What Also Works
The idea of this page entitled “What Also Works” is to collect and store whatever schools discover in practice that works for increasing enrollment and enhancing the social culture in which Waldorf thrives. With this first entry I am playing catch-up. I am mentioning below, just a few items schools have written so far, but cannot quote without permission or specific identity, I list them from memory, (hazy at best, but perhaps of some use as we launch this page).
- One school mentioned an idea that seemed relatively new but worked for them. They have an application fee of $150 as I recall. In order to encourage re-enrollment and also new enrollment the school designates one strategic week in the spring when anyone enrolling a child in the school may do so for half the usual application fee. This is possible only during that one week which is strictly limited. The school noticed that many parents who were moving slowly toward enrollment decided more quickly and applied at the reduced rate. It gave the school more early re-enrollments as well as some new enrollments. I indicate this as an idea only because, as you will recall from my book, I don’t really have the facts yet as to whether this approach works. The words “many” and “some” are not yet facts. At this stage they are opinions, which are probably true, given the source.
- Another school having only pre to eight grades has found a way to involve one or more high school students (presumably from another school) in the enrollment process to provide living evidence that the education works. This seems like a novel idea, I wonder if other schools practice such involvement and in what form?
- The most stimulating question I received from any school turned out I could not answer. The school asked whether there is something like a normal attrition in a healthy Waldorf school at this time, and if so, what is it? Does anyone know? I answered in a clumsy way, “If there are more than 10 leaving in a year in a grade school (5%), I would start asking questions, such as (a) all in one class? (b) what reasons are being given? (c) If the reason given is financial, don’t believe that there isn’t another driving reason behind it, and (d) what are other schools experiencing in the area. This would lead to many more questions, of course.
- Another interesting question involved summer enrollments. If the enrollment process works best when there is an actual tactile class experience including the teacher, children, etc. what can we do during the summer when school is out and a prospective parent visits? Good question! I have a few ideas, but what do others do?
FROM THE CEDAR VALLEY WALDORF SCHOOL
Gabriel Alden Hull (www.cedarvalleyschool.com) writes:
We are enjoying studying and implementing your Guide to Full Enrollment within our administrative group at our school in Squamish, BC. Particularly helpful are the breakdown of steps, the emphasis on enrolment goals, record keeping and analysis and on the importance of follow up. Furthermore, the reminder of the spiritual goals behind our enrolment work is refreshing and essential.
At this point, we have not discovered any error. In Canada, by the way, we spell enrolment with one “l”. Some aspects of the recommendations we do not feel ready to implement fully (eradication of sibling discounts, tuition insurance.) However, they have made for fruitful conversations among our Board and administrators.
Thank you for writing and disseminating the book. It has provided solid direction to our efforts and has helped us avoid reinventing the wheel.
“Ignites a life-long love of learning”
Gabriel Alden Hull (www.cedarvalleyschool.com) writes:
We are enjoying studying and implementing your Guide to Full Enrollment within our administrative group at our school in Squamish, BC. Particularly helpful are the breakdown of steps, the emphasis on enrolment goals, record keeping and analysis and on the importance of follow up. Furthermore, the reminder of the spiritual goals behind our enrolment work is refreshing and essential.
At this point, we have not discovered any error. In Canada, by the way, we spell enrolment with one “l”. Some aspects of the recommendations we do not feel ready to implement fully (eradication of sibling discounts, tuition insurance.) However, they have made for fruitful conversations among our Board and administrators.
Thank you for writing and disseminating the book. It has provided solid direction to our efforts and has helped us avoid reinventing the wheel.
“Ignites a life-long love of learning”
FROM THE SAN DIEGO WALDORF SCHOOL
Julie Joinson (admissions@waldorfsandiego.org) writes:
The Waldorf School of San Diego has a $150 application fee for new students. We have had a very significant increase in the number of applications handed in based on a fairly simple principle....we offer a 50% application fee for one week after attending a tour of our school. Our formal monthly tours always take place on a Wednesday, in the months of Oct, Nov, then Jan-June, from 7:45am-11:30am. They are pretty extensive and take parents on a journey from Nursery through Grade 8, with an optional hour-long visit to the High School (about half our guests stay on through 11:30am). Parents are encouraged to read a detailed information packet prior to the tour, and if they are pretty keen on what they read, to go ahead and complete the 8-12 page application (# of pages vary according to age group: early childhood, elementary or high school) and bring it with them to the tour. Once they complete the tour, they have the application ready to go....and they get a 50% discount only for the following week! Families who didn't complete the application can still go home and do that, receiving the 50% discount so long as they have it back before the following Tuesday at 3:00pm. We have found the discount combined with the deadline is just the thing to spur parents to submit their applications sooner rather than later! Win-win! :)
In regard to the question of summer enrollment....several years ago when I first became the Director of Admissions at The Waldorf School of San Diego, the majority of families were enrolled between June-September - not ideal! :( We had to work pretty hard to change this, and the first thing we did was widely speak, write, publish, inform anyone and everyone that "We begin enrolling in earnest in January for the following September." This begins a shift in the parent perception of your CURRENTLY ENROLLED families (who often tell other families about your school!) and then also informs NEW families. The practical aspect involves how to best showcase your school when there are no students, and possibly no faculty on campus over the summer.
