Middle School at Marin Waldorf by marinwaldorfschool

JANUARY 2020 Marin Waldorf School engages its students with a unique education, unparalleled in Marin County.

Middle School At A Glance Off-Campus Educational Experiences and Field Trips Each year, students spend time engaged in team building activities and off campus education.

Subject Classes handwork, woodwork, and eurythmy After-School Sports The After School Sports Program is offered each year to students in grades six, seven, and eight. High School & Beyond Top high schools choose Marin Waldorf School graduates for their strong academic preparation, socialemotional skills, confidence in the classroom, and active engagement in the local community.

The Students & Faculty: There are approximately 50 students in grades 6-8. There are 12 faculty members in the Middle School, many of whom hold advanced degrees. All faculty members are actively engaged in continuing professional development. The overall student/faculty ratio is 4:1.

The Curriculum: The Middle School provides instruction in twelve main subjects and additional specialty classes. All subjects engage in project-based learning and require active engagement from students. They include: English Mathematics Science Social Studies Spanish Visual Arts

Social Emotional Learning Physical Education Music/Orchestra Theater Arts Outdoor Education Environmental Education

Middle School Profile School Director, Megan Neale Faculty Chair, Brenda Novick Marin Waldorf School engages its students with a unique education, unparalleled in the San Francisco Bay Area. Waldorf education is based on a profound understanding of human development that transforms teaching into an artistic and health-giving approach to education. Waldorf education builds resilience, social emotional aptitude and inspires a life-long love of learning in children and adults alike. We strive to prepare our students for an unknown future that will require them to be flexible, creative, problem solvers as contributors to the healing of the world and planet. The Students & Faculty There are approximately 50 students in grades 6-8. There are 12 faculty members in the Middle School, many of whom hold advanced degrees. All faculty members are actively engaged in continuing professional development. The overall student/faculty ratio is 4:1. The Curriculum The Middle School provides instruction in twelve main subjects and additional specialty classes. All subjects engage in project-based learning and require active engagement from students. They include: English The language arts program is designed to engage students in a wide variety of skills, such as: reading, writing, grammar, public speaking, listening, and critical thinking. Students are called upon daily to think critically about the material presented and put their thoughts into written assignments. Grammar, spelling and vocabulary are folded into lessons giving relevance to the mechanics of language. They read a wide variety of grade-appropriate literature, including works that parallel the students’ history curriculum. The literary works assigned in each grade offer a diversity in styles from poetry, plays, short stories, and novels, to works that foster a knowledge of and respect for diverse cultures. Mathematics The curriculum is designed to lay the groundwork for successful mastery of higher mathematics (trigonometry, statistics, calculus, etc), including the development of fluency in basic computational and procedural skills; an increased understanding of mathematical concepts; and the ability to use mathematical reasoning to solve problems. Extra emphasis is placed on mathematical thinking skills, in preparation for encountering more complex problem solving as they get older. Many students complete high school Algebra 1 by the end of 8th grade. Science The science program provides a thorough knowledge and appreciation of the basic concepts of chemistry, physics, life sciences and physical sciences. In 6th grade, the physical sciences are explored in Geology and Physics lessons. Physics continues throughout 7th and 8th grade, while other courses are added in the Upper Grades, such as Physiology, Anatomy, Meteorology and Chemistry. Students graduate from 8th grade with a deep understanding of life processes from photosynthesis, to human respiration and the skeletal system; and physical processes from magnetism and electricity to meteorology and organic chemistry. In each of these courses, students gain a deep interest and understanding of the connection between the outside world and themselves. Students are engaged in many self-directed projects and involved in hands-on learning opportunities using both our science facilities and extensive outdoor environment.

