Waldorf Education
Brooklyn Waldorf School
is seeking a Dean of Students. SUMMARY:
The Dean of Students will support our EC-8th grade students. They’ll manage daily behavioral support, develop Waldorf-aligned behavior plans, collaborate with our Student Support Team, and cultivate a positive school culture. Must be student-centered, a strong communicator, team-oriented, and ideally have Waldorf experience. EMPLOYMENT STATUS
: Exempt/Full -Time TERM
: 2025/2026 School Year LOCATION
: 11 Jefferson Avenue, Brooklyn, NY 11238 (on-site) SCHEDULE
: M – F (8AM-4PM) REPORTS
TO
: Head of School COMPENSATION
: $60,000-$80,000 /Annually Implement Culture Systems: Drive consistent implementation of school-wide culture systems in hallways, common areas, and classrooms, ensuring alignment with the school’s expectations for safety, joy, and student engagement Develop intervention strategies to address bullying and harassment issues Supervise arrival, dismissal, and middle school recess and lunch times Create a safe environment by working with teachers and students to promote a positive learning environment Partner with families to reinforce school-wide behavior expectations, support student development, and resolve concerns with empathy and consistency Model positive and respectful interactions with students, faculty, and parents. Actively promote the core values and principles of the school and Waldorf education. Support student leadership initiatives and opportunities for positive peer interactions. Collaborate with teachers to integrate social-emotional learning into the curriculum and daily routines. Help to organize and participate in school events that foster a strong sense of community. Behavior Management & Student Support: Implement clearly defined school-wide procedures for discipline Ensuring students follow the school’s code of conduct and track student behavior and consequences Lead the development and day-to-day implementation of behavior management strategies that support all learners Intervene when a student is significantly disruptive and address violations of school rules and regulations by imposing consequences Look into misbehavior by investigating incidents Serve as a primary point of contact for teachers and staff regarding student behavioral concerns in EC through 8th grade. Observe student behavior in various settings (classroom, playground, etc.) to gain a comprehensive understanding of individual needs. Provide direct support and guidance to students experiencing behavioral challenges, utilizing restorative practices and Waldorf-aligned techniques. Communicate effectively with parents regarding student behavior, progress, and support strategies. Make recommendations for additional support services or interventions when necessary. Faculty & Staff Support: Coach and support teachers in maintaining strong, predictable classroom environments and upholding common picture systems, in collaboration with instructional leaders Design and lead school-wide initiatives that promote a positive school climate (i.e. professional development on behavioral systems and procedures for Staff and Faculty) Coordinate with the school mental health clinician to refer students for in-school counseling services Communicate with the Faculty Administration and Support Services Departments when students with IEPs/IESPs are suspended Leadership: Serve on school committees and contribute to the overall leadership and decision-making processes. Assist with student supervision during non-instructional time, as needed. Support the implementation of school policies and procedures. Engage in ongoing professional development to enhance leadership skills and knowledge. Other duties as assigned by the Senior Leadership Team. Qualifications: Bachelor’s degree or equivalent experience, knowledge, or skills NYC DOE fingerprint clearance Minimum three years of K–12 teaching or assistant teaching experience with a record of high expectations Skilled in engaging families and navigating challenging conversations Strong organizational, planning, and independent execution abilities Committed to diversity, equity, and inclusion, with respect for varied backgrounds and identities Effective communicator and collaborator across school communities Maintains confidentiality in all professional interactions Leads with energy, kindness, and a sense of humor Enjoys working with children and contributing to school life About
At Brooklyn Waldorf School, we educate our students as whole individuals, providing for their academic success and the development of their artistic capacities, emotional intelligence, and physical knowledge of our world. BWS fosters a purposeful and well-rounded learning experience, prioritizing a strong sense of community-belonging among students, families, and educators. BWS was founded in 2005 by a small and energized body of educators and families dedicated to providing exceptional and adaptive Waldorf education to New York City children. Guided by a commitment to communitarian values and relational care, our founders strived to expand upon Rudolf Steiner’s pedagogic principles, cultivating a compassionate and sustainable model of Waldorf education that meaningfully reflects our diverse city. Beginning with just two Early Childhood Classrooms nestled within the Brooklyn Music School building in Fort Greene, the community blossomed quickly, expanding year by year to include Parent-Child (Under 3 and Me), Elementary and Middle School classrooms. To accommodate our burgeoning community, BWS moved in 2011 to our permanent home in Bedford-Stuyvesant’s historic Claver Castle, a center of cultural and educational exchange since its construction in 1931. Centering a balanced and conscientious school experience, BWS’ comprehensive curriculum continues to revitalize essential tenets of Waldorf education while striving to authentically reflect our evolving world, urban home, and shared values. Our teachers inspire as they educate through hands-on learning that deepens our students’ bonds with the natural world, emphasizes traditions and mythologies of global cultures, and enriches curricular studies in language arts, history, science, mathematics, choral and orchestral music, Mandarin, Castellano, movement, handwork, and woodworking. From the thoughtfully guided child-led play of Early Childhood to the Middle School’s dynamic academics, we empower our students to recognize themselves as active contributors to their own learning, and passionate stakeholders in our ever-evolving world. The Brooklyn Waldorf School is a developing member of the Association of Waldorf Schools of North America (AWSNA) and a full member of the Waldorf Early Childhood Association of North America (WECAN). 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.
