Teacher Training Catalog
Early Childhood In-Service Program
STUDENT CATALOG for Early Childhood In-Service Program with Sound Circle Center for Arts and Anthroposophy: Seattle, WA
These pages provide information in a format required by the Washington State Workforce Training and Education Coordinating Board to qualify Sound Circle Center as a legitimate provider of vocational training in Washington State.
Sound Circle Center (SCC), a non-profit corporation registered in the State of Washington, offers an Early Childhood In-Service Program (ECIS). This program is licensed by the State of Washington through the Washington State Workforce Training and Education Coordinating Board (WSWTECB). This Catalog follows the guidelines provided by the WSWTECB.
Owners, Personnel, and Licensure
Administrator: Mona Anastas
Governing Board: The Directors of the Corporation: Jim Krantz, Dave Wakeley, Diann Shope, Cathy Buller and Martha Collins. The Board members are named and bios provided under the Board section of the website www.soundcirclecneter.org.
Sound Circle Center’s mailing address is PO Box 15279 Seattle, WA 98115. Sound Circle has an office located at 2728 NE 100th St. Seattle, Washington 98125. Sound Circle does not own a building of its own.
This school is licensed under Chapter 28C.10RCW. Inquiries or complaints regarding this school may be made to:
Workforce Training and Education Coordinating Board
128 10th Avenue Southwest
Olympia, Washington 98504
Affiliations: Guidelines for Waldorf Teacher Training Institutes are maintained by the Association of Waldorf Schools of North America (AWSNA). Sound Circle is a full member of AWSNA. Guidelines for the training Early Childhood teachers are set by the Waldorf Early Childhood Association of North America, of which Sound Circle is an associate member moving to full membership.
Sound Circle Center does not discriminate against students or potential students on the basis of race, creed, color, national origin, sex, veteran or military status, sexual orientation, or the presence of any sensory, mental, or physical disability or the use of a trained guide dog or service animal by a person with a disability.
Accommodation of Disability
Sound Circle Center acknowledges that information pertaining an applicant’s disability is voluntary and confidential. It is up to the individual applicant to make her/his need for an accommodation known in writing during the application process and verbally in the personal interview. If this information is presented, Sound Circle Center will reasonably attempt to provide an accommodation to overcome the effects of the limitation of the qualified applicant.
Sound Circle Center (SCC) conducts its programs in rented facilities, usually in Waldorf schools, in order for our students to experience the type of space in which they will be working as Waldorf teachers. When school space is not available, we may rent space in a church or other building convenient for the faculty and students. Facilities are ADA accessible and parking is available. The class size is usually not more than 20, and is often broken down into smaller groups for special topics.
- A bachelor's degree is desired, but not required.
- A high school diploma or GED is required.
· It is preferred that all applicants be currently practicing teachers in an Early Childhood Setting or have just completed a year of teaching in a Waldorf or “Waldorf-inspired” early childhood setting.
A Practical Guide for Students
The SCC Early Childhood In-Service Program has developed a Practical Guide for Students. This document covers many of the topics required in this catalog by the WSTECB, and is included below.
- Please be prompt to class, perhaps even a few minutes early. Promptness is a form of respect and politeness to your classmates and the instructor. Promptness and preparedness are two of the qualities demanded from a successful teacher.
- Take notes in class and organize them at home; they will be helpful to you in your future.
- If you know that you will be absent for a class, it is your responsibility to contact the instructor, get notes from a classmate and ask the instructor if there is any work which you need to make up.
- In order to complete this course of study, assignments need to be completed and handed to your instructor. We expect assigned work to be completed on time unless you have made previous arrangements with the instructor. Our classes have a pass/fail grading system. A student will fail a class if the student has not abided by the requirements set out in this document.
- We consider end of year reflections to be a required assignment.
- In order to complete the SCC ECIS program, the student needs to be present for at least 90% of the classes for each course. This means that a student may miss no more than one weekend seminar (Sept. – June) and may be required to complete make-up work by the instructor. This also means that a student may miss one day of each summer intensive. Again, make-up work may be required.
- We expect that all the students who graduate from SCC have competent language skills (spelling, grammar, syntax). If it becomes clear that the student needs support in this realm, we will let the student know that he/she will be required to seek help to improve those skills.
- We expect all students to be able to read and write simple melodies.
Attendance Requirements – See Practical Guide
Leave of Absence and Re-Admission
The granting of a leave of absence or re-admission is determined on a case by case basis after a conversation between a student and the appropriate faculty Program Director. Notes describing the agreement are put in the student's files.
Credit for Previous Training
Credit for previous training is decided on a case by case basis between students and the appropriate faculty Program Director.