Social Studies The social studies program provides our students with the skills and tools they need to become responsible national and world citizens. Our students learn about the role of history in the human experience, engaging in research projects, writing assignments, group activities, and presentations, as they engage in biographical studies, and social phenomenon from Medieval to Modern history. Through their explorations students gain a deep understanding of how their world came to be, connecting with real-life stories of heroism, perseverance, hardship, and leadership. They learn to see themselves as active participants in the democratic process, who can engage their own critical thinking in the discussions of current events. Spanish The overall goal of the Spanish program is developmental competency in written and verbal communication. They learn vocabulary, sentence construction, and oral communication through projectbased learning, written assignments and listening activities. Recognizing our commitment to the global community, and based on our belief that a language is embedded within a culture, students also learn about the cultures of native Spanish speakers. Students will complete the first year of high school Spanish. Visual Arts Students in art class explore art history, techniques, and explore various mediums, such as watercolor, charcoal, pastel, and clay. This course also focuses on the development of personal expression, engaging in the intuitive process, and fostering creativity. Art techniques are taught in drawing, painting, sculpture, and design. The middle school artistic work nourishes the turbulent emotional life of the developing student by challenging them to grow in skill and experience new mediums, while grounding them in authentic reflections of their environment. Social Emotional Learning The study of Social Ethics consists of values based curriculum addressing the development of individual morality and collective ethics in the modern world. Students develop the Social Emotional Learning (SEL) capacities of self-awareness, self-management, social awareness, relationship skills, and responsible decision making. This developmentally appropriate curriculum is studied through the lens of contemporary social issues such as: social justice, digital citizenship, conflict resolution/bullying prevention, sexual health and body positivity, substance abuse prevention, and inter-cultural alliance building. Each class focuses on the creation of a nurturing learning environment where SEL competencies are modeled, and taught via mindfulness activities, games, presentations, small group work, and sharing circles. Physical Education Our objectives are to promote skill development, physical fitness and good sportsmanship. We emphasize the importance of physical activity in maintaining healthy lifestyles now and in adulthood. In addition, the program provides opportunities for students to realize their own special abilities through exposure to a variety of games and activities, focusing on both team and individual sports. In the 6th grade, students are challenged to find their balance by learning to ride the unicycle at a time when that balance does not come to them as naturally as it once did. In the 7th grade, a day of orienteering and archery with other Bay Area Waldorf 7th grades strengthens their spatial cognitive skills as well as their capacities for collaboration and teamwork. Music/Orchestra All middle school students play an instrument, and work to find their place in their 6th grade class orchestra, or the Upper Grades 7th and 8th grade orchestra. Additionally, all middle school students participate in choral music with many opportunities to work with percussive instruments.

Theatre Arts Students are involved in annual class plays and are responsible for most, if not all, elements of a theatre production, including set design, stage management, sound effects, acting and music, and even publicity. Themes from the curriculum are brought to life on the stage, allowing students to live deeply into the content of their lessons, while fostering their own capacity to experience the world in anothersâ&#x20AC;&#x2122; shoes. Additionally, students grow an appreciation for the theater, while also gaining confidence performing in front of a large audience. Outdoor Education Our school is surrounded by Marin County Open space and provides miles of trails from creekwalks to ridgetops. In the weekly classes the focus is on building good expedition skills in preparation for the classes annual multi day off campus field trips. It is the ultimate goal of Outdoor Education to foster a love and wonder of the natural world that will create responsible stewards of our planet in the future. Environmental Education: Gardening and Ecology The school strives to raise the awareness of our entire community by emphasizing the interconnectedness of the items we use and how we care for our environment. Students are active participants in the school recycling program, ensuring that consciousness is brought to the environment. Studies through the middle school culminate in the 8th grade with field trips to the local Waste management center, and Water treatment facilities. Subject Classes Middle school students enjoy handwork, woodwork, and eurythmy. Each of these classes becomes more demanding, progressing in skill development over the course of three years. They offer much-needed balance to the more academically focused classes of the middle school. These classes are meant to provide an opportunity for students to develop skills, move their bodies, expand their limbs, and promote healthy circulation. It is the intention of this type of balanced schedule that students learn the benefit of a balanced mind and body. Study Skills Study skills are incorporated throughout elementary school and continue to develop into the middle school, deepening in complexity as they mature. 6th and 7th graders engage in curricular based projects, which become more demanding each year, culminating in the 8th Grade Project: an independent research project on a topic of their choice involving artistic, written and an oral presentation, organized over the course of several months. Through projects like these, students learn valuable skills from organization and note-taking, to time-management and public speaking. Testing Marin Waldorf focuses on two types of testing in middle school: block tests throughout the year, and the introduction of standardized tests in 7th grade. In the latter part of 7th grade, students receive instruction on how to take standardized tests. A standardized test is administered to all 7th grade classes in the winter and again in the spring. This test preparation is done in anticipation of the SSAT required for many private high school applications. Test scores are only shared with students and their families. The College of Teachers may review test scores and grades yearly. Despite the lack of experience with such testing prior to 7th grade, Waldorf students routinely score in the upper percentiles in both reading and mathematics, and are consistently welcomed and successful in any high school situation. Life Skills Life skills are fostered and emphasized throughout the Middle School as students are given greater opportunity for leadership. These opportunities can take many forms from fundraising activities, to community service, group service projects, and helping younger children in the classroom. By providing students with opportunities to lead others, they gain confidence in their own capacities as well as become motivated to engage in their community both on and off campus.

