Parent Handbook - Taos Waldorf School

Parent Handbook
2014-2015
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Table of Contents
Pet Policy
Page 11
School Store
Page 11
Substance Abuse Policy
Page 11
Introduction
Page 2-4
Application Process
Page 5
Admissions Procedures
Page 5
Registration
Page 6
Waiting Lists
Page 6
Equipment
Tuition Assistance
Page 12
Page 12
Re-Enrollment
Page 6
Volunteering
Page 13
Tuition
Page 6
Committees
Page 14
Parent Volunteer Work
Page 6
Festivals
Page 14
Toys and Electronic
School Schedule
School Communication
Kindergarten Class
Page 6
School Organization
Grade Class
Page 6
Introduction to Waldorf
Before/After Hours
Education
Supervision
Page 6
Festivals
Tardiness Policy
Page 7
Supporting Students in
Absences
Page 7
Child Abuse and Neglect
Page 7
Confidentiality Policy
Page 7
The Home
Video and Photography
Release Policy
Page 7-8
Discipline policy and
Conduct guidelines
Page 8-9
Harassment Policy
Page 9
Unlawful Harassment
Page 9
Dress Code
Page 9-10
Field Trip Policy
Page 10
Health Policy
Emergency Contacts/
Immunizations
Page 11
Illness Guidelines
Page 11
Homework Policy
Page 11
Inclement Weather Policy
Page 11
Nutrition
Page 11
Parent Library
Page 11
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Page 15-16
Page 17
Page 18-24
Page 25-26
Page 27
INTRODUCTION
Welcome to the Taos Waldorf School’s Parent Handbook. The purpose of this parent handbook
is to provide you with a guide to finding your way into the life of the school. A Waldorf school differs
from other educational institutions in a multitude of ways, and parent involvement is basic to the
school’s success. This parent handbook will clarify school policy and structures, and provide information
about Waldorf education. It is our hope that this handbook will also act as an invitation for you to
explore your own personal connection with the school, thereby deepening and enriching your life and
the lives of your family members.
Contact information:
Taos Waldorf School
9 Don Ben Romero Rd/
PO Box 2276
El Prado, NM 87529 USA
(575) 751-7750
[email protected]
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INTRODUCTION
Mission Statement of the Taos Waldorf School
Our mission is to provide a comprehensive education based on the philosophy of Rudolf Steiner that engages and nurtures the child physically, emotionally, mentally, and spiritually.
We seek to cultivate each student’s individual gifts, to encourage independent thinking and imagination,
and to foster a life-long love of learning.
Our goal is to enable students to become balanced, vigorous, life-affirming, and compassionate individuals
who are able to meet the challenges of their lives and times.
We advocate respect and understanding of all cultures and the natural environment.
The school provides a non-competitive, physically and emotionally safe learning atmosphere that
encourages community involvement.
The need for imagination, a sense of truth, and a feeling of responsibility – these are the three forces,
which are the very nerve of education. —Rudolf Steiner in 1919 (Founder of Waldorf Education)
Vision Statement
We come together for the education of children, and through the heart, hands, and mind, children are
invited to explore the rhythms of the earth, the heavens, poetry, music, colors, form, movement, numbers,
history, life and secret spaces within, which create a sense of wonder, gratitude, and responsibility.
Goal: We are committed to bringing together a multi-cultural community and education that respects
diversity and encourages reverence for all beings and our natural surroundings.
Who we are: Our programs are designed to meet the needs of children in each phase of their development.
Waldorf learning respects the uniqueness of each child, while working in rhythm with the natural stages all
children pass through. The pattern which unfolds in the individual child, in many ways, reflects the pattern
which has unfolded throughout human history. Since these stages are in harmony with the development of
civilization itself, the great stories of all time – from fairy tales and fables to Nordic and Greek myths –
become the cornerstone of the curriculum. Our community has a rich musical and festival life, celebrating
the human being's relationship with the rhythms of the earth. Awareness of these relationships brings
greater self-knowledge and a reverence for all of life. We practice stewardship of the land, gardening and
exploring the local wilderness through the seasons. We strive to collaborate and communicate with parents,
colleagues and students in a compassionate way to create a healthy social life in the school, which is
reflected in the activities of the children who bring to the greater community, love through human service,
beauty through artistic expression, and inspiration to light our path into the future.
Rudolf Steiner. Rudolf Steiner, an Austrian-born philosopher and scientist (1864-1924), founded the
first Waldorf School in Germany in 1919. His intention was to found a school movement based on
spiritual science to renew the art of education so that modern children could develop the full range of
their capacities and become free, self-reliant individuals capable of contributing fresh insights and
initiatives to the world.
Anthroposophy. Through the course of his life, Rudolf Steiner developed a body of knowledge and a
paradigm of human development called Anthroposophy, meaning “the wisdom of mankind”. This worldview is based on centuries-old wisdom concerning the evolution of humankind and of the world, which
Steiner reformulated in a manner accessible to our modern scientific consciousness. While Anthroposophy represents the philosophical foundation of the Waldorf approach to education, it is not taught in the
classroom. Parents are welcome to study it if they wish.
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INTRODUCTION
Core Values Statement
For the Taos Waldorf School
Out of our love of Humanity, in our striving to honor Spirit and Nature and the healthy
development of our Children, we, the Faculty, Board, and Parent Council members of the
Taos Waldorf School wish to affirm the following core values:
We uphold an educational excellence for our school - one that seeks to enliven the thinking,
feeling and willing nature of our developing children.
To this end, we commit wholeheartedly to the artistic and academic processes of the
Waldorf curriculum, which draws from the well-spring of Anthroposophy.
Through the wisdom of the Waldorf curriculum, we wish to cultivate initiative, creativity,
independent thinking, innovative problem solving, and other capacities in our children
that can grow and evolve into abilities to manifest sustainability, in all its forms, and to
nurture cultural renewal and well-being for all.
In this endeavor, we value the professional development of our teachers and the
personal development of all community members, and we seek to enkindle a
community spirit that will support all members - children, parents, and teachers
- to the best of our abilities through clear structures and process.
Through our efforts, we strive for the physical and emotional safety of our children and a
deep connectedness within our community to the Earth, to Spirit and to each other.
We take up these tasks with Joy, Passion and Enthusiasm for service as we set our
intentions that we be led by our Hearts, clear in our Heads, and active in our Hands as
we continue to build and grow our school.
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SCHOOL POLICIES
Application Process. Taos Waldorf School serves children with a mixed age Preschool/ Kindergarten,
and Grades classes One through Eight. A student’s acceptance into the program is based on the school’s
ability to meet the child’s needs, as well as the needs of the class. Children are eligible for the mixed age
preschool at the age of 2 years, 6 months, as long as they are potty trained. Pre-School readiness requires
being potty trained, having the ability to participate in a larger group activity, and separate from parents.
The mixed-aged Kindergarten program serves students aged four to six, with additional activities geared
toward the older Kindergarten child. Students enter 1st grade when they are 6 by June 15th of the
admitting year. However, children with summer birthdays are evaluated on an individual basis for first
grade readiness.
Admissions Procedures. The Tour: Families interested in finding out more about Taos Waldorf School
are encouraged to contact the office to arrange a tour of the school.
The Application and Fee: After a tour, prospective families must fill out an application and pay a nonrefundable application fee.
The Pre-Interview: A meeting will be arranged between the teacher, parents and child. This meeting is
an opportunity to discuss more fully the philosophy and methodology of our program. The curriculum can
be explored in greater detail. Any special needs that the child might have should be discussed at this
time.
Class Visits: After the interview, a child may be invited to spend 1-3 days in the classroom. This will
better help the teacher assess if it is a good fit for the child and the class.
Interview. After the child has visited the teacher, the parent will set up an interview meeting to discuss
the child’s potential enrollment.
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Registration. Upon the successful agreement that indeed the school can meet the child’s needs and the
parents understand and support the program, a space in the class is offered to the child. The child’s place
is reserved in the class with the non-refundable payment of the registration fee.
Waiting Lists. Any child whose application is received after the class has reached maximum enrollment
will automatically be placed on a waiting list. The waiting list will be maintained for one year. If at the
end of the year there is still no space in the class the family is responsible for requesting that their child
should remain on the waiting list. If a spot is offered to a child and the family de- clines, they lose their
place on the waiting list. Although we try to honor the chronological order of the applicants, please
understand that we do look at many factors when pulling from our waiting list including siblings, age ratios
and boy/girl balance in a class. Special consideration is given to Taos Waldorf School siblings.
Re-Enrollment. Every year (in Spring) families currently enrolled in Taos Waldorf School are asked to
fill out an application and pay a non- refundable registration fee to keep their child’s place in their class
for the following year. If the re-enrollment deadline is not met, parents risk losing their child’s spot in the
class.
Tuition. The tuition is set annually and announced before the re-enrollment process starts. The annual
tuition may be prepaid for the school year or paid in 10 monthly installments with the first installment
due August 10 of the school year. Late fees apply. If payment is more than 30 days late on tuition or fees
and a payment agreement has not been made, the student might be suspended or expelled.
Parent Volunteer Work. The school is able to thrive because of parent involvement. This can be
realized in many ways: festivals, fundraising, building and grounds committees, field trips, work days
and bake sales are just a few examples. 4 hours per month of volunteer work is asked of each family.
