Teacher Training Catalog

Sound Circle Center for Arts and Anthroposophy

PO Box 15279

Seattle, WA 98115

206.925.9199

www.SoundCircleCenter.org

About Sound Circle Center for Arts & Anthroposophy


Sound Circle Center (SCC), a non-profit corporation registered in the State of Washington. This school is licensed by the State of Washington through the Washington State Workforce Training and Education Coordinating Board (Workforce Board).

Sound Circle Center is located at 2728 NE 100th Street, Seattle, WA 98125. Sound Circle does not own the building.

Business Manager/Administration:

Mona Anastas information@soundcirclecenter.org, Phone: (206) 925-9199

Governing Board: The Directors for the Corporation: Jim Krantz, Dave Wakeley, Diann Shope, Cathy Buller, Martha Collins, and Bryan McGriff. The Board members are named, and bios provide under the Board section of the website, www.soundcirclecenter.org

Affiliations:


Guidelines for Waldorf Teacher Training Institutes are maintained by 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.

Entrance Requirements

  • A bachelor's degree is desired, but not required. (Most Waldorf Schools Require an AA degree to be an EC teacher and a BA to be a grades teacher)

  • 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.


Credit for Previous Training

Credit for previous training is decided on a case-by-case basis between students and the appropriate faculty Program Director.

Grades TT Academic Calendar

Academic Calendar

SCC’s Teacher Training program is spread over three years. Year A, Summer is three weeks in June/July for Grades and two weeks in June/July for EC. Year B, Grades TT consists of one Fall Session (October) and one Winter Session (February) while EC TT consist of one Fall (October), Winter (February) and Spring Session (May). Year C Grades and EC follows the same structure as Year B. SCC office hours are Monday-Friday 9-5 (observing calendar holidays) We have year-round enrollment for new cohorts starting in June/July. Enrollment cutoff for the current enrolment period is May 31st of the same year.

EC TT Academic Calendar

Academic Calendar

SCC’s Teacher Training program is spread over three years. Year A, Summer is three weeks in June/July for Grades and two weeks in June/July for EC. Year B, Grades TT consists of one Fall Session (October) and one Winter Session (February) while EC TT consist of one Fall (October), Winter (February) and Spring Session (May). Year C Grades and EC follows the same structure as Year B. SCC office hours are Monday-Friday 9-5 (observing calendar holidays) We have year-round enrollment for new cohorts starting in June/July. Enrollment cutoff for the current enrolment period is May 31st of the same year.

Non-Discrimination Policy

Sound Circle Center does not discriminate against students or potential students based on 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. All inquiries about accommodations should be made to the admissions administrator upon registration of the program. To be qualified, an individual with a disability must meet the basic skill, education, training and other eligibility requirements of the relevant job or vocational program and must be able to perform the essential functions of the relevant job or vocational program, either with or without reasonable accommodation; the employment and academic standards are the same for all individuals enrolled.

Facilities

Sound Circle Center (SCC) conducts its programs in rented facilities, usually in Waldorf schools, 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.

Programs:

  • Early Childhood In-Service & Pre-Service Program

  • Teacher Training Program


Throughout this catalog, the following acronyms are used:

SCC – Sound Circle Center for Arts and Anthroposophy

ECIS – Early Childhood In-Service

ESPS – Early Childhood Pre-Service

TT – Teacher Training

Grades Teacher Training Instructors and their qualifications

Tommi Morgan is the Grades TT program director. She received her Waldorf Teacher Training at the Rudolf Steiner College in Sacramento. She studied at University of Washington where she received her BA in English, her Washington State teaching certificate, and her MA of Education. She has been an educator since 1985, working as a class teacher, subject teacher, and block teacher in grades K-8. She also has worked as a high school integrated language arts teacher. Her recent work has included the promotion of international youth travel and guiding a youth group on their trip to Nicaragua. In addition, she has been the director of the Waldorf teacher training program in Xian, China, is a core faculty member at SCC, and mentors’ teachers at Waldorf schools both in the United States and abroad.

Core faculty

Tommi Morgan, Pedagogical Studies, Philosophy, Arts

Nancy Pfeiffer. Arts, Philosophy

Michael Soule, Movement, Philosophy, School organization, Social Development Sally Boyd, Pedagogical Studies, Practicum guidance

Kenya Strong, Advising

Adjunct Faculty

Daniel Stokes, Speech, storytelling

Robyn Jones, Music, movement

Anouk Tompot, Philosophy,

Bonnie Freundlich, Eurythmy

Jana Hawley, Music, Singing

Guest Faculty

Meggan Gill, Multicultural studies

Elizabeth Hall, Pedagogical Studies, Language Arts

Tim Morrisey, Pedagogical Studies, Science

Kent Ratekin, Pedagogical Studies

Nettie Fabrie, Form Drawing

Wim Gottnbos, Study

Jeff Hipolito, Evolution of Consciousness

Bryan McGriff, Spacial Dynamics

EC Teacher Training 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 served as Teacher Education Coordinator for the Waldorf Early Childhood Association of North America for 5 years and continues to serve on the WECAN Board of Directors.

