Steiner school teachers educate students using approaches that reflect the (Waldorf) Steiner philosophy and principles. They focus on practical, hands-on activities in the curriculum and instruct their classes in a manner that emphasises the development of the students’ social, creative and artistic capacities. Steiner school teachers instruct students in similar subjects to the ones in standardised education, although using a different approach, and with the exception of a higher amount of classes focused on creative and artistic practice and theory. They use teaching techniques that support the (Waldorf) Steiner school philosophy, evaluate students’ learning progress and communicate with other school staff.
The following job titles also refer to Steiner school teacher:
Steiner school teaching practitioner Waldorf school teacher Steiner Waldorf school educator Waldorf school instructor Steiner school instructor teacher in Steiner school Steiner Waldorf school teacher Waldorf school educator Steiner teacher
Steiner school teachers work in Steiner or Waldorf schools, which often have a unique, child-centered approach to education. The classroom environment is designed to be aesthetically pleasing and engaging, with an emphasis on art and natural materials. Teachers may work with mixed-age groups and follow a structured daily and yearly rhythm. Steiner education encourages a strong connection to nature and the outdoors.
A bachelor’s degree in education or a related field is generally required to work as a Steiner school teacher, as well as the completion of a Waldorf teacher training program, which focuses on the principles and practices of Steiner education. *
Steiner teachers often undergo ongoing professional development to deepen their understanding of this educational approach.
ISCO skill level is defined as a function of the complexity and range of tasks and duties to be performed in an occupation. It is measured on a scale from 1 to 4, with 1 the lowest level and 4 the highest, by considering:
the nature of the work performed in an occupation in relation to the characteristic tasks and duties
the level of formal education required for competent performance of the tasks and duties involved and
the amount of informal on-the-job training and/or previous experience in a related occupation required for competent performance of these tasks and duties.
Steiner school teacher is a Skill level 4 occupation.
This knowledge should be acquired through learning to fulfill the role of Steiner school teacher.
Steiner principles: The principles and values of the (Waldorf) Steiner ideology focusing on the foundations of anthroposophy, moral responsibility, creativity, social competency, and spiritual open mindedness.
Assessment processes: Various evaluation techniques, theories, and tools applicable in the assessment of students, participants in a programme, and employees. Different assessment strategies such as initial, formative, summative and self- assessment are used for varying purposes.
Learning difficulties: The learning disorders some students face in an academic context, especially Specific Learning Difficulties such as dyslexia, dyscalculia, and concentration deficit disorders.
Teamwork principles: The cooperation between people characterised by a unified commitment to achieving a given goal, participating equally, maintaining open communication, facilitating effective usage of ideas etc.
Curriculum objectives: The goals identified in curricula and defined learning outcomes.
These skills are necessary for the role of Steiner school teacher.
Manage children’s problems: Promote the prevention, early detection, and management of children`s problems, focusing on developmental delays and disorders, behavioural problems, functional disabilities, social stresses, mental disorders including depression, and anxiety disorders.
Guarantee students’ safety: Ensure all students falling under an instructor or other person’s supervision are safe and accounted for. Follow safety precautions in the learning situation.
Assign homework: Provide additional exercises and assignments that the students will prepare at home, explain them in a clear way, and determine the deadline and evaluation method.
Prepare lesson content: Prepare content to be taught in class in accordance with curriculum objectives by drafting exercises, researching up-to-date examples etc.
Facilitate teamwork between students: Encourage students to cooperate with others in their learning by working in teams, for example through group activities.
Observe student’s progress: Follow up on students’ learning progress and assess their achievements and needs.
Teach primary education class content: Instruct primary school students in the theory and practice of a variety of subjects, such as mathematics, languages, and nature studies, building the course content based on students’ existing knowledge and encouraging them to deepen their understanding on the subjects they’re interested in.
Manage student relationships: Manage the relations between students and between student and teacher. Act as a just authority and create an environment of trust and stability.
Support the positiveness of youths: Help children and young people to assess their social, emotional and identity needs and to develop a positive self image, enhance their self esteem and improve their self reliance.
Adapt teaching to student’s capabilities: Identify the learning struggles and successes of students. Select teaching and learning strategies that support students’ individual learning needs and goals.
Apply teaching strategies: Employ various approaches, learning styles, and channels to instruct students, such as communicating content in terms they can understand, organising talking points for clarity, and repeating arguments when necessary. Use a wide range of teaching devices and methodologies appropriate to the class content, the learners’ level, goals, and priorities.
Maintain students’ discipline: Make sure students follow the rules and code of behaviour established in the school and take the appropriate measures in case of violation or misbehaviour.
Prepare youths for adulthood: Work with children and young people to identify the skills and abilities they will need to become effective citizens and adults and to prepare them for independence.