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is seeking a Dean of Students. SUMMARY:
The Dean of Students will support our EC-8th grade students. They’ll manage daily behavioral support, develop Waldorf-aligned behavior plans, collaborate with our Student Support Team, and cultivate a positive school culture. Must be student-centered, a strong communicator, team-oriented, and ideally have Waldorf experience. EMPLOYMENT STATUS
: Exempt/Full -Time TERM
: 2025/2026 School Year LOCATION
: 11 Jefferson Avenue, Brooklyn, NY 11238 (on-site) SCHEDULE
: M – F (8AM-4PM) REPORTS
TO
: Head of School COMPENSATION
: $60,000-$80,000 /Annually Implement Culture Systems: Drive consistent implementation of school-wide culture systems in hallways, common areas, and classrooms, ensuring alignment with the school’s expectations for safety, joy, and student engagement Develop intervention strategies to address bullying and harassment issues Supervise arrival, dismissal, and middle school recess and lunch times Create a safe environment by working with teachers and students to promote a positive learning environment Partner with families to reinforce school-wide behavior expectations, support student development, and resolve concerns with empathy and consistency Model positive and respectful interactions with students, faculty, and parents. Actively promote the core values and principles of the school and Waldorf education. Support student leadership initiatives and opportunities for positive peer interactions. Collaborate with teachers to integrate social-emotional learning into the curriculum and daily routines. Help to organize and participate in school events that foster a strong sense of community. Behavior Management & Student Support: Implement clearly defined school-wide procedures for discipline Ensuring students follow the school’s code of conduct and track student behavior and consequences Lead the development and day-to-day implementation of behavior management strategies that support all learners Intervene when a student is significantly disruptive and address violations of school rules and regulations by imposing consequences Look into misbehavior by investigating incidents Serve as a primary point of contact for teachers and staff regarding student behavioral concerns in EC through 8th grade. Observe student behavior in various settings (classroom, playground, etc.) to gain a comprehensive understanding of individual needs. Provide direct support and guidance to students experiencing behavioral challenges, utilizing restorative practices and Waldorf-aligned techniques. Communicate effectively with parents regarding student behavior, progress, and support strategies. Make recommendations for additional support services or interventions when necessary. Faculty & Staff Support: Coach and support teachers in maintaining strong, predictable classroom environments and upholding common picture systems, in collaboration with instructional leaders Design and lead school-wide initiatives that promote a positive school climate (i.e. professional development on behavioral systems and procedures for Staff and Faculty) Coordinate with the school mental health clinician to refer students for in-school counseling services Communicate with the Faculty Administration and Support Services Departments when students with IEPs/IESPs are suspended Leadership: Serve on school committees and contribute to the overall leadership and decision-making processes. Assist with student supervision during non-instructional time, as needed. Support the implementation of school policies and procedures. Engage in ongoing professional development to enhance leadership skills and knowledge. Other duties as assigned by the Senior Leadership Team. Qualifications: Bachelor’s degree or equivalent experience, knowledge, or skills NYC DOE fingerprint clearance Minimum three years of K