Adjunct Faculty

Nancy Blanning, therapeutic movement, first grade readiness; Denver Waldorf School

Laurie Clark, child observation, child study and children’s drawings; EC teacher, DWS

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

Daniel Stokes, Speech and Storytelling; Teacher educator currently residing in Portland, OR

Somer Serpe, EC Teacher, Great Barrington Waldorf School

Magdalena Toran, Birth – Three Specialist; Hartsbrook Waldorf in Amherst, MA

Grades Teacher Training Program (GTT)

The days and times of classes in the 2021-2023 Grades program are as follows: attendance at each of the three Sound Circle Center, three-week annual Summer Intensives during June/July of 2021, 2022 and 2023. There are 40 classroom hours for each week in summer sessions for a total of 120 hours of instruction each summer (total 360hrs). In addition, students will attend four 5-day sessions of 40hrs, two in the school year of 2021/2022 and two in the school year of 2022/2023 with a total of 160 classroom hours. Students are also required to do two six-week practicums, six weeks each year between September and June for a total of twelve weeks of practicum (40hrs per week total of 480hrs). Participation in regular online conferences is required, the online conferences are scheduled during the school year, totaling sixteen sessions at 1.5hrs each for a total of 24 hrs. Students are also required to complete homework and independent research between sessions totaling 522hrs over two years.

Program Description

The Grades Teacher Training program (GTT) is designed for individuals interested in becoming a Waldorf Teacher. 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 education include classroom set-up, classroom management working with the whole group as well as individual children.

Teacher Training Program

Study Blocks

Summer 1 Orientation:

Education in the Light of Anthroposophy

Biography & 7-year rhythm, Clay

Evening opening prior to each session. Sharing homework and social integration

Summer 1 Orientation:

Education in the Light of AnthroposophyBiography & 7-year rhythm, Clay

Evening opening prior to each session (5:00- 8:00pm) for homework sharing and social integration

Summer A1

Singing

Study of Man 1-5

Speech & History 1 (Child development, Fairy tales, archetypes, storytelling)

Language Arts 1 (Child development, story, pre-literacy, emerging literacy, early reading) w/Practical Advice 1-5Discussions with Teachers 1-5 & temperaments

Eurythmy

Inner Development & social/administrative development topics

3

Summer A2

Singing

Study of Man 6-10

Painting

Practical Advice 6-10

Discussions with Teachers 6-

10Eurythmy

Inner Development & social/administrative development topics

Summer A3

Games

Study of Man 11—15

sculpture

Practical Advice 11-15

Discussions with Teachers 11-

14Eurythmy

Inner Development & social administrative development topics

October A

Spatial Dynamics - posture & presence

The First Seven Years, 12 senses & first grade

readiness Speech & History 2 (child development,

Fables & Legends)

Language Arts 2 (child development, story, reading, writing and

grammar)Math 1 (Numeracy, basic arithmetic & Form Drawing)

Music 1 (child development, aural experience, chore)

Inner Development & social/administrative development topics

February A

Singing

Remedial and Therapeutic work

Speech & Story 3 (Child Development, mythology)

Language Arts 3 (story, composition, grammar and love of

literature)Chalk board drawing

Music 2 (child development through music)

Inner Development & social/administrative development topics

Summer B1

Speech & folk-dance

Theosophy of a Rosicrucian

drama

Child’s Changing Consciousness

Math 2 (child development, fractions to business math, morality) Form Drawing to Geometry Eurythmy

Inner Development & social/administrative development topics

Summer B2

Singing

Theosophy of a Rosicrucian

Festivals/Cycle of the year

Inclusion/Diversity/Equity/Access

Sci I (nature studies 1-5) w/ Painting &

DrawingEurythmy

Inner Development & social/administrative development topics

Summer B3

Games

How to Know Higher Worlds

Painting & drawing

Child’s Changing Consciousness

Math 3 (child development, algebra, platonic solids) with sculpture

4

Eurythmy

Inner Development & social/administrative development topics

October B

Philosophy of Freedom

speech

History 4 (child development, biography)

Language Arts 4 (child development, poetics, short story, grammar)

Education for Adolescents with Clay sculpture

Science 2a (child development, phenomenology, observation, 6-7-8)

Inner Development & social/administrative development topics

February B

Singing

Philosophy of Freedom

speech

Education for Adolescents Drawing (black and white, perspective)

Music 3 (child development 4-6, reading music, modes, parts, key signatures) Science 2b (child development, phenomenology, observation 6-7-8)

Inner Development & social/administrative development topics

Summer C1

Singing

Balance in Teaching

speech

Teaching Samples

Research presentations

Eurythmy

Inner Development & social/administrative development topics

Summer C2

singing

Education as a Force for Social

Changehandwork

Teaching Samples

Responsible innovation

Eurythmy

Inner Development & social/administrative development topics

Summer C3

singing

Education as a Force for Social

ChangeGraduation rehearsal

Teaching Samples

Eurythmy

Inner Development & social/administrative development topics

Graduation

* all content teachers begin with a 5-10 minute warm up including speech, music, movement. * all teachers aim to include experience/reflection/scaffolding/practice.

