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Waldorf Early Childhood Teacher Education Full-Time

RSCC Now a Recognized Private Career College

Private Career College (PCC) status enables the College to enroll students who have no previous teaching experience, as was previously required when the RSCC teacher education program was classified as professional development. Now, as of June 2021, the Waldorf Early Childhood Teacher Education Full-Time program is included in the Private Career College designation of RSCC. This means that students no longer reguire previous paid teaching experience in order to enroll in the program.

Waldorf Early Childhood Teacher Education Full-Time

The full-time early childhood program of the Rudolf Steiner College Canada requires one year of study at our campus north of Toronto in Thornhill.

This program focuses on Waldorf early childhood education from Birth-to-Seven. Experience shows that effective Waldorf early childhood teachers are aware of the whole educational journey from kindergarten through the grades and high school. Therefore, courses in early childhood education and high school education make our program comprehensive and give graduates some flexibility in pursuing their career objectives.

Strengths of the program include:

  • Low student to teacher ratio allows for considerable attention to each student’s personal development
  • 9 weeks of teaching practice with experienced Waldorf early childhood teachers
  • Understanding the whole journey of Waldorf education from birth to age 21
  • Comprehensive arts and crafts to inspire confidence in creative ability

Program Content

Summer Festival of Arts and Education

Included in the full-time fees are two weeks of the Summer Festival. These two weeks may be taken before or after the year of study.

Fall Term: The Journey of the Child to Adulthood – Phases of Development 

from Birth to 21 Years

This first term has as its objective to give the student an overview of the stages of development of the child pertaining to education: the soul spiritual processes of human development and the need to understand how the being of the child develops through successive “births”, beginning with the physical body’s entry into earthly life, and culminating in the emergence of the I-being with adulthood. This subject presents the basis of the educational approach that is known today as Waldorf Education.

HOURS

WEEKS

Module 1

The Education of the Child

12

1

Module 2

Early Childhood Development

45

3

Module 3

Grade School- Phases of Childhood

30

2

Module 4

Child Observation and Study

15

1

Module 5

The Importance of the First Three Years

20

1

Module 6

The 12 Senses of the Child and 4 Temperaments

15

1

Module 7

Adolescence/High School

15

1

Module 8

Evolution of Consciousness: Ontogenesis in the Curriculum

30

2

Module 9

Festival Week: Presentation of the Students Work – Connecting with the Environment

15

1

TOTAL

197

13

Winter Term: The Teacher as the Curriculum- Waldorf Early Childhood Pedagogy and

Educational Methods in the Early Childhood Classroom 

Based upon the first trimester’s thorough study of the stages of the development of the growing child, the second trimester focus on how to create an early childhood curriculum that is both engaging, creative and lays the foundation for all future academic work. In this sense, the teacher becomes the curriculum and must find ways to bring this to the child. 

HOURS

WEEKS

Module 1

Storytelling/Puppetry

15

1

Module 2

Circle/Movement Journeys

15

1

Module 3

Waldorf Early Childhood Essentials I 

45

3

Module 4

Module 5

Professionalism 

Meeting the Needs of the Mixed Age Kindergarten

TOTAL

15

20

110

1

1

7

Spring Term: The Teacher as Collaborative Colleague

Waldorf schools are self-administered organizations governed by the standards of their membership in the governing body of AWSNA (Association of Waldorf Schools of North America), WECAN (Waldorf Early Childhood Association of North America), and recognized by IASWECE (International Association of Steiner/Waldorf Early Childhood Education) which set standards for member schools. Waldorf Early Childhood teachers are expected to be a person of initiative and resource, meeting the needs of their class of children, their parents and their colleagues. 

HOURS

WEEKS

Module 1

Educational Support in the Classroom 

15

1

Module 2

Waldorf Early Childhood Essentials II

45

3

Module 3

Individual Research Project & Presentation

15

1

Module 4

The Teacher’s Threefold Role in the Administration of the School

15

1

Module 5

Graduation/Evaluation/Review

15

1

TOTAL

105

7

Practice Teaching in the Waldorf Early Childhood Classroom 

In 3 practicums (1 weeks, 4 weeks, 4 weeks), the student will accompany a trained and experienced Waldorf Early Childhood teacher through the day with the children in an accredited Waldorf early childhood classroom. Child observation and journaling of WECAN Shared Principals will form the reflective practice of the practicum, while an increasing role in practice teaching, under the guidance of the host teacher, will form the active element of the practice. Host teachers will provide written evaluations. Student will complete a self-evaluation and will be visited in class by the director. 

First practicum (1 week in Fall Term): Observation/Child Study I/practice

Second practicum (4 weeks in Winter Term): Gradual taking on of assistant responsibilities 

Third practicum (4 weeks in Spring Term): Guided lead teacher responsibilities Child Study II / Grade One Readiness

HOURS

WEEKS

Module 1

Observation & Child Study I

25

1

Module 2

Teaching Practice II

100

4

Module 3

Teaching Practice III & Child Study II 

100

4

TOTAL

225

9

Skills Development 

Throughout the year, afternoon courses from 2:00 to 3:30 PM are dedicated to skills development for the different subject areas required of a Waldorf Early Childhood teacher.

