Teaching

MSA sees the teacher as the key text and source from which students learn. The role of the teacher is more than dispensing information or following a pre-determined set of lessons, rather the teacher is seen as an artist, a professional and a mentor. In the tradition of Waldorf education, teachers at MSA are encouraged to create lessons that are alive and tailored to the needs of the students in their classrooms; technology is not used as a replacement for live instruction.

Excellence in Teaching: Within a safe and encouraging learning environment, teachers at MSA set high yet obtainable standards for their students. They work to learn each student’s strengths and areas that need improvement, which will allow the educator and student to work together to create learning experiences that benefit and best support educational and developmental goals. Teachers are encouraged to use differentiated instruction that caters to varied strengths/intelligences and promotes the use of authentic assessment. In this way, teachers at MSA create a learning environment in which all students have the potential to advance and succeed. Differentiated instruction can be approached through tiered learning experiences that integrate the arts, physical activity, connection with the environment, and practical work. The differentiation of tasks allows each student to approach content material at his/her own ability level utilizing personal strengths. In addition, the use of authentic assessment allows students to utilize his/her own strengths to succeed in the creation of a product that represents their growth and knowledge of a subject. The use of these teaching strategies ensures that students realize the practical importance of all the content studied in the classroom and develop the competencies and skills identified in the Common Core.

Development of Lessons: Teachers at MSA are not be given one set text from which to teach, but are encouraged to draw upon various well-researched and proven methods to craft their instruction. MSA ensures the availability of and access to a variety of well-established and interactive curriculum resources for core subjects, including phonics instruction, Singapore Math and Foss Science. In addition, texts on teaching in the Waldorf method, authoritative sources on the various subject matters, and literature is on hand. Ample time is provided to classroom teachers for lesson preparation through the use of time when students are being instructed by specialty teachers, and shortened Fridays. This further supports teacher development of meaningful main lessons. In addition, all teachers attend annual workshops designed to immerse themselves in the content areas to be taught in the coming year and facilitate the development of lesson plans.

Looping: According to researchers, “the most important variable in a positive elementary school program is the constant attention of a single teacher/caregiver with whom a child can develop a predictable and meaningful relationship” (Grant and Johnson 15). Looping saves an average of six weeks instructional time at the beginning of each year. Classroom community is developed as students form strong bonds with their peers and teacher. Looping also allows for greater partnerships with parents, and encourages a sense of community to be developed between parents, children, and teachers. Relationships deepen as the teacher remains with the same class each year, allowing teachers to grow with, and come to more deeply understand, their students. The strong teacher‐parent bond also helps all involved work through problems instead of handing them on to a different teacher the following year. At the end of each school year at MSA we discuss the best method of looping for the next year. The continuity and trust developed during multiple year looping provides our students the opportunity to develop loving, connected, and meaningful relationships.

Training of All Teachers in Waldorf Methods: Teacher training provides expertise in teaching all subjects, cultivation of the methodologies outlined above, and the fostering of the teacher’s own personal development. Teachers are trained in presenting curriculum, conducting child studies, using assessments and evaluating students as individuals. Because the Waldorf method is well-established with a long history, many teacher development opportunities exist, including online training, certification programs through colleges and universities, teacher conferences throughout the country, and outside consultants who travel to provide training. MSA intends to utilize all of these resources, as well as hire an experienced Waldorf teacher as Pedagogical Director, to support the training of all teachers.

Involvement of Teachers through Faculty Council: Teachers at MSA further play a supportive role to each other and participate in school governance through the Faculty Council.