New Teacher Orientation

Administrative Information
Sponsor: Business Manager or his/her agent
Review employment information and appropriate information in staff
handbook including:

a. Office staff: introductions and responsibilities

b. Staff handbook
c. Health insurance enrollment procedure/information
d. Life Insurance enrollment procedure/information
e. Retirement Account information
f. Payroll information- fill out forms
g. Scheduled vacation times (dates of holidays)
h. Sick leave policy (number of days)
i. What to do if you are sick – who and when to call
j. Unscheduled sick leave procedure (how to get a substitute)
k. Creation of substitute plan to have on file
l. Scheduled leave of absence policy- how to arrange coverage (who?)
m. Classroom supply budget (what is it, how much is it, what should it
cover?)
n. How to make purchases and how to get reimbursed
o. How to use the copier (paper storage location), etc.
p. What can the teacher expect in the way of service from the office
staff (i.e. making copies of workbooks, making phone calls on his/her
behalf, etc.)
q. Computer/internet access- where, how, when
r. Location of teacher resource files: field trip files, catalogue files,
class play files
s. Location of Anthroposophical and other resource books
t. Location of individual student files- what should go in there
u. Location of master calendar- how to add something or make a change
v. How to order janitorial supplies
w. Procedure for sending a sick child to the office
x. Procedure for sending a child to the office for disciplinary reasons
y. CPS training
z. CPR/First Aid training
aa. Field trip permission forms/Drivers’ forms
bb. Medical release forms- make a complete packet for each driver on a
field trip (makes switching cars easier)
cc. Accident report forms
dd. Tardiness policy
ee. Excessive absence policy
ff. Attendance sheet, reporting
gg. Fire drill procedures
hh. A/R policy
ii. Keys- which ones should you have and where to “hide” parent keys
jj. Outside lights- where are they

Setting up Your Classroom

Sponsor: Inhouse mentor

1. Ordering of curriculum supplies: (depends on the grade, of course)

a. Mercurius
b. Stone, Paper, Scissors
c. Adonis
d. Office Max (or equivalent)
e. Drawing and painting paper
f. Handwork supplies
g. Flutes/recorders
h. Silk (how to dye silks/faculty silk dyeing plans)
i. Felt squares if needed
j. Soft ball to toss to students during mental math, etc. (can also
use bean bag)
k. Teacher supplies (paper clips, stapler, tape dispenser, ruler,
pens, post-its, hole punch, scissors, staple pull, white-out,
markers, rubber bands, etc.)
l. Filing needs (file drawer, hanging file frames, hanging files, file
folders, box for transporting files, homework files, student
work files, etc.)
m. Pencil bags, crayon bags, object bags (design, how to get them
made)
n. Compasses for geometric drawing
2. Classroom fixtures
a. Student desks and chairs (do you need more/how to order, do
you need to get rid of some/how to store, do they need to be
refinished/how to get this done, side hooks for hanging flute
bag, how to check student/desk height, etc.)
b. Stool for sitting (how to get if not there)
c. Podium or music stand (where to find one)
d. Teacher’s desk, chair
e. Blackboards
f. Blackboard rod if you want a blackboard curtain
g. Curtain rods if you need to replace or repair current ones
h. Nature table (how to get one- ideas)
i. Shelves for books, painting boards
j. Storage space (portable and permanent)
k. Cubbies and coat hook rack
l. Lighting/lamps
m. Carpets/flooring needs (shampooing, replacing??)
n. Painting boards- do you need new ones? How to get them
o. Drinking cup rack or storage (or water bottles w/ name)

3. Library/readers
a. Sets of school readers for that grade
b. Individual grade readers
c. Recommendations for the use of readers in a specific grade

4. Classroom Design
a. Ask if there are any local fire code regulations that you have to
take into consideration in your planning.
b. Painting of walls (how to get paint, suggestions for color, how to
sponge paint the walls)
c. Curtains (are there some available, how to get them made)
d. Classroom pictures- are there some to support that grade’s
curriculum?
e. Painting of blackboards using slate paint, if needed
f. Bulletin boards (are they needed, where to find)
g. Where/how to hang students’ paintings
5. Classroom supplies to consider (non-educational)

h. First aid kit- what’s in it/how to replenish

i. Cleaning supplies- what should you have?
j. Brooms, trash cans, dust pan
k. Cloths to protect student desks
l. Paper plates, cups, etc. for parties
m. Students’ drinking cups
n. Electric teakettle (should you get one?)
o. Microwave (should you get one?)
p. Small refrigerator (should you get one?)
q. Drinking water dispenser (bottled water or tap purifier)
r. Cutting knives, cutting board, etc. what would you like to have
available for projects, cooking, birthdays, etc.?
s. Candles, matches (again are there fire code regulations to
consider?)
t. Flower vases
u. Containers for paint brushes, paint rags, cleaning supplies, etc.

