Abraham Maslow believed that one of our most essential needs is to feel loved and needed by those around us. Once we have this stability, he also believed we naturally apply energy to the matter of esteem or establishing a sense of significance in the broader world. In today’s world, success is often the pillar […]
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“If you’re not prepared to be wrong, you’ll never come up with anything original.” – Ken Robinson We want our children to succeed in life – finding financial stability, deep life experiences and the actualization of their dreams. While exceptions exist, school achievement is considered a grand testing ground, a predictor of these hallmarks of
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“Innovation in Education,” is an umbrella term that means different things to different researchers and educators. While there is no single definition, most can agree that it’s about enacting positive changes inside the classroom and the greater school community to better serve students. Waldorf educators explored the questions around innovation at the Association of Waldorf Schools
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“Divergent thinking” was a term coined by psychologist J.P. Guilford in 1967. Guilford was an early proponent of the idea that intelligence is not a unitary concept, as many after him, like Howard Gardner, would also propose. Guilford was particularly interested in the fact that many creative people scored lower on standard IQ tests. He
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Art teachers get to have fun. They teach through play, spread joy, and get their students’ creative juices flowing. While we may acknowledge, theoretically, that joy, creativity, and learning are related, the daily reality of teaching appears to leave less room for artistic values and persuasions. The common perception is such… art teachers inspire creative capacities;
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A team of three brothers from Edinburgh, with a shared passion for adventure, sport and music, rowed 3,000 miles across the Atlantic and broke three world records. The brothers also happen to be Waldorf graduates. In the tes.com article, Our schools gave us the strength to row the Atlantic, they attribute their resolve to two for 35 continuous days to
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Connection and relationships are at the heart of Waldorf education. Now is a time when isolation and divisiveness are all around us. Yet we must hold fast to stand for togetherness, keep our connections, and cultivate courage over fear and apathy. How is this to be done? Waldorf education and its roots in Anthroposophy can
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While there is much news coverage of our Waldorf schools using outdoor classrooms, media outlets are also taking note of Waldorf education’s focus on multidisciplinary coursework, wellness and nature. The Santa Barbara Independent recently highlighted the The Waldorf School of Santa Barbara in the article — Waldorf Education Honors the Head, Heart, and Hands — touching on Waldorf education’s century-long history
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CityTV’s Breakfast Television broadcast in Toronto, Canada, has interviewed Jennifer Deathe, Admissions Manager at Waldorf Academy — a Pre-k through Grade 8 Waldorf school in Toronto. During the broadcast, How to encourage kids to focus on making human connections with Jennifer Deathe, Jennifer shares device-free activities for children and talks about managing screen time to prioritize human connection. Jennifer asks
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The pandemic has made a new case for winter outdoor activity. As British fellwalker, guidebook author and illustrator, Alfred Wainwright, said, “There’s no such thing as bad weather, only unsuitable clothing.” It seems that many more are willing to embrace this motto now that indoor activities are curtailed. News coverage ranges from The New York Times recommending
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Pam Leland brings a diverse and unique background to her role as AWSNA's Information & Systems Manager, where she has managed the organization's technology platforms since 2011. As a graduate of Macalester College with a B.A. in German, her career path started in education as a German language teacher and Fulbright scholar in Germany, teaching in public and private schools across the Midwest.
Her journey then led her to the field of leadership development, where she served as a certified Master Integrative Life Coach, a corporate leadership coach, and an adjunct faculty member in the University of Minnesota's Leadership Minor program. She discovered Waldorf education while homeschooling her own two children, which ultimately brought her to AWSNA, where her varied skills support the broader Waldorf community.
Pam is an avid organic gardener, balancing her work screen time with hands in the dirt, appreciating birdsong, buzzing bees, butterflies, and the occasional garden snake.
Laura Posusta Sharp, special projects manager, found her way to Waldorf education and AWSNA years ago when her three daughters were young. With a BA in kinesiology from the University of Northern Colorado and a rich professional background ranging from law offices and government agencies to wellness spaces and early childhood settings, she meets the world with both practical skill and quiet reverence. Her talents are grounded in an intuitive sense for what is needed, and she likes to create spaces of calm, clarity, and quiet competence where others can thrive.
Outside of work, Laura finds nourishment in nature—tending flower and vegetable gardens, puzzling out crosswords, and spending meaningful time with her husband and daughters. She believes in beauty as a form of service, presence as a form of wisdom, and a well-timed pause as a form of magic.
