waldorf independent school of edmonton - wise...drawing, modeling, movement, introduction of second...
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WALDORF INDEPENDENT SCHOOL OF EDMONTON
2014-2017 THREE YEAR EDUCATION PLAN &
2013-2014 ANNUAL EDUCATION RESULTS REPORT
“Our highest endeavor must be to develop free human beings who are able of themselves to impart purpose and direction to their lives. The need for imagination, a sense of truth, and a feeling of
responsibility—these three forces are the very nerve of education.”
~ Rudolf Steiner
TABLE OF CONTENTS
Contents
Foundation Statements __________________________________________________________________________________ 1
Accountability Pillars ____________________________________________________________________________________ 5
Financial Statements ___________________________________________________________________________________ 11
Contact Information ____________________________________________________________________________________ 14
FOUNDATION STATEMENTS
Page 1
Foundation Statements
MISSION
The Waldorf Independent School of Edmonton is a community run school that strives to provide an
accessible Waldorf education for children and families. We look to the pedagogical and
anthroposophical indications of Rudolf Steiner to guide and foster the physical, emotional, intellectual
and spiritual potential of the child towards the realization of responsible human freedom.
VISION
2-5 Year Vision
In 2-5 years, WISE will be a thriving Waldorf school, operating in its own building/facility, with room to support our growing programs.
We will be a ‘Developing School’ within AWSNA, attaining Waldorf certification for all teachers.
The WISE will be known for our talented and committed staff, our accessible community, and for our happy, well-adjusted students, who demonstrate an ongoing passion for life and education.
5-15 Year Vision
In 5-15 years, WISE will be a thriving, AWSNA-certified pre-k through grade 9 Waldorf school, operating independently in its own building/campus.
Our inspiring, Waldorf-certified teachers will continue to follow Waldorf Curriculum and Alberta Program of Studies.
VALUE STATEMENTS
We value children and honour the whole child.
We value Waldorf Education for what it brings to each family.
We value our unique community built on mutual respect and integrity.
We believe that humanity is interconnected and that it is our shared responsibility to participate in the healing
and nurturing of our world.
We value the spiritual intention guiding our school and we honour the diverse beliefs of our community.
FOUNDATION STATEMENTS
Page 2
PROFILE OF THE SCHOOL
The Waldorf Independent School of Edmonton (WISE) was established in September 2011.
The WISE School strives to assist students to nurture their sense of self, to develop and
understand their relationships to the world and immediate community, and learn to respect
nature and each other through their own observations and experiences.
Integrating artistic activities into the daily curriculum enhances the development of the
child’s imagination, inspiration, and intuition. Lessons such as music, singing, painting,
drawing, modeling, movement, introduction of second languages of different origins, and
handwork supplement the broad academic curriculum, and encourage a head, heart and
hands approach to learning.
The Waldorf Independent School of Edmonton Offers:
• A broad curriculum balancing the sciences, arts and humanities.
• A progression of learning based on related stages of children’s physical, social, emotional
and spiritual development.
• An emphasis on character development and the integration of knowledge with the
student’s own life.
• A single teacher remaining with a class for a period of eight years.
• An emphasis upon nature, movement and exploration – both physical and intellectual.
Background
Austrian Philosopher and Educator Rudolf Steiner developed Waldorf Education in Stuggart,
Germany circa 1919. There are currently more than 1000 established Waldorf schools
worldwide, and the demand continues to grow for this education modality.
In 2013-2014, our school offered two Kindergarten classes, one Grade 1 class, one Grade 2
class, one Grade 3 class, one Grade 4 class, and one Grade 5 class, as well as traditional,
parent-directed home education for grades 1-6. In addition, we offer early childhood
programs for children from 12 months to 5 years of age, and an Arts Enrichment Program for
Home Education Students. Our school will grow annually with the addition of a new Grade 1
Class each year, up to Grade 6, with the hope of eventually adding junior high classes.
FOUNDATION STATEMENTS
Page 3
ACCOMPLISHMENTS
WISE Accomplishments
• The Waldorf Independent School of Edmonton officially opened our doors on September
6th 2011 to 30 children– 21 in Kindergarten and 9 in a Class 1/2 split. As of September
2014, we have over 130 students with classes from Kindergarten through Grade 5, as well
as home education students in grades 1 through 6, and over 130 children registered in
our early childhood classes.
• The Waldorf Independent School of Edmonton has a skilled and committed faculty that
possesses Alberta Teaching Certificates and/or Early Childhood Certification (as
required), as well as Waldorf Teaching experience and Waldorf pedagogical training.
• Several events were held during the 2013-2014 school year that supported the
development of our parent community, and that created engagement and support in our
wider community for the Waldorf Independent School of Edmonton. This has included
parent education talks and speaker events, a parent learning circle, three highly
successful community festivals: the Pumpkin Walk, the Winter Fair and May Fair, as well
as smaller school assemblies and celebrations throughout the year that encouraged
parent and community involvement.
