2011-2012
Parent Handbook
Table of Contents
Introduction
I. Vision and Mission
II. Waldorf Education
III. Guiding Values
Part One: General Information
I. Policies and Procedures
Rhythm of the Day
School Hours
Attendance
Tardiness
School Closing Policy
Dress Code
What to bring from home
Drop Off, Pick-up, and Parking
Health and Safety
Snack and Lunch
Sleep
Illness
Contagious Conditions
Accidents
Medication
Dealing with Lice
Health Registration Information
Health Records
Religious or Philosophical Exemption
Frequently asked Questions
Bringing Items from Home
Transportation and Field Trips
Extra-Curricular Activities
Lost and Found
Birthdays
First Grade Readiness
Special Needs
Television
Computers
Car radios, Tapes, etc
II. Celebrations, Events, and Festivals
Michaelmas
Holiday Faire
Advent Spiral Garden
May Faire
III. Discipline
Social Awareness and Standards of Conduct
Discipline
Part Two: Parent Involvement
I. Parent-Teacher Communication
Contacting your Child’s Teacher
Home Visits
Parent Teacher Conferences
Class Meetings
Student Annual Reports
Parent Questions and Concerns
II. Parent Participation
Forty Service Hours
For the Class
Designated Class Parents or Coordinators
Phone Trees
For the School
School Committees
Parent Council
Handwork Groups
School wide Fundraising
Holiday Faire
Annual Giving Campaign
Spring Social
III. Sources of Information
School Publications
Family Handbook
School Directory
The Conscious Parent Newsletter
Suncoast Bulletin
School Bulletin Board
Class Meetings
Parent Education Opportunities
Books to Borrow
Association of Waldorf Schools of North America
Our Website
Part Three: School Organization and Curriculum
I. School Organization
Faculty
Board of Trustees
Administrative Team
Where to go with Questions and Suggestions
Resolution Process
II. Waldorf Curriculum
Parent Child Playgroup
The Kindergarten
The Grade School
The Main Lesson
Outline of the Main Lesson Curriculum
Other Subjects
III. Enrollment and Financial Information
Application and Enrollment Process
Re-enrollment Policies
Evaluation Period
Financial Information
Tuition
Tuition Assistance
Late Payment Policy
Withdrawal
IV. Suncoast Waldorf School Faculty
V. Board Members
VI. Whom to go to – Contact List
Part Four: Resources and Other Information
I. Bibliography
Child Development
Waldorf Education
Vision Statement
The vision of the Suncoast Waldorf School is to develop healthy, happy, capable and
confident children through a curriculum and through experiences of the verities of re,
beauty and goodness.
Mission Statement
Suncoast Waldorf School is a community of teachers, staff, parents, and friends who
honor childhood and value each stage of human development. Our goal is to educate the
whole child to meet the world with grace, integrity and initiative through a balanced and
comprehensive academic, artistic & practical curriculum.
Guiding Values
 Suncoast Waldorf School is grounded in the principles of education that emanate
from Anthroposophy, the world view developed by Rudolf Steiner. We view these
principles, not as rigid dogma, but as living ideas that are continuously renewed
through our own clear and imaginative thinking.
 We ensure accessibility to all those who value and support the vision of Suncoast
Waldorf School and the underlying values of Waldorf education.
 We educate the child through the eternal verities of Goodness, Beauty and Truth
 We provide a holistic education that integrates the three-fold nature of the human
being—head, heart and hands (thinking, feeling and willing)- and follows closely
the natural rhythms of the day, week, and seasons of the year.
 We create an organic, grounding living space that envelops individuals on their
journeys and nurtures a feeling of security, harmony and tranquility.
 We seek opportunities to become interconnected with our neighbors, our
community, the earth, and humanity through environmental stewardship and
social consciousness.
 We embrace diversity and inclusiveness and encourage opportunities for shared
responsibility and meaningful involvement in the school.
 We make decisions through consensus and rotate leadership positions.
 We provide a means of expressing and resolving grievances.
 We participate in the dynamic flow of giving and receiving by giving time, talent,
and treasure.
 Through our own attitudes of generosity, positivity and gratitude we attract gifts
of time, talent and treasure from the outside community.
 We create a legacy of living peace through nonviolent communication, action and
being within our community and ourselves.
Introduction to Parent Handbook
Welcome to Suncoast Waldorf School. You and your child are now part of an educational
movement of more than 1000 schools worldwide.
The faculty, parents, students and friends of our school strive to create a caring, harmonious
community that supports the education and well being of every child. We hope this Parent
Handbook will provide practical information and clarify our school’s organization, policies and
procedures. We also hope that it will serve as an invitation for you to explore your personal
connection to the school, thereby deepening and enriching your life, the life of your family and the
life of the school.
Waldorf Education
Suncoast Waldorf School, founded in 1998, is part of a worldwide movement of more than 1000
Waldorf Schools and is a developing school of the Association of Waldorf Schools of North
America. The school offers a Waldorf curriculum founded on the scientific research and insights
of the Austrian educator and philosopher, Rudolf Steiner, who founded the first school in 1919 in
Stuttgart, Germany. This curriculum and its principles are based on Anthroposophy, a means of
understanding human life and world development.
Anthroposophy is not taught to students, but is the philosophy that inspires and guides our
teachers and the operational principles of the school. Its roots lie in an outlook that recognizes the
individual as a being of body, soul and spirit. Festivals are celebrated at specific seasonal times
during the school year. Waldorf schools honor the great religious streams of the world and
through the curriculum bring an awareness of their rich cultural contributions. Suncoast Waldorf
School serves families from a wide range of religious, philosophical and cultural backgrounds
who sense the value and richness of this approach to education.
Waldorf education addresses the head, heart, and hands of the whole child teaching clear and
imaginative thinking, emotional intelligence, moral responsibility, and active willingness to
become engaged in life. Our developmental approach is directed at fostering important human
capacities as well as skills. It takes into account the way in which the stages of childhood unfold
in cycles of approximately seven years. In each stage, children need certain methods of teaching,
certain content and specific activities that promote healthy and harmonious growth.
Part One: General Information
I.
Policies and Procedures
Rhythm of the Day
Rhythm in the school day and seasonal year plays a vital role in Waldorf education. Teachers
care about the development of the whole child and therefore are interested in each child’s past
and present health, sleeping and eating habits, major and minor events (e.g. illness of a
grandparent), and general daily routines at home. The teachers appreciate hearing from parents
in a note or a phone call.
School Hours
Kindergarten:
8:30 am – 12:30 pm Morning/ Half Day Program
8:30 am – 3:00 pm Full Day Program
Grades Classes: 8:30 am – 3:00 pm Grades
Attendance
Continuity and established classroom rhythms are vital to Waldorf education. We ask you to
please not schedule regular doctors and dentist appointments during school hours (especially not
during main lesson time at the start of the day). Family vacations should coincide with school
vacations when possible. Other arrangements should be discussed with the class teacher. A
child should not have more than 10 absences each calendar year. Excessive absences
may result in a conference with the parents or even dismissal from the school.
