Our High School Steiner Teacher Training is designed to support educators who seek to expand beyond traditional methods of education. By placing the adolescent’s unique needs at the centre of the learning process, we empower teachers to inspire growth, resilience, and self-discovery during this pivotal stage of life.
The course is a collaboration with Newcastle Waldorf School’s training program for high school teachers, developed and presented by highly experienced Steiner educators, Michael Merle and Sophia Montefiore, and supported by the Pedagogical Section in Australia.
The program aligns with the values of Sydney Rudolf Steiner College: fostering human potential, cultivating a life-long love of learning, and nurturing empathy and connection. It aims to equip High School teachers with the necessary practical and theoretical skills and knowledge in Steiner/Waldorf education and teaching to provide a rigorous and comprehensive experience of Rudolf Steiner Education with the adolescent at the centre of the curriculum.
This is a one-year course, delivered part-time and online via weekly lectures during term time. Attendance at the Pedagogical Section’s in-person High School Seminar is an additional requirement of this course.
On successful completion of the course, Students will receive a Certificate of Completion from the Pedagogical Section, Sydney Rudolf Steiner College, and the Tutors.
The course has been developed to ensure that students are able to complete the course while maintaining a full-time teaching position, and supports the transition from mainstream to Steiner Education.
No prior learning or teaching qualification is required for enrolment in this course however, a relevant Australian tertiary qualification is required for teaching at any level in education in Australia.
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About the Tutors
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Michaël Merle
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Sophia Montefiore
Sophia Montefiore has been a Waldorf teacher for over 25 years and is currently the Senior HSC Coordinator at the Newcastle Waldorf School. She teaches a range of High School subjects including English, History, Mathematics, Projective Geometry, Art and Philosophy. Sophia is an exhibiting artist and published illustrator and has written peer-reviewed pedagogical journal articles on Projective Geometry including for the Journal for Waldorf/Rudolf Steiner Education (Vol 20, Sept 2018). Sophia has also conducted Projective Geometry workshops around Australia as well as in India and the UK. |
Career Path and Employment
This Steiner/Waldorf High School teacher training course is recognised and supported by the Pedagogical Section in Australia.
On successful completion of the course, Students will receive a Certificate of Completion from the Pedagogical Section, Sydney Rudolf Steiner College, and the Tutors.
Employment prospects both here and internationally are excellent for our students.
There is an ever-increasing demand for qualified Steiner/ Waldorf High School teachers as Steiner Education continues to expand in Australia and throughout the world. At present, there are over 40 Steiner Schools (including State schools with Steiner Streams) in Australia requiring on average 2 or more new Steiner Teachers each year. There are currently over 1,100 Steiner schools worldwide in 64 different countries and nearly 2,000 Early Years settings in more than 70 countries.
Please be aware that an Australian tertiary qualification is required for teaching professionally at any level of education in Australia.
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Online Learning: Terms 1 – 4
Term Dates: 18 Feb – 1 April; 13 May – 24 June; 22 July – 2 Sept, 21 Oct – 2 Dec
TERM 1: 18 February – 1 April
- Foundations of Human Experience – in conjunction with Practical Advice to Teachers – High School Focus
- Education for the Adolescent
- Anthroposophical Basis of Waldorf Education – Four Levels of Existence – Four Temperaments
- The Twelve Senses
- Seven Soul Types
- Lifelong Learning of the Teacher – Meditative approach as a means of preparing, delivering lessons
- Goetheanistic Observation – Training in observation skills and an ability to look imaginatively at what lies behind the phenomena
TERM 2: 13 May – 24 June
- To explore the development of creative thinking, imagination, and new ways of perceiving.
- Literature as a source for personal development. A reflection of the development of human consciousness through time. This involves examples of
the curriculum and how it reflects this basic theme.
- Study of adolescent development and the study of the curriculum through the adolescent development and the stream of literature from Fairy Tales to high school themes. The curriculum as a means of unfolding human potential.
- Soul Care and Trauma work – Working with the 7 soul types
- Human Development and the Vertical and Horizontal Curriculum per subject
- Vertical and Horizontal Curriculum Projects, Plays and Camps
- Biography – To enable the teacher to experience a growth in self awareness and to work on this through recognising biographical patterns
TERM 3: 22 July – 2 September
1. and 2. Principles of Waldorf Pedagogy Cycles of the Year and Rhythms of Learning
3 and 4. Professionalism in the Teacher – Being of the whole school – Circle management.
5. College of Teachers/ Board/ Mandates and Working as a faculty within the context of the school
6. Communication – Working with colleagues and parents and students.
7. The gesture of the teacher, presence, bearing Conflict Management.
TERM 4: 21 October – 2 December
- Teaching methodology Rhythm e.g. day, week, term and year. Economical teaching
- Peer learning and creating optimal experiences. Classroom Management Skills, Group work/Project work. Social Dynamic of a group, e.g. bullying, peer pressure
- Assessment and evaluation and planning.
- Report writing – Marking as a means of assessment – Methods of record keeping and the need/value of keeping records
- Guardianship – the role of the teacher in overseeing the progress of the whole child in the high school. Young Person study
- The Development of Artistic Faculties – Artistic activities should always be incorporated with pedagogical work. Modelling, Music (singing), Eurythmy, Painting and Drawing, Form Drawing, Crafts – handwork, woodwork and metalwork, Speech and Story Telling, Blackboard handwriting and drawing skills, Technology, Entrepreneurship
- Reflections
Program is subject to some changes
Tutors: Michael Merle, supported by Sophia Montefiore
Webinar Times: Tuesday evenings during term, 7pm – 8.30pm (AET)
Special note: Online lectures (webinars) will not be recorded, but notes will be offered to those that miss a session. 80% attendance for online lectures is a requirement to complete this course. |
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Course Requirements
Online Lectures
Course content presented online over 4 terms, with one weekly webinar on Tuesday nights for 7 weeks per term
Assignments
Assignments are given throughout the course (these support students’ understanding and are manageable within the course timeframe)
In-Person Intensive
Attendance at one of the annual Teacher Intensives held in January at Newcastle Waldorf School is required (either in 2025 or 2026)
Blackboard Drawing
Blackboard Drawing – a recorded self-paced course accessible through SRSC
Annual course fee: A$2,200
Payment options:
Full fee: $2,200 (with 5% discount if paid by 10th December 2024)
Termly Fee: $550 (x4)
Deposit: $200. The deposit amount will be taken off your total fees. The remainder of your course fees will be invoiced and payable from January 2025, either termly or in full, depending on your payment option choice.
Note:
The High School January Intensives is not included in the Annual Course Fee.
Registration and payment for this is via the Pedagogical Section in Australia
Course Information
Course Coordinator: Robyn Davis
Tel: 02 9261 4001
Mobile: +61 467 953 881
Venues: Online
Outcome: On successful completion of the course, Students will receive a Certificate of Completion from the Pedagogical Section, Sydney Rudolf Steiner College, and the Tutors.
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