Waldorf Teacher Education

Our Waldorf Programs Are Accredited

Antioch University New England’s Waldorf Teacher Education programs are the only accredited Waldorf master’s programs in the country. Our program is also the only Waldorf Teacher Education program that offers an elementary public school teacher certification option.

Learn from Distinguished Faculty

The Waldorf program’s internationally renowned faculty have been Waldorf classroom teachers themselves for many years. They have published books on the subject, and are popular speakers in Waldorf communities the world over. Antioch University New England is fully accredited by the Higher Learning Commission.

The MEd in Elementary Education with NH Teacher Certification is a 44-credit on-campus, year-round program for people who want to become certified public school teachers. At the end of the program, students are prepared to apply for NH Certification. The State of New Hampshire participates in a reciprocal teacher certification agreement with many​  other states. ​Visit our webpage Teaching Reciprocity – Getting Certified in Other States ​and talk with faculty for more information.


People who only want to focus on Waldorf education and do not want state certification can earn an MEd in Elementary Education in the 40-credit year-round program. Those with Waldorf experience can choose the 32-credit summer sequence program.

Those who are not seeking a master’s degree but want to complete the Waldorf Teacher Education can take this 28-credit Waldorf Certificate program either year-round on campus, or as a summer sequence program. Those with associate’s, bachelor’s, or master’s degrees are eligible for this program.

The Waldorf Teacher Education program at Antioch University New England (AUNE) will offer a  two-summer master’s in education (MEd) degree, with a transdisciplinary focus on healing education, beginning in summer 2014. This advanced level program is offered by the Waldorf Program of AUNE in collaboration with the Camphill School of Curative Education and Social Therapy, bringing together experienced anthroposophic practitioners from various disciplines, united by the striving to work out of healing impulses in lifespan development. Participants will typically have EITHER:

  • A minimum of five to seven years of professional experience in a relevant field, with a practice based on anthroposophic foundations, or
  • Have completed Stage 2 of a program of the Camphill School of Curative Education and Social Therapy and be concurrently enrolled in the advanced level of that program.

The program may also interest practitioners who have completed a professional training program without formal accreditation in the past and now want to earn a master’s degree from an accredited university. This advanced track master’s program with a transdisciplinary focus on healing education is designed for those practitioners who wish to:

  • Further transform and evolve their practice through applied spiritual scientific inquiry
  • Develop methodological approaches to work in a disciplined and focused way with questions arising from their practice
  • Conduct research in a specialized focus area of their choice
  • Enhance their capacity for collaborative inquiry and work in transdisciplinary contexts
  • Innovate and plant seeds for future development within their field of practice

The overall aim is to move beyond mastery of one’s established professional practice, through active engagement in contemplative and collaborative action research, based on a deepened understanding of the human being and the development of tools and capacities for applied spiritual scientific research. Participants in the 32-credit MEd program will work together with AUNE and Camphill faculty during two summer residencies in Wilton, New Hampshire. Practicum and on-line action research projects will be undertaken in the intervening year, and a master’s project/thesis will be completed in the final fall semester. Each student will be assigned an advisor on the basis of a chosen focus area of research and professional background. A 28-credit certificate option without master’s thesis is also available.

The Waldorf Administration & Leadership Development 2016 cohort will convene at AUNE April 29- May 4, 2016.  

Click here to apply.

Click here to be added to our mailing list.

Completing participants will convene April 1-6, 2016. Click here to register.

Waldorf-artWaldorf schools are self administered, which means that most decisions are made on site by faculty, staff and trustees.  This allows for policies that are child-centered and responsive to the changing needs of a local community and curriculum that corresponds to the child’s changing consciousness. Those who know the children make the decisions.  Yet site based management also presents significant challenges. Sometimes faculty members are selected to leadership roles based on their pedagogical expertise and the confidence of their colleagues but without necessary skills in communication, group dynamics, facilitation, conflict resolution etc.  Likewise, a school often hires administrative personnel with expertise in finances, development, admissions, marketing etc who have the needed skill sets but do not have a background in Waldorf education or the philosophy, Anthroposophy, that guides decision making in a Waldorf school.  There is a need for greater role clarity so groups, committees and individuals work collaboratively rather than at cross purposes. Antioch University New England is pleased to announce a new learning experience custom designed to bridge the gaps between pedagogy and administrative expertise.