Implement care programmes for children: Perform activities with children according to their physical, emotional, intellectual and social needs by using appropriate tools and equipment that facilitate interaction and learning activities.
Assess students: Evaluate the students’ (academic) progress, achievements, course knowledge and skills through assignments, tests, and examinations. Diagnose their needs and track their progress, strengths, and weaknesses. Formulate a summative statement of the goals the student achieved.
Assist students with equipment: Provide assistance to students when working with (technical) equipment used in practice-based lessons and solve operational problems when necessary.
Apply steiner teaching strategies: Employ the (Waldorf) Steiner teaching approaches, which emphasise a balance of artistic, practical, and intellectual teaching and underline the development of social skills and spiritual values when educating students.
Demonstrate when teaching: Present to others examples of your experience, skills, and competences that are appropriate to specific learning content to help students in their learning.
Give constructive feedback: Provide founded feedback through both criticism and praise in a respectful, clear, and consistent manner. Highlight achievements as well as mistakes and set up methods of formative assessment to evaluate work.
Apply intercultural teaching strategies: Ensure that the content, methods, materials and the general learning experience is inclusive for all students and takes into account the expectations and experiences of learners from diverse cultural backgrounds. Explore individual and social stereotypes and develop cross-cultural teaching strategies.
This knowledge is sometimes, but not always, required for the role of Steiner school teacher. However, mastering this knowledge allows you to have more opportunities for career development.
Workplace sanitation: The importance of a clean, sanitary workspace for example through use of hand disinfectant and sanitizer, in order to minimise infection risk between colleagues or when working with children.
Children’s physical development: Recognise and describe the development, observing the following criteria: weight, length, and head size, nutritional requirements, renal function, hormonal influences on development, response to stress, and infection.
Disability types: The nature and types of disabilities affecting the human beings such as physical, cognitive, mental, sensory, emotional or developmental and the specific needs and access requirements of disabled people.
Common children’s diseases: The symptoms, characteristics, and treatment of diseases and disorders that often affect children, such as the measles, chickenpox, asthma, the mumps, and head lice.
Developmental psychology: The study of human behaviour, performance, and psychological development from infancy to adolescence.
Behavioural disorders: The often emotionally disruptive types of behaviour a child or adult can show, such as attention deficit hyperactivity disorder (ADHD) or oppositional defiant disorder (ODD).
Special needs education: The teaching methods, equipment and settings used to support students with special needs in achieving succes in school or community.
These skills and competences are sometimes, but not always, required for the role of Steiner school teacher. However, mastering these skills and competences allows you to have more opportunities for career development.
Assist in the organisation of school events: Provide assistance in the planning and organisation of school events, such as the school’s open house day, a sports game or a talent show.
Recognise indicators of gifted student: Observe students during instruction and identify signs of exceptionally high intelligence in a student, such as showing remarkable intellectual curiosity or showing restlessness due to boredom and or feelings of not being challenged.
Escort students on a field trip: Accompany students on an educational trip outside the school environment and ensure their safety and cooperation.
Liaise with educational support staff: Communicate with education management, such as the school principal and board members, and with the education support team such as the teaching assistant, school counsellor or academic advisor on issues relating the students’ well-being.
Support gifted students: Assist students showing great academic promise or with an unusually high IQ with their learning processes and challenges. Set up an individual learning plan catered to their needs.
Arrange parent teacher conference: Set up joined and individual meetings with students’ parents to discuss their child’s academic progress and general well-being.
Provide after school care: Lead, supervise or help with the assistance of indoor and outdoor recreational or educational activities after school or during school holidays.
Manage resources for educational purposes: Identify the necessary resources needed for learning purposes, such as materials in class or arranged transportation for a field trip. Apply for the corresponding budget and follow up on the orders.
Assist in children’s development of basic personal skills: Encourage and facilitate the development of children’s natural curiosity and social and language abilities through creative and social activities such as storytelling, imaginative play, songs, drawing, and games.
Keep records of attendance: Keep track of the pupils who are absent by recording their names on a list of absentees.
Perform playground surveillance: Observe students’ recreational activities to ensure student safety and well-being and intervene when necessary.
Advise on lesson plans: Analyse policy issues which impact on students’ experience of education. Advise on the ways in which lesson plans for specific lessons can be improved in order to reach education goals, engage the students and adhere to the curriculum.
Attend to children’s basic physical needs: Tend to children by feeding them, dressing them, and, if necessary, regularly changing their diapers in a sanitary manner.
Provide lesson materials: Ensure that the necessary materials for teaching a class, such as visual aids, are prepared, up-to-date, and present in the instruction space.
Oversee extra-curricular activities: Supervise and potentially organise educational or recreational activities for the students outside of mandatory classes.
Organise creative performance: Organise an event in which participants can express their creativity, such as putting on a dance, theatre, or talent show.