Please call the office as soon as possible when your child stays home because of illness. If your
child has a communicable disease, please notify the office of this fact.
Tardiness
Please arrive on time as classes begin promptly at 8:30. It has been found that morning
interruptions undermine the quality of education we are bringing to the children. The children will
feel they have missed an important aspect of the school day and will not have the same feeling of
belonging to the group. IF YOU ARRIVE AT SCHOOL AFTER THE CHILDREN HAVE BEEN
WELCOMED INTO THE CLASSROOM BY THE TEACHER, YOU MUST BRING YOUR CHILD
TO THE OFFICE FOR A TARDY SLIP.
After three late arrivals a conference may be arranged between the parent and teacher.
School Closing Policy and Emergency Evacuation
Suncoast Waldorf School will follow Pinellas County Schools’ lead in the event of a school closing
due to weather and/or emergency evacuation. In the event of a severe storm or other emergency
requiring us to vacate the premises, the children will be taken next door to the Cretan Center. The
parents will be updated via email of emergency procedures taking place.
School Dress Code (Grades 1-8)
Children need simple, comfortable, sturdy clothes for play. Clothing should suit the season and
be able to take the dirt and wear that come from play and work. Clothes need to be sensible,
clean and neat. We do not wish to encourage interest in fashions, fads, or name brands. All
children need a sweater or jacket at the school as the weather in Florida can be unpredictable
and the classrooms can be quite cold with air conditioning. 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. If a child comes to school dressed inappropriately, the parent will
be called and reminded of the Dress Code Policy. Should the child come to school again dressed
inappropriately, the parent will be called to bring appropriate clothing from home. To help meet
the needs of the pre-adolescent, sixth to eight grade students are permitted to have writing that is
in good taste on their clothing. (The teacher determines “good taste.”
On assembly days, grades children are asked to dress with special care to honor the
occasion.
Dress Points to Consider
 No baggy pants that fall down, constricted waists, or bare midriffs.
 Plain clothing is preferred, no writing
 Shorts, skirts and skorts need to fall to at least mid-thigh length and shorts or leggings
are be worn under dresses and skirts in the winter for warmth and coverage (conducive
to active play and climbing).
 Tank tops can be worn as long as the straps are the width of three of the child’s fingers.
 No spaghetti straps are permitted.
 No excessive or flashy jewelry or make-up.
High quality, well fitting sturdy shoes support and protect the child at school, enabling him or her
to fully participate in this very active education. Students at Suncoast Waldorf School spend
extensive time outdoors running, jumping, swinging, climbing, and digging. Shoes must be worn
at all times while outdoors.
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No flip-flops,
Sandals are permissible only if they stay on the child’s feet while running or climbing
No flashing lights and no “Heelys”
What to Bring From Home
1. Change of clothes marked with child’s name.
2. A light jacket or sweater to be kept in child’s cubby
3. Indoor shoes/slippers that stay on the feet during circle work
4. Rain gear on rainy days
Drop Off, Pick-up, and Parking
Children may be dropped off in the morning as early as 8:00 am. Arriving at least15 minutes prior
to class time creates breathing out space and allows the children time to adjust to the school
atmosphere.
We ask that you use the outer driveway loop for drop off and pick up. Please do not park your
car in either of the loops. Parents of kindergarteners may park in the parking lot. Others are
asked to use the meadow in the afternoons. (Use the yellow-striped space for entry)
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Kindergarten parents park, and sign their children out with the early childhood teachers.
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For those families with both children in the grades and a 3:00 Kindergarten pick up,
please pick the kindergarten child up first.
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Grades 1-3 students are dismissed from the office gate. Parents will use the inner loop
of the driveway for pick up.
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Grades 5-8 students are dismissed from the Peace Garden. When there is an older
sibling (grades 4-8) any younger siblings (grades 1-3) will be brought to the Peace
Garden for pick up. (Kindergarten children must still be signed out from their classroom)
If an emergency occurs and you must be late, be sure to notify the school. Remember that your
being late can cause stress and worry for your child. After 3:15, your child will be signed into
late-care and you will be charged $20.00. This will be due at the time of pickup. We suggest
that you call on the help of a fellow parent if you know you are going to be late.
Health and Safety
Snack and Lunch
Suncoast Waldorf School schedules a time for morning snack and lunch. In the kindergarten, a
nutritious snack of natural and whole foods is prepared. Those who stay for the afternoon bring
their own lunches.
Grade school children should bring in an adequate, nourishing snack such as fresh fruit, cheese
or nuts to eat before morning recess. A wholesome lunch brought from home helps the children
get the most out of afternoon school hours.
Food should be simple, non-perishable and healthy. Please, no soft drinks, candy or junk food.
We encourage whole foods, not processed and organic when possible. No artificial coloring or
flavorings (these are rocket fuel for the children). Some foods which worked particularly well last
year were single size cans of tuna, whole grain bread with butter and nut butters, fresh and dried
fruit, nuts, sunflower seeds, cut up vegetables, beans, tortillas, soup, and rice. Please pack only
as much as your child will eat, as it is a shame to see good food wasted. Insulated lunch boxes
and coolers are almost a necessity in our Florida heat and humidity.
Sleep
Regularity in the lives of children is important. Regular bedtimes, regular mealtimes and basic
daily rhythms allow the child to get the most from each day and from Waldorf education. Please
ensure that your child gets enough sleep. Speak to your Class Teacher if you have any
questions.
Illness
A child who is ill should not be in school. If children come to school when they do not feel well,
they will be more vulnerable to infection. A child with any of the following symptoms should not be
sent to school: fever, diarrhea, excessive coughing, green mucus, excessive fatigue. It is in the
best interest of the other children and the teachers to keep the child at home.
Parents need to notify the school if their child will be absent by calling the school office before
9:00 am. Children will not be admitted to school until 24 hours after a fever. Children will not be
admitted or will be sent home if there is evidence of green mucus. Children with pin worms, lice,
nits or strep throat will not be allowed in school until 24 hours after symptoms resolve.
If a child becomes ill while at school, a parent or authorized adult will be notified. Prompt pickup
of the child is necessary. It is important that you provide the school with up-to-date
information and phone numbers to call in case it is necessary to contact you.
Contagious Conditions
If your child contracts a contagious condition, such as strep throat or conjunctivitis, please notify
the office as soon as possible. From time to time, the school will determine that other families in a
particular class, or in the entire school, should be informed about a health problem that has arisen
within the school. When this happens, the school generally notifies parents in the class or the
whole school by letter or email depending on the circumstances. These notifications typically
include information about the symptoms, possible complications, degree of contagion, and
requirements for attending or returning to school.
Accidents
In case of accident with injury:
1. The staff member who is trained in first aid will administer first aid.
2. The child will be kept calm and comfortable.
3. If the injury is determined to be minor, the parent will be notified of the injury and treatment
with a written injury report.