School Schedule
Kindergarten Classes: Early drop-off is at 8:30, and the school day officially begins at
9:00 am. Please arrive early if you would like to play with or watch your child interact with friends in
the morning or afternoon. Parents, please be sensitive to the play of the young child when you are
socializing with other adults on the play yard. Pick-up is between 2:45 pm and 3:00 pm.
Additional Fees: If your child in the Early Childhood program has not been picked up by 3:00 pm,
he/she will be under supervision of a teacher. Late charges for this situation are as follows: Any ECE
children still at school after 3pm will be waiting in the Gnomes cubby room for pick up. Parents will need to
pick their children up there and fill out a late slip; a late fee of $20 will be charged and put on the next
month’s tuition bill. For any children who remain at this time, their parents will be contacted, and if not
reached, emergency contacts will be contacted thereafter.
Grade Classes: School begins at 8:30 am. Arrival time is 8:15 am. Pick-up is from 3:00 pm to
3:15 pm. Grade School ends at 3:00 pm and students must be picked up by 3:15 pm. We expect that
parents will help maintain their children’s punctual and regular attendance at school. From the model we
provide, students learn reliability and respect for others. From their regular attendance and punctuality,
they experience the strengthening of will that comes with consistent effort.
Additional Fees: Any grades children still at school at 3:15pm will be waiting on the front porch of the
first grade classroom. Parents will need to pick their children up there and fill out a late slip; a late fee of
$20 will be charged and put on the next month’s bill. For any children who remain at this time, their
parents will be contacted, and if not reached, emergency contacts will be contacted thereafter.
Before/After Hours Supervision
If you arrive before drop off, we ask you to supervise your child until the teacher is ready to receive them.
During afternoon hours, if you are on campus or have made arrangements with another parent to pick up
your child after school, we ask that you or that parent sign out and supervise the child until departure from
the campus. Parents/ Guardians are asked to supervise their children while using the campus outside of
school time or when visiting during school hours. All rules during school apply to after school hours.
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Tardiness Policy In The Grades. Students who arrive late will be required to get a late slip
from the office. The opening of each school day is a very special moment for the teachers and children.
The morning greeting and opening exercises are an integral part of each day, bringing the class together
and preparing them for their day’s work. Support your child’s learning experience by punctual and regular
attendance. Students arriving late to school need to obtain a late pass from the office with their
parent/guardian and then wait together outside the classroom until invited in. Grades 4 through 8 do not
need a guardian to escort them.
Three tardy notices will result in a teacher meeting.
Absences. If your child will be absent, please call the office so that the class teacher can be in- formed.
You may leave a message on the answering machine. Please inform the class teacher of any
circumstances in the home that might affect a child’s attendance. Please note that teachers will likely not
check their cell phones during the school day, so leaving a message in the office is best. If specific
circumstances make a long absence necessary, it is essential to consult with the class teacher as early as
possible.
Missed Days:
Taos Waldorf School maintains that consistent attendance is essential for the academic, social, and
emotional well-being of children.
The Early Childhood maintains that families should let the teacher know of any missed days due to
vacation or illness. Tuition is still due regardless of the child’s attendance.
The grade classes attendance policy is as follows: Parents need to let their child’s teacher know of any time
missed from school for vacations, which should be communicated both verbally and written. Parents
should let their child’s teacher know of any illness leading to missed days. In the case of multiple days
missed, the teacher may request a doctor’s note. If a child has missed 10 days of school (for either vacation,
illness, etc.), the parent and teacher will need to set up a meeting in which they will work on creating a plan
for missed work and to talk through the other challenges (social/emotional) that the missed time might
create. During this meeting it will be decided what next steps are necessary to catch the child up, which
could include tutoring time. If tutoring is necessary, a fee of $25 will be billed per hour. All matters
requiring further oversight will be brought to the College of Teachers for recommendations.
Child Abuse and Neglect. If members of the staff suspect possible abuse or neglect of children, it
will be documented and kept on file. Teachers are required to sign a statement that informs them that it
is mandatory to report suspected cases of child abuse to the Department of Social Services, Program
Coordinator, Local Law enforcement, or the Office of the District Attorney. This includes the reporting of
parents who appear to be impaired by drugs or alcohol. If a staff/volunteer member is suspected of child
abuse/neglect, the College of Teachers will evaluate the continued employability of any staff/volunteer
involved in an incident of child abuse/neglect. We will ensure that the incident will not reoccur during the
investigation.
Confidentiality Policy. Confidentiality is a sacred agreement of trust between school personnel in
which intimate information regarding families, school business, and policies will be kept in confidence. It
is understood and agreed between the faculty and TAOS WALDORF SCHOOL that confidential TAOS
WALDORF SCHOOL or student information is not to be disclosed at any time, including after a person’s
employment to people outside of TAOS WALDORF SCHOOL, or to other employees of TAOS WALDORF
SCHOOL who do not have a legitimate need to know. File cabinets with confidential information are kept
locked. Failure to follow this policy may result in an employee’s discharge and legal action. A
confidentiality agreement will be signed by each faculty and staff member and filed in the office.
Video and Photography Release Policy. Taos Waldorf School reserves the right to use video
footage and photographs of the students as the school sees fit in the publications of educational or
promotional materials including but not limited to newsletters, press releases, websites, brochures, etc.
and for any other lawful purposes. Parent(s)/Guardian(s) of children enrolled at Taos Waldorf School
agree that video footage and photographs will be the property of the school and they waive all rights
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including the right to inspect and/or approve copy or voice commentary that may be used in
conjunction with uses to which they may be applied.
Discipline Policy and Conduct Guidelines. The teachers and staff of the Taos Waldorf School strive
to help students understand what is appropriate or inappropriate behavior in a given situation, develop
respect and reverence for all life, and learn how to act and react with compassion. Students are encouraged
to develop those character traits that will support a positive learning and living environment for
themselves as well as their classmates. Clearly defined and stated school rules offer a structure upon which
children, teachers, and parents can base their work together. Discipline is approached in a manner that is
therapeutic rather than punitive, with the aim of helping each child find the ways and skills to act
responsibly. Please go to your child’s class teacher for any TWS clarifications or questions.
Pre-school/Kindergarten. In a Waldorf early childhood program play, storytelling, movement, artistic
experiences, and the room environment all positively affect children’s behavior. Teachers also use example,
redirection, and statements of expectations appropriate to children’s ages. When problematic behaviors
persist, teachers and parent(s) meet to find ways to support the child at home and at school.
Grades 1-3. The imitative capacity of the child and the effect of classroom form and structure continue
to be factors in the cultivation of self- discipline during the first years of elementary school. Additionally,
the curriculum itself and particularly the role of story begin to play a more significant role in the nurturing
of moral sensitivity in the child. The discipline measures for the children in grades 1- 3 primarily involve
compassionately communicating what constitutes inappropriate behavior to the child or children, helping
with communication that may identify feelings, clarifying what has happened and in some instances
offering an activity, which may help the understanding and temperament of the child. In cases of chronic
problematic behavior, the class teacher meets with the parent(s) to identify ways to support the child at
home and at school. “Student Support Plans” can come from these meetings as a way of working with
arising issues.
Grades 4-8. A high sense of personal responsibility and willingness to cooperate with teachers and
fellow students is essential, as is a willingness to work towards the resolution of conflicts and
differences. Clear and open communication between the students themselves and with their teachers
helps lessen discipline problems and compassionate communication is modeled and encouraged in the
classroom. Again, in cases of chronic problematic behavior, the class teacher will use the following
guidelines.
Unacceptable Behavior and Consequences. Society recognizes certain behaviors to be
unacceptable, and laws are enacted to protect everyone’s well-being. While each incident has its own
circumstances, a policy of “No Tolerance” is in effect regarding the following list of behaviors. .
Level One. Physical or verbal confrontation, disrespectful/ disruptive behavior, use of profanity,
damage to property through negligence.

 Conflict resolution conversation with all concerned. From this conversation, further steps,
such as a “Student Support Plan”, may be taken.
Level Two. Repetition of the behaviors noted under Level One. In addition, stealing, threatening
behavior (using anything as a weapon), bringing an imitation of a weapon to school which might
reasonably be mistaken for a weapon, physical abuse, use of profanity (such as swearing at another
person), leaving school campus without per- mission.

 Conflict resolution conversation with all concerned.

 Parents will be informed immediately by phone.

 An incident report will be written for the student’s file, with a copy going to the parents.

 Parental conference mandatory.

 Suspension of student may be considered at this point. (College of Teachers will be
consulted.)
Level Three. Deliberate injury of another person, repetition of stealing, possession or use of drugs or
inhalants at school (or school-related functions), sexual harassment, bringing a weapon to school,
including all knives (unless requested by a teacher for school projects).

 Conflict resolution conversation with all concerned.
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






 Parents will be informed immediately by phone.
 An incident report will be written for the student’s file, with a copy going to the parents.
 Parental conference mandatory.
 Immediate 3-day suspension during which it will be decided what further action is needed. (In
these cases, which involve immediate suspension, the College of Teachers and the
Board of Trustees will be informed as a matter of urgency).
 The school is legally required to inform the police or social services or both, depending
upon circumstances.
 The student will submit a Personal Improvement Report prior to returning to school.
 Expulsion may result from Level Three behavior.
