Student Info
Name: Shady Moody
Term: Fall 2018
Credits: 4
Title: Early Waldorf Education
Contact Info
Contract mode: Internship
Sponsor name: Sarah Williams
Internship Info (if applicable):
Internship hours/wk: 10
Internship credits: 4
Academic credits: 0
Field Supervisor
Field supervisor: Aimee DeNey
Title: Coordinator & Teacher
Organization: Bird’s Song Children’s Garden
Program Description
Narrative: How does early Waldorf education function? How does early Waldorf schooling help children learn? How could these methods be potentially introduced into public schools? This student will observe the Waldorf preschool early education model through an interdisciplinary approach. The student will spend six hours a week at Bird’s Song Children’s Garden as an intern and will work with the Waldorf curriculum in efforts to learn about how preschool children experience education and growth in this environment. The student will spend four hours a week reading, Gardening with Young Children by Beatrys Lockie and Creating a Home for the Body, Mind & Soul by Bernadette Raichle. The student will create an ePortfolio on WordPress with a weekly post of activities, logging hours and a bibliography.
| Learning objective | Activity | Deliverable |
| Observe and participate at Bird’s Song Children’s Garden Waldorf school and learn about Waldorf preschool education. | Attend internship and keep field journal. | Log hours. |
| Learn basics of Waldof education and how to garden with young children. | Read Creating a Home for Body, Soul & Spirit by Bernadette Raichle and Gardening with Young Children by Beatrys Lockie. | Weekly posts on ePortfolio and bibliography. |
Evaluation of Work
The student will complete all assignments as described on the syllabus, including weekly documentation of the ePortfolio on the Project pages of the SOS: Food and Ag program website. Required components of the ePortfolio, as templated, include: approved ILC description; weekly post; log of activities and hours; map; image gallery, and bibliography. Because the student’s in-program ILC project requires–or would benefit from–a field supervisor (required for internships), subcontractor (required for upper division science credit), or mentor, the student should provide the faculty with a field supervisor, subcontractor, or mentor’s descriptive assessment of in-program ILC work completed with their guidance, expertise, or supervision by Thursday noon of week 10. This assessment should be discussed between the student and the field supervisor, subcontractor, or mentor, then provided on professional letterhead as an attached .doc file with current contact information directly to the appropriate faculty sponsor through email (williasa@evergreen.edu or muehleisen@evergreen.edu ). The student should complete comprehensive mid-quarter and final narrative self-evaluations and submit them to faculty at mid-quarter and prior to their final, end of quarter student-faculty conference. For the final presentation each student will post and, when possible, present in class on Tuesday of week 10, a ten-minute PowerPoint (Keynote, Google Slides) presentation of 10-15 slides with text that demonstrates the highlights of the student’s in-program ILC Project. Note: As a “best of the student’s ePortfolio” this presentation should not be about the creation of new material, but rather the final presentation should assemble and tell the story of existing material regarding the student’s in-program ILC project. All students must update their Academic Statement yearly; graduating seniors are encouraged to work on revisions to their final Academic Statement with faculty prior to the final evaluation conference.