RSC 2013-2014 Course Catalog ver4 - Rudolf Steiner College

Rudolf Steiner College 

Course Catalog 

2013-2014 Academic Calendar 

Theodore Mahle 

“Receive the children with reverence, educate them 

with love, send them forth in freedom.” 

Rudolf Steiner Founder of Waldorf Education 

www.steinercollege.edu 

A Center for Waldorf Teacher Education, Transformative Learning, and the Arts 

9200 Fair Oaks Boulevard, Fair Oaks, CA 95628 • 916 961-8727 

rsc@steinercollege.edu

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This College Catalog is in effect for the year beginning June 1, 2013 and 

ending May 31, 2014. Some sections of this catalog are subject to change. 

Changes will be posted to the catalog on the RSC website and may be 

viewed there. Any changes that affect current students will be provided in 

writing. 

Any questions a student may have regarding this catalog that have not 

been satisfactorily answered by the institution may be directed to the Bureau 

for Private Postsecondary Education at 2535 Capitol Oaks Drive, Suite 400, 

Sacramento, CA 95833, www.bppe.ca.gov, Phone: 916-431-6959, Toll Free: 

888-370-7589, Fax: 916-263-1897. 

All prospective students are encouraged to review this catalog prior to 

signing an enrollment agreement. Additionally, prospective and current 

students are encouraged to review the School Performance Fact Sheet, 

which will be provided to all students prior to signing an enrollment 

agreement. 

A student or any member of the public may file a complaint about this 

institution with the Bureau for Private Postsecondary Education by calling 

888-370-7589 or by completing a complaint form, which can be obtained on 

the Bureau’s Internet Web site www.bppe.ca.gov.

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Table of Contents 

Section One: General Information 4 

• Academic Calendar 6 

Section Two: Admissions and Records 13 

Section Three: Graduate Programs and Courses 31 

• Foundation Program Overview, Courses 33 

• Waldorf Teacher Training Programs, Overview 41 

1. Full-Time Residential Modality, Overview 43 

2. Full-Time Residential Modality, Elementary Concentration 46 

3. Full-Time Residential Modality, Early Childhood Concentration 52 

• Weekend/Summer Waldorf Teacher Training Program, Overview SF Campus 59 

1. Weekend/Summer Program, Foundation Courses SF Campus 60 

2. Weekend/Summer Program, Elementary Concentration SF Campus 64 

3. Weekend/Summer Program, Early Childhood Concentration SF Campus 69 

• Summer Waldorf Teacher Training Programs, Overview 79 

1. Summer Foundation Courses 81 

2. Summer Waldorf Teacher Training Program, Elementary Concentration 85 

3. Summer Waldorf Teacher Training Program, Early Childhood Pre-Service 91 

4. Summer Waldorf Teacher Training Program, Early Childhood In-Service 101 

• Summer High School Teacher Training Program, Overview and courses 112 

• Waldorf Teacher Training Program: Hybrid Modality, Overview 123 

2. Hybrid Modality, Elementary Concentration 126 

3. Hybrid Modality, Early Childhood Concentration 130 

• Waldorf Teacher Training Program for Subject Teachers, overview and courses 133 

• Remedial Education Program, overview and courses 142 

Section Four: Masters Degree Granting Programs 148 

• Masters courses for the Waldorf Teacher Training, Residential Modality 153 

• Masters courses for the Weekend/Summer Waldorf Teacher Training Modality 153 

• Masters courses for the Summer Waldorf Teacher Training Modality 155 

• Masters courses for the Waldorf High School Teacher Training Program 157 

Section Five: Campus Services 159 

Section Six: Academic and Matriculation Policies and Procedures 163 

Section Seven: Governance Policies and Procedures 178 

Section Eight: College Governance 184 

Section Nine: Appendices 196

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Section One 

General Information 

Accreditation and Affiliation Statement 

● Rudolf Steiner College is a full member of the Association of Waldorf 

Schools of North America (AWSNA). The Association is a not-for-profit 

organization whose purpose is to protect, encourage, and further 

Waldorf Education, and to aid and assist each affiliated institution to 

improve the quality of the education it offers. 

● Rudolf Steiner College is authorized under federal law to enroll nonimmigrant 

students. 

● Rudolf Steiner College is a private institution that is approved to 

operate as a degree-granting institution by the State of California’s 

Bureau for Private Postsecondary Education (BPPE). 

● Rudolf Steiner College has been recognized as a Candidate for 

Accreditation by the Accrediting Commission for Senior Colleges and 

Universities of the Western Association of Schools and Colleges 

(WASC), 985 Atlantic Avenue, #100, Alameda, CA 94501, (510) 748- 

9001. This status is a preliminary affiliation with the Commission 

awarded for a maximum period of four years. Candidacy is an 

indication that the institution is progressing toward Accreditation. 

Candidacy is not Accreditation and does not ensure eventual 

Accreditation. 

● The MA degree in Education from Rudolf Steiner College has been 

reviewed and found acceptable by WASC. RSC has institutional 

approval. 

Consumer Information 

• Rudolf Steiner College has never filed for bankruptcy petition, operated 

as a debtor in possession or had a petition of bankruptcy filed against 

it under Federal law. 

• Rudolf Steiner College does not provide placement services. See 

Career Assistance in Section Five.

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• NOTICE CONCERNING TRANSFERABILITY OF CREDITS AND 

CREDENTIALS: The transferability of credits you earn at Rudolf Steiner 

College is at the complete discretion of an institution to which you may seek 

to transfer. Acceptance of the degree, diploma, or certificate you earn in any 

program is also at the complete discretion of the institution to which you may 

seek to transfer. If the credits or degree, diploma or certificate that you earn 

at this institution are not accepted at the institution to which you seek to 

transfer, you may be required to repeat some or all of your coursework at 

that institution. For this reason you should make certain that your 

attendance at this institution will meet your educational goals. This may 

include contacting an institution to which you may seek to transfer after 

attending Rudolf Steiner College to determine if your credits or degree, 

diploma or certificate will transfer. 

• Rudolf Steiner College offers an unaccredited diploma and degree to those 

who graduate from one of our Waldorf teacher education programs. The 

unaccredited diploma is recognized and in most cases required in order to 

teach in “private” Waldorf schools in the U.S. Tuition run private schools that 

do not use public funding are free to hire teachers without a teaching 

credential. Private schools do set educational standards for hiring faculty and 

most private Waldorf schools require a four year degree as well as a Waldorf 

training diploma. 

• Teaching positions in public schools, including Waldorf inspired charter 

schools, require a public school teaching credential. Such a credential is not 

offered at Rudolf Steiner College. Credentialed public school teachers can 

obtain a Waldorf teaching diploma or degree at Rudolf Steiner College even 

though it is not accredited. Some Waldorf-inspired charter schools require a 

Waldorf Teaching diploma. 

• A graduate of our unaccredited degree program will not be eligible to sit for 

applicable licensure exam in California and other states. 

• A degree program that is unaccredited or a degree from an unaccredited 

institution is not recognized for some employment positions, including, but 

not limited to, positions with the State of California.

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Academic Calendar 

June 2013- May 2014 

2013 JUNE 20 Th Summer semester begins 

JUNE 20-28 Th Summer Foundation Courses 

JULY 6/30-7/19 Su 

Summer Teacher Training – Early Childhood, 

Elementary and Secondary Education 

6/30-7/12 Su Waldorf Subject Teacher Training – Handwork 

1-13 M Summer Teacher Training – Hybrid modality 

22-26 M Masters students – Writing Week 

29-August 9 Remedial Education Program Year 1 

AUGUST 9 F Summer semester ends 

SEPTEMBER 4 W Fall Semester begins 

W 

Teacher Ed & Foundations begin 

10 M Consciousness Studies 3-week intensive begins 

OCTOBER 28-Nov 22 Field Experience Teacher Ed 

NOVEMBER 8 F Early Childhood Symposium 

13-17 Th Remedial Education Program Year 2 

25-29 M-F Campus Holiday: Thanksgiving Break 

DECEMBER 21 Sat Fall Semester Classes end 

23-Jan 10 

Student Holiday: Winter Break

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2014 

JANUARY 

13 M Spring Semester Begins 

20 M 

Campus Holiday: Dr. Martin Luther King, Jr. 

Day 

17-21 M-F Campus Holiday: Teacher’s Conference 

FEBRUARY 24-Mar 21 Field Experience Teacher Ed 

MARCH 24-Apr4 M-Th Intersession Teacher Ed 

APRIL 7-18 Student Holiday: Spring Break 

MAY 15 Th Graduation Teacher Ed 

17 Sat Spring Semester Classes End

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WELCOME TO RUDOLF STEINER COLLEGE 

The Mission 

Rudolf Steiner College strives to provide 

a creative educational environment for 

men and women of diverse ages and 

backgrounds who seek a deeper 

understanding of the challenges of 

modern life and wish to develop new 

capacities as a basis for their life’s work, 

for social service, and for cultural 

renewal. 

Founded on the spiritual scientific work of Rudolf Steiner, the College has as 

its mission to provide programs that 

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● 

● 

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awaken independent thinking and healthy judgment about the deepest 

issues of human life, 

school powers of perception, 

cultivate and enrich artistic faculties, 

develop social sensitivity, and 

Strengthen capacities for practical life. 

Rudolf Steiner College has as a major focus the preparation and certification 

of teachers for vocations in Waldorf Education. The College also offers 

degree programs, diploma programs, and professional development courses 

that develop insights and skills that can lead to practical application in a 

variety of professions in the arts, sciences, and education. 

The College aims to serve as a resource center for Rudolf Steiner’s work, 

providing continuing education, fostering research, presenting workshops 

and conferences, and publishing and making accessible books and other 

related materials. A further goal is to serve the broader educational 

community and bring Rudolf Steiner’s contributions into the dialogue on 

education and other issues of global concern.

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The view of the human being as an individuality encompassing body, soul, 

and spirit is central to the programs of the College, along with emphasis on 

the cultivation of the inner life as a source of strength, creativity, and 

initiative. Programs strive to address the students’ quest for the knowledge, 

insight, and moral imagination needed to bring balance and healing to 

human beings, communities, and the earth itself. 

Profile 

Founded in 1976, Rudolf Steiner College is a preeminent anthroposophical 

center for transformative education, Waldorf teacher preparation, and the 

arts, dedicated to the renewal of culture and the healing of the earth. The 

College provides degree and diploma programs for men and women seeking 

new ways of understanding the world, themselves, and other human beings. 

Programs, both residential and non-residential, augment traditional 

academic work by drawing on the rich transpersonal research legacy of 

Rudolf Steiner. 

The College is a leading resource center for Waldorf Education, one of the 

world’s largest independent school movements, certifying teachers and 

providing professional development courses. 

The College is a cosmopolitan community comprised of students from many 

different countries and backgrounds. The faculty, too, reflects this wide 

spectrum. Visiting instructors regularly join the resident faculty to share 

their experience and research. In addition to regularly enrolled students, 

many community members attend College artistic performances, festivals, 

lectures, workshops, continuing education courses, and other activities. 

Campus Description 

Rudolf Steiner College is located in Fair Oaks, just outside of Sacramento, on 

a thirteen-acre campus with spacious lawns and gardens. Almost adjoining 

the campus is the Sacramento Waldorf School, one of the largest 

kindergarten-through-twelfth grade Waldorf schools in the United States. 

Also within walking distance is the American River Parkway with miles of 

bicycle trails and footpaths. Within a two-hour drive to the west are San 

Francisco and the Pacific Ocean; while only a one-hour’s drive to the east 

are the Sierra Nevada Mountains.

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All educational programs are held at the Fair Oaks main campus (9200 Fair 

Oaks Blvd., Fair Oaks, CA) with the exception of the Weekend/Summer 

Waldorf Teacher Training Program, which holds part of its courses at the San 

Francisco Waldorf School campus (2938 Washington Street, San Francisco, 

CA). 

Classrooms on the Fair Oaks campus are spacious, equipped with wireless 

capacity and have access to visual equipment. There are four classrooms for 

educational instruction, as well as a music room, an arts room, a 

performance hall, and a movement room. The Fair Oaks campus also has the 

following on site: a café (food services are provided by Shilo’s Catering); the 

Rudolf Steiner College Bookstore, which carries all the books listed on the 

syllabi; and a student commons for socializing and gatherings. In addition, 

there is a library with a computer lab for students’ use, which is equipped 

with 5 computers, 3 printers, 2 scanners and a copy machine. All equipment 

is owned by the college. The main campus has sufficient parking spaces for 

all students. 

Part of the San Francisco campus is rented by the College on the weekends 

from September through May for the Weekend/Summer Waldorf Teacher 

Training Program courses. We have use of four classrooms, their movement 

room and library. Occasionally, we use their main hall for special assemblies. 

Street parking is available. (Students in the Weekend/Summer Waldorf 

Teacher Training Program attend their summer semester at the Fair Oaks 

Campus). 

Raphael Garden 

At the center of the campus is the College’s biodynamic garden, which 

produces vegetables for its community supported agriculture (CSA) project. 

This garden, with the help of garden apprentices and volunteers, provides 

some of the produce for the campus lunch program and serves as a 

laboratory for gardening classes. The College sponsors conferences for 

biodynamic gardeners and farmers, and through the garden, biodynamic 

research is shared and networking is fostered. 

In early 1991, a memorial contribution made it possible to install a flow form 

water sculpture on the College campus. Water flows through a series of 

linked sculptured forms, and research shows that such movement aerates 

the water and has a purifying effect. These forms combine beauty and

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functionality in the service of protecting our natural environment. Many 

community members visit the garden to experience its relaxing and 

rejuvenating atmosphere. 

The Faculty 

The faculty of Rudolf Steiner College is composed of highly experienced 

professionals with appropriate degrees, credentials and backgrounds. They 

do far more than give lectures and conduct seminars. The faculty considers 

itself a community of mentors with the mission of guiding students to find 

and prepare for their true vocations. They aim to provide instruction and 

opportunities through which students engage in the self-transformation 

necessary to meet the challenges of the times, and set a unique academic 

atmosphere of learning and scholarship. 

Students interact with their instructors in career planning, drama 

productions, music performances, art shows, and festivals, as well as in 

lectures and seminars. 

Community Education Activities 

Continuing Education Events 

In addition to degree and certification programs, the College publishes a 

calendar of events each semester. Students and campus visitors can find 

this information on the RSC website and in the foyer of Stegmann Hall (see 

campus map in Appendix Section). 

Summer Semester on the Fair Oaks Campus 

In addition to the Summer Waldorf Teacher Training Programs for Early 

Childhood, Elementary (Grades), and Secondary (High School) education, 

the College offers renewal and professional development courses in Waldorf 

education that attract both independent and public school educators from 

North America and other countries. The College also offers short courses on 

childcare, biodynamics, beekeeping, fine arts, practical crafts, 

anthroposophy, leadership, and many other topics. A listing of summer 

offerings is available in April and posted on the RSC website. Summer is the 

busiest season, when RSC hosts the largest number of students gathered at 

one time on the campus. It is a good place to make connections, find others 

who are teaching the same level or subject and, in general, network for 

resources.

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Waldorf Educators Conferences 

In January, an education conference is co-sponsored on campus with the 

Alliance for Public Waldorf Education. Many teachers, parents, and 

administrators from the growing number of charter and other public schools 

interested in Waldorf education attend this event. 

In February hundreds of teachers, primarily from private waldorf schools 

affiliated with the Association of Waldorf Schools of North America (AWSNA), 

gather on the campus of Rudolf Steiner College for four days of professional 

education including performances, workshops, and lectures. 

Special Projects 

Women's Empowerment 

Rudolf Steiner College offers the Healthy Families, Happy Children parenting 

course to homeless women in downtown Sacramento through the Women’s 

Empowerment Program. This highly successful program helps women find 

mentoring, housing, and employment, while supporting their parenting 

journey. Students enrolled in our Waldorf Teacher Training Program for Early 

Childhood are able to experience community service by working with these 

women and children under the guidance of the Early Childhood Department 

Chair. 

Global projects 

International Outreach and Development Committee for Asia and the Near 

East (IODCANE) 

IODCANE is a newly formed committee at the College that is exploring ways 

to support Waldorf education-inspired initiatives through consultation, 

resource sharing and teacher training. The committee is focusing on projects 

in the Middle East and China for the coming school year.

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Section Two 

Admissions and Records 

Rudolf Steiner College welcomes applications from all qualified students 

without regard to race, sex, creed, sexual orientation, color, nationality, age, 

ethnic origin, or disability. 

Rudolf Steiner College seeks students who have a strong desire and ability 

to benefit from a quality education. 

We encourage all applicants to visit the College campus for a tour and/or to 

observe a course lecture, if distance or other circumstances make this 

possible. 

Nondiscrimination Policy 

Rudolf Steiner College (College) admits students of any marital status, 

nationality, religion, gender, sexual orientation, age, race, color, ethnic 

origin, creed, disability, or veteran status, and does not discriminate on any 

of these bases in regard to financial aid, educational programs, or 

employment. 

Applying to Rudolf Steiner College for all non-degree 

diploma programs 

Applying to Rudolf Steiner College for all non-degree diploma programs 

requires that prospective students submit the following to the Admissions 

Office: 

● 

A completed Program Application (with resume, contact data, 

personal data, autobiographical information, and indication of program 

for which student is applying), and nonrefundable application fee. 

(See Appendix A, Tuition and Fees for 2013-2014.) The program 

application can be downloaded from our website or e/mailed by 

contacting our Admissions Office.

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● Official college transcripts showing completion of at least a B.A. or 

B.S. The applicant is expected to have maintained an academic grade 

point average of 3.0 or better in previous studies. Photocopies are not 

acceptable. Students with a 2.5 or better GPA may apply for entry 

under probationary status. Students will be evaluated on a case by 

case basis. Students entering on probation must achieve a GPA of 3.0 

by the end of the first semester. 

● 

● 

● 

● 

● 

● 

● 

Applicants to the Early Childhood Programs may apply with an A.A. 

or A.S. degree or 60 credits from an accredited college or university 

Applicants to the Foundation, Remedial or Subject Teacher 

Programs may apply with a High School Diploma or GED. 

Passing CBEST scores taken within the last two years are required for 

all Waldorf Teacher Training Programs in elementary and secondary 

concentrations (See academic application requirements below.) 

Passing CBEST scores taken within the last two years are required for 

all Waldorf Teacher Training Programs in elementary and secondary 

concentrations (See academic application requirements below.) 

One Letter of Recommendation (See academic application 

requirements below.) Forms are on RSC website. Applicants for Early 

Childhood In-Service modality must have a letter of recommendation 

from the Waldorf Teacher supervising their work. 

Foundation Equivalency Request, if appropriate - along with any 

relevant documentation and transcripts. (See academic application 

requirements below.) Equivalency Assessment Fee – $50, nonrefundable. 

Admissions staff processes all applications as they are received to 

ensure compliance with general college and program entrance 

requirements. Prospective students meeting college and program 

requirements are reviewed by the appropriate Program Director for 

acceptance into the program.

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Applying to Rudolf Steiner College for an M.A. Degree 

requires that prospective students submit the following to the Admissions 

Office: 

• A completed Program Application with resume, contact data, 

personal data, autobiographical information, and indication of program 

for which student is applying. 

• Application Fee - $50, nonrefundable. 

• Official Transcript the last college you attended, as listed on your 

application: showing completion of at least a B.A. or B.S from an 

accredited college. The applicant is expected to have maintained an 

academic grade point average of 3.0 or better in previous studies. 

Photocopies are not acceptable. 

• International transcripts must be in English and evaluated by a US 

educational research service for the equivalent US accredited degree. 

• CBEST: Passing scores taken within the last seven years. (See 

academic application requirements below.) 

• Two Letters of Recommendation (See academic application 

requirements below.) Applicants for Early Childhood In-Service 

modality must have one letter of recommendation from the Waldorf 

Teacher supervising their work. 

• Writing Sample as specified on the application. 

• Foundation Equivalency Request, if appropriate - along with any 

relevant documentation and transcripts. (See academic application 

requirements below.) 

• Equivalency Assessment Fee – $50, non-refundable. 

Admissions staff processes all applications as they are received to ensure 

compliance with general college and program entrance 

requirements. Prospective students meeting college and program 

requirements are reviewed by the appropriate Program Director for 

acceptance into the MA program. MA applicants also have an interview with 

the Academic Dean.

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Academic Application Requirements 

California Basic Educational Skills Test (CBEST): applicants for all MA 

programs and all Waldorf Teacher Training Programs for Grades and High 

School are required take this test: 

• Residential Program: before the start of the second semester in Jan 

of Year 2. 

• Part-Time Programs, including Weekend/Summer (San Francisco), 

Summer Teacher Training, and Hybrid Modality: before start of 

second summer. 

Students must achieve a passing score (123) in English reading and writing, 

and basic math before graduating, and will be required to take the test again 

if a passing score is not achieved the first time. In this case, students may 

also be required by their Program Director to get tutoring or other remedial 

work. MA students must demonstrate an ability to write at a graduate 

level. 

Applicants are exempt who already have an MA or Ph.D. or who have passed 

the CBEST, GRE, or CSET within the last 7 years; documentation of this 

must be submitted to RSC Admissions. 

Letters of Recommendation: form provided on college website 

(www.steinercollege.edu > Admissions > Prospective Students > Admissions 

Forms) 

• Diploma Programs: all new applicants must turn in one letter of 

recommendation, either academic or professional. This applies to the 

Foundation, Remedial, and all Waldorf Teacher Training Programs. 

• Master of Arts in Education: Waldorf Concentration (Early 

Childhood, Elementary or Secondary): all applicants are required to have 

two letters of recommendation, either academic or professional. 

Please note: applicants for Early Childhood In-Service modality must have 

one letter of recommendation from the Waldorf Teacher supervising their 

work. 

Equivalency for Prerequisite Foundation Course Work

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Prerequisite Foundations course work is required for entry into most 

matriculated programs of the College. In some cases, equivalency will be 

granted for work done at another institution with proof of completion. This 

requires an assessment by the Registrar’s Office and documentation of 

equivalency. No academic credit is given for equivalent foundation course 

work done at another institution. Courses identified as a workshop, seminar, 

practicum, or study group will only be considered if all details of dates, total 

hours, and published course descriptions with instructor names are 

submitted for review. Foundation Course Assessment forms are available 

from the Associate Registrar’s Office (Alcott House). There is a $50 nonrefundable 

fee for an assessment. 

Credit Transferring from Another Institution 

The College does not accept transfer credit or provide credit for challenge 

examinations, achievement tests or experiential learning. The College has 

not entered into articulation or transfer agreements with any other college or 

university. 

Fee Schedule 

See Appendix A. Tuition and fees listed are for one year for matriculated 

students. Students must make arrangements for payment prior to 

commencement of the program. Contact the Admissions Office for further 

information. 

Financial Aid 

The college participates in the following federal, Title IV financial aid 

programs: 

William D. Ford Direct Stafford Loan 

Stafford Loans are low interest loans to students made directly by the US 

Department of Education. Stafford Loans available to graduate students are 

unsubsidized, meaning the student either pays the interest while in school or 

capitalizes it (adds it to the principal upon entering repayment). The 

interest rate is fixed at 6.8% for all Stafford loans. An origination fee of

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1.0% is charged on the gross amount of the loan, proportionately assessed 

on each disbursement. 

The annual loan limit for graduate programs is $20,500. All students 

receiving student loans are required to participate in entrance and exit 

counseling. Entrance counseling must be completed before any loan funds 

will be disbursed. Exit counseling must be completed prior to graduation or 

at the time of withdrawal. 

The repayment of Stafford Loans begins six months after the graduation 

date or the last day of attendance. The length of repayment can be ten 

years or longer, depending on the total amount borrowed and the repayment 

plan selected by the borrower. 

Grad PLUS Loans 

Grad PLUS loans are loans to graduate students to help pay for educational 

expenses, made directly by the US Department of Education. The maximum 

Grad PLUS Loan amount is the full cost of education less any estimated 

financial aid. The fixed interest rate applied to the Grad PLUS loan is 

7.9%. The repayment of Grad PLUS loans generally begins within 60 days of 

the disbursement of funds. 

An origination fee of 4% is charged on the gross amount of the loan, 

proportionately assessed on each disbursement. Grad PLUS loans are 

credit-based; borrowers cannot have adverse credit in order to be eligible for 

Grad PLUS loans. 

Application Process 

The application process for all financial aid requires completion of the Free 

Application for Federal Student Aid (FAFSA). A completed and submitted 

FAFSA results in a Federal Student Aid Report (SAR/ISIR), which the school 

receives electronically. Information from the ISIR is used to determine all 

financial aid awards based on student need and eligibility. The FAFSA is 

available online at www.fafsa.ed.gov. 

General eligibility requirements for financial aid include valid Social Security 

Number; US citizen or eligible non-citizen; not in default or overpayment 

status; registered with Selective Service, if required; no conviction for 

possession or sales of drugs during a period of enrollment for which the 

applicant received federal financial aid funds. Students should apply for a

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federal PIN number with which they will sign the online FAFSA; the website 

is www.pin.ed.gov. 

Disbursement of Financial Aid Funds 

Federal Stafford Loans 

Federal Stafford Loans will be disbursed twice during the loan period, once 

for each semester. The first disbursement will take place approximately 30 

calendar days after classes start, and the second disbursement will be made 

shortly after the beginning of the second semester. Federal Stafford Loans 

are disbursed in the form of electronic funds transfer sent directly to the 

school and credited to the student’s account. 

Grad PLUS Loans 

Grad PLUS loans will be disbursed twice during the loan period, once for 

each semester. The first disbursement will take place approximately 30 

calendar days after classes start, and the second disbursement will be made 

shortly after the beginning of the second semester. PLUS Loans are 

disbursed in the form of an electronic funds transfer sent directly to the 

school and credited to the student’s account. 

Loan Disbursements Received Via EFT 

The student account is credited with the Electronic Funds Transfer (EFT) in 

accordance with the student’s authorization completed at the time of 

enrollment. The amount and origin of this transfer is shown on the loan 

notice sent at the time of disbursement. 

The student has 30 days from the date of this notice to cancel all or a part of 

a loan disbursement or the entire student loan. Cancellation must be 

submitted in writing to the Financial Aid Office and a student should 

schedule an appointment with the Financial Aid Office to make arrangements 

for payment of the account balance. 

NSLDS reporting

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All student borrower information is reported to the National Student Loan 

Data System (NSLDS) by the loan servicers; enrollment information is 

reported to NSLDS by the college. 

Credit Balances 

Credit balances may be retained on account at the school against future 

charges only with the written permission of the student. Otherwise, credit 

balances are refunded to the student within 14 calendar days of the date the 

credit balance is created. In all cases the credit balance will be returned to 

the student by the end of the loan period. 

Additional Assistance 

Limited financial assistance is available in the form of scholarships and 

institutional payment plans. Current information can be found on our website 

under Admissions, How to Apply. If granted a payment plan, a student will 

have to repay the full amount of the balance plus interest and a set up fee. 

If a student withdraws from their program after obtaining,a scholarship, the 

student will have to repay the full amount of the scholarship. (Refund policy 

can be found in the appendices.) 

Living Costs 

A single person in a residential program will need approximately $1200 per 

month for living expenses. Students in all programs will spend approximately 

$250-$400 per year for books, musical instruments, eurythmy shoes, and 

other supplies. Students in the Waldorf Teacher Training Program should 

also budget for additional expenses for travel during practice teaching 

periods, and to comply with school health regulations. (See Appendix C.) 

Matriculation Defined 

Matriculation is defined as enrollment in any course or program for which a 

student is intending to obtain credits leading to a diploma or degree and for 

which transcripts are generated and archived by the Registrar. 

Attendance at weekend workshops, lectures, gardening, and other College 

activities does not constitute matriculation. Letters of attendance for

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workshops and conferences are sometimes provided in order to meet the 

professional development requirements of an employer. 

International Students 

Admissions 

Rudolf Steiner College is authorized by law to enroll international students 

and welcomes international students who wish to study Waldorf education in 

the United States. Our full-time residential Foundation Program and fulltime 

residential Waldorf Teacher Training Program meet the USCIS 

requirement for a student visa. 

International students follow the same admission procedure as domestic 

students (see Applying to Rudolf Steiner College in previous section). In 

addition, a current certified bank statement must be submitted showing 

sufficient funds to cover tuition and living expenses for the duration of stay 

in the U.S. A bank statement from another person (with a name other than 

the student’s name) is only considered if there is a letter of support from the 

sponsor (or owner of the bank account) included with their application. The 

following additional information is necessary for all international students: 

Arrival and Departure from the College 

● Students may enter the U.S. 30 days prior to the “report” date on their 

USCIS paperwork. 

● Students have a 60-day grace period to leave the U.S. if they have 

completed a program of study. 

● Students have a 15-day grace period if they cancel or withdraw from 

classes due to illness, a family emergency, or financial difficulties and 

if they have obtained permission from the College. Students have no 

grace period if they do not obtain permission to cancel or withdraw. 

● Entry and departure dates of all students are reported to the USCIS. 

English Proficiency for Non-Native Speakers of English 

All classes are conducted in English. Students whose first language is not 

English, or who have not completed a recognized degree based on 

instruction in the English language within the past 2 years, must 

demonstrate proficiency in English by one of the two following methods:

22 

1 Demonstrate proficiency in English by taking a Test of English as a 

Foreign Language (TOEFL). A TOEFL score must have been earned on a 

test taken within the last two years. It is preferred that students take the 

Internet-Based Test (IBT) as it includes a score reflecting the ability to 

speak as well as a score for reading, listening, and writing. TOEFL tests 

are given throughout the world and sites can be found on the internet 

at www.ets.org/toefl (the Rudolf Steiner College code is 4646). 

Required Internet-Based scores (IBT): 

• IBT-60 (minimum of 15 in each section) for the Foundation Program 

(497 PBT). 

• IBT-71 (minimum of 18 in each section) for the Waldorf Teacher 

Training Program, Diploma (530 PBT). 

• IBT-80 (minimum of 18 in each section) for the Waldorf Teacher 

Training Program, MA in Education: Waldorf Concentration (550 PBT). 

2 Submit an official transcript verifying that college level courses have 

been successfully completed at an accredited English-speaking university. 

Courses must be taken within the last two years and be at the level of the 

RSC program in which the student is seeking enrollment. The English test 

scores used for admission to the English-speaking university must also be 

submitted. 

For a Waldorf Teacher Training Diploma and for the M.A. degree, the 

transcript needs to show a 3.0 (B) grade point average. If your transcript 

and/or prior English test scores do not match the level of the Rudolf 

Steiner College program you are applying for, you will be asked to take 

another TOEFL test. 

Rudolf Steiner College does not offer English courses. If the Program 

Director or the Academic Dean advises a student to take additional English 

classes while enrolled as a student, the fees for taking such classes must be 

paid for by the student. 

Student Visa - Optional Practical Training 

International students who graduate from the Full-time Waldorf Teacher 

Training Program may be eligible to use their F-1 student visa to work in a 

U.S. Waldorf school for one year after their education, without needing to 

acquire a work H-1B visa. Students must apply for Optional Practical 

Training (OPT) in May of their teacher training year or after nine months of

23 

being in student status. Please contact the Admissions Office for further 

information about this option. 

Requirements of International Students 

International students are required to do the following: 

● Take a minimum of 12 credits per semester 

● 

● 

● 

● 

● 

● 

● 

● 

Report a change of legal name or dependent’s legal name 

Complete the program they have entered or report any changes to the 

Admissions Office. 

Report a change of their U.S. address within 10 days. 

Work only on the campus they are attending for up to 20 hours per 

week, 40 hours during vacation. 

Maintain a valid passport at all times. 

Visit the Admissions Office prior to any travel outside of the U.S. 

Apply for a program extension prior to the expiration date on the 

SEVIS I-20. 

Speak to the Admissions Office if they wish to transfer to another 

college. 

The College is required to report to U.S. Citizenship and Immigration 

Services (USCIS) any discrepancies or changes to the above as well as the 

following: 

● 

● 

● 

● 

● 

Any student who has graduated early or prior to the program end. 

Any disciplinary action taken by the College against the student as a 

result of the student being convicted of a crime. 

Any other request made by USCIS to the College with regard to the 

current status of the student. 

A student who has violated USCIS regulations because of 

circumstances beyond his or her control can apply for reinstatement. 

International visitors in the U.S. must return to their country of 

citizenship to apply for an F-1 visa.

24 

● 

Spouses or dependents of F-1 students are not allowed to enroll in a 

full course of study until USCIS has issued them an F-1 student visa 

through the process described above. 

International Student Transfers 

International students with an F-1 visa may transfer from another U.S. 

college to Rudolf Steiner College. They must inform their current 

international school advisor of the transfer prior to the end of their current 

term. For further information, contact the Admissions Office. 

Note: The College will furnish documents regarding student status to other 

institutions without charge. 

Visas—F-1 Visa Requirement 

International students seeking enrollment must be issued an F-1 visa to 

study in the U.S. Spouses and children are issued an F-2 visa. 

To obtain an F-1 visa, a candidate must first apply and be accepted to Rudolf 

Steiner College, which is an approved USCIS school. The College then issues 

a SEVIS I-20 to the student. The SEVIS I-20, a valid passport, financial 

verification, visa application forms, photos, and proof of SEVIS fee payment 

($200) must be presented to the U.S. Embassy or Consulate in the student’s 

country of citizenship. 

After an interview, the U.S. Embassy or Consulate will issue the F-1 visa and 

place a visa stamp in the student’s passport. This visa allows entry into the 

U.S. for a specific period of time. The SEVIS I-20 issued by RSC must always 

accompany it. Students can only enter the country with both documents. At 

the port of entry into the U.S. the student passport, visa, and I-20 are 

reviewed by USCIS, and an I-94 (Departure Record) is stapled into the 

student’s passport. All of these documents must be presented to the 

Admissions Office prior to registration. 

Records and Transcripts 

Student records will be maintained at the school site for five years from the 

last date of attendance. Transcripts are maintained permanently. 

Student records are maintained in hard copy and/or in digital storage.

