The Sunbridge Waldorf Elementary Teacher Education program consists of courses in the following areas:

• Waldorf Pedagogy and Child Development
• Subject curriculum and Methods
• Inner development of the teacher
• Fundamentals for the teacher
• Anthroposophical Studies

Students receive the following instruction:

102 FOUNDATIONS OF WALDORF EDUCATION (A-C)

Through lecture, study,discussion, and practice we will experience Rudolf Steiner’s seminal Three-part educational course.

Topics include:

• A thorough penetration of the three main texts:
  • Foundations of Human Experience (also titled Study of Man)
  • Practical Advice to Teachers
  • Discussions with Teachers
• Exploring Steiner’s thoughts and methods and considering them through the lens of our current time and place.
• Classroom management: philosophy and technique.
• Artistic work; watercolor painting, form drawing, crayon drawing, speech arts, eurythmy, singing.
• Curriculum development for Grades 1-8

103 CHILD DEVELOPMENT AND LEARNING (A-DE)

A dive into developmental psychology, universal curriculum, and teacher education. Exploring concepts inspired by Rudolf Steiner’s groundbreaking educational theories and methods.

Topics include:

• Integrating Waldorf values with illuminating insights from modern research
• The principles of teaching as related to the  developmental stages of childhood and adolescence
• An in-depth study of Rudolf Steiner’s child psychology and spiritual science
• The dynamics between child, nature, teacher, family and sociey

104 FESTIVALS IN WALDORF SCHOOL

An introduction to the festival life of the Waldorf school through study, lecture, discussion, and story.

Topics include:

• How festivals can build community in the classroom and the school
• Fostering inner development and contemplation in relationship to nature and the changing seasons
• Creating and celebrating festivals with children
• Exploring multiculturalism and diversity in the festival of the school

105  GOVERNANCE AND LEADERSHIP (A-E)

A study of the cultural, sociological, and economic aspects of independent schools in general and Waldorf schools in particular.

Topics include:

• Organization of Waldorf schools
• Levels and phases of school development
• Goal-oriented group work
• Practical work of the Waldorf teacher
• Working with administration, colleagues, and parents
• Current issues in education

106 REMEDIAL EDUCATION (A-B)

An introduction to Rudolf Steiner’s extensive body of work relating to the field of education for children with diverse learning styles and special needs.

Topics include:

• Basics of child observation
• Causes for the differences in learning styles
• General methods for increasing sensory processing
• Interventions such as classroom activities and therapies
• Pedagogical applications of circle activities
• Child study

110 INNER DEVELOPMENT (A-H)

A study of the anthroposophical path of inner development as related to the life of the teacher

Topics include:

• Collegial relationships and working in a group
• Methods for cultivating daily contemplative practice for self-development
• The effects of spiritual practice on the teacher and their relationships with students, parents, colleagues, and self
• Rudolf Steiner’s exercises for meditation
• Working toward developing a conscious, supportive contemplative practice

120 TEACHING LANGUAGE ARTS (A-B)

An examination of a Waldorf approach to teaching language arts in grades 1-8

Topics include:

• The development of writing, reading, grammar, composition, and drama
• The integration of poetry, drama, and art
• The teaching of writing before reading and the effect of this method on the developing child
• An explorative approach to understanding and, thus teaching grammar
• The health-giving importance of drama in the Waldorf grade school and the role of the class teacher as playwright, director, and producer
• Effective use of the morning lesson; fostering speaking and listening skills in children; understanding the scope of the language arts curriculum; writing and understanding the value of pedagogical stories and birthday verses as healing for children; exploring methods of assessing student learning

121 TEACHING FORM DRAWING (A-B)

Topics include:

• How form drawing works on bringing balance into movement through drawing
• The educational importance of freehand, artistic pattern drawing derived through movement
• How form drawing serves as a precursor and support for the learning of cursive writing and the study of geometry
• Practicing drawing various types of form drawings: ribbon, symmetry metamorphosis, geometric, and braided designs for grades 1-5
• How to create a form drawing lesson, encompassing developmentally appropriate ways to present a form to the students

122 TEACHING MATH (A-C)

Methodology and content of the Waldorf mathematics curriculum in, grades 1-8

Topics include:

• Qualities of numbers, four arithmetical operations, numeracy
• Generation of cardinal and ordinal numbers
• Prime, abundant, and efficient, numbers
• Number theory
• Fundamental operations with integers, fractions, decimals, percentages
• Business math, banking, introduction of capital and, interest
• Literal numbers, algebra, statistics

123 TEACHING GEOMETRY (A-B)

Methodology and content of the Waldorf geometry curriculum, grades 5-8

Topics include:

• Construction of geometric figures, draftsmanship with straight edge and compass
• Properties of elementary figures
• Basic Euclidean theorems
• Introduction to plane and three-dimensional geometry
• Regular polygons, angle and line bisection, spirals, and geometric progressions
• Pythagorean Theorem
• Finding areas and perimeters of various polygons and irregular forms
• Three-dimensional solids, including the five regular solids
• Golden ratio in nature and art
• Integration with algebra, graphing
• Perspective drawing

124 TEACHING SCIENCE (A-E)

Methodology and content of the Waldorf geometry curriculum, grades 4-8

Topics include:

• Physics, chemistry, earth science, life science, botany, and zoology
• How to develop clear scientific concepts directly from demonstrations, experiments, and observation of natural phenomena
• How to develop age-specific curriculum content
• Safety, equipment, and lab technique
• Artistic media and experiences to complement the theoretical contente

125 TEACHING HISTORY (A-B)

Methodology and content of the Waldorf history curriculum, grades 5-8

Topics include:

• Different methods of presentation
• Biographies as a teaching tool
• Rudolf Steiner’s indications for teaching history
• Creating appropriate lesson material based on the context of child development
• Establishing a context of history and philisophy of education in the United States

126 TEACHING GEOGRAPHY

Topics include:

• Teaching of geography in the context of its importance in the Waldorf curriculum
• The geography curriculum ( including physical geography, ecology, and astronomy) and methods for teaching it in the classroom
• How this subject connects all other disciplines in the curriculum
• Socio-economic aspects of geography
• Building geographical imagination

127 GARDENING

How to cultivate the young child’s relationship to nature and the elements through gardening

Topics include:

• Hands-on lessons accompanied by a study of understanding basics of life processes in the rhythms of the earth, the planets, plants, and animals
• Cosmic and terrestrial factors influencing plant life
• Introduction to landscaping principles as pertaining to creating a school gardening
• Composting
• Preparing beds, planting, weeding, thinning
• Organic/biodynamic fertilizing, planting, harvesting, and tending to growing cultures

130 FINE ARTS (A-F)

Topics include:

• Developing techniques in various artistic media including:
  • Watercolor painting
  • Crayon and pencil drawing
  • Blackboard drawing
  • Charcoal and pastel drawing
• Color theory
• The importance of art in education
• Self-expression as a means to personal growth

131 SCULPTURE (A-B)

Topics include:

• How to deepen and extend  the student’s faculties for experiencing and creating forms
• Using wood and clay, working with form as an expression of spiritual qualities
• Modeling human and animal forms in wood and clay

132 HANDWORK (A-C)

An understanding of the handwork curriculum and how it is practiced in the Waldorf school

Topics include:

• Development of basic skills
• Knitting, crocheting, and sewing are applied in projects
• Fostering skills and capacities through the creation of simple handwork projects

133 SPEECH ARTS (A-I)

Topics in this experiential course include:

• Speech techniques and abilities applied to storytelling and the recitation of verses and poetry
• Speech exercises for the teacher
• Choral recitation
• Lyric poetry and drama
• The artistic use of speech in the classroom

134 SPACIAL DYNAMICS (A-C)

A movement class exploring the interplay between human beings and space

Topics include:

• Bothmer Gymnastics games and exercises
• How a Waldorf school curriculum relates to these exercises
• Experiencing the sense of self within the context of community
• Games for each grade of the elementary school

135 EURYTHMY (A-F)

An introduction to the study of expressive movement

Topics include:

• Eurythmy’s relationship to the sounds of speech and elements of poetry
• Sounds of speech and the study of colors in movement
• Gestures for musical tones
• Intervals, scales, major, and minor chords
• Melody and rhythm
• Geometric forms
• Concentration exercises and rod exercises
• Pedagogical eurythmy
• Experiencing the eurythmy curriculum through the grades