Harassment Policy. It is the policy of the Taos Waldorf School to establish and maintain for all students
a learning environment which provides fair and equitable treatment, and freedom from all forms of
harassment, including that related to sex, race, religious creed, color, national origin, sexual orientation,
ancestry, physical handicap, medical condition, or any other basis protected by federal, state or local
law or ordinance or regulation. All such harassment is unlawful. All students have the right to be treated
with respect and are expected to conduct themselves with respect for the dignity of others.
Unlawful Harassment. Prohibited unlawful harassment because of sex, race, sexual orientation,
ancestry, physical handicap, mental condition, or any other protected basis includes, but is not limited to,
the following behavior:

 Verbal conduct such as epithets, derogatory jokes or comments, slurs or unwanted sexual
advances, invitations, or comments.

 Derogatory and/or sexual oriented posters, t-shirts, photography, cartoons, drawings, or
gestures.

 Physical conduct such as assault, unwanted touching, blocking normal movement.

 Retaliation for having reported or threatened to report harassment. The Taos Waldorf School
will investigate and document all formal and informal, verbal or written complaints of harassment
brought to the attention of a teacher, staff member, College member or Board member.
Complaints should include details of the incident, names of the individuals involved and names of
witnesses.
Grades 1-8 Dress Code Policy. We strive to have healthy esthetics in every aspect of our school life
and ask children to dress neatly, cleanly and tastefully. Please ensure that clothing is warm enough for
outdoor play. In general, anything that might become a distraction to learning or is provocative in any
way should be avoided. Please observe the following dress code standards for all school activities for
Grades 1-8:
1. Any designs on clothing should be non-distracting and minimal. No Media Images.
2. All clothing must be clean and neat. No tears are permitted unless patched. No pj’s are
permitted.
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3. Shorts, dresses and skirts must be at middle finger length. Mini-skirts must be worn with
leggings or tights.
4. Hair should be combed, clean, neat and out of eyes, and non-distracting. A teacher may request a child's bangs be cut or pulled back.
5. Shirts must be worn right side out. No exposed midriff, cleavage, or visible undergarments.
Tank tops must have a shoulder width of 1 inch. No spaghetti straps unless worn under another
shirt.
6. Wearing hats is not allowed inside the class- room. Winter hats may be permitted at the
teacher’s discretion during the winter months.
7. All clothing must fit appropriately. No baggy or sagging wear is permitted.
8. Very moderate use of cosmetics is permitted in Grade 8 only, at the teacher's discretion. Lip
gloss is permitted in Grades 6-8.
9. Hands should be clean with nails neatly trimmed. Polish is allowed in Grades 6-8.
Fake nails are not permitted.
10. Shoes must be worn at all times while on campus and be functional for school activities. High
heels, flip-flops, crocs or shoes with open backs are not permitted. In winter weather, all
children must have boots for outdoors and shoes for the classroom.
Field Trip Policy. The Taos Waldorf School staff believes that many important educational experiences
occur outside of the physical boundaries of the school. To this end, we encourage teachers to support their
classroom curriculum with a variety of field trips that enhance the physical, cultural, artistic, and
community service aspects of education. The following guidelines are to be followed:
Field Trip Planning: Local field trips will be researched and communicated to the office prior to
departure. A plan including destinations, itinerary, contact numbers, and travel arrangements will be
communicated to the office. Field trips will consider and provide for the safety of the students and
chaperones at all times.
Field Trip Transportation: Students will be transported to and from school field trip destinations by
legal, registered, and insured motor vehicles drivers. Parent chaperones driving private vehicles must
provide proof of insurance and their vehicle must be in safe working order. All drivers are required to obey
New Mexico traffic laws and stay within the speed limit at all times. All students and drivers will wear
appropriate seat belts or re- straining devices including car seats as required by state laws. In cases
where more than one vehicle is caravanning, all vehicles will remain within sight or cell phone
communication distance. All vehicles will make stops at the same time and the class teacher will always be
present.
Field Trip Communication: Communication is important any time a class is out in the field. Prior to
departure each group will receive a briefing from the class teacher reminding the students and chaperones
of school rules and protocol. During school hours the office will be the contact place regarding the trip. For
longer trips that include after school hours, a communication coordinator will be agreed upon prior to
departure and will field parent concerns, communication with the group, and receive updates. When
possible, the group will carry a cell phone for emergencies and to receive messages. (The teacher and
group will not be available on an “on call” basis but messages will be checked regularly.)
Field Trip Safety: Safety is the most important issue during a field trip. The group must always
follow the instructions of the class teacher for their own safety, as well as others. For day trips there will
be at least one teacher or chaperone with first aid and CPR training. Longer wilderness trips require at
least two adults with this training. In the case of an extended wilderness trip all students will receive an
introduction to wilderness first aid.
Field Trip Discipline: The school discipline policy will be followed on any field trip. The class teacher
on the trip carries the responsibility for the students and any cases of misconduct will be referred to
that teacher. The teacher knows each student’s temperament and appropriate responses and consequences
shall be the responsibility of the teacher. Any student who does not follow the rules may be asked to leave
the group.
Health Policy/Emergency Contact Forms/ Immunizations. A completed immunization card
or a notarized Certificate of Immunization Exemption and an Emergency Contact Form for each child
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must be filed in the school office by the first day of school. Any special health concerns should be clearly
stated in writing on the emergency form. The information on this form is used to contact you and initiate
medical care in the event of an emergency. All Emergency Contact Forms must be accurate.
Please make sure that all information is updated during the year.
Health Policy/Illness Guidelines. Do not drop off sick children at school. If your child has a sore
throat, heavy cough, headache, stomachache, nausea, or fever, please arrange to have the child stay
home or to be cared for elsewhere. The child may return to school 24 hours after the last major
symptoms subside. If a child has a lingering cough, or other ongoing health concerns, a
doctors’ note will be needed to state that the child is not contagious. When a child becomes ill
at school or is found to be ill when arriving at school, a parent will be called to pick up or arrange pick up
of the child from the office. Children with parasitic infestation (head lice, pin worms, scabies, etc.) are not
to be in school. The child may not return to school until treated. If the parents discover lice, they should
notify the school as soon as possible. Parents can avoid the frustration of this occurrence by making a
section- by-section check of the whole head on a regular basis. If you are a working parent, we suggest that
you create a back-up plan for your child’s care in case this situation arises. If your child requires
medication during the school day, a parent must fill out a Medical Release form in the office. Otherwise
the teacher will not be able to administer medicine and the child will be sent home. Medicine must be
directly given to the teacher along with the release form. It is a com- munity effort to maintain the health
of all our students, families and teachers. Please show your support by following the above guidelines.
Homework Policy. All homework shall be re- viewed and returned to students in a timely manner. A
teacher may give warnings and arrange for parent conferences if a student repeatedly does not complete
the assignments. Some work stays in the classroom and, in that case, the teacher will write up a
description of the work completed for the parents.
Inclement Weather Policy. School cancellation due to weather or power outages will be announced on
our local radio stations and via email. Please listen to KTAO (101.9) for school closures. In general, we will
follow the public schools’ decisions.
Nutrition. We ask that each family create a healthy and well-balanced lunch for their child. Sodas, candy,
and junk food affect a student’s ability to concentrate and their behavior in the classroom. We encourage all
children to eat a healthy diet. In school we bake with honey or maple syrup and whole-grain flour. If your
child has a special diet, please inform your class teacher. The Kindergarten children make vegetable soup
in class, bake bread and make seasonal salads. Through these activities the child has a better
understanding of what it means to eat good, healthy food. All Kindergarten children will receive snack at
10:30. Two major food components will be served daily. Snack lists are posted by the classroom door. If it
is necessary due to allergies or food preferences to bring food from home please make arrangements with
the teacher. Grade class students are required to bring a healthy snack from home. A thermos is an easy
way to send warm food as we are unable to heat up student’s food.
Parent Library. We have a small parent resource library in the office. Please sign books out during
office hours and return them when done. Donations to improve our library are most welcome.
Pet Policy. No dogs or other animals are allowed on the school premises, unless prior arrangements
have been made. Please keep your dog or other animals restrained in the car in the parking lot. If for
some reason your pet gets loose we ask that you pick up after it, if need be.
School Store. Our school store is located in the office. You may also support the school by shopping
on Amazon online through our portal at www.taossstore.com. All proceeds support the school’s
operating budget.
Substance Abuse Policy. Tobacco, alcohol, illegal drugs and paraphernalia related to their use are
not allowed on campus. Weapons of any kind are also prohibited. The Taos Waldorf School reserves the
right to suspend or dismiss a student for any transgression of this policy. A document outlining the
procedural elements of the Sub- stance Abuse Policy is available from the office.
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Toys and Electronic Equipment. Children’s personal toys should be left at home. On special
occasions, with the advance planning through the class teacher, children may bring a game or toy,
which is to be used as a class activity. The teacher will hold toys that are brought to school until the end
of the day. This policy includes electronic equipment, cell phones, i-pods, cameras, etc.
Traffic Safety and Parking. It is very important to use the marked entrance and exit. There is a oneway traffic flow in the parking lot, please go to the office if you have any questions. During drop-off and
pick-up, it is important not to block traffic. The speed limit is 5 mph. Please drive slowly and use extreme
caution when in the parking lot. When exiting the school drive, it is imperative to stop before entering
Ben Romero Road. New Mexico law requires that all children under the age of 12 wear appropriate safety
restraints while the vehicle is in motion. Children under the age of 24 months, or weighing less than 60
pounds, must be secured in an approved safety device. The school requires all parents to comply with
New Mexico law while operating a vehicle on school property.