25 

The records of each matriculating student include two to five sections (as 

appropriate to each individual student), to include the following: 

1 Admissions records 

2 Registrar records 

3 Financial Office Records 

4 Academic Dean Records 

5 Dean of Students records 

Locations of Archived Records and Archival System of the College 

1 Admissions and Records Offices -- Alcott House 

● 

● 

● 

Student Directory Information 

Up to date enrollment records on current students 

Original Student Enrollment Contract 

2 Academic Dean’s Records (archived in Registrar’s Office) -- Alcott 

House 

● 

● 

Transcripts 

Degree worksheet for all students in degree-granting programs 

containing the following: 

a.) A running record of credits earned 

b.) A record of incomplete or non-pass course work and 

concomitant paperwork 

c.) Field Experience records 

d.) Capstone/Thesis completion documentation 

e.) Research proposal form 

f.) ERB records/forms 

g.) Signature sheets 

h.) Appeals regarding academic matters

26 

i.) Grade appeal 

j.) Other academic-related records 

k.) Grievance records (not associated with student conduct) 

3 Financial Aid Office-- South Campus 

● 

● 

● 

● 

● 

● 

Copies of Federal Master Promissory Notes and original award 

letter. 

Scholarship Award Letter signed by student 

Records of scholarships, all payments and agreements verifying 

payment of tuition and fees 

Financial Aid Applications and Financial Detail Sheet 

Scholarship and Loan Records (these are primarily housed in the 

South Campus Administrative Building in the Financial Aid 

Administrator’s office, however students may access some 

information in the Admissions and Records Office) 

Personal records of College loans, including amount and 

payments, loan charges, past due notices, and any changes to the 

terms of the agreement 

4 Registrar’s Office -- Alcott House 

● 

● 

● 

● 

On-going attendance records 

Transcript records of all academic credit earned (Transcripts are 

kept permanently) 

Record of requests for transcripts (non-student requests, student 

release letters) 

Mentor/Practicum Reports (held here for 1 year after graduation) 

5 Dean of Students Office -- South Campus next to the Library 

● 

Any records of student conduct infractions or issues* 

*Note: These records are usually expunged when a student graduates. The 

Dean of Students recommends expunging of records to the Academic Dean 

and the Academic Senate makes the final decision regarding how long these 

records are kept. (See RSC website: Admissions/Current Students/Policies 

and Procedures [www.steinercollege.edu/policies])

27 

FERPA Policy 

(FERPA Guidelines, policy and FERPA for Students are all posted in the 

Admissions/Reception Office and found on the RSC website: 

Admissions/Prospective Students/How to Apply/Admissions Forms 

(www.steinercollege.edu/admissions-forms) 

The College conforms to the requirements of the Family Educational Rights 

and Privacy Act of 1974 in protecting the privacy of educational records and 

correction of inaccurate or misleading data through informal and formal 

hearings. The document Guidelines for Access to and Disclosure of 

Educational Records Maintained by Rudolf Steiner College is available in the 

Admissions Office. In addition, all students are given the document FERPA 

for Students, at the beginning of each academic year. This document is also 

available in the office of the Dean of Students. 

Obtaining Transcripts 

Students who require copies of transcripts should submit a completed 

Transcript Request Form to the Registrar, along with the administration fee 

of $10 per copy. Transcript Request Forms are available in the Admissions 

Office, and on our website under the Alumni/How to Request Transcripts 

section. Transcripts will be furnished to those who are not in default of 

agreed payment schedules for outstanding loans, other tuition payment 

plans, or RSC library fines. 

Transferability of Credits and Credentials 

The transferability of credits earned at Rudolf Steiner College is at the 

complete discretion of the institution to which you seek to transfer. 

Acceptance of the degree or diploma you earn in any program is also at the 

complete discretion of the institution to which you seek to transfer. If the 

credits, degree, or diploma that you earn at this institution are not accepted 

at the institution to which you seek to transfer, you may be required to 

repeat some or all of your coursework at that institution. For this reason you 

should make certain that your attendance at this institution will meet your 

educational goals. This may include contacting an institution to which you 

may seek to transfer after attending Rudolf Steiner College to determine if 

your credits, degree, or diploma will transfer.

28 

Withdrawal and Refund Policies and Procedures 

When a financial aid recipient withdraws from all classes prior to the 60% 

point in time of the semester, the college calculates an amount to be 

returned to the federal financial aid programs in accordance with applicable 

regulations. The financial aid earned by the student prior to withdrawal is 

determined by calculating the amount of the semester the student 

completed as of the date of withdrawal. If the amount of federal aid 

disbursed exceeds the amount of federal aid earned as of the date of 

withdrawal, either the college or the student or both are required to return 

some portion of federal aid. Late disbursements for which the student is 

eligible are required to be included. If the amount of federal aid earned 

exceeds the amount of aid disbursed, the student may be eligible to receive 

a post-withdrawal disbursement. 

The amount of the semester completed by the student is calculated on a pro 

rata basis, by counting the number of calendar days that have elapsed as of 

the date of withdrawal, and dividing that number by the total number of 

calendar days in the semester. Scheduled breaks of five days or longer are 

excluded from the calculation. For example, if the student has completed 

30% of the semester, she has earned 30% of the federal aid awarded for 

the semester; 70% of the federal aid is unearned and must be returned to 

the aid programs. If a student has attended 60.01% of the semester, she 

has earned 100% of the aid for that semester. 

The unearned percentage of federal aid is multiplied by the charges for the 

semester and by the total amount of aid disbursed for the student; the 

college is responsible for returning the lesser of these two amounts. The 

student is required to return any unearned aid less the amount returned by 

the college. If the student is required to return any grant aid (Federal Pell 

Grant, Federal SEOG or IASG), the student is considered to be in 

overpayment and thus ineligible for any additional federal aid until that 

amount is repaid, either to the college or to the U.S. Department of 

Education. Any student who owes an overpayment will be notified in writing 

by the college, within thirty days of the date of determination.

29 

Federal aid funds are returned in the following order, both by the college and 

the student: 1) Unsubsidized Federal Direct Stafford Loans; 2) Subsidized 

Federal Direct Stafford Loans; 3) Federal Perkins Loans; 4)Federal Direct 

PLUS Loans; 5) Federal Pell Grants; 6) Federal SEOG Grants; 7) TEACH 

Grants; 8) Iraq Afghanistan Service Grant; 9) Other federal aid programs. 

Students will receive a written notice of any federal funds returned by the 

college, and an invoice for any balance owed the college. 

Any funds left on account at the college as a credit balance at the time of 

withdrawal will be used first to satisfy unpaid charges owed the college, and 

any remainder will be returned to the aid program. 

Date of Withdrawal: 

The date of withdrawal is the student’s last date of attendance (LDA) as 

reported by the college faculty. If a student stops attending without 

providing notice of withdrawal, the student will be dismissed from the 

college after 14 calendar days of consecutive absences. The calculation 

procedures outlined above are followed and the student is notified of any 

federal funds returned on his or her behalf, and any amount of overpayment 

owed by the student. 

If it is determined that a student never attended a class or classes, his or 

her financial aid for that semester will be reduced according to the student’s 

revised enrollment status. 

Date of Determination: 

The date of determination (DOD) of withdrawal can be a different date from 

the date of withdrawal. If a student officially withdraws from the college by 

complying with the published withdrawal process, the DOD is the date the 

student officially withdraws. If a student stops attending without notice, the 

DOD is the 14 th calendar day following the student’s last date of attendance. 

All R2T4 calculations must be completed within 30 calendar days of the 

DOD, and all unearned federal funds for which the college is responsible 

returned to the appropriate program within 45 calendar days of the DOD.

30 

Leave of Absence: 

Students who take a leave of absence will be treated as withdrawn for 

financial aid purposes. An R2T4 calculation will be completed as necessary, 

and the student will be reported to NSLDS as no longer enrolled, thus 

beginning the student loan repayment period. 

Additional information on the return of federal funds calculation procedures 

and requirements, including examples, may be obtained by contacting the 

financial aid office. 

Separate Refund Calculation: 

The requirements for Title IV program funds when a student withdraws are 

separate from the refund policy that applies for any adjustment to the actual 

tuition and fee charges. Even when all federal financial aid is retained, the 

student may still owe funds to the college to cover unpaid institutional 

charges. The refund policy and the requirements and procedures for officially 

withdrawing from the college can be found in the catalog and on the college 

website. No adjustments to charges are made for students who stop 

attending without official notice of withdrawal. An invoice will be sent to 

students who owe a balance to the college. 

Procedure: 

Processing R2T4’s: 

● Withdrawals will be processed by Registrar’s office, information will be 

forwarded to the Financial Aid and Business Offices within 7 days of 

withdrawal. 

● Financial Aid will process refund calculations as appropriate for 

payment method and forward to business office. 

● Business Office will refund appropriate amounts to the correct federal 

programs within 3 days of financial aid office determination. 

● R2T4’s will be completed and refunds fully processed within the 

required 45 calendar days per regulations.

31 

Section Three 

Graduate Programs and Courses 

Full-Time Residential Diploma Programs 

● 

● 

Foundation Program 

Waldorf Teacher Training Program: Early Childhood and Elementary 

Education (grades 1-8) Concentrations available 

Part-Time Diploma Programs 

● 

● 

● 

● 

● 

Weekend/Summer Waldorf Teacher Training Program, San Francisco 

Modality: Early Childhood, Elementary Education (grades 1-8), and 

Secondary Education (grades 9-12) concentrations available 

Summer Waldorf Teacher Education Program 

○ Early Childhood and Elementary Education (grades 1-8) 

concentrations available 

○ Hybrid Modality (designed for in-service public school educators: 

Early Childhood and Elementary Education (grades 1-8) 

concentrations available 

Waldorf High School Teacher Training Program: Secondary Education 

(grades 9-12) concentration 

Waldorf Teacher Training Program for Subject Teachers in Handwork 

Remedial Education Program

Program Schema 

32

33 

FOUNDATION PROGRAM 

One-Year Full-Time Residential Program 

The Foundation Program is a creative gateway into the work of Rudolf 

Steiner and the profound world-view of Anthroposophy (“the wisdom of the 

human being”). The Foundation Program also serves as the prerequisite for 

all Waldorf Teacher Education Programs. For other foundation coursework, 

see the section on Summer Foundation Courses which precedes the following 

program sections: Summer Waldorf Teacher Training Program, 

Weekend/Summer Waldorf Teacher Training Program, and Waldorf Summer 

High School Teacher Training Program. 

Program Description 

The Foundation Program is a two-semester, thirty-week program. It 

includes a variety of academic and practical courses, all based on the world 

view expressed by Rudolf Steiner (1865-1924) and known as 

Anthroposophy. Throughout the year there are courses in philosophy, 

religion, cosmology, history, literature, and personal development through 

inner work. There are also ongoing courses in the arts, including painting, 

drawing, sculpture, speech, and eurythmy, as well as courses in handcrafts. 

In the second semester there are, in addition, courses in Waldorf pedagogy 

and child development. 

This program is designed as a path of self-discovery, personal growth, and 

personal transformation. It provides insights, tools, and pathways of inner 

and outer work through which the individual can creatively begin to find 

answers to such important questions as these: 

• Who am I 

• What is my relationship with other human beings and with the world 

• What is my mission here as a citizen of the Earth and of the cosmos 

Through this exploration, the student gains greater certainty in knowing the 

world and experiences new perceptions and insights. The student can 

awaken greater sensitivity in social relationships, develop new capacities to 

apply in professional development, and become more clearly aligned with 

her/his spiritual individuality and life-task. The rich variety of classes in the 

Foundation Program -including history, literature, philosophy, personal 

biography, and the arts- offers multiple lenses through which many aspects 

of human development can be explored.

34 

The schedule of the day integrates thinking and discussion with active 

involvement in the visual and performing arts. Attention is given to working 

together with classmates to form a cohesive group, developing means of 

effective communication, and discovering and encouraging one another’s 

gifts and talents. Individual initiative and creativity are valued and supported 

by the group. 

In addition to being a stand-alone program of self-discovery, this program 

also serves as the prerequisite for admittance to the College’s Waldorf 

Teacher Training Programs. A student who completes the Foundation 

program and the following one-year Teacher Training Program will graduate 

as a qualified, certified Waldorf teacher. In the second year, the teacher 

training year, there are separate tracks for Early Childhood and Elementary 

Education (grades 1-8) concentrations. 

The Foundation Program is also an excellent preparation for a career in any 

of the vocations that are practical applications of Anthroposophy. These 

include Waldorf school administration, biodynamic agriculture, curative 

education, medicine, and the arts. 

Foundation Program Institutional Goals 

● Awaken independent thinking and healthy judgment about the 

deepest issues of human life 

● School powers of perception 

● Cultivate and enrich artistic faculties 

● Develop social sensitivity 

● Strengthen capacities for practical life 

Mission of the Foundation Program (in Anthroposophy) 

To provide comprehensive introductions to the worldviews of Anthroposophy 

(spiritual science) that are relevant to everyday life, and to prepare students 

to enter vocations inspired by and renewed from the wellsprings of 

Anthroposophy.

35 

Foundation Program Objectives 

The student will be able to… 

1 Comprehend the cosmology derived from Rudolf Steiner’s spiritual 

scientific investigations. 

2 Articulate the principles of karma and reincarnation as presented by 

Rudolf Steiner. 

3 Trace the evolution of western epistemology and discover the source 

of individual creativity in light of Rudolf Steiner’s The Philosophy of 

Freedom. 

4 Develop capacities for artistic activity that enhance experiential 

knowledge. 

5 Comprehend the nature of the human being from a spiritual scientific 

viewpoint. 

6 Articulate the evolution of human consciousness through history. 

7 Grasp the social relevance of Rudolf Steiner’s vision for an active 

anthroposophical practice of inner work, community building and 

cultural renewal. 

Admission Requirements 

Follow directions under Section Two, Applying to a Rudolf Steiner College 

non-degree diploma program. 

For evaluation of foundation courses done outside of Rudolf Steiner College, 

see Section Two, Equivalency for Prerequisite Foundation Course Work. 

Applicants must be able to… 

• Demonstrate ability to undertake an academic program of study (see 

Section Two). 

• Demonstrate adequate skills in spoken and written English. 

International students or students whose first language is not English 

must achieve 60 IBT; (former test score 497) on the TOEFL test. 

Foreign students who achieve these scores on the TOEFL test but are 

still not proficient in spoken and written English are strongly 

encouraged to enroll in intensive English classes before beginning the 

Waldorf Teacher Education Program. 

• Be accepted to the program by the director of the program.

36 

Program Schedule 

The Foundation Program follows a nine-month, 30-week schedule, 

September through May, with classes Monday through Thursday, 8:15am- 

3:20pm. Elective classes will be offered in evening sessions. 

Diploma Requirement 

Students are expected to attend all sessions of their courses. Excessive 

absence, defined as less than 80% attendance, may result in the instructor 

dropping the student from the class. Students must satisfactorily complete 

all assignments in order to graduate. Credit is awarded on a Pass/No Pass 

basis. To pass, students must have an 80% attendance rate, turn in all of 

their assignments and receive the level of “Developed” when the assignment 

is assessed. If assignments are missing, a grade of “Incomplete” (INC) will 

be issued. Assignments must be completed by the end of the semester. 

Incompletes that remain from the last semester must be completed in the 

first 6 weeks of the next semester. Extensions may be granted only by the 

Academic Dean and must be made in writing. Individual instructors reserve 

the right to lower the score for late assignments. Extension Forms are 

available from the Admissions Office. 

Foundation Program Courses and Descriptions 

Semester One Courses 

FPFO 4011 The Path of Self Knowledge (4.0 credits) 

FPFO 4061 The Evolution of Consciousness and Culture I (3.0 credits) 

FPFO 4021 Epistemology and Phenomenology (2.0 credits) 

FPFO 4041 Self-Transformation through the Time Arts I (2.0 credits). 

FPFO 4051 Self-Transformation through the Visual Arts I (2.0 credits). 

Total Credits: 13.0

37 

Semester Two Courses 

FPFO 4012 The Path of Self-Knowledge II (1 credit) 

EDFO 4011 Education as an Art (3.0 credits) 

EDFO 4062 Evolution of Consciousness and Culture II (4.0 Credits). 

FPFO 4042 Self-Transformation through the Time Arts I (3.0 credits) 

FPFO 4052 Self-Transformation through the Visual Arts I (1.0 credits) 

EDFO 4101 The Foundation Year Project (1.0 credits) 

Total Credits: 13.0 

Total for both semesters: 26.0 

Semester One Courses 

FPFO 4011The Path of Self Knowledge (4.0 credits) 

This is a course in five modules 

1. The Nature of the Human Being 

2. The Life and Work of Rudolf Steiner 

3. Parzival 

4. Inner Development 

5. Social Competence 

This course addresses six aspects of the human being’s quest: 1) The quest 

to awaken active compassion through the hero’s cosmic journey in Wolfram 

van Eschenbach’s Parzival; 2) biography as the expression of spirit in human 

life; 3) a phenomenological view of the human being through the lenses of 

body, soul, and spirit; 4) the worldview of Anthroposophy in the light of the 

biography of Rudolf Steiner; 5) the path of inner development as outlined in 

How To Know Higher Worlds; and 6) practice of inner work exercises and 

social activity in class meetings, seminars, communication skills sessions, 

festival life, and campus care.

38 

FPFO 4061. The Evolution of Consciousness and Culture I 

This is course in three modules 

1. Evolution of Consciousness I 

This course will take the student on a path from story via mythology to 

history. Taking this path the student can recognize that underlying 

historical evolution is the continuous change in human consciousness. 

This has to be taken into consideration when teaching history in order 

to grasp the unique manifestation of any culture. 

2. Spiritual Guidance of Humanity. 

3. Cosmology. 


history. Taking this path the student can recognize that underlying historical 

evolution is the continuous change in human consciousness. This has to be 

taken into consideration when teaching history in order to grasp the unique 

manifestation of any culture. 

Students work through the three chapters in Rudolf Steiner’s Spiritual 

Guidance of the Individual and Humanity, and pursue particular themes in 

greater detail about the nature of the human being and our relationship with 

spiritual beings. 

Through Cosmology, students will understand the evolution of the cosmos, 

the kingdoms of nature, and of the human being from the standpoint of 

Anthroposophy. 

FPFO 4021 Epistemology and Phenomenology 

This is a course in two modules 

1. The Philosophy of Freedom. 

2. Phenomenology. 

The Philosophy of Freedom. The student will develop understanding for the 

epistemology underlying Anthroposophy. Answering the question, “Can I 

gain certainty in knowing the world” affirmatively leads toward a second 

question: “Can I become truly free” 

Phenomenology. This course introduces a way of knowing nature through a 

Goethean approach to the observation of minerals, plants, and animals. 

FPFO 4041 Self-Transformation through the Time Arts I. 

Students will find transformative experiences in the time arts as they delve 

into music (singing, lyre, and recorders), eurythmy, movement, and speech.

39 

FPFO 4051 

Self-Transformation through the Visual Arts I. 

Students will experience the transformative power of the visual arts through 

the studio experiences in painting, drawing, form drawing, and clay 

modeling. They will develop the skills necessary to each discipline. 


Semester Two Courses 

FPFO 4012 

The Path of Self-Knowledge II 


1. Inner Work 

2. Class Meeting and Group Process 

This is a continuation of semester one. See descriptions above. 

EDFO 4011The Philosophical Foundations of Waldorf Education 

This is a course in four modules 

1. Education as an Art 

2. Child Development 

3. Child Observation 

4. Observation in a Waldorf School 

Waldorf education is based on Anthroposophy, a transpersonal and 

phenomenological world-view. It is necessary for the Waldorf educator to 

grasp this view of the human being because Waldorf pedagogy arises 

directly from this understanding. The curriculum and methods arise from an 

understanding of this ontology. 

We will use the basic understanding that the students have received 

concerning the human being in body, soul, and spirit, we will show in this 

course how this relates to child development. The students will acquire an 

understanding that each age has to be approached, nourished, and taught 

differently, in order to meet the developmental steps in a healthy way. It will 

also make clear how this is already reflected in the whole Waldorf 

Curriculum. This is a course in four modules: 

● Kindergarten 

● Waldorf Curriculum 

● Child Development 

● Temperaments

40 

EDFO 4012 

Evolution of Consciousness and Culture II 

This is a course in three modules 

1. The Evolution of Consciousness II 






2. The Threefold Social Order 

3. The Spiritual America 

Developing sensitivity and understanding of the social ecology of our global 

situation is critical for teachers. Drawing on insights from Steiner’s threefold 

social order, Carl Stegmann’s The Other America, and other authors, the 

social context of education will be explored and addressed. 

FPFO 4042 

Self-Transformation through the Time Arts I 

Students will also find transformative experiences in the time arts as they 

delve into music (singing, lyre and recorders), eurythmy, movement, and 

speech & drama. This course also includes the production of a play for the 

college community that emphasizes the skills of acting but is also a deep, 

social, enterprise. 

FPFO 4052 

Self-Transformation through the Visual Arts I 


the studio experiences in painting, drawing, form drawing, clay modeling, 

and handwork. They will also develop the skills necessary to each discipline. 

EDFO 4101 The Foundation Year Project. 

Students will give an artistic or textual response to one of five topics that 

relate to aspects covered in the course work of the semester.

41 

DIPLOMA PROGRAMS 

WALDORF TEACHER TRAINING PROGRAMS 

All Waldorf Teacher Training Programs share the following goals and 

objectives: 

Institutional Goals 

● Awaken independent thinking and healthy judgment about the deepest 

issues of human life 

● School powers of perception 

● Cultivate and enrich artistic faculties 

● Develop social sensitivity 

● Strengthen capacities for practical life 

Program Goals 

● Knowledge of the developmental foundations of Waldorf Education 

● Praxis of pedagogical objectives within Waldorf Education 

● Praxis in applied philosophy of Waldorf Education 

● Skills in artistic capacity to embody ideals within Waldorf Education 

● Skills in applying imagination and creativity within Waldorf Education 

● Skills in developing fundamental social capacities of a Waldorf Educator 

● Skills in self-reflection and mindfulness practice of a Waldorf Educator

42 

Program Objectives 

● Candidate demonstrates the ability to effectively make subject matter 

comprehensible to his or her students. 

● Candidate will display an ability to engage students and support their 

learning process. 

● Candidate demonstrates the capacity to build and maintain a healthy 

classroom environment conducive to learning. 

● Candidate demonstrates the capacity to formulate multiple measures 

for assessing student learning inclusive of both formative and 

summative assessment tools. 

● Candidate will produce documents showing clear, rationale-based 

planning documents for the yearly, monthly, weekly, and daily 

educational activities. 

● Candidate plans personal and professional goals conducive to continual 

growth in his/her vocation. 

● Candidate experiences transformative processes and expresses his or 

her responses to intrinsic internal learning.

43 

WALDORF TEACHER TRAINING PROGRAM - FULL-TIME 

RESIDENTIAL MODALITY 


The Waldorf Teacher Training Program, full-time modality is the most 

comprehensive option for students who wish to become certified Waldorf 

teachers. Through this program, students actively pursue a career as a 

Waldorf Teacher under the tutelage of master teachers at Rudolf Steiner 

College and will learn to awaken the inner faculties necessary to practice 

Waldorf Education. This program gives an approach to teaching that is at 

the cutting edge of education, with new and meaningful ways of guiding 

young people to learn mathematics, language arts, science, geography, 

music, handcrafts, art, drama, and much more. 

During the instruction portion of the course, students will learn to grasp child 

development and the nature of the human being necessary to the task of 

teaching. This program will introduce the methods and curriculum of each 

subject in such a way that engages head, heart and hands at all levels. Each 

Waldorf teacher is trained to differentiate modalities and styles of learning in 

their students, as well as to create environments wherein academic, artistic, 

and experiential learning can take place. During practice teaching, students 

will apprentice with experienced Waldorf teachers and share in the subtleties 

of their craft. Child development and child observation are central to this 

program and courses are provided that enable the teacher to design and 

implement appropriate curriculum from early childhood through eighth grade 

and high school. Emphasis is placed on awakening the faculties of the 

teacher and the development of his/her creativity through study, 

contemplative practices, and the arts. 

Students may choose a concentration of Early Childhood or Elementary 

Education (grades 1-8) through this program (for a concentration in 

Secondary Education (grades 9-12), students must join our part-time, 

Summer Waldorf High School Program).

44 






● 

● 

A B.A. or B.S. from an accredited college or university is required for 

acceptance into teacher training programs for concentration in 

Elementary Education (grades 1-8) and Secondary Education 

(grades 9-12). 





Section Two). 








• Be accepted to the program by the director of the program. 


The Full-Time Residential Waldorf Teacher Training Program is a two year 

program. The first year is the Foundation Program which serves as the 

prerequisite to the second year, the Residential Teacher Training Year. Each 

year follows a nine-month, 30-week schedule, with classes occurring 

September through May. Classes are Monday through Thursday, 8:15am- 

3:20pm. Each year contains two semesters. Elective classes will be offered in 

evening sessions.

45 














available from the Admissions Office.

46 


RESIDENTIAL MODALITY: Elementary Education (grades 1- 

8) Concentration 

Pedagogical Courses and Descriptions - Year 2 (For a list of 

courses and descriptions for Year1, please see the section titled 

the Foundation Program.) 

Semester I 

EDFO 5011 The Philosophical Foundations of Waldorf Education I (3.0 

credits) 

EDFO 5041 The Artistic Approach in the Practice of Teaching: The Time Arts I 

(2.0 credits) 

EDFO 5051 The Artistic Approach in the Practice of Teaching: The Visual Arts 

I (2.0 credits) 

EDFO 5061 Waldorf Pedagogy I: The Early Years (2.5 Credits) 

EDFO 5071 Waldorf Pedagogy II: The Golden Years (.5 credits). 

EDFO 5091 Field Experience I (3.0 credits) 

Semester I credits: 13 

Semester II 

EDFO 5012 The Philosophical Foundations of Waldorf Education II (4.5 

credits) 

EDFO 5042 (2.0 credits). This is a continuation of EDFO 5041 


II (1.5 credits) 

EDFO 5072 Waldorf Pedagogy II: The Golden Years (2.0 credits). 

EDFO 5081 Waldorf Pedagogy III: The Middle School (1.0 credits). 

EDFO 5092 Field Experience II (3.0 credits) 

EDFO 5101 Curriculum Project (2.0 credits) 

Semester I credits: 16 

Total Credits Year II: 29

47 

Foundation Program Credits: 26 

Residential Teacher Training Year Credits: 29 

Total Credits: 55 

EDFO 5011 The Philosophical Foundations of Waldorf Education I 


phenomenological worldview. The ontology includes perspectives that view 

the human being as an integration of spirit, soul, and body who is placed in 

a natural world underlain with transcendent factors. It is necessary for the 

Waldorf educator to grasp this view of the human being because Waldorf 

Pedagogy arises directly from this understanding. The curriculum and 

methods arise from an understanding of this ontology. 


1. Knowledge of the Human Being 

This course will explore the human being from three perspectives: the 

human being in its soul, spirit, and bodily nature. A phenomenological 

approach to this understanding will be employed where the behavior and 

morphology of children will form the basis of an inquiry into the nature of 

the development of the child in distinct developmental phases. The bases for 

differentiated teaching according to learning modalities and resident 

intelligences will be explored. The main text used is Rudolf Steiner’s Study of 

Man. 


Waldorf Education is a developmental approach to education based on a 

theory of human nature known as anthroposophy. Nodes of development will 

be iterated and curricular strategies broached to meet the particular 

developmental stage. 

3. Inner Work and Group Process 

In Waldorf Education, tacit teaching is highly valued. This means that the 

teacher needs to develop self-awareness of soul tendencies in order that 

inner capacities are developed that foster the learning process. In this 

course, a phenomenological inquiry of self is conducted and strategies given 

that the teacher may develop the necessary attitudes of an effective 

teacher.

48 

EDFO 5012 Knowledge of the Human Being II 

A continuation and completion of 5011 


1. Balance in Teaching 

2. Self-reflective E-Portfolio 

Students will produce a self-reflective E-Portfolio of their work through 

the two years 

3. Classroom Leadership 

4. Child, Teacher, and Community 

Historically, Waldorf education arose out of an intention to meet social 

concerns of the time. As these concerns are still relevant today, 

contemporary social issues in a macrocosmic sense are present in the 

microcosm of student-teacher relations, parent relations, community 

relations, and collegial relations. It is also incumbent on the individual 

teacher to maintain a healthy relationship to him- or herself in a spiritual 

and bodily sense. This course will address these issues and will also 

engender an understanding of legal matters particular to the educator. 

Intensive IV guides the students through dialogues on contemporary issues 

in education. 








engender an understanding of legal matters particular to the educator.

49 

EDFO 5041 The Artistic Approach in the Practice of Teaching: The Time Arts 

I 

Fundamental to Waldorf pedagogy are the arts. Children are artists at heart 

and are best reached through an artistic, imaginative approach to learning. 

Waldorf Teachers therefore need to cultivate a practical knowledge of the 

various arts and how they are used in Waldorf education. 

In this course, speech, drama, music, and movement will be developed as 

teaching tools. Skills in each area will be developed and honed, age 

appropriate literature and exercises will be given, and examples of how to 

engage children in an invigorating and creative way will be explored. In 

music, recorders and wooden flutes will be practiced; in movement, 

eurythmy and Spatial Dynamics (gymnastics and exercise) will be engaged. 

FPFO 5042 The Artistic Approach in the Practice of Teaching: The Time Arts 

II 

This is a continuation of EDFO 5041 

FPFO 5051 The Artistic Approach in the Practice of Teaching: The Visual Arts 

I 

This course includes pedagogical approaches and skill development in 

painting, drawing, and clay modeling. Students will use the tools of the 

classroom and will develop basic understanding of the use of pastels, colored 

pencils, crayons, and chalk in drawing and watercolor in painting. Clay 

modeling will be practiced for skill and curriculum but will also be used to 

support an understanding of the human being through a study of 

embryology through exercises in morphology. 


II 

This is a continuation of EDFO 5051 

EDFO 5061 Waldorf Pedagogy I: The Early Years 


1. Practical Advice for Teachers 

2. Language Arts grades 1-3 

3. Arithmetic 1-3 

4. Remedial Education 

The Waldorf curriculum is based on a developmental paradigm of body, soul, 

and spirit. It engages head, heart, and hands in all grade levels. Each 

Waldorf teacher is trained to differentiate modalities and styles of learning in

50 


and experiential learning can take place. This domain covers the curriculum 

in the early, golden, and middle school years. All knowledge in this vital area 

of learning to become a teacher is grounded in practical field experience. 

Waldorf education is a developmental and artistic approach to education. A 

methodology basic to this approach will be brought to this course, as well as 

the fundamentals of teaching reading, writing, and arithmetic. In reading 

and writing the main artistic strategy will be presented along with the 

appropriate use of phonics, whole language, and composition techniques. In 

arithmetic an imaginative, musical and rhythmic approach will be developed 

to learn math processes, math facts, and basic problem solving. Students 

will be introduced to the Waldorf Approach to educating special populations 

(Remedial Education). 

EDFO 5071 

Waldorf Pedagogy II: The Golden Years 


1. Language Arts grades 4-5 

2. Mathematics grades 4-5 

3. Mythology and History 

4. Geography and Science 

The ten and eleven-year-old is no longer a young child. The child is seeking 

a new relationship to the world and education must take a different approach 

to this age group. In mathematics, fractions and decimals provide 

opportunities for mental development. Reading skills must advance and 

composition begun. The sciences of Zoology and Botany are introduced. 

History and Geography offer stimulating topics for this age. Students will 

learn the mythologies of the great cultures. 

EDFO 5081 Waldorf Pedagogy III: The Middle School 


1. Language Arts 6-8 

2. Mathematics 6-8 

3. History 6-8 

4. Geography and Science 6-8 

As children approach puberty, different strategies are necessary to foster 

optimal learning in language arts, history, and mathematics. These 

strategies and accompanying resources will be introduced in this course. 

Problem solving through practical applications will be the approach in 

mathematics and critical think, creative composition the approach in 

language arts, history will be taught through biography. This course will

51 

include the curriculum and methodologies for teaching geography and 

science. Geography as an integrating subject will be taught and developed; 

science through a phenomenological approach and practical method will be 

introduced and furthered through demonstration and critical analysis. 

EDFO 5091 Field Experience I (3.0 credits). 

Students will have 2 field experience blocks. The first block will be in the first 

semester during which the student will be an aide in the classroom of a 

master teacher for 4 consecutive weeks. 

EDFO 5092 Field Experience II 

In the second block the student will work with a master teacher as an 

apprentice for 4 weeks. 

EDFO 5101 Curriculum Project 

Students render the curriculum artistically and will write a paper surveying 

the curriculum and how it addresses the developmental stages.

52 


RESIDENTIAL MODALITY: Early Childhood Concentration 

This cohort group shares core courses with the Elementary Education 

(grades 1-8) concentration group and also has parallel courses focused upon 

Early Childhood. 

Pedagogical Courses and Descriptions - Year 2 (For a list of 

courses and descriptions for Year1, please see the Foundation 

Program section). 

Semester One 

EDFO 5011 The Philosophical Foundations of Waldorf Education I (3.0 

credits) 


I (1.0 credits) 

EDFO 5111 Early Childhood Arts (1.0 credits). 

EDFO 5121 Waldorf Early Childhood Pedagogy IA (1.5 credits). 

EDFO 5131 Waldorf Early Childhood Pedagogy IIA (1.0 credits). 

EDFO 5141 Human Growth and Development I (2.0 credits). 

EDFO 5151 Child, Family, and Community I (1.5 credits) 

EDFO 5091 Field Experience I (3.0 credits) 

Semester One Credits: 14

53 

Semester Two 

EDFO 5012 The Philosophical Foundations of Waldorf Education II (4.0 

credits) 


II (1.0 credits) 

EDFO 5122 Waldorf Early Childhood Pedagogy IB (1.5 credits). 

EDFO 5132 Waldorf Early Childhood Pedagogy IIB (1.0 credits). 

EDFO 5142 Human Growth and Development II (1.0 credits) 

EDFO 5152, Continuation of Semester 1 (1.5 credits) 

EDFO 5092 Field Experience II (3.0 credits) 

EDFO 5101 Curriculum Project (2.0 credits). 

