Mike Rosenthal, CWS parent and board vice president, currently chairs the Permanent Campus Committee. Mike met with us recently to talk about some of the current actions and future planning being undertaken for the school to realize its dream of entering a new building on a campus that holistically engages the community and supports the specialized tenets of Waldorf curriculum.

Here are some of his reflections on the prospect of a new and permanent home for our school:

Q: Can you tell us more about the Permanent Campus Committee and highlight some of its recent activities?

A: The PCC is a terrific group. It’s members have a wide array of skills and talents, representative of the variety of perspectives necessary to take on a task as important as our future campus. The committee members include parents, teachers, administrators and several trustees with literally dozens of years of combined experience in architecture, real estate, education and project management.

When we started out, we quickly realized that the first thing we had to tackle was researching a solid foundation for financial planning for the project, so, at our encouragement CWS conducted a philanthropic market study to assess the community’s readiness to undertake a campaign for a new building. The study gave us a deep insight into the school’s concerns for space as well as the giving capacity of our community.  In addition, and to help us create the vision of an “ideal” school, we worked with the College of Teachers to develop a preliminary high level facilities program for a new permanent campus. With that background, we developed a detailed matrix with 15 criteria by which we will evaluate any potential site for our school. When the opportunity is right and financial resources are in place, this matrix will be a great tool to help us comparatively evaluate and communicate the value of potential future sites.

Q: What are the main characteristics of a “permanent home” for Chicago Waldorf School as envisioned by the PCC, defined in the strategic plan and discussed in the philanthropic market study?

A: The goal of a new campus defined in the Vision Statement set forth in the School’s 2011-2014 Strategic Plan reads:

By 2014, Chicago Waldorf School will have firm plans and resources in place to occupy a permanent Waldorf-inspired campus. Our full classes will reflect the diversity of our city. We will be widely recognized for our challenging, well-rounded curriculum, our master teachers and our artistic, cultural and social contributions to our neighborhood, our city and beyond.

More specifically the permanent campus goal in the Strategic Plan directs us that our new campus will need to “support the pedagogical needs of our students and faculty, represent our values and provide a sustaining home for our community that is welcoming to all.”

Essential to the plan is that the school’s architecture embodies and supports the pedagogy, utilizes new modern space to promote organization and provide resources for classes. It also includes a vision to integrate a green campus with school grounds or proximity to parks and fields as well as a community gathering space that will create positive impressions for visitors and students’ families, and imbues a connection to the local neighborhood. The PCC is holding these goals and priorities at a high level.

Q: Can you describe the value a permanent home would bring to our school, its host neighborhood and local community?

A:   Our new home will be specifically designed to support our unique education. There will be modern, specialized classrooms and physical space that will be the functional and living embodiment of the education. Another high priority is providing a gathering space designed to foster relationships between all members of the community. In our new surroundings we will work to be a positive force in the community and there will remain a continued focus on service, community out-reach and public purpose in our Mission. In addition, from an enrollment perspective, our building will speak to new families demonstrating the Waldorf principles of Excellence in Academics, Expression of Creative Imagination, Respect & Reverence for the World and a welcoming openness to all.

The Permanent Campus Committee meets regularly as a committee of the Board. To learn more about their activities please contact Luke Goodwin at lgoodwin@chicagowaldorf.org

We are happy to announce this year’s Gala celebration and its theme Innovation: Imagining the Future. That innovative imagining examines the applied creative uses of technology (of all kinds) in Waldorf pedagogy. This questioning and envisioning fits squarely into the ongoing and lively national debate about integration of technology in education. The Waldorf age-appropriate approach to technology that supports independent expression is a model that inspires many and that demonstrates the value of our inspirational education. Rudolf Steiner, the founder of Waldorf education, pointed to the importance of introducing adolescent students to the many facets of science and technology that they will encounter later in their lives. Alongside this, state of the art technology tools are imperative to effectively communicate the Chicago Waldorf School’s mission and vision to the world.

Support progressive technology that fosters innovation at the Chicago Waldorf School and propels us to an exciting and brilliant future!

Come join our Chicago Waldorf School community for this enchanting evening that celebrates our community and the school we love. Raise your paddle in support of our school! The gifts raised from the 2012 Gala will support our Strategic Plan and our Vision through technology initiatives. Be entertained by the good company, fine meal, music and dancing in the after-dinner celebration.

You can expect a few surprises will be unveiled in the gala presentation, so know its a party not to be missed.

