As we expand our faculty to meet the needs of our growing school, we are looking for a dedicated full- or part-time high school mathematics specialist with a particular aptitude for teaching Algebra and/or Geometry. Our ideal candidate possesses a degree in mathematics and Waldorf High School teacher training is highly desired. In addition we would like someone who is at ease with high school students as well as adults, and possesses a dynamic, engaging, deeply interested way of working with students and colleagues.

Qualified candidates must possess a minimum of a Bachelor’s degree. Interested candidates should fax, mail, or e-mail the following to Jennifer Tse, Director of High School Administration, at jtse@pasadenawaldorf.org:

Letter of interest and intention

Resume

Brief biography

I would like to share my personal experience. Keiko Murakami, who lost her house in the earthquake, is an instructor of Taiko, Japanese dance and flute at Kesennnuma. Since the earthquake, she has been volunteering her time to teach the children who also lost their homes and have been suffering in the aftermath of the tsunami. Since I knew of Keiko through a friend, I sent beautiful cards that our students made for the children, and they exchanged messages with us. I was particularly moved by one of Keiko’s messages. She said that there is still no place where the children can play or exercise safely, since huge piles of debris litter the area.  Many of them live in small temporary housing, and since they cannot enjoy the outdoors, they have a tendency to snack, and lead very sedentary lives. Given their inactivity and being forced to be indoors most of the time, the children are now tending toward obesity. Since I got this message, I have been thinking about building a gym at Kesennuma so the children could have a safe indoor space in which to play and exercise.

One day Dr. Inoo, the PWS Band Teacher, stopped by the language office, and by chance, I spoke about my dream to her. She suddenly said, “I am looking for some group in Tohoku that we can give the proceeds of our benefit.”  Right then, we agreed to take the proceeds from this concert to create seed money for the gym.

This Benefit Concert is to be held in March 10, 2013 at Bird Studio, Occidental College at 2:00 p.m.  I hope that many of the students will join and of course, all parents, families and friends.

Submitted by Hiromi Koyanagi, Japanese Teacher

The afternoon started with a panel presentation by Corby Gallegos, 9^th grade class advisor and language arts, drama and history teacher; Mark Dinan, geometry and chemistry teacher; Ted Masur, music teacher; and Molly Cleator, practical arts teacher.  Each spoke to the Waldorf high school difference.

The teachers spoke reverently of a Waldorf classroom and how they implement a curriculum designed to meet the high school students’ emerging interests and needs—even needs they may not perceive themselves!

For example, this was the first time for many in the audience to meet Mr. Masur.  He described a classroom filled with Waldorf students—who come with loads of musical exposure and talent—as well as students with no musical training.  He bridges that gap by cultivating foundational musical skills, working with rhythm and solfege, for example.

“How many of you have written a short story?” he asked the audience.  Nearly all raised their hands.

When he followed that question with, “How many of you have written a piece of music?” few raised their hands.  He described laying a musical foundation upon which students engage in the process of becoming creators of music.  Wow!

After the panel, students participated in a sample lesson in the fully-equipped science lab while parents enjoyed drama with Mr. Gallegos.

As a PWHS parent, I know that if my son chose a different high school experience, the chances that he would pursue any drama opportunities would have been… just about nil.  But a Waldorf curriculum doesn’t consider a high school education complete without using drama and the arts to embrace and explore who you are, how you carry your body, how you express yourself, how trying on different personas or expressive modalities may shape the way you feel, talk, breathe, live.  Corby walked parents through exercises in which we explored those very ideas.

After the lesson, parents and students switched places and parents tried their hand at working in groups and calculating liquid densities before (hopefully!) correctly layering tinted liquids in beakers.

As sample lessons finished, all milled in the third floor hallway over refreshments, posing and answering questions, enjoying conversations with the subject teachers, and gathering applications and materials.

Based on conversations in the hallway, it seems clear there’s a felt need in the larger community for a different approach to education—one that perceives the student as a whole person with more than merely academic or athletic needs, interests and aptitudes.  PWS seems to be growing PWHS at just the right time!

If you haven’t seen the new high school, consider visiting the William Carey campus when PWHS hosts the next open house on January 12 from 1:00-4:00 p.m.

