Education - Waldorf Teacher Training Program

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Waldorf Program Concepts - Waldorf Community Collaborative Counseling - Education - Antioch University New England

Program Concepts

“The institute was much more relative to my school situation and environment than I had expected. I thought I would have to spend much more time trying to figure out applications for the theories I learned. This was not the case.”

Whole-Systems Approach

Waldorf education cherishes the whole child, yet this holistic approach is sometimes abandoned when the adult members of a Waldorf community work together. Issues and questions are often taken up in separate committees and governing groups with considerable posturing and minimal cross-group dialogue. The Collaborative Leadership Program uses a whole-systems approach, understanding that the whole school community is greater that the sum of its parts. Throughout the program, parents, teachers, administrators, and board members move among groups depending upon the issue.

Self-awareness: To work effectively in a group or to serve as a leader, self-awareness is essential. Participants learn to understand personal leadership styles and how self-knowledge can enhance group consciousness. Anthroposophy is used as a means of integrating and deepening life experiences. Biographical exercises are practiced, language awareness is strengthened, and soul types are considered. Time is allowed each day for self-reflection through journal writing and conversation.
Decision making: Although consensus is the favored model in many Waldorf schools, it is not the only mode of decision making possible. Groups need to clarify what they mean by consensus, and understand how the nature of the task, as well as the size and composition of the group, influence decision making. This leads to an enhancement of consensus through collaboration, empowering individuals to make decisions as independent spirit beings in conscious collaboration with others.
Leadership styles: Individuals often apply one style of leadership to all situations. Greater organizational health is achieved when the needs of the group can be “read” and the appropriate leadership style applied. Differing leadership styles are identified and applied during role-playing sessions. Participants identify their own leadership capacities and build on their strengths.
Communication: Whether in a faculty meeting, a mentoring session, or a parent-teacher conference, effective communication is the foundation of a healthy social life in a school. Throughout the Institutes, the instructors model clear, nonjudgmental, and objective speaking, and offer specific listening and speaking skills that ease difficult situations and lead to resolution of recurring frustrations.
Anthroposophy: Rather than a “study group” approach, we use real-life school issues raised in the Institutes to model how anthroposophy can help us understand the phenomena. New understanding can liberate the knots of frustration that often arise from self-administration. Simply working with the fourfold or sevenfold human being can shed new light on a given subject. Each Institute has daily “forum” sessions in which faculty and participants engage in common inquiry, demonstrating that anthroposophy is intended for all who seek to understand.

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Last Updated: 9/26/07