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 (assigned reading is listed in italics):
Anthroposophical Child Development and Waldorf Pedagogy 153 credits
103A-E Child Development and Learning 82.5 credits
A Foundations of Human Experience, R. Steiner
B Soul Economy, R. Steiner
C The Child’s Changing Consciousness and Education for Adolescents, R. Steiner
D Balance in Teaching, R. Steiner
E A Healing Education, M. Glöckler
104A-D Foundations of Waldorf Pedagogy 30 credits
A Contemporary Topics in Waldorf Education
Education as a Force for Social Change, R. Steiner
B Practical Work of the Class Teacher II – Anti-Bias Education
Anti-Bias Education for Young Children and Ourselves, L. Derman-Sparks
Why Are All the Black Kids Sitting Together in the Cafeteria?, B.D. Tatum
C Festivals in the Waldorf School
Four Seasons and the Archangels, R. Steiner
D Festival Arts
The Festivals and Their Meaning, R. Steiner
The Cycle of the Year as Breathing Process of the Earth, R. Steiner
105A-C School Governance 25 credits
A Towards Social Renewal, R. Steiner
B Practical Work of the Class Teacher I – Colleagues, Parents, Students, Self
The Founding of the First Waldorf School, J. Tautz
The Joy of Profession, C. Wiechert
C Art of Organization
106A-B Remedial Education 15 credits
A Polarities in the Human Constitution
Education for Special Needs, R. Steiner
Being Human, K. Konig
Emergence: Labeled Autistic, T. Grandin
B Remedial Exercises and Games for the Classroom
Anthroposophical Studies 46.5 credits
110A-C Inner Development
A Knowledge of Higher Worlds, R. Steiner
B Intuitive Thinking as a Spiritual Path: A Philosophy of Freedom, R. Steiner
C Theosophy, R. Steiner
D Practical Work of the Class Teacher III – Meditative Life of the Teacher
Towards the Deepening of Waldorf Education, R. Steiner
Curriculum Courses 152.5 credits
120A-C Language Arts 22.5 credits
A Teaching Language Arts I – Grades 1-3
B Teaching Language Arts II – Grades 4-5
C Teaching Language Arts III – Grades 6-8
121 A-B Form Drawing 10 credits
A Teaching Form Drawing I
B Teaching Form Drawing II
122A-C Math 22.5 credits
A Teaching Math I – Grades 1-4
B Teaching Math II – Grades 5-6
C Teaching Math III – Grades 7-8
123A-C Geometry 22.5 credits
A Teaching Geometry I – Grade 6
B Teaching Geometry II – Grade 7
C Teaching Geometry III – Grade 8
124A-E Science 37.5 credits
A Teaching Zoology and Botany
B Teaching Physics
C Teaching Chemistry
D Teaching Life Science
E Teaching Earth Science
125A-C History 22.5 credits
A Teaching History I – Storytelling in Grades 1-4
B Teaching History II – Grades 5-6
C Teaching History III – Grades 7-8
126 Geography 7.5 credits
127 Gardening 7.5 credits
Arts Courses 317.5 credits
130A-H Fine Arts 50 credits
A Watercolor Painting I
B Watercolor Painting II
C Watercolor Painting III – Color Theory
D Charcoal and Pastel Drawing
E Blackboard Drawing I
F Blackboard Drawing II
G Drawing in the Morning Lesson Book I
H Drawing in the Morning Lesson Book II
131A-B Sculpture 15 credits
A Woodworking
B Clay Modeling
132A-B Music 15 credits
A Teaching Music I – Grades 1-2
B Teaching Music II – Grades 3-4
C Teaching Music III – Grades 5-6
133A-I Speech Arts 75 credits
134A-B Handwork 15 credits
A Knitting and Crocheting
B Cross-stitch and Sewing
135A-C Spacial Dynamics 15 credits
136A-F Eurythmy 60 credits
137 Chorus and Recorder 75 credits
PRACTICUM
140 Observation
All Students
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 Students
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. Pre-service students working full time in the grades at a Waldorf school, may be able to fulfill some practica requirements in their school position. Pre-service teachers should have a conversation with the WETE program director to determine applicable hours. 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 Students
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 Students
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 Students
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 | |||
Sunbridge Institute reserves the right to make faculty or course substitutions when necessary.