-Submitted by Susan Birney on behalf of the High School Committee

Pasadena Waldorf School is seeking a full-time, Waldorf-trained First Grade Teacher who is comfortable and capable working with parents and children alike. In the large first-grade class we are expecting, most of the children have had one or two years in one of our two Kindergartens, and many have participated in our Preschool and/or our Parent-Child Program.

Applicants should fax, mail, or email a letter of interest, resume, three references including most recent school employer, and a brief biography as soon as possible to Daniel Hindes (Jobs2012@pasadenawaldorf.org).  Ideal candidates are friendly, open, well-spoken, fully trained in Waldorf education, hold a bachelor’s degree, and have already been successful teaching and enjoy working collegially in an established Waldorf school.

Pasadena Waldorf School does not discriminate on the basis of race, color, national origin, age, religion, political affiliation, handicapping conditions, or sex in its educational programs or employment.  No person shall be denied employment solely because of any impairment that is unrelated to the ability to engage in activities involved in the position or program to which application has been made.

 Our most profitable Faire area needs your participation.

This year the Silent Auction tent will become the magical “Holiday Boutiques & Auction House.”  The auction will be sectioned into chic, small shops.  Each area will be designed to resemble cute boutiques, and each will have their own “salespeople/volunteers” who can help visitors find what they are looking for.  We want to make this a holiday shopping destination!  Most items will also have a “buy now” feature that is about a 20% discount off retail.  The Silent Auction is our most profitable fundraising effort at the Faire; let’s make our fresh approach outstanding.

Can you help us fill our boutiques with fantastic items?

• Do you have something great to donate?
• Can you make something wonderful or do you know someone who can?
• Do you have a favorite store or restaurant you frequent that might give a gift certificate?
• Do you have high-end, gently used clothing to donate?

We need gift certificates to fabulous restaurants, bottles of wine, gift cards to places like Whole Foods and Vroman’s Books, and gift certificates for jewelry stores and clothing stores.  See our complete list below….

Art Gallery – One-of-kind sculptures or ceramic pieces

Chic Boutique – Gently used high-end clothing, vintage pieces, new clothing, shoes, clothing store gift certificates, men’s items, sunglasses, hats

Jewelry Box – Jewelry! All jewelry items are best sellers, including beautiful, gently-used pieces

Beauty Bar – Make-up, lotions and potions

Edibles & Drinkables – Wine, cheese, restaurant gift certificates, artisan food offerings, backyard and homemade treats, wine tasting, dinner parties

Entertainment & More – Season passes or tickets to sporting events, museums, concerts, symphonies, vacation properties

Unique Experiences – Bird walk, hot air balloon ride, boat trip, geology hike and whatever else you can dream up

Home & Garden – Items for the home, camping equipment, furniture, things for pets, garden, books, stereo equipment

Kids’ Shop – Toys, books, new and gently used children’s clothing, classes

Wellness Center – Fitness equipment, yoga accessories, supplements, classes

Click here for a solicitation letter to use when approaching businesses for donations.  If you have an item that you aren’t sure about please send us an email with a photo and / or description to auction@pasadenawaldorf.org.

Thank you PWS!

One of the tasks of Waldorf education is to educate children in the relationship to the Earth as a living being.  Partly, we do that through our approach to nature and through our approach to the rhythms of the year and of life. For instance, we do that through blessing our meals as the gifts of Earth.  A love for the Earth and the interconnections of life is built a little bit each day by what we teach, by how we act, and by who we are.

Wherever one lives on the Earth, one experiences seasons.  They are experiences of time and changes.  In the northern hemisphere we experience September, especially late September, as a time when the dreaminess of summer gets the “morning call” of autumn.  It is time to wake up and forge ahead with one’s tasks.  In more traditional times, harvesting crops and planning was undertaken for the winter months to come.  We start the school year in fall.  This is not arbitrary, but merely a vestige of our history as farmers.

In the liturgical calendar, September 29 is the day of the Archangel Michael.  About this point summer becomes autumn.  In the traditions of many cultures, festivals mark the arrival of fall.  One of the challenges of modern times, according to Rudolf Steiner, the first teacher of teachers in Waldorf education, is to create a new and fitting fall festival.  In a real sense, the autumn calls upon us to face the future.

So why Michael?  The histories of many peoples tell of a spiritual being who took particular interest in the development of mankind.  In the European tradition and in its American offshoot this being is known as the Archangel Michael.  In other traditions, the name is different.  The point of this is that Michael is concerned with us humans who have taken over the task of our own evolution and that of the Earth, too.  Michael is pictured as a reticent being who gives aid only when asked.  He stands quietly at the door waiting to be invited in.  One of the aspects of a Michael festival is to invite him into our lives.  As co-creators of our own evolution, we need the help of all willing beings.