Technology Technology is introduced in the middle school and includes computer literacy and electronic multimedia. Typing classes are offered after school to 7th and 8th graders, aligning with greater opportunities to complete assignments using word processing, internet research, and ultimately in 8th grade using google docs, and email to organize and share information with peers and teachers. Community Service 6th graders participate in on-campus service projects throughout the year, including but not limited to recycling, creating and caring for worm bins and composting. 7th graders participate in local-community service projects such as replanting oak trees in the neighborhood open space, volunteering off-campus at a soup kitchen such as Curry Without Worry, Glide Memorial Church, or Ritter House. In the 8th grade, students choose individual community service projects and participate in them for a minimum of 30 hours of service over the course of the school year. The project is rooted in improving the life or environment of others. A book of community service opportunities is available at school, and community service hour cards are required to be filled in and submitted. After-School Sports The After School Sports Program is available to students in grades six, seven, and eight. We compete primarily against independent schools, sharing our values of sportsmanship, fitness and community building. Soccer is offered in the fall and spring and basketball in the winter. We emphasize skill building and good sportsmanship. All students are welcome and included on teams regardless of experience or skill level. Off-Campus Educational Experiences and Field Trips Each year, students spend time engaged in team building activities and off campus education. These activities are designed to offer students several opportunities: to integrate their classroom learning off campus; to gain self-confidence as they are stretched in their comfort zones; and to cultivate their connection with the natural environment. Some examples of these trips may include, but are not limited to: 6th Grade: Mount Lassen Volcanic National Park and & Shasta Caverns to support our Mineralogy & Astronomy curriculum, The Global Games in conjunction with 10 other Waldorf schools, in support of our World Geography & Medieval History curriculum. 7th Grade: The Age of Exploration is experienced with orienteering and cross country archery. Hikes to the local creek to study our watershed, Kroka Adventure backpacking the Lost Coast. Horses for Humanities wild horse rescue retreat. Shasta Dam to further understand the watershed. 8th Grade: Synergia Ropes Course for team building and personal challenge; Kroka Adventure trips, Track Meet, Eel River trip; Deer Hill Expedition to the Four Corners and Navajo Nation.

“It was an experience I wouldn’t trade for anything.” ~ 8th Gr Student

The 8th Grade Expedition: A journey, inside and out We paddled downriver for five days, singing, swimming, playing, and walking with our ancestors. Every night we built our camp and made meals together in a new place. It was as though we ourselves were the ancient ones, finding our way along the shores of the river, winding itself endlessly through canyon walls. When the river portion of our trip was complete, we headed to our host familyâ&#x20AC;&#x2122;s house on the Navajo reservation in New Mexico. Our host, Gwen, welcomed us and treated us like family, calling the students her grandchildren and Mr. Neale and I her children. We harvested the corn from the field, put the ears in an earthen fire, buried it in mud, and once it was steamed we opened the corn and hung it up to dry. As we worked we enjoyed tasting the sweet steamed corn right off the cob, but the rest would be dried and then ground to be used in ceremonies throughout the coming year. Gwen shared with us the story of her people and her family, and opened her home and heart to us. In exchange, we helped work on her house, split logs to make firewood, and hung solar panels, for there is no running water or electricity there. Gwen taught us to greet our ancestors each morning at sunrise and feel their loving energy. We all love knowing that through our work, we have left a part of ourselves there - forever we are connected to that homestead, a place Gwen openly invites us all to return to at any time in our lives. This adventure took us on a journey where we explored not only the great outdoors, but also our own inner landscape, spiritually, emotionally, and physically. It was a life-changing experience for us all. ~ Rising Percey, 8th Gr Teacher

P A R E N T

P E R S P E C T I V E

Tracie Pezzullo, whose daughter, Olivia, attended Marin Waldorf School before starting high school at Sonoma Academy, shares her experience and

REFLECTIONS

observations as a parent.