4. If the injury is major and/or requires medical treatment, the school will call 911 and the parent
will be called immediately.
Medication
The school, as a rule, will not administer medication or drugs to the children. Special exceptions
will be considered if a doctor deems medically necessary and the school is provided with written
instructions. Bronchial inhalers may be administered by the student and kept by the child’s class
teacher.
Dealing with Lice
If lice or nits are discovered on a child, the parent will be called to take their child home for
treatments. The school will check for lice on a regular basis and we ask that parents do the same
with their individual children. Having lice is a stressful ordeal. The school will be as helpful as
possible during this period.
Health Registration Information
Required records for each child cared for at the Suncoast Waldorf School must be kept current in
the event of an emergency.
Health Records (All Children when first entering school)
 Physical examination (HRS Form 3040)
o A current form must on file before the child enters the class. The school will
notify parents of expiration dates in advance.
 Immunization Form (HRS Form 680 Part A, B, or C)
o A current form must be on file before the child enters the class. The school
will notify parents of expiration dates in advance. Part B is used for a child who is
not fully immunized but is in the process of completing the required immunization
and cannot receive any additional vaccine at the present time. The school will
notify parents one (1) month prior to expiration date of the temporary medical
Exemption HRS Form 680 Part B. Part C is used for a child who is not fully
immunized, but for medical reasons cannot receive one or more of the required
vaccines.
Families moving from another state must have forms on file at the school within 10 days of
enrollment.
Medical records become property of the parents when the child is withdrawn from the school.
Religious or Philosophical Exemption
A child may have an exemption from physical examination or medical treatment upon written and
signed request of the parent. A parent may request an exemption for Certificate of
Immunization. The parent must complete a form that can be obtained only at the Florida
Department of Health, Pinellas County Health Department.
II.
Frequently Asked Questions
Bringing Items from Home (Toys, Pets, Electronics, etc.)
The occasional visit of a well-behaved pet can lift spirits and lend a convivial atmosphere. Faculty
may sometimes even allow classroom visits under carefully controlled circumstances. Problems
easily arise, however, if pets interact with each other or are brought into high congestion/contact
areas. Drop off and pick up are such times, and we expect animals to be kept out of high traffic
situations. Furthermore, we need to be aware and sensitive to the fact that even the safest and
best behaved dog may distress or cause discomfort to any among us with allergies or anxieties.
We wish everyone to feel secure and at home in and around our school. Therefore, frequent visits
by animals during school hours are discouraged and we must insist that when present they be
leashed and under close control at all times. Should any problems arise, the school reserves the
right to discontinue this privilege on a case-by-case basis.
Teachers work hard to provide an environment of beauty, warmth and harmony. They take great
care to create a classroom that supports the curriculum and developmental stage of the children.
Things children bring from home such as toys, electronic equipment and other items can
undermine this atmosphere and disrupt the class. Moreover, items from home may be lost or
broken and their presence on school grounds leads to possessiveness, jealousy, and other
difficulties. Therefore, bringing items from home is discouraged.
Transportation and Field Trips
Individual teachers make decisions on field trips for their class. Parental permission slips for
children to participate in field trips are given out for each outing and must be returned signed for
your child to attend the trip. The school policies for field trips are: all children wear seat belts and
all drivers have current driver’s licenses and insurance, teachers take a first aid kit and
emergency health information.
Extra-Curricular Activities
Please limit the number of extra-curricular activities in which your child participates. Children
seldom have “time off,” yet this is when the learning that has taken place in the classroom is
consolidated. Allow ample “down time” for daydreaming and pondering.
Lost and Found
The school is not responsible for lost clothing or personal items. There is a Lost and Found
Basket on the front porch for personal belongings such as clothing, books, lunch boxes, hats,
jackets, etc. Several times each school year, the basket is cleaned out and unclaimed items
leave the school! Labeling clothing and belongings with the child’s name makes retrieval much
easier.
Birthdays
The kindergarten celebrates each child’s birthday with a beautiful birthday ritual that includes the
birthday story, a gift from the teacher and original cards from classmates. Parents and
grandparents are invited to attend.
Grades teachers will inform you of the birthday rituals they have created for their class.
We ask that children not bring birthday presents to the school since we do not want to set a
precedent for every child buying a birthday gift for every classmate. Birthday invitations should be
sent through the mail unless all children in the class are invited.
First Grade Readiness
First grade readiness is the foundation of a successful school experience for each child. Between
6 and 7 years of age children begin to show signs of readiness, indicated by many physical and
behavioral changes such as:
 Willingness to accept a teacher as an authority figure.
 Physical appearance changes; i.e. change of teeth, bodies become lean.
 Certain co-ordination skills are developed; i.e. skipping, ability to throw and catch a ball,
hop, and increased sense of balance.
 Drawing becomes more harmonious and fine details are included.
 Listening, concentration and comprehension improve and extend in length of time.
 Children strive to do activities in a more precise way.
 An interest in words and sounds develops.
A conference between the Kindergarten teacher and the parents takes place in the last few
months of the year to discuss the child’s progress and make recommendations for the following
year.
Special Needs Children
Although the Waldorf curriculum embraces a multi-sensory approach to teaching, it is not
intended to accommodate children who have special learning needs. While many children with
special needs have had positive experiences at the school, in the final analysis, the teacher
decides who will be accepted into each respective class.
If there is an indication of learning difficulties or behavioral problems, a teacher may suggest
some recourse. It is expected that parents will follow any advice given to them. In order to
promote healthy academic progress as well as emotional and social well being, any indication of
a learning disability should be dealt with quickly and professionally.
Television
As an integral part of its mission, the school takes a strong stance against the inappropriate
exposure of children to the harmful effects of television, videos, computers, and other electronic
devices that undermine and work directly against the healthy growth of essential learning
capacities in the formative years of childhood.
Teachers strongly advise that students not watch television or videos in the home or operate any
video games. This will assist in their adjustment to the heightened level of discipline being
established.
Waldorf education strives to nurture and protect the warm, human authority and interaction that is
important for the child’s development and to encourage the development of the imagination,
which is the vehicle for learning and growth. In general, for young children, Waldorf schools
strongly discourage television viewing, using video games, reading comic books or any other
activities that provide caricatured, grotesque images rather than beautiful and wholesome ones.
In addition, radio, while lacking the visual impact of television, exposes younger children to music
and accounts of news events that are inappropriate for any but the much older child.
Anything that provides images for children tends to affect them deeply. Children carry these
images into their play and conversations, which then influences other children as well. The
following books, available through the school store or www.amazon.com, are suggested for those
interested in pursuing this subject further:
* 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
Research has shown that watching television and videos shortens the child’s attention span and
reduces his powers of imagination. TV violence, sex, and cynical language affect the child’s own
behavior. There is strong evidence for the negative effects of rays from the cathode tube on brain
development and on the eyes. For these reasons, we believe the children should be protected
from watching TV.
If you choose to allow TV viewing at home, your child may well exhibit speech and behavior at
school that teachers will have to censure.
