assessment

As in all adult education, the key ingredient for as successful outcome is personal investment. We would estimate the time spent between weekends to be roughly equivalent to the contact time.

Assessment is continuous, qualitative, and applied to many areas of activity. We will do our best to inform students in a clear and constructive way of areas of strength and make supportive suggestions for improvement.

In between weekends there are usually three tasks to complete:

1. An artistic “homework” to practice a particular skill
2. Preparation of an activity, story or other presentation to the other students.
3. The key assignment that will be assessed more formally. (This is facilitated by a mid-month online check-in where students can meet each other and the tutors to discuss their progress.)
   

   

Most Key Task Assignments are marked and awarded ‘Working Towards’, ‘Pass’, ‘Merit’ or ‘Distinction’. Students are given the opportunity to improve on a piece of work where necessary.  Assessment criteria are explained in the Student Handbook.

Graduation Project:

Rationale: an independent project over six months designed to demonstrate the acquired skills, interests and perspectives (SIP)

Five Requirements:

1. Setting a theme into context (Research and Experience)
2. Investigating a theme as to its defining characteristics (Research)
3. Judging and applying its relevance in a personal and professional context (Creative and reflective work)
4. Applying the acquired SIP to own practice in present and future (Creative and reflexive work)
5. Confident and engaging presentation of the results to a group of peers and faculty (Creative and presentation work)

Certification

We distinguish between three levels of award:

Diploma in Steiner Waldorf Education is awarded when:

The student has met all attendance and assignment requirements and completed the two-year course plus, if applicable, the Apprentice year.

Certificate in Steiner Waldorf Education is awarded when:                                    

The student has attended more than 80% of the sessions, completed more than 80% of assignments, successfully submitted their graduation project and completed observation and teaching practice placements in a Waldorf setting

Certificate of Attendance is awarded when:

The student has attended more than 80% of the sessions and completed more than 80% of assignments.

It is not unusual that, within the two years of the course, students manage to complete all aspects of the course apart from the prescribed weeks of teaching practice.  In this case, the student will have 2 years from the end of the course in which to complete their placements.

It is also worth noting that, in order to receive a Certificate or Teaching Diploma, the student will have to demonstrates their proficiency in English and Mathematics by having attained a GCSE standard of Grade C or above in these subjects, or the equivalent. While Waldorf MTE does not insist on these as course entry requirements, we encourage students to complete these qualifications concurrent to their studies if necessary.

Additional qualifications may be required if students are planning to teach outside the UK.

The current course has no state-recognised validation. Its quality, however, is well recognised within Steiner Waldorf circles and has had many hundreds of graduates.

FAQs

What are the entrance requirements?

Although we have no formal entrance requirements, students are normally expected to have an all-round education to ‘A’ level standard and the equivalent of GCSE grade ‘C’ in Maths and English. We may make exceptions for applicants who show enthusiasm, commitment and the determination to tackle any areas in their own education that need further development, whilst advising students that their career progression will be seriously hampered without attaining the above `basics`.    

Will this course enable me to teach in any UK Steiner school?

Most Steiner Waldorf schools will expect teachers to have completed, or in the case of experienced teachers, to be in the process of completing a specialist Waldorf teacher education course, such as ours, and for some schools it is a requirement.

What about Scotland?

The General Teaching Council of Scotland (GTCS) is the body which controls entry to the teaching profession, accredits initial training courses for teachers, and has responsibility for assessing whether probationary teachers can proceed to full registration.

Completion of a Teaching Qualification in England (even QTS, Qualified Teacher Status)  does not automatically enable the holder to register with the GTCS. An English Steiner Waldorf training, on its own, would not be sufficient to teach in a Scottish Steiner Waldorf school. If this is your aspiration we advise that yu check with the school in which you aspire to trach, as these things do change.

What if I`m not artistic?

Artistry in teaching is not the same as being `good at art`. Children`s learning is the canvas on which a teacher applies their artistry. Whilst being a competent drawer, painter, singer, musician or crafts person will serve you well, those who feel themselves lacking in such skills can still `teach artistically` and create a learning environment in which children thrive. `

What about Covid and remote learning?

During the lockdowns or 2020 and `21 our tutors gained valuable experience of teaching on-line. Our course`s predecessor, WESTT (West of England Steiner Teacher Training) continued to operate remotely throughout this period. Exceptionally student are able to attend parts of the course remotely if circumstances prevent them from travelling.

Is the course of value for subject teachers?

Not everyone who want to work in Steiner-Waldorf education wants to be a class teacher. Those who choose to specialise in a particular aspect of the education, regardless of subject or school phase* will find that the course offers an in-depth experience that develops important and transferable skills. (*But be aware that those wishing to teach in Early Childhood settings will also need the appropriate accredited qualification).

What are the expectations around observing and practising in schools?

Classroom observation forms an important part of the first year. We work closely with partner schools to enable students to spend time observing best practice in the classroom. Ideally the student will spend the equivalent of three weeks (15 days) observing in a school or other recognised setting.

In the second-year students are expected to complete two 3-week classroom observation and teaching practices. We prepare students for these placements and help them to understand and learn from what they experience at the ‘chalk face’.

Any teaching practice elements not covered during the course must be completed within two years of the end of the course.

I don`t see myself working in a Steiner school in the near future. Is the course still relevant to me?

Increasingly parents and teachers are looking for alternatives to conventional schooling. Homeschoolers find the course of great value, as do those who are working in `mainstream` settings, whether conventional schools, adult education or in any form of special education.

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