Who should attend?

  1. Administrative staff who have expertise in specific areas of school admin but need more background in Waldorf, Anthroposophy, collaboration and group dynamics.
  2. Waldorf school leaders such as faculty chair, college chair, committee chairs etc who are experienced in pedagogy but now have been asked to serve in a variety of leadership roles and need additional skill sets.
  3. Administrators from Camphill communities and other non-profit ventures based upon Anthroposophy.

We hope participants will experience first hand the kind of collaboration needed in schools yet without the high stakes of their own place of employment. The design of the program will allow both groups (one and two above) to interact and even inform/learn from one another but at the same time have separate sessions based upon the needs of administrators or faculty leaders.

The Schedule

We’re mindful of time commitments and the limited funds available to schools, we’ve designed an economical, non-credit bearing experience focused on the working school leader, balancing face to face experiential learning, mentoring and online learning.  The entire program lasts just 13 months with only 10 days required residency (in two 5- day institutes) away from work and family.  We will foster a retreat like atmosphere for each residency while at the same time expecting a high level of focus and discourse.

Session 1  A 5-day residency in Keene, NH, April 29- May 4, 2016.  Participants will travel on a Friday and be welcomed Friday night with introductions and social activities. Classes will be held from 9-5 on Saturday, Sunday, Monday, Tuesday with a half day on Wednesday so participants can travel home Wednesday afternoon. Thursday morning will be a required rest and reflection time with re-entry into the life of the school Thursday afternoon in time for faculty and staff meetings.   Cost: $1500

Session 2  Participants may choose a five day Renewal course offered by the Center for Anthroposophy in Wilton, NH, either the last week of June or first week of July depending of awareness of personal/professional need: there are usually a dozen or more courses to choose from in the arts, anthroposophy, pedagogy etc.  Cost: $500   (Those who have recently done a Renewal course may ask to excused for this session)

Session 3  Online independent study in the fall of 2015 will focus on a series of readings targeting one of the two threads (foundation studies or school leadership) and online postings of reflections on the readings, with emphasis on the question, “How can this material help me better navigate my journey in a Waldorf school?” Cost: $500

2015 Cohort Assignment Detail

Session 4  Phone and email mentoring in the winter of 2016.  Each participant will be matched with an experienced mentor in his/her field and will be expected to spend at least one hour per week in a distant mentoring session.  These conversations will be confidential and the only verification will be that the mentor will be required to affirm that at least ten one hour sessions occurred and the dates of the meetings. Cost: $500

Session 5  A final 5-day institute in Keene, NH, in April 1-6, 2016.  Further content will be offered on a variety of themes, experiences of the past year will be shared and processed with an emphasis on case studies and problem solving. The final morning will include a graduation and celebration. Participants will be awarded a certificate of completion from AUNE  Cost: $1500

Total cost: $4,500.

Please note that these charges fall over two fiscal years. Travel, room and board are not included. We do not anticipate having a scholarship program for this experience, but a discount of 20% will be given to a school when two or more participate and/or to AUNE alumni.

Application information: Applicants will be accepted on a rolling basis, first come first served.  Required information for applicants includes a summary of relevant past formal learning and work experience, a brief self assessment of the candidates’ strengths and challenges as a school leader, and a letter of assurance from board or faculty leadership supporting the candidate’s participation in the program.