Suncoast Waldorf School, as an advocate for the health and well being of children, strongly feels
that there is no place for regular media exposure in the life of students. The adverse effects of
media are apparent in the social and academic realms of the classroom. Obviously children
cannot be insulated completely from the realm of television, movies, and computers. However,
children who experience media in their own home or on a daily basis display attributes that are
not healthy for the school. Therefore teachers at Suncoast Waldorf School reserve the right to
refuse services to families that do not align themselves in this regard. Suncoast Waldorf School
does understand that there will be an appropriate time and place for the electronic medium, just
not during the vulnerable years of early childhood.
Computers
Children learn best through direct physical contact with the world around them and activities that
engage the body, soul and spirit. Upper grades students may begin to use computer technology
to this end with the understanding that computer technology is a machine programmed by
humans.
Car Radios, Tapes, etc.
Ideally, the ride to school is quiet and undisturbed by news of the world or stimulating music and
radio talk. Children need a chance to awaken slowly and to be with their thoughts and
daydreams.
Cell Phones
Cell phones may not be used by students on campus. It is preferred that adults not walk around
the campus using cell phones but rather find a private place to talk.
II.
Celebrations, Events, and Festivals
Observing seasonal turning points is one way Suncoast Waldorf School establishes a yearly
rhythm for the children and reminds us all of our connection to the natural world. The festivals of
the year are celebrated as conscious nourishment for the soul. Not only do these celebrations
enable humanity to reach out to the spiritual world, but also help the spiritual world to reach us
from the cosmos. Festivals are celebrated with beauty and reverence, evoking the mood of the
event through art, music, stories, poems, and songs.
The festivals are celebrated in different ways, some by class, some only by the children in the
school, others to include family and friends. Parents will be notified when celebrations include
them.
Michaelmas
Michaelmas is an early autumn festival. It is observed with stories, recitation, and music
containing themes of courage, inner strength, will, and deeds of goodness. Named for the
archangel Michael, conqueror of the powers of darkness, Michaelmas has been celebrated since
the fifth century.
As we pass the autumnal equinox and long days give way to increasing darkness, we must renew
strength and courage. This demands inner activity and a renewal of soul, which is brought to
consciousness by the Festival of Will, Michaelmas.
Advent Spiral Garden
As the waning days of autumn reach their darkest at the winter solstice, we yearn for the return of
warmth and light. At this time of year many cultures celebrate the holidays, seeking to renew both
the inner and outer light in their lives. This is observed through Advent, with kindling of candles in
a spiral of evergreens inspiring reverence and wonder.
May Faire
The May Faire is held outdoors and includes a May Pole dance and making of flower crowns.
Once again the Faire gives us a wonderful opportunity to welcome visitors and show them the
depth of what our school has to offer.
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III. Policy on Discipline
The purpose of discipline
Discipline at Suncoast Waldorf School flows naturally from Rudolf Steiner’s knowledge of child
development and it is an intrinsic part of the Waldorf curriculum through:
Classical stories and biographies
The use of pedagogical stories that the teacher creates for specific children and situations
Immersion in the harmonizing arts of painting, drawing, modeling and music
The use of drama
The use of specific playground games that address social issues
Additionally, we teach discipline in an extrinsic way by clearly stating the expectations, practicing,
reviewing and having children “do-over” particular behaviors. Discipline is for the purpose of
aiding in the moral development and character building of the students, protecting health and
safety, facilitating schoolwork, promoting courtesy, protecting property and developing in the
students an aesthetic sense of order and rhythm. We seek to meet not only the needs of the
individual student, but the overall needs of the whole student body so that a healthy social life is
developed in the school.
General Code of Conduct
Suncoast Waldorf School has school-wide discipline that does not vary from classroom to
classroom. When students step onto the school grounds they are expected to exhibit behavior
that is compliant, respectful and polite. Suncoast Waldorf School is a place of respect and
learning and behaviors that are not polite, respectful and compliant will not be allowed. So that
students are very clear about what the school expects, the following Code of Behavior has been
adopted:
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Speak and act in a respectful manner toward everyone
Meet all class work expectations
Meet all class behavior expectations: such as raising hands to speak, remaining in seat
Not run or make noise inside the school buildings
Ask permission to leave the classroom
Not leave the school grounds unattended
Comply with directions from any teacher or staff member
Come to school dressed appropriately for school work
Take good care of school property
Have correct speech
Act with courtesy and good manners at all times
In the case of extreme misbehavior that is deemed unsafe for others, the school reserves the
right to dismiss a student from the school.
The way in which teachers respond to a situation that requires some disciplinary response
depends first and foremost on the age of the child. Honoring the developmental stages that are
an inherent part of childhood, the character of the response will be in keeping with these stages.
For example, young preschool and kindergarten children are simply redirected while lower grades
children are presented with imaginative pictures and loving reminders. After the nine-year
change, responses are more consequential. Upper grades children who are now
developmentally capable of understanding cause and effect will experience a more direct form of
disciplinary response as listed below. Knowing that discipline cannot be a “one size fits all”
matter, teachers will always consider the temperament of the individual child and will strive to be
just and fair at all times with a response that is “warmly strict.”
Social Inclusion Program
It is the solid intention of Suncoast Waldorf School that all students will feel safe and included and
towards that end, the Social Inclusion Program to address any incidents of bullying or social
exclusion has been adopted. This program has specific procedures to follow the moment that
teachers or staff is aware of any bullying or social exclusion. The program is based on the belief
that children who bully and exclude can change. While the program helps them to face the
implications of their actions, it does not heap blame and shame on them but rather is a nonpunitive approach that helps adults give love and compassion when children need it most.
Children who are targeted are protected and counseled by adult facilitators and trained peers and
are taught strategies for responding to bullying and excluding behaviors. Steps include:
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meeting separately with the bullying child and the targeted child
forming a circle of friendship around targeted children,
enacting specific strategies to foster empathy, perspective and self-monitoring in the
bullying child and, when necessary,
conducting a full meeting that includes both the bullying child and the targeted child along
with adult facilitators and trained peers.
When necessary, a “Circle of Support” meeting is held with the involved faculty, social
inclusion facilitator and parents of the bullying child to bring understanding of the child in
all his/her aspects and to strategize ways of changing the behavior.
Discipline in the lower school
Teachers will handle cases of misbehavior in ways that are appropriate to the specific situation
and to the age and temperament of the child. Most situations are minor and are remediated
through healthy interaction between teacher and student in the classroom, playgroup or social
setting. Teachers in the early childhood program handle discipline through redirection, strong
rhythms throughout the day, week, and year, and through the art of eliciting imitation from the
young child. In the lower grades of the school teachers evoke from the children a love of
authority; they use imaginative pictures to correct behavior; and they develop classroom
management techniques to prevent misbehavior before it happens.
In some cases further intervention and parent notification and participation in ameliorating a
behavior may be required.