HOURS

WEEKS

Module 1

Foundations in Human Experience 

11.25

Module 2

Inner Development of the Teacher

11.25

Module 3

Waldorf Early Childhood Essentials 

15

Module 4

Teaching Methods – Storytelling/puppetry

24

Module 5

Teaching Methods – Music

27

Module 6

Teaching Methods – Handwork

27

Module 7

Teaching Methods – Painting & Drawing

40.5

Module 8

Eurythmy/Movement

22

TOTAL

178

Overview of Courses and Total Hours for the Complete Study Year

SUBJECT

HOURS

WEEKS

1

The Journey of the Child to Adulthood: Phases of Development from Birth to 21 Years

197

13

2

The Teacher as Curriculum: Waldorf Early Childhood Educational Methodology

110

7

3

The Teacher as Collaborative Colleague  

105

7

4

Practice Teaching in the Waldorf Early Childhood Classroom

225

9

5

Skills Development

178

TOTAL  HOURS

815

36

Rudolf Steiner College Canada is recognized as a full member teacher education institute of AWSNA (Association of Waldorf Schools North America) and WECAN (Waldorf Early Childhood Association of North America). 

The WECAN SHARED PRINCIPLES FOR EARLY CHILDHOOD TEACHER EDUCATION form the basis of our understanding of our work together and are used in our self-study and membership processes. As a living document these Shared Principles will continue to be refined through the work of the WECAN board, The WECAN Early Childhood Teacher Education Committee, and our Member Teacher Education Programs and Institutes. Our course hours exceed the “Minimum Expectations” or 450 in-class hours for a full-time Waldorf Early Childhood Teacher program as established by WECAN.  

Graduates who have successfully completed the program will be awarded a Professional Development for Waldorf Early Teacher Education Certificate. The awarding of a certificate for the one-year program will require the completion of Foundation Studies in AnthroposophyDistance or Encounter program.   

Those completing the Foundation Studies in Anthroposophy program before the beginning of the one-year program will be granted advanced standing.

What Do Graduates Say About the Program?

Ariadna Castello, 2018-2019 – “I feel that the full-time program you the opportunity to be 100% in Waldorf education and anthroposophy. For the whole year I was at the Rudolf Steiner Centre Toronto and the Toronto Waldorf School – it was really a full immersion. I am so happy that I did the full-time program. I needed it, especially with me coming from zero as I had very little understanding of Waldorf education. The full-time program allowed me to focus and I needed that. Completing Foundation studies before the study year moves many things inside you so that when you already know the basic ideas.”

Wahsonti:io Hill, 2018-2019 – “With the deeper content of the full-time program, I am satisfied that I am better prepared, especially as I am not in a full-member school of AWSNA. Because of the structure of the program, I gained more of a sense of the grades school. I wish I had found out about Waldorf education sooner. We need this view of the child for healing. I especially gained a better understanding of anthroposophy. The full-time program was focused on the whole teacher – through the meditative work as a group, the academic learning together with the other students and the artistic practice. The practicums were a real “gem” – being able to spend a number of weeks with a master teacher and see the teaching come to life.”

1. Click here for application form. Complete the form and submit it with $100 CAD Non-Refundable Application Fee.

2. Once your application and supporting documents have been received, we will contact you to schedule an interview

3. Upon acceptance student teachers must obtain a police clearance letter from their local police department and a student visa (if coming from another country).

RSCC is registered with Immigration Canada as a Designated Learning Institute. Upon acceptance into our one-year program, you may apply for a one-year study visa.

Applications are due by the end of April. (Applications received after this date may be considered if places are still available.)

Tuition fee includes Foundation Studies in Anthroposophy

Financial Assistance

AWSNA offers financial assistance in the form of a loan/grant. The loan is forgiven (becomes a grant) when the graduate completes three years of successful teaching in an AWSNA-recognized school. Click here for details of the program.

AWSNA Loan Application Form

Vidar Foundation Tuition Loan

Vidar will offer limited, no-interest loans to students to cover tuition and other expenses associated with becoming a Waldorf teacher or Waldorf early childhood teacher through RSCC.

Loans will be secured through community co-signers (‘loan guarantors’) and will be repayable over a five-year period following graduation.

Vidar will forgive 25% of the student’s loan as a bursary after the teacher has worked for a first school year at a Canadian Waldorf achool, and a second 25% after a second completed year of teaching. 

Application Procedure

Click on links below to download the file:

Vidar Foundation Tuition Loan Program Information

Contact the director of your RSCC program (grades or early childhood) to apply.

OSAP Eligibility Pending Acceptance 

Once the RSCC has been operating successfully as a PCC for two school years, students will be able to apply for OSAP student loans to attend the program. This will be possible as of September 2022.

Program Directors 

Jan Ney Patterson completed her Foundation Studies in Anthroposophy, at Emerson College, Forest Row, UK, in 1976 and her Waldorf Early Childhood Teacher Education Certificate with Margret Meyerkort, Wynstones School, Gloucester, UK, 1978. She holds a Bachelor of Arts with High Distinction, University of Toronto, ON, 1994. She has taught in Waldorf kindergartens for over 17 Years in the UK, USA and Canada. She is founder and director of the Waldorf Early Childhood Teacher Part-time program at the Rudolf Steiner College Canada since 2010 and has co-directed the RSCC full-time program since 2003. She is a mentor and consultant to schools near and far.

James Brian has been the executive director and director of teacher education at RSCC since June of 2017. He has completed three diplomas in Waldorf education: a three-year special education degree in Germany (Curative Education Diploma, 1978-82), Waldorf teacher’s certification in Germany (Waldorf Teacher Diploma 1982-83), and a two-year post-graduate diploma in Waldorf School Administration and Community Development (1998-2000). James was active as a Waldorf class and subject teacher for 18 years in Germany and Canada.

Our programs prepare students for working in Waldorf Early Childhood classrooms.

These programs do not lead to membership with the College of ECEs or the College of Teachers.

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Registered as a private career college under the Private Career Colleges Act, 2005