* we are working toward an integrated program with EC, combining for Anthroposophy & Arts. * additional artistic work will be experienced by our students as our faculty integrates artistic activities into other classes as well.

Some Inner Development & social/administrative development topics

tending the morning and evening

6 basic exercises

8fold path

teacher meditations

rhythms

child observation/study

assessment, tracking, reporting red flags

birthday verses and reports.

5

working with parents

working with colleagues/faculty meetings

festivals & field trips

lesson planning & teacher

preparationclassroom management

Republican not Democratic/ school governance

SCHEDULE TEMPLATE

8:00-9:00 Arts

9:00-10:15 Anthroposophy

10:15-10:45 break

10:45-11:45 Arts

11:45- 1:00 Human Development

1:00-2:15 lunch

2:15-3:15 Arts

3:15-4:30 Principles and Practices/art of teaching4:30-4:45 break

4:45-6:00 Inner Development & Social/Administrative Development



Early Childhood In-Service & Pre-Service Program (ECIS, ECPS)

The days and times of classes in the 2021-2023 ECIS and ECPS program are as follows: attendance at each of Sound Circle’s two-week annual Summer Intensives during June/July 2021, 2022 and 2023. There are 37.5 classroom hours for each summer for a total of 225 hours of instruction. In addition, students will attend and orientation day and six 5-day sessions, three in the school year of 2021/2022 and three in the school year of 2022/2023. ECIS will participate in three weeks of Practicum and ECPS will participate in 6 weeks of practicum. The September through June sessions total 120 hours for each of the two years. The total is 450 contact hours for ECIS students, 530 contact hours for ECPS.

Program Description

The Early Childhood In-Service programs (ECIS) are 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 Early Childhood Pre-Service program (ECPS) is designed for those just beginning their Waldorf Teaching career. The program combines foundational studies, child and human development studies, artistic work, work in personal and professional development. Pedagogical study covers the practical aspects of Waldorf early childhood education, and includes classroom set-up, classroom management working with the whole group as well as with individual children.

Early Childhood Teacher Training Program

Study Blocks

Summer 2021

Week I

Arts: Group Singing, Handcrafts for EC

Foundation Study: Foundations of Waldorf Education (Rudolf Steiner)

Child Development: The Foundational Senses and Therapeutic Movement Support Pedagogical Practice: Uses of Stories and Fairy Tales in EC

Self-Development: Posture and Presence (Spatial Dynamics)

Week II

Arts: Group Singing, Hand Gesture Games

Foundation Study: Foundations of Waldorf Education (RS), continued

Child Development: Working with the Very Young Child (B-3)

Pedagogical Practice: Parent and Child Programs

Self-Development: The Mood for the Very Young Child and Bodily Care

Fall Seminar: October 2021

Arts: Lyre Playing, Eurythmy, Clay

Foundation Study: Philosophy of Freedom (RS), part I

Child Development: Development of Willing, Feeling and Thinking from B-7

Pedagogical Practice: Developmental Archetypes and Principles of Child Observation Self-Development: Observation Exercises

Winter Seminar: February 2022

Arts: Group Singing, Speech, Drawing

Foundation Study: Philosophy of Freedom, part II

Child Development: Overview of Waldorf Grades and Curriculum

Pedagogical Practice: Mood of the 5th Music and Composition

Self-Development: Review of work with Six Basic Exercises

Spring Seminar: May 2022

Arts: Lyre Playing, Eurythmy, Silk Dyeing

3

Foundation Study: Philosophy of Freedom, part III

Child Development: Child Observation and Child Study

Pedagogical Practice: Understanding Children’s Drawings, Nutrition

Self-Development: Tools for Working in a Waldorf School

Summer 2022

Week I

Arts: Group Singing, Theater Improv Games

Foundation Study: Social Mission of Waldorf Education

Child Development: Presentation of Individual Research Projects

Pedagogical Practice: Supporting Imaginative Play

Self-Development: Self-Evaluation and Program Evaluation

Week II

Arts: Group Singing, Eurythmy, Making Marionettes

Foundation Study: The Path of Self Development through Waldorf Teaching

Child Development: Individual Work on Speech and Storytelling

Pedagogical Practice: Presentation of Silk Marionette Performance

Self-Development: Preparation for Graduation

Credentials Issued by Sound Circle Center

At the successful completion of the Course, a Certificate of completion is awarded and presented at a graduation ceremony. Students need to have completed all assignments and have met all their financial responsibilities before a Certificate of Completion or Graduation will be issued.