• We hosted our first annual Gateways Conference in May 2013, with renowned author Kim
John Payne as our keynote speaker. This event was open to the public and included an
informative session on social inclusion, as well as the choice between a wonderful
selection of sessions. Our teachers were also excited for their professional development
session with Kim.
• In May and June of 2013, our school had its first students eligible to write the Provincial
Achievement Tests, and performed well.
• Beginning in June 2013, our Board, staff and parents helped our school transition to our
new school building.
• For September 2013, the third year of our school, we have almost triple the enrollment
we had in our inaugural year, September 2011.
• In May 2014, we held our second annual Gateways Conference with Joan Almon,
highlighting “Raising Healthy Creative Children in the 21st Century”. This event was open
to the public and had wonderful selection of sessions. Our teachers were thrilled with
their professional development session with Joan.
• In May 2014, all of our staff and board members came together with an independent
facilitator, to create our new WISE Values, Vision and Mission Statements.
FOUNDATION STATEMENTS
Page 4
PARENTAL AND COMMUNITY INVOLVEMENT
Community Connections
Parent participation and volunteerism at the Waldorf Independent School of Edmonton
completes the circle of support and learning for the students. Parents are encouraged to take
an active role in their children's education, helping in a number of critical areas from serving
on the board and numerous committees, to supporting community-building events and
fundraisers. We also host several events throughout the year that are open to the entire
community, both to attend and to contribute to the events. We believe that a strong
connection to the wider community is important.
Class-Parent Communication
Each Classroom has a class parent representative who coordinates activities amongst the
parents of each class. In addition, the class representative communicates the needs and
supports required for their class and coordinates activities to meet those needs within the
larger parent body, faculty, administration and board.
ACCOUNTABILITY PILLARS
Page 5
Accountability Pillars
ACCOUNTABILITY PILLAR OVERALL SUMMARY: AUTHORITY 0259 WALDORF EDUCATION SOCIETY OF EDMONTON Combined 2014 Accountability Pillar Overall Summary (Required for Public/Separate/Francophone/Charter School Authorities and Level 2 Private Schools)
Measure Category
Measure
Category
Evaluation
Measure Waldorf Education
Society Edm Alberta Measure Evaluation
Current
Result
Prev
Year
Result
Prev 3
Year
Average
Current
Result
Prev
Year
Result
Prev 3
Year
Average
Achievement Improvement Overall
Safe and Caring
Schools n/a Safe and Caring n/a n/a n/a 89.1 89.0 88.6 n/a n/a n/a
Student Learning
Opportunities n/a
Program of Studies n/a n/a n/a 81.3 81.5 81.1 n/a n/a n/a
Education Quality n/a n/a n/a 89.2 89.8 89.5 n/a n/a n/a
Drop Out Rate n/a n/a n/a 3.3 3.5 3.6 n/a n/a n/a
High School
Completion Rate (3 yr) n/a n/a n/a 74.9 74.8 73.8 n/a n/a n/a
Student Learning
Achievement (Grades
K-9)
n/a
PAT: Acceptable n/a n/a n/a 74.0 75.3 75.5 n/a n/a n/a
PAT: Excellence n/a n/a n/a 19.0 19.1 19.6 n/a n/a n/a
Student Learning
Achievement (Grades
10-12)
n/a
Diploma: Acceptable n/a n/a n/a 85.4 84.2 83.4 n/a n/a n/a
Diploma: Excellence n/a n/a n/a 21.0 19.5 19.1 n/a n/a n/a
Diploma Exam
Participation Rate (4+
Exams)
n/a n/a n/a 50.5 56.6 55.9 n/a n/a n/a
Rutherford Scholarship
Eligibility Rate
(Revised)
n/a n/a n/a 60.9 61.3 60.8 n/a n/a n/a
Preparation for Lifelong
Learning, World of
Work, Citizenship
n/a
Transition Rate (6 yr) n/a n/a n/a 59.2 59.5 59.1 n/a n/a n/a
Work Preparation n/a n/a n/a 81.2 80.3 80.0 n/a n/a n/a
Citizenship n/a n/a n/a 83.4 83.4 82.6 n/a n/a n/a
Parental Involvement n/a Parental Involvement n/a n/a n/a 80.6 80.3 80.0 n/a n/a n/a
Continuous
Improvement n/a School Improvement n/a n/a n/a 79.8 80.6 80.2 n/a n/a n/a
Notes:
1. Aggregated PAT results are based upon a weighted average of percent meeting standards (Acceptable, Excellence). The weights are the number of students enrolled in each course. Courses included: English Language Arts (Grades 6, 9, 9 KAE), Français (Grades 6, 9), French Language Arts (Grades 6, 9), Mathematics 9 KAE, Science (Grades 6, 9, 9 KAE), Social Studies (Grades 6, 9, 9 KAE). Grade 3 results were not included due to the introduction of the Student Learning Assessment Pilot.
2. Aggregated Diploma results are a weighted average of percent meeting standards (Acceptable, Excellence) on Diploma Examinations. The weights are the number of students writing the Diploma Examination for each course. Courses included: English Language Arts 30-1, English Language Arts 30-2, French Language Arts 30-1, Français 30-1, Chemistry 30, Physics 30, Biology 30, Science 30, Social Studies 30-1, Social Studies 30-2.
3. The subsequent pages include evaluations for each performance measure. If jurisdictions desire not to present this information for each performance measure in the subsequent pages, please include a reference to this overall summary page for each performance measure.
4. Data values have been suppressed where the number of students or respondents is less than 6. Suppression is marked with an asterisk (*). 5. Please note that participation in Diploma Examinations and Grade 9 Provincial Achievement Tests was impacted by the flooding in June 2013. Caution should
be used when interpreting trends over time for the province and those school authorities affected by the floods. 6. Survey results for the province and some school authorities were impacted by an increase in the number of students responding to the survey through the
introduction of the Tell THEM From ME survey tool in 2014.
ACCOUNTABILITY PILLARS
Page 6
GOAL ONE: AN EXCELLENT START TO LEARNING
Outcome: To create a nurturing and safe environment in which children learn through play,
stories and music. (Locally developed outcome)
Strategies
To continue to grow our Parent-Tot and Nursery (pre-kindergarten) Programs to meet the
needs of our community, to ensure the growth of our school, and to grow the Waldorf
pedagogy that will help the children become engaged thinkers and ethical citizens.
GOAL TWO: SUCCESS FOR EVERY STUDENT
Outcome: Students achieve student learning outcomes
Comment on Results
As did many schools in the province, our grade 3 class chose not to complete the PATs for
the 2013-2014 school year; they completed the new SLAs in Sept/Oct of 2014 instead.
• 94.5% of respondents were very satisfied or satisfied with the quality of education at the WISE
in the 2013-2014 school year.
• 94.4% of respondents were very satisfied or satisfied with that their children learned what they
needed to know in the 2013-2014 school year.
Strategies
A survey circulated to establish whether parents and teachers are satisfied with the
opportunity for students to receive a broad program of studies and with the overall quality
of basic education.
Continue to develop Waldorf pedagogical approaches to the Alberta Program of Studies,
supported by student evaluation that prepares students for success on the new SLAs, as well as
a depth of understanding in literacy and numeracy.
Staff and board will work to increase the number of survey respondents to ensure that more
than 60% of families are heard from in our survey and to maintain and grow the high
percentage of parents satisfied with the students’ achievements in the learning outcomes.
ACCOUNTABILITY PILLARS
Page 7
Outcome: Students demonstrate proficiency in literacy and numeracy
Comment on Results
As did many schools in the province, our grade 3 class chose not to complete the PATs for the
2013-2014 school year; they completed the new SLAs in Sept/Oct of 2014 instead.
• 94.5% of respondents were very satisfied or satisfied with the quality of education at the WISE in the
2013-2014 school year.
• 94.4% of respondents were very satisfied or satisfied with that their children learned what they
needed to know in the 2013-2014 school year.
Strategies
A survey circulated to establish whether parents and teachers are satisfied with the opportunity
for students to receive a broad program of studies and with the overall quality of basic education.
Continue to develop Waldorf pedagogical approaches to the Alberta Program of Studies, supported
by student evaluation that prepares students for success on the new SLAs, as well as a depth of
understanding in literacy and numeracy.
Staff and board will work to increase the number of survey respondents to ensure that more than
60% of families are heard from in our survey.
ACCOUNTABILITY PILLARS
Page 8
Outcome: Students demonstrate citizenship and entrepreneurship.
Comment on Results
• In the 2013-2014 school year, 95.6% of respondents were very satisfied or satisfied that the students
model the characteristics of ethical and active citizenship and that they are taught attitudes and
behaviours that will make them successful at work when they finish school.
Strategies
Students, staff and volunteers will model engagement and responsible citizenship by actively
participating in the management, care and upkeep of school/community life. Students and
teachers will create routines that build respect and responsibility for the maintenance of the
class room, school yard and community.
Students, parents and the Board will plan and carry out activities that enhance the school
community, including community events, such as festivals and special celebrations.
Students will regularly visit local parks and outdoor spaces where they will learn the importance
of respecting nature and being responsible for natural spaces. In addition, travel to and from
these field trips whether walking or riding public transportation will expose the students to
appropriate and acceptable behavior as a group on a community outing.
Staff and volunteers will model respectful conflict management and resolution.
A survey circulated to establish whether teachers, parents are satisfied; that students model the
characteristics of ethical citizenship that students are taught attitudes and behaviours that will
make them successful at work when they finish school.
Staff and board will work to increase the number of survey respondents to ensure that more than
60% of families are heard from in our survey.
Continue to develop Waldorf pedagogical approaches to the development of ethical citizenship and
the qualities needed for successful careers and entrepreneurship.
Results will be used to review planning and programming for future years.
ACCOUNTABILITY PILLARS
Page 9
Outcome: The achievement gap between First Nations, Metis and Inuit (FNMI) students and all
other students is eliminated.
Comment on Results
Our teachers have noted no achievement gaps between our FNMI students and our other
students.
Strategies
Using teacher assessments and the provincial exams when applicable, we will continue to
monitor our FNMI students to ensure the continued success or our FNMI students and that no
achievement gaps begin to exist.
GOAL THREE: QUALITY TEACHING AND SCHOOL LEADERSHIP
Outcome: Teacher preparation and professional growth focus on the competencies needed to
help students learn. Effective learning and teaching is achieved through collaborative
leadership.
Comment on Results
With the guidance of the pedagogical principal, each teacher develops a Teacher Professional
Growth Plan annually. The TPGP is supplemented with weekly teacher-led child and book
studies, as well as collaborative learning opportunities to ensure that effective learning and
teaching is taking place in each classroom and for each student.
In addition the WISE School supports professional development opportunities, mentoring and
exchanges throughout the school year. Each summer, our teachers are supported to access
professional development opportunities that enhance their effective learning and teaching
approaches that focus on competencies.
Strategies
We will ask all staff, including educational assistants, to complete our school survey in the spring,
to ensure a high level of engagement and satisfaction with quality teaching and school
leadership.
ACCOUNTABILITY PILLARS
Page 10
GOAL FOUR: ENGAGED AND EFFECTIVE GOVERNANCE
Outcome: The education system demonstrates collaboration and engagement.
Outcome: Students and communities have access to safe and healthy learning environments.
Comment on Results
97.3% of respondents are highly satisfied or satisfied with parental involvement (collaboration &
engagement) in decisions about their child's education. In addition 86.9% believe they had
adequate opportunity to be involved in decisions at the school and about their child’s education.
Strategies
A survey circulated to establish whether teachers, parents are satisfied with parental
involvement in decisions about their child's education and the decisions at the school
Staff and board will work to increase the number of survey respondents to ensure that more than
60% of families are heard from in our survey.
Survey results will be used to review planning and programming for future years.
Parents volunteering as Class Representatives will liaise and facilitate discussion between parents
and teachers to provide opportunities for parent involvement and engagement. Class
Representatives will be supported by the WESE Board , which will continue to work to support the
teachers and their students as needed.
FINANCIAL STATEMENTS
Page 11
Financial Statements
STATEMENT OF FINANCIAL POSITION
FINANCIAL STATEMENTS
Page 12
BUDGET SUMMARY
FINANCIAL STATEMENTS
Page 13
ACCOUNTABILITY STATEMENT FOR COMBINED ANNUAL EDUCATION RESULTS REPORT RESULTS AND THREE-YEAR EDUCATION PLAN
The Annual Education Results Report for the 2013-2014 school year and the Education Plan for the
three years commencing September 1, 2014 for the Waldorf Education Society of Edmonton (and the
Waldorf Independent School of Edmonton) were prepared under the direction of the Board in
accordance with its responsibilities under the Private Schools Regulation and the Education Grants
Regulation.
This document was developed in the context of the provincial government’s business and fiscal plans.
The Board has used the results reported in the document, to the best of its abilities, to develop the
Education Plan and is committed to implementing the strategies contained within the Education Plan
to improve student learning and results.
The Board approved this combined Annual Education Results Report for the 2013-2014 school year and
the three-year Education Plan for 2014-2017 on 30 November 2014.
TIMELINES AND COMMUNICATION
The 3-Year Plan will be approved by the Waldorf Education Society Board of Directors by November
30, 2014. It will be submitted to Alberta Education by November 30th.
The Plan will be posted on the Waldorf Education Society of Edmonton school website at
www.thewise.ca and a copy shall be placed in the parent room in the school. Notice of its availability
will be circulated in an update to members by January 2014.
The Audited Financial Statement of the Waldorf Educations Society of Edmonton for 2013-2014 was
approved by the Board on November 30, 2014 and is made available to members in our school office.
WALDORF EDUCATION SOCIETY OF EDMONTON
BOARD CHAIR
Mandie Abrams
THE WALDORF INDEPENDENT SCHOOL OF EDMONTON
CONTACT INFORMATION
Page 14
Contact Information
WALDORF INDEPENDENT SCHOOL OF EDMONTON
7114 98 St
Edmonton AB T6E 3M1
Tel 780-466-3312
www.thewise.ca