Through your generosity, the gifts raised at the 2012 Gala will go towards implementing a wide range of critical technology from curriculum to administrative based needs and will:

• Enhance middle and high school capabilities
• Launch progressive tools, and upgrade our infrastructure
• Advance impactful communication and marketing tools
• Provide quality faculty and staff training

Save the Date Now and to reserve tickets to Gala 2012 or inquire about sponsorships, please contact:
Jackie Johnson at jjohnson@chicagowaldorf.org or Peter Starzynski pstarzynski@chicagowaldorf.org
Detailed invitations to community members will be forthcoming.

Adapted from Ovid's poems of classic Greek myths, Metamorphoses tells the stories of a rich and powerful king's search for endless gold, of two lovers who are transformed into seabirds, of a man consumed by hunger, of a princess who literally dissolves into tears as well as many other stories.

The play, as created by the eminent Chicago playwright Mary Zimmerman, is staged as a series of vignettes that relate thematic tales of the Greek Gods and their human interlopers. Come see the 10th grade students perform this latest adaptation as part of the excellent drama program at Chicago Waldorf School.

Admission is free, although donations will be gratefully accepted at the door to help support the 10th grade's Service Learning trip to New Orleans to help rebuild the homes of Katrina survivors with the St. Bernard Project.

Join Sheila Donohue, Hazel Archer Ginsberg & Eurythmist Sue Hiertz in an exploration of Rudolf Steiner's writings and teachings every Tuesday starting on

Feb. 7th, 8:15 – 9:30am Lower Eurythmy Rm.

As we initiate a new study of one of Rudolf Steiner’s seminal books we are welcoming new members through the month of February. Please contact Sheila Donohue at sheila@otmarketing.com or Hazel Archer Ginsberg at hazel@shedrums.com for more information.

During sessions we may create art projects to initiate personal reflection; occasional guest lecturers will work with us to deepen our understanding of the material. We ask participants to attend regularly so that we can have meaningful and continuous  conversations. A suggested donation of $50 helps to cover the cost of books & materials and provides a small stipend for guest teachers.

Submited by the members of the Inner Development Parent Study Group

The 12 grade students will be performing eurythmy to poetry by Kathleen Raine and e.e. cummings as well as
to music by Hans Georg Burghardt, Saint Saens and Chopin.

All are invited to attend this performance of creative expression that brings poetry and music into movement.
 

Meeting the Adolescent through the Middle School Curriculum
Wednesday, February 8th, 7:00-9:00 pm -  Lower Eurythmy Room

Please join us for this night of instructive presentations which will explore the ways our school supports students as they make their entry into the teen years, and prepares them for high school.

Presenters:

• Carol Triggiano: Child Development and Language Arts
• John Trevillion: Math and Science
• Nancy Szymanski: The Arts
• Andrea Shaffer and Janine Moore: Athletic Program (curricular and extra-curricular offerings)

These speakers will provide insight into the Middle School curriculum including covering these questions:

• How does our developmental curriculum meet the needs of the young adolescent?

• What programs and extra curricular activities are added in the middle school years?

• How do we offer individualized and appropriately objective feedback to the older grade school students?

• How do Middle School students face practical challenges and offer service to the school and wider community?

Distinctive (New) Features of the Middle School Experience:

Student's Individual Responsibility (engage academic planners, homework, study skills, test prep). Perspective on Use of Technology (mechanical/analogue technology and digital tech/computers). Individualized Instruction, Feedback and Assessments (in student-teacher communications). Faculty teaching in areas of specialization (guest teachers in specialized blocks). Year long skills class in language arts and math. Advanced level math track starting in 8th grade. Potential for advanced placement in math and foreign language. Block exams and Standardized testing. Detention (engaging in responsibility, consequence and service to the school)

Extra-Curricular Activities in the Middle School:

Competitive sports (team dynamics, coaching, city-wide league play). Middle School dance at the British School (inter-school socializing). Class plays performed for whole school (public presentation to the entire community). More challenging class trips with ambitious scope (longer span and deeper pedagogical focus). Clubs: Math Club, Circus Club, Rocket Club (choice of focused intra-school social, extra-curricular options). Social Service and Applied Practicums: Recycling Program, Pizza/burrito Lunch Program, 7th Graders host 8th Grade Graduation, Fund raising for class trips and for humanitarian projects and organizations.

John was a gentle giant, who at first glance was larger than life, but once he spoke you could feel the kind soul who dedicated his life to healing people and teaching others to heal.

In the mid 1980’s John met Althea, the love of his life and they married in 1985, one day after Althea’s son Justin’s fourth birthday. Justin immediately started calling John his father and John immediately thought of Justin as his son. John and Althea went on to have two other children, Ariel and Joanna. Cumulatively, the Northage-Orr children have spent 44 years in Waldorf education (and counting) of which John deeply believed in.

We appreciate the value and legacy of this dear member of our school community.