6. Games/movement equipment

a. balls (type appropriate for your grade)

b. ball storage container/identifying ownership
c. eurythmy rods/storage
d. bean bags (how to get them made)
e. hacky-sacks (purchase or make?)
f. jump ropes (make/buy?)
g. sidewalk chalk
h. various outdoor games (suggestions)
i. rhythm sticks

7. Indoor games/educational games

a. cards (playing, uno, skidbo, etc.)

b. pick up stix and jacks
c. Dice for math games
d. math games (suggestions)
e. scrabble and other board games (suggestions)
 f. Bingo (math and or language skills)
g. Dice for math activities
h. Age appropriate board games (rainy weather)

Planning for Your Year

8. Curriculum Resource Boxes

a. Resource books for blocks

b. Sample main lesson books (teachers’, students’)
c. Lesson plan books
d. Sample block rotations
e. Sample Daily Rhythms (substitute plans)
f. Instrumental/vocal music files
g. Poetry suggestions (include festival times)
h. Lesson plan guidelines
i. Circle/class movement ideas
j. Student project descriptions
k. Field trip information
l. Play suggestions
m. Book report ideas
n. End of the year report samples
o. Student skill’s assessment activities/record forms
p. Parent evening ideas and parent education articles
q. Self study curriculum goals for the year
r. Parent conference report forms

9. Things to Discuss concerning the Curriculum:

a. Self study curriculum goals for the year for each subject
b. School standards for Language arts and math
c. Ideas for block rotation and how to set up daily rhythm
d. When to have plays, field trips
e. Music and speech curriculum ideas
f. Movement/circle- how to design, what to include, time allotted
g. Curriculum projects- what, when, how
h. Readers- which ones, reports?
i. Assessments- what, how, when
 j. Record keeping, how to keep track of individual student’s
progress
k. Version of morning verse used by school (upper and lower
grades)
l. Grace, establishing reverence

10. Events at the school/yearly rhythm/traditions:

Sponsor: Festivals coordinator or mentor

Festivals- what, when, how, who?

(The following is based on a year at Cedar Springs Waldorf School)

*Opening day (1st and 8th grade role/faculty presentation)

*Monthly assemblies
*Michaelmas- Feats of courage- role of each class
*Grandparents’ day
*Curriculum evenings
*School photos (individual, class)
*Halloween (policy about costumes at school)
*Pumpkin Path (K-3rd)
*Martinmas (2nd)
*Thanksgiving (3rd grade dinner)
*Children’s Holiday Store (8th) (7th wraps and both upper rooms in
White Feather are used for this event- classes are displaced that
day. All classes are asked to help make things for the store- craft
kits will be distributed in the fall)
*St. Nicholas’ Day (Kdg.)
*Santa Lucia (2nd)
*Advent spiral
*Advent singing 1st-8th)
*Shepherd’s play/or other (faculty)
*Winter assembly (musical offering 4-8th) What is “concert dress”
*Faculty-Board retreat
*Valentine’s Day (suggestions on observance)
*Ski trip (6-8th grades)
*Auction
*Spring concert (4-8th)
 *Mayfaire (Maypole dance 8th gd, led by 1st gd. music by 6-7th gd.
recorders)
*May Day games (8th gd. organizes)
*Yearbook distribution/signing (7th)
*Last day of school (1st/8th special role)
*Graduation

a. End of the year meetings

b. Classroom cleaning and moving days
c. Beginning of the year meetings
d. Campus work parties (getting school ready)
e. Joint faculty/board meetings
f. Faculty Board retreats
g. In- Service days