Tutoring Services. Tutoring services are available through the school. Parents are financially
responsible for these services.
Tuition Assistance. It is our intent to make Waldorf education available to any family that desires it,
regardless of the family’s financial situation. Families needing tuition assistance need to apply following
the directions given in the application and enrollment documents.
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VOLUNTEERING
Parent Participation in School Life. There lives in Waldorf Education a profound understanding of the
importance of freedom, of help freely and lovingly given in the spirit of service. Such acts of devotion are part
of the spiritual foundation on which a Waldorf school is built. Parents in our school have a unique
opportunity for self -awareness, growth, and sharing through participation in a variety of school projects and
endeavors. A real sense of community, new friendships, and a genuine sense of pride can be gained by
working together toward a common goal. The successful operation of the school relies largely on the time
and energy given by parent volunteers. There is a need for parent volunteers, on both an individual class
level and a school-wide level. A clear understanding of what is expected of parents throughout the school
year is essential in allowing parents to participate in a way that works for them. Families are to perform
a minimum of four hours of volunteer service a month. These hours of volunteering are separated
from a work agreement with ATA or from fully paid tuition. Teachers who are parents will also follow this
policy. In supporting your class teacher, both in-school and out-of-school time is needed. Assisting with
specialty classes or special classroom needs, sewing costumes or gathering props for plays, and organizing
field trips are some of the kinds of help that are needed. Playground, garden, and site beautification are also
important parent-supported tasks affecting the quality of classroom life. Announcement of classroom
projects needing parent participation takes place at class meetings, by class phone trees, or via email.
Contact your class teacher or Parent Council representatives for more information. Our school is blessed
with many individuals who have volunteered far beyond the suggested hours per year. All contributions are
appreciated as they help in achieving our goal
of providing a more complete Waldorf
education for our children. We need
our parents to be a strong and
viable force in the life of the
school.
Fundraising Events. Our school,
like most Waldorf schools, requires an
ongoing fundraising effort by the parent
body to achieve a balanced budget;
tuition fees alone are not enough to allow
the school to operate. The bottom-line
economic reality of the school is that its
very existence is dependent on the
ongoing financial support and work of
the parents. The money that is spent on
operating the school comes from both
tuition and fundraising. Taos Waldorf
School fundraising events may include:
an Annual Giving Letter, Raffles, special
events, and donations. Parents’
sharing of skills and services
contributes to the strength of the
school and keeps tuition costs
down.
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VOLUNTEERING
Committees.
A stable network of
long-time friends and extended family
is not always there to help families find
the tried and true, well-established traditions of raising a family. And so we
create relationships with kindred communities to help us keep connected to
one another and to support development of a nurturing family life. The
Taos Waldorf School offers us all an
opportunity to become part of a community that has heart and purpose.
There are a number of ways to become
involved. Children who are supported
during the school year by parent and
community participation feel better about being in
school and do better in their school-work.
Please inquire about active committees and other
ways on how to help; sometimes taking on a
project either alone or with a group of people is
just what is needed at any one time.
The Festivals throughout the year give us a
chance to gather and are at the heart of our community. Many hands create the magic of each
festival. Much preparation goes into each festival.
For example: preparation of food, seating, and
set-up before and clean-up
after the event. The teachers may also
need help with costumes, props, or backdrops for class plays.
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SCHOOL COMMUNICATION
Communication. Effective communication among all of us is an important and vital element in the
successful functioning of the Taos Waldorf School. How we work together as parents, teachers,
committee members, and colleagues is another way we teach our children the values that we believe are
important in our world. In an effort to make the communication process clear and more effective, we
ask you to follow these guidelines:
Always speak in-person or by phone to the person directly involved in any issue needing resolution. That
means that any classroom-related issue is taken directly to the class teacher (in person or by phone). If it is
not resolved there, Early Childhood questions are taken up with the ECE Director; if not resolved there,
issues can be taken to the College Chair followed by the Faculty Chair. For grade classes, class-related
issues can be taken to the College Chair and, if not resolved there, the Faculty Chair.
Please communicate as directly as possible with the individual teacher or parent involved.
This allows the quickest and most effective resolution and minimizes the negative effects of third party
misunderstandings. Questions regarding your child, his or her class, or teachers should be
taken directly to the class teacher. Because the teacher is “on-duty” during the time parents drop
off and pick up their children, it is best to call or write a note to arrange specific time that is mutually
convenient to discuss questions and concerns.
It is understood that situations may arise that need immediate attention and arrangements will be made
for a conference accordingly.
If you have additional concerns, please talk with any of the following:
ECE Director- Claudia Pfiffner
College Chair– Silke Markowski
Administrator-Colleen Shendo
Faculty Chair– Beth Krieger
Any of these staff members will help create a positive resolution.
Concerns regarding financial matters should be taken to the Administrator or Board President.
Understood in its fullness, Waldorf Education seeks to offer more than an excellent education. It seeks to
create community. A true community flourishes, develops, and ultimately supports the growth of each
member, particularly the children, when there is open and honest communication and trust. Parents and
teachers are a partnership, modeling what it means to live in such a community where we all seek to
uphold the positive ideals of life. In order to foster community and in order to bring the education to life
as fully as we can, we must all remember that a community is not just a collection of people in one place,
but a group of caring individuals who can work together, in good times and in times of stress, to further
common goals. For our community to be healthy and vibrant, all members must feel safe
with speaking to each other. This is absolutely fundamental within the relationship of parents and
class teachers or the parent and any other teacher or staff member.
Class Room Folders. Please check your child’s cubby in the classroom on a daily basis. This is an
important way the school passes on information.
Newsletters and Email Announcements. It is very important to read the newsletter and the email
announcements to have up-to-date information on events at school. Our newsletters contain information
about the day-to-day plans and needs of specific classes and school-wide events as well as educational
information, college or committee reports. Taos Waldorf School also uses parents’ email addresses to
share class/school information. Email or text messages are used only to provide updates, not to
communicate concerns.
Phone Trees. Each class has a phone tree that is made at the beginning of the year by the Parent
Council class representative. The phone tree is often used to disseminate both class and school- wide
information.
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Parent Meetings. Please attend parent meetings. It is essential for the well being of your child that
parents and teachers communicate. These meetings are informative, social, and fun. If your child is
having difficulties in school, we will arrange private parent-teacher conferences to address the problems.
Please approach us with any concerns that you may have.
Teachers will hold at least 3 class meetings with the parents of the class as a whole. These meetings may
include an artistic activity, a look at the curriculum, discussion about developmental issues that come
into play for children of a certain age, a look at the social dynamics of the class, and plans and
information about field trips and activities that will take place throughout the year. These meetings are
also a time for parents to discuss general areas of concern and to get support from other parents for the
challenges of parenting children of that age. They provide a significant way to understand your child’s
education and a chance to connect with the parents of other children in the class. Through these
meetings, you will not only be informed of the progress of the class but you will have an opportunity
to share concerns and ideas vital to the healthy social life of the class. The social network of class
parents creates an informed network that supports the class teacher’s work.
Open Door Policy. Parents are always welcome to visit a classroom. You may be asked to quietly
participate in the class rhythm. We ask that all parents respect the special environment of the classroom.
Adult conversations belong outside of the room, thus ensuring that the children’s play and work are not
interrupted.
Home Visits. The Early Childhood teachers may request a home visit in order to build a bridge between
school and home in an effort to assist a child in that transition into school. Any main class teacher may
request a home visit if they feel that it will be in the best interest of the student.
Parent/Teacher Conference. Private conferences are held during the school year to provide an
opportunity for parents and teachers to share their impressions and concerns about the child’s progress in
the class, both academically and socially. Look for your teacher’s sign-up sheets, posted prior to the
conferences, near your child’s classroom. Each student in the grades receives a mid-year report. Both
grades and ECE students receive a full end-of-the –year report. A meeting can be scheduled by the teacher
or parent as needed, in addition to the annual meeting.
All School Meetings. All School Meetings are an opportunity to learn more about the school
structure and future projects. Reports will be presented by the committees and governing groups in the
school.
New Family Guides. Supporting new families at the school is also a role of the Parent Council. New
families may request from the Parent Council representative a guide to help them get familiarized with
the culture of the school.
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SCHOOL ORGANIZATION
The Taos Waldorf School functions through the joint efforts of the College of Teachers, the Faculty, the
Administration, the Board of Trustees, and the Parents. The composition and responsibilities of these
bodies are as follows.
The College of Teachers. The College of Teachers is responsible for all pedagogical concerns such as
program development, curriculum standards, teacher mentorship, peer evaluations, and child study. In
addition, the College is responsible for teacher hiring, adult education, and maintaining our school’s
relationship with the larger Waldorf community. The College of Teachers meets on a bi-weekly basis.
College members are individuals who are deeply committed to the health and well-being of our school.
Beyond tending to the above responsibilities, College members actively study and strive to further develop
their understanding of the growing child.
The Board of Trustees. The Board of Trustees is responsible for a long-range plan, master plan, vision
of the school, broad policy, setting and legal and economic oversight.
The School Administrator The School Administrator attends to the administrative and business
management tasks and has the essential role of facilitating communication and coordinating
administrative activities among the College, Board, and Parent Council.