First step is to ensure you have at least one classroom per program (early childhood, elementary and high school) available for tours. In other words, the classrooms must be looking their best! If possible get teachers to leave beautiful chalkboard drawings up on their boards. If they forget, ask a Waldorf student or a teacher-in-training if they can do something beautiful for you. Just entering the ideal Waldorf classroom is a completely different experience than other schools. Be prepared to explain the differences ie: chalkboards vs. dry erase boards, natural fabrics vs. synthetics, organic materials, the colors of the classrooms (why do they change for each grade). Explain the difference between standing in front of a class with a piece of technology or a photocopied worksheet vs. how innately our teachers KNOW and can SHARE the curriculum....I often use the phrase "you can never replace eye-to-eye contact with a good teacher!". Even without our amazing students and faculty to help us, prospective families can still FEEL the difference when they walk onto the campus!
The key for me - a complete novice to Waldorf when I started here! - was to read lots of easily accessible books on Waldorf education (Jack Petrash, Torin Finser, Kim John Payne) eventually working my way up to Rudolf Steiner! To observe classes in your school (so that you can explain what they do!), to attend faculty meetings (to learn more about Steiner, and about what faculty does each day!), attend teacher-training conferences or classes (we are lucky enough to have a satellite campus of Waldorf Institute of So.Cal right here on our school campus)....pretty much anything you can do to be able to talk, talk, talk about Waldorf curriculum. One DON'T I would recommend!!!.....don't be defensive about Waldorf education or give to much energy to it's detractors. Learn how to answer the frequently asked questions (succinctly and at least 3 different ways!). Focus on the wonderful things you DO rather than things you DON'T do. Waldorf is a life-changing gift for any child so we need to be loud and proud about that! Again, feel free to contact me directly at 619-280-8016 x 305, or admissions@waldorfsandiego.org. Every school faces similar challenges and joys and we can all improve and learn by sharing what we know! :)
Julie Joinson (admissions@waldorfsandiego.org) writes:
The Waldorf School of San Diego has a $150 application fee for new students. We have had a very significant increase in the number of applications handed in based on a fairly simple principle....we offer a 50% application fee for one week after attending a tour of our school. Our formal monthly tours always take place on a Wednesday, in the months of Oct, Nov, then Jan-June, from 7:45am-11:30am. They are pretty extensive and take parents on a journey from Nursery through Grade 8, with an optional hour-long visit to the High School (about half our guests stay on through 11:30am). Parents are encouraged to read a detailed information packet prior to the tour, and if they are pretty keen on what they read, to go ahead and complete the 8-12 page application (# of pages vary according to age group: early childhood, elementary or high school) and bring it with them to the tour. Once they complete the tour, they have the application ready to go....and they get a 50% discount only for the following week! Families who didn't complete the application can still go home and do that, receiving the 50% discount so long as they have it back before the following Tuesday at 3:00pm. We have found the discount combined with the deadline is just the thing to spur parents to submit their applications sooner rather than later! Win-win! :)
In regard to the question of summer enrollment....several years ago when I first became the Director of Admissions at The Waldorf School of San Diego, the majority of families were enrolled between June-September - not ideal! :( We had to work pretty hard to change this, and the first thing we did was widely speak, write, publish, inform anyone and everyone that "We begin enrolling in earnest in January for the following September." This begins a shift in the parent perception of your CURRENTLY ENROLLED families (who often tell other families about your school!) and then also informs NEW families. The practical aspect involves how to best showcase your school when there are no students, and possibly no faculty on campus over the summer.
First step is to ensure you have at least one classroom per program (early childhood, elementary and high school) available for tours. In other words, the classrooms must be looking their best! If possible get teachers to leave beautiful chalkboard drawings up on their boards. If they forget, ask a Waldorf student or a teacher-in-training if they can do something beautiful for you. Just entering the ideal Waldorf classroom is a completely different experience than other schools. Be prepared to explain the differences ie: chalkboards vs. dry erase boards, natural fabrics vs. synthetics, organic materials, the colors of the classrooms (why do they change for each grade). Explain the difference between standing in front of a class with a piece of technology or a photocopied worksheet vs. how innately our teachers KNOW and can SHARE the curriculum....I often use the phrase "you can never replace eye-to-eye contact with a good teacher!". Even without our amazing students and faculty to help us, prospective families can still FEEL the difference when they walk onto the campus!