Semester Two Credits: 14 

Total Year Credits 29 

Foundation Program Pedagogical Credits: 26 

Residential Year Credits: 29 


Course Descriptions 

EDFO 5011 The Philosophical Foundations of Waldorf Education I 


phenomenological worldview. The ontology includes perspectives that view 




Pedagogy arises directly from this understanding. The curriculum and 







morphology of children will form the basis of an inquiry into the nature of

54 

the development of the child in distinct developmental phases. The bases for 


intelligences will be explored. The main text used is Rudolf Steiner’s Study of 

Man. 


Waldorf Education is a developmental approach to education based on a 

theory of human nature known as anthroposophy. Nodes of development will 

be iterated and curricular strategies broached to meet the particular 

developmental stage. 

3. Inner Work and Group Process 






teacher. 

EDFO 5012 Knowledge of the Human Being II 

A continuation and completion of 5011 


1. Self-reflective E-Portfolio 

Students will produce a self-reflective E-Portfolio of their work through the 

two years 

2. Classroom Leadership 

3. Child, Teacher, and Community 









Intensive IV guides the students through dialogues on contemporary issues 

in education.

55 










I 





In this course, speech, drama, music, and movement will be developed as 

teaching tools. Skills in each area will be developed and honed, age 


engage children in an invigorating and creative way will be explored. In 




II 

EDFO 5111 Time and Visual Arts 

In this course, the arts of music and art will be cultivated in order that the 

student will develop skills in each and an understanding of their usefulness 

as teaching tools. Skills in each area will be developed and honed, age 


engage children in a creative way will be explored. In music, pentatonic lyres 

will be practiced and skills in singing and music will be acquired; in clay 

modeling, the student will be engaged in forming the shapes of the 

developing embryo; in art, the student will explore relationships between 

color, mixed media, and the Waldorf early childhood curriculum. 

EDFO 5121 Waldorf Early Childhood Pedagogy IA

56 



the fundamentals of working with young children from pre-birth to age 

seven. 

Developmentally appropriate practices that address the specific needs of the 

young child will be examined. Students will learn Waldorf early childhood 

curriculum practices that include the domestic arts, singing, circle and craft 

activities. The knowledge gained in the coursework is then put into practice 

through field experience under the guidance of an experienced teacher. 

Preparation for the second field experience includes planning to present a 

story and circle work in a classroom setting. 

The young child learns primarily through imitation in the first seven years. 

The student in this course will gain an understanding of the spiritual, 

physical, social, and cognitive development of the young child. 

Setting up and creating both indoor and outdoor environments for the 

optimum growth and development of the young child with a focus on 

domestic activities will be emphasized. Preparation for the second practicum 

of four. 

A week includes planning to present a story and circle work in a classroom 

setting. We will also look at the fundamentals of establishing kindergartens, 

preschools, parent-child programs, childcare programs, and working with 

licensing agencies and the community at large as well as engender an 

understanding of legal matters particular to the educator. We will develop an 

understanding of working with young children, discipline and classroom 

management. 

EDFO 5122 Waldorf Early Childhood Pedagogy IB 

A continuation of EDFO 5121. 

EDFO 5131 Waldorf Early Childhood Pedagogy IIA 

Storytelling and puppetry are a wonderful way to engage and support the 

development of the young child as well as reaching out to family and 

community. In this course, the art of storytelling, speech, puppet staging, 

performance, puppet craft, fairy tales, music, and movement will be 

explored. Students will develop skills and competency in the art of 

storytelling, puppet making, puppet movement, story writing and 

performance through coursework and projects.

57 

EDFO 5132 Waldorf EC Pedagogy IIB 

A continuation of EDFO 5121. 

EDFO 5141 Human Growth and Development I 

This course will explore understanding the imitative nature of young children 

and the importance of the teacher’s continuous self-development on behalf 

of the children. This course will explore understanding the imitative nature of 

young children and the importance of the teacher’s continuous selfdevelopment 

on behalf of the children. What do young children really need - 

at home, in childcare, at school, in life To know what they need, we must 

first understand the fundamentals of who they are and from whence they 

came. Through the insights of Rudolf Steiner, founder of Waldorf education, 

and other contemporary research, we will cultivate our understanding of how 

the child develops from pre-birth to seven, including a glimpse at the 

developmental cycles from birth to twenty-one. The development of the 

young child is extensively addressed through lectures on movement, speech 

and brain development. We will also work with three R's of early childhood – 

rhythm/routine, repetition and reverence/respect. Through study of adult 

temperaments, further study of child development from infancy through 

kindergarten, and comparison of several developmental theorists, we will 

deepen our understanding of ourselves and the children and adults with 

whom we work. The pedagogical work of the Waldorf early childhood 

teacher is strengthened by insights from medical doctors who have had 

anthroposophical training. In addition a basic overview of remedial education 

will be presented. Various obstacles to normal development are examined, 

from pre-birth to age seven from a remedial viewpoint. We will also explore 

personal biography, karma, and our relationships. This part of the class will 

focus on our relationships throughout life, and offer many practices, 

including the karma exercises, to enhance our self awareness and cultivate a 

deeper understanding of others as a crucial basis for working together. 

EDFO 5142 Human Growth and Development II 

Continuation of Semester I

58 


I 

Students will examine early childhood education as a relationship-based 

curriculum compared to a program-driven curriculum. Course content will 

include relationship-based teaching, seasonal celebrations and festivals; 

developing skills for working with parents, colleagues, children and the 

greater community; mindfulness as a tool for work and daily living; and 

nature study. The class will focus on balancing one's personal life and 

professional obligations as an educator. Students will also prepare artistic 

renderings in various media for festivals. They will learn how to create and 

perform seasonal puppet shows and children’s festivals. We will further work 

with the development of community social skills, seeking and understanding 

diversity, and community service. 

EDFO 5042, The Artistic Approach in the Practice of Teaching: The Time Arts 

II 

A continuation of EDFO 5041 

EDFO 5091 Field Experience I 

Students will have 2 field experience blocks. The first block will be in the first 

semester during which the student will be an aide in the classroom of a 

master teacher for 4 consecutive weeks. In the second block the student will 

work with a master teacher for 4 weeks. 

5092 Field Experience II 

In the second block the student will work with a master teacher as an 

apprentice for 4 weeks. 

EDFO 5101 Curriculum Project 


the curriculum and how it addresses the developmental stages.

59 

WEEKEND/SUMMER TEACHER TRAINING PROGRAM: 

SAN FRANCISCO 

(San Francisco Waldorf School, 2938 Washington Street, San Francisco, CA) 


The San Francisco Weekend/Summer Waldorf Teacher Training Program is a 

three-year part-time training specifically designed for those living and 

working in the greater San Francisco Bay Area. Emphasis is placed upon 

awakening the faculties of the teacher and developing his/her creativity in 

preparation for becoming a certified Waldorf teacher. Qualified graduates 

have the opportunity to apply for teaching positions at Waldorf schools 

worldwide. 

Foundation courses are primarily taught in the weekend sessions leading to 

pedagogical courses in the third year. A specific concentration in Early 

Childhood, Elementary Education (grades 1-8) or Secondary Education 

(grades 9-12) is chosen for the three summer semesters. During the school 

year students are required to observe (year 1) and practice teach in Waldorf 

schools (year 2 and 3). 


Classes meet for 30 weekends at the San Francisco Waldorf School on Friday 

evenings and Saturday mornings during the fall and spring semesters, and 

Monday through Friday for three intensive weeks at the Fair Oaks campus 

each summer semester. This program is a blended program with face to face 

sessions blended with online seminars and research projects during each of 

the 15-week semesters and 3-week summer semesters. 


A student must attend at least 80% of class sessions and complete all 

assigned homework to graduate. Five to ten days in the classroom(s) 

observing an experienced Waldorf Teacher as well as a two day Practicum 

must also be completed. 

Excessive absence, defined as less than 80% attendance, may result in the 

instructor dropping the student from the class. Students must satisfactorily

60 

complete all assignments in order to graduate. Credit is awarded on a 

Pass/No Pass basis. To pass, students must have an 80% attendance rate, 

turn in all of their assignments and receive the level of “Developed” when 

the assignment is assessed. If assignments are missing, a grade of 

“Incomplete” (INC) will be issued. Assignments must be completed by the 

end of the semester. Incompletes that remain from the last semester must 

be completed in the first 6 weeks of the next semester. Extensions may be 

granted only by the Academic Dean and must be made in writing. Individual 

instructors reserve the right to lower the score for late assignments. 

Extension Forms are available from the Admissions Office. 

Weekend/Summer Teacher Training Program Foundation 

Courses and Descriptions 

I. The Path of Self Knowledge (4.0 credits) 

Year One 

Fall Semester 

FSSF 4011: The Path of Self Knowledge I (3.0 credits) 

EDSF 4011 An Introduction to Waldorf Education: Part I (.5 credits) 

FSSF 4041 Self-Transformation through the Arts I (1.5 credits) 

Total: 5.0 credits 

Spring Semester 

FSSF 4012 The Path of Self Knowledge II (1.0 credits) 


FSSF 4101 Project (1.0 credits) 


Summer Semester 

No Foundation Courses offered in summer 

Year One subtotal: 8.0 credits

61 

Year Two 

Fall Semester 

FSSF 4012: The Path of Self Knowledge II (0.5 credits) 

FSSF 4021 The Philosophy of Freedom I (0.5 credits) 

FSSF 4041 Self-Transformation through the Arts II (1.0 credits) 




FSSF 4021 The Philosophy of Freedom II (0.5 credits) 

EDSF 4081 The Evolution of Consciousness & Culture (1.5) 




No coursework 

Year Two subtotal: 5.0 credits 

Year Three 

Fall Semester 

EDSF 4081 The Evolution of Consciousness & Culture II: The Evolution of 

Consciousness (1.0 credits) 

FSSF 4043 Self-Transformation through the Arts III (1.0 credits) 



EDSF 4081 The Evolution of Consciousness & Culture II Cosmology (2.0 

credits) 




No coursework 

Year Three subtotal: 5.0 credits 

Total Credits Foundation Studies 18.0

62 


Year One 

FSSF 4011 The Path of Self Knowledge 

This course addresses five aspects of the human being’s quest: 1) The 

human being and his destiny; 2) a penetrating view of the human being 

through the lenses of body, soul, and spirit; 3) an introduction to 

Anthroposophy and the biography of Rudolf Steiner; 4) The path of inner 

development as outlined in How To Know Higher Worlds; and 5) Practice of 

inner work exercises. 

EDSF 4011 An Introduction to Waldorf Education 

This course will give the students an introduction to the principles of Waldorf 

Education including developmental approaches, curriculum and methods of 

instruction. It will include a visit to a Waldorf school where the students will 

observe a variety of classes. Course requires work online in cohorts and 

journaling during the year to complete credits. 

FSSF 4041 Self-Transformation through the Arts I 


into music (singing, lyre and recorders), eurythmy, movement, and speech 

& drama. Students will experience the transformative power of the visual 

arts through the studio experiences in painting, drawing, form drawing, clay 

modeling, and handwork. They will also develop the skills necessary to each 

discipline. 

Year Two 

FSSF 4012: The Path of Self Knowledge II 

See general description in FSSF 4011 for context 


1. Nature of the Human Being II 

A continuation of 4011 focusing on the questions of destiny and 

biography. 

2. Inner Work 

Techniques in mindfulness practice and self-reflection. 

EDSF 4071 The Evolution of Consciousness & Culture II: Parzival 

This course demonstrates a particular step in consciousness exemplified in a 

mythic heroes’ journey. Course requires online work in cohorts during the 

year to complete credits

63 

FSSF 4021 The Philosophy of Freedom I 

The student will develop understanding for the epistemology underlying 

Anthroposophy, gaining certainty in knowing the world and seeking to 

answer the question, “Can I become truly free” Course requires work in 

cohorts during the year to complete credits. 

FSSF 4042 Self-Transformation through the Arts II 





social, enterprise. Students will experience the transformative power of the 

visual arts through the studio experiences in painting, drawing, form 

drawing, clay modeling, and handwork. They will also develop the skills 

necessary to each discipline. 

Year Three 

FSSF 4081: The Evolution of Consciousness & Culture III 


1. Cosmology 

This course explores the stages of cosmic and human evolution from Ancient 

Saturn through Ancient Sun, Ancient Moon and Earth evolutionary cycles, 

and lays seeds to understand further stages of evolution in Future Jupiter, 

Future Venus and Future Vulcan stages. Texts include Esoteric Science: An 

Outline and Spiritual Hierarchies and the Their Reflection in the Physical 

World. 

2. Karma and Reincarnation 

This course is an in-depth exploration of Rudolf Steiner’s original insights 

into the nature of reincarnation and karma. Texts include Manifestations of 

Karma, Theosophy, Reincarnation and Karma, World History in the Light of 

Anthroposophy, and selected lectures from the 8 volumes titled Karmic 

Relationships. 

3. The Evolution of Consciousness 





manifestation of any culture.

64 

EDSF 4013 An Introduction to Waldorf Education: Adolescence 

Child development and curriculum for the adolescent. Course requires work 

in cohorts during the year to complete credits. 

FSSF 4022 The Philosophy of Freedom 

A continuation and culmination of 402.1. 

FSSF 4043 Self-Transformation through the Arts III 









WEEKEND/SUMMER TEACHER TRAINING PROGRAM—SAN 

FRANCISCO: Elementary Education (grades 1-8) 

Concentration 

Pedagogical Courses and Descriptions 

Year One 

Fall Semester 

Pedagogical Courses begin in Spring Semester 


EDSF 4012 Waldorf Education: Introduction II (3.0 credits) 


EDSF 5011 The Philosophical Foundations of Waldorf Education I: Self- 

Development (.50 credits). 

EDSF 5041 The Artistic Approach in the Practice of Teaching I (2.0 credits) 

EDSF 5061 Waldorf Pedagogy IA: The Early Years (2.0 credits) 

Total Year One credits: 7.50

65 

Year Two 

Fall Semester 

EDSU 5062: Pedagogy I B (3.0 credits) 


EDSF 5091 Field Experience I (3.0 credits). 


EDSF 5012 The Philosophical Foundations of Waldorf Education I: Knowledge 

of the Human Being I (2.0 credits). 

EDSF 5042 The Artistic Approach in the Practice of Teaching II (1.5 credits) 

EDSF 5072 Waldorf Pedagogy II B: The Golden Years (2.0 credits) 

Total Year Two credits: 11.50 

Year Three 

Fall Semester 

EDSF 5092: Field Experience II (3.0 credits) 


EDSU 5081: Pedagogy III A (2.0 credits) 

EDSF 5101: Curriculum Project (2.0 credits) 

EDSF 5102: E-Portfolio (1.0 credits) 


EDSF 5013 The Philosophical Foundations of Waldorf Education III: 

Knowledge of the Human Being II (2.0 credits). 

EDSF 5043 The Artistic Approach in the Practice of Teaching III (1.0 credits) 

EDSF 5082 Waldorf Pedagogy III B: The Middle School (2.0 credits) 

Total Year Three credits: 13.0 

Total Pedagogical Credits: 32 

Total Foundation Studies Credits: 18 

Total Credits: 50

66 


EDSF 5011 The Philosophical Foundations of Waldorf Education I: Self- 

Development 






teacher. 

EDSF 5012 

The Philosophical Foundations of Waldorf 

Education II: Knowledge of the Human Being I 


1. Self-Development 


Waldorf education is based on Anthroposophy, a transformative, 

transpersonal and phenomenological science of the spirit as articulated by 

Rudolf Steiner. The philosophical foundation includes perspectives that view 




pedagogy arises directly from this understanding. The curriculum and 

methods arise from an 



approach to this understanding will be employed where the behavior, body 

type, and development of children will form the basis of an inquiry into the 

nature of the development of the child in distinct developmental phases. The 

bases for differentiated teaching according to learning modalities and 

resident intelligences will be explored.

67 

EDSF 5013 The Philosophical Foundations of Waldorf Education III: 

Knowledge of the Human Being II 

A continuation of EDSF 5012 

EDSF 5041 

The Artistic Approach in the Practice of Teaching I 



Waldorf teachers therefore need to cultivate a practical knowledge of the 


The Time Arts: In this course, speech, drama, music, and movement will be 

developed as teaching tools. Skills in each area will be developed and honed, 

age appropriate literature and exercises will be given, and examples of how 

to engage children in an invigorating and creative way will be explored. In 



The Visual Arts: This course includes pedagogical approaches and skill 

development in painting, drawing, and clay modeling. Students will use the 

tools of the classroom and will develop basic understanding of the use of 

pastels, colored pencils, crayons, and chalk in drawing and watercolor in 

painting. Clay modeling will be practiced for skill and curriculum but will also 

be used to support an understanding of the human being through a study of 

embryology and through exercises in morphology. 

EDSF 5042 The Artistic Approach in the Practice of Teaching II 


EDSF 5043 The Artistic Approach in the Practice of Teaching III 


EDSF 5061 Waldorf Pedagogy I A: The Early Years 


methodology basic to this approach will be brought in this course, as well as 





to learn math processes, math facts, and basic problem solving. A basic 

knowledge in remedial education will be given.

68 

EDSF 5062 

Waldorf Pedagogy I B: The Early Years 

A continuation of EDSF 5061 done online through threaded discussions and 

webinars monitored by RSC faculty 

EDSF 5071 Waldorf Pedagogy II : The Golden Years 


optimal learning in language arts and mathematics. These strategies and 

accompanying resources will be introduced in this course. 


mathematics and critical thinking and creative composition the approach in 

language arts. 

EDSF 5081 Waldorf Pedagogy III A: The Middle School 

This course will include the curriculum and methodologies for teaching 

history, geography, and science. A biographical approach to history is 

explained and demonstrated; geography as an integrating subject is 

developed; science through a phenomenological method is introduced and 

furthered. This course is done online through threaded discussions and 

webinars monitored by RSC faculty in preparation for the face to face 

session in the summer. 

EDSF 5082 Waldorf Pedagogy III B: The Middle School 

A continuation of EDSF 5081 as a face to face session in the summer. 

EDSF 5091 Field Experience I 

In-service candidates will complete a 5-week internship with a master 

teacher using the RSC field experience manual. 

Pre-service candidates will complete a 4-week practicum with a master 


EDSF 5092 Field Experience II 





EDSF 5101: Curriculum Project 


the curriculum and how it addresses the developmental stages. 

EDSF 5102: E-Portfolio 

Students will build a self-reflective E-portfolio, and electronic journal of their 

three year journey

69 

WEEKEND/SUMMER TEACHER TRAINING PROGRAM—SAN 

FRANCISCO: Early Childhood Concentration 



Early Childhood. Most of the course work in the parallel courses are done 

during the three summers but some are done during the weekends 

throughout the year. This program is a blended program with face to face 




Year One 

Fall Semester 

FSSF 4011: The Path of Self Knowledge I (3.0 credits) 

EDSF 4011 An Introduction to Waldorf Education: Part I (.5 credits) 




FSSF 4012 The Path of Self Knowledge II (1.0 credits) 


FSSF 4101 Project (1.0 credits) 



No Foundation Courses offered in summer 

Year One subtotal: 8.0 credits 

Year Two 

Fall Semester 


FSSF 4021 The Philosophy of Freedom I (0.5 credits) 


Total: 2.0 credits

70 



FSSF 4021 The Philosophy of Freedom II (0.5 credits) 

EDSF 4081 The Evolution of Consciousness & Culture (1.5) 




No coursework 


Year Three 

Fall Semester 

EDSF 4081 The Evolution of Consciousness & Culture II: The Evolution of 





EDSF 4081 The Evolution of Consciousness & Culture II Cosmology (2.0 

credits) 




No coursework 



71 


Year One 

FSSF 4011 The Path of Self Knowledge 







EDSF 4011 An Introduction to Waldorf Education 






FSSF 4041 Self-Transformation through the Arts I 






discipline. 

Year Two 

FSSF 4012: The Path of Self Knowledge II 

See general description in FSSF 4011 for context 




biography. 

2. Inner Work 


EDSF 4071 The Evolution of Consciousness & Culture II: Parzival 




72 

FSSF 4021 The Philosophy of Freedom I 





FSSF 4042 Self-Transformation through the Arts II 









Year Three 

FSSF 4081: The Evolution of Consciousness & Culture III 


1. Cosmology 






World. 













73 

EDSF 4013 An Introduction to Waldorf Education: Adolescence 



FSSF 4022 The Philosophy of Freedom 


FSSF 4043 Self-Transformation through the Arts III 









PEDAGOGICAL COURSES for the Weekend/Summer Teacher Education: 

Early Childhood Concentration 

Year One 

Fall Semester 

Pedagogical Courses begin in Spring Semester 


EDSF 4012 Waldorf Education: Introduction II (3.0 credits) 


EDSF 5111 Music, Speech, & Art for EC (0.75 credits) 

EDSF 5121 Waldorf Early Childhood Pedagogy IA (2.5 credits) 

EDSF 5131 Waldorf Early Childhood Pedagogy IIA (0.5 credits) 

EDSF 5141 Human Growth & Development A (2.0 credits) 

EDSF 5151 Child, Family & Community A (1.5 credits) 


74 

Year Two 

Fall Semester 

EDSF 5062: Pedagogy I B (3.0 credits) 


EDSF 5091 Field Experience I (3.0 credits). 


EDSF 5011 The Philosophical Foundations of Waldorf Education I (1.5 

credits) 

EDSF 5112 Music, Speech, Eurythmy, & Art for EC (1.5 credits) 

EDSF 5122 Waldorf Early Childhood Pedagogy IB (1.0 credits) 

EDSF 5132 Waldorf Early Childhood Pedagogy IIB (1.25 credits) 

EDSF 5142 Human Growth & Development B (1.5 credits) 

EDSF 5152 Child, Family & Community (0.5 credits) 


Year Three 

Fall Semester 

EDSF 5133: Waldorf Early Childhood Pedagogy II C (1.0 credits) 

EDSF 5092: Field Experience II (3.0 credits) 


EDSF 5101: Curriculum Project (2.0 credits) 

EDSF 5102: E-Portfolio (1.0 credits) 


EDSF 5012 The Philosophical Foundations of Waldorf Education II (1.5 

credits) 

EDSF 5113 Music & Art for EC (2.5 credits) 

EDSF 5123 Waldorf Early Childhood Pedagogy IC (1.5 credits) 

EDSF 5133 Waldorf Early Childhood Pedagogy IID (0.5 credits) 

EDSF 5143 Human Growth & Development C (0.75 credits)

75 

EDSF 5153 Child, Family & Community C (0.75 credits) 

Subtotal Year Three: 14.5 credits 



Total Program Credits: 50 


EDSF 5011 

The Philosophical Foundations of Waldorf Education I 









Knowledge of the Human Being: This course will explore the human being 

from three perspectives: the human being in its soul, spirit, and bodily 

nature. A phenomenological approach to this understanding will be employed 

where the behavior, body type, and development of children will form the 

basis of an inquiry into the nature of the development of the child in distinct 

developmental phases. The bases for differentiated teaching according to 

learning modalities and resident intelligences will be explored. 

EDSF 5012 The Philosophical Foundations of Waldorf Education II 

A continuation of EDSF 5011. 

EDSF 5111: Music, Speech, & Art for Early Childhood: 

This is a course in two modules. 

1 Arts for Early Childhood: In this course, the arts of music and art will 

be cultivated in order that the student will develop skills in each and 

an understanding of their usefulness as teaching tools. Skills in each 

area will be developed and honed, age appropriate literature and 

exercises will be given, and examples of how to engage children in an 

invigorating and creative way will be explored. In music, recorders and 

wooden flutes will be practiced skills in singing and music will be

76 

acquired; in movement, eurythmy and Spatial Dynamics (gymnastics 

and exercise) will be engaged. 

2 Carving a Kinderharp: Woodcarving to make a kinderharp that will be 

used in the classroom. 

EDSF 5112 

Music, Speech, & Art for Early Childhood 


EDSF 5113 

Music, Speech, & Art for Early Childhood 


Waldorf Early Childhood Pedagogy I & II 




seven. 



curriculum practices that include the domestic arts, storytelling, singing, 

circle and craft activities. The knowledge gained in the coursework is then 

put into practice in a 6 week practicum under the guidance of an 

experienced teacher. Preparation for the second practicum of four weeks 

includes planning to present a story and circle work in a classroom setting. 



physical, social and cognitive development of the young child. 




of four. 





understanding of legal matters particular to the educator. We will develop 

an understanding of working with young children, discipline, and classroom 

management.

77 

A course in 3 modules: 

1 EDSF 5121 Summer I. 



of the children. What do young children really need—at home, in childcare, 

at school, in life To know what they need, we must first understand the 

fundamentals of who they are and from whence they came. Through the 

insights of Rudolf Steiner, founder of Waldorf education, and other 

contemporary research, we will cultivate our understanding of how the child 

develops from pre-birth to seven, including a glimpse at the developmental 

cycles from birth to twenty-one. The development of the young child is 

extensively addressed through lectures on movement, speech, and brain 

development. We will also work with the three R’s of early childhood— 

rhythm/routine, repetition, and reverence/respect. We will study the Twelve 

Senses and the Seven Life Processes. We will work with puppetry and 

storytelling that is appropriate in the various stages of early childhood 

development. Through study of adult temperaments, further study of child 

development from infancy through kindergarten, and comparison of several 

developmental theorists, we will deepen our understanding of ourselves and 

the children and adults with whom we work. The pedagogical work of the 

Waldorf early childhood teacher is strengthened by insights from medical 

doctors who have had anthroposophical training. In addition a basic 

overview of remedial education will be presented. Various obstacles to 

normal development are examined, from pre-birth to age seven from a 

remedial viewpoint. 

2 EDSF 5122 

Summer II Content from 5121 continued 

3 

EDSF 5123 Summer III Content from 5122 continued 

EDSF 5131 

Waldorf Early Childhood Pedagogy II 

Educating the child in developing health sensory motor development through 

movement and games provides the basis for learning skills in the grades. 

EDSF 5132 Summer II Content from 5131 continued 

EDSF 5133 Summer III Content from 5132 continued

78 

EDSF 5141 

Human Growth and Development 



of the children. Focus on understanding the dynamics of creative play and its 

value in overall development 



EDSF 5151 

Child, Family, and Community 

Early childhood educators will be introduced to the dynamics of family and 

community life as it influences the child. 



EDSF 5091 

Field Experience I 



EDSF 5092 

Field Experience II 



EDSF 5101 

Curriculum Project 



EDSF 5102: E-Portfolio 


three year journey

79 

SUMMER WALDORF TEACHER TRAINING PROGRAM 

With concentrations in Early Childhood and Elementary Education 

(grades 1-8), or in Secondary Education (grades 9-12) through the 

Waldorf High School Teacher Training Program 


The Summer Waldorf Teacher Training Program is designed primarily for 

currently practicing teachers (in-service) who work during the regular school 

year and wish to obtain a Waldorf Teacher Training Diploma. It is also open 

to other qualified applicants (pre-service) who find this option best meets 

their schedules. The emphasis of this program will be on practical application 

of Waldorf pedagogy, which participants will be able to implement during the 

school year. In the first and second year, the in-service students will, under 

the guidance of a field supervisor, complete a field experience journal that 

will serve as an internship. The pre-service students (those who are not 

currently teaching) will do a field experience practicum at a Waldorf School 

with a master teacher. 






● 

● 

A B.A. or B.S. from an accredited college or university is required for 

acceptance into teacher training programs for concentration in 

Elementary Education (grades 1-8) and Secondary Education (grades 

9-12). 





Section Two). 


International students or students whose first language is not English

80 








This program meets in intensive four and a half week sessions each summer 

for three summers (except the Early Childhood In-Service option, which 

meets for three and half weeks each summer), with continuing independent 

study, observation, and practice teaching in Waldorf schools during the 

school year. The Summer Foundation Courses are designed to be taken 

concurrently, and are included in the first eight days of each 4.5 week 

summer session. This program is a blended program with face to face 
















available from the Admissions Office.

81 

SUMMER FOUNDATION COURSES 

Description 

These courses serve as the prerequisite* for our Summer Waldorf Teacher 

Training Programs for Early Childhood, Elementary Education (grades 1-8) 

and Secondary Education (grades 9-12) concentrations, and are designed to 

be taken concurrently. These courses take place over the first eight days of 

each four and half week Summer Teacher Training Program summer session. 

*For evaluation of foundation courses done outside of Rudolf Steiner College, 

please see Section Two, Equivalency for Prerequisite Foundation Course 

Work. 

Summer Foundation Courses and Descriptions 

Year One 


FSSU 4011: The Path of Self Knowledge I (1.5 credits) 

EDSU 4011 An Introduction to Waldorf Education: Part I (1.0 credits) 

FSSU 4041 Self-Transformation through the Arts I (1.25 credits) 

EDSU 4061 The Evolution of Consciousness & Culture I: The Spiritual 

America I (1.0 credits) 


Fall Semester 

EDSU 4012 An Introduction to Waldorf Education: Observation (1 credit) 


America II (1.0 credits) 



EDSU 4012 An Introduction to Waldorf Education: Part II (1 credit) 



82 

Year Two 


FSSU 4012: The Path of Self Knowledge II (1.0 credits) 

FSSU 4021 The Philosophy of Freedom I (1.0 credits) 

FSSU 4041 Self-Transformation through the Arts II (1.5 credits) 

EDSU 4071 The Evolution of Consciousness & Culture II: Parzival: part I (1.0 

credits) 


Fall Semester 

EDSU 4072 The Evolution of Consciousness & Culture II: Parzival: part II 

(1.0 credits) 



No coursework 


Year Three 


EDSU 4014 An Introduction to Waldorf Education: Part II: Adolescence (.5 

credits) 

FSSU 4022 The Philosophy of Freedom II (1.0 credits) 


EDSU 4081 The Evolution of Consciousness & Culture III: The Evolution of 



Fall Semester 

No coursework 


No coursework 



83 


Year One 

FSSU 4011 The Path of Self Knowledge 







EDSU 4011 An Introduction to Waldorf Education 






FSSU 4041 Self-Transformation through the Arts I 






discipline. 

Year Two 

FSSU 4012: The Path of Self Knowledge II 

See general description in FSSU 4011 for context 




biography. 

2. Inner Work 


EDSU 4071 The Evolution of Consciousness & Culture II: Parzival 




84 

FSSU 4021 The Philosophy of Freedom I 





FSSU 4042 Self-Transformation through the Arts II 









Year Three 

FSSU 4081: The Evolution of Consciousness & Culture III 


1. Cosmology 






World. 













85 

EDSU 4013 An Introduction to Waldorf Education: Adolescence 



FSSU 4022 The Philosophy of Freedom 


FSSU 4043 Self-Transformation through the Arts III 









SUMMER WALDORF TEACHER TRAINING PROGRAM: 

Elementary Education (grades 1-8) concentration 


This program is designed to be taken concurrently with the Summer 

Foundation Courses, unless equivalent foundation coursework* has been 

completed, evaluated and accepted. 



Work. 


Including the Summer Foundation Courses, this program meets in intensive 

four and a half week sessions each summer for three summers, with 

continuing independent study, observation, and practice teaching in Waldorf 

schools during the school year.

86 

Pedagogical Courses and Descriptions (For descriptions of the 

Foundation Courses, please see the Summer Foundation Courses 

section) 

Year One 


EDSU 5011 The Philosophical Foundations of Waldorf Education I: Self- 

Development (.50 credits). 

EDSU 5041 The Artistic Approach in the Practice of Teaching I (2.0 credits) 

EDSU 5061 Waldorf Pedagogy IA: The Early Years (2.0 credits) 

Fall Semester 

EDSU 5062 Waldorf Pedagogy I B (3 credits) 


EDSU 5071 Waldorf Pedagogy IIA: The Golden Years (1.0 credits). 

EDSU 5091 Field Experience I (3.0 credits). 

Total Year One credits: 11.50 

Year Two 


EDSU 5012 The Philosophical Foundations of Waldorf Education I: 

Knowledge of the Human Being I (2.0 credits). 

EDSU 5042 The Artistic Approach in the Practice of Teaching II (1.5 credits) 

EDSU 5072 Waldorf Pedagogy II B: The Golden Years (2.0 credits) 

Fall Semester 

EDSU 5073 Waldorf Pedagogy II C: The Golden Years (2.0 credits) 

EDSU 5092 Field Experience II (3.0 credits). 


EDSU 5081 Waldorf Pedagogy III A: The Middle School (2.0 credits). 

EDSU 5101: Curriculum Project (2.0 credits) 

EDSU 5102: E-Portfolio (1.0 credits) 

Total Year One credits: 15.50

87 

Year Three 


EDSU 5013 The Philosophical Foundations of Waldorf Education III: 

Knowledge of the Human Being II (2.0 credits). 

EDSU 5043 The Artistic Approach in the Practice of Teaching III (1.0 credits) 

EDSU 5082 Waldorf Pedagogy III B: The Middle School (2.0 credits) 

Total Year One credits: 5.0 





EDSU 5011 The Philosophical Foundations of Waldorf Education I: Self- 

Development 






teacher. 

EDSU 5012 

The Philosophical Foundations of Waldorf 

Education II: Knowledge of the Human Being I 


1. Self-Development 



transpersonal and phenomenological science of the spirit as articulated by

88 






methods arise from an 



approach to this understanding will be employed where the behavior, body 

type, and development of children will form the basis of an inquiry into the 

nature of the development of the child in distinct developmental phases. The 

bases for differentiated teaching according to learning modalities and 

resident intelligences will be explored. 

EDSU 5013 The Philosophical Foundations of Waldorf Education III: 

Knowledge of the Human Being II 

A continuation of EDSU 5012 

EDSU 5041 






The Time Arts: In this course, speech, drama, music, and movement will be 






The Visual Arts: This course includes pedagogical approaches and skill 

development in painting, drawing, and clay modeling. Students will use the 

tools of the classroom and will develop basic understanding of the use of 

pastels, colored pencils, crayons, and chalk in drawing and watercolor in 

painting. Clay modeling will be practiced for skill and curriculum but will also

89 

be used to support an understanding of the human being through a study of 

embryology and through exercises in morphology. 

EDSU 5042 The Artistic Approach in the Practice of Teaching II 


EDSU 5043 The Artistic Approach in the Practice of Teaching III 


EDSU 5061 Waldorf Pedagogy I A: The Early Years 


methodology basic to this approach will be brought in this course, as well as 





to learn math processes, math facts, and basic problem solving. A basic 

knowledge in remedial education will be given. 