Make-up Work – See Practical Guide
Tardiness/Promptness – See Practical Guide
Code of Conduct and Conditions of Dismissal
A student may be expelled from the program for the following reasons:
- Repeated behavior that is disruptive to the conducting of classes
- Failure to attend classes
- Sexual or physical assault
- Inability to continue the course of study
- Failure to pay tuition
- Actions egregiously hostile to the interests of SCC
Student Complaint/Appeal Process
If difficulties arise in a relationship between a student and teacher, the first step is for the student to speak or write to the teacher (or vice versa) and to attempt to resolve the issue by direct communication.
If this is not successful, the next step is for the student or teacher to speak with his or her program director. If the program director is not able to mediate the situation, then a formal resolution process may be initiated.
The goal of this resolution process is to allow the concerns to be fully explored and the best possible solution for both parties to be reached. Either party or a program coordinator may initiate this process. The steps are as follows:
- A resolution group will be formed, including a witness of choice for each party and an independent facilitator (to be agreed upon by both parties).
- The formation of the group and the setting up of the meetings will be the responsibility of the program director or the faculty chair, if the program director is one of the parties.
- The group will schedule three meetings of the resolution group and the two parties.
- The purpose of the first meeting is to create a space in which parties can share their perceptions, feelings and concerns, and to create a plan for moving toward a solution acceptable to both parties.
- The purpose of the second meeting is to evaluate the progress of the plan.
- The purpose of the third meeting is to determine whether the resolution has been achieved or whether further processes are needed.
- If the situation cannot be resolved through this process, the Core faculty will be ultimately responsible for a final decision and closure to the matter.
Nothing in the policy prevents the student from contacting the Workforce Board at 360-709-4600 at any time with a concern or complaint.
Standards of Progress/Grading System
The Early Childhood In-Service Program has a pass/fail grading system. A student will pass the class if she or he has completed all of the required assignments to the satisfaction of the teacher. Refer to the Practical Guide above.
Credentials Issued by Sound Circle
At the successful completion of the Course, a Certificate of completion is awarded and presented at a graduation ceremony. Students will need to meet all their financial responsibilities before a Certificate of Completion or Graduation will be issued.
Student Evaluation Techniques
Students will receive written or verbal feedback on their assignments. After mentoring visits in their classrooms, students with have an in-depth conversation with their mentor and the mentor will complete a written evaluation form. All written feedback will become part of the student’s file.
Method Used to Report Grades
The classes are all pass/fail, and credit is given only for classes in which a student passes. A Graduation Certificate is awarded only to those students who have satisfactorily completed the coursework, attended 90% of the classes and have no outstanding financial obligations to Sound Circle. Student with outstanding assignments or financial obligations will receive their certificates when those financial obligations are met.
Withdrawing from School
A student may withdraw by conferring with the appropriate faculty Program Director. The reasons for the withdrawal will be noted in the student's file.
Student records are required by the state to be kept for 50 years. Student financial records are available for review by the student from the Financial Manager upon request. Academic records are available to the student by arrangement with the Faculty. Copies of academic records may be requested from the Administrator.
Cancellation and Refund Policy
Application fees are refundable until midnight of the fifth working day after the student signs her/his Student Contract.
- The school must refund all monies paid if the applicant is not accepted. This includes instances where a starting class is canceled by the school.
- The school must refund all monies paid if the applicant cancels within five business days (excluding Sundays and holidays) after the day the contract is signed or an initial payment is made, as long as the applicant has not begun training.
- The school may retain an established registration fee equal to ten percent of the total tuition cost, or one hundred dollars, whichever is less, if the applicant cancels past the fifth business day after signing the contract or making an initial payment. A registration fee is any fee charged by a school to process student applications and establish a student record system.
- If training is terminated after the student enters classes, the school may retain the registration fee established under (3) of this subsection, plus a percentage of the total tuition as described in the following table:
If the student completes this amount of training
One week or up to 10%, whichever is less
More than one week (or 10%), whichever is less, but less than 25%
25% through 50%
More than 50%
School may keep this percentage of tuition
- When calculating refunds, the official date of a student’s termination is the last day of recorded attendance:
- When the school receives notice of the student’s intention to discontinue the training program; or,
- When the student is terminated for a violation of a published school policy which provides for termination; or,
- When a student, without notice, fails to attend classes for thirty calendar days.
- All refunds must be paid within thirty calendar days of the student’s official termination date.
Tuition and Additional Costs
- There is a $100.00 application fee. Which is fully refundable up to midnight of the fifth working day after the date on which the student signs her/his Student Contract.
- Tuition for the full ECIS Program $10,000.00.
- Tuition for part-time attendance is not applicable.
- Books and supplies are estimated to cost $250 per year.
Students will need to meet all their financial responsibilities before a Certificate of Completion or Graduation will be issued or before a transcript of partial program work will be issued.