Saturday-Tuesday (Friday evening and Wed morning partial days with different schedule):
8:30 Morning opening and review
8:45 Eurythmy in the Workplace – exercises that support learning
10:55 Morning Presentation – see list
10:30 Break
11:00 Focus Area Workshops – see list
12:30 lunch
1:45 Focus Area Workshops – see list
3:00 Break
3:15 Applied Anthroposophy/Color Exercises – two days for each
4:30 Eurythmy in the workplace, ending at 5:30

Morning Presentations by Torin Finser:

  • Role Clarity in light of Waldorf School Governance and Organizational Dynamics
  • Strategic Leadership vs tactical decision making: alignment of accountability, authority and responsibility in the context of a threefold model
  • Agreements, including personal conduct, the importance of process and policy development, individual freedom vs. group accountability…HR issues (facing in)
  • Entrepreneurship, innovation, marketing, enrollment and community development (facing out)
  • Collaborative Leadership and the search for common ground/consensus

Focus Areas – workshops held in two sessions, late morning and early afternoon, emphasis on practical skills. Participants select a different topic each day:

  • Threefolding, from theory to practice
  • Basic HR best practices and most common errors
  • Financial management for non finance leaders
  • Group dynamics and process
  • Meeting facilitation
  • Parent relations
  • Developing a donor circle and philanthropy
  • Addressing biographical issues toward emotional health
  • Shared principles and core principles at the heart of Waldorf Education
  • Strategic planning and school development
  • Diversity and inclusion, cultural, religious, gender and orientation issues
  • Having that difficult conversation
  • Accessibility
  • Dynamics in the history of American education
  • Case studies

Please note that the Renewal course offered July 5-10 will focus on Communication and Conflict Resolution.

Late Afternoon Sessions:

Participants will have two afternoon session on each of the following:

  • Applied Anthroposophy – methods for understanding and working with governance and leadership issues
  • Color Exercises for personal and group development

Program Leadership, Adjuncts and Mentors

Program Leadership
Torin Finser, Program Director
Lisa Mahar, Program Advisor
Laura Thomas, Administrator

Potential Adjuncts and Mentors:
Lisa Mahar, Lead Administrator at Monadnock Waldorf School
Rea Gill, Director, High Mowing School
Elizabeth Nugent, School Chair, Cedarwood Waldorf School
Milan Daler, Administrator Center for Anthroposophy
John Cunningham, Social Artist
Leonore Russell, Consultant, Eurthymy in the Workplace
Barbara Richardson, Foundation Studies Coordinator, Center for Anthroposophy & Eurthymy in the Workplace
Tim Connolly, Consultant & Former Waldorf Teacher & Administrator
Karine Munk Finser, Antioch University New England Teaching Faculty, Center for Anthroposophy Renewal Courses Coordinator
Jocelyn Romero Demirbag, Administrator Haleakala Waldorf School
Deb Abrahams-Dematte, Development Director Anthroposophical Society
Ted Curtin, Waldorf Teacher & Faculty Leader, Cape Cod Waldorf School
Caleb Buckley, Administrator, San Francisco Waldorf School; Former Administrator, Yuba Valley Charter School
Donna Newberg-Long, Waldorf School Consultant
Judy Lucas, Administrator Denver Waldorf School
Beverly Amico, Leader of Outreach and Development for the Association of Waldorf Schools of North America
Onat Sanchez- Schwartz, Camphill Administrator
Rainbow Rosenbloom, Consultant
Leah Kedar, Consultant and Mentor

More information on course content  and a list of faculty will become available after we have completed our program planning with the help of friends in DANA, AWSNA and experienced school leaders. Applications for 2015 are currently closed. Click here to be added to our mailing list.



Waldorf Education was developed at the beginning of the twentieth century by Rudolf Steiner, an Austrian educator, philosopher, scientist, and artist. He based this new art of education on a knowledge of the developing human being called anthroposophy. Anthroposophy offers a philosophy of personal transformation that is of great value to the vocation of teaching. Antioch University New England’s Waldorf Teacher Education Program, based on Steiner’s philosophy, was inaugurated in 1982 to meet the rapidly growing need for Waldorf teachers in North America.