EDSU 5062 Waldorf Pedagogy I B: The Early Years 


EDSU 5071 Waldorf Pedagogy II A: The Golden Years 


optimal learning in language arts and mathematics. These strategies and 

accompanying resources will be introduced in this course. 


mathematics and critical thinking and creative composition the approach in 

language arts. 

EDSU 5072 Waldorf Pedagogy II B: The Golden Years 


EDSU 5073 Waldorf Pedagogy II C: The Golden Years 


EDSU 5081 Waldorf Pedagogy III A: The Middle School 

This course will include the curriculum and methodologies for teaching 

history, geography, and science. 

A biographical approach to history is explained and demonstrated; 

geography as an integrating subject is developed; science through a 

phenomenological method is introduced and furthered. 

EDSU 5082 Waldorf Pedagogy III B: The Middle School 

A continuation of EDSU 5081

90 

EDSU 5091 






EDSU 5092 Field Experience II 





EDSU 5101: Curriculum Project 



EDSU 5102: E-Portfolio 


three year journey

91 

SUMMER WALDORF TEACHER TRAINING PROGRAM: Early 

Childhood Concentration, Pre-Service 







Work. 


Including the Summer Foundation Courses, this program meets in intensive 

four and a half week sessions each summer for three summers, with 


schools during the school year. This program is a blended program with face 

to face sessions blended with online seminars and research projects during 

each of the 15-week semesters and 3-week summer semesters. 



Early Childhood. Most of the course work in the parallel courses is done 

during the three summers but some is done during the weekends throughout 

the year. 

SUMMER FOUNDATION COURSES for Summer Teacher Education: Early 

Childhood Concentration, Pre-Service 

Pre-requisite for summer early childhood, elementary and secondary 

programs. For evaluation of foundation courses done outside of Rudolf 

Steiner College see Section Two “Equivalency for Prerequisite Foundation 

Course Work.” 

Year One 




FSSU 4041 Self-Transformation through the Arts I (1.25 credits)

92 




Fall Semester 









Year Two 






credits) 


Fall Semester 


(1.0 credits) 



No coursework 

Year Two subtotal: 5.5 credits

93 

Year Three 



credits) 






Fall Semester 

No coursework 


No coursework 


Total Credits Foundation Studies 18.0 


Year One 
















into music (singing, lyre and recorders), eurythmy, movement, and speech

94 




discipline. 

Year Two 






biography. 

2. Inner Work 





year to complete credits 















Year Three 


This is a course in three modules

95 

1. Cosmology 






World. 

















A continuation and culmination of 4021. 









necessary to each discipline.

96 



section) 

Year One 


EDSU 5111 Music, Speech, & Art for EC (0.75 credits) 

EDSU 5121 Waldorf Early Childhood Pedagogy IA (2.5 credits) 

EDSU 5131 Waldorf Early Childhood Pedagogy IIA (0.5 credits) 

EDSU 5141 Human Growth & Development A (2.0 credits) 

EDSU 5151 Child, Family & Community A (1.5 credits) 

Fall Semester 

No courses offered 


EDSU 5091 Field Experience I (3.0 credits) 


Year Two 


EDSU 5011 The Philosophical Foundations of Waldorf Education I (1.5 

credits) 

EDSU 5112 Music, Speech, Eurythmy, & Art for EC (1.5 credits) 

EDSU 5122 Waldorf Early Childhood Pedagogy IB (1.0 credits) 

EDSU 5132 Waldorf Early Childhood Pedagogy IIB (1.25 credits) 

EDSU 5142 Human Growth & Development B (1.5 credits) 

EDSU 5152 Child, Family & Community (0.5 credits) 

Fall Semester 

EDU 5133: Waldorf Early Childhood Pedagogy II C (1.0 credits) 

EDU 5092: Field Experience II (3.0 credits)

97 





Year Three 


EDSU 5012 The Philosophical Foundations of Waldorf Education II (1.5 

credits) 

EDSU 5113 Music & Art for EC (2.5 credits) 

EDSU 5123 Waldorf Early Childhood Pedagogy IC (1.5 credits) 

EDSU 5133 Waldorf Early Childhood Pedagogy IID (0.5 credits) 

EDSU 5143 Human Growth & Development C (0.75 credits) 

EDSU 5153 Child, Family & Community C (0.75 credits) 






EDSU 5011 
















learning modalities and resident intelligences will be explored.

98 

EDSU 5012 The Philosophical Foundations of Waldorf Education II 

A continuation of EDSU 5011. 

EDSU 5111: Time and Visual Arts for Early Childhood: 


1 In this course, the arts of music and art will be cultivated in order that 

the student will develop skills in each and an understanding of their 

usefulness as teaching tools. Skills in each area will be developed and 

honed, age appropriate literature and exercises will be given, and 

examples of how to engage children in an invigorating and creative way 

will be explored. In music, recorders and wooden flutes will be practiced 

skills in singing and music will be acquired; in movement, eurythmy and 

Spatial Dynamics (gymnastics and exercise) will be engaged. 



EDSU 5112 

Time and Visual Arts for Early Childhood 


EDSU 5113 





methodology basic to this approach will be brought to this course, as well 

as the fundamentals of working with young children from pre-birth to age 

seven. 

Developmentally appropriate practices that address the specific needs of 

the young child will be examined. Students will learn Waldorf early 

childhood curriculum practices that include the domestic arts, storytelling, 

singing, circle and craft activities. The knowledge gained in the coursework 

is then put into practice in a 6 week practicum under the guidance of an 







optimum growth and development of the young child with a focus on

99 

domestic activities will be emphasized. Preparation for the second 

practicum of four. 


setting. We will also look at the fundamentals of establishing 

kindergartens, preschools, parent-child programs, childcare programs, and 

working with licensing agencies and the community at large as well as 

engender an understanding of legal matters particular to the educator. We 

will develop an understanding of working with young children, discipline, 

and classroom management. 

A course in 3 modules: 

1 EDSU 5121 Summer I. 









cycles from birth to twenty-one. The development of the young child is 

extensively addressed through lectures on movement, speech, and brain 

development. We will also work with the three R’s of early childhood— 

rhythm/routine, repetition, and reverence/respect. We will study the Twelve 

Senses and the Seven Life Processes. We will work with puppetry and 

storytelling that is appropriate in the various stages of early childhood 

development. Through study of adult temperaments, further study of child 

development from infancy through kindergarten, and comparison of several 








2 EDSU 5122 

Summer II Content from 5121 continued 

3 

EDSU 5123 Summer III Content from 5122 continued

100 

EDSU 5131 




EDSU 5132 Summer II Content from 5131 continued 

EDSU 5133 Summer III Content from 5132 continued 

EDSU 5141 








EDSU 5151 

Child, Family, and Community 





EDSU 5091 




EDSU 5092 




EDSU 5101 






three year journey

101 

SUMMER WALDORF TEACHER TRAINING PROGRAM: Early 

Childhood Concentration, In-Service 


This program is designed for those who have familiarity with Early Childhood 

Waldorf education and have worked at least one year in a Waldorf early 

childhood setting (at a WECAN member or ASWNA Waldorf School). The 

student must continue working in an early childhood setting throughout the 

course of the training. 






Work. 


This is a three year program t hat follows the following format: A three and 

a half week summer session each year for two summers; an intensive one 

week session in the fall of the second year; and an intensive three week 

session in the third summer. Students of this program join the Summer 

Foundation Courses for the first two summers, and then complete their 

foundation courses in the fall session of the second year. The final summer 

is comprised of curriculum weeks only (a three week session). There is also 


schools between the summer sessions. 

This cohort group shares core courses with the pre-service group and also 

has parallel courses focused upon the needs of an experienced early 

childhood educator. Most of the course work in the parallel courses is done 

during the three summers and through continued field experience. This 

program includes extensive field mentoring and field manual maintenance 

throughout the year. Mentors are sent out to the student’s school to review 

and evaluate the field work of the student.

102 

SUMMER FOUNDATION COURSES for Summer Teacher Education: Early 

Childhood Concentration, In-Service 



Steiner College see Section Two Equivalency for Prerequisite Foundation 

Course Work. 

Year One 








Fall Semester 

EDSU 4012 An Introduction to Waldorf Education: Part II (2.0 credits) 








Year Two 






credits) 

Total: 4.5 credits

103 

Fall Semester 


(1.0 credits) 


credits) 







No coursework 


Year Three 


No coursework; see Fall Semester, Year Two 

Fall Semester 

No coursework 


No coursework 


Total Credits Foundation Studies 18.0 


Year One 





Anthroposophy and the biography of Rudolf Steiner; 4) The path of inner

104 















discipline. 

Year Two 






biography. 

2. Inner Work 





year to complete credits 








delve into music (singing, lyre and recorders), eurythmy, movement, and

105 







Year Three 



1. Cosmology 






World. 















in cohorts during the year to complete credits.

106 














section, and note that for this program, the courses described 

under Year 3 are actually taken in the fall session of Year 2) 

Year One 


EDSU 5121 Waldorf Early Childhood Pedagogy IA (1.0 credits) 

EDSU 5131 Waldorf Early Childhood Pedagogy IIA (0.5 credits) 

EDSU 5141 Human Growth & Development A (2.0 credits) 

EDSU 5151 Child, Family & Community A (1.0 credits) 

Fall Semester 

No courses offered 


EDSU 5091 Field Experience I (3.0 credits) 


107 

Year Two 


EDSU 5011 The Philosophical Foundations of Waldorf Education I (1.5 

credits) 

EDSU 5112 Music, Speech, Eurythmy, & Art for EC (1.5 credits) 

EDSU 5132 Waldorf Early Childhood Pedagogy IIB (1.5 credits) 

EDSU 5142 Human Growth & Development B (1.0 credits) 

EDSU 5152 Child, Family & Community (0.5 credits) 


Fall Semester 

EDU 5133: EC Curriculum II C (1.0 credits) 



EDSU 5092: Field Experience II (3.0 credits) 




Year Three 


EDSU 5012 The Philosophical Foundations of Waldorf Education II (1.5 

credits) 

EDSU 5113 Music & Art for EC (2.0 credits) 

EDSU 5133 Waldorf Early Childhood Pedagogy IID (1.5 credits) 

EDSU 5143 Human Growth & Development (1.5 credits)

108 






EDSU 5011 
















learning modalities and resident intelligences will be explored. 

EDSU 5012 The Philosophical Foundations of Waldorf Education II 

A continuation of EDSU 5011. 

EDSU 5112: Time and Visual Arts for Early Childhood: 


1 In this course, the arts of music and art will be cultivated in order that 

the student will develop skills in each and an understanding of their 

usefulness as teaching tools. Skills in each area will be developed and 

honed, age appropriate literature and exercises will be given, and examples 

of how to engage children in an invigorating and creative way will be 

explored. In music, recorders and wooden flutes will be practiced skills in 

singing and music will be acquired; in movement, eurythmy and Spatial 

Dynamics (gymnastics and exercise) will be engaged.

109 



EDSU 5113 







seven. 














of four. 






understanding of working with young children, discipline, and classroom 

management. 

A course in 1 module: 

EDSU 5121 Summer I. This course will explore understanding the imitative 

nature of young children and the importance of the teacher’s continuous 

self-development on behalf of the children. What do young children really 

need—at home, in childcare, at school, in life To know what they need, we

110 

must first understand the fundamentals of who they are and from whence 

they came. Through the insights of Rudolf Steiner, founder of Waldorf 

education, and other contemporary research, we will cultivate our 

understanding of how the child develops from pre-birth to seven, including a 

glimpse at the developmental cycles from birth to twenty-one. The 

development of the young child is extensively addressed through lectures on 

movement, speech, and brain development. We will also work with the three 

R’s of early childhood—rhythm/routine, repetition, and reverence/respect. 

We will study the Twelve Senses and the Seven Life Processes. We will work 

with puppetry and storytelling that is appropriate in the various stages of 

early childhood development. Through study of adult temperaments, further 

study of child development from infancy through kindergarten, and 

comparison of several developmental theorists, we will deepen our 

understanding of ourselves and the children and adults with whom we work. 

The pedagogical work of the Waldorf early childhood teacher is strengthened 

by insights from medical doctors who have had anthroposophical training. In 

addition a basic overview of remedial education will be presented. Various 

obstacles to normal development are examined, from pre-birth to age seven 

from a remedial viewpoint. 

EDSU 5131 






EDSU 5141 








EDSU 5151 Child, Family, and Community 


community life as it influences the child.

111 


EDSU 5091 




EDSU 5092 




EDSU 5101 






three year journey

112 

WALDORF HIGH SCHOOL TEACHER TRAINING PROGRAM 

(Secondary Education) 


Those who feel a calling to work with contemporary adolescents in Waldorf 

high schools, or other independent or public institutions, are encouraged to 

join on this path of self-development, capacity-building, and curriculum 

studies. Qualified graduates have the opportunity to apply to Waldorf schools 

worldwide. 

The program focuses on a specific grade each summer. For example, in 2013 

pedagogical courses will focus on the 9/10th grade, in 2014 the 11th grade, 

and in 2015 the 12th grade. Students receive a diploma upon the completion 

of the whole high school curriculum. 






Work. 


The program consists of three intensive summer sessions with four 

segments each summer. Independent research, observations, mentoring, 

and field service occur in the fall and spring semesters during year 1 and 

year 2. The program ends at the culmination of the third summer. 

Beginning in summer 2013 for new students entering the H.S. program, the 

program will go from three summers and three academic years to three 

summers and two academic years. This program is a blended program with 

face to face sessions blended with online seminars and research projects 

during each of the 15-week semesters and 3-week summer semesters. 

There are four segments each year as follows: 

Summer Semester: 

Segment One: Foundation courses - 1.5 weeks 

Segment Two: Curriculum Courses - 2 weeks 

Segment Three: Adolescent Development - 1 week 

Fall & Spring Semesters, Year 1 and 2:

113 

Segment Four: Research, Observation, Mentoring, and Field Experience 

SUMMER FOUNDATION COURSES for Summer Teacher Education: 

Secondary Concentration 



Steiner College see Section Two Equivalency for Prerequisite Foundation 

Course Work. 

Year One 








Fall Semester 









114 

Year Two 





EDSU 4071 The Evolution of Consciousness & Culture II: Parzival: part I 

(1.0 credits) 


Fall Semester 


(1.0 credits) 



No coursework 


Year Three 



credits) 






Fall Semester 

No coursework 


No coursework 



115 


Year One 




















discipline. 

Year Two 






biography. 

2. Inner Work 






116 















Year Three 



1. Cosmology 






World. 













117 





A continuation and culmination of 4021 











Year One 


EDHS 5011 The Philosophical Foundations of Waldorf Education I (2.0 credits) 

This is a course in 3 modules: 

1. The Study of Man I 


3. Adolescent Psychology—Gender Issues/Self Identity 

EDHS 5041 

Arts in the Practice of Teaching I (1.0 credits) 


1. The Time Arts 

2. The Visual Arts 

EDHS 5061 Pedagogy IA (3 credits) 

This is a course in 3 modules:

118 

1. Single Subject Coursework 

2. Curriculum and Instruction: Methodology, Presentation, Biography 

3. Seminar Grades 9 & 10 

Total Credits: 6 credits 

Fall Semester 

EDHS 5062 Pedagogy IB (1.0 credits) 

EDHS 5091 Observation (1.0 credits) 


EDHS 5092 Mentoring (1.0 credits) 

EDHS 5093 Field Experience I (3.0 credits) 

Total Year One Credits: 12.0 

Year Two 


EDHS 5012 The Philosophical Foundations of Waldorf Education II (2.0 

credits) 


1. Study of Man IIA 

2. Governance 

3. Adolescent Psychology—Physiological Development 

EDHS 5042 Arts in the Practice of Teaching II (1.0 credits) 

EDHS 5071 

Pedagogy II (3 credits) 



2. Curriculum and Instruction: The Elements of Teaching 

Fall Semester 

EDHS 5071 Pedagogy IIB (1.0 credits) 

EDHS 5094 Field Experience II (3.0 credits) 

Spring Semester

119 

EDHS 5071 Pedagogy IIIA (1.0 credits) 

EDHS 5101 Curriculum Project (2.0 credits) 

Total Year Two credits: 13 

Year Three 

EDHS 5013 The Philosophical Foundations of Waldorf Education III (2.0 

credits) 


1. Study of Man III 

2. Communication Skills 

3. Adolescent Psychology—Social-Emotional Development 

EDHS 5043 Arts in the Practice of Teaching III (1.0 credits) 

EDHS 5081 

Pedagogy III (3.0 credits) 


1. Seminar Grade 12 


3. Curriculum and Instruction: The Elements of Teaching 

Total Year Three Credits: 6.0 


I. The Philosophical-Psychological Foundations of Waldorf Education 


phenomenological world-view. The ontology includes perspectives that view 





methods arise from an understanding of this ontology.

120 

EDHS 5011 

Study of Man 


1. The Study of Man I 


human being in its soul, spirit and bodily nature. A phenomenological 



the development of the child is distinct developmental phases. The basis for 


intelligences will be explored. 




inner capacities are developed that fosters the learning process. In this 

course, a phenomenological inquiry of self is conducted and strategies will be 

given that the teacher may develop the necessary attitudes of an effective 

teacher. 

3. Adolescent Psychology—Gender Issues/Self Identity 

EDHS 5012 


1. Study of Man II 

A continuation of Study of Man I 

2. Governance 


concerns of the time. These concerns are still relevant today, and 



relations and collegial relations. It is also incumbent on the individual 

teacher to maintain a healthy relationship to him or herself in a spiritual and 

bodily sense. This course will address these issues and will engender also an 

understanding of legal matters particular to the educator. 

3. Adolescent Psychology—Physiological Development

121 

EDHS 5013 


1. Study of Man III 

A continuation of Study of Man II 

2. Communication Skills 

A continuation of governance focusing on colleagueship 

3. Adolescent Psychology—Social-Emotional Development 

II. The Artistic Approach in the Practice of Teaching 





EDHS 5041 



1. The Time Arts 

In this course, the art of the spoken word, drama, music, and movement will 

be developed as teaching tools. Skills in each area will be developed and 

honed, literature and age appropriate exercises will be given, and examples 

of how to engage adolescents in an invigorating and creative way will be 

explored. In music, singing will be practiced. In movement, eurythmy and 

special dynamics (gymnastics and exercise) will be engaged. 

2. The Visual Arts 

This course includes the pedagogical approaches and skill development in 

painting, drawing, and clay modeling. Students will use the tools of the 

classroom and will develop basic understanding of the use of pastels, colored 

pencils, crayons and chalk in drawing and watercolor painting. Clay modeling 

will be practiced for skill and curriculum, but will also be used to support an 

understanding of the human being through a study of embryology through 

exercises in morphology. For H.S. program- This course includes the 

pedagogical approaches and skill development in painting, drawing, form 

drawing and clay modeling.

122 

Students will be introduced to various art and craft forms such as stained 

glass, woodworking, metal work, sculpture, weaving, bookbinding, 

papermaking, basketry. Students may add additional drama activities to 

substitute for one of these art forms. 

EDHS 5042 The Artistic Approach in the Practice of Teaching II 

A continuation of 

EDHS 5041 

EDHS 5043 

The Artistic Approach in the Practice of Teaching III 

A continuation of 

EDHS 5042 

III. Curriculum Development, Differentiation, and Delivery 

EDHS 5061 Curriculum Development, Differentiation, and Delivery I 


1. Single Subject Coursework: Grades 9 and 10 

2. Curriculum and Instruction: Methodology, Presentation, Biography 

3. Seminar Grades 9 & 10 

EDHS 5071 Curriculum Development, Differentiation, and Delivery II 


1. Single Subject Coursework: Grade 11 

2. Curriculum and Instruction: Methodology, Lesson Elements 

3. Seminar: Introduction to Grade 11 

EDHS 5081 Curriculum Development, Differentiation, and Delivery III 


1. Single Subject Coursework: Grade 12 

2. Curriculum and Instruction: Methodology, Life Processes 

3. Seminar: Introduction to Grade 12 

EDHS 5091 Field Experience: Observation in a Waldorf High School 

EDHS 5092 Mentoring 

EDHS 5093 Field Experience I 

EDHS 5094 


IV. Applied Research 

EDHS 5101 Curriculum Project

123 

SUMMER WALDORF TEACHER TRAINING: Hybrid 

Modality 

All Foundation Courses are integrated throughout the program. 


This program provides an option for students who are currently teaching in 

public schools inspired by Waldorf Education and who wish to become 

certified Waldorf teachers. Students may select a program emphasis in 

either Early Childhood or Elementary Education (grades 1-8) through this 

modality. Qualified graduates may apply for teaching positions to any 

Waldorf school in the world. Emphasis is placed on awakening the faculties 

of the teacher and the development of his/her creativity through study, 

contemplative practices and the Arts. 

Child development and child observation are central to this program and 

courses are provided that enable the teacher to design and implement 

appropriate curriculum from early childhood through eighth grade and high 

school. 

Admissions Requirements 



• A B.A. or B.S. from an accredited college or university is required for 

acceptance into all teacher training programs. 

• EITHER a credential from a state-certified institution, OR proof of 

successful teaching for a minimum of 5 years in a Waldorf-oriented 

school. 



Section Two). 





still not proficient in spoken and written English are strongly

124 




Foundation studies are embedded in this modality and students with 

completed foundation studies must take the entire course listings of this 

modality. However the student may receive some credit for prior studies if 

the foundation studies were completed at an Anthroposophical educational 

institution approved by AWSNA. A student may petition the director of the 

program for admission based on a list of prerequisites that will be furnished 

upon request. There is a $50 fee for a Foundation course equivalency. 


This is a three-summer, part-time program, and includes summer, fall and 

spring elements: 

Summers – A two-week intensive summer session each summer for three 

years, with classes from 8 AM until as late as 9 PM, Monday through Friday 

(1 each in years 1, 2 and 3, 6 weeks total); a week-long Art of Teaching 

intensive each summer for two years. 

Fall and Spring - 16 online class-cluster webinars (8 each in years 1 and 2, 1 

per month from fall to spring); 8 online philosophical webinars (4 each in 

years 1 and 2); 6 practicum weekends at regional sites (3 each in years 1 

and 2); 18 on-site field mentorship visits (over 4 semesters through years 1 

and 2) 

Schedule for Years 1 and 2 

Semester I 

• Two-week summer session in Fair Oaks, CA (enrollment entry point) 

• Week-long Art of Teaching intensive (can be taken in 1st, 2nd or 3rd 

year) 

Semester II 

• 1-2 Practicum weekends at regional sites (enrollment entry point) 

• online Class cluster webinars (schedule is distributed during summer) 

• online Philosophical webinars, schedule as above

125 

Semester III 

• 1-2 Practicum weekends at regional sites 

• 4 online Class cluster webinars (schedule is distributed during 

summer) 

• 2 online Philosophical webinars, schedule as above 

Schedule for Year 3 

Semester I 

• two-week summer session, on campus in Fair Oaks, CA 




dropping the student from the class. 

Students must satisfactorily complete all assignments in order to graduate. 

Credit is awarded on a Pass/No Pass basis. To pass, students must have an 

80% attendance rate and turn in all of their assignments. If assignments are 

missing a grade of INC (incomplete) will be issued. Assignments must be 

completed by the end of the semester. Incompletes that remain from the 

last semester must be completed in six weeks. Variances can only granted 

by the Academic Dean. Requests for variance from this policy must be made 

in writing. 

Students complete 12 intern-based Field Experience projects and work with 

a Field Supervisor of the Program. Capstone curriculum project is presented 

at the end of the final semester.

126 

SUMMER WALDORF TEACHER TRAINING, Hybrid Modality: 


Program Courses and Descriptions 

I. The Philosophical Foundations of Waldorf Education (13.0 credits) 


phenomenological world-view. It is necessary for the Waldorf educator to 

grasp this view of the human being because Waldorf pedagogy arises 

directly from this understanding. The curriculum and methods arise from an 

understanding of this ontology. 

EDHY 5011 Semesters I through VI, Knowledge of the Human Being (6.0 

credits). This course will explore the human being from three perspectives: 

the human being in its soul, spirit, and bodily nature. A phenomenological 



the development of the child in distinct developmental phases. A thorough 

examination of the developmental aspect of human consciousness and how 

this informs Waldorf Pedagogy will be explored. 

The bases for differentiated teaching according to learning modalities and 

resident intelligences will serve as guidelines to lesson planning. 

EDHY 5021 Semesters I through VI Inner Work/Social Skills (3.0 credits). In 

Waldorf Education, tacit teaching is highly valued. This means that the 





teacher. 

EDHY 5031 Semesters I through VI, Cultural Creativity in Waldorf 

Community Life (4.0 credits). Historically, Waldorf education arose out of an 

intention to meet social concerns of the time. As these concerns are still 

relevant today, contemporary social issues in a macrocosmic sense are 

present in the microcosm of student-teacher relations, parent relations, 

community relations, and collegial relations. It is also incumbent on the 

individual teacher to maintain a healthy relationship to him- or herself in a 

spiritual and bodily sense. This course will address these issues. Addressing

127 

specific needs of students will be explored and will engender also an 

understanding of legal matters particular to the educator. 

II. The Artistic Approach in the Practice of Teaching (8.25 credits) 





EDHY 5041 Semesters I through VI, The Time Arts (3.25 credits). In this 

course, the art of the spoken word, drama, music, and movement will be 






EDHY 5051 Semesters I through VI, The Visual Arts (5 credits). This course 

includes pedagogical approaches and skill development in painting, drawing, 

and clay modeling. Students will use the tools of the classroom and will 

develop basic understanding of the use of pastels, colored pencils, crayons, 

and chalk in drawing and watercolor in painting. Clay modeling will be 

practiced for skill and curriculum but will also be used to support an 

understanding of the human being through a study of embryology through 

exercises in morphology. 

III. Curriculum: Development, Differentiation, and Delivery (18.75 

credits) 

The Waldorf curriculum is based on a developmental paradigm of body, soul 

and spirit. It engages head, heart and hands in all grade levels. Each 

Waldorf teacher is trained to differentiate modalities and styles of learning in 


and experiential learning can take place. This domain covers the curriculum 

in the early, golden, and middle school years. Focus on the core subject 

areas as they are delivered in a traditional Waldorf School is intrinsic to this 

area of learning. The student will learn where and how to recognize the 

Common Core Standards as they are embedded in the Waldorf Curriculum. 

All knowledge in this vital area of learning to become a teacher is grounded 

in practical field experience.

128 

EDHY 5061 Semesters I – III Waldorf Pedagogy I: Language Arts and 

Mathematics Curriculum through the grades (3.75 credits). Because Waldorf 

education is a developmental and artistic approach to education, a 

methodology basic to this approach will be brought in this course. The 

student will focus upon the fundamentals of teaching reading, writing, and 

arithmetic. In reading and writing the main artistic strategy will be presented 

along with the appropriate use of phonics, whole language, and composition 

techniques. In arithmetic an imaginative, musical and rhythmic approach will 

be developed to learn math processes, math facts, and basic problem 

solving. Students will plan lessons based on the Waldorf Main Lesson 

structure with Vygotsky’s theory of the proximal zone of development 

intrinsic to these lessons. 

EDHY 5071 Semesters II – VI Waldorf Pedagogy II: Curriculum 

Development, Differentiation and Delivery ~ The Book of Humanity and the 

Book of the Natural World, (Science and Culture) (4.0 credits). The students 

explore the Waldorf Curriculum focused to the sciences especially those 

wherein, the child is seeking a new relationship to the world and education 

must take a different and more empirically-based approach. The sciences of 

Zoology, Botany, Physics, Chemistry, Anatomy and Physiology as well as 

Earth Sciences and Social Sciences are explored as taught in Waldorf 

Schools. This course will include the curriculum and methodologies for 

teaching geography. Particular attention to the approach to the sciences in 

Waldorf Education and the achieving of Common Core Standards will be 

given. 

EDHY 5081 Semesters III-VI Waldorf Pedagogy III, Curriculum 

Development, Differentiation and Delivery ~ Meeting the needs of a Socially 

and academically inclusive campus and classroom (3.50 credits). This 

course focuses primarily on teaching methodologies and approaches to 

differentiate within the Waldorf Curriculum. Addressing special needs in the 

following ways will be explored: From Child Study to Student Study 

Teamwork, and Differentiation for Slow and fast learners. 

The so-called “hidden aspects” of the curriculum and methodologies are 

addressed: The social dynamics fostered in the long-looping process, the 

consciousness shifts in each grade level and the rhythmical unfolding of 

human capacities according to larger rhythms of origin in cosmology, the 

teacher’s approach to special needs within the fully inclusive classroom. 

Candidates will learn the therapeutic aspects to the use of color, sculpting,

129 

free rendering, storytelling, movement in circles, speech rhythms, and other 

aspects unique to Waldorf Teaching Methodologies. Candidates will focus in 

on one or more of these areas and identify an impulse to study more deeply 

and evidence this study in the curriculum project. 

Campus-wide projects to address social needs of the students are presented 

(compassionate Campus, NVC, Heartmath, the Virtues Project, Listening 

Circles, and etc.) 

EDHY 5091 Semesters III-VI. Field Experience (7.50 credits). Students will 

have 12 distinct field experience projects. A field supervisor is assigned to 

each student and a field manual guides the monthly activities shared with 

the field supervisor. 

IV. Applied Research (2.0 credits) 

EDHY 510 Semesters II – VI: The Portfolio Curriculum Project (1.75 credits). 

Students will present a portfolio of all classroom work of the previous 6 

semesters. This includes the board drawings, paintings, projects done by the 

student as well as samples of their student’s work. Lesson plans, inclusive of 

choices of verses, songs and other music for each block taught will be in a 

section of the portfolio. A comprehensive plan of all block rotations and the 

integration of Common Core or State Curriculum is part of this Portfolio 

Project. 

In addition to the field manual, journal entries, and other artistic pieces in 

this portfolio, a reflection paper clearly outlining areas of the curriculum of 

particular interest into these areas comprises will be included. A rubric for 

the elements expected in this reflection is provided. A complete list of all 

items in the portfolio project is given to students in semester II of the 

program. 

Total Credits: 42

130 

SUMMER WALDORF TEACHER TRAINING, Hybrid Modality: 

Early Childhood concentration 




Early Childhood. The additional parallel/focus courses are as follows: 

EDHY 5111 Semesters I – VI Time and Visual Arts (1.5 credits disaggregated 

from grades teachers cohort). In this course, the arts of music and art will 

be cultivated in order that the student will develop skills in each and an 

understanding of their usefulness as teaching tools. Skills in each area will 

be developed and honed, age appropriate literature and exercises will be 

given, and examples of how to engage children in an invigorating and 

creative way will be explored. In music, the kinder harp and the singing 

voice will be emphasized. Movements in eurythmy and circles with emphasis 

on the young child will be explored. 

EDHY 5121 C Semesters I-VI, Waldorf Early Childhood Pedagogy I (3.5 

credits). Waldorf education is a developmental and artistic approach to 

education. A methodology basic to this approach will be brought in this 

course, as well as the fundamentals of working with young children from 

pre-birth to age seven. 














of four.

131 




licensing agencies and the community at large will engender also an 


understanding of working with young children, discipline and classroom 

management. 









cycles from birth to twenty-one. 

The development of the young child is extensively addressed through 

lectures on movement, speech and brain development. We will also work 

with three R’s of early childhood—rhythm/routine, repetition and 

reverence/respect. We will study the Twelve Senses and the Seven Life 

Processes. We will work with puppetry and storytelling that is appropriate in 

the various stages of early childhood development. 

Through study of adult temperaments, further study of child development 

from infancy through kindergarten, and comparison of several 








EDHY 5131 Semesters I-VI, Waldorf Early Childhood Pedagogy II (1.5 

credits). Educating the child in developing health sensory motor 

development through movement and games provides the basis for learning 

skills in the grades. 

EDHY 5141 Semesters I-VI Waldorf Early Childhood Pedagogy III, Human 

Growth and Development (8.5 credits). This course will explore

132 

understanding the imitative nature of young children and the importance of 

the teacher’s continuous self-development on behalf of the children. Focus 

on understanding the dynamics of creative play and its value in overall 

development 

EDHY 5151 Semesters I-VI Child, Family, and Community (3.5 credits). 



Total Credits: 42

133 

WALDORF TEACHER TRAINING PROGRAM FOR 

SUBJECT TEACHERS, HANDWORK 


Rudolf Steiner College offers a part-time Waldorf Teacher Training Program, 

in the sub-specialty area of handcrafts (soft and hard crafts) that is designed 

to meet the critical need for trained subject teachers in the national Waldorf 

school community. This program offers teachers a way to earn a Waldorf 

Teaching certification as a subject teacher (Handcrafts) through part-time 

intensives. Qualified graduates may apply for teaching positions to any 

Waldorf school in the world. 

The Waldorf Teacher Training Program for Subject Teachers includes courses 

in: 

● Conceptual foundations of Waldorf education for the subject teacher; 

● 

● 

● 

The principles and practices of Waldorf education, with studies in 

curriculum and methodology for Subject teachers; 

Developing the creative capacities of the teacher through the 

performing and visual arts; 

The philosophical basis of Waldorf education as established by the 

founder of Waldorf Education, Rudolf Steiner. 

The emphasis of this program will be on practical application of Waldorf 

pedagogy in the subject classroom which participants will be able to put into 

practice during the school year. In addition, there are courses exploring the 

view of the human being that is at the heart of Waldorf education. 

Since the majority of the participants will already be Waldorf teachers, an 

exciting aspect of this program is that it enables sharing among teachers 

from diverse school settings. Each teacher will have a mentor who will 

provide support and advice over the period of training. The participant will 

also be required to do classroom observation with a master teacher in their 

subject area. For those who are not currently teaching, a practicum will be 

arranged in a Waldorf school. 



non-degree diploma program.

134 





Section Two). 










This 3-year program meets in two-week sessions each summer and one 

week each spring, with continuing independent study and observation in 

Waldorf schools during the school year. 

Foundation coursework for subject teachers is a pre-requisite and is offered 

as an initial one-week of intensive study each summer for three summers 

(includes a portion of the Summer Foundation Courses). 