Olivia has attended Marin Waldorf School since 1st grade. This has been an

FROM

educational experience which has allowed Olivia to thrive. When we visited Marin Waldorf School the first time we knew that the school was the perfect fit for her. Waldorf education focuses on the whole child, awakens the natural

AN ALUMNI

curiosity of a child and enables creativity in all aspects of education. The philosophy behind the education has allowed Olivia to develop her natural

PARENT

affinity to the arts, feel and play music, be challenged and excel academically and build strong relationships with her peers, her teachers, her community and nature.

The experiential based learning has taken her outside the classroom where she has lived as a gold miner without the modern conveniences of our time, plowed soil with the power of a workhorse in her hands on a biodynamic farm, worked with her classmates to the rhythm of working a tall-ship, and trusted her teacher to deliver her to the beach on a pitch black night hike similar to what the indigenous Miwok people would have done. She has been inconvenienced, experienced physical challenges and overcome things she might have felt she couldnâ&#x20AC;&#x2122;t.

Olivia has gone outside her comfort zone and done speeches in front of her school community and felt their hope and support for her, she has become someone else in plays, and has been steadfast in offering her ideas and opinions in class.

Olivia works hard, she is very studious and gives 110% in her work. We have never had to encourage Olivia or supervise her home studies. She sets high standards for herself and does the work. She has been fulfilled by her school experience. She cares deeply for her school, is respectful to her teachers and the community and does it all with a smile on her face.

CLASS of 2017, 2018, 2019

HIGH SCHOOL ACCEPTANCES Top high schools choose Marin Waldorf School graduates for their strong academic preparation, social-emotional skills, confidence in the classroom, and active engagement in the local community. Our students consistently thrive in all high school settings and show themselves to be examples of exceptional citizenship at their chosen high school. We support our students and their parents with a comprehensive high school advising program beginning in 7th grade.

RECENT HIGH SCHOOL ACCEPTANCES The Branson School Marin Catholic High School Marin Academy St. Ignatius High School San Domenico High School Sonoma Academy Bay School of SF University High School SF San Francisco Waldorf High School Summerfield Waldorf High School The Marin School Marin School of the Arts: Novato High School & All Marin Public High Schools

MAKE MIDDLE SCHOOL MEANINGFUL www.marinwaldorf.org

“How Do They Do Out There?” Transitioning From Waldorf to a Mainstream High School Renewal: A Journal for Waldorf Education

15 May 2019

by Peter Lawton, EDD

The first Waldorf school in Stuttgart, Germany, provided a full K–12 education, from kindergarten through high school. In North America today, however, only 42 of the 119 AWSNA member schools have a high school and can offer a twelve or thirteen-year Waldorf experience. The other schools are K–8, and their graduates must continue their education at a local public high school or at another independent high school. Even in areas with a viable Waldorf high school option, some Waldorf elementary graduates choose to transfer to other schools. Among the reasons often given are the desire for broader social experiences, more developed athletic programs, and opportunities for varied academic concentrations. The educational experiences of a student who has attended Waldorf school through grade eight differ in many ways from those of students who have attended mainstream public or independent schools. Waldorf graduates have had much less contact with computers as an educational tool. They have had less experience taking tests, particularly those that are purely quantitative in measure or that focus on the retention of facts. They have had little experience with traditional textbooks. They are used to studying natural phenomena through observation and personal experience rather than through abstract concepts and formulae. They are used to the integration of academic study and artistic activity. And they are used to the intimate and supportive social environment of a relatively small school, and of classmates, teachers, and community members whom they may have known since kindergarten. As a Waldorf elementary teacher in a school lacking a high school, I have been very interested in two questions: • How do our graduates fare in their transition to mainstream public or independent high schools? • Is there anything more we can do to prepare them for this transition? These questions were the focus of research for my doctoral dissertation. In considering how to answer the first question, I decided that first-person descriptions of the actual transitional experiences of Waldorf elementary graduates would be more important than any outward measures of success such as GPAS or class standing. And because student experiences entail emotional states related to feelings of competence, belonging, and, perhaps most importantly, meaning, I decided that in-depth interviews would be the best way to understand those experiences. I conducted interviews with students who had attended a Waldorf school through eighth grade and were attending non-waldorf high schools. I compiled over five hundred pages of written transcript in the process. I interviewed only high school seniors and recent graduates because I was concerned about the ability of a freshman—or even a sophomore—to contextualize or interpret transitional experiences while in the midst of the transition process. And, in fact, all of the interviewees shared the experience of later reevaluating and reinterpreting their initial transitional experiences. I also consulted