Often at Michaelmas we celebrate the legend of St. George and the dragon.  The name George means “worker on the Earth.”  George was seen as Michael’s earthly reflection.  The simple images of the story show a princess (the human soul) being threatened by a dragon (evil) and rescued by St. George (in one sense, by divine intervention; in another, by the higher godlike part of our human being).  This is a simple image and one each individual soul can further develop.

Another aspect of this fall celebration is the gathering of courage to face the long days of darkness as the Earth goes into winter.  Courage helps us to be awake and to be able to face not only the short days, but any adversity which may beset us.  Michael is seen as a being of great courage.  He faces evil head-on and with his sword of light (heart-warmed human thinking) stirring oneself to courageous action. Michaelmas is the first of the yearly light festivals, followed by Martinmas, Advent, Hanukkah, Christmas, and Candlemas.

The Michaelmas festival is not yet developed in the modern sense, which Steiner said needed to happen.  It is in the process of being developed.  We are celebrating a season of the Earth, the need to develop courage, thankfulness for the help and interest of the spiritual world, and the challenge of awakening to the tasks of becoming modern and truly human.

This year’s festival will celebrate just that. Our pageant will feature a dragon that infects us with distraction, indifference, and greed – all human qualities that threaten Mother Earth.  Our protagonist will be the evolving human spirit and the ability to transform one’s self in order to transform the dragon.  In a collaborative effort we, incorporating grades two through nine, faculty, staff, and members from our parent community, will seek insight from the four corners of the Earth and attempt to transform the beast through inspirational verse and song.

Altadena, CA, September 25, 2012: Pasadena Waldorf High School visiting science teacher Dr. Paolo Carini received the Herbst Foundation’s Excellence in Teaching Award this year. A private foundation based in San Francisco, Herbst recognizes teachers who engage students in critical and creative thinking, inspire a joy of learning which results in breakthroughs to higher levels of academic achievement, challenge and inspire students to achieve more than expected, and exhibit high personal and professional standards and professional development.
Born in Rome, Italy, Dr. Carini earned his bachelor’s degree in physics at the University of Rome and his Ph.D. in physics at Stanford University. He received his Waldorf teacher certification at the Bay Area Center for Waldorf Teacher Training and has served as a faculty member in that program for the past eight years. He is a founding faculty member of the San Francisco Waldorf High School.

Dr. Carini will be teaching the Physics Block in science to our first freshman class this fall. Below are excerpts from remarks he made when accepting the Herbst Foundation’s award:

“We [in Waldorf education] believe in the values of a multidimensional education, where no subject is less important than another and where all breathe together like well-tuned instruments in a large orchestra, always supporting each other with the purpose of facilitating the intellectual, emotional and physical development of our students. Yes, the whole IS more than the sum of the parts!

“As educators, we know that our main job is to remove obstacles to help the students to fulfill their destinies… How can [a Waldorf education] really help the students discover and fulfill their goals in life? My answer always goes back to this: by developing a genuine interest in the students as human beings and a compassion for their struggles; in other words, we develop our capacity to love… Given such lofty ideals, we find success is hardly something that can be measured by standardized tests and often the benefits of our work manifest later in life. It is reassuring to have a well-known, outside institution like the Herbst Foundation recognize that indeed [Waldorf Schools] are moving in the right direction.”

Pasadena Waldorf School, founded in 1979, is one of over 1,000 Waldorf schools worldwide with over 90 years of experience offering inspired education. Pasadena Waldorf High School, which opened this year, joins 40 other Waldorf high schools now operating in North America. Waldorf education is the fastest growing independent school movement in the world.

The opening ceremony was a celebration of the years of hard work, the countless gifts of time and funds, the passion, enthusiasm, and knowledge that led to the much-anticipated launch of the high school. Our dream of a high school offering a rigorous Waldorf college-preparatory curriculum in the Pasadena area is now being realized. The high school has launched with a fully formed program for our 17 pioneering students, and ambitious plans for growth.