A student must attend at least 80% of class sessions and complete all 

assigned homework to graduate. Five to ten days in the classroom(s) 

observing an experienced Waldorf Subject Teacher as well as a two day 

Practicum must also be completed. 

Excessive absence, defined as less than 80% attendance, may result in the 

instructor dropping the student from the class. Students must satisfactorily 

complete all assignments in order to graduate. Credit is awarded on a 

Pass/No Pass basis. To pass, students must have an 80% attendance rate, 

turn in all of their assignments and receive the level of “Developed” when 

the assignment is assessed. If assignments are missing, a grade of 

“Incomplete” (INC) will be issued. Assignments must be completed by the 

end of the semester. Incompletes that remain from the last semester must

135 

be completed in the first 6 weeks of the next semester. Extensions may be 

granted only by the Academic Dean and must be made in writing. Individual 

instructors reserve the right to lower the score for late assignments. 

Extension Forms are available from the Admissions Office. 

Foundation Courses and Descriptions for Subject Teacher 

Training 

Year One 

I. The Path of Self Knowledge (1.0 credits) 

FSSU 4011 This course addresses six aspects of the human being’s quest: 1) 

The human being and his destiny; 2) a penetrating view of the human being 



development as outlined in How To Know Higher Worlds; and 6) A practice 

of inner work exercises. 

II. The Evolution of Consciousness & Culture 

Not offered in first summer 

III. An Introduction to Waldorf Education (1.0 credits) 

EDSU 4011 This course will give the students an introduction to the 

principles of Waldorf Education including developmental approaches, 

curriculum and methods of instruction. It will include a visit to a Waldorf 

school where the students will observe a variety of classes. 

IV. Epistemology and Phenomenology 

Offered in year 2. 

V. Self-Transformation through the Arts (0.25 credits of 2.0 credits, 

total over 3 years) 

FSSU 4041 Self-Transformation through the Time Arts I 



speech & drama. 

FSSU 4051 Self-Transformation through the Visual Arts I

136 


the studio experiences in painting, drawing, form drawing, clay modeling, 

and handwork. They will also develop the skills necessary to each discipline. 

Year Two 

I. The Path of Self Knowledge (1.0 credit) 

See general description in 4011 for context 

FSSU 4012 Nature of the Human Being II (0.5 credits). A continuation of 

4011 focusing on the questions of destiny and biography. 

FSSU 4013 Inner Work (0.5 credits). Techniques in mindfulness practice and 

self-reflection. 

II. The Evolution of Consciousness & Culture 

III. An Introduction to Waldorf Education 

Offered in first semester 

IV. Epistemology and Phenomenology (0.5 credits) 

FSSU 4021 The Philosophy of Freedom (0.5 credits). The student will 

develop understanding for the epistemology underlying Anthroposophy, 

gaining certainty in knowing the world and seeking to answer the question, 

Can I become truly free Course requires work in cohorts during the year to 

complete credits. 


total over 3 years) 

FSSU 4042 Self-Transformation through the Time Arts I. Students will also 

find transformative experiences in the time arts as they delve into music 

(singing, lyre and recorders), eurythmy, movement, and speech & drama. 

FSSU 5052 Self-Transformation through the Visual Arts I. Students will 

experience the transformative power of the visual arts through the studio 

experiences in painting, drawing, form drawing, clay modeling, and 

handwork. They will also develop the skills necessary to each discipline. 

Year Three 

I. The Path of Self Knowledge 

Not offered in year 3.

137 

II. The Evolution of Consciousness & Culture (0.5 credits) 

FSSU 4061 Cosmology (0.5 credits). This course explores the stages of 

cosmic and human evolution from Ancient Saturn through Ancient Sun, 

Ancient Moon and Earth evolutionary cycles, and lays seeds to understand 

further stages of evolution in Future Jupiter, Future Venus and Future Vulcan 

stages. Texts include Esoteric Science: An Outline and Spiritual Hierarchies 

and the Their Reflection in the Physical World. 

III. An Introduction to Waldorf Education (0.5 credits) 

EDSU 4012 (0.5 credits). Child development and curriculum for the 

adolescent. Course requires work in cohorts during the year to complete 

credits. 

IV. Epistemology and Phenomenology (0.5 credits) 

FSSU 4022 The Philosophy of Freedom (0.5 credits). A continuation and 

culmination of 402.1. Course requires work in cohorts during the year to 

complete credits. 


over 3 years) 

FSSU 4043 Self-Transformation through the Time Arts I. Students will also 

find transformative experiences in the time arts as they delve into music 

(singing, lyre and recorders), eurythmy, movement, and speech & drama. 

This course also includes the production of a play for the college community 

that emphasizes the skills of acting but is also a deep, social, enterprise. 

FSSU 4053 Self-Transformation through the Visual Arts I. Students will 

experience the transformative power of the visual arts through the studio 

experiences in painting, drawing, form drawing, clay modeling, and 

handwork. They will also develop the skills necessary to each discipline. 

VI. Topics in Anthroposophy (0.5 credits) 

FSSU 4083 Karma and Reincarnation (0.5 credits). This course is an in-depth 

exploration of Rudolf Steiner’s original insights into the nature of 

reincarnation and karma. Texts include Manifestations of Karma, Theosophy, 

Reincarnation and Karma, World History in the Light of Anthroposophy, and 

selected lectures from the 8 volumes titled Karmic Relationships. 

Total Credits: 6.5

138 

Pedagogical Courses and Descriptions for Subject Teacher 

Training 

Not all courses listed are offered every summer. They outline a course of 

study over 3 years. 

I. Conceptual Foundations of Waldorf Education Focusing on the 

Specialty Subjects (5 credits) 

These are classes that focus on the philosophical framework of the Waldorf 

curriculum that seeks to educate the whole child and addresses the child’s 

changing consciousness as it unfolds through stages of development. This 

course includes an in-depth study of Rudolf Steiner’s indications on the 

specialty subjects that have lead to the practical, artistic and spiritual 

foundation for the teaching of the subject in Waldorf Schools. The 

development and changing consciousness of the child through the first three 

seven-year cycles will be the backdrop for this examination of the subject 

curriculum grades 1-8. 

EDST 4011 Inner Nature of the Curriculum, Grades 1-3 (0.5 credits). 



EDST 4014 Evolution of Consciousness through Art, Part 1 (0.5 credits). An 

overview of the visual arts—architecture, sculpture and painting—reflects the 

changing consciousness of the human being from the ancient mystery 

centers to the modern age 

EDST 4015 Evolution of Consciousness through Art, Part 2: Mother Earth and 

Human Cultures (0.5 credits). A specific focus of the evolution of 

consciousness as seen through a survey of indigenous crafts. 

EDST 4016 Evolution of Consciousness of the Human Being (0.5 credits). 

Introduction to Rudolf Steiner’s view of the human being and to the life 

journey between birth and death. 

EDST 4017 Seven Planetary Soul Types (0.5 credits). A study of Max 

Stibbe’s book, Seven Soul Types and how they relate to the seven visible 

planets and the constitution of the human being.

139 

EDST 4018 The Four Temperaments (0.5 credits). A study of how to 

recognize in the child the four temperaments and how to work with them in 

a supportive way. 

EDST 4019 The Cycle of the Year (0.5 credits). A survey of the annual 

cosmic events and how they were celebrated by ancient peoples in order to 

better understand the major festivals of the year. 

EDST 4020 Human Physiology (0.5 credits). A brief overview of Rudolf 

Steiner’s work on human physiology and its relationship to the work of the 

teacher. 

II. Curriculum, Methods and Practical Skills (4 credits) 

Considerable time is spent in preparing the student with hands-on practical 

skills in which to implement the Waldorf specialty curriculum. Included in 

each of these courses is the use of songs, verses, presentation, organization 

and the teacher as an artist. 

EDST 4061 Curriculum, Skills, and Techniques: Grades 1-3 (0.5 credits). 





EDST 4082 Curriculum, Skills, and Techniques: Early Years and High School 

(0.5 credits). 

EDST 4083 Supplemental Skills for Each Focus (0.75 credits). 

EDST 4084 Review and Preview Discussion Group (0.25 credits). 

III. Developing the Artistic Capacities of the Teacher (3 credits) 

An exploration of the artistic process though many different media in order 

for the student to gain an experience of the arts as a path of selftransformation, 

knowledge and renewal. Each session will include some of 

the following areas: speech, painting, drawing, blackboard drawing, 

woodworking, spatial dynamics, singing, folk dancing, eurythmy.

140 

EDST 2531 Fine Arts Summer Session (0.75 credits). 

EDST 2532 Fine Arts Spring Session (0.25 credits). 








IV. Special Topic Forums (1.5 credits) 

A series of evening lectures over the three years of the program to bring in 

experts in various fields on topics of both practical and theoretical interest to 

the specialty subject teacher. This lectures series is grouped in three general 

areas: 

• Curative Work 

• Child, Teacher, Parent and Community 

• Seasonal Festivals 

EDST 4041 Summer Session (0.375 credits). 

EDST 4042 Spring Session (0.125 credits). 





V. Foundations of Human Experience (3.0 credits)

141 

An exploration of the threefold nature of the human being: nerve/sense, 

rhythmic and metabolic systems; thinking, feeling and willing. The 

significance of waking, dreaming and sleeping in child development; and the 

need for awakening the intellect though imagination will be explored. This 

course is divided into three segments. 

EDST 4011 Summer Session (1.0 credit). Lectures 1-4 focus on the human 

being from the point of view of physiology, psychology, and learning; the 

task of the teacher; and the importance of the arts in education. 

EDST 4012 Summer Session (1.0 credit). Lectures 5-9 deepen an 

understanding of the soul states of sympathy and antipathy; thinking, 

feeling, and willing. 

EDST 4013 Summer Session (1.0 credit). Lectures 10-14 emphasize the 

structure of the physical body; its relationship to thinking, feeling, and 

willing; and to health and illness. 

VI. Practice Teaching, Observation and Mentoring (4.0 credits) 

EDST 4091 Practice Teaching. The student is required to do two days of 

Practice Teaching under the supervision of a master teacher. 

EDST 4092 Mentoring. Each student will select, with the advice of the 

Program Coordinator, a mentor who is an experienced teacher in the 

student’s subject area. 

EDST 4093 Observation. The student will spend five to ten days (a minimum 

of three classes per day) in the classroom(s) observing an experienced 

Waldorf Subject Teacher. The observation of grades 1-8 is essential. 

EDST 4101 Curriculum Project (2.0 credits). A final project will be required 

that communicates the Waldorf grades curriculum through the student’s 

unique creative expression. 

Total Credits: 22.5

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REMEDIAL EDUCATION PROGRAM 


The Remedial Education Program is a part-time course of study designed to 

educate Waldorf teachers and related professionals in the field of educational 

support. This support includes assessment, individual drawing, painting, and 

movement exercises, creative tutoring, as well as classroom strategies to aid 

challenged students’ daily schoolwork. Graduates of this program work as 

educational support teachers, resource teachers, educational therapists, 

therapeutic educators, or educational consultants. 

The Extra Lesson, developed by Waldorf educator Audrey McAllen, is a 

program of movement, drawing, and painting exercises for students with 

learning and/or behavioral challenges. Extra Lesson assessment and 

exercises provide the foundational material in the Remedial Education 

Program. Rudolf Steiner’s indications for curative education, including the 

soul and constitutional types, are also covered. 

The sources of students’ learning and behavior challenges are thoroughly 

explored from developmental, educational, and medical / neurological / 

therapeutic perspectives. How to use children’s drawings as indicators of 

their developmental level is another vital topic. Various educational and 

therapeutic Waldorf, Anthroposophical, and mainstream support resources 

are included as well. 

Movement classes include developmental movements, hygienic and 

therapeutic eurythmy, Spacial Dynamics®, pedagogical exercises, Move-in- 

Time and Extra Lesson exercises. Artistic classes include painting, drawing, 

clay modeling, music (singing), and speech. Therapies introduced include 

Chirophonetics, Therapeutic Eurythmy, music therapy, art therapy, 

Anthroposophical medical interventions, and Rhythmical Massage. 




Ideally, individuals entering this program have concurrent or previous 

Waldorf teacher certification. In situations where an applicant has previous 

teaching or other professional experience working with children, Foundation 

Program work (or the equivalent) is a prerequisite for entering this program.

143 

Professionals with training in various anthroposophical therapies will also be 

considered. 





Section Two). 










The Remedial Education Program meets three times a year over three years. 

Sessions are held over a five-day weekend in the spring and fall and for two 

weeks in the summer each year. Each session has a balance between 

lectures, movement exercises, artistic activities, and discussions/sharing of 

pertinent experiences. There are eight+ hours of classes a day with breaks 

in between; mornings usually begin with form drawing, singing, practical 

activities, or movement, followed by a lecture. 

Diploma Requirements 

Participants in the full Program are expected to practice specific observation, 

movement, painting and drawing activities between sessions. Reading, 

assessment practice, and independent research are also part of homework 

assignments. During the second and third years each participant in the full 

Program has a mentor who supervises practical work with challenged 

students of all ages. 


absence, defined as less than 80% attendance, may result in the instructor

144 











available from the Admissions Office. 


REM 4100 Human Development and Pedagogical Implications, Level I (3.2 

credits). This course offers a background theoretical foundation to the 

practical classes in the first year. The causes of learning and behavior 

difficulties, human development from an anthroposophical perspective, the 

incarnation process in the first seven years, the twelve senses and 

movement development are important themes. Children’s drawings are 

discussed; medical perspectives are provided by physicians working with 

children. Introduction to educational support in Waldorf schools brings in 

practical elements and begins to give participants a connection to the actual 

work with challenged children. 

REM 4101 Human Development and Pedagogical Implications, Level II (4.0 

credits). During the second year of the Program, spiritual archetypes of the 

human being, as described by Rudolf Steiner and others, as well as an 

introduction to Astrosophy, are explored. Person-house-tree drawings, soul 

and constitutional types in children, and meditative work of the teacher 

elaborate important aspects of educational support work in Waldorf schools. 

School readiness and excess of temperament bring in pedagogical aspects of 

working with learning and behavior challenged students. 

REM 4102 Human Development and Pedagogical Implications, Level III (3.0 

credits). During the third year of the Program the spiritual background to the 

Extra Lesson exercises is brought into focus. The role of children’s sleep, 

creative tutoring and bridging to the testing approach of the public school 

system are addressed. An overview of children’s constitutional ailments, 

home health care, attention and compulsion disorders, autistic spectrum

145 

disorders, nutrition, and collaboration with the school doctor are medical 

perspectives covered in this course. 

REM 4103 Observation Skills and Assessment Work, Level I (1.0 credit). 

Students will learn techniques for participatory observation of the four 

kingdoms of nature in order to develop the ability to distinguish pure 

observation from personal judgment and interpretation. Developmental 

movement and Extra Lesson assessment exercises (to determine sensorymotor 

developmental level) are also learned and practiced. 

REM 4104 Observation Skills and Assessment Work, Level II (1.0 credit). 

Further assessment techniques are given with a focus on Extra Lesson 

assessment exercises to determine children’s developmental and academic 

skills level. 

REM 4105 Assessment Process and Remedial Therapies, Level III (1.5 

credits). This course builds on REM 5013 and REM 5014, reviewing and 

honing previously learned assessment activities, and introducing further 

assessment techniques. Topics covered include case histories, methods of 

record keeping, and report writing. This course introduces Chirophonetics, 

Therapeutic Eurythmy, and Rhythmical Massage as Anthroposophical 

therapies for challenged children. 

REM 4106 Practicum and Mentoring, Level I, Year 2 (1.0 credit). Each 

participant in this Program has a mentor for the second and third years. 

During the second year of the Program, each participant observes the 

mentor giving Extra Lesson assessments and educational support lessons to 

students of various ages. The mentor is also observed during assessment 

follow-up meetings with parents and teachers. The mentor and program 

participant meet and converse by phone and/or e-mail in order to discuss 

observations and plan individual assessments and educational support 

lessons. The mentor gives suggestions of how to work with particular 

children, reviews the Extra Lesson exercises as needed, and aids in 

developing assessment protocols and record-keeping methods. 

REM 4107 Practicum and Mentoring, Level II, Year 3 (1.0 credit). During the 

third year of the Program, mentors observe program participants giving 

Extra Lesson assessments and educational support lessons to children of 

various ages, continuing to offer guidance. Mentors also observe assessment 

follow-up meetings with parents and teachers. Discussion of assessment 

observations, planning educational support lessons, and developing recordkeeping 

methods and report-writing approaches continue.

146 

REM 4108 Therapeutic Arts, Level I (2.0 credits). This course gives 

participants an introduction to the use of the arts as therapy. Therapeutic 

aspects of painting, modeling, form drawing, speech, and music are 

experienced. These artistic classes introduce subjects for further study, 

teach form drawing and painting exercises for use with children, and 

augment the participant’s personal growth. 

REM 4109 Therapeutic Arts, Level II (1.0 credit).Program participants further 

their experience in the use of arts as therapy. Classes include introduction to 

art therapy, speech therapy, moral color painting exercises, as well as 

further exercises in form and geometric drawing and handwriting. 

REM 4110 Movement Exercises for Educational Support, Level I (1.8 credits). 

This course engages participants in movement for both their own 

development and for use with remedial students. Classes cover 

developmental movements, Move-in-Time and Extra Lesson exercises. 

Hygienic Eurythmy classes allow participants to work on their own posture 

and movement systems in order to enhance their presence as teachers. 

REM 4110 Movement Exercises for Educational Support, Level II (1.0 credit). 

This course continues to engage participants in movement for their own 

development as well as for use with remedial students. Spacial Dynamics® 

classes give participants the opportunity to work on their own posture and 

movement systems. 

REM 4112 Movement Exercises for Educational Support, Level III (0.5 

credits). In the third year this course continues to engage participants in 

movement for their own development and for use with remedial students. 

Classes cover further variations of developmental movements, Extra Lesson, 

and pedagogical exercises which are now approached from a deeper level. 

REM 4113 Research Project in Remedial/Education Support, Level I and II 

(2.0 credits). In this course independent research on a topic in the field of 

educational support/remedial education is the task. Participants are given 

choices from a list of suggested topics, but may also propose a topic for 

approval by the instructor. This research is presented orally to peers and 

turned in as a written report. Also as part of this course, case studies by 

practicing educational support teachers and third year Program participants 

are presented. 

REM 4114 Research Project in Remedial/Education Support, Level III (2.0 

credits).

147 

Each participant prepares a case study of a student with whom she/he has 

worked weekly during a full school year. This Capstone Project incorporates 

all aspects learned in the program and culminates with a written report and 

an oral presentation with samples of the student’s work. 

Total Credits: 26.0

148 

Section Four 

Masters Degree-Granting Programs 

● Master of Arts in Education: Waldorf Early Childhood 

Concentration 

● Master of Arts in Education: Waldorf Elementary Concentration 

● Master of Arts in Education: Waldorf Secondary Concentration 

Includes Certification in Waldorf Teacher Preparation, AWSNA 

approved 

ABOUT THE DESIGN OF THE M.A. PROGRAM 

This program is offered through five different delivery models or modalities: 

1. Waldorf Teacher Training Program (full-time, residential format) 

○ Early Childhood concentration 

○ Elementary Education (grades 1-8) concentration 

2. Weekend/Summer Teacher Training Program: San Francisco 


○ Elementary Education (grades 1-8) concentration 

3. Summer Teacher Training Program (part-time format) 


○ 

○ Early Childhood In-Service Program 


4. Waldorf High School Teacher Training Program 

○ Secondary Education (grades 9-12) 

5. Waldorf Teacher Training Program: Hybrid Modality 


○ 


The five modalities share the same areas of study, which are as follows: 

I 

The Philosophical Foundations of Waldorf Education

149 

II 

III 

IV 

The Artistic Approach in the Practice of Teaching 

Curriculum: Development, Differentiation, and Delivery 

Applied Research 

Within each of the above areas, instructors are free to design courses that 

will fulfill the credit requirements for that area. Some courses are more 

finely disaggregated and as such, contain modules of curriculum focus within 

them. 

Students may choose the model that best suits his or her life schedule, or 

choose a program based on course or modular offerings. 


The M.A. option for any of our Waldorf Teacher Training Programs gives 

students the ability to go further into their teacher training studies with 

additional coursework, and to earn a Master of Arts in Education: Waldorf 

Concentration (Early Childhood, Elementary Education or Secondary 

Education). This M.A. Program coursework is in addition to the Waldorf 

Teaching Diploma coursework. 

Admission Requirements to the M.A. option of any program 

Students must follow the Admission Requirements for the individual program 

of choice by following the directions under Section Two, Applying to a Rudolf 

Steiner College degree program, and must complete all requirements for 

earning a Diploma in their chosen program. Additional requirements for the 

M.A. options are as follows: 

• A B.A. or B.S. from an accredited college or university is required for 

acceptance into teacher training programs for concentration in Early 

Childhood, Elementary Education (grades 1-8) and Secondary 

Education (grades 9-12). 

o 

If you are an international student who has completed a B.A. 

degree at a non-US institution, you will need to have an 

equivalency document completed by an approved organization 

such as Trustforte. 

• Two letters of recommendation are required must be received before 

being accepted into the M.A. Program. (Use college form, available on 

our website or from the Admissions Office).

150 


• Demonstrate ability to undertake an academic program of study; the 

applicant is expected to have maintained an academic grade point 

average of 3.0 (B) or better in previous studies. 

• Demonstrate an ability to write at a graduate level. See CBEST 

requirements in Section Two, Academic Application Requirements. 


International students must achieve 80 IBT; (former test score 550) 

on the TOEFL test. Foreign students who achieve these scores on the 

TOEFL test but are still not proficient in spoken and written English are 

strongly encouraged to enroll in intensive English classes before 

beginning the Waldorf Teacher Education Program. 


Graduation Requirements 

Students must meet all graduation requirements for the diploma in their 

program modality of choice and successfully complete all courses 

Students must first complete a diploma program in Early Childhood, 

Elementary, or Secondary School Education (any modality), then complete 

the additional Masters Courses plus a capstone project 

Capstone Project. Students will be introduced to the discipline of critiquing 

and crafting literature reviews pertinent to the field of education. They will 

also receive guidance in selecting research methods, designing research 

protocol, and conducting research. A standard of writing scholarly APA style 

papers will be a central part of the Applied Research domain. 

The Associate Academic Dean will review the Capstone Project and, if 

acceptable, he/she will recommend to the Academic Dean that a state 

approved Master of Arts degree be awarded. Upon successful review, the 

Academic Dean will issue the degree. 

Before a diploma/degree is issued, all financial accounts must be in good 

standing.

151 


In addition to the diploma curriculum courses (please see each program 

description for the diploma program schedule), Masters Courses are offered in 

the following formats –listed by program: 

1. Waldorf Teacher Training Program – Residential Modality 

Masters courses are given during the second year only, the Teacher 

Training Year, and occur on three weekends in the Fall semester and 

three weekends in the Spring semester. There is also a one week 

capstone writing intensive in June. New cohort starts in Fall of 2014. 

2. Weekend/Summer Waldorf Teacher Training Program, San 

Francisco 

Masters courses occur during the summer portion of this program. 

Masters intensive courses are given in the summer and then followed 

by an online course in the fall, a spring intensive during the teacher’s 

conference, and a spring online course. This sequence is followed for 

another year (summer intensive, fall online, spring intensive, spring 

online) followed by a one week capstone writing week in the last 

summer. New cohort starts in Summer of 2014. 

3. Summer Waldorf Teacher Training Program 

Masters courses follow the same sequence as the weekend/summer 

program. New cohort starts in Summer of 2014. 

4. Waldorf High School Teacher Training Program 

Masters courses follow the same sequence as the weekend/summer 

program. New cohort starts in Summer of 2014. 

5. Waldorf Teacher Training Program, Hybrid Modality 

Masters courses occur through the same course sequence as the 

diploma program, with additional masters work in the summers.

152 

M.A. Program Courses and Descriptions for the Waldorf 

Teacher Training Program – Residential Modality 

Students must complete the requirements for a diploma (42 credits), and 

then complete the following: 

EDMA 5101 Literature Review (2.0 credits). This course will orient the 

student to resources and databases for locating books, journals, and articles 

relevant to educational research and topics. It will give an understanding of 

how to assess the merits of published research and/or articles. Critiquing 

and writing literature reviews in relation to specific themes relevant to the 

Waldorf curriculum and learning in general will help the student prepare to 

take the first steps toward writing a master’s level thesis or exposition 

paper. 

EDMA 5102 Research Methodology (2.0 credits). This course will provide 

students with an overview of qualitative and quantitative research methods 

commonly applied to the field of education and related social science topics. 

Students will be given an opportunity to appreciate the complexity and 

necessity of conducting action-based research, learn to read and evaluate 

research studies, analyze data, and design a research proposal. 

EDMA 5103 Capstone Project (2.0 credits). This course will orient the 







paper. 

M.A. credits: 6 

Total Diploma credits: 55 

Total Credits for the M.A. Program: 61

153 

M.A. Program Courses and Descriptions for the 

Weekend/Summer Waldorf Teacher Training Program – 

San Francisco 

Students must complete the requirements for a diploma, and then complete 

the following: 

Intensive # 1/ EDU 502M (Sunday, July 1 & Sunday, July 15 2012). Inner 

Development of the Teacher, part I, 1 credit with Patrick Wakeford-Evans & 

William Bento 

Intensive # 2/ EDU 502M (September - October, 2012 online). Inner 

Development of the Teacher, part II, 1 credit with Patrick Wakeford-Evans & 

William Bento 

Intensive # 3/ EDU 501M (Feb. 21 & 22, 2013 at Rudolf Steiner College in 

Fair Oaks). Knowledge of the Human Being within contemporary educational 

theories, part I, 0.5 credits with Patrick Wakeford-Evans, & William Bento. 

Intensive # 4/ EDU 501M (April-May, 2013 online). Knowledge of the Human 

Being within contemporary educational theories, part II, 1 credit with Patrick 

Wakeford-Evans & William Bento 

Intensive # 5/ EDU 502M (June 30, July 14, 2013). Inner Development of 

the Teacher in relation to Contemporary Educational Issues, 1 credit with 

Patrick Wakeford-Evans & William Bento 

Intensive # 6/ EDU 503M (Sept.-Oct, 2013). School & Community,0.5 

credits with Patrick Wakeford-Evans & William Bento 








paper. 




Students will be given an opportunity to appreciate the complexity and

154 


research studies, analyze data, and design a research proposal. 








paper. 




155 

M.A. Program Courses and Descriptions for the Summer 

Waldorf Teacher Training Program 





William Bento 



William Bento 



















paper. 






research studies, analyze data, and design a research proposal.

156 








paper. 




157 

M.A. Program Courses and Descriptions for the Waldorf 

High School Teacher Training Program 





William Bento 



William Bento 



















paper. 






research studies, analyze data, and design a research proposal.

158 








paper. 




159 

Section Five 

Campus Services 

The Bookstore at Rudolf Steiner College 

The Bookstore at Rudolf Steiner College is conveniently located on campus. 

The Bookstore provides a large selection of required and supplementary 

reading materials, as well as a variety of art supplies, natural health care 

products, art cards, and other items. The Bookstore features an online 

website for browsing and purchasing: www.steinercollege.edu/bookstore. 

Rudolf Steiner College Press 

Rudolf Steiner College Press has published over 150 titles on Waldorf 

Education and Anthroposophy. Many faculty authors are represented, 

supporting the College’s commitment to research. For more information, 

please visit the website: http://www.steinercollege.edu/RSC-press. 

Norton Library and Media Center 

The Norton Library provides campus areas for study as well as over 39,000 

volumes, including most of the works of Rudolf Steiner in both English and 

German. A wide range of resources on Waldorf education and curriculumrelated 

materials is also available. The library is open Monday-Thursday 

from 4 pm to 8 pm, Friday from 2 pm to 6 pm and Saturday from 10 am to 

2 pm. Extended hours are offered during the summer semester. A picture 

ID/library card is made by library personnel for all students. Students must 

have a library card in order to check out books. 

Internet and Technology-Based Services 

A computer lab is available for searching library holdings and connecting to 

the Internet, through which many university libraries and Library of 

Congress bibliographies may be accessed. The College provides access to 

EBSCO host and other academic databases for student research. 

The library also has a pay-as-you-go printer for student use. (Students may 

purchase swipe/access cards in the library and bookstore). 

The library is equipped with free wireless service for Internet access.

160 

Other Available Libraries—Library Consortium Access 

Rudolf Steiner College students have access to the library facilities of 

California State University, Sacramento (CSUS), which is approximately ten 

miles away. Those who purchase a User’s Card may borrow books at this 

site. The CSUS library contains a large collection, with major concentrations 

in educational areas relevant to the degree courses offered by Rudolf Steiner 

College. 

For materials related to the works of Rudolf Steiner, faculty and students 

may obtain mail-access to the large, specialized collection of the 

Anthroposophical Society in America 

Library. http://www.anthroposophy.org/index.phpid=31 

Housing 

Dormitories 

Dormitories are available on the Fair Oaks College campus. Each of the airconditioned 

dormitory units features six private bedrooms, two shared 

bathrooms, and a shared kitchen/living room area. For further information 

regarding cost and availability, please contact the Housing Manager at 916- 

864-4816 or e-mail housing@steinercollege.edu. Students commuting to 

the San Francisco campus on weekends can speak with the Program Director 

of the Weekend/Summer Waldorf Teacher Training Program about options 

for staying at the waldorf school for little or no charge. 

Housing in the community 

Although the College neither screens nor approves off-campus student 

housing, there are many apartments and some houses for rent in the Fair 

Oaks area. Some landlords post notice of available rentals in the main office. 

Rudolf Steiner College does not assume responsibility for student housing off 

campus. According to rentals.com for Fair Oaks, CA, rental properties start 

at approximately $750 per month. For San Francisco, CA low to mid-range 

rental properties start at approximately $1300 per month; high-range 

properties start at approximately $5,000-$10,000 per month. 

Clara’s Counter—A Café Service 

Shilo’s Catering operates a meal service that provides meals on prearranged 

weekdays during active school semesters (September through 

May, and from the end of June through mid-August). It also operates a 

limited service during weekend workshops and conferences. This service,

161 

called Clara’s Counter (housed in the Clara Barton House—see campus map 

in Appendix), features biodynamic grown produce from the College garden 

as well as other healthy wholesome organic foods. Hours are posted outside 

the café. 

Career Assistance 

Information is available in the Admissions Office and from individual faculty 

members about further education and career opportunities in biodynamic 

agriculture, eurythmy, working with people in need of special care, and other 

artistic, scientific, social, educational, and religious fields. 

Students who complete the Waldorf Teacher Training Programs are eligible 

to teach in Waldorf schools throughout the world, subject to the needs and 

particular requirements of the individual schools. At present, the demand for 

Waldorf teachers exceeds the supply of graduates of the various education 

centers. 

While the College does not offer placement services, openings are posted on 

the Campus bulletin board in Barton House (see Campus map) and on the 

following websites: 

http://www.waldorfteachers.com/ 

http://www.waldorfworld.com/category.phpcat=employment 

The annual conferences sponsored by the College feature job fairs at which 

the schools recruit teachers to their local schools. Additionally, school 

representatives often visit the campus to recruit teachers. (See Appendix B 

for an example of a Student Performance Fact Sheet. One is made for each 

program and they can be found on our website under Admissions.) 

Student Employment 

Students interested in campus employment can request and return the 

following: 1) a Student Employment Application, and 2) a Talent/Skills 

Survey from the Campus Services Manager or Main Office (Alcott House). 

These forms will remain on file for the school year. 

If a student has been selected for hiring, he/she must complete the required 

Federal W-4 and Federal I-9 forms. To qualify for work, the student must 

furnish his/her Social Security card and a picture ID. These documents 

should be presented to the Payroll Office.

162 

Student Interaction for Learning Purposes 

Most classes are small enough to allow some element of study group 

interaction; some classes are split into smaller groups to achieve this. In 

some classes students are encouraged to adopt others as “buddies” in order 

to help with unfamiliar concepts and materials, and other aspects of 

learning. Online learning groups are facilitated through a classroom 

management system and “real time” class meetings. 

Additionally, the College allows students to use available classrooms for 

additional study, discussion, or rehearsal outside formal classes, between 8 

am and 5 pm. A popular place for student gathering is the Commons Room 

of the Norton Library Complex. 

Campus Life Committee 

This group is comprised of students, staff, and faculty and is convened by 

the Dean of Students. 

This group listens to the general news around campus, and attends to 

specific expressions of gratitude or concerns of students, staff and faculty. 

This group has initiated monthly all-campus meetings and is active in 

creating and supporting the many College festivals, outings, and events. It is 

active throughout the year 

Students interested in joining this group should inform the Dean of 

Students. As so many RSC students are working parents with limited time to 

serve the greater College community life, those who can become involved 

are valued and welcomed!

163 

Section Six 

Academic and Matriculation Policies and 

Procedures 

Academic Freedom 

The College is committed to the open discussion, assessment, and analysis 

of ideas and values. Faculty members, students, and staff are free to pursue 

the search for truth and understanding. Subject to the norms and standards 

of scholarly inquiry, they are free to conduct research, teach, speak, and 

publish without interference or penalty. Disputes involving academic 

freedom will be resolved through College grievance procedures. The Dean of 

Academic Affairs is principally responsible for the implementation of this 

policy. Every faculty member, however, is responsible for the 

implementation of and compliance with this policy. 

Withdrawal Policies 

Changing Your Schedule—What You Need to Know 

The programs of Rudolf Steiner College are mostly formatted as a series of 

contiguous courses that must be completed in a prearranged order. If it is 

necessary to make any changes, the student must officially inform the 

college and complete the necessary steps outlined below. 

Adding A Course 

To add another course or to exchange one course for a course in another 

program, the student must do the following: 

● Discuss the course you want to take with your Program Director and 

the course instructor. 

● Fill out the Add/Drop Form and have the Program Director and 

instructor sign the form. 

● Turn in the Add/Drop form to the Office of the Registrar for processing 

before the second day of class. 

If you register for more units than are in your program, you will be charged 

an additional fee per unit as described in the Tuition and Fee Schedule. 

Payment must be arranged before the second day of class.