The key for me - a complete novice to Waldorf when I started here! - was to read lots of easily accessible books on Waldorf education (Jack Petrash, Torin Finser, Kim John Payne) eventually working my way up to Rudolf Steiner! To observe classes in your school (so that you can explain what they do!), to attend faculty meetings (to learn more about Steiner, and about what faculty does each day!), attend teacher-training conferences or classes (we are lucky enough to have a satellite campus of Waldorf Institute of So.Cal right here on our school campus)....pretty much anything you can do to be able to talk, talk, talk about Waldorf curriculum. One DON'T I would recommend!!!.....don't be defensive about Waldorf education or give to much energy to it's detractors. Learn how to answer the frequently asked questions (succinctly and at least 3 different ways!). Focus on the wonderful things you DO rather than things you DON'T do. Waldorf is a life-changing gift for any child so we need to be loud and proud about that! Again, feel free to contact me directly at 619-280-8016 x 305, or admissions@waldorfsandiego.org. Every school faces similar challenges and joys and we can all improve and learn by sharing what we know! :)
FROM THE THREE CEDARS WALDORF SCHOOL
Geraldine Kline (gkline@threecedarswaldorf.org) writes:
Thank you so much for birthing yet another book in support of our efforts! I have been a Waldorf school Director (think orchestra director, not oximoron....) in the Seattle area since 2006. Between 2006 and 2011, the Seattle Waldorf School has seen its enrollment increase 41% - in the midst of the 2007-09 economic crisis - Since 2011 I work at Three Cedars Waldorf School, also in the Seattle area, where enrollment has increased 11% in two years. This is achieved without any 'gimmicks'.
Our enrollment and admissions process is simple and clear - it is based on common sense and excellent 'customer service', and beyond practical technicalities can be summarized as follow: - Pick up the phone when it rings: parents have many schools they can choose from. If we don't respond right away, another school will. - Walk families through a thorough yet swift process, which allows them to know us - administration and teacher(s) - and allows us to know them - parents and student(s). - Admissions is not the main problem: enough families are seeking alternatives to what is offered in public and private schools. On the foundation of a strong website, courteous service, and relationship with other independent schools, the phone will ring.
The main problem is to keep families with us once they have enrolled. This question of course goes far beyond the scope of the enrollment question. Yet it is helpful to consider these statistics: - Every satisfied parent will share with one other adult. - Every dissatisfied parent will share with nine other adults. - 15% attrition is acceptable for independent schools nationwide (family moves, financial difficulties, graduation, and dissatisfaction with the program). In my experience, clarity is absolutely key to our schools retaining our students: address problems immediately as they arise, have a competent point person to discuss problems with parents and faculty so as to find prompt solutions, be upfront about what Waldorf stands for and what it does not do, and learn the 'know-how' of school business from successful independent schools. Standing for social renewal and professional expertise are not mutually exclusive! I have been asked quite a bit from colleagues about how both the schools I have worked in are achieving such good results. I share my experience occasionally on a website I created for that purpose, where I also share some sample documents which establish clarity and predictability in processes. You are welcome to browse www.squaredorganizingservices.net for more information. Thank you again for all you continue to do for our wonderful schools!
Geraldine Kline (gkline@threecedarswaldorf.org) writes:
Thank you so much for birthing yet another book in support of our efforts! I have been a Waldorf school Director (think orchestra director, not oximoron....) in the Seattle area since 2006. Between 2006 and 2011, the Seattle Waldorf School has seen its enrollment increase 41% - in the midst of the 2007-09 economic crisis - Since 2011 I work at Three Cedars Waldorf School, also in the Seattle area, where enrollment has increased 11% in two years. This is achieved without any 'gimmicks'.
Our enrollment and admissions process is simple and clear - it is based on common sense and excellent 'customer service', and beyond practical technicalities can be summarized as follow: - Pick up the phone when it rings: parents have many schools they can choose from. If we don't respond right away, another school will. - Walk families through a thorough yet swift process, which allows them to know us - administration and teacher(s) - and allows us to know them - parents and student(s). - Admissions is not the main problem: enough families are seeking alternatives to what is offered in public and private schools. On the foundation of a strong website, courteous service, and relationship with other independent schools, the phone will ring.
The main problem is to keep families with us once they have enrolled. This question of course goes far beyond the scope of the enrollment question. Yet it is helpful to consider these statistics: - Every satisfied parent will share with one other adult. - Every dissatisfied parent will share with nine other adults. - 15% attrition is acceptable for independent schools nationwide (family moves, financial difficulties, graduation, and dissatisfaction with the program). In my experience, clarity is absolutely key to our schools retaining our students: address problems immediately as they arise, have a competent point person to discuss problems with parents and faculty so as to find prompt solutions, be upfront about what Waldorf stands for and what it does not do, and learn the 'know-how' of school business from successful independent schools. Standing for social renewal and professional expertise are not mutually exclusive! I have been asked quite a bit from colleagues about how both the schools I have worked in are achieving such good results. I share my experience occasionally on a website I created for that purpose, where I also share some sample documents which establish clarity and predictability in processes. You are welcome to browse www.squaredorganizingservices.net for more information. Thank you again for all you continue to do for our wonderful schools!