A limited amount of financial aid is available through the Association of Waldorf Schools of North America (AWSNA) to those students teaching in WECAN or AWSNA member schools. Applicants fill out a form that outlines their estimated income and expense for the coming school year and submit tax information. Applicants are also required to fill out the Appropriate AWSNA forms. To our knowledge, there are no State or Federal student loan/grant programs for which SCC students are eligible. A few students have found private or family foundations which give assistance for teacher training at SCC.
Students who are performing their practicum (student teaching in Waldorf Schools) may request, if needed, a tuition reduction to cover income lost from their regular jobs while doing their practicum. Limited funds are available.
Since most participants will be currently practicing teachers and since their schools may well be helping to fund their participation in the ECIS program, most students will not need placement assistance.
For those who may need such assistance, there are a number of websites advertising jobs for trained Waldorf teachers. There are far more jobs than there are trained teachers. During the course of studies, students will learn about the network of Waldorf Schools in the Region and in North America and how to access job listings.
Instructors and their qualifications
Holly Koteen-Soule is the ECIS program designer, director and main teacher. She has an MA in Education at Antioch University in Seattle and is a graduate in the Anthroposophical Schooling Course of Emerson College in Sussex, England. Holly has been a faculty member of SCC since the year 2000. She has worked both at Seattle Waldorf School and Bright Water School (also in Seattle) for a total of 17 years. She is currently serving as Teacher Education Committee Chair for the Waldorf Early Childhood Association of North America.
Nancy Blanning; therapeutic movement, first grade readiness, child study (see above listing of qualifications), Denver Waldorf School CO
Franny Kenny, instrumental and vocal music; Music teacher at Whidbey Island Waldorf School.
Bonnie Freundlich, Eurythmy; Eurythmy teacher at Seattle Waldorf School
Lynn St. Pierre, rhythmic circles and hand gesture games; retired nursery teacher and trainer of hand gestures games of Wilma Ellersiek
Carol Bartges, Speech; teacher at Rudolph Steiner School NYC
Pam Boulding, Lyre, Instrumental Music, Founding member of Magical Strings
Magdalena Toran, Birth – Three Specialist; Hartsbrook Waldorf School
School Calendar and Class Schedule
The days and times of classes in the 2018-2020 ECIS program are attendance at each of Sound Circle’s two-week annual Summer Intensives during July of 2018, 2019 and 2020. There are 35 classroom hours for each summer for a total of 210 hours of instruction. In addition, students will attend eight 4-day sessions, four in the school year of 2018/2109 and four in the school year of 2019/2020. The September through June sessions total 100 hours for each of the two years. The total is 410 contact hours for each student.
The Early Childhood In-Service program (ECIS) is designed for students already working in the classroom or who have just concluded a year or more of teaching in an early childhood setting. The program combines foundational studies, child and human development studies, artistic work, work in continuing personal growth and learning to maintain authenticity as a teacher (the inner life of the teacher). Practical aspects of Waldorf early childhood education include classroom set-up, classroom management working with the whole group as well as individual children.
Healing Tools of Waldorf Education
Social Art of the Waldorf Early Childhood Teacher
Exploring Relationships through Painting
Posture and Presence
(Total of 71.75 Hours over 2 weeks)
Sept 2018-May 2019
(Four long Weekend intensives totaling 104 hours)
Fall Seminar: October 5-8 (26 hours)
Arts: Singing and Intro to Mood of the Fifth
Foundation Study: Theosophy of a Rosicrucian, Chapters 1-4
Child Development: The First Seven Years, Intro and Chapters 1-3 (Life and Growth Forces)
Self-Development: Storytelling Practice – Student Presentations, Inner Work
Pedagogical Study: Establishing Rhythms in Space and Time, including transitions
Winter Seminar: January 18-21 (26 hours)
Arts: Lyre Practice and Student Presentations
Foundation Study: Theosophy of a Rosicrucian, Chapters 5-8
Child Development: Schoorel, Chapter 4 (The Twelve Senses)
Self-Development: Inner Work
Pedagogical Study: Working in a Waldorf School (with Artistic experiences)
Spring Seminar: March 8-11 (26 hours)
Arts: Singing and Singing Games for the Young Child
Foundation Study: Theosophy of a Rosicrucian, Chapters 9-12
Child Development: Under the Stars, Chapter 1-3
Self-Development: Inner Work
Pedagogical Study: Forming a Group and Working with Individual Children with Seasonal Games and Singing Games or Lyre Playing.
Late Spring Seminar: May 24-27 (26 hours)
Arts: Movement Journeys
Foundation Study: The Foundational Senses
Child Development: Movement Development in the First Seven Years
Self-Development: Inner Work
Pedagogical Study: Composing Circles, Circle Practice in Small Groups
Sept 2019-May 2020