136 CHORUS AND RECORDER (A-I)

Community music making through singing, movement, and playing flutes

Topics include:

• Musical repertoire appropriate for community and classroom singing in a Waldorf school, selecting the cycle of the year (seasons, festivals)
• Family of Baroque recorder (soprano, alto, tenor, bass), and Chorol flutes (interval, pentatonic, diatonic)
• Pedagogical purposes of playing these instruments in Waldorf classrooms
• Techniques for introducing the flutes to each grade level including stories, games, and songs
• Students will learn technique worthy of imitation and explore appropriate repertoire and methods

 PRACTICUM

140 OBSERVATION

In-Service and Pre-Service:

In the first year of their studies, all students will observe in a Waldorf school for five full days: one day in the kindergarten, three days in the grade school, and one day in the high school.  They may choose to observe all five days in one school, or to observe in a different school. The five days do not need to be consecutive. These days may be done in the student’s home school, but we encourage our students to visit and experience other Waldorf schools as often as possible.

Pre-Service:

Also in the first year of their studies, students who are not yet practicing Waldorf teachers (“pre-service”) will observe four consecutive weeks of morning lesson (one full block) in an AWSNA-affiliated Waldorf school under the guidance of an experienced Waldorf teacher. In each of the second and third year of their studies, pre-service students are required to complete one consecutive week of classroom observation in an AWSNA-affiliated Waldorf school under the guidance of an experienced Waldorf elementary teacher, for a total of two weeks.

141 STUDENT TEACHING

In-Service:

In each of the second and third year of their studies, students who are currently practicing full-time Waldorf class teachers (“in-service”) are required to complete one consecutive week of student teaching in a classroom other than their own, with one of those weeks in an AWSNA-affiliated Waldorf school other than their own, in the presence of an experienced Waldorf teacher, for a total of two weeks.

Pre-Service:

In each of the second and third year of their studies, pre-service students are are required to complete four consecutive weeks of student teaching in an AWSNA-affiliated Waldorf school under the guidance of an experienced Waldorf elementary teacher, for a total of eight weeks.

142 MENTORING

In-Service:

In each of the first, second, and third year of their studies, in-service students will work with a Sunbridge mentor to develop and implement a four-week morning lesson block through on-campus meetings and four hours of virtual conversations. The Sunbridge mentor will also visit the student in their classroom for two full consecutive school days during this morning lesson block and offer reflections, suggestions, and support for their teaching. Ideally the Sunbridge mentor visit will take place in the first half of the school year.

Please note: only those students in good academic and financial standing will receive a mentor visit. Mentor visits and reports are required for graduation.

	Overview of School Year Commitments
	In-Service Students (currently-practicing, full-time Waldorf teachers)			Pre-Service Students (not yet practicing Waldorf teachers)
	Year One	Year Two	Year Three	Year One	Year Two	Year Three
On Sunbridge Institute Campus (as permitted; otherwise, in virtual classrooms)	5 weeks: – 3 summer – 1 fall – 1 spring	5 weeks: – 3 summer – 1 fall – 1 spring	5 weeks: – 3 summer – 1 fall – 1 spring	5 weeks: – 3 summer – 1 fall – 1 spring	5 weeks: – 3 summer – 1 fall – 1 spring	5 weeks: – 3 summer – 1 fall – 1 spring
Observation	5 days non-consecutive			5 days non-consecutive and 4 consecutive weeks	1 consecutive week	1 consecutive week
Student Teaching		1 consecutive week	1 consecutive week		4 consecutive weeks	4 consecutive weeks
At-School Mentoring	4 week main lesson block including 2-day mentor visit	4 week main lesson block including 2-day mentor visit	4 week main lesson block including 2-day mentor visit

151A-F TEACHING WORLD LANGUAGES (A-F)* (for World Language students only)

How to teach world languages in accordance with Waldorf Education. This instruction is not meant to focus on a specific language; rather, on teaching world languages in general.

Topics include:

• The anthroposophical basis for learning new languages and why learning and acquiring a new language supports healthy child development.
• How to address the challenges world language teachers face in the classroom, including time management, classroom management, curriculum development and lesson planning.

Sunbridge Institute reserves the right to make faculty or course substitutions when necessary.