Joining the students were faculty and staff from both the lower school and high school. Attendees included high school advisor Betty Staley, high school administrator Jennifer Tse, one of The Pasadena Waldorf School’s founders, Paul Livadary, many of the donors who made the opening a reality, students, parents, and many alumni. Many of the 18 full and part time faculty and staff of the new high school were in attendance. The ceremony closed with the incoming freshmen walking to their first class with humanities teacher and class advisor, Corby Gallegos. Said Mr. Gallegos of the event, “The ceremony was a beautifully important introduction of the class to the community and of the community to the class. For the first time, all the efforts of the school were perceived as a reality. For the class, they got a picture of all the love, hard work and dedication that others have put into creating this space for them. It was eye-opening — it felt like a birth for them.”

The joyous occasion took place at the Franson Hall Theater on the campus of William Carey International University in Pasadena where the high school has its new home. It celebrated the many individuals that helped realize the dream of the school’s founders of a complete Waldorf curriculum from early childhood through high school. It would not have been possible without the tireless work of parents, high school committee members, leadership donors, development and capital campaign volunteers, and the many supporters from the school and community.

Pasadena Waldorf School, founded in 1979, is one of over 1,000 Waldorf schools worldwide with over 90 years of experience offering an inspired education. Pasadena Waldorf High School, which opened this year, joins 40 other Waldorf high schools now operating in North America. Waldorf education is the fastest growing independent school movement in the world.

In order to better assist students in keeping abreast of their work, the Middle School Faculty is implementing a mandatory after-school study hall on Friday afternoons from 3:00-5:00 p.m.

It was felt that having such a study hall would be a benefit to everyone.  Students who fail to submit work sometimes need help and could receive help.  Often at the end of blocks, students need to finish books and will have to do so before leaving school, thus providing one ML homework-free weekend every three to four weeks, which provides for breathing in their academic loads.  This further ensures that teachers truly end their blocks on time and do not have students carrying work over into the next block, which then erodes student performance in the next block.  In addition, it is often difficult for subject teachers who teach so many students in the school to make arrangements with students who need to make up work or quizzes, etc.

Students whose work is incomplete for the week may be required to attend by their teachers for whom work is due.  Other students whose work is complete are also welcome to attend.

Parent responsibility is as follows:

• Check with your children throughout the week, but particularly on Thursday night to find out if they are required to stay on Friday.
• If your child is staying, please send an additional snack since the students are not in after care and will not be eating their snack there.
• Be sure to arrange with your child how s/he will contact you to tell you when to pick him or her up, or arrange for your child to sign in to After School Care.
• You must come up to the 7th grade classroom to pick up your child.  The students will not be allowed to go to the dismissal area or wait there unattended.
• Please do not make arrangements for Friday afternoon activities if your child has overdue work.  Your support of this study hall is really a support of your child’s success.
• If you have any questions, please contact your child’s class teacher or subject teacher for whom work is due.

We look forward to implementing this new program to help the middle school students more readily meet their responsibilities and achieve success.

Sincerely,

Sue Demanett, for the Middle School Faculty

• If a student does not follow a dress code requirement, he/she will be warned the first time, and sent home if the problem presents itself again.
• The school reserves the right to make the judgment on appropriateness and may request that students no longer wear such clothes to school.  The school may issue substitute attire for the day.
• All students should have jackets for cooler weather and an extra garment in the event that the air conditioning in the classroom seems too cool for them.
• Rain gear of some kind is essential for rainy days.  As much as possible, students should go out for recess even in the rain, and they do have to go to classes in other buildings.

The school dress code leaves room for individual judgment and creativity, but does require several restrictions.  Although we encourage comfortable and worry-free clothing, we ask that parents remember that the clothing a child wears may be the cause of some distraction or behavior which disturbs the classroom.  In such cases, the school may issue substitute attire.

Preschool – Fifth Grade Daily Dress Code

Please follow these guidelines:

• Articles of clothing may be plain, patterned, or display the Pasadena Waldorf School logo only.
• Clothing should be clean, in good repair, and allow for free and safe movement.  No frayed hemlines, cut knees, or torn clothing.
• Clothing should be modest, covering midriff with no undergarments visible.
• Shirts must have shoulder straps at least one-inch in width.
• Hair should be kept neat and away from the face.
• Hair should be kept its natural color and not color-treated.
• Shoes should be comfortable, allow for safe movement, and have a back strap or closed heel.
• No make-up or nail polish should be worn.
• Jewelry should be kept simple and unencumbering.
• Watches may be worn after Third Grade.
• Hats may be worn outdoors only.
• Shorts and skirts must be mid-thigh or longer in length, even if leggings or tights are worn underneath.