Discipline in the upper grades, 6th, 7th and 8th
Upper grades teachers will also first and foremost be teaching discipline by reminding, practicing,
reviewing and requiring “do-overs” and they will be using strategies to prevent misconduct.
However, a more consequential process of correcting behavior will be used for these older
children who are now learning the meaning of cause and effect. Teachers will be careful not to
single out students in a way that is embarrassing and will engage them in one on one
conversations to address misbehavior.
Consequences will include, but will not be limited to:
 Discipline slips to be signed and returned by parents as a way of notifying parents of
unacceptable behaviors
 Detentions that can be held after school, on Saturdays or during recess
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Loss of privilege
Written assignments and/or research
Community service inside or outside the school
Removal from the classroom
Work to restore any damaged property
When there is an accumulation of discipline slips (3 or more) for a student in one particular area,
a meeting will be called between parents, the class teacher and one or two other teachers or staff
acting as facilitators and note takers. The purpose of this meeting is for strategizing ways that
teachers in the school and parents in the home can work together to bring about a change of
behavior in the child. Participants will look at both the strengths and the challenges the child
exhibits. A two-week follow-up communication either by phone or meeting will be held.
Policy for Adult Behavior/Guidelines for Parents on Campus
This policy addresses the standards we wish to establish for all adults who enter our school
grounds. We wish to make sure that all adults support the children through thoughtful and careful
monitoring of their conversations and actions.
All adults who come on to our school grounds are to maintain a respectful manner of speaking to
children, to teachers and to each other while on our campus. Rude, aggressive or obscene
language toward anyone, especially to children, will not be permitted. Further, we will not allow
anyone to strike, in any manner, a child, an adult or a pet, or property while on our school
grounds.
In addition we want to caution all adults, while on campus, to be mindful of the content of their
conversations while the children are able to overhear them. It is preferred that adults not walk
around the campus using cell phones but rather find a private place to talk.
Anyone on our faculty or staff or even any parent who observes another violating these standards
of behavior, should first politely request that the offender cease immediately. If this does not
affect a change in the other’s actions, an incident report should be filled out and filed with the
office. Our Governance Council will follow up with any further action if necessary.
Sexual Harassment Policy
In compliance with federal, state and local laws, Suncoast Waldorf School prohibits sexual
harassment in any form by anyone. Suncoast Waldorf Association will not tolerate the harassing
of an employee, student, or applicant for employment. This policy applies to all persons,
irrespective of their position in our business or school.
Sexual harassment is defined as follows: Unwelcome sexual advances, requests for sexual
favors, and other verbal or physical conduct of a sexual nature constitute sexual harassment
when (1) submission to such conduct is made wither explicitly or implicitly a term or condition of
an individual’s employment or enrollment, (2) submission to or rejections of such conduct is used
as the basis for employment or enrollment decisions affecting such individual, or (3) such conduct
has the purpose or effect of unreasonably interfering with an individual’s work or educational
performance or creating am intimidating, hostile or offensive work or educational environment.
If you believe you have been the victim of sexual harassment, you should inform the
administrator, or board of Trustees. Your situation will be treated confidentially on a need-to-know
basis and will be promptly and thoroughly investigated. If the result of the investigation indicates
that corrective action is called for, such an action may include disciplinary measures ranging from
a warning to the termination of the employment of the offender.
Duty to Report Misconduct and Reporting Procedures
All employees and agents of the Suncoast Waldorf School have a duty to repot misconduct by:
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Classroom teachers
Instructional paraprofessionals
School administrators
Substitute teachers
Librarians, social workers or counselors
Special instructional contractors
If an allegation of suspicion of misconduct comes to the attention of any employee or agent of the
Suncoast Waldorf School, the person must:

Contact the school administrator or Board of Trustee president within 48
hours;

Upon which the Board president will convene an emergency meeting of the
Board with the Faculty Chair or faculty designee present within 72 hours after the
date on which the subject matter of the complaint came to the attention of the
school.
Misconduct Affecting the Health, Safety or Welfare of a Student
When an allegation of misconduct by instructional personnel or school administrators is received
and if the alleged misconduct affects the health, safety or welfare of a student, the Board of
Trustees of the Suncoast Waldorf School may act to immediately suspend the individual from
regularly assigned duties and reassign the suspended individual to positions that do not require
direct student contact. The Suncoast Waldorf School will notify the Department of Education,
Office of Professional Practices Services of any legally sufficient complain of misconduct affecting
the health, safety or welfare of a student within 30 days after the date on which the subject matter
of the complaint came to the attention of the school.
Part Two: Parent Involvement
I.
Parent -Teacher Communication
Contacting Your Child’s Teacher
Formal conferences and class meetings are by no means the only times for parents and teachers
to communicate. Teachers appreciate hearing about major and minor events that affect a child’s
work or behavior and are always ready to discuss a parent’s questions or concerns. A note or
phone call to the school can help arrange a convenient time to talk. Most questions and concerns
can be handled directly by the Class Teacher. However, in some cases parents have questions
that relate to the larger school community. (See page 20, Where to go with Questions and
Suggestions.)
Home Visits
Teachers and parents have found that a harmonious relationship between the home and the
school is usually reflected in the student’s work, attitude and behavior. Teachers will contact
families for brief visits.
Parent Teacher Conferences
At least one parent/teacher conference will be scheduled during the school year. Teachers will
inform you of when these will take place. As the conference is intended to be between the
teacher and parents, children and younger siblings should not accompany the parents. These
conferences are an opportunity for parents to review the child’s and the class’s progress, and to
share concerns, impressions and suggestions. Additional conferences may be scheduled as
needed.
Class Meetings
Class Meetings will be held periodically throughout the school year, giving parents a hands-on
experience of the curriculum and a chance to discuss issues pertaining to the classroom or the
developmental stage of the children. It is expected that an adult from each family attend these
meetings. Please notify the teacher if you are unable to attend.
Student End-of-Year Reports
Annual reports, characterizing each child’s individual development and detailing his or her
academic and artistic work in all subjects, are sent home following the end of the school year.
Teachers do not give letter grades. Kindergarten teachers do not provide an academic review of
their students.
Parent Questions and Concerns
See page 20, Where to go with Questions and Suggestions.
II.
Parent Participation
Like thousands of other parents around the world, you have chosen Waldorf education for your
child, and we ask that you actively support the work of your school. Every Waldorf school is
unique, but like most schools, each is composed of interrelated groups: the faculty, the
administration, parents, the board, and students.
It is the role of parents to support their school both morally and financially. The ideal for any
Waldorf school would be that individuals take responsibility for the whole by contributing as much
as they are able on their own initiative.