164 

Dropping A Course 

Students may obtain Add/Drop Forms from the Registrar’s Office and must 

follow the steps outlined below. Any questions about this process may be 

directed to the Office of the Registrar at 916 961-8727 extension 124 or 

nancy.walent@steinercollege.edu 

Students should know that dropping a course could jeopardize their ability 

(1) to stay with a cohort group in a program; (2) to receive scholarship 

funding which requires enrollment in a full program; and (3) to maintain 

international student status when a minimum of 12 units per semester is 

required. 

To drop a class/course: 

● Check with the following offices that apply to you: 

Financial Assistance (kim.hofer@steinercollege.edu), and/or 

International Student Advising (admissions@steinercollege.edu). 

● Discuss the course you want to drop with the Program Director and 

have him/her sign the Add/Drop Form. 

● Turn in the Add/Drop Form to the Registrar for processing. 

If students stop attending a course and do not officially drop or withdraw 

they will receive an NC (no credit). 

There are no refunds for withdrawals from individual courses; refunds are 

only offered for complete withdrawal from a program. 

Changing To Another Program 

Changing programs requires the student to go through the complete application 

process for that program. Adjustments to tuition and financial aid will need to 

be approved. Students changing concentrations (i.e. from Early Childhood to 

Elementary Education) will need to take the complete program for that 

concentration in order to graduate. 

Withdrawal From Programs 

Students may cancel their enrollment agreement at any time. Cancellation 

will be effective upon receipt of the Withdrawal from Program form (in the 

Admissions Office). Our refund policy is described on the Student Enrollment 

Contract. Those in matriculated programs need to be aware of the timelines 

for withdrawing without academic penalty.

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Withdrawal From A Non-Degree-Granting Program 

Students enrolled in non-degree-granting programs are free to drop classes 

at any time. They are entitled to cancel their enrollment and will receive a 

refund of tuition and fees as detailed in the College refund policies. The 

College will make efforts to counsel students who drop out and to resolve 

any problems that are within the control of the College or its employees. The 

College fully recognizes the right of students to decide to discontinue 

studies. Students who drop out will be given credit for any classes they have 

completed satisfactorily, which will be entered in their transcripts. Students 

who drop out may apply to be readmitted to the College later, or to change 

their registration to a class that fits their needs better, if the instructor for 

that class is willing to accept a late registrant. 

Note: International students who withdraw will lose their student status and 

this event will be immediately reported to the USCIS. 

Withdrawal From A Masters Degree-Granting Program 

Students must file a Program Drop Form within the first 3 weeks of the MA 

degree-granting programs. This deadline is non-negotiable. Students must 

consult with the Admissions Officer for process and procedure. 

Note: International students who withdraw will lose their student status and 

this event will be immediately reported to the US Citizenship and 

Immigration Services (USCIS). 

Leave of Absence 

A student seeking to obtain a leave of absence for urgent family reasons 

should inform his/her program director and the Admissions Officer in writing, 

in advance of the beginning date of the leave of absence, unless unforeseen 

circumstances prevent the student from doing so. The student must sign 

and date the Leave of Absence Request Form and specify a reason for the 

leave. 

● Urgent Family reasons include sudden serious illness or death of 

immediate family members, to care for an immediate family member 

(spouse, child, or parent) with a serious health condition or to 

recuperate from your own serious health problem. Generally, defined 

as someone who requires inpatient treatment, has a chronic serious 

health problem, or is unable to perform normal activities for three days 

while under the care of a doctor has a serious health condition. 

● 

A family member's serious health condition. You are entitled to 

take leave to care for a seriously ill family member.

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Each student approved for a leave of absence must attest to understanding 

the procedures and implications for returning or failing to return to his/her 

program of study. Any leave of absence requested is limited to 180 calendar 

days in any 12-month period or one-half the published program length, 

whichever is shorter. A leave of absence may be extended, or multiple leaves 

of absence may be permitted provided the total time of the leaves does not 

exceed this limit. The student will be notified if their written request for a 

leave of absence has been approved. If the leave is approved, the student 

will be notified of the return date and any other conditions required of the 

student. If the number of classes missed makes it impossible to attain the 

required 80% attendance, the student may be able to arrange with the 

instructor to do additional work. Students should, in any case, attempt to 

stay current with work assignments, even if they are unable to attend 

classes. 

A record of the approval or denial will be retained in the student’s file. No 

additional charges are assessed for applying or taking a leave of absence. 

International students must be aware that a leave of absence may affect 

their student status and visa. 

Medical Withdrawal 

All medical withdrawals that result in a “leave of absence” require 

documentation from a medical doctor which must be submitted to the 

Program Director and/or Academic Dean for approval. Documentation will be 

kept in student records. A Leave of Absence form can be found on our 

website under Admissions. 

Fees 

A $50 fee is required each time a change requires a new student contract or 

if the student adds or drops courses or programs more than once during a 

semester or session. Tuition changes automatically require a new student 

contract. In addition, fees for changing an RSC loan are also the 

responsibility of the student. 

Tuition Refunds 

See the Appendix describing refunds for the following circumstances: 

A) For canceling enrollment and obtaining a refund, see the appendix titled 

STUDENTS RIGHT TO CANCEL. 

B) For withdrawing from a program and obtaining a refund, see the section 

titled, Withdrawal Policies.

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Application and registration fees are non-refundable up to $250. Tuition 

refunds will be made within 30 days of the date of postmark or receipt of 

written notice of cancellation. Refunds are given only for complete 

withdrawal from a course or program. There are no refunds for classes or 

courses missed within a program. Students who do not attend classes for 14 

days without notifying the Admissions Office in writing may be automatically 

withdrawn. 

Student Tuition Recovery Fund (STRF) Policy 

You must pay the state-imposed assessment for the Student Tuition 

Recovery Fund (STRF) if all of the following applies: 

1 You are a student in an educational program, who is a California 

resident, or are enrolled in a residency program, and prepay all or part 

of your tuition either by cash, guaranteed student loans, or personal 

loans; and 

2 Your total charges are not paid by any third-party payer such as an 

employer, government program or other payer unless you have a 

separate agreement to repay the third party. 

You are not eligible for protection from the STRF and you are not required 

to pay the STRF assessment, if either of the following applies: 

1 You are not a California resident, or are not enrolled in a residency 

program; or 

2 Your total charges are paid by a third party, such as an employer, 

government program or other payer, and you have no separate 

agreement to repay the third party. 

The State of California created the Student Tuition Recovery Fund (STRF) 

to relieve or mitigate economic losses suffered by students in an 

educational program who are California residents, or are enrolled in a 

residency program attending certain schools regulated by the Bureau for 

Private Postsecondary Education. 

Attendance Policies 

All programs at the College are based on the premise that experiences 

gained through group interaction and discussions are primary elements of 

the learning process. The College regards attendance in courses as an

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essential indicator of a student’s commitment to the course, and maintains 

records of attendance for all courses. These attendance records are used at 

the end of each course to evaluate whether the student has met the 

attendance requirement for course credit. 



dropping the student from the class and/or awarding a grade of 

“Incomplete.” Students should be aware that all missed class time requires 

make-up assignments. No credit will be given for attendance below 60%. 

Attendance below 80% will require extensive make-up assignments. 

The attendance of international students will be monitored closely. Failure to 

attend courses may result in international students losing their student 

status. This will be immediately reported to the US Citizenship and 

Immigration Services (USCIS). 

Auditing 

Many of the classes that make up RSC degree and certification programs 

may be audited. No academic credit is awarded for audited classes. Please 

contact the College for fees and more information. 

Conduct On Campus 

Please refer to the appropriate Employee, Faculty and Student Handbook for 

guidelines regarding conduct on the Campus of Rudolf Steiner College. 

Copies of Employee and Faculty Handbooks can be obtained in the 

Admissions Office and on our website. A Student Handbook is given to all 

students at registration and reviewed at orientation. If you are unclear 

about any aspect of the expectations outlined in these documents, please 

consult the Academic Dean, Dean of Students, or any other Officer of the 


Causes for Expulsion or Probation 

A student may be expelled for the following reasons: 

● Behavior that is disruptive to the conducting of classes 

● Repeated infraction of conduct norms of the campus 

● Failure to attend classes 

● Sexual or physical assault 

● Inability to continue the course of study

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● Failure to pay tuition 

Academic Standards Policy 

Rudolf Steiner College is committed to the academic success of its students. 

The primary purpose of the Academic Standards Policy is to quickly identify 

and alert students with low academic achievement and provide those 

students with assistance to improve their academic performance. 

Satisfactory Academic Progress 

Students are required to make satisfactory academic progress (SAP) toward 

their degree or diploma. Students must earn a cumulative grade point 

average (CGPA) of 2.7 or better to remain in good academic standing. 

Students are evaluated at the end of each semester by the Program Director 

or Associate Registrar. The percentage of credit hours successfully 

completed versus the hours attempted (pace) must be at least 80%. 

Accountability starts with the student’s entry date at the college and 

progress is assessed on a cumulative basis. 

Maximum Timeframe 

All students must complete their program within 150% of the normal 

program length, as measured in semester credit hours. If they exceed the 

maximum timeframe, they must complete an Extension Request Form which 

can be found in the Associate Registrar’s office. 

Treatment of Various Grades 

All withdrawals, incompletes, and repetitions are taken into consideration 

when determining SAP (Satisfactory Academic Progress). Incompletes and 

withdrawals are not considered as credits completed, but do count as credits 

attempted. For repeated coursework, the higher grade will count toward the 

CGPA, but all course attempts are counted toward the pace measure. 

Failure to Meet SAP Standards 

The following consequences will be imposed progressively for students who 

are not in good academic standing. 

• Academic Concern (warning) if cumulative GPA falls below 2.7 

• Academic Intervention (probation) if cumulative GPA remains below 

2.7 for the second consecutive semester.

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• Academic Dismissal if cumulative GPA remains below 2.7 for the 

third consecutive semester. 

Academic Concern 

If the student’s cumulative GPA falls below 2.7 for any enrollment period, 

he/she will be placed on Academic Concern for one semester. This warning 

will be sent to the RSC student e-mail address. It is recommended that the 

student meet with the Program Director to go over any questions about their 

academic progress. 

Academic Intervention 

If the student’s cumulative GPA remains below 2.7 for a second semester, 

he/she will be placed on Academic Intervention (probation). The student will 

be required to meet with their program director to complete an academic 

success plan that outlines steps for improving their academic performance. 

Failure to do so will result in academic dismissal. Students are also required 

to meet with the Financial Aid Administrator. By the third semester, if the 

student’s GPA is still below 2.7, the student will be placed on Academic 

Dismissal. 

Academic Dismissal 

If a student does not achieve at least a 2.7 semester grade point average 

after a semester on Academic Intervention (probation), the student will be 

dismissed from the program. 

Appealing Probation 

Students with mitigating circumstances wishing to appeal may do so, in 

writing, to the Academic Dean. Mitigating circumstances may include but are 

not limited to illness or injury of the student or immediate family member; 

death of a relative; or other special circumstance. The Academic Dean in 

consultation with the Program Director will evaluate the appeal and 

determine whether the student may be allowed to continue on Probation. 

The student’s appeal must address the following: 

1. The basis for the appeal—a description of the special circumstance; 

2. The reason why the student failed to meet the SAP standard(s); and 

3. What has changed in the student’s situation so that he or she will now 

be able meet the SAP standards.

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Students are encouraged to submit supporting documentation with their 

appeals. Students will generally be limited to two appeals during the course 

of their education at the college, regardless of the reason or circumstance. 

Readmission Policy after Academic Dismissal 

Students who have been dismissed are not permitted to reenroll for at least 

one full fifteen-week semester. Prior to returning, the student must complete 

a program application and be approved by the Program Director to re-enter 

their program. In addition, the student must be in good financial standing 

with the Finance Office before being readmitted to RSC. 

Future Registration 

For students on academic dismissal all registration for upcoming semesters 

will be cancelled and an appropriate refund, if applicable, will be issued. 

Financial Assistance 

If a student on academic dismissal is receiving private loans and/or a 

scholarship, they are required to contact our Financial Aid Administrator at 

financialaid@steinercollege.edu. RSC scholarships will be voided and private 

loans will be adjusted. 

Program Dismissal Appeals 

This section applies when a student wants to appeal a decision to dismiss 

the student from an academic program. Throughout this process, the Dean 

of Students is available to students and instructors for assistance on 

procedures and clarification of the rights of all parties. The accepted bases of 

a program dismissal appeal are: 

• The program dismissal decision was made in a manner inconsistent 

with College policy. 

• The program dismissal procedures were not followed. 

• Evaluation/performance standards were arbitrarily or unequally applied. 

A program dismissal appeal cannot be made in response to an academic 

integrity or conduct dismissal from the College. The student’s status, as 

dismissed from the program, will remain unaltered until a successful appeal 

is completed. 

Note: A program dismissal appeal based on charges of discrimination or 

sexual harassment should be taken to the Dean of Students Office.

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Appeal to committee 

When the appeal is received, the Dean of Students or designate of the 

President will convene an Appeals Committee that will consist of three 

faculty members drawn from and approved by the Academic Senate. In a 

program dismissal, the student appellant should attend the meeting of the 

appeal committee and must provide a written statement describing the 

grounds for appeal. A College representative from the program must attend 

the meeting and must provide a written statement describing the grounds 

for and circumstances of dismissal. 

The Committee may reverse or sustain a program dismissal by majority 

vote. The decision of the hearing panel is final and not subject to appeal. 

Copyright Infringement 

Faculty members and students are asked to abide by the fair use principles 

of the Copyright Act of 1976. 

For guidelines please go to www.eou.edu/copysvc/copyright.pdf. 

Grading System and Standards for Student Achievement 

Credit is given on a meets requirement/does not meet requirement basis. 

The individual Course Grading System is stated on each of the course syllabi. 

The College policy for matriculating students to progress through programs 

is as follows: 

In our grading system there are four levels on our rubrics: “emerging” (1.0 

points); “developed” (2.0 points); “proficient” (3.0 points); and “highly 

developed” (4.0 points). To pass, an average of 2.0 points (developed) must 

be achieved. 

Written work: If a student’s performance in written work is unsatisfactory 

(according to a rubric provided, or to expected competency at program 

level), he or she is given an opportunity to repeat or modify the assignment 

in order to achieve a passing status. Until the homework is resubmitted, it is 

marked as “Incomplete” (INC). 

Key Assignments 

All course syllabi include an explanation of graded elements within the 

course. Students are directed to pay particular attention to key assignments.

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As a requirement of graduation, students must satisfactorily complete all 

assignments, with particular emphasis given to well-done key assignments. 

Course Homework Assignment Completion; Observation 

and Practicum Submission; and Research Project 

Completion Policy 

Course Homework Assignments are due by the first day of the following 

session. The student may apply to the program director for a 6-week 

extension. After the six weeks another extension request must be submitted, 

this time to the Academic Dean, and may be granted for special 

circumstances such as serious illness, family tragedy, etc. All requests will 

be reviewed on a case by case basis. 

If the assignments fail to be submitted within the extended time period, the 

student will receive a No Credit and must pay to re-take the course (or in 

some exceptional cases an arrangement of independent study with the 

program director may be applicable.) 

The Admissions Records office will be notified of all No Credit’s issued. 

Observation and Practicums must be completed by the end of the program. 

An extension may be requested by submitting an application and a $100.00 

fee and the extension is for up to one year after the completion of all 

program coursework. If a second extension is requested, the fee will be 

$250.00. 

Capstone and Research Projects are due at graduation or the end of the 

program coursework. A one year extension may be applied for which 

requires an application and a $100 fee. 

Make-Up Assignments, Incompletes and No Credit 

Records of make-up assignments and activities are maintained by the 

instructor and at the end of the course, filed with the Academic Dean. 

Incompletes beyond one semester become “No Credit” and a course 

will need to be repeated. 

Course Homework Assignments are due by the first day of the following 

semester or session. The student may apply to the program director for a 6- 

week extension. After the six weeks another extension request must be 

submitted, this time to the Academic Dean, and may be granted for special

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circumstances such as serious illness, family tragedy, etc. All requests will 

be reviewed on a case by case basis. 

If the assignments fail to be submitted within the extended time period, the 

student will receive a No Credit and must pay to re-take the course (or in 

some exceptional cases an arrangement of independent study with the 

program director may be applicable.) 

The Admissions Records office will be notified of all No Credit’s issued. 

Observation and Practicums (field experience) must be completed by the 

end of the program. An extension may be requested by submitting an 

application and a $100 fee and the extension is for up to one year after the 

completion of all program coursework. If a second extension is requested, 

the fee will be $250. 

Capstone and Research Projects are due at graduation or the end of the 

program coursework. In the masters program, the capstone or thesis is 

due one year from the culmination of coursework. A one year extension may 

be applied for which requires an application and a $100 fee. 

Grade Appeal Policy 

Please refer to the website (Admissions/Current Students/Policies and 

Procedures): www.steinercollege.edu/policies 

The College Student Grade Appeal Policy is established to assure the rights 

and responsibilities of students and faculty in all matters of disputed grade 

assignments. The College upholds the “Joint Statement of Rights and 

Freedoms of Students” drafted in 1967 by a consortium of national 

association (available on the College website: Admissions/Current 

Students/Policies and Procedures [www.steinercollege.edu/policies]). The 

College affirms the faculty’s sole right and responsibility to provide 

conscientious evaluations and timely assignments of appropriate grades and 

that in the absence of compelling reasons, such as instructor or clerical 

error, prejudice or capriciousness, the grade assigned by the instructor of 

record is to be considered final. 

This policy is instituted to protect the student against improper academic 

evaluation. The College recognizes the right of all students to have access to 

orderly procedures against prejudice or capricious academic evaluation. It 

also obliges students to assume responsibility for maintaining standards of 

academic integrity and performance as established for each course in which

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they are enrolled. A grade appeal is warranted anytime an assignment of an 

earned grade is disputed or a student questions cause of an assigned grade. 

The College maintains a Grade Appeal Policy and Procedure which can be 

found on the College website. 

Students can also receive a copy of the Grade Appeal Policy from the Dean 

of Students or the Academic Dean. 

Academic Grievance Policy—Not Involving Questions 

Regarding Grades 

Persons seeking to resolve problems or complaints regarding curriculum, 

instruction, or other academic matters are advised to follow this procedure: 

First contact the instructor in charge. 

If the matter is not resolved, document the problem and notify the Program 

Director. 

If this is still unsatisfactory, forward the documented problem to the Dean of 

Students and/or the Academic Dean (listed in Catalog under Faculty). 

The Academic Dean will respond to the appeal informing the student about 

the appropriate action to be taken and/or the status of the request. This is 

done in writing and to be received by the student within 15 days of a written 

request. 

Possible other actions include but are not limited to: 

● A facilitated conversation between the student making the concern 

known and others involved in the written document of concern; 

● An immediate action to remedy the situation; 

● Relegate the issue to the Campus Life Committee for comment, 

solution, and/or proposal for action; 

● Refer issue to Grievance Committee, begin procedure in Grievance 

Policy; 

● Refer issue to Executive Committee 

Information Literacy Policy 

The entire policy is found on the website (Admissions/Current 

Students/Policies and Procedures): www.steinercollege.edu/policies

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Information Literacy is a necessary component for educational institutes in 

this age of information. It enables individuals to recognize when information 

is needed and how to locate it, evaluate it, and utilize it effectively. This is a 

prerequisite skill for independent and lifelong learning. 

Information literate graduates of Rudolf Steiner College will be able to: 

● Recognize a need for information 

● 

● 

● 

● 

● 

● 

● 

● 

● 

● 

Determine the extent of information needed 

Access information efficiently 

Critically evaluate information and its sources 

Classify, store, manipulate, and redraft information collected or 

generated 

Incorporate selected information into their knowledge base 

Use information effectively to learn, create new knowledge, solve 

problems and make decisions 

Understand cultural, social, political, economic and universal issues in 

the use of information 

Access and use information ethically and legally 

Use information and knowledge as an act of service to community and 

as a means of expressing social responsibility 

Experience information literacy as part of independent and lifelong 

learning 

Plagiarism Policy 

Please refer to the RSC website (Admissions/Current Students/Policies and 

Procedures): www.steinercollege.edu/policies 

Any form of plagiarism, including quoting words or ideas without 

acknowledgment or reference to the author, is regarded as a serious 

academic offense. Each instructor is responsible for ensuring that the work 

submitted as an assignment is the work of the student who claims 

authorship and receives credit. If an instructor believes plagiarism or 

dishonesty has occurred, the student is questioned and asked to explain his 

or her procedures and conclusions. Depending on the extent of the 

plagiarism, additional work may be required, or an incomplete grade or mark 

of “no credit” may be assigned. In general, any incident of plagiarism or 

similar dishonesty raises serious doubts as to the suitability of a student for

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continuing studies. Any serious case should be reported to the Dean of 

Academic Affairs. 

Students and faculty may check the following website for guidance regarding 

this complex topic: http://www.plagiarism.org/. Students of the MA degreegranting 

programs receive specific course-level instructions regarding the 

proper way to cite information.

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Section Seven 

General Policies and Procedures 

Grievance Policy 

Rudolf Steiner College recognizes that in the normal course of human 

interactions, conflicts and disputes may arise. Though most conflicts and 

problems that arise in the College environment can be resolved informally, 

when such attempts do not result in a resolution, a formal grievance process 

may be initiated. The College believes that all students and employees have 

the right and the obligation to seek resolution through a grievance process. 

DEFINITIONS 

For the purposes of this policy we use the following definitions: 

● 

● 

● 

CONFLICT – Intense interpersonal or intrapersonal dissonance 

between two or more parties (individual or groups) based on 

incompatible goals, needs, desires, values, beliefs, attitudes or 

perceptions of entitlement. 

DISPUTE – Conflicts that have become particularized around a specific 

issue or issues. 

GRIEVANCE – Grievance is defined as any real or perceived injustice, 

unfair treatment or wrong that is personal or professional in nature. A 

grievance takes the form of a formal expression of a dispute in the 

form of a complaint by one or more of the parties. 

LEVELS OF GRIEVANCE 

● 

● 

LEVEL ONE GRIEVANCE: There is a perceived injustice or unfair 

treatment occasioned by another person or persons, process or aspect 

of College life. 

LEVEL TWO GRIEVANCE: There is concern that voicing the complaint to 

a person or persons responsible for the situation could possibly result in 

a threat to one’s own security or well being or that of another person, 

then assistance is sought.

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● 

LEVEL THREE GRIEVANCE: The conditions of Level two may exist 

and/or the enforcement of a College Policy or Procedure is possibly 

needed. The matter may also have legal ramifications and/or involve 

discrimination or harassment. 

Grievance Procedure 

When student or employee has a difficulty with a person, persons or aspect 

of College life and that individual feels that an effort to resolve this 

face-to-face is the best place to begin. The College supports this action and 

encourages all members of the College Community to begin at this step if at 

all possible. A good source for guidance can be found in the book Crucial 

Conversations (2006), authored by Patterson, Grenny, McMillian, and 

Switzler. 

1. LEVEL ONE GRIEVANCES: At this level the individual meets with the 

student or employee directly involved, in an attempt to resolve the 

matter. If necessary, after consultation with the College Ombudsman, a 

third party or mediator may be used. The purpose of mediation is to build 

consensus toward a resolution of the dispute between the parties in an 

informal setting. Mediation is based on the principles of neutrality and 

confidentiality and the mediator acts as a disinterested third party, not as 

an advocate for the College or any other party. All parties will be asked to 

consent to confidentiality as well. Grievance forms and a report on the 

resolution of the situation are filed in the office of the Ombudsman and 

sent to the Executive Committee. 

2. LEVEL TWO GRIEVANCES: An individual may feel a need for a third 

party, mediator or other intervention because of extreme discomfort or a 

possible threat to his/her well-being. In this circumstance, a grievance 

form must be filed as a first step. The form may be obtained from the 

Admissions and Records office. The Grievance Form should be sent to a 

convener of the Grievance Committee or directly to the President or a 

member of the Executive Committee. The Grievance Committee and the 

Executive Committee inform each other of the situation. In the case of 

employees, the grievance form is forwarded to their supervisors (only if 

appropriate). 

3. LEVEL THREE GRIEVANCES: Grievances at this level should be 

submitted through a Grievance Form (see above) to either a convener of 

the Grievance Committee or directly to the President or other member of

180 

the Executive Committee. This level of Grievance usually warrants formal 

intervention and definitive actions on the part of leadership in the 


Additional Procedures for Level Two and Three Grievances 

1. Grievances are recorded in a grievance log located in the President’s 

office. 2. Executive Committee members may involve themselves in 

the process if there is a concern for potential liability to the College. 

3. If the President or Executive Committee does not join the process at 

this juncture, the co-chair of the grievance committee notifies another 

co-chair and together they select the committee members most 

appropriate for the situation. 

4. The student or employee who has filed the Grievance Form is given the 

names of those who have been selected from the grievance committee 

pool. If no concern of bias is raised the procedure continues; if a concern 

arises other members may be selected from the pool 

5. The Grievance Committee may at their discretion: 

• Interview all persons involved. 

• Bring the parties together to facilitate a resolution. 

• Recommend a resolution. 

6. The Grievance Committee produces a written document of the grievance 

disposition and sends it along with the grievance form to the President and 

other Executive Committee members. 

7. All documents involving students are kept for the duration of the 

student’s matriculation. These documents are kept in the secure file of 

the Dean of Students. Upon graduation or leaving the College, a decision 

will be made as to the handling of these documents 

8. All grievances involving College personnel are kept for a period of at 

least six years in a grievance file secured in the office of the College 

President. 

9. In a case where a resolution has not been found, notes of the process 

and a description of attempts to resolve the situation are sent to the 

executive committee. The Executive Committee may, or may not, repeat

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previous steps in determining the final and non-negotiable solution to the 

grievance. 

Academic Grievance Policy—Not Involving Questions Regarding 

Grades 

See Section 6 for information on this policy. 

Nondiscrimination Policy 

Nondiscrimination policies for admissions is found above in section two of 

this catalogue. Nondiscrimination policies in hiring is found in the College 

Employee Handbook. Rudolf Steiner College supports an active Diversity 

Committee and Diversity Plan which can be accessed on the website by 

clicking Admissions/Current Students/Policies and Procedures. 

Sexual Assault Policy 

The College maintains the following procedures and information for assisting 

a person who has been or suspects becoming a victim of a sexual assault. 

Prevention 

Any student or staff member should be accompanied to his/her car, bicycle, 

or bus stop on request if danger is felt. 

Persons responsible for assistance procedures 

Heads of programs, faculty, dormitory manager, and receptionist have been 

given information regarding the services available in such cases. 

Confidentiality and Reporting 

It is important to maintain confidentiality for any person who confides in 

College personnel and who requests confidentiality. No one other than a person 

specifically authorized by the Executive Committee to speak for the College is 

permitted to make a public statement regarding an incident involving a College 

student, faculty, or staff member. Any such incidents that have taken place on 

the College campus or in connection with a College event should be reported to 

the President, without mentioning names if this has been requested. It is the 

responsibility of the College administration to do everything possible to 

maintain safety, and this information may be significant. 

Due process 

It is important to protect the rights to fair treatment of both parties involved 

in an alleged assault.

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Emergency 

If approached by someone in need of crisis assistance and it is impossible to 

contact any College personnel who are informed of assistance procedures, 

please call: 

In Sacramento: The 24-hour crisis line of Women Escaping a Violent 

Environment (WEAVE) is 916-920-2952 (for both men and women). 

In San Francisco: The 24-hour crisis line of Women Against Rape is 

415-647-7273. 

Fair Oaks: The College is located on a small campus in a peaceful 

residential area. In its history, it has had no incidents of sexual assaults. 

Students, faculty, and staff members who need to work in the College office 

after dark are asked to keep the doors locked. The College community is a 

relatively small, closely-knit group of people who are aware of the presence 

of a stranger. If there is any feeling that a stranger would pose a threat to 

anyone’s security, this should be communicated to the Executive Committee 

and/or an Executive Committee member. If no EC Committee members are 

available, this should be communicated to the nearest College employee 

immediately. If danger (urgent and non-emergency) is suspected, the 

Sacramento County Sheriff’s Office should be notified by calling 916-568- 

5115. For immediate life-threatening or other violent situations, dial 911. 

Bay Area: Rudolf Steiner College courses conducted in San Francisco are 

held at the San Francisco Waldorf School that is in a peaceful residential 

neighborhood. There have been no instances of sexual assault in the history 

of the program. To ensure security, the San Francisco Waldorf School 

buildings are locked when evening classes are in session. If any threatening 

looking person is seen loitering in the area, this should be reported to the 

police and faculty. For immediate life-threatening or other violent situations, 

dial 911. 

Sexual Harassment Policy 

It is the policy of the College that sexual harassment shall not be condoned. 

It is also the policy of the College that false accusations of sexual harassment 

shall not be condoned. Sexual harassment is illegal under Section 703 of Title 

VII of the Civil Rights Act of 1964 as amended by the Equal Opportunity Act 

of 1973, and Title IX of the 1972 Education Amendments.

183 

Definition 

Sexual harassment is unwelcome verbal, physical, or visual sexual behavior 

that is personally offensive, debilitates morale, or interferes with academic 

or work effectiveness. Unwelcome sexual advances, requests for sexual 

favors, or other verbal or physical conduct of a sexual nature constitute 

harassment when: 

Submission to such conduct is made: either explicitly or implicitly, a term or 

condition of an individual’s employment, or academic success. 

Submission to, or rejection of, such conduct by an individual is used as the 

basis for employment or academic decisions affecting such individuals; or 

Such conduct has the purpose or effect of unreasonably interfering with an 

individual’s work or academic performance or creating an intimidating, 

hostile, or offensive working or learning environment. 

Any student, staff, or faculty member who believes that he or she has been 

the victim of sexual harassment should promptly report this to a member of 

the Executive Committee. Efforts will be made to resolve the matter first 

through private discussions. If this is not satisfactory, a formal written 

complaint must be filed and the person charged given an opportunity to 

respond. If, at the conclusion of the formal complaint process, the complaint 

is found to be valid, the offender will be subject to disciplinary action that may 

include suspension or dismissal, depending on the seriousness of the offense.

184 

Section Eight 

College Governance 

Board of Trustees 

Dale Hamad (Chair), Betty Staley (President), Charlene Orszag (Vice-Chair) 

Sandy Helland (Secretary). Members: Patrick Wakeford-Evans, Arline Monks, 

Debi Lenny, Coleman Lyles, Shawn Sullivan, John Wood, Paul Gant, Chris 

Hecht. 

President and Chief Executive Officer 

Betty Staley, M.A., Alcott House, Admissions Office 

Executive Director 

Lauren Hickman, M.A., Stegmann Hall 

College Council 

Gayle Davis, Patricia Dickson, Lyn Dixon, Irène François, Brian Gray, Cynthia 

Chandler-Hoven, Harald Hoven, Claude Julien, Ronald Koetzsch, Arline 

Monks, Astrid Schmitt-Stegmann, Betty Staley and Patrick Wakeford-Evans. 

Chief Financial Officer 

Laura M. Randles M.S., Administration Offices, South Campus 

Academic Dean 

Patrick Wakeford-Evans, MA, Office in Stegmann Hall 

Dean of Academic Development 

Elizabeth Beaven, EdD, Alcott House, Admissions Office 

Vice President of Operations 

Patricia Dickson, MA, Alcott House, Admissions Office 

Associate Academic Dean 

William Bento, PhD, Office in Norton Library Complex 

Dean of Students 

Ronald Koetzsch, PhD 

Office in South Campus Annex (see campus map) 

Accreditation Liaison Officer 

William Bento, PhD, Office in Norton Library Complex

185 

Development Director 

Arline Monks, Development Office, North Campus 

Admissions Officer/International Student Advisor 

Linda Dixon, Alcott House, Admissions Office 

Committees and Governing Groups 

Executive Committee 

Betty Staley, President; Lauren Hickman, Executive Director; Laura M. 

Randles, CFO; Patrick Wakeford-Evans, CAO; Patricia Dickson, Vice- 

President of Operations and Planning; William Bento, ALO; Ronald Koetzsch, 

Dean of Students. 

Academic Senate 

William Bento (Chair), Ronald Koetzsch, Brian Gray, Irène François, Betty 

Staley, Lauren Hickman, Cynthia Chandler-Hoven, Patricia Dickson, Bonnie 

River, Ted Mahle, and Patrick Wakeford-Evans. Lyn Dixon, Admissions 

Officer, is an ex-officio member. 

Accreditation Committee Task Force 

Meets bi-monthly to oversee the accreditation process. Members: Betty 

Staley, President; Patrick Wakeford-Evans, Academic Dean; William Bento, 

Associate Academic Dean (chair and ALO); Laura M. Randles, CFO; Bonnie 

River, at large. 

Marketing/Enrollment Committee 

Lauren Hickman, Executive Director; Patricia Dickson, Vice-President of 

Operations and Planning; Lyn Dixon, Admissions Officer; Leslie Loy, 

Community Education Director,. 

Campus Life Committee 

See Section Two. 

