Waldorf and Public Waldorf

Together, the Alliance for Public Waldorf Education (Alliance), the organization for public district and charter in the U.S., and the Association of

Waldorf Schools of North America (AWSNA), the organization for independent schools, share this statement on Waldorf® and Public Waldorf sm education:

The two organizations are committed to working together to strengthen the integrity and promote the highest quality of education arising

out of the insights of through sharing resources, cultivating collegial relationships, and supporting the ongoing development

and professionalism of member schools. Member schools of AWSNA engage in a process of organizational development, culminating in a 7-

10 year cycle of self-study and peer review. Member schools of the Alliance will begin to engage in a process of organizational

development, through a process that includes self-study and peer review, scheduled to be implemented in early 2017. Specific information

on these processes can be found on the AWSNA (https://www.waldorfeducation.org/) and the Alliance

(http://www.allianceforpublicwaldorfeducation.org/) websites.

In support of the tens of thousands of families whose children attend a that is a member of either AWSNA or the Alliance, we oer

this shared statement to better understand both Waldorf and Public Waldorf Education. Waldorf educators, whether they work in

independent schools (AWSNA) or in public/charter schools (Alliance), hold Rudolf Steiner's goal for education to be eloquently expressed in

the following quotes:

“The need for imagination, a sense of truth, and a feeling of responsibility - these three forces are the very nerve of education." Rudolf

Steiner, Study of Man, (2004, p. 190)

"Our highest endeavor must be to develop free human beings who are able of themselves to impart purpose and meaning to their lives.” Rudolf

Steiner

Each association has established principles that serve as the foundation for the work in all aspects of member schools, from educational program to leadership and community engagement. These AWSNA and Alliance principles have the same source—the indications of Rudolf Steiner and are adapted from the core principles developed by the Pedagogical Section Council of North America. Full versions of the respective principles are available on the AWSNA (https://www.waldorfeducation.org/waldorf-education/in-our-schools/awsna-principles-for-waldorf-schools) or Alliance (http:// www.allianceforpublicwaldorfeducation.org/wp-content/uploads/2016/11/CORE-PRINCIPLES.nal_.11.08.16.pdf) websites.

The following summary is oered to help parents and others understand key similarities and dierences. Member schools of both associations may vary widely in their manner of implementation of their respective principles. These variations are generally a reection of the maturity of the school and its available resources, not of a school’s commitment to the principles.

Neither AWSNA nor the Alliance can give guidance on the best fit for any child.

Parents are advised to visit all schools under consideration as part of their school choice process.

Reprint from: https://www.waldorfeducation.org/awsna/waldorf-education-trademarks/waldorf-and-public-waldorf-education AWSNA AND ALLIANCE SCHOOLS: KEY POINTS OF DIFFERENTIATION

AWSNA ALLIANCE

Curriculum & Schools have The degree of site- The and pedagogy is in the based autonomy informed by Steiner’s design and aorded to schools in indications and understanding implementation of design and of . their curriculum and implementation of pedagogical practices. their curriculum and pedagogy varies from state to state and district to district. Schools strive to implement district and state guidelines from a developmental perspective.

Finances Tuition payments by Public monies are the Most schools, public and parents are the primary source of independent, ask for parent primary source of funding. contributions to help meet funding. Parents may be school costs. Schools in the US may asked to supplement receive limited state or the public monies to federal grants/funding cover the additional for specic purposes. If costs of the Public they do, they must Waldorf program meet the identied through fundraising accountability and donations. requirements. Public funding comes Canadian schools have with public dierent funding accountability structures, depending requirements. on the provincial law.

Reprint from: https://www.waldorfeducation.org/awsna/waldorf-education-trademarks/waldorf-and-public-waldorf-education AWSNA ALLIANCE

Student Assessment & Often a 360o approach Schools are required Reporting is utilized, including to meet district, state, Both public and independent student observation and federal schools use a variety of and evaluation of assessment assessment tools to monitor student work. guidelines, generally student learning, working with Schools generally use including Steiner's picture of child narrative reports to standardized testing. development. provide the Schools use a range assessment data to of assessment parents, and may approaches in incorporate other addition to reporting mechanisms, standardized testing, including letter grades, including student as appropriate. observation and evaluation of student work. Schools generally use some form of grades to provide assessment data to parents, with narrative reports usually provided in addition.

Teachers Schools seek Waldorf Schools seek Waldorf Both AWSNA and Alliance credentialed teachers trained teachers schools emphasize ongoing whenever possible. In whenever possible study and professional accredited schools but often hire development. Teachers have Waldorf training is an teachers who have chosen to work based on the expectation. not yet started this impulse of Waldorf education. Schools hire teachers training. Teacher qualication with varied Schools generally requirements vary from state to professional and require that teachers state. educational possess a degree, backgrounds. Most meet state teaching schools do not require credentialing state credentialing or requirements, and traditional teacher have a willingness to training. pursue Waldorf professional development and training.

Reprint from: https://www.waldorfeducation.org/awsna/waldorf-education-trademarks/waldorf-and-public-waldorf-education AWSNA ALLIANCE

Student Admissions Schools are free to Schools accept all accept students students according to according to their own state authorized Both public and independent guidelines and set their admission policies schools follow state and federal own class size limits. and procedures (e.g. non-discrimination laws. neighborhood school, lottery) up to their allocated enrollment cap. Class size may be set by district or state policies. Many schools have wait lists for admissions. Schools cannot exclude students based on their learning needs.

Diverse Learners Schools vary in their Based on an IEP, provision of student students have access support; available to district support services may include services that can extra lesson, include speech and therapeutic , occupational therapeutic movement, therapists, speech, or tutoring. psychologists, Some schools access learning specialists, public support services or individual for qualied student classroom aides. through an IEP. Schools may also oer supplementary services such as extra lesson or therapeutic exercises.

Governance Schools are 501 (c)3 Schools are non-prots, or the established under a equivalent in Canada. school district or Each school’s authorizer. governing board is Requirements of independent of any governance structure external agency and vary from state to has legal and duciary state and may dier responsibility for its depending on operations. whether the school is a district school, dependent charter, or independent charter.

Reprint from: https://www.waldorfeducation.org/awsna/waldorf-education-trademarks/waldorf-and-public-waldorf-education AWSNA ALLIANCE

Starting and Growing a School Schools are generally Schools apply to established as early receive approval childhood centers. from the chartering When a critical mass of agency. parents and teachers Approval is identify sucient contingent upon resources and receptivity to Public students, a school may Waldorf principles start. and facilities. Generally, grades are Schools generally added one at a time. have a minimum School culture and number of students community tends to that must be grow organically. admitted upon opening, identied by the District or chartering agency.

Association Membership and Schools work Collaborative Accreditation collaboratively to reach activities are fostered decisions on behalf of by the Alliance, with the association and more established engage in self-study schools providing and peer review. leadership. Full member schools Schools are invited to are Waldorf accredited participate in through AWSNA, a collaborative process which assesses activities. congruence between Stages of the school's mission, membership are the AWSNA Principles based on the for Waldorf Schools, developmental stage and the school's of a school and its activities. alignment with the Many schools choose Core Principles of the AWSNA accreditation in Alliance for Public conjunction with Waldorf education. another regional or The term 'Public national agency, such Waldorf' is used by as WASC. the Alliance based on agreement with AWSNA, the owner of the US service mark 'Waldorf'. Schools may choose accreditation through a regional or national agency, such as WASC.

Reprint from: https://www.waldorfeducation.org/awsna/waldorf-education-trademarks/waldorf-and-public-waldorf-education