Middle School Daily Dress Code

Please follow these guidelines:

• Clothing should be clean, tidy and in good repair.  No frayed hemlines, cut knees, or torn clothing.
• Clothing should be modest, completely covering the midriff, and no undergarments should be visible.  Inappropriate clothing for the classroom would include strapless, backless, or bare-midriff garments.  Clothes should not be revealing, either by being too baggy, short, tight, or in any way restricting of the movement of students in eurythmy, physical education, or other classes.
• Shoes should be tied or able to stay on the foot.  Sandals are fine as long as the student can run and jump safely, but flip-flops are not allowed.  High heels are excluded.
• Makeup is not permitted in school, except for nail polish.
• Hair should be kept neat and away from the face.  Hair dying is strongly discouraged and should be limited to natural colors.  Extreme hair styles are not allowed.
• Hats may be worn only outdoors.
• Jewelry should be neither ostentatious nor distracting.  Piercing is limited to ears.
• Tattoos are not permitted.
• While print and images are permitted on t-shirts in Middle School, these must not be offensive, but should reflect general good taste.
• Regarding tops and shirts, straps must be at least 2″ wide.  No spaghetti straps please.
• Shorts and skirts must be mid-thigh or longer in length, even if leggings or tights are worn underneath.  Mid-thigh athletic shorts must be worn for physical education classes.

Special Assembly Attire

From time to time, the students assemble for special festivals, plays, or musical events.  We ask that parents keep the word “special” in mind and dress the children accordingly.  While the student always must comply with the daily dress code, appropriate attire for special occasions also includes dresses or skirts of modest hem length or slacks and blouses for girls, and a buttoned shirt with a collar and slacks for boys, and excludes sneakers in poor repair, high-heeled and platform shoes, spaghetti straps, tank tops, T-shirts, and jeans.  Some special occasions may require further modifications to this dress code to accommodate movement or give a uniform appearance, or other considerations.  Upcoming special occasions will be announced in The Thursday Reader, along with attire expected for the event.

High School Daily Dress Code

Students are expected to dress in a way that contributes to a healthy social environment and an academic atmosphere. Student appearance should be such that students are presenting themselves and the Pasadena Waldorf School in a positive light that reflects the principles and policies of the school. High School students should remember that they are admired and closely observed by the early childhood and elementary students.

• High School Clothing.  Students should be clean, neat and well groomed. Dress should allow for a full range of activities including Eurythmy, drama, and physical education. Excessively large and/or baggy clothing, as well as overly revealing clothing is prohibited, as defined below. Garments must be of a length and fit that are suitable to the build and stature of the student.
• High School Headwear.  Hats, caps, hoods, and sunglasses shall not be worn to class or within the school building.
• High School Upper Garments.  Strapless tops, halter tops, off-the-shoulder tops or spaghetti strap garments are not permitted. Sleeveless garments must not expose undergarments, and shoulder straps of permitted garments should be a minimum width of two fingers of the person wearing the garment. Bare midriffs, immodestly low cut necklines, off the shoulder, or bare backs are prohibited. Garments must be of appropriate length, cut, and/or fit to meet these requirements while sitting and/or bending.
• High School Lower Garments.  Undergarments shall not be visible. Excessively baggy and/or sagging pants are prohibited. Tights or leggings worn as outerwear are also prohibited. Bathing/swimming wear, sleep wear, etc are also not permitted. Shorts and skirts must be of modest length defined extending to the fingertips of the wearer with the arm fully extended. Undergarments – including pants, tights, and/or leggings – should not be ripped or torn.
• High School Symbols/Imagery.  Clothing and/or jewelry with symbols related to alcohol, drugs, sex, violence and/or media-oriented imagery are prohibited. Symbols and imagery may be deemed inappropriate and/or offensive at the discretion of the High School Faculty.
• High School Body Piercing and Tattoos.  All visible piercings except for earrings and one small nose ring are not allowed.  Any student with mouth and/or tongue piercings will be asked to remove the piercing permanently.  Visible tattoos are not allowed.
• High School Assembly Attire.  For events in which the students perform, assembly dress is required. Specific guidelines will be designated as each occasion warrants; however blue jeans, t-shirts, flip-flops and athletic shoes are prohibited.