Parent Council. The Parent Council is composed of a representative from each class and the
Administrator. Its purpose is to inspire, inform, and organize the parent community and to enhance
the school’s social life through communication and involvement.
Committees. The school has several committees who work on specific tasks supporting and under the
guidance of the College of Teachers (pedagogical realm), the Administration (rights sphere) and the
Fundraising/Development Staff (community involvement).
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INTRODUCTION TO WALDORF EDUCATION
Through Waldorf Education, Rudolf Steiner hoped to cultivate in young people capacities of heart and
mind and the strength of will that would enable them to meet the challenges of their time and the future.
He laid the foundation for an art of education in which the teacher, ever aware of the inherent dignity and
individuality of each child, would strive to awaken and draw out the student’s individual gifts. This
philosophy is in keeping with the true meaning of “educate,” from educere, “to draw out” rather than in.
The child is lead to participate actively in all that is presented so that he or she will become a seeker of
truth and knowledge, and a doer. The child is instilled with the capacity to change what is harmful in the
world, to cultivate that which is good, and to discern the difference between the two.
The Waldorf Curriculum. The Waldorf curriculum is meant to unfold according to the stages of
development of the growing child. Education proceeds in three major steps as the child’s consciousness
develops. Up to age 12, it is largely a pictorial and imaginative consciousness; from then on it adds the
element of reason. Until age 12, the Waldorf curriculum works with the child’s imagination, proceeding
from fairy tales, legends, and fables through the Old Testament stories and ancient mythology. In the
fifth and sixth grades, the transition is made to actual history and science. From then on, without losing
its imaginative and artistic elements, the curriculum is presented in a more scientific manner,
increasingly relying on direct observation, objective description, and reflection in all subjects. The arts–
drama, painting, music, drawing, modeling, etc.– are integrated into the entire academic curriculum,
including mathematics and the sciences. The Waldorf method of education through the arts awakens
imagination and creative powers, bringing vitality and wholeness to learning. There is no other
educational movement that gives such a central role to the arts as does Waldorf education.
Mathematics instruction begins when the young children first encounter numbers through stories,
musical rhythms, and other artistic activities that engage their whole bodies. Upon this foundation, the
arithmetical processes are introduced. Form drawing, begun in the first grade, sets the stage for geometry
in the later grades. An extraordinary humanities curriculum, which begins in first grade with folk and fairy
tales and continues in second and third grade with mythology and legends, takes the children through the
full sweep of their cultural heritage. The Old Testament in grade three, Norse mythology and native
legends in grade four, and the ancient cultures of India, Egypt, Persia, Mesopotamia, and Greece in grade
five provide the background for the study of history and arts presented through excerpts from original
texts. By living into these cultures through their legends and literature, the children gain an
understanding and appreciation for the diversity of mankind. By the close of eighth grade, the students
have journeyed from Greece and Rome to medieval history, the Renaissance, the Reformation, the Age of
Exploration, and up to the present day.
The sciences are taught experientially- that is, the teacher sets up an experiment, calls upon the children
to observe carefully, ponder, and discuss, and then allows them to discover the conclusion–the law,
formula, etc. Through this rigorous process, independent thinking and sound judgment are trained.
Music permeates and harmonizes life in a Waldorf School through a curriculum designed to develop the
innate musicality born in every child. Music is taught in a Waldorf school not only for its own sake and
for the joy it engenders, but also because it brings a strong, harmonizing, and humanizing force into the
child’s life, strengthening the will.
Practical work, such as crafts and handwork, is an integral part of the required curriculum at a Waldorf
school. Decades before brain research could confirm it, Rudolf Steiner recognized that brain function was
founded on body function. Learning to knit and crochet in the early grades develops motor skills that
metamorphose into lively thinking and enhanced intellectual development later on. Coordination,
patience, perseverance, and imagination are also schooled through practical work. Activities such as
woodworking, house building, gardening, and shoe-making give the children an understanding of how
things come into being and a respect for the creations of others. Spanish is taught beginning in grade one,
giving children insights into and facility with other cultures.
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Reverence, Ritual, and Rhythm. Reverence, ritual, and rhythm are the three R’s of Waldorf
education. When experienced in childhood they can lead to an experience of responsible freedom in
adulthood. By creating rhythms in the class room and marking them with simple rituals, we enhance all
that supports health and life. Your children’s teachers go to great lengths to create lessons and festivals
that purposefully nurture feelings of reverence. Reducing distractions for your children gives them the
space to experience reverence and will support the work of your children’s teachers. Reverent, wonderfilled occasions will help children to find meaning in their lives as adults and help them to love, respect,
and care for other people, the earth, and themselves.
Child Development and Curriculum. The Waldorf curriculum is designed to work in rhythm with
the natural stages of children’s development. Since these stages are reflective of the stages in the
development of human civilization itself, the great stories of varied human cultures - from fairy tales and
fables to Old Testament stories, from Nordic and Native American stories to Greek myths - are the
cornerstone of the curriculum. The subject matter, the way it is approached, and the assignments and
activities asked of the children are specifically suited to the development of certain faculties and capacities
at particular ages.
Pre-School/Kindergarten. In the early years, great emphasis is placed on the development of a strong
and deeply rooted creative capacity. The overall environment, the unique play materials, and the chosen
activities all contribute to fostering the children’s nature powers of wonder and fantasy. Play materials are
chosen to allow the greatest amount of the children’s own imagination to come into play; the more possible
uses for a simple piece of wood, the better. When the children are encouraged to “clothe” their play
materials with their own powers of imagination, the truly living forces within them become active.
Another important aspect in the development of a strong imaginative life is the use of fairy tales.
The art of storytelling comes alive in the Kindergarten because the fairy tales are told, rather than
read, by the teacher. The children’s imaginations are active because the pictures are allowed to be created
inwardly as the story unfolds. Young children experience the world more pictorially than do adults, and
fairy tales provide an inner nourishment because they contain archetypal truths about the world in picture
form.
Small children are beings of will and imitation, identifying themselves with each gesture,
intonation, mood, and thought in their environment, and imitating these in their play. It is the
Kindergarten teacher’s task to create an environment worthy of a small child’s imitation and to educate the
child’s unconscious through the warmth, clarity, rhythm, and harmony of the world he or she creates.
Given the right environment and encouragement, young children exhibit a fountain of creativity never
again to be equaled in the course of their lives. Deepening this capacity prepares the proper ground for
thinking to emerge.
Early Childhood Education At Taos Waldorf School/WECAN
Taos Waldorf Early Childhood Program is a developing member of WECAN (Waldorf Early
Childhood Association of North America) www.waldorfearlychildhood.org and also listed with the
IASWECE (International Association of Steiner/Waldorf Early Childhood Education)
www.iaswece.org.
WECAN’s mission is to nurture a new cultural impulse for the work with the young child from pre-birth to
age seven, based on an understanding of the healthy development of the child in body, soul and spirit, and
on a commitment to protect and nurture childhood as the foundation for a truly human culture.
Membership in WECAN is open to early childhood programs, kindergartens, child care centers, home
programs, and teacher training centers committed to the ideals and practices of Waldorf early childhood
education, and to individuals who wish to support and contribute to Waldorf early childhood education in
North America.
Our Early Childhood Program consists of two classes: the Blossoms-Preschool for 2-4 year olds and the
Gnomes, a mixed age class of 4-6 year olds. The Blossoms class has two or four day option. Kindergartenaged students are required to attend four days, if they meet the cut-off date of June 15th. The
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environment is home-like, calm, and filled with nature’s beauty and variety. It is a space where the rhythm
of the year and the gifts of each season are woven into children’s and adults’ lives. It nourishes the senses
and is a true kingdom of childhood where children experience artistic and practical work, crafting,
storytelling, puppetry, foreign languages, music, rhythm and movement, circle games, finger plays,
baking, cooking, gardening, woodworking, weaving, and the great outdoors. Creative play with toys
made of wood, stone, wool, beeswax, shell, and silk is encouraged. These daily activities lay a solid
foundation for beginning academic learning in first grade as children build social skills, foster language
development and physical coordination, preserve the life forces, and keep the wellsprings of wonder and
reverence open.
We have a special play yard that was built by the school community in 2004 with equipment sized
for this age group. It is a lovely space full of flowers, a tree house, a casita and play equipment.
Meals: Kindergarten children gather together for snack and lunch every day. Meal times are a
joyful way of forming community, by cooking together and then giving thanks, eating together, serving
each other, and practicing table manners. Lunch is provided by each child’s family individual’s family. A
wholesome snack is provided by the school four times a week using organic ingredients whenever possible.
Dairy, wheat, and processed sugar are consciously limited at snack time and there are alter- natives for
children with food sensitivities.
Clothing: Children need simple, comfort- able, sturdy clothes for play that suits the season and can
take the dirt and wear that come from play and work. Clothing that can be put on and taken off by your
child fosters their sense of independence. Please avoid images on clothing with cartoon or media
characters because of their over- stimulating nature and the influence that they can have on play and
attentiveness in group settings. We do not wish to encourage interest in fashions or name brands.