Program Directors 

Early Childhood 

Lauren Hickman, M.A. 

lauren.hickman@steinercollege.edu

186 

Foundation Program 

Brian Gray, MLArch 

brian.gray@steinercollege.edu 

Residential Full-Time Teacher Training 

Astrid Schmitt-Stegmann, M.A. 

astrid.schmittstegmann@steinercollege.edu 

Weekend/Summer Teacher Training--San Francisco 

Irène François, M.A. 

irene.francois@steinercollege.ed 

Raphael Garden 

Harald Hoven 

Remedial Education 

Ingun Schneider, M.A. 

ingun.schneider@steinercollege.edu 

Waldorf High School Teacher Training 

Betty Staley, M.A. 

betty.staley@steinercollege.edu 

Summer Waldorf Teacher Training 

Patrick Wakeford-Evans, M.A. 

patrick.wakefordevans@steinercollege.edu 

Summer Teacher Training, Hybrid Modality 

Bonnie River, M.A. 

bonnie.river@steinercollege.edu 

Waldorf Teacher Training for Subject Teachers 

Patricia Dickson, M.A. 

patricia.dickson@steinercollege.edu 

Administrative Staff 

Admissions Office 

Kim Hofer, Admissions/Financial Assistance and Students Records Manager 

Anne Boyd, Admissions Assistant; Ariella Jew, Admissions Assistant and 

Executive Secretary

187 

Bookstore 

Lisa Hilger, Manager 

Campus Services 

John Cleveland 

Events Management 

Caroline Stave Viemeister 

Community Education 

Lesley Loy, Director 

Development Office 

Arline Monks, Development Director 

Sandra Gill, Administrative Assistant 

Finance and Business Services 

Laura M. Randles, Chief Financial Officer 

Caroline Stave Viemeister, Payroll and Human Resource Coordinator 

Randall Whetstone, Business Officer, Accounts Payable 

Suzan Reichard, Accounts Receivable and Student Accounts 

Molly Blundon, Event Registration Coordinator 

Deborah Brown, Event Registration Assistant 

Stephanie Rush, Information System Specialist, CSA Accounts Manager 

Robin Gallowglas, Financial Aid Administrator 

Institutional Communications and Research 

Department Coordinator, Daniel Weston 

IT Coordinator, Jake Yeager 

Research Coordinator, Tony Holly 

Data Systems Coordinator, Stephanie Rush 

Housing 

Anthony Holly, Manager 

Office of the Academic Dean 

Jeanette Arch, Assistant to the Academic Dean 

Nancy Walent, Transcripts and Attendance Records

188 

Rudolf Steiner College Press 

Claude Julien, Manager 

Core Faculty and Program Directors 

William Bento, PhD Accreditation Liaison Officer, Associate Academic 

Dean. PhD, Institute of Transpersonal Psychology, CA, 2006. Teaches 

Anthroposophical Studies, Remedial Education, Research Methodology, and 

Philosophical Courses, 33 years of experience teaching transformative 

education. 

Cynthia Chandler-Hoven, MA MA, Human Development, St. Marys 

University, Minnesota, 2002; Curative Eurythmy Diploma, Heileurythmie 

Ausbildung, Stuttgart, Germany, 1982; Eurythmy Diploma, Goldridge 

Eurythmy School, Auburn, California, 1972; BS, Purdue University, 1972. 

Teaches Eurythmy and Anthroposophical Studies, 20 years experience 

teaching Eurythmy and Anthroposophy 

Betty Staley, MA President, Director of Summer Waldorf High School 

Teacher Training Program. MA, Saint Mary’s College of California, 1989; 

Waldorf Teacher Education, Michael Hall, Sussex, England, 1962; BA, City 

University of New York, 1961. 40 years experience teaching 

Anthroposophical Studies and Waldorf Education. 

Gayle Davis, MA President Emeritus, MA, Education/Organizational 

Leadership, Touro University, 2008. Waldorf Teacher Education Diploma, 

Rudolf Steiner College, 1980; BA, California State University, Sacramento, 

1970; California Elementary Teaching Credential (provisional, lapsed). 30 

years teaching Music History, Anthroposophical Studies, and Waldorf 

Administration. 

Patricia Dickson, MA Vice President of Operations and Planning; 

Administrator of Waldorf Education Subject Teacher Programs. MA summa 

cum laude, Art and Psychology, California State University; BA, French, 

University of Wisconsin; 14 years vocal training; 5 years vocal study with 

Mary Makower of the Royal Academy of Music, London, England; diplomas in 

arts of Ikebana and Tea Ceremony, Japan; Goetheanum Diploma in the 

Visual Arts and Goetheanum Diploma in part-time studies in Anthroposophy, 

Dornach, Switzerland. 27l years teaching Art and Sculpting.

189 

Irène François, MA Director of San Francisco Weekend/ Summer Teacher 

Education Program. MA, Philosophy, Paris-Sorbonne, 1967; Postgraduate 

studies, Indian Philosophy, Paris-Sorbonne; Teacher Education in Waldorf 

Pedagogy, Paris-Laboissieres, 1973-75; BA, Education, Universite de 

Montreal, 1987; In process PhD in Philosophy of Education, University of 

Montreal and University of Sherbrooke, 37 years teaching Waldorf Education 

Brian Gray, MLArch. Director, Foundation Program. Waldorf Teacher 

Education Diploma, Rudolf Steiner College, 1981; MLA, University of 

Pennsylvania, 1972; BArch, Georgia Institute of Technology, 1967. 30 years 

teaching Anthroposophical Studies and Architecture. 

Lauren Hickman, MA Executive Director, Director, Early Childhood 

Education. MA, Touro University, 2008; Waldorf Teacher Education Diploma, 

Rudolf Steiner College; BA, University of California, Davis, 20 years teaching 

Early Childhood Education 

Harald Hoven Biodynamic Gardening Courses. Biodynamic horticulture 

education, Germany, 1978-83. 29 years teaching Biodynamic Gardening and 

Farming. 

Dennis Klocek, MFA Director of Consciousness Studies Courses. Waldorf 

Teacher Education Diploma, Rudolf Steiner College, 1985; MFA, Tyler School 

of Art, Temple University, 1972; BA, Glassboro State College, New Jersey, 

1966. 28 years teaching Goethean Phenomenology and Consciousness 

Studies. 

Ronald Koetzsch, PhD Dean of Students. PhD, Harvard University, 1981; 

BA, Princeton University, 1965; Research student, Kyoto National University, 

1968, 1977-78. 32 years teaching Anthroposophical Studies, Music, 

Projective Geometry, and World Religions. 

Theodore Mahle, MFA BS, Art Education, Kutztown State University, 

Pennsylvania, 1963. Studied at the School of Visual Arts in New York City. 

Foundation Course, Emerson College, England, 1971. Completed painting 

course with Beppe Assenza, Goetheanum Painting School, 1976. 36 years 

teaching Painting, Drawing, and Art History. 

Bonnie River, MEd Director of Waldorf Teacher Training Hybrid Program. 

MA, Lesley University; final year of PhD studies, University of La Verne. 

Teaches Anthroposophical Studies and Waldorf Education. 28 years teaching 

Remedial and Waldorf Education.

190 

Astrid Schmitt-Stegmann, MA Director, Full Time Waldorf Teacher 

Training Program, Anthroposophical Studies. BA and MA, California State 

University, Sacramento, 1975. Eurythmy study, Dornach, Switzerland, 1958; 

Drama study, Dornach and Heidelberg, 1959-60. Waldorf Teacher Education, 

Sacramento Waldorf School, 1974. 33 years teaching Waldorf Education 

Patrick Wakeford-Evans, MA Academic Dean; Third Year Doctorate 

program [dissertation phase] California Institute of Integral Studies, San 

Francisco; MA, Human Development, St. Mary’s University, Minnesota; BA, 

Science, University of New Mexico, 1978; Waldorf Teacher Education 

Diploma, Rudolf Steiner College, 1980. 32 years teaching Anthroposophic 

Studies and Waldorf Education. 

Core Adjunct Faculty 

Antje Bojarsky M.Ed., directs The Art of Teaching through the Grades 

Summer Program and has been an adjunct faculty member in teacher 

training programs at Rudolf Steiner College since 2000. She took two 

classes through the grades at the Sacramento Waldorf School, where she 

also taught foreign language and science in the high school and served as 

educational support coordinator. She currently teaches in the middle school 

at the Haleakala Waldorf School and is involved in a high school initiative on 

Maui, HI. Member of the Academic Senate. 13 years teaching Waldorf 

Education. 

Ingun Schneider: Physical Therapy Degree, Sjukgymnastinstitutet i 

Stockholm, Sweden, 1966 Bachelors Degree-Waldorf Education, Rudolf 

Steiner College, Fair Oaks, CA, 1985 

Masters Degree-Cross-Disciplinary, Stockholm University, Stockholm, 

Sweden, 2010 CA PT license #PT7470, current since 1976 ASPO-certified 

Childbirth Education Diploma, 1976, CA adult education teaching license, 

life-long, 1977 27 years part-time adult educator, Remedial 

Education,Rudolf Steiner College, Fair Oaks, CA. 

Alice Stamm, B.A., diploma Eurythmy Eurythmeum Stuttgart 1976; 

Therapeutic Eurythmy diploma, Goetheanum, Dornach,1977. Teaching: 

Eurythmy Spring Valley Training, 1978-1984; pedagogical and therapeutic 

eurythmy, Kimberton Waldorf School; Camphill Soltane, Kimberton Hills and 

Gheel House, 1986-1996; eurythmy and therapeutic eurythmy Highland Hall 

WS 1998-2010; adult courses and performance work during these years;

191 

master classes in eurythmy throughout. At present adjunct instructor in 

eurythmy at RSC; kindergarten eurythmy and parent work at Davis WS. 26 

years teaching Eurythmy and Waldorf Education. 

Karen Viani, B.S. in Human Growth and Development, Union Institute and 

University; Foundation Studies, Rudolf Steiner College; Puppetry Training 

Diploma, Juniper Tree School of Puppetry; 20 years adult education 

experience, 15 years experience, Waldorf Pedagogy, 10 years adjunct 

faculty Rudolf Steiner College. 

Adjunct Faculty 

Robert Anderson, B.A. in English at San Francisco State University; MA in 

English Literature at the University of California at Davis; 13 years teaching 

English and Comparative Literature at UCD; 17 years as an Administrator of 

Standards. Curriculum, and Assessment at the California Department of 

Education; 4 years as Senior Assessment Specialist at WestEd; Served as 

Board Member of Rudolf Steiner College from 2002-2008; RSC Board Chair, 

2007 and 2008. 

Ximena Bervejillo, B.A. in Social Communications, Universidad Católica del 

Uruguay; Waldorf Teacher Training for Foreign Language Teachers from 

Rudolf Steiner College; Diploma in Teaching German as a Foreign Language, 

Goethe Institute (Uruguay and Germany) and Ludwig Maximilian Universität 

from Munich; 20 years experience as Foreign Language Teacher (German 

and Spanish), 10 years experience in Waldorf Pedagogy (German and 

Spanish Teacher) 

Thea Blair, Waldorf Teacher Education diploma, Rudolf Steiner College; 

certified by Christiaan Boele to teach singing in School for Uncovering the 

Voice; Certified Massage Therapist, Phillips School of Massage; 19 years 

experience, Waldorf Pedagogy; currently earning a BA in education through 

Prescott College. 

Cynthia ChandlerHoven, Magna cum Laude BS in General Sciences, BS in 

Psychology, Purdue University 1972: MA in Human Development, St. Mary's 

University of Minnesota, 2000: Diploma in Eurythmy, Goldridge Eurythmy 

School, Auburn California, 1979: Diploma in Curative Eurythmy, Curative

192 

Eurythmy Training, Stuttgart, Germany 1982: 34 years experience in 

artistic, pedagogical, therapeutic and professional training of Eurythmy. 

Eva Cranstoun, Waldorf Teacher Education Diploma, Rudolf Steiner 

College; 14 years experience in Music Education 

Diane David, BA in Dramatic Art from University of California at Davis; 

California Teachers Credential, San Francisco State University; post graduate 

work at SFSU, Graduate Theological Union, Berkeley; Waldorf Teacher 

Education, Rudolf Steiner College, San Francisco Extension; Director of Early 

Childhood Education, Bay Area Center for Waldorf Teacher Training; Teacher 

of Early Childhood, RSC, SF Program; Regional Representative for Waldorf 

Early Childhood Association of North America; 26 years Kindergarten 

Teacher at the San Francisco Waldorf School. 

Gayle Davis, B.A. in Social Science, California State University, 

Sacramento; M.A. in Waldorf Education, Rudolf Steiner College; Waldorf 

Teacher Education Diploma, Rudolf Steiner College; 31 years experience in 

Education 

Simone Demarzi, B.S. in Education, Indiana University; Waldorf Teacher 

Education, Waldorf Institute of Southern California; 30 years experience in 

Education 

Alecia Dodge, B.S. in Home Economics, University California, Davis; 

Handwork Teacher Training Diploma, Sunbridge College, New York; 11 years 

experience in Handwork Instruction 

Laura Embrey-Stine, B.A. in English, University of California, Berkeley; 

M.A. in Education, University of California, Berkeley; Waldorf Teacher 

Education Diploma, Rudolf Steiner College. Thirteen years experience public 

school teaching; sixteen years Waldorf teaching experience, both lower and 

high school. Publication: Form Drawing Grades One Through Four. 

Mary Emery, B.A. in English, University California, Davis; Waldorf Teacher 

Education, Rudolf Steiner College; 16 years experience in Education 

Nicole Fields, BA in Liberal Studies, Cal Poly SLO; Waldorf High School 

Diploma, Rudolf Steiner College; Handwork Education, Rudolf Steiner 

College; Waldorf "lifer" and graduate, Sacramento Waldorf School; 20 years 

teaching experience, High School Humanities and Arts and Lower School 

Handwork.

193 

Denis Fitts, A.S. in Early Childhood Education, Waldorf Teacher Education 

Diploma, Rudolf Steiner College; 30 years Waldorf teaching experience. 

Ina Jaehnig, Waldorf Teacher Training, Munich Waldorf School; Arts 

Teacher Certification, Academy for the Arts, Stuttgart; 30 years experience 

Waldorf Pedagogy 

Susan R. Johnson, MD, Fellow of the American Academy of Pediatrics, 3 

year fellowship in Behavioral and Developmental Pediatrics from the 

University of California, San Francisco, Medical degree from Northwestern 

University in Chicago, Illinois, B.A. from Carleton College in Northfield 

Minnesota and Waldorf Teacher Education Diploma, Rudolf Steiner College: 

29 years experience in behavioral and developmental pediatrics. 

Barbara Klocek, B.A. Earlham College, Indiana; Waldorf Teacher Education 

Diploma, Rudolf Steiner College; M.F.A. Temple University, Pennsylvania; 41 

years experience Waldorf Pedagogy/Art Therapy 

Edmund Knighton, Ph.D. in Clinical Psychology, Institute of Transpersonal 

Psychology, Palo Alto; M.A. in Clinical Psychology, Institute for Transpersonal 

Psychology, Palo Alto; B.A. in English Literature, University of Akron, Ohio; 

Spacial Dynamics Movement Therapist, Certified Ropes Course Instructor; 

15 years experience in Education 

Paul Bodo Langen, Gold/silversmith, RSC foundation studies and teacher 

training diploma 

painting training at the atelier house, branch of the Assenza School of 

painting under Donald Hall, Harlemville,N.Y. Private studies of sculpting with 

Thorn Zey,Great Barrington,Mass. 

28 years of experience of teaching Art and practical arts in Waldorf Schools 

Training centers. 

Jane Willsen Lorand, BA in History, UCLA; MA in Education CSUS 1976; 

Lifetime CA Teaching Credential; Pupil Personnel Services Credential; 6 

years teaching/counseling in CA public schools; Juris Doctor, UC San 

Francisco, Hastings College of the Law; Dir. of Research, Center for Critical 

Thinking at Sonoma State University(1991-94); Member of the CA Bar; 

Associate Professor in the School of Business and Leadership, Dominican 

University of California; Founder of the Green MBA, at Dominican(1999- 

2013); Director, Center for Systemic Leadership at Rudolf Steiner College

194 

(2011-2013), private consulting practice in energy, tax, complexity 

management and entrepreneurship for 25 years 

Merrily Lovell, B.A. in Biology, Goddard College, Vermont; M.S. in Teaching 

with Certification to teach K-12 Biology, Antioch/New England Graduate 

School, New Hampshire; Waldorf Teacher Education Diploma, Antioch/New 

England Graduate School, New Hampshire; Wynstones Science Teacher 

Training Course, England; 25 years experience in Education 

Helen Lubin, B.S. in Special Education Studies, Empire State College; 

Graduate Novalis-Schule, Germany; 26 years experience in Education 

Nancy McMahon, BA in Psychology, U of Michigan; Masters in Social Work, 

U of Michigan. Eurythmy diploma Spring Valley, 1976; therapeutic eurythmy 

diploma Peredur, England, 1988. Work as therapeutic eurythmist Raphael 

House, Fair Oaks, and Sacramento Waldorf School 1989 - 2006. Private 

practice therapeutic eurythmy since 2006. 

Myra S. McPherson, BS Speech Therapy, Waldorf education diploma 

specializing in early childhood education from Rudolf Steiner 

College, Diploma in Remedial Education from RSC, Certification in 

Chirophonetics Therapy, M. Ed. from La Verne University. 35 years 

therapeutic work with a focus on Anthroposophical principles 

Cheri Munske, B.S. in Agriculture, University of Georgia, 1975 Applied Arts 

Teacher's Certification, Sunbridge College, 1999 MTA in Art Therapy, Tobias 

School of Art and Therapy, UK, 2009 20 years in Waldorf Pedagogy; Waldorf 

School of Atlanta 1992-2000, Portland Waldorf School 2000-2013 Faculty 

member of Waldorf Teacher Training, Micha-el School, Portland, Oregon, 

2000-2009 Certification in Puppetry Arts, Juniper Tree, 2001, Founder and 

Director, Wool Horse Puppet Theater, est 1992 Currently practicing 

Transformative Arts in private practice, since 2009. 

Renee Parks, BFA in Ceramics, University of Michigan; Waldorf Teacher 

Education Diploma, Rudolf Steiner College; Diploma of Completion in the 

Foundational Singing Training, The School of Uncovering the Voice; Diploma 

of Completion in the Singing Pedagogy, The School of Uncovering the Voice; 

Published author and illustrator; 10 years experience, Waldorf Pedagogy. 

Marisha Plotnik, B.S. in Physics, Trent University; B.Ed. in Education, 

University of Western Ontario; Waldorf High School Teacher Education

195 

Diploma in Mathematics, Center for Anthroposophy; M.A. in Private School 

Leadership, Joseph Klingenstein Fellowship at Klingenstein Centre of 

Teachers College, Columbia University; 18 years experience teaching Physics 

and Mathematics 

Andrea Pronto, Diploma in Curative Education, Independent Music School, 

Germany; 27 years experience in Music Education 

Mark-Daniel Schmid, Diploma in Piano Performance, Staatliche Hochschule 

für Musik und Darstellende Kunst, Stuttgart, Germany; MA in Music History 

and Theory, West Chester University, West Chester, PA; Ph.D. in Music 

History (Musicology), Northwestern University, Evanston, IL; completed 

Waldorf Teacher Education Training; Associate Professor at Mansfield 

University, PA; 9 years university teaching experience; 6 years Waldorf 

teaching experience; Music Director at Waldorf School of the Peninsula, 

Mountain View, CA 

Ingun Maria Schneider, Physical Therapy Degree, Sjukgymnastinstitutet i 

Stockholm, Sweden, 1966 Bachelors Degree-Waldorf Education, Rudolf 

Steiner College, Fair Oaks, CA, 1985 

Masters Degree-Cross-Disciplinary, Stockholm University, Stockholm, 

Sweden, 2010 

CA PT license #PT7470, current since 1976 ASPO-certified Childbirth 

Education Diploma, 1976, CA adult education teaching license, life-long, 

1977 27 years part-time adult educator, Remedial Education, Rudolf Steiner 

College, Fair Oaks, CA 

Matthew Taylor, B.A. in English, California Teaching Credential English and 

Mathematics, Sonoma State University, Waldorf Teacher Education Diploma, 

Rudolf Steiner College: 14 years experience, Waldorf Pedagogy 

Pamela Whitman, B.S. in Humanities and Science, Massachusetts Institute 

of Technology; M.A. in Human Development, St. Mary's University of 

Minnesota; Diploma in Light, Color and Darkness Painting Therapy from the 

Emerald Foundation, The Hague, The Netherlands; Certification in Painting 

Therapy from the Section for Anthroposphic Medicine in Dornach, 

Switzerland; Painting Therapist, Adult Educator and Lazure Artist. 10 years 

experience art education

196 

Section Nine 

APPENDICES 

REFUND POLICY 

STUDENT’S RIGHT TO CANCEL 

1. You have the right to cancel your program of instruction, without any 

penalty or obligations, through attendance at the first class session or the 

seventh calendar day after enrollment, whichever is later. After the end 

of the cancellation period, you also have the right to stop school at any 

time; and you have the right to receive a pro rata refund if you have 

completed 60 percent or less of the scheduled days (or hours) in the 

current payment period in your program through the last day of 

attendance. 

2. Cancellation may occur when the student provides a written notice of 

cancellation at the following address: Rudolf Steiner College, 9200 

Fair Oaks Blvd, Fair Oaks, CA 95628. This can be done by mail or by 

hand delivery. 

3. The written notice of cancellation, if sent by mail, is effective when 

deposited in the mail properly addressed with proper postage. 

4. The written notice of cancellation need not take any particular form 

and, however expressed, it is effective if it shows that the student no 

longer wishes to be bound by the Enrollment Agreement. 

5. If the Enrollment Agreement is cancelled the school will refund the 

student any money he/she paid, less a registration or administration fee 

not to exceed $250.00, and less any deduction for equipment not 

returned in good condition, within 45 days after the notice of cancellation 

is received. 

WITHDRAWAL FROM THE PROGRAM 

You may withdraw from the school at any time after the cancellation period 

(described above) and receive a pro rata refund if you have completed 60 

percent or less of the scheduled days (or hours) in the current payment 

period in your program through the last day of attendance. The refund will 

be less a registration or administration fee not to exceed $250.00, and less 

any deduction for equipment not returned in good condition, within 45 days 

of withdrawal. If the student has completed more than 60% of the period of 

attendance for which the student was charged, the tuition is considered 

earned and the student will receive no refund.

197 

For the purpose of determining a refund under this section, a student shall 

be deemed to have withdrawn from a program of instruction when any of 

the following occurs: 

● 

● 

● 

● 

The student notifies the institution of the student’s withdrawal or as of 

the date of the student’s withdrawal, whichever is later. 

The institution terminates the student’s enrollment for failure to maintain 

satisfactory progress; failure to abide by the rules and regulations of the 

institution; absences in excess of maximum set forth by the institution; 

and/or failure to meet financial obligations to the School. 

The student has failed to attend class for 14 days in residential programs and 

7 weekdays in all part-time programs. 

Failure to return from a leave of absence. 

For the purpose of determining the amount of the refund, the date of the 

student’s withdrawal shall be deemed the last date of recorded 

attendance. The amount owed equals the daily charge for the program 

(total institutional charge, minus non-refundable fees, divided by the 

number of days in the program), multiplied by the number of days scheduled 

to attend, prior to withdrawal. For the purpose of determining when the 

refund must be paid, the student shall be deemed to have withdrawn at the 

end of 14 days. 

For programs beyond the current “payment period,” if you withdraw prior to 

the next payment period, all charges collected for the next period will be 

refunded. If any portion of the tuition was paid from the proceeds of a loan 

or third party, the refund shall be sent to the lender, third party or, if 

appropriate, to the state or federal agency that guaranteed or reinsured the 

loan. Any amount of the refund in excess of the unpaid balance of the loan 

shall be first used to repay any student financial aid programs from which 

the student received benefits, in proportion to the amount of the benefits 

received, and any remaining amount shall be paid to the student. 

If the student has received federal student financial aid funds, the student is 

entitled to a refund of moneys not paid from federal student financial aid 

program funds.

Appendix A 

Tuition and Fees 2013-2014: 

1. Foundation Program and Waldorf Teacher Training for Elementary 

Grades 

2. Foundation Program and Waldorf Teacher Training for Early 

Childhood 

3. Weekend / Summer Waldorf Teacher Training Program 

4. Summer Foundation Program 

5. Summer Waldorf Teacher Training Program for Early Childhood 

6. Summer Waldorf Teacher Training Program for Elementary Grades 

7. Summer Waldorf Teacher Training Program for Secondary Grades 

(High School) 

8. Summer Waldorf Teacher Training – Hybrid Modality 

9. Waldorf Teacher Training for Subject Teachers – Handcrafts 

10. Remedial Education Program 

11. Footnotes and Additional Information on Tuition, Fees and Expenses 

for 2013-14


4/5/2013 

2013-14 Residential Programs – 

Foundation Program and 

Waldorf Teacher Training for Elementary Grades 

• Total Credits over Two Years Foundation Credits = 18; Teacher Education Credits = 37 (inludes Teacher Education Preparatory Credits) 

• MA in Education - Waldorf Concentration: Credits = 6 ($ 550/credit). Residential Waldorf Teacher Training students will begin MA in Summer 2014. 

• Enrolling in the Residential Teacher Trg Program with Teacher Education begins with preparatory courses in the Spring Semester of the Foundation Program. Students 

Foundation courses taken elsewhere⁶: 

applying with prior Foundation Courses please contact Admissions. 

Dates 

Total Tuition for 

2013-14⁸ 

Registration Fee ² 

STRF* Fee 

Student Services & 

Technology Fees ² 

Materials Fee ² 

Total Tuition and 

Fees for 2013-14² 

Total Tuition, Fees 

and Expenses for 

2013-14¹ † 

Foundation Program Credits Per Semester 

Fall Semester Fall 9/3-12/19 

Foundation Courses ($ 430/credit) 13 

TUITION for Fall Semester $5,590 $100 $3.00 $115 $5,808 $8,323.00 

Spring Semester Spring 1/13-5/15 


Teacher Education Prep Courses ($ 465/credit) 8 

TUITION for Spring Semester $5,870 $100 $3.00 $115 $6,088 $10,963.00 

Full Year Fall Spring 

Foundations and Teacher Education Preparatory 13 13 9/3-5/15 

TUITION for the Full Year $11,460 $11,460.00 $100 $5.50 $230 $11,796 $16,670.50 

Teacher Training Program for the Grades Credits Per Semester 


Teacher Education Courses ($ 465/credit) 13 




TUITION for Spring Semester $7,440 $3.50 $115 $7,559 $9,823.50 

Fall Spring 

Full Year 13 16 9/3-5/15 

TUITION for the Year $13,485 $13,485.00 $100 $6.50 $230 $13,822 $18,717.50 

MA in Ed - Waldorf Elementary Concentration Credits Per Semester 

Summer 2014 

Summer 

MA in Education Courses ($ 550/credit) 3 

TUITION for Fall Semester $1,650 $0 $1.00 $1,651 $2,181.00 

Capstone Project over Fall 2014 and Spring 2015 

Fall & Spr 


TUITION for Spring Semester $1,650 $0 $1.00 $1,651 $1,651.00 

Totals 3 3 


† Expenses for Residential Foundation Program, Teacher Training for Grades, and the MA in Education – 

Foundations Fall Spring Teacher Ed Fall Spring MA Summer 

Materials³ $75 $25 $231 $0 $0 

Required Books $225 $100 $375 $0 $30 

Practicum Travel and Other Expenses⁴ $0 $20 $50 $50 $0 

On-Campus Housing $2,215 $2,215 $2,215 $2,215 $500 

Total: $2,515 $2,360 Total: $2,871 $2,265 Total: $530 

Further detail on estimated expenses and what these include may be found on the following page under footnotes 1, 3 and 4. 

Note. Tuition will be due each semester for the credits per semester. All tuition payments are handled by the Business Office. 

Please email FinancialAid@steinercollege.edu to request financial assistance. 

Rudolf Steiner College reserves the right to make changes in fees, credits and tuition 

subsequent to the publication of this material. 

9200 Fair Oaks Boulevard, Fair Oaks, CA 95628 - 916-Info-RSC (916-463-6772) - Fax 877-782-1884 - rsc@steinercollege.edu - www.steinercollege.edu



2013-14 Residential Programs – 

Foundation Program and 

Waldorf Teacher Training for Early Childhood 

• Total Credits over Two Years Foundation Credits = 18; Teacher Education Credits = 37 (inludes Teacher Education Preparatory Credits) 

• MA in Education - Waldorf Concentration: Credits = 6 ($ 550/credit). Residential Waldorf Teacher Training students will begin MA in Summer 2014. 

• Enrolling in the Residential Teacher Trg Program with Teacher Education begins with preparatory courses in the Spring Semester of the Foundation Program. Students 

Foundation courses taken elsewhere⁶: 

applying with prior Foundation Courses please contact Admissions. 

Dates 



Registration Fee ² 

STRF* Fee 


Technology Fees ² 

Materials Fee ² 






Foundation Program Credits Per Semester 






Teacher Education Prep Courses ($ 465/credit) 8 

TUITION for Spring Semester $5,870 $100 $3.00 $115 $6,088 $10,963.00 

Full Year Fall Spring 

Foundations and Teacher Education Preparatory 13 13 9/3-5/15 

TUITION for the Full Year $11,460 $11,460.00 $100 $5.50 $230 $11,796 $16,670.50 

Teacher Training Program for Early Childhood Credits Per Semester 






TUITION for Spring Semester $6,510 $3.50 $115 $6,629 $9,093.50 

Fall Spring 

Full Year 15 14 9/3-5/15 


MA in Ed - Waldorf Early Childhood Concentration Credits Per Semester 

Summer 2014 

Summer 


TUITION for Fall Semester $1,650 $0 $1.00 $1,651 $2,181.00 

Capstone Project over Fall 2014 and Spring 2015 

Fall & Spr 


TUITION for Spring Semester $1,650 $0 $1.00 $1,651 $1,651.00 

Totals 3 3 


† Expenses for Residential Foundation Program, Teacher Training for Early Childood and the MA in Education – 

Foundations Fall Spring Teacher Ed Fall Spring MA Summer 

Materials³ $75 $25 $231 $0 $0 

Required Books $225 $100 $375 $0 $30 

Practicum Travel and Other Expenses⁴ $0 $20 $50 $50 $0 

On-Campus Housing $2,215 $2,215 $2,215 $2,215 $500 

Total: $2,515 $2,360 Total: $2,871 $2,265 Total: $530 


Note. Tuition will be due each semester for the credits per semester. All tuition payments are handled by the Business Office. 





Weekend/Summer Waldorf Teacher Training - San Francisco 

(Early Childhood, Elementary or Secondary Concentration) 

2013-2014 

• Total Credits over Three Years = 50 

FS = Foundation Studies, credits: 18 at $430 per credit 

TE = Teacher Education, credits: 32 at $465 per credit 

Semester Dates 

Year One: Cohort 2013 FS° TE° 

Fees paid per Year 

Fall Semester Weekends 2013 5 9/13 - 12/21 $2,150 $150 $3.50 $115 $2,419 $7,434 

Spring Semester Weekends 2014 3 3 1/10 - 5/17 $2,685 $2,685 $7,620 

Fair Oaks Summer Session - 3 weeks, full-time 4.5 July 2014 $2,093 $2,093 $3,153 

Total for the Year: 8 7.5 $6,928 $150 $3.50 $115 $7,196 $18,206 

Tuition per Semester 

and 2013-14 Total⁸ 

Application/Registratio 

n Fees² 

STRF Fee* 


Technology Fees² 

Materials Fee² 

Total Tuition & Fees² 

(rounded to nearest $1) 

Total Tuition, Fees & 

Expenses† - 2013-14¹ 

Year Two: Cohort 2012 FS° TE° 


Fall Semester Weekends 2013 2.5 3 9/13 - 12/21 $2,470 $100 $4.00 $115 $2,689 $7,594 

Spring Semester Weekends 2014 3.5 4 1/10 - 5/17 $3,365 $3,365 $8,320 

Fair Oaks Summer Session - 3 weeks, full-time 5 July 2014 $2,325 $2,325 $3,435 

Total for the Year: 6 12 $8,160 $100 $4.00 $115 $8,379 $19,349 

Year Three: Cohort 2011 FS° TE° 


Fall Semester Weekends 2013 1 5 9/13 - 12/21 $2,755 $100 $4.00 $115 $2,974 $7,879 

Spring Semester Weekends 2014 1 5 1/10 - 5/17 $2,755 $2,755 $7,710 

Fair Oaks Summer Session - 3 weeks, full-time 5 July 2014 $2,325 $2,325 $3,435 

Total for the Year: 2 15 $7,835 $100 $4.00 $115 $8,054 $19,024 

MA in Education – Waldorf Concentration 

SF Students begin MA courses in Summer 2014. 2 TBD $0 

Total credits: 6 (Cost/credit and information on fees will be available in Spring 2014 before Summer semester.) 

° Teacher Education credits are based on Elementary Grades concentration; Early Childhood and Secondary concetrations will vary by the semester. 

Year 1 - Cohort 2013: FS and TE credits for your Years 2 and 3 will be different than the Years 2 and 3 shown here. 

Year 2 - Cohort 2012: FS and TE credits for your Year 3 in 2014 may be slightly different than the Year 3 shown here. 

Year 3 - Cohort 2011: FS and TE credits per semester may be slightly adjusted depending on the year you entered the program. 

† Estimated expenses for Summer Weekend Program Program – 

Year One 

Year Two 

Year Three 

Fall Spring Summer Fall Spring Summer Fall Spring Summer MA 

Materials³ $145 $25 $20 $25 $25 $20 $25 $25 $20 $0 

Required Books $70 $50 $50 $80 $70 $100 $80 $70 $100 $30 

Practicum Travel and Other Expenses⁴ $0 $60 $0 $0 $60 $0 $0 $60 $0 $0 

Housing: Bay Area, with On-Campus in Summer $4,800 $4,800 $990 $4,800 $4,800 $990 $4,800 $4,800 $990 

Total: $5,015 $4,935 $1,060 $4,905 $4,955 $1,110 $4,905 $4,955 $1,110 $30 

Housing expenses of $1200/month based on the general San Francisco area range of $800 to $5,000/month according to rent.com. 

v Further detail on estimated expenses and what these include may be found on the following page under footnotes 1, 3 and 4. v 

Please Note: 

a. Students begin with Fall Semester each year unless authorized by the Program Director. 

b. Tuition will be due each semester for the credits per semester. 

c. All fees are paid the first semester of enrollment per year. 

d. All tuition payments are handled by the Business Office. 

e. After your application is received, enrollment paperwork will be emailed to you, showing the total cost for the full year, including tuition and fees. 

Please email Robin Gallowglas at FinancialAid@steinercollege.edu to request financial assistance, including payment plans. 


5.4.13



Summer Foundations Program 

2013-14 

• Total Credits over Three Years Foundation Credits = 18 

• CLC's and students taking Foundation courses 

elsewhere⁶ will enroll in Teacher Ed Courses only: 

Equivalent of prerequisite Foundation Credits⁶ may be met concurrently or in full. 