Service Hours Credit
Suncoast Waldorf School relies heavily on support from the community. Each family is required to
perform 40 hours of community service OR make a monetary donation (in lieu of service time) to
the school. Work is valued at $15 per hour. Hours served are recorded by each family in the
Service Hours Log kept in the “Parent Information Center” right inside the front door. (Red
cabinet)
For The Class
There are many opportunities for parents to help the class teacher. Each teacher will let parents
know how their help can be most beneficial through class meetings, sign-up sheets and class
newsletters. Examples of volunteer activities include setting up phone trees, helping with
costumes, filing artwork or purchasing needed supplies. Generally, parents are invited to help set
up and clean the classrooms at the beginning of the year and clean up at year-end. Throughout
the year, parent volunteers organize classroom celebrations, class picnics, Holiday Faire efforts
and parent gatherings – and supply refreshments for all of these events.
Designated Class Parents
Teachers invite two or more parents in each class to serve as Designated Class Parents to take
on such responsibilities as setting up refreshments for class meetings, starting phone trees or
organizing parents to help the class. Class Parents’ responsibilities vary from class to class.
School Committees
Parents may serve on one of the committees of the school: Marketing, Finance, Beautification
and Safety, Development, Fundraising, and Festivals. You may also sign up for individual tasks
for these committees.
Parent Council
The purpose of the Parent Council is to nurture and tend to the social sphere of the school. This
structure in the process of formation and the goal is to facilitate clear communication between
parents, faculty and administration. Each class has a Parent Council representative, who attends
the Council meeting monthly. Parent Council meetings are open to the entire community.
Handwork Groups
Handwork groups may meet throughout the year to make items for the Holiday Faire and school
store. In these groups, parents get together, learn new crafts and art projects, and contribute
their time and talents to the school. Projects may include knitting, making dolls, stuffed toys or
ornaments, woodworking, etc.
School-wide Fundraising
There are two major school-wide fundraising events: The Holiday Faire and the Spring
Auction/Dinner. In addition, we will have smaller fundraisers such as “The Race for Suncoast
Waldorf,” and “Equal Exchange.” Parent volunteers are crucial to the success of these events,
which contribute an estimated $20,000 to the school budget each year.
Annual Giving Campaign
The generosity of our parents making pledges of gift money over and above tuition has sustained
our school in hard economic times. Gifts this year will make it possible to bring an expanded
strings program, and for the first time in the history of our school, a full eurythmy program.
Additionally, we will be able to support an after care program for the younger children.
III.
Sources of Information
There are many sources of information both about our school and about Waldorf education. Here
are some of them.
Parent Handbook
This is it. The Handbook can serve as an introduction to many aspects of the school and a
resource for reference throughout the year. We review it periodically, provide updates, and
welcome your comments. Please contact the office to provide information or corrections.
School Directory
The School Directory lists the names, addresses, e-mail addresses and telephone numbers of
students by class. It also lists the names and telephone numbers of Teachers, Staff, and Board
Members. The school will give a copy of the School Roster to each family at the beginning of
each school year. Please respect its purpose as a private and valued school publication. It is for
the personal use of the school community.
Suncoast Bulletin
The Bulletin is an in-house communication organized for our school community. The school office
will publish it weekly. Items of interest may be submitted to the school office by Tuesday at 3:00
pm of each week.
Class Meetings
Class meetings provide an opportunity to learn about the curriculum for your child’s class and
give insight into the developmental stages the children are likely to experience during the year.
Parent Education Opportunities
Opportunities for parent education abound. The school strives to serve as both a source of
education and cultural renewal. It sponsors lectures and workshops throughout the year.
Several study groups meet regularly, at the school as well as in private homes. Handwork groups
are a way for parents to learn about and practice some of the handcrafts that are part of the
Waldorf curriculum. Your entire family can learn from, enjoy and grow through connection with
the school and the doors it opens for you.
Renewal Magazine This twice yearly publication from the Association of Waldorf Schools of
North America (AWSNA) is filled with current articles on Waldorf education. A must read for
parents. Subscriptions are $13.00 a year. Ask at the office and view the current publication.
Books to Borrow
The school has books about Waldorf education, anthroposophy, child development and other
topics of interest to Waldorf parents. Some of these books are available on loan and must be
checked out by someone in office, while others are for purchase.
Association of Waldorf Schools of North America
The Association of Waldorf Schools of North America (AWSNA – www.awsna.org) provides a
network of support for Waldorf education through programs and activities for Waldorf teachers
and schools throughout North America. More than 150 independent Waldorf school, including
ours, and nine teacher training institutes are part of AWSNA. Among its many activities, the
organization holds conferences and workshops for teachers, parents, trustees and
administrators. It also publishes Renewal, a semi-annual educational journal for the public with
articles on Waldorf philosophy and curriculum, child development and parent- school topics.
Our Website
www.suncoastwaldorf.org
Bibliography
See the list of books in Section IV.I. of this document.
Part Three: School Organization and Curriculum
I.
School Organization
The Faculty, Board of Trustees, and the Administrative team work together, with the assistance of
the Parents, to support the life and well being of our school. Like other Waldorf schools, our
school has a collaborative form of leadership. While this may seem unwieldy at times, it allows
those most intimately connected with the education, the students and the parents to make
decisions regarding school policy and the long-range direction of the school. It is most effective
when students, parents, teachers and staff work together as members of a community – with a
fundamental respect for each individual, and for the special and distinct roles and responsibilities
of each individual component of the community.
Faculty
The Faculty is primarily responsible for bringing to life the content of the Waldorf school
curriculum in the classroom. Responsibilities also include all pedagogical concerns, the
educational policy, child study, anthroposophical study, artistic study, parent conferences and
recruitment and hiring of teachers for Board approval.
The Faculty meets weekly on Thursday afternoons to study together, do artistic work, share
classroom experiences, do formal child studies, and participate in committee work.
Concerns can be addressed to your class teacher, faculty chair, or the Administrator. All concerns
are addressed in a timely manner.
The Governance Council is the decision-making body of the faculty, overseeing faculty
responsibilities in the areas of teacher mentoring, teacher development, hiring, and all business
matters of the faculty.
Board of Trustees
The Board of Trustees of Suncoast Waldorf School carries the legal and financial responsibilities
of the school and its function includes the following: legal incorporation, financial overview,
budget review/approval, fund-raising - both capital and operating, the planning of all new building
development, and acting as an advisory to the faculty on general issues.
The Board is composed of parents, faculty, and outside community members. It meets the third
Monday of each month and has open attendance unless the agenda is addressing confidential
matters. Please contact the school office for dates and time of meetings if you desire to attend.
Administration
The Administration oversees the daily operation of the school office, carries out the policies of the
Faculty and Board and assures clear communication among all facets of the school community.
Where to Go with Questions and Suggestions
Please raise them! Parents often have questions, concerns or suggestions about a child or about
the school in general. Clear and prompt communication is vital to the children in the classroom
and to the interests of the community at large. If something seems amiss, act quickly. Delay
makes matters worse for everyone. In most cases it is helpful to speak directly to the individual
involved to see if things can be cleared up. If you are unsure whom to talk to about your
concerns, see the Appendix. Remember, we are all working toward the common goal of the
welfare of the children and the community.