All children need a bag of extra clothing at school (including socks, underwear, a light sun hat and a
sweater – please change the extra clothing with the seasons). Clothing made of natural fibers, such as
cotton or wool is warmer in winter and cooler in summer than clothing made from synthetics such as nylon
and polyester. Natural fibers allow the children’s body to breathe properly and help facilitate the
development of the senses. The high altitude sun is intense. Please make sure to use sunscreen before
school and to provide your child with a brimmed hat to wear outdoors every day. Children are highly active
and need to be physically grounded all day. Well-fitting sturdy shoes support, protect, and empower the
children for running, jumping, swinging, climbing, etc. Experience shows that flip-flops, cowboy boots, and
clogs are not suitable for this purpose.
Please keep in mind that the school is not responsible for lost clothing or personal items. Labeling
clothing makes retrieval from the Lost and Found basket easier. However, it is advisable to keep especially
cherished and hard to replace items at home.
Sacred Space and Time. Arrival time for kindergarten children is between 8:45 am and 9:00
am. Because of teacher preparation, the early childhood staff requires that children enter the room no
earlier than 8:30 am. Please note that children arriving after 9:30 am may find it a challenge to ease into
the day’s rhythm without discomfort to the child and disruption to the group. Once your child is
accustomed to saying “good-bye” to you in the morning, please make an effort to bring him/her in
without much interruption to the other children. Parents are asked to socialize outside the classroom.
Please inform the office or the teacher if your child is going to be absent. The Early Childhood
Program pick-up time is between 2:45 pm and 3:00 pm. For your child’s welfare, please be prompt for
pick up. A parent’s lateness invariable causes unnecessary stress and worry for the child. If you are
unavoidably delayed, please leave a message at the school office so we can reassure your child and
make necessary arrangements. If your child is picked up by someone other than yourself, please let
the teacher know and make sure the person has their ID with them.
Early Childhood Licensing. Taos Waldorf School is currently licensed for Star Level 2. Children aged
three to six may attend between two and four days per week. School hours are between 8:30 am and
3:00 pm.
Grades 1-8. The grade school curriculum in the Waldorf schools is amazingly rich
coordinated with a deep understanding of the developing child. What follows is a look
main topics that are covered in each year as well as some detail about the insights
curriculum. This list is only meant as a taste of what goes on in the curriculum, not as a
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and intricately
at some of the
underlying the
comprehensive
outline. Attending class meetings is a wonderful opportunity to find out more about the specific
curriculum that is being presented to your child. There are also many books your class teacher can
recommend which provide more in- depth coverage of the curriculum.
The Class Teacher ideally takes the same class of children through eight years of elementary
school (grades 1 through 8), teaching all the main subjects. For the teacher, this means time to know the
children deeply and to help their gifts unfold. For the children this can mean stability and continuing
guidance.
A morning “main lesson”, a two-hour period in which the main substance of the day is presented,
begins each school day. The subject - be it algebra, Greek history, botany, or acoustics- is taught for a
three or four-week block and then put aside, often to be continued later in the term. This approach allows
for freshness, enthusiasm, and concentrated, in-depth experience, and gives the children time to “digest”
what has been learned. Individual books are made by each child for each subject taught. The teacher
creates the presentation and the children record and illustrate the substance of their lessons. These books,
often artistic and beautiful, are an important way in which art is integrated into every subject.
THE FIRST GRADE year begins with the discovery that behind all forms lays two basic principles: the
straight and the curved line. The children find these shapes in their own bodies, in the classroom, and in
the world beyond. Straight and curved lines are then practiced through walking, drawing in the air and the
sand, on the black- board, and finally on paper. These “form drawings” train motor skills, awaken the
children’s powers of observation, and provide a foundation for the introduction of the alphabet. Through
fairy tales and stories the children are introduced to each letter of the alphabet. Instead of abstract
symbols, the letters become actual characters with which the children have a real relationship. “S” may be a
fairy tale snake sinuously slithering through the grasses whispering secrets; the “W: may be hiding in the
blackboard drawing of waves.
Reading begins with writing. Simple sentences about the children’s own experiences will be
written and read. Children will also write and read familiar verses. In a similar way, the children first
experience the qualities of numbers before learning addition or subtraction. For example, we ask, “What
is Oneness?” “What is Two-ness?” What is there only on of in the world? (“Me!”) The characteristics of
one, two, three, etc. are explored in the children’s inner experience and in nature. Counting is introduced
through clapping, rhythmic movement, and the use of stones, acorns, or other natural objects. Only after
considerable practical experience in adding, subtracting, multiplying, and dividing are written symbols for
these operations introduced. Foreign language, eurythmy, knitting and the pentatonic flute are also
introduced in the first grade.
THE SECOND GRADE brings many fables and Native American stories of animals, as well as stories of
saints, heroes, and heroines. Through the stories, the children begin to see the dual aspect of human
nature. They practice writing by putting these stories into their Main Lesson books. Arithmetical work
includes the memorization of the times tables from 1 to 12, and further work with all four processes.
Imaginative stories still form the basis of operations using the four mathematical processes. Grammar is
introduced with liveliness and humor. The children may act out stories in which they can experience the
contrast between “doing” words, “naming” words, and “describing” words. Nature study continues with
nature walks, poetry, legends, and imaginative descriptions of natural processes. This year crocheting is
introduced, and small projects of the children’s own creation continue to exemplify an important
principle: that handwork can be useful and functional as well as beautiful.
THE THIRD GRADE is often called a turning point of childhood. Nine-year olds feel themselves
growing apart from the world of childhood, becoming separate and independent, and beginning to
question all that was previously taken for granted. This questioning is accompanied by a serious stream
of interest in everything practical such as “How is a house built?” and “Where does my food come from?” In
the third grade, children study Old Testament stories to learn about people’s struggles to live on the earth,
to make shelters, and to work the land. They study house building while learning weights and measures,
and they learn about gardening, farming, and cooking. These acquired skills are translated into their
handwork as they make a “house for their heads’ in creating knitted hats. There is much counting and
measuring when adding patterns to their handwork. In the third grade, children begin a stringed
instrument and may play with the school orchestra.
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THE FOURTH GRADE addresses the child’s inner experience of becoming separate selves through
hearing and reading stories about heroes in Norse and other mythologies. The hero emerges as someone
to look up to, emulate, laugh at, and respect. The Character’s human qualities, emotions, struggles, and
confrontations are emphasized. The theme of separateness is further reflected in mathematics with the
introduction of fractions. In handwork, cross-stitch is introduced, allowing children to experience a
beautiful wholeness that results from many different crossings. Local geography includes local history,
culture and physical geography and children delve into indigenous story from their home state. Grammar,
composition writing, and a comparative study of the human being and animals are also introduced.
Through activities such as map-making; children experience the separation from nature that marks the
developing intellect. In composition, narration of the children’s own real experiences is practiced, and the
first report is written about an animal.
THE FIFTH GRADE leads children into a wider world, and they are encouraged to develop a broader
perspective. They study American geography and botany, and in mathematics they continue with fractions
and decimals. Building on the years of form drawing, freehand geometry is introduced. Choral singing and
four-needle knitting are introduced as well. History has until now been only pictorial or personal in nature,
with no attempt made to introduce exact temporal concepts or to proceed in strict sequences. Now history
becomes a special Main Lesson subject, as does geography. History, telling human beings’ deeds and
strivings, stirs children to a more intense experience of their own humanness. Geography does exactly the
opposite: it leads children away from themselves out into the ever-wider spaces from the familiar to the
unfamiliar. History brings the child to him or her- self; geography brings the child into the world. Every
means is used to give the children a vivid impression of the ancient cultures. They read translations of
poetry, study hieroglyphic symbols of the Egyptians, and try their hands at the arts and crafts of the
various ancient peoples.
History in Fifth Grade is an education of the children’s feeling rather than of their memory for
facts and figures. Through studies in art, science, government, and Olympic Games, children have an
opportunity to experience the balanced harmony and beauty of the Greeks. In the spring there is a Greek
pentathlon where fifth grade students from Waldorf schools throughout the region come together to
compete. Grace, beauty, form, and sportsmanship are lauded along with individual achievements of speed
and accuracy.
THE SIXTH GRADE studies the Roman Empire: its greatness, its vanity, and its collapse. Children of
this age can begin to empathize with this time of struggle and growth in human history and can begin to
experience a kinship with people from other times. Thus, they can begin to feel that they are not alone in
their inward struggles. Physics is introduced to study the natural world. As with all subjects, the
approach is first through art. Acoustics and optical studies are begun. North American and South
American geography are studied, and astronomy is introduced. As children approach twelve, changes
begin in their physical bodies. One of the subtle is the hardening of the bones, and at this time children
become more aware of gravity and weight. With the increasing awareness of their physical bodies, the
time is right for the study of the physical body of the earth. Geology turns to the structure of the earth
and proceeds from the study of the flora and fauna of the geological ages to minerals, metals, and finally
gems and crystals, leading to the functions of mineral and metallic substances in the human organism.
Mathematics continues to exercise the disciplines learned in previous classes and then moves on to the
study of percentage and ratio. All the years of circle movement and form drawing are brought into exact
constructions using com- pass, rulers, and right angles in geometry. Whereas geometric shapes have
in the prior grades been drawn freehand as artistic exercises, now families of geometric figures are
constructed and studied for the numerical laws they embody. These designs are now done with the utmost
accuracy.