11. Greeting/Recess/snack/lunch/dismissal Information:

a. How to greet the children (bell, handshake, entrance to classroom)

b. How to set up your snack and lunch (basket-lunch box, checking
student’s lunches-or not, supporting parents’ requests to encourage
eating, sharing food- only if enough for everyone, healthy food policy
of school, read to them-let them visit, in their seats-sitting by
friends, sitting-moving, inside- outside….)
c. Playground duty- coverage expectations
d. Bell ringing-
e. Recess schedule and location:
f. Getting acquainted with the campus- what do you need to know, where
are the safety issues (poison oak, traffic, seasonal creek, swings, tree
house, ropes, etc)
g. Trash- where are bins located for trash and recycling…when is trash
pickup, process for recycling, litter on campus, class trash
h. Recess- ideas for games, activities
i. Playground rules of behavior (inclusivity, language, physical
aggression, poison oak, tree climbing, using steps as opposed to
eroding hillsides, litter, digging, use of tools, use of sports equipment)
j. Where to go and suggestions on how to use your free periods (off and
on campus)
 k. Daily Dismissal and extend-a-care (when, where, location, transfer of
students)

12. Parent Work:

a. Expectations and suggestions for working with class parents(office

hours, phone hours, have a plan- we have a very involved parent body)
b. Parent classroom observations- how to approach this
c. Parent Evenings When/what to include/attendance
d. Parent Education- articles, workshops
e. Parent Conferences (November, winter, other)
f. Parent Communication- email, letters
g. Parent Communication- phone call guidelines-don’t leave personal or
confidential messages on answering machines- not even for colleagues
who have children at home
h. Role of school wide communication policy (see Communication policy in
staff handbook)
i. How to get people signed up (see sample “Parent Support Survey and
Classroom Cleaning Sign up Sheets”)

13. Individual Class Business/Field Trip Fund

a. Class Field trip fundraising policy

b. Class field trip fund (suggestions on funding this- monthly
payments vs. paying for each trip as you go)
c. 6-8th grade Class fund raising suggestions/guidelines
d. Private class bank account
e. How will you pay for: drinking water, animal feed, scholarships
f. 8th grade trip destination/length guidelines

14. School wide/individual communication procedures:

a. Communication policy (find in staff handbook, discuss)

b. School newsletter (your contributions)
c. Email (guidelines- when and when not to use it)
d. Announcement boards
e. Phone trees
f. Use of letters
 g. Annual report
h. All- community meetings

15. Accepting a new student to your class:

1.See the section on The Enrollment Process for the office’s role
2.The interview process:

a. Classroom visits prior to application (who should come? Parents

and/or student? )
b. School visitation policy – 3 day limit?
c. Phone call to parents: set time and ask them to bring samples of
student’s current work in math, writing, a book s/he is currently
reading, art work, report cards, etc.
d. Parent interview form for grades- lower/upper
e. Student assessment: (form, activities, involvement of mentor, etc.)
f. If there is a concern: either physically, emotionally or
academically- what to do? Involvement of mentor (addendums to
contract, IEP’s)
g. Calling the student’s current teacher
h. Making the decision to accept or deny…what to consider
i. Meeting with parents to go over any IEP or addendum to the
contract prior to taking student to the faculty for acceptance.-
any additional agreements should be signed by you and parents
before the application is returned to the office for processing.
j. Bringing the student to the faculty for acceptance or denial
k. How to prepare for a new student to enter your class- class
supplies, desk, placement, social, routine information (bathroom,
water, etc.)
l. Arrange for additional tutoring in academics, music, art, handwork,
foreign language if needed.
m. Check in with parents often during the first few months to give
them progress reports on student’s adjustment

16. Professionalism (See corresponding sections in Staff Handbook)

a. Morning arrival time- when due on the playground, responsibilities

b. Where to park
 c. Morning verse
d. Dress and grooming
e. Language
f. Speaking with others- when upset
g. Leaving campus during school hours
h. Arriving to teach your or another’s class on time
i. Confidentiality (with regards to school parents )
j. Care of supplies and school property (seeing that your students do
this)
k. Returning phone calls or requests for a conversation in a timely
manner
l. Following and supporting the school’s communication process (This
includes directing people to the appropriate person rather than
allowing them to “bend your ear”.)
m. Arriving to scheduled meetings on time and adequately prepared
n. Keeping your room clean, uncluttered
o. Responsibility for outside your classroom
p. Janitorial services provided (who, when, what)