research into the normal high school transition experience—the transition to high school from traditional elementary, middle, and junior high schools. Finally, I compared the transitional experiences of the Waldorf interviewees to the typical or normal high school transition experience described in the scholarly literature. The Academic Transition From my research, the common concern that Waldorf graduates might be at a disadvantage with regard to specific academic content—what they already know about any specific subject area—seems unfounded. None of the participants mentioned feeling unprepared in any specific content area, including science and technology. Neither did any participant mention feeling underprepared in other content areas such as math, language arts, or world languages. And I should be clear: Interviewees did not report a complete absence of content gaps— that would be surprising in any school change. But, as they explained, those gaps did not pose any important transitional challenges. The overwhelming majority of participants reported doing very well academically their freshman year, and half the interviewees described their high school academic programs as basically “easy.” Participants reported that their academic adjustment to high school pertained more to new instructional methods and learning styles—how teachers teach and how students learn—than to specific academic content. Instruction in high school was more teacher-centered and visually oriented and included an increase in the use of textbooks, lectures, and supplemental worksheets. Grading and testing were more quantitative, abstract, and fact-based. Learning itself became more passive in nature. The artistic, experiential, and cooperative social modes of learning that students experienced during their Waldorf years were, for the most part, not present. The students’ comments on testing and grading were consistent. Most of the students were motivated to achieve high grades, although many felt grading was one-dimensional and heavily weighted toward the reproduction of facts. Despite the substantial dissonance between Waldorf and mainstream high school pedagogy, the students were able to adjust in a relatively short time—about a semester for most. Participants reported that the main challenge to achieving desired grades initially involved, again, acclimating to new instructional methods and not to any academic content per se. One important area of adaptation involved learning “how to work for a grade.” One student described receiving poor grades on his first few history tests. At first, the student thought he was “bad” at history, or was, perhaps, unprepared for high school. Then he realized his teacher was not looking for him to reinterpret or synthesize content in his own words, but to rewrite the boldface sections of the textbook from memory! As I stated earlier, the transition experience not only entails emotional states related to feelings of competence (i.e., grades), but also emotional states related to meaning. Participant adjustment to new instructional methods and learning styles came at a cost. In fact, every one of the Waldorf graduates I interviewed reported their intrinsic connection to academic material declined in high school. They were less interested and engaged in their studies and found less meaning in their schoolwork. Nevertheless, students maintained their motivation to do well academically and achieve desired grades. Waldorf students are not alone in their need to adjust to new instructional methods in high school. Research shows the biggest transitional concern for students coming from a public elementary or middle school regards “academic nuts and bolts.” Aspects of academic life that may be new and challenging include testing and grading practices, homework protocols, attendance requirements, lack of coordination between different academic departments, and prerequisites for certain courses. Also, new students need to figure out where to go for academic or other help. Research shows that while