Conflict Resolution Process
It is understood that professional and personal issues arise within any community. How a
community deals with conflicts is critical to the health and growth of the community. To prevent
unhealthy undercurrents within the school and to curb the tendency to resort to gossip the
following procedure has been developed. It is founded upon the premise that all conflicts should
be handled first by the parties involved.
1. Always go directly to the individual involved with your concern.
2. For help in addressing your concern to an individual call upon any member of the
Governance Council to arrange for a meeting between you and the individual. The
Governance Council, acting as Resolution Committee, will set a meeting between the parties
involved and see that a facilitator is present to assist.
3.
For general concerns about school finances, legal questions or policies, see the
Administrator
4. For general concerns about teachers, students or the curriculum, bring the matter to the
Faculty Chair
II.
The Waldorf Curriculum
Parent and Child Playgroups (Merrily We Meet)
Parent and children meet for 21/2 hours weekly to enjoy a peaceful morning enriched with song,
verse, snack, and play. Within the framework of Waldorf Education, we explore and deepen our
understanding of child development. We will learn from sharing our insights and observations, as
well as having readings and discussions of articles that explain these approaches toward the
young child. Handwork projects for the adults enrich our experience of the seasons.
The Kindergarten
The Waldorf Kinderhaus is a kindergarten for children aged 3 years through 6 where young
children are free to unfold their imaginations through play, develop social skills and experience
many practical activities for them to imitate. In this nurturing, homelike environment, children
have the opportunity to develop and grow as they approach the threshold of the elementary
grades. Children must be potty trained.
Children from birth to seven years old are deeply affected and shaped by impressions of the
people and environment around them and learn primarily through imitation. Waldorf teachers
provide their students with examples of goodness that are worthy of imitation in a warm,
protected and beautiful setting. They encourage creative play as the natural mode of learning.
This fosters physical coordination, imaginative thinking, and important social skills. In addition, a
rhythm of practical activities strengthens the will and meets the very young child’s fundamental
impulse to learn imitatively through doing.
The Grade School
Children between the ages of 7 and 14 learn primarily through their feelings for those who teach
them, whom they come to love and trust and with whom they develop a long-term relationship.
Waldorf class teachers uniquely foster continuity in the lives of their students by staying with their
class groups ideally for eight years. The children come to sense how their teachers as lifelong
learners are engaged in the daily creation of new and exciting lessons about the beauties and
wonders of the world. The contagious enthusiasms of their adult role models sparks their own
continual interest, imparts valuable habits, and engenders reverence for life and a respect for and
love of learning. Children of this age remember best whatever has stirred their feelings and
respond to lively lessons that have the elements of movement, rhythm, and repetition. The arts
play a predominant role in engaging students in heartfelt and memorable experiences. These
stimulate creative imagination and promote a healthy emotional growth, self-motivation, and
connection with the world.
Over the course of the elementary school years, Waldorf teachers act as pedagogical and social
artists who integrate the arts--language, visual, musical, and movement-- with a plenitude of
science, mathematics, geography, and history. A comprehensive academic program is firmly
based on live experience. The developmental needs of children are met by gradually leading
them from a more imaginative, pictorial mode of learning to one involving the emergence of
concepts and ideas. From age twelve onwards, teachers increasingly provide stimulus to a
growing thinking capacity, powers of reason and budding idealism and search for truth.
The Main Lesson
A central feature of every Waldorf School is the Main Lesson that occurs during the first two
hours each morning. During this period, each class concentrates on one particular subject for a
block of three to four weeks. That subject is then set-aside for a time and another one taken up.
This allows the class to keep a single focus and to go deeply into a subject for a time. Alternating
subjects in this way give a healthy rhythm to the process of learning. The class teacher teaches
all the main lesson blocks to his class from grades one through eight.
Outline of the Main Lesson Curriculum
First Grade:
* Language Arts: introduction to letters and their sounds, poetry recitation and drama
* Form Drawing and writing the capital letters
* Arithmetic: introduction to the qualities of numbers, addition, subtraction, multiplication and
division
* Fairy tales and nature stories
Second Grade:
* Language Arts: continued writing practice, reading, poetry recitation and drama.
* Arithmetic: practice of the four processes; learning math facts and tables
* Animal Fables, Legends of the Saints and nature stories
Third Grade:
* Language Arts: basic elements of grammar, spelling, reading, beginning composition
* Arithmetic: continued practice of four processes, weights and measure
* Old Testament stories
* House building, Farming, and Home Crafts
Fourth Grade:
* Language Arts: spelling, reading grammar, and composition
* Arithmetic: introduction to fractions and practice of all operations
* Local geography; the home state and surroundings
* Human and Animal Study (zoology)
* Norse Myths
Fifth Grade:
* Language Arts: continuation of all prior work; written reports
* Arithmetic: introduction to decimals and practice with operations)
* United States geography
* The Plant Kingdom (botany)
* Ancient myths of India, Persia, Egypt, and Greece
* Ancient Greek history and Olympic training
Sixth Grade:
* Language Arts: vocabulary, grammar and composition, reading, poetry
* Arithmetic: introduction to percentages, practice with all processes
* Geometry: formed with instruments
* Physics of sound, light, and heat
* Astronomy
* Geography of Europe
* Roman and medieval history
Seventh Grade:
* Language Arts: vocabulary, grammar and composition, reading, poetry
* Arithmetic: powers and roots, signed numbers, and practice of all operations
* Algebra
* Geometry
* Physics of mechanics
* Human Physiology: the organs and systems
* Chemistry: acids, bases, and salts
* Geography of Asia and the Middle East
* Renaissance and Reformation history
Eighth Grade:
* Language Arts: vocabulary, grammar and composition, history of language, reading, poetry, the
short
story
* Algebra
* Geometry
* Physics of electricity and magnetism
* Chemistry: study of foods and Human nutrition
* Physiology: the skeleton, the brain and nervous system
* Geography of Asia and the world
* American and modern history
Other Subjects
Foreign Languages
Waldorf schools include two modern foreign languages from different language groups in the
curriculum. Our ideal program includes Spanish and German. This year, we are offering German.
Beginning in grades one and two, the children experience the foreign culture through songs,
verses, stories, and games. Gradually the written language and grammar are introduced,
culminating in reading, writing, and conversation in the middle school years.
Music
Singing is a part of every school day. Starting with simple melodies in the early grades, the
children advance to learning rounds and songs with two or more parts. The Main Lesson teacher
leads this daily activity and also introduces the children to the pentatonic flute beginning in the
first grade.
Art
The class teacher gives regular instruction in drawing and watercolor painting through the grades.
In the early grades painting is non-representative; children are immersed in the experience of the
different colors and learn the quality of each. Beginning in fourth grade, painting lessons are often
related to the subject being taught in the main lesson. Beeswax modeling is part of the first three
grades and clay modeling, veil painting, drawing with charcoal and pastels, and other art forms
are also part of art lessons through the middle grades.
Form Drawing
Form drawing is taught in grades one through five as part of the main lesson or in a period of its
own. Forms of various kinds are drawn, beginning with straight and curved lines in first grade.