A Practical Guide for Students- Code of Conduct

Sound Circle Center has developed a Practical Guide for Students. This document covers many of the topics required in this catalog by the Workforce Board and is included below.

1. Before a course begins, please familiarize yourself with the Course Descriptions for that course, which you can access through the Sound Circle Center Website. This will orient you to the goals, contents and requirements for the course. You will also receive a list of required books which need to be read before and during the course. Instructors may recommend reading additional course work.

2. 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.

3. Take notes in class and organize them at home; they will be helpful to you in your future.

4. 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.

5. To complete this course of study, assignments need to be completed and handed toyour 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.

6. We consider end of year/end of term reflections and statements of learning (Teacher Training) to be a required assignment. They need to be completed for you to get credit for those courses.

7. In order to complete the SCC GTT program, the student needs to be present for at least 90% of the classes for each course. A student 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.

8. Successful competition of Teacher Training require that you are present for at least 80% of the

classes in the following categories: Anthroposophy and Inner work, Language Arts, Visual Arts, Musical Arts, Practical Arts, Movement Arts, Festivals, Child Development & Fundamentals, Curriculum and Research. If your attendance is less than 80%, you will need to complete make up work assigned to you by the instructor of that class. If your attendance is less than 50%, you will be required to repeat the class when it is offered again.

9. 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.

10. We need to know that all the grade school students who graduate from SCC have competent mathematical skills. If it becomes clear that you need support in this realm, we will let you know, and you will be required to seek help to improve those skills.

11. We expect all students to be able to read and write simple melodies. Music notation is introduced in the first year of Teacher Training. We expect that all students will be able to read music (to learn songs from written music) by the beginning of the 2nd year of training. It is the student’s responsibility to seek assistance if that is necessary in achieving this goal. It is also expected that, by the beginning of the 2nd year of training, the student will have chosen an instrument for their personal practice of songs.

12. Sound Circle Center always expects professionalism in all manners of behavior and attire from both students and faculty.

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

Attendance Requirements/Tardiness – 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.

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 Teacher Training 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.

Student Evaluation Techniques

Students will receive written or verbal feedback on their assignments. After mentoring visits in their classrooms, students will 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 Center. Students with outstanding assignments or financial obligations will receive their certificates when the course work and financial obligations are met.

Withdrawing from School

A student may withdraw by conferring with the appropriate faculty Program Director The must submit a formal notice to either the Program Director or the Business Manager. The reasons for the withdrawal will be noted in the student's file.

Student Records

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.

Tuition and Additional Costs

  • There is a $175.00 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 Teacher Training Program is posted on the Tuition page of the SCC website.

  • Tuition for part-time attendance is not applicable.

  • Books and supplies are estimated to cost $250 per year.

  • A $250.00 transferring student charge is applied to all transferring students.

  • Mentor visits

  • Housing for in person sessions


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.

Financial Aid

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 expenses 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.

Form 1098T

Sound Circle Center for Arts & Anthroposophy is not eligible to participate in any student aid program run by the U.S. Department of Education therefore we do not file a 1098T form for our students.

Cancelation & Refund Policy

Application fees are refundable until midnight of the fifth working day after the student signs her/his Student Contract.

1. 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.

2. 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, if the applicant has not begun training.

3. 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.

4. 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: School may keep this percentage of tuition:

One week or up to 10%, whichever is less 10%

More than one week (or 10%), whichever is less, but

less than 25% = 25%

25% through 50% = 50%

More than 50% = 100%

5. When calculating refunds, the official date of a student’s termination is the last day of recorded attendance:

a. When the school receives notice of the student’s intention to discontinue the

training program; or,

b. When the student is terminated for a violation of a published school policy which provides for termination; or,

c. When a student, without notice, fails to attend classes for thirty calendar days.

6. All refunds must be paid within thirty calendar days of the student’s official termination date.

Placement Assistance

Since most participants will be currently practicing teachers and since their schools may well be helping to fund their participation in the program, most students will not need placement assistance.

For those who may need such assistance, there are several websites advertising jobs for trained Waldorf teachers. There are far more jobs than there are trained teachers. During studies, students will learn about the network of Waldorf Schools in the Region and in North America and how to access job listings

Licensure: This school is licensed under Chapter 28C.10 RCW. Inquiries or complaints regarding this private vocational school may be made to:

Workforce Training and Education Coordinating Board

128 – 10th Avenue Southwest

Box 43105

Olympia, Washington 98504

360-753-5662

wtecb@wtb.wa.gov

The End