Over the course of Monica’s long involvement with Waldorf education, there have been many changes in both the structure of Waldorf schools and in the curriculum. Some of the changes have been fleeting, while others have profoundly influenced the movement. For example, when she first began teaching, most schools did not have administrators. Also, most schools accepted every child, regardless of needs, because it was felt that families that found the school were meant to be there.

 

Having experienced both the pros and cons of so many Waldorf structures, policies, and procedures in schools, and having heard from hundreds of teachers in training institutes, Monica looks forward to sharing insights that can be useful to schools as they move into the future.