Emily Cohen is AWSNA's business manager, and brings more than two decades of dedicated expertise in accounting and financial management to the non-profit and education sectors. Her key specializations include grant fund accounting, financial reporting, payroll management, audits, and system implementation. In all her work, she is committed to ensuring compliance and executing effective process improvements.
Having held both leadership and supporting roles, Emily has consistently contributed to streamlining financial operations and enhancing reporting. She earned her BS in accounting from Northern Arizona University.
When not focused on work, she loves being outdoors with her children—paddleboarding, hiking, and cycling. She also pursues interests in amateur photography, exploring local history, and creating collaborative art with her family.
Stephanie Rynas brings a deep commitment to human development, organizational health, and educational access in her role as executive director, operations & member resources. Before joining AWSNA’s executive team, Stephanie served for ten years as administrator at the Waldorf School of the Peninsula, where she also taught woodworking and supported Northern California schools as a leadership council member.
Prior to entering the education field, Stephanie spent two decades in marketing and management in Silicon Valley, experiences that continue to inform her thoughtful and pragmatic leadership style. She is known for her collaborative approach, her ability to balance vision and execution, and her steady commitment to organizational integrity and care for people.
Stephanie holds a BS in electrical engineering from the University of Michigan and an MBA from Santa Clara University. She earned her Waldorf teacher training certificate from Rudolf Steiner College and maintains professional certification through the Society for Human Resource Management (SHRM-CP).
Andrea Cooper manages the Teacher Education Loans and Grants program, is the accreditation administrative assistant, and notetaker for various meetings including the leadership council, teacher education delegate and institute circle, and all-association.
During Andrea’s first 33 years, she maintained a 200-km radius in Ontario where she was born, raised, and then attended university to receive a BASc (University of Guelph), followed by a BEd (University of Toronto). After a decade of living in Toronto working with newcomers and refugees to Canada, Andrea headed west across the continent. It was in Seattle after her son was born where she discovered Waldorf education and then began working for AWSNA.
Andrea loves playing flute in Irish traditional music sessions and banjo in old-time Appalachian string bands.
Melanie Reiser is the executive director, membership for the Association of Waldorf Schools of North America (AWSNA). In this role, she guides schools and institutes through membership processes, ensuring that the foundational philosophy of Waldorf education, anthroposophy, permeates every aspect of each institution.
Before joining AWSNA, Melanie spent eight years as a class teacher at Detroit Waldorf School where she led a group of students from first through eighth grade. Her extensive experience in Waldorf schools also includes leadership roles such as faculty chair and service on various committees, from finance to personnel, as well as directing outreach and enrollment.
Melanie holds a PhD in curriculum and instruction from the University of Denver, an MEd in Waldorf education from Antioch New England Graduate School, an MEd in value creating education for global citizenship, and a BA from the University of Virginia.
Beverly Amico, executive director, advancement for the Association of Waldorf Schools of North America (AWSNA), is a seasoned leader with 25 years of dedicated service to Waldorf education. Her extensive experience encompasses roles as a teacher, administrator, and specialist in communications and strategy.
Beverly holds an MA in strategic innovation and change from the University of Denver and a marketing certificate for organizational leaders from Cornell University, complementing her formal university education and teaching certification.
An active contributor to the broader educational landscape, she serves on the board of the American Council of Private Education and on the National Council for Private School Accreditation. She had previously served as a commissioner on the National Association of Independent Schools (NAIS) Council on Accreditation.
Outside of her professional life, Beverly is an avid long-distance trail runner and thru-hiker.
Siân Owen-Cruise brings 35 years of deep and varied experience in Waldorf education to her current role as director of accreditation for AWSNA. Her career has spanned numerous key roles, including class and high school teacher, as well as administrator for both the Minnesota Waldorf School and the Rudolf Steiner School of Ann Arbor.
Her leadership experience also includes serving as the director of the Waldorf Institute of Southeast Michigan, a board member at two Waldorf schools, and a colleague in the "Leading with Spirit" leadership training program. This extensive background is further enriched by her experience in public and higher education.
Siân holds a BS in technical communication, along with an MA and a PhD in rhetoric and argumentation. A Waldorf alum parent, her personal interests include long-distance hiking and running, traveling with her husband, and various forms of handwork.