Waldorf students experience a certain “nuts and bolts” adjustment, the same probably applies to any high school freshman. But it bears repeating— the academic adjustment period for the majority of participants lasted less than one semester. The Social Transition Going to a new and, in most cases, much larger school invariably involves social challenges. These include making new friends, becoming part of a social group, developing a sense of belonging, and learning how to relate to teachers. In this process, school size is crucial. One hundred percent of the interviewees who transitioned to larger high schools reported feeling a less personal connection with teachers and a less familiar connection with the student population in general than at their Waldorf schools. Half of the participants attending smaller high schools reported having a positive experience of their school community. That seems encouraging, though it means the other half of students did not have a positive social experience, even at a smaller school. Waldorf alums are not alone in the social challenges they face in their transition to high school. Mainstream research confirms that many of the social emotional challenges reported by Waldorf grade eight graduates, including relational challenges, anxiety, and a decrease in motivation, are also experienced by students from mainstream schools. Research has also shown that school size is one of the most important structural characteristics associated with academic and social success across the high school transition. Positive academic and social outcomes, including feeling a sense of belonging, occur more often in smaller high schools with student populations under one thousand. In assessing their own transitional social challenges, participants explained that the initial difficulty they experienced in making new friends and developing a general sense of belonging in their new high schools was not due only to the size and newness (to them) of the school. It also related directly to the new instructional methods and learning styles described above. A majority of interviewees explained that passive, teacher-focused instructional approaches and the de-emphasis on artistic, experiential, and cooperative social modes of learning hindered their ability to make new friends and experience a sense of community and shared purpose. Artistic, experiential, and cooperative social modes of learning are not only inherently more meaningful, they also help foster a deeper sense of community and belonging. Implications In general, it can be said that Waldorf graduates fare well academically in their new high school environments. Still, there may be things that Waldorf elementary schools can do to prepare students for their academic transition. This preparation might include familiarizing students with some of the academic “nuts and bolts” they will soon experience in high school. This familiarization process need not be formal or constitute the central content of any unit of study. Starting in the middle school years, teachers may want to begin introducing terms such as “syllabus,” “rubric,” and “performance vs. proficiency grading.” They may want to discuss different ways in which grades are calculated or weighted and the pros and cons and the advantages and pitfalls of different grading practices. They may even want to give students the opportunity to study and rehearse best practice strategies for taking various types of tests. And, it goes without saying, teachers will want to continue to provide regular, imaginative, and explicit descriptions of desirable student work habits— habits that will prove successful in any educational environment. I have emphasized the importance of hard work and a good attitude to my current eighth graders 101 times and in 101 different ways. However, with regard to the main transitional academic challenge reported by Waldorf graduates, it is perhaps not advisable to expose elementary school students to passive, abstract teaching and

learning strategies they will encounter later on. Given the possible damaging, long-term effects of passive learning and performance-oriented grading schemes on children before age thirteen or fourteen, and their dubious efficacy in preparing students for future competitive environments, and given the relatively short “nuts and bolts” adjustment period in high school, it may be enough to simply give Waldorf eighth graders a “heads-up” on some of the more unhealthy, traditional instructional methods they will encounter. Imagining how Waldorf schools can better prepare students for their social transition to high school is a much harder exercise. This is in part because, as research indicates, the social adjustment to high school is difficult for all students, including those coming from mainstream schools. Some of the social challenges Waldorf graduates experience may simply be “baked in” to the system. Or, put differently, potential social remedies may exist not in the students’ former schools, but in the high schools themselves. Anxiety, relational challenges, and declines in motivation are all part of the “normal” high school transition experience. They seem to be challenges experienced by freshman regardless of their former school. Thus, the concern that Waldorf students may be disadvantaged by having been schooled in a small, protective “social bubble” may be unfounded. Nevertheless, there may be ways to help make the social adjustment smoother for the students who will leave us after eighth grade. Certainly, schools could offer formal counseling to families about choosing an appropriate high school for their child. The class teacher and other professional staff could work with the parents and the student to discern what kind of school would best meet the student’s unique emotional, social, and academic needs. An outgoing, resilient student will likely thrive in a large high school, while a shy, anxious student might be happier in a smaller, more intimate school setting. Counseling could also include what to expect in any normal high school transition. Sometimes the value of a small, supportive social environment will have to be weighed against a rich and challenging academic program that is available in a larger school. We parents and teachers can do much to help prepare the young people in our care for the next step in their education. However, we can take comfort in the fact that, assuming we have done our job in raising and educating them, the vast majority of Waldorf eighth grade graduates will survive and thrive wherever they continue their education—at a Waldorf high school or at a mainstream public or independent institution.

PRIVATE TOURS OF MIDDLE SCHOOL Spend a morning visiting our beautiful 10-acre Lucas Valley campus and learn more about: Social Ethics Classes

Class Expeditions to Mt. Lassen &

Environmental Education

the Eel River

Cyber Civics Curriculum

Phenomenological Approach

Outdoor Education

to Science

Parent Agreements

Handmade Text Books

about Social Media

Orchestra & Choir for all

Cell-Phone-Free Campus

Handwork & Woodwork

Spanish

Gym & Sports

Email Chantal Valentine at admissions@marinwaldorf.org to schedule your private tour or to learn more about our middle school program.