This is the foundation for the child learning to write and provides very important practice in eye
hand coordination, so vital to neurological development. By third grade the forms become quite
complicated and help to develop the child’s spatial orientation and sense of balance and
proportion. In fifth grade, with this experience behind them, the children practice free hand
geometry. By sixth grade the students are ready to execute detailed geometric forms with
compass and straight edge.
Eurythmy
Eurythmy is a form of movement developed by Rudolf Steiner. On the stages of Europe it has
become a well-known dance form, on a par with ballet. Children take eurythmy once a week from
Kindergarten on. Speech eurythmy makes visible the elements of music, for example, pitch,
interval, major, and minor. Eurythmy gestures and movements allow children to develop balance,
spatial coordination, fluidity, and grace. In the later grades, it gives them a way to understand the
formative powers at work in language and music and to express in archetypal gestures a wide
range of feelings.
Handwork
Each class learns handwork from the first grade on to strengthen the child’s will and develop fine
motor skills and the related brain functions that are the foundation for thinking. Handwork skills
taught through the grades include: knitting, purling, crocheting, spinning and simple weaving,
cross-stitch, four needle knitting, doll making, hand sewing, and machine sewing.
After School Classes
Children may participate in a variety of after school classes offered by individuals from the wider
community. Parents will have an opportunity to register for these classes during the All School
Orientation.
III.
Enrollment and Financial Information
Application and Enrollment Process
Re-enrollment Policies
Information for re-enrollment for the new school year will be brought soon after the first of the
year in 2012 so that our re-enrollment process can be completed by April 30th of each year. A
$500 deposit is paid to secure a place.
Evaluation Period
A 90-day evaluation period for new students will allow both the teacher and the parents to
determine if the school is able to meet the child’s needs.
Financial Information
Tuition
The Finance Committee reviews tuition annually. Current application policies and tuition
schedules are available from the school office. Tuition may be paid annually, semi-annually or in
12 monthly payments. Tuition payments are due no later than the fifteenth day of the prior month
with the first payment for the new school year being due June 15th.
Tuition Assistance
Suncoast Waldorf School makes all admissions decisions without regard to financial status, and a
limited amount of financial aid in the form of partial tuition assistance is available for families who
demonstrate need. In determining need, the guidelines of the School & Student Scholarship
Service (SSS) for Financial Aid are used. It is important to note that Suncoast Waldorf School
may not be able to accommodate all financial aid applicants in a given year.
The school works very diligently to provide eligible families with financial assistance for tuition.
Applications are due on or before the enrollment / re-enrollment deadline. Families must write a
letter of request and submit two years’ tax returns and the latest pay stubs of all working
members of the family,
Late Payment Policy
Tuition payments are due no later than the fifteenth of day of each month and a $50 late fee is
charged on the 20th
Withdrawal
Parents who intend to withdraw their children from the school must inform the school in writing.
The student’s records will be sent to the next school following receipt of any outstanding tuition
and fees. Parents will be contacted and asked to give an exit interview.
IV.
Suncoast Waldorf School Faculty
Founder/Director
Barbara Bedingfield
Administrator
Richard Alday
Director of Early Childhood
Kelly Ford
Parent/Child Playgroups
Karen Hartman
Rose Garden Kindergarten
Rita Lucia
Veronica Alday
Butterfly Kindergarten
Carolyn Friedman
Angela Neff
First Grade
Kendall Potts
Second/Third Grade
Dania Allen
Fourth/Fifth Grade
Kristin Schmitt
Sixth Grade
Ryan Thompson
Seventh Grade
Jules Fox
Games/German
Michael Kian
Spanish
Blanca Rossano
Handwork/Eurythmy
Judyth Pisani
Violin
Roberta Stevenson
Georges Gallandre-Lebhar
Chorus
Constantine Grame
After Care
Connie Harper
After School classes
Sheila Kilpatrick
Rachel Gause
V.
Suncoast Waldorf School Board of Trustees
Barbara Bedingfield
David Livingston
Elizabeth Barr
Jai Hambly
Keith Ford
Rich Piotroski
Maureen Quinlan
Melissa Alday
Nick Ivanov
Richard Alday
Ryan Thompson
Terrence Stapleton
Charlotte Abington
VI.
Go-to Contact list
Administrator
Faculty Chair
Human Resources
Development
Marketing
Enrollment
Fund Raising
Bulletin
After School Classes
Parent Council
Web Site Managers
Richard Alday
Ryan Thompson
Ryan Thompson
Barbara Bedingfield
Linda Silva Hall
Kelly Ford
Erica Etjeke
Cara Sutherland
Sheila Kilpatrick
Rebecca Thompson
Brenna & Gareth Arch
Part Four: Resources and Other Information
I.
Bibliography
727 560-0040
813 440-0368
813 440-0368
727 581-6195
727 432-7991
727 581-6195
727 326-2660
813 503-8311
727 409-7100
813 995-3809
727 507-0566
To learn more about Waldorf education and the philosophy and thought that are behind it, you
may wish to consult one or more of the following sources.
II.
Child Development
Baldwin, Rahima. You Are Your Child’s First Teacher. what parents can do with and for
their children from birth to age six that will enhance their development without negative effects at
a later age.
Harwood, A.C. The Recovery of Man in Childhood. a detailed introduction to Waldorf
education.
Koepke, Hermann. Encountering the Self: Transformation and Destiny in the Ninth
Year. a clear explanation of the changes in the life of a child between the ninth and tenth year.
On the Threshold of Adolescence: The Struggle for Independence in the Twelfth Year
the story of how a young Waldorf teacher comes to terms with the changes in and struggles of
her students.
Staley, Betty. Between Form and Freedom. a wealth of insights about teenagers and
the issues they face.
III.
Waldorf Education
Barnes, Henry. An Introduction to Waldorf Education, a collection of articles by noted
Waldorf educators.
Carlgren, Frans. Education Towards Freedom, an introduction to Waldorf education with
pictures and a survey of the work of Waldorf schools throughout the world.
Childs, Gilbert. Rudolf Steiner: His Life and Work a concise illustrated biography, which
describes many of his ideas and how they have been put into practice.
Clouder, Christopher and Rawson, Martyn. Waldorf Education, a basic introduction to
the Steiner Waldorf School and the philosophy and ideals behind it.
Petrash, Jack. Understanding Waldorf- Education from the inside out. an easy read for
understanding Waldorf.
Spock, Marjorie. Teaching As a Lively Art, an introduction to changes in child
development and curriculum for each year of the Waldorf elementary school experience.
Steiner, Rudolf. The Child’s Changing Consciousness. a thorough and understandable
picture of Waldorf education and child development.
The Education of the Child, a short introduction to Waldorf education.
Querido, Rene. Creativity in Education a description of and approach to awakening a
child’s wonder, gratitude and responsibility.
For additional titles, see Waldorf Education: an Annotated Bibliography by David S. Mitchell or
check with a Faculty member.