THE SEVENTH GRADE children are entering puberty. To help them cross this threshold, they are
introduced to civilizations and people who share their mood of soul, leading them to a closer look at their
own environment and inner being. Two subjects addressing these areas are English and History. The
History block of the Renaissance and Reformation really begins modern times with a dauntless quest into
the unknown that is also akin to the seventh graders’ soul mood. Allegiance to traditional authority no
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longer holds sway. Individualism overcomes feudalism, as personified by Joan of Arc. Human capacities
are limitless, as epitomized by Leonardo Da Vinci. The emphasis of History and Geography is on
Europe, the lives of the early explorers, and the colonization of many parts of the world. Mathematics
introduces algebra, including negative numbers, venturing into mathematical thinking that has no
relation to physical perceptions. This makes real demands on the children’s imaginative powers. Square
and cube root and geometry are introduced. Mechanics begins in physics with the lever principle as found
in the human arm. Children learn basic mechanical concepts and their application in the machinery of
ancient and modern times. Inorganic chemistry is introduced as a study of the combustion process. From
the beautiful legend of the bringing of fire to earth by Prometheus to a study of combustion in the human
organism in the digestive processes, fire can be observed externally in the breaking down of substances
by oxidation. Physiology is introduced as the study of life processes in man: blood circulation, respiration,
reproduction, and nutrition in connection to digestion, health, and hygiene.
THE EIGHTH GRADE students are ready to study modern history and have the ability to see the
wholeness of the globe. History becomes an intensive study of the period from the Industrial Revolution to
the modern day, focusing as well on outstanding individuals in American History. Geography takes up
the same theme, showing the role played by every part of the earth in modern industrial civilization. In
science, lessons bring thermodynamics, mechanics, climate, electricity, magnetism, hydraulics,
aerodynamics, meteorology, and ecology. Chemistry is also worked with in relation to industry.
Mathematics emphasizes the practical applications of arithmetic, algebra, and geometry. Human beings
are again the subject of nature study through physiology of the human organism. Literature focuses on the
theme of human freedom in the short story, letters, and Shakespearean drama. The task of elementary
education is to give children an understanding of humanity and the world they live in, to offer them
knowledge so rich and warm that it engages their hearts and wills as well as their minds. Such an
understanding is the basis of all real learning in later years. With the completion of the eighth grade, the
children should have a well-rounded general picture of human life and the universe. This last year of
elementary school should not only bring all previous experiences to a new peak but should enable the
children to enter fully and potently into the life of their own time.
Art and Special Subjects
Eurythmy. Eurythmy is an art of movement that originated in the beginning of the 20th century. It is a
dance form that makes music and poetry visible through gesture and aims to harmonize the child’s soul
and spirit with the physical body. In eurythmy, people move together and experience the
interconnectedness of all living things. This precise, coordinated group movement helps develop grace,
listening skills and concentration. Taos Waldorf School strives, when possible, to bring in eurythmy for the
children to experience through blocks from visiting teachers.
Handwork. Knitting and other handwork projects play an important role in the development of fine
motor skills, inner calm, and intellectual clarity. The specific handwork taught in Waldorf schools “grows
with the growing child”. In the first grade, the curriculum calls for learning the basic knit stitch and
creating a practical and useful project in a warm textile such as wool. In second and third grades, this is
continued with purling and crochet, which add new movements and requires more focus on each row
and stitch. Around age nine or ten the children undergo a change of consciousness: they are individuals
within themselves, no longer as open. The hats that the third graders knit to cover their heads
represent this developmental milestone. Third graders are also experiencing the beginning of critical
thinking, and in knitting hats they are introduced to small patterns, thus engaging their new thinking
skills. The cross stitch taught in fourth grade reflects this more elaborate stage in their development.
The fifth grade begins woodworking and more complicated knitting such as socks. This is the age when
they turn a corner in development on the road to themselves. They are perhaps less insecure than in
fourth grade and are ready to start carving out and exploring this new individuality. Knitting socks
requires using four needles instead of just two, and it is a task that requires much perseverance, providing
challenges and valuable lessons for the children. Developmentally, the sixth graders are coming into
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form. The children sew animals, which require planning, patterns, cutting, basting, and other skills for
children who are now more intellectual in their planning and thinking. The sewing the children undertake
in seventh and eighth grades requires extensive forethought and mathematical skills. In seventh grade
they make dolls by hand, and in the eighth grade, sewing machines are used for various projects such as
patch- work quilts, wall hangings, simple clothing and appliqués. Handwork offers many opportunities
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for reinforcing math skills in practical, challenging, and enjoyable ways. In an age when children are often
passive consumers who, as Oscar Wilde once said, “know the price of everything and the value of nothing”,
learning to knit can be a powerful way of bringing meaning into a child’s life.
Movement Education and Games. The deep understanding of a child’s development is also the basis
of movement education and games classes. Each class has a rhythm of joining together and moving apart,
alternating highly active games and quieter ones, working together as a group, and reflecting on one’s own
body and movement. The movement curriculum tries to give the children basic coordination and
movement skills that will help them if they decide to play organized sports or simply as a basis for good
physical, social and mental health. Depending on the grade, the children will play games or do relay races
that serve to develop skills that are also required for conventional sports such as basketball. String games
and jumping rope also develop dexterity and stamina which can be useful in many different activities.
Not only does a movement class provide the opportunity for the children to play games and have fun, it
also works with their social interaction by teaching them to play with each other before they play against
each other, to acknowledge each other, to play safely, and to gain an appreciation for all kinds of
movement.
Foreign Language. Studying Spanish helps the child to connect deeply to the culture of an area and
seeks to bring an inner flexibility to the being of the child to understand another culture through the
language. The spoken word is the key to learning languages in the early grades. Songs, poems, rhymes,
tongue twisters, counting, puppetry, plays and group games all foster knowledge of the language and
appreciation of the folk soul of the peoples who speak that language. In the later grades, keeping a written
record of all the oral work brings awareness of spelling and basic grammar in the language.
Music and Orchestra. There are many important inner skills to be learned in the study of music. The
discipline of practicing with an instrument helps children find the inner discipline to face other
challenges in life. Group music lessons offer a wonderful opportunity for children to practice the ability to
listen to others and to work cooperatively. It is quite a challenge for a group of children to work completely
in unison in any realm, be it social, academic, or physical. In trying to play their instruments as a group,
with the same timing and pitch, the resulting harmonious sound allows them to directly experience the
value of working well together. Playing an instrument is a wonderful means of self-exploration, selfexpression, and creativity that allows the children to grow into well-rounded human beings. Beginning in
the first grade, children are taught to play simple songs on the pentatonic flute. By the end of third grade or
beginning in the fourth grade, they are ready to play a more difficult scale on the Soprano Recorder. In
third grade, beginning level strings classes begin. The children are responsible for renting or purchasing a
violin. Singing is a regular part of the school week for all grades. In the lower grades, songs are based on
seasonal themes. In first and second grades the children sing as a group, and in third grade children, with
emerging consciousness about being separate, begin singing rounds. In fourth grade two-part songs are
added, and the children learn about holding their own voices against others to create harmony.
Class Plays. The plays are an integral part of each class’ curriculum, beginning in Kindergarten with
fairy tales. They are unique for each class yet share distinct and common threads of educational
philosophy, community building, and curriculum enhancement. The fifth grade may perform a Greek
play, for example, and the eighth grade generally performs a play by Shakespeare.
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FESTIVALS
Throughout history in all civilizations there are rituals reflecting nature’s rhythms, important transitions,
and significant moments in the life of the culture. For people today, who can so insulate their lives as to be
unaware of the seasons, of reaping and sowing, of dark and light, and of birth and death, festivals can help
provide a real touchstone with the cycles of the earth and the soul nurturing they provide. In Waldorf
schools, the elements of festival – light, food, song, and story - permeate the weekly school rhythm, but the
cadence of the year receives its form through festivals. Annual festivals of nature and humanity are
celebrated in ways that foster wonder, reverence, and gratitude and which nourish the future capacity to
respond: to be responsible for and among the human com- munity. Teachers, parents, and children work
together in anticipation and celebration to express the unique character and variety of major and minor
festivals appropriate to the children’s age and curriculum. Some of these festivals observed by the school
are celebrated as family events with the whole school community, and we heartily urge your participation.
Other festivals are observed with events or assemblies during school hours.
Multicultural Festivals. Taos Waldorf School strives to celebrate a variety of festivals from our tricultural community and other cultures in addition to the standard Waldorf festivals. We celebrate el Dia de
los Muertos, Our Lady of Guadalupe, Rosh Hashanah, Divali, Kwanza, Festival of Lights, Chanukah and
others.
Michaelmas. In the autumn, at harvest season, we celebrate Michaelmas. Michaelmas is September 29
and celebrates the forces of Archangel Michael, the time-spirit of this epoch. As the season transition from
the outer warmth of summer to the coolness of fall, we turn inward, toward ourselves and toward our
community for inner warmth. The Michaelic forces imbue us with the confidence and courage to look to
the spiritual world for strength, to renew the impulse to live our lives on the earth to the best of our
abilities, and to become a true community of human beings. In the Celtic tradition, St. Michael represents
the unconquered hero, fighting against evil and the powers of darkness. He is a model for valor and
courage. Dragons, iron, and the color red predominate. At our school it is traditional to celebrate
Michaelmas with a Harvest Festival.