Credits Per Semester 

Year One: Summer Fall Spring 

Fees Charged per Year 

Foundation Courses -- Prerequisite⁶ ($ 430/credit) 4.75 2 1 6/20-6/28 $3,332.50 $100 $1.50 $115 $3,549 $4,161.00 

TUITION per Semester $2,043 $860 $430 

Year Two -- (Returning Students see Note A.) Summer Fall Spring 


Foundation Courses -- Prerequisite⁶ ($ 430/credit) 4.5 1 6/20-6/28 $2,365.00 $100 $1.00 $115 $2,581 $3,193.00 


Year Three -- (Returning Students see Note A.) Summer Fall Spring 


Foundation Courses -- Prerequisite⁶ ($ 430/credit) 4.75 6/20-6/28 $2,042.50 $50 $1.00 $115 $2,209 $2,820.50 

TUITION per Semester $2,042.5 

Summer Dates 



Registration Fee² 

STRF Fee* 









Note A. Returning Students: credits per semester are being fine-tuned, therefore your credits per semester may be adjusted depending on the year you entered the 

program. 

† Expenses for Summer Foundations – 

The following expenses included in the far right column above are estimated: 

Foundations Year 1 Year 2 Year 3 

Materials³ $42 $42 $42 

Required Books $75 $75 $75 

Practicum Travel and Other Expenses⁴ $0 $0 $0 

On-Campus Housing $495 $495 $495 

Total: $612 $612 $612 


Note B. Tuition will be due each semester for the credits per semester. All tuition payments are handled by the Business Office. 






Summer Waldorf Teacher Training Program 

for Early Childhood 


4/18/13 revised 

• Total Credits over Three Years Foundation Credits = 18; Teacher Education Credits = 32 

• MA in Education - Waldorf Concentration: Credits = 6 ($ 550/credit). New Summer Waldorf Teacher Training students will begin MA in Summer 2014. 









Teacher Education Courses ($ 465/credit) 7.25 0 3 6/30-7/19 $4,766.25 $100 $2.50 $115 $4,984 $6,498.75 

TUITION per Semester $3,371 $0 $1,395 

Foundation and Teacher Education combined 12 2 4 6/20-7/19 $8,098.75 $100 $4.00 $115 $8,318 $10,444.75 







TUITION per Semester $3,371 $1,860 $1,395 

Foundation and Teacher Education combined 11.75 5 3 6/20-7/19 $8,991.25 $100 $4.50 $115 $9,211 $11,212.75 





TUITION per Semester $2,043 

Teacher Education Courses 7.5 6/30-7/19 $4,960.00 $100 $1.50 $115 $5,177 $6,336.50 


Foundation and Teacher Education combined 12.25 6/20-7/19 $7,002.50 $100 $3.00 $115 $7,221 $8,992.50 


Summer Dates 




STRF Fee* 









Note A. Returning Students: credits per semester may be adjusted depending on the year you entered the program. Year 3 tuition is calculated as it was when the 

cohort began prior to 2013 (total program tuition/three yrs or 32 credits x $465/3=$4960.) Years 1 and 2 tuition are based on cost/credit. 

† Expenses for Summer Waldorf Teacher Training for Early Childhood – 


Foundations Year 1 Year 2 Year 3 Teacher Ed Year 1 Year 2 Year 3 

Materials³ $42 $42 $42 $150 $150 $50 

Required Books $75 $75 $75 $275 $150 $120 

Practicum Travel and Other Expenses⁴ $0 $0 $0 $100 $100 $0 

On-Campus Housing $495 $495 $495 $990 $990 $990 

Total: $612 $612 $612 Total: $1,515 $1,390 $1,160 









Summer Waldorf Teacher Training 

for Early Childhood In-Service Program 


















Foundation Courses -- Prerequisite⁶ ($ 430/credit) 4.5 5.75 0 6/20-6/28 $4,407.50 $100 $1.50 $115 $4,624 $5,236.00 

TUITION per Semester $1,935 $2,473 $0 



Foundation and Teacher Education combined 10.25 11.75 6 6/20-7/12 $12,661.25 $100 $5.00 $115 $12,881 $14,883.25 




Foundation Courses -- Prerequisite⁶ ($ 430/credit) 1 6/30-7/19 $430.00 $50 $1.00 $115 $596 $713.00 

TUITION per Semester $430 

Teacher Education Courses ($ 465/credit) 6 6/30-7/19 $2,790.00 $100 $1.50 $115 $3,007 $4,166.50 


Foundation and Teacher Education combined 7 6/30-7/19 $3,220.00 $100 $2.50 $115 $3,438 $4,714.50 


Summer Dates 




STRF Fee* 









Note A. Returning Students: credits per semester are being fine-tuned, therefore your credits per semester may be adjusted depending on the year you entered the 

program. Year 3 Students: One credit of Foundation coursework will take place during the 3-weeks of the Teacher Ed Porgram 6/30-7/19 in order for you to meet the 

Foundation requirements. Year 2 Students: All remaining foundation courses are given in Fall semester of Year 2. In 2014-15, Year 3 students will take 6.5 credits of 

teacher education courses during the 3-week summer session, and no foundatiuon courses. 

† Expenses for Summer Waldorf Teacher Training for Early Childhood In-Service – 



Materials³ $42 $42 $42 $150 $150 $50 




Total: $612 $612 $117 Total: $1,170 $1,390 $1,160 








REVISED 4/19/2013 


for Elementary Grades 






















Foundation and Teacher Education combined 10 6 5 6/20-7/19 $9,572.50 $100 $4.50 $115 $9,792 $11,794.00 






Teacher Education Courses 5 or TBD 6/30-7/19 $4,960.00 $100 $1.00 $115 $5,176 $6,336.00 


Foundation and Teacher Education combined 4.75 6/20-7/19 $7,002.50 $100 $2.00 $115 $7,220 $8,991.50 


Summer Dates 




STRF Fee* 










cohort began prior to 2013 (total program tuition/three yrs or 32 credits x $465/3=$4960.) Years 1 and 2 tuition are based on cost/credit. 

† Expenses for Summer Waldorf Teacher Training for Grades – 



Materials³ $42 $42 $42 $340 $150 $50 




Total: $612 $612 $612 Total: $1,680 $1,390 $1,160 










for Secondary Grades (High School) 












Teacher Education Courses ($ 465/credit) 6 2 4 6/30-7/19 $5,580.00 $100 $2.50 $115 $57 $5,855 $7,084.50 


Foundation and Teacher Education combined 10.75 4 5 6/20-7/19 $8,912.50 $100 $4.50 $115 $57 $9,189 $11,031.00 






Teacher Education Courses ($ 465/credit) 6 4 4 6/30-7/19 $6,510.00 $100 $3.50 $115 $57 $6,786 $8,175.50 


Foundation and Teacher Education combined 10.5 5 4 6/20-7/19 $8,875.00 $100 $4.50 $115 $57 $9,152 $11,153.50 





TUITION per Semester $2,042.5 

Teacher Education Courses (See Note A. below) 6 6/30-7/19 $4,960.00 $100 $1.00 $115 $57 $5,233 $6,393.00 

Summer Dates 



TUITION per Semester $4,960.0 or as caluclated as described in Note A. below. 

Foundation and Teacher Education combined 10.75 6/20-7/19 $7,002.50 $100 $2.00 $115 $57 $7,277 $9,048.50 

TUITION per Semester $7,002.5 or as caluclated as described in Note A. below. 


STRF Fee* 










cohort began prior to 2013 (total program tuition/three yrs or 32 credits x $465/3=$4960.) Years 1 and 2 tuition are based on cost/credit. If you paid for all three weeks in 

both years 1 and 2, you will have no additional tuition charges above this year's cost of $4960. If you took partial courses, you will be charged by credit accordingly. 

† Expenses for Summer Waldorf Teacher Training for High School – 



Materials³ $42 $42 $42 $40 $150 $50 




Total: $612 $612 $612 Total: $1,280 $1,390 $1,160 









Summer Waldorf Teacher Training Hybrid Modality 




Cycle Two - Year 1 of 3 Summer Fall Spring 


17 Credits Total ($450/credit)‡ 7 5 5 7/1-7/13 

TUITION per Semester $3,150 $2,250 $2,250 $7,650.00 $100 $4.00 $115 $7,869 $9,644.00 

MA in Ed – Waldorf Concentration Summer Fall Spring 

2 Credits Total ($550/credit) 2 7/1-7/13 

TUITION per Semester $1,100 $0 $0 $1,100.00 $0 $0.50 $0 $1,101 $1,125.50 

Returning Students - completing 2-yr program Summer Fall Spring 


Credits Total ($ 400/credit)‡ 7 TBA TBA 7/1-7/13 

Please see Note A. below. ####### ####### $8,400.00 $100 $1.50 $115 100 $8,717 $10,491.50 

Summer 2013 Dates 




STRF Fee* 









‡ For Information on Group Discounts for Schools please contact Program Director. 

Note A. Returning Students: your tuition costs are based on last year's tuition. If you only took part of last year's program, you will be charged 

by credit accordingly for this year. 

† Expenses for Summer Waldorf Teacher Training Hybrid Modality – 


Cycle 2 MA Returning 

Materials³ $365 $365 

Required Books $150 $25 $150 

Practicum Travel and Other Expenses⁴ $600 $600 

On-Campus Housing $660 $660 

Total: $1,775 $25 $1,775 









Waldorf Teacher Training for Subject 

Teachers -- Handcrafts 

• Total Credits over Three Years Foundation Credits = 6.5; Teacher Education Credits = 22.5 


elsewhere⁶ will enroll in Teacher Ed Courses only: Equivalent of prerequisite Foundation Credits⁶ may be met concurrently or in full. 


Year One Summer Fall Spring 


Foundation Courses -- Prerequisite⁶ ($ 430/credit) 2.25 6/20-6/28 $967.50 $50 $0.50 $20 $1,038 $1,625.00 

TUITION per Semester $968 $0 $0 

Handwork Teacher Ed: Grades 4-5 ($ 386/credit) 4.00 2.00 6/30-7/12 $2,316.00 $50 $1.00 $20 $100 $2,487 $3,877.00 


Foundation and Teacher Education combined 6.25 2.00 6/20-7/12 $3,283.50 $100 $4.00 $20 $100 $3,508 $5,484.50 


Year Two Summer Fall Spring 


Foundation Courses -- Prerequisite⁶ ($ 430/credit) 2.25 6/20-6/28 $967.50 $50 $0.50 $20 $1,038 $1,625.00 


Handwork Teacher Ed: Grades 4-5 ($ 386/credit) 4.00 2.00 2.00 6/30-7/12 $3,088.00 $100 $1.50 $20 $100 $3,310 $4,599.50 


Foundation and Teacher Education combined 6.25 2.00 2.00 6/20-7/12 $4,055.50 $100 $2.00 $20 $100 $4,278 $6,154.50 


Year Three Summer Fall Spring 


Foundation Courses -- Prerequisite⁶ ($ 430/credit) 2.0 6/20-6/28 $860.00 $50 $0.50 $20 $931 $1,517.50 


Handwork Teacher Ed: Grades 4-5 ($ 386/credit) 4.00 4.00 2.00 6/30-7/12 $3,860.00 $100 $2.00 $20 $100 $4,082 $5,372.00 


Foundation and Teacher Education combined 6.00 4.00 2.00 6/20-7/12 $4,720.00 $100 $2.50 $20 $100 $4,943 $6,819.50 


Summer Dates 




STRF Fee* 









† Expenses for Summer Waldorf Teacher Training for Early Childhood – 



Materials³ $42 $42 $42 $100 $100 $100 




Total: $587 $587 $587 Total: $1,390 $1,290 $1,290 


Note - Tuition will be due each semester for the credits per semester. All tuition payments are handled by the Business Office. 







Remedial Education Program 




Year One (not offered in 2013-14) Fall Spring Summer 

8 Credits Total 0 0 0 


Dates 




STRF Fee* 










Year Two Fall Spring Summer 


9 Credits Total ($ 407/credit) 2 3 4 TBA 

TUITION per Semester $814 $1,221 $1,628 $3,663.00 $100 $2.00 $40 100 $3,905 $3,905.00 

Year Three (not offered in 2013-14) Fall Spring Summer 

9 Credits Total 0 0 0 



† Expenses for Remedial Education Program – 


Year 1 Year 2 Year 3 

Materials³ $75 

Required Books $110 

Practicum Travel and Other Expenses⁴ $0 

On-Campus Housing $1,200 

Total: $0 $1,385 $0 


Note: Tuition will be due each semester for the credits per semester. All tuition payments are handled by the Business Office. 





Footnotes and Additional Information on Tuition, Fees and Expenses for 2013-14: 

* Student Tuition Recovery Fund (STRF) - required by the State of California: $.50 for every $1,000 rounded to 

nearest $1,000. Students will be charged per year, so actual annual cost may vary up to $1.00. 

1 These charges and expenses are estimated for this academic year for on-campus attendance, on-campus 

housing and any additional program requirements. Actual expenses will vary depending on student 

lifestyle (e.g., off- vs. on-campus housing, new vs. used or library books). This total excludes any financial 

aid fees. 

Additional Expenses not listed on chart, as applicable: 

a. CBEST: Waldorf Teacher Ed students in Elementary and Secondary are required to take the CBEST or 

have proof of equivalent. See Program Application instructions for details. Cost: approximately $100. 

b. LiveScan is required when working with children. Students must contact the administrator of the 

Waldorf School they will be observing or working at for instructions. Fee varies in each state. Initial 

cost is approximately $20-$30. Waldorf schools pay another $50-70 and the students may be asked to 

remit this amount to the waldorf school business office. 

c. Immunizations/TB Test - approximately $35-$45: By law, anyone working with children must have a 

TB test. Obtain a certificate to show the Waldorf school administrator. Tests are good for two years. 

d. Weekend/Summer Program (San Francisco): 

• Weekends: students share refreshments costs of approximately $40 each student per year. 

• Summer: students need housing for summer sessions in Fair Oaks. 

2 The fees listed on the chart are non-refundable up to $250 per year: Registration Fee is charged per program 

year; Student Services and Technology Fees are paid per year. Student Services Fee covers administrative 

and academic student services, such as copying of school materials, library services, TaskStream annual 

account (books and art supplies are paid for by students). The Technology Fee helps to maintain and upgrade 

our on-campus computer services. Materials Fee for Remedial, High School and Subject Teachers-Handwork 

Programs is per year. 

• Additional College Fees not included are charged on an individual basis as applicable (non-refundable): 

$ 50.00 Application Fee: once per program. Late registration (within 30 days of start date): $70. 

$ 35.00 Return Check Fee 

$ 10.00 Official Transcript $ 5.00 Unofficial Transcript 

$ 50.00 Foundation Equivalency Assessment Fee. 

$ 50.00 Program Change fee $ 10.00 Personalized schedule fee 

$ 50.00 Special mail handling fee (Federal Express to your address) 

$ 100.00 One-Year Extension of Practicum and Graduation 

$ 250.00 Second Extension of Capstone or research projects 

3 Materials purchased in Year One may be used throughout the program (e.g., eurythmy shoes, block and stick 

crayons, Lyra colored pencils, recorders, and flutes). 

4 Expenses may include travel to Waldorf Schools for practicum (field experience), the estimated cost does not 

include going to a school at a distance from your residence. Hybrid Modality students pay for Art of Teaching 

intensive (estimate for Summer 2013 is $500, fee is paid when registering for the Art of Teaching). 

5 Fall semester of Residential Foundation Program or equivalent is required. To enroll in Waldorf High School 

Teacher Training, students should meet with the Program Director to understand this program’s prerequisites. 

6 Students who have completed Foundation Studies elsewhere may submit: 

transcript 

Foundations Assessment Form for evaluation 

$50 Equivalency Assessment fee. 

Concurrent enrollment is accepted in the part-time programs. The Assessment forms are available in the 

Admissions Office or by emailing registrar@steinercollege.edu. You must also complete the "Foundation 

Course Equivalency" section of the Program Application, page 4. 

7 Classes for 2013 Residential MA in Education are held on select Fridays and Saturdays. SF program begins MA 

courses in Summer 2014 and cost TBD. 

8 Students enroll for the program year and have the option to pay by the semester. 



‣ ‣ ‣ FINANCIAL AID IS AVAILABLE FOR THOSE WHO QUALIFY ‣ ‣ 

Contact FinancialAid@steinercollege.edu for more information. 

9200 Fair Oaks Boulevard, Fair Oaks, CA 95628 - 916-Info-RSC - rsc@steinercollege.edu - www.steinercollege.edu 

5-4-13

211 

Appendix B 

Student Performance Fact Sheets 

Rudolf Steiner College graduates consistently place in long-term teaching 

positions throughout North America and the world. The demand for trained 

Waldorf Teachers far surpasses the number of teachers available. Please 

see the following sheets: 

1. Foundation Program – School Performance Fact Sheet 

2. Waldorf Teacher Training Program: Full-Time, Residential 

Modality – School Performance Fact Sheet 

3. Weekend/Summer Waldorf Teacher Training Program – School 

Performance Fact Sheet 

4. Summer Waldorf Teacher Training Program – School 


5. Early Childhood In-Service Program – School Performance Fact 

Sheet 

6. Waldorf High School Teacher Training Program – School 


7. Waldorf Subject Teacher Training Program, Handwork – School 


8. Remedial Education Program – School Performance Fact Sheet

212 

APPENDIX C 

TB TESTING AND FINGERPRINTING FOR TEACHER 

EDUCATION STUDENTS 

TB testing and a Live Scan (electronic fingerprinting) are now mandatory for 

California employees and volunteers who are in contact with minors. 

Because Waldorf Teacher Education students are required to practice teach 

in two to three field experiences, these tests are required prior to beginning 

the practicum. 

Please note that regulations and costs for these tests vary from state to 

state so it is important to call the Waldorf school administrator for directions 

before the practicum begins. 

TB Test: Any medical establishment or public health service can administer a 

TB test. They will need you to come back in two days, so plan accordingly. 

The cost is approximately $20. Obtain a diploma documenting you have had 

the test. This diploma is good for 2 years and the school can take a copy 

from your original. State regulations regarding TB testing can be found 

under California Health & Safety Code No. 3454 at 

www.ed.gov/pubs/RegPrivSchl/californ.html 

LiveScan: Contact the Waldorf School administrator for their DOJ number 

prior to taking this scan. The total cost for a LiveScan is approximately $55- 

$75. Part of this fee is paid at the LiveScan site ($15-$18) and the 

remaining amount is charged to the Waldorf School by the Department of 

Justice. It is the student’s responsibility to reimburse the school. The 

information from this scan cannot be transmitted to anyone but the person 

authorized to read it at that particular Waldorf School. If you practice teach 

in different schools, you must have a LiveScan for each school. 

For additional information about LiveScan as well as sites administering this 

procedure, visit 

http://caag.state.ca.us/fingerprints/index.htm 

State Regulations for fingerprinting can be found under California Education 

Code No. 49406 at www.leginfo.ca.gov/.html/edc_table_of_contents.html

201 

Appendix B 

Student Performance Fact Sheets 

Rudolf Steiner College graduates consistently place in long-term teaching 

positions throughout North America and the world. The demand for trained 

Waldorf Teachers far surpasses the number of teachers available. Please 

see the following sheets: 

1. Foundation Program – School Performance Fact Sheet 

2. Waldorf Teacher Training Program: Full-Time, Residential 

Modality – School Performance Fact Sheet 

3. Weekend/Summer Waldorf Teacher Training Program – School 


4. Summer Waldorf Teacher Training Program – School 


5. Early Childhood In-Service Program – School Performance Fact 

Sheet 

6. Waldorf High School Teacher Training Program – School 


7. Waldorf Subject Teacher Training Program, Handwork – School 


8. Remedial Education Program – School Performance Fact Sheet

R 

9200 Fair Oaks Blvd., Fair Oaks, CA 95628 * (916) 961-8727 * fax (916) 961-8731 * www.steinercollege.edu 

SCHOOL PERFORMANCE FACT SHEET 

CALENDAR YEARS 2011 & 2012 

Completion Rates (includes data for the two calendar years prior to reporting) 

Graduates 3 Completion Rate 4 

Foundation Program – 30 weeks, M-Th Sept-May 

Calendar Year Number of Students Who Students Available 

Began Program 1 for Graduation 2 

2011 12 NA NA NA 

2012 24 NA NA NA 

Students Completing After Published Program Length – 150% Completion Rate 


Calendar Year Number of Students Who 

Began Program 1 

Students Available 150% 

for Graduation 2 Graduates 5 

150% 

Completion Rate 6 

2011 12 NA NA NA 

2012 24 NA NA NA 

1 “Number of Students Who Began Program” is the number of students who began the program who are scheduled to 

complete the program within the reporting calendar year. 

2 “Students available for graduation” is the number of students who began the program minus the number of “Students 

unavailable for graduation,” which means those students who have died, been incarcerated, or called to active military duty. 

3 “Graduates” is the number of students who completed the program within 100% of the published program length. 

4 “Completion Rate” is the number of Graduates divided by the Number of Students Available for Graduation. 

5 “150% Graduates” is the number of students who completed the program within 101-150% of the published program 

length. 

6 “150% Completion Rate” is the number of students who completed the program in the reported calendar year within 101- 

150% of the published program length divided by the Number of Students Available for Graduation in the published program 

length period. 

Initials: ________ Date: ________________ I have read and understand the above completion rates. 

©2013 Educational Advisors Inc. Page | 1 

Published December 7, 2012; Effective January 1, 2013

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Placement Rates (includes data for the two calendar years prior to reporting) 


Calendar 

Number of 

Year 

Graduates 2 

Number of 

Students 

Who Began 

Program 1 

Graduates 

Available for 

Employment 3 

Graduates 

Employed 

in the 

Field 4 

Placement 

Rate 

Employed in 

the Field 5 

Graduates 

Employed in 

the Field an 

average of 

less than 32 

hours per 

week 

Graduates 

Employed 

in the 

Field at 

least 32 

hours per 

week 

2011 12 NA NA NA NA NA NA 

2012 24 NA NA NA NA NA NA 

1 “Number of Students Who Began Program” means the number of students who began the program who are scheduled to 


2 “Number of Graduates” is the number of students who have completed the program within 100% of the published program 

length. 

3 “Graduates available for employment” means the number of graduates minus the number of graduates unavailable for 

employment. “Graduates unavailable for employment” means the graduates who, after graduation, die, become 

incarcerated, are called to active military duty, are international students that leave the United States or do not have a visa 

allowing employment in the United States, or are continuing their education in an accredited or bureau-approved 

postsecondary institution. 

4 “Graduates employed in the field” means graduates who are gainfully employed in a single position for which the institution 

represents the program prepares graduates within six months after a student completes the applicable educational program. 

For occupations requiring passage of a licensing examination prior to employment, “graduates as employed in the field” 

means in a single position for which the institution represents its program prepares its graduates within six months of the 

announcement of the first licensure examination results. 

5 “Placement Rate is calculated by dividing the number of graduates gainfully employed in the field by the number of 

graduates available for employment. 

Initials: ________ Date: _______ I have read and understand the above placement information. 



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“Licensure Rates - not applicable” 

Licensure Rates 


Calendar 

Year 

Grads 

Avail for 

Employment 1 

Grads 

Employed 

in Field 2 

Salary and Wage Information 

Annual Salary and Wages Reported by Graduates Employed 

in the Field 3 

$20,001 to 

$25,000 

$25,001 to 

$30,000 

$30,001 to 

$35,000 

Students not 

Reporting 

Salary 

2011 NA NA NA NA NA NA 

2012 NA NA NA NA NA NA 

1“Graduates available for employment” means the number of graduates minus the number of graduates unavailable for 

employment. Graduates unavailable for employment means graduates who, after graduation, die, become incarcerated, are 

called to active military duty, are international students that leave the United States or do not have a visa allowing 

employment in the United States, or are continuing their education in an accredited or bureau-approved postsecondary 

institution. 

2 “Graduates employed in the field” means graduates who are gainfully employed within six months of graduation in a 

position for which the skills obtained through the education and training provided by the institution are required or provided a 

significant advantage to the graduate in obtaining the position. 

3 Salary is as reported by the student. Not all graduates reported salary. 

Initials: ________ Date: _______ I have read and understand the above salary and wage information. 

United States Department of Education (USDE) Financial Aid Program Participation 

“United States Department of Education (USDE) Financial Aid Program Participation 

- not applicable” 



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If you have any questions about how the data reflected on the above charts was gathered or if you want a list of 

employment positions determined to be within the field for any specific program for which statistics are reported above, 

please speak with an Admissions Representative. 

This fact sheet is filed with the Bureau for Private Postsecondary Education. Regardless of any information you may have 

relating to completion rates, placement rates, starting salaries, or license exam passage rates, this fact sheet contains the 

information as calculated pursuant to state law. 

Any questions a student may have regarding this fact sheet that have not been satisfactorily answered by the institution may 

be directed to the Bureau for Private Postsecondary Education at 2535 Capitol Oaks Drive, Suite 400, Sacramento, CA 

95833, www.bppe.ca.gov, toll-free telephone number (888) 370-7589 or by fax (916) 263-1897. 

I have read and understand this School Performance Fact Sheet. The School Performance Fact Sheet was 

reviewed and discussed with a school official prior to signing an enrollment agreement. 

_________________________________________ 

Student Name - Print 

________________________________________ 

Student Signature 

________________________________________ 

School Official 

___________________________________ 

Date 

______________________________________ 

Date 



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Full-Time Waldorf Teacher Training Program – 30 weeks, M-Th Sept-May 



2011 13 11 10 91% 

2012 10 9 3 33% 



Calendar Year Number of Students Who Students Available 150% 

Began Program 1 for Graduation 2 Graduates 5 

150% 


2011 13 11 10 100% 

2012 10 9 3 100% 








length. 







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Calendar 

Number of 

Year 

Graduates 2 

Number of 

Students 

Who Began 

Program 1 

Graduates 

Available for 

Employment 3 

Graduates 

Employed 

in the 

Field 4 

Placement 

Rate 

Employed in 

the Field 5 

Graduates 

Employed in 

the Field an 

average of 

less than 32 

hours per 

week 

Graduates 

Employed 

in the Field 

at least 32 

hours per 

week 

2011 13 10 10 9 90% 9 

2012 10 3 3 3 100% 3 




length. 
















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Calendar 

Year 

Grads 

Avail for 

Employ 

ment 1 

Grads 

Employed 

in Field 2 

$25,001 to 

$30,000 



$30,001 

to 

$35,000 

$35,001 

to 

$40,000 

$40,001 to 

$45,000 

$46,001 to 

$50,000 

2011 10 9 1 6 2 

2012 3 3 3 

Students 

not 

Reporting 

Salary 





institution. 











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_________________________________________ 


________________________________________ 


________________________________________ 


___________________________________ 

Date 

______________________________________ 

Date 



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Weekend/Summer Waldorf Teacher Training Program – 3 Years (28 weekends per year, 3 weeks for 3 summers) 



2011 16 7 5 71% 

2012 14 6 2 33% 


150% 



150% 

Began Program 1 for Graduation 2 Graduates 5 Completion Rate 6 

2011 16 7 5 100% 

2012 14 6 2 100% 








length. 







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Calendar 

Number of 

Year 

Graduates 2 

Number of 

Students 

Who Began 

Program 1 

Graduates 

Available for 

Employment 3 

Graduates 

Employed 

in the 

Field 4 

Placement 

Rate 

Employed in 

the Field 5 

Graduates 

Employed in 

the Field an 

average of 

less than 32 

hours per 

week 

Graduates 

Employed 

in the Field 

at least 32 

hours per 

week 

2011 16 5 5 4 80% 0 4 

2012 14 2 2 2 100% 0 2 




length. 
















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Calendar 


Year 


Grads 

Avail for 

Employment 1 

Grads 

Employed 

in Field 2 

$20,001 to 

$25,000 

$25,001 to 

$30,000 

$30,001 to 

$35,000 

$35,001 to 

$40,000 

2011 5 4 2 2 

2012 2 2 2 

Students not 

Reporting 

Salary 





institution. 











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_________________________________________ 


________________________________________ 


________________________________________ 


___________________________________ 

Date 

______________________________________ 

Date 



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Summer Waldorf Teacher Training Program – 4.5 weeks for 3 summers 



2011 12 4 2 50% 

2012 8 2 0 0% 





150% 


2011 16 4 2 50% 

2012 8 2 0 0% 








length. 







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Calendar 

Number of 

Year 

Graduates 2 

Number of 

Students 

Who Began 

Program 1 

Graduates 

Available for 

Employment 3 

Graduates 

Employed 

in the 

Field 4 

Placement 

Rate 

Employed in 

the Field 5 

2011 16 2 2 2 100% 

2012 8 0 0 0 NA 

Graduates 

Employed in 

the Field an 

average of 

less than 32 

hours per 

week 

Graduates 

Employed 

in the Field 

at least 32 

hours per 

week 




length. 
















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Calendar 

Year 

Grads 

Avail for 

Employment 1 

Grads 

Employed 

in Field 2 



$20,001 to 

$25,000 

$25,001 to 

$30,000 

$30,001 to 

$35,000 

$35,001 to 

$40,000 

2011 2 2 2 

2012 0 0 

Students not 

Reporting 

Salary 





institution. 











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_________________________________________ 


________________________________________ 


________________________________________ 


___________________________________ 

Date 

______________________________________ 

Date 



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Waldorf Teacher Training Program: Hybrid 3 Years (3 times a year fall, spring, summer) 



2011 NA NA NA NA 



150% 

. 



150% 




If applicable: *This program is new. Therefore, the number of students who graduate, the number of students who are 

placed, or the starting salary you can earn after finishing the educational program are unknown at this time. Information 

regarding general salary and placement statistics may be available from government sources or from the institution, but is 

not equivalent to actual performance data. 








length. 







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Calendar 

Number of 

Year 

Graduates 2 

Number of 

Students 

Who Began 

Program 1 

Graduates 

Available for 

Employment 3 

Graduates 

Employed 

in the 

Field 4 

Placement 

Rate 

Employed in 

the Field 5 

Graduates 

Employed in 

the Field an 

average of 

less than 32 

hours per 

week 

Graduates 

Employed 

in the Field 

at least 32 

hours per 

week 

2011 NA NA 

2012 NA NA 








length. 
















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Calendar 

Year 

Grads 

Avail for 

Employment 1 

Grads 

Employed 

in Field 2 



$20,001 to 

$25,000 

$25,001 to 

$30,000 

$30,001 to 

$35,000 

$35,001 to 

$40,000 

Students not 

Reporting 

Salary 

2011 NA 

2012 NA 









institution. 











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_________________________________________ 


________________________________________ 


________________________________________ 


___________________________________ 

Date 

______________________________________ 

Date 



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Summer High School Teacher Training Program, 3 Years ( 3 weeks for 3 summers) 



2011 17 5 1 20% 

2012 24 7 3 43% 


150% 



150% 


2011 17 5 1 100% 

2012 24 7 3 100% 












length. 







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Calendar 

Number of 

Year 

Graduates 2 

Number of 

Students 

Who Began 

Program 1 

Graduates 

Available for 

Employment 3 

Graduates 

Employed 

in the 

Field 4 

Placement 

Rate 

Employed in 

the Field 5 

Graduates 

Employed in 

the Field an 

average of 

less than 32 

hours per 

week 

Graduates 

Employed 

in the Field 

at least 32 

hours per 

week 

2011 17 1 1 1 100% 100% 

2012 24 3 3 3 100% 100% 




length. 
















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Calendar 

Year 

Grads 

Avail for 

Employment 1 

Grads 

Employed 

in Field 2 



$20,001 to 

$25,000 

$25,001 to 

$30,000 

$30,001 to 

$35,000 

$35,001 to 

$40,000 

2011 1 1 1 

2012 3 3 1 2 

Students not 

Reporting 

Salary 





institution. 











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_________________________________________ 


________________________________________ 


________________________________________ 


___________________________________ 

Date 

______________________________________ 

Date 



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Waldorf Subject Teacher Training Program, 3 Years ( 2 weeks for 3 summers, 1 week each spring) 



2011 8 5 3 60% 

2012 7 3 1 33% 


150% 



150% 


2011 8 5 3 100% 

2012 7 3 1 100% 








length. 







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Calendar 

Number of 

Year 

Graduates 2 

Number of 

Students 

Who Began 

Program 1 

2011 8 3 

2012 7 1 

Graduates 

Available for 

Employment 3 

Graduates 

Employed 

in the 

Field 4 

Placement 

Rate 

Employed in 

the Field 5 

Graduates 

Employed in 

the Field an 

average of 

less than 32 

hours per 

week 

Graduates 

Employed 

in the Field 

at least 32 

hours per 

week 




length. 
















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Calendar 

Year 

Grads 

Avail for 

Employment 1 

Grads 

Employed 

in Field 2 



$20,001 to 

$25,000 

$25,001 to 

$30,000 

$30,001 to 

$35,000 

$35,001 to 

$40,000 

Students not 

Reporting 

Salary 

2011 3 3 3 

2012 1 1 1 





institution. 











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_________________________________________ 


________________________________________ 


________________________________________ 


___________________________________ 

Date 

______________________________________ 

Date 



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Remedial Education Program, 3 Years (3 times a year fall, spring, summer) 



2011 23 10 8 80% 

2012 14 NA NA NA 





150% 


2009-2011 23 10 8 100% 

2010-2012 14 NA NA NA 








length. 







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Calendar 

Number of 

Year 

Graduates 2 

Number of 

Students 

Who Began 

Program 1 

Graduates 

Available for 

Employment 3 

Graduates 

Employed 

in the 

Field 4 

2011 23 8 8 ND 

2012 14 NA 

Placement 

Rate 

Employed in 

the Field 5 

Graduates 

Employed in 

the Field an 

average of 

less than 32 

hours per 

week 

Graduates 

Employed 

in the Field 

at least 32 

hours per 

week 




length. 
















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Calendar 

Year 

Grads 

Avail for 

Employment 1 

Grads 

Employed 

in Field 2 

2009-2011 8 ND 

2010-2012 NA 



$20,001 to 

$25,000 

$25,001 to 

$30,000 

$30,001 to 

$35,000 

$35,001 to 

$40,000 

Students not 

Reporting 

Salary 





institution. 











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_________________________________________ 


________________________________________ 


________________________________________ 


___________________________________ 

Date 

______________________________________ 

Date 



APPENDIX D 

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