John was an expert in Acupuncture, Structural Therapy and Cranio-Sacral therapy. In the late 1980’s, he and Althea founded the Chicago Center for Psychophysical Healing which became a successful holistic healing center in Chicago. A few years later they founded the Chicago College for the Healing Arts which has gone on to educate students in holistic healing and is still flourishing today.

John had an enormous heart; a kinder soul there never was.He would give you anything you needed, if it was the shirt off his back or just a good chuckle from one of his many jokes. He was a teacher to many and a mentor to many more. He was wise, understanding and caring. He was a healer, an entrepreneur, a husband, a father, a godfather and a friend to all people he came across. Perhaps John’s favorite activity was spending time in the woods, at his land in Indiana which he cultivated on regular weekend trips. He loved to farm and teach children about gardening and nurturing the earth. Chicago Waldorf School second graders have been visiting the Northage-Orr land for 20 years. John finally passed away peacefully on his cherished land. John was a man of action; he did not hesitate when he did something. His passing exemplified this.

Or you can find it with other media articles about Waldorf Education on this AWSNA webpage.

Inform is published by the Association of Waldorf Schools of North America (AWSNA) for all the affiliated Waldorf schools in its membership. Inform is designed to keep parents, teachers, board members, alumni, and all those interested in Waldorf Education informed of the current events affecting Waldorf schools nationally and internationally.

A carefully prepared lunch box is far more than just a healthy lunch.

There’s no doubt though, that providing food which is not only healthy but also appealing to the child when they’re surrounded by the many distractions of school is not easy. And for parents working full-time, making healthy school lunches five days a week can be a real challenge. The solution lies in planning and preparation, and a reliable resource of recipes and food ideas.

The Beef and Spinach Meatball recipe (below) is great for lunches because it’s very quick and easy to prepare beforehand and freeze. The meatballs travel well and the recipe’s been tested for its popularity with children! It’s also perfect for those children who refuse ‘greens’; the spinach is so well hidden they often don’t even notice it!

Beef & Spinach Meatballs (Gluten Free)

Makes 7 servings @ 4 meatballs each

• 1lb 2oz/500g lean Minced Beef
• 7 ½ oz/200g frozen chopped Leaf Spinach
• 1 teaspoon minced Garlic (about two cloves)
• 3 cups (250g) grated Cheddar Cheese

1. Mix all the ingredients together.
2. Pre-heat the oven to Moderate.
3. Using about 2 tablespoons mix, roll into balls and place onto prepared baking trays.
4. Cook for 20-30 minutes until nicely browned.
5. Cool completely before freezing in a sealed container between layers of non-stick paper.

Defrost overnight in the fridge. These are delicious served cold; perfect during hot weather. However if you do want to serve them hot, wrap in foil and place in a Moderately Hot oven for 20 mins then put straight into the lunch-box. If you use an insulated container, and pre-heat it with boiled water, they should stay warm until lunch-time. Pack some pita bread (or rice for Gluten Free), a mixed salad and some organic Egg Mayonnaise to go with the meatballs.

These meatballs can be served hot at dinnertime too with spaghetti and an Italian tomato sauce or can be shaped into patties and served in whole-grain burger rolls with a mixed salad; very popular, yet healthy.

The growing child is developing habits that will stay with them for life; now is the time to establish healthy eating; it’s one of the greatest gifts you can give to your children.

This recipe is taken from The Clever Packed Lunch, a 78-page book, written by Hazel Key, a Steiner parent, available from: http://lunchideasforschool.com.

Submitted by Hazel Archer Ginsberg

Douglas Gerwin, esteemed scholar and emissary for Waldorf education, will present a cultural and pedagogical perspective on the value of technology within Waldorf curriculum. This topic has been receiving a lot of network media attention recently and is at the core of a national dialogue that is being led by schools in the Waldorf movement.

So what is the value of technology in a student's learning? As Mr. Gerwin states, “Recent studies show technology works like a drug. As with any drug, it can either help by speeding up and bolstering vital processes, or it can take over the very functions it was designed to assist. In the first case, technology behaves like a dutiful apprentice to the sorcerer. In the second case, the apprentice becomes the sorcerer. How do we educate our students so that they are able to wield the sorcerer's wand without falling under its spell?” Come listen to this eminent spokesperson to find out, and stay for active community discussion after the presentation.

Douglas Gerwin Ph.D., Director of the Center for Anthroposophy, has taught history, literature, German, music, and life science at high school and university levels since 1983. He presently divides his time between adult education and teaching in various North American Waldorf schools. Douglas is the founder of the Waldorf High School Teacher Education Program at the Center for Anthroposophy and editor of several books related to Waldorf education.