Martinmas. The story of St. Martin has often inspired a Lantern Walk and the sharing of lantern songs,
simple cookies or cake, and warmth with friends. The children make lanterns in their classrooms and join
their families in an evening lantern walk where they sing with lanterns held high. For the children, the
lanterns are symbols of their own individual light, and the walk into the cold, dark evening gives the
children an experience of sharing “their own light” as the darkness of winter approaches.
Advent Spiral. The festival that families of young children share at the beginning of the Advent season
is one of the most beautiful and memorable of the year. In a dark field lit by candles, smelling of
evergreens, voices are lifted in song. Each child walks, one at a time, through the spiral of evergreens to
the center, lights his or her candle, and then places it somewhere on the path- way to light the way for the
next child. It is a reminder of the journey inward each of us must make during the dark days ahead.
Saint Nicholas. Nicholas was the Bishop of Myra, whose day is celebrated on December 6th. On the
night before Saint Nicholas, children put out straw, a shoe, and some refreshments for Saint Nicholas and
his horse. In the morning (if they have been good children) they find the shoe filled with surprises. In our
school Saint Nicholas visits all of the classrooms each year with words of wisdom for every child.
Santa Lucia. At the darkest time of year, when nights are longest, comes a festival of light. It is almost
the Winter Solstice. The oldest daughter/girl in school dresses in white, wearing a crown of lights,
awakens children of the family. She carries warm chocolate and warm buns. The family is reminded in
the darkest night that the light will return again.
May Day. May Day is an ancient festival (the polar opposite of Halloween) honoring the changing of the
seasons from darkness to light. The tree of life was part of this ritual and is now represented by the
Maypole. Our School’s Fair is an annual event open to the whole community.
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Family Festivals. Our school is interested in festivals from other cultures. If you or your family can
help us to celebrate a festival that has meaning in your life, please feel free to talk to your class teacher.
Because Waldorf education nurtures the whole child, including his or her spiritual nature, people often
wonder about the expression of religion in the classroom. In an effort to answer some of these questions,
we have included an article on the subject, which was first published in Main Lesson: Journal of the
Marin Waldorf School.
The Role of Religion in the Waldorf School (By Karen Rivers). The word “religion” is derived from
the Latin word “re-lig-io” which means to reunite. The word “religion” is derived from the Latin word "It
is an expression of the universal human quest for meaning, for our source and our destiny. Throughout
human history, people from all cultures have asked, “Who am I?” “What am I doing here?” and “What does
it mean to be human?” Throughout the world we share questions about creation, good and evil, and
what exists beyond the starry cosmos and unknown dark matter. These soul questions live deeply within all
humanity. Through different periods of history, great men and women have shed light on these universal
questions. They have offered their wisdom to help each individual answer them, to reunite with the cosmic
origin and the oneness of all existence. In our school, we seek to imbue all our lessons with questions of
universal implication. We seek to explore mythology, literature, history, science and art in a way that
evokes discussions or pondering about these universal questions. We wish our students to live in an
atmosphere that is permeated with (not devoid of) the quest for self- knowledge and the exploration of Life’
deepest mysteries. Do we teach religion? The Waldorf curriculum is designed to create the appropriate
relationship between a child and these immense questions. Through art, a child builds a relationship
with beauty, and in studying science, one seeks an understanding of truth. Out of beauty and truth, one
develops a sense of morality and reverence for life, which lead to profound questions of existence.
Through the study of history our students journey through ancient civilizations, studying the Old
Testament, Norse Mythology, Ancient India, Persia, Sumer, Egypt, Greece, and Rome. They enter the
Middle Ages and the Renaisssance with burning questions of morality, which grow out of their earlier
exploration. By the time students reach eighth grade, they have lived with many noble images, many fallen
heroes and many searching questions about the nature of humankind and our universe. These questions of
great magnitude fill a child with the desire to explore the outer and inner realms of his/her life. In
Waldorf schools throughout the world, we aim to celebrate the cycles of life, to address the essence of these
soul questions as they speak to us through nature in the rhythm of the year and the festivals that have
evolved through time. We all long to feel the joy and meaning of life through the recognition and
celebration of cornerstone events. Because we live in a primarily Judeo-Christian culture, we emphasize
those festivals at our school. Waldorf schools in Israel feature Jewish festivals; Waldorf schools in Japan
feature Buddhist festivals; in India, Hindu festivals.
Ultimately, we are a school seeking to reunite children with the universal knowledge of self
through the study of art and science, cycles of Nature, and stories from all the cultures and religions of the
world.
Underlying all of this, Waldorf Schools are founded on the philosophy of Anthroposophy, the
wisdom of humanity. Anthroposophy, offered to us by Rudolf Steiner, explores the evolution of human
consciousness. Each historic epoch offers a significant contribution to the journey of humanity from
ancient times to the unknown future. Each prophet carried a message for his time and we seek to
understand our age through the looking glass of the past. Neither Anthroposophy nor religion is taught at
our school. They are the foundation under the building, which supports and defines the structure.
We seek to educate our students in love and immerse them in the world of great literature, art
and science. We strive to awaken within them the longing to “Know Thyself.” We wish to send them forth
into the world in freedom to explore and discover their own beliefs and destinies in the service of
humankind. On this journey, each one finds meaning, joy, and reverence for life, creating a new union with
his or her spiritual essence.
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SUPPORTING STUDENTS IN THE HOME
Because Waldorf education is an impulse toward wholeness, it does not end in the classroom. The teacher
creates lessons that nurture learning as well as rhythm. Rudolf Steiner said that rhythm is the healer of
life, which unites us and makes us whole.
We encourage you to support the work of your children’s teachers and the Waldorf Curriculum fostering
reverence, ritual, and rhythm in your family life. In addition to the observation of the school’s festivals, a
quiet time of blessing before meals and bedtime can become a significant ritual within the home. Much less
overtly spiritual events can also assume ritual form and mark the daily rhythm of life in meaningful ways:
the lighting of a candle at the evening meal, a special story or song to help the child pass from waking to
sleeping, or creating a family tradition in the observance of birthdays. Another way a healthy rhythm is
established in the home is by serving meals at the same time each day and maintaining a consistent
bedtime. The parent who by example shows reverence to the earth, respect to self and others, and follows
healthy rhythms in his or her own life, gives a precious treasure to the child.
Media Policy. We appreciate the heartfelt care and dedication that parents put into raising their
children, and we thank you for entrusting them to us. In order to preserve the quality of education at Taos
Waldorf School, we are asking each parent to respectfully follow our Media Policy.
We ask that you consciously strive to restrict the influence of screens, such as IPads, IPods,
TV, computer, and play stations in your child’s life. When your child does view electronic
media, please be mindful of appropriate content. Therefore, we ask that your child does not
view or play with electronic media from Sunday evening through the end of the school week.
The passivity inherent in watching television or computer screens is increasingly recognized by educators
and parents as counterproductive to the process of learning and growth in children. Growing evidence
suggests that excessive and regular use of TV, computer, and play stations produces harmful effects in
children even beyond the content of the material absorbed. Through frequent exposure to electronic media,
the imaginative capacity of the young child is diminished, concentration skills become more difficult, and
healthy brain development is affected in children of all ages. Childhood is a time to learn through
physical activity, to take in nature through all the senses, to play creatively and be engaged socially.
Imaginative play, listening to stories, watching and creating puppet shows, dressing up, baking,
building, crafts, games, sports and other activities foster in children an active participation with each other
and the world.
BOOKS ON MEDIA: Four Arguments for the Elimination of Television, by Jerry Mander, The Plug-In
Drug, by Marie Winn, Television: What is the Problem, by Linda G. Lombardi, Unplugging the Plug-in
Drug, by Marie Winn, What to do After You Turn off the TV, by Frances Moore Lappe.
Toys. When children are at home, they project fantasy and imagination into their play and their toys.
The ideal toy is one that imposes the least possible limitation on the child’s imagination. A good toy will
also satisfy the sense of touch. Natural materials, such as the ones used in the classroom, seem best suited
for this. Limiting the number of toys can help in creating a sense of order and appreciation.
Seasonal Table. Many Waldorf families create a small space in their homes for a seasonal table in order
to support their children’s (and their own) connection with the cycle of the year. The first blossoms of
spring, a fat pumpkin in autumn, a blue cloth backdrop with gold stars in winter, little gnomes and
flower fairies, special crystals and stones, are all things that can be found on a seasonal table, depending
on the time of the year. Children can participate in the adorning of the table by placing treasures they
have collected from outdoors there or by helping to arrange items.
Resources. You A re Y our Childs ’ First Teacher, by Rahima Baldwin Dancy; Beyond the Rainbow Bridge: Nurturing our children
from birth to seven, by Barbara J. Patterson; Waldorf Education: A Family Guide, by Pamela J. Fenner (Editor); Work and Play in
Early Childhood, by Freya Jaffke; A C hilds ’ Seasonal Treasury , by Betty Jones; Sing Trough the Seasons, by Marlys Swinger;
Nourishing Traditions, by Sally Fallon; A Guide to Child Health, by Michaela Glöckler and Wolfgang Goebel; The Plug-In Drug, by
Marie Winn; Toymaking with Children, by Freya Jaffke; The Hurried Child, by David Elkind; Raising a Son: Parents and the Making of
a Healthy Man, by Don and Jeanne Elium; Raising a Daughter: Parents and the Awakening of a Healthy Woman, by Don and Jeanne
Elium; The Wonder of Boys, by Michael Gurian; Uncommon Sense for Parents with Teenagers, by Michael Riera
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