17. November Parent-teacher conferences and end of the year reports

a. Purpose of November conferences (ideas for formats,

scheduling, assessments, documentation, when to include
your mentor, what to do if divorced spouses want separate
sessions, to send work home at that time or not, etc.)
b. Inclusion of interim reports from special subject teachers
c. Filing your documentation with the office
d. Winter (late Jan./Feb.) conferences held at request of
teacher to follow up on issues brought up during the Nov.
conference or at request of parent.
e. End of the year report cover letter (content, purpose)
f. When it is for the parents (K-6th) attach a cover letter to
individual report asking parents not to share the report with
their child
g. Individual report addressed to both the student and the
parents in 7th and 8th grades
h. Individual student reports (purpose, ideas for format,
examples)
 i. When you have something difficult to say
j. Documenting all recommendations or requirements that you
have for that student
k. Having your mentor proof read your reports before they go
out
l. Who will see these reports- what does it mean to become
part of the cum file?
m. The use of a skill assessment form in lower grades
n. The role of awarding grades; how and when we introduce
them
o. When a student leaves our school-communicating “Waldorf”
to the outside world
p. Writing recommendation letters for high school, special
camps, etc.
q. The importance of documentation

18. Resource personnel offering tutoring on our campus- during and

after school:
(insert names, email addresses and phone numbers here)

19. Special Subjects and our Staff

Sponsor: Special subject Coordinator

1. Current classes offered for your grade

2. Current faculty for those classes- training, experience
3. Weekly schedule of classes for your class
4. Arranging for a time for you to meet these teachers and
discuss the curriculum for the year and their plans
5. Teacher’s requests for additional adult support- either you
or parental helpers*
6. If you would like to observe the teacher teach your class,
how would s/he like that to happen?
7. Working out a system of communication so you are informed
if there were any behavioral problems, etc.
8. How to get interim and end of the year reports from your
special subject teachers.
9. If you have a concern about a teacher, what do you do?
 10. Description of faculty meetings with a focus on special
subjects- how many, when, purpose.
11. For safety reasons, Woodworking (5-8th grades) must
have a second adult in the class beyond the woodworking
teacher, if a parent or other staff member is not
available the class teacher must attend the class or
cancel the class.

20. Faculty member expectations/information

Sponsor: Member of College of Teachers

1.Mentoring and Evaluation:

a. Individual teacher evaluation- how is this done? By whom? How
often?
b. Evaluation form- what does it look like?
c. Choosing an In-house Mentor
d..Role of the mentor in supporting you in the classroom
e. Meeting with the COT for check in (if you wish to initiate a
meeting-how to)
f. Role of the Pedagogical or lower school chair in supporting you
outside the
classroom (parent work, etc.)
g. Meeting with your mentor- how to prepare, staying focused- how
often?
h. If there is a concern about your teaching or other aspect of your
work- what
happens? Our process: support, probation, release

21. Working with Consensus- our model

a. Role of facilitator
b. How to bring a proposal/documentation…letting go of ownership
c. Role of agenda setter (time, F/C/D)
d. Prior preparation for the meeting (agenda, documentation,
clarifying?)
e. Role of the listener (supporting agenda, Goethean approach to
listening)
f. Standing aside
g. Blocking consensus
 h. Confidentiality
i. Minutes approval process
j. Honoring the other and the process
k. Next date for consensus training

22. Additional training expectations

a. February teacher conference (attendance/support $)

b. Summer teacher conference (attendance/support $)
c. Other workshops, trainings, enrichment
d. In-service Days (attendance required)

23. Expectations for participation outside the classroom:

a. timely response and interviews for all new applications for your
class
b. Home visits should be planned during the summer and early fall of
your first year (value of these and how they may change in form
depending on age of student)
c. Classroom preparation in a timely manner
d. Attendance at the beginning of the year meetings
e. Attendance at all faculty meetings
f. If needed, serve in some small capacity (refreshment coordinator
for the faculty meetings, faculty recording secretary, costume
closet coordinator, etc.)
g. Parent evenings (minimum # per year)
h. Mentoring sessions with assigned mentor (schedule to be approved
by COT)
i. November and Winter parent conferences
j. All community meetings
k. Michaelmas/Feats of Courage
l. Joint Board/Faculty meetings and retreats
m. Mayfaire (time at information booth)
n. Support of Shepherd’s play or other faculty offering for the
community
o. Suggestion to be considered by school: After winter break
participation on at least one committee chosen by new colleague
with the approval of the COT . (This means attending the
 scheduled meetings with the current faculty representative and
learn about that committee’s work…it does not mean taking on a
major leadership role.)

24. Miscellaneous information

a. How to send a child up for your mail (envelop)

b. Give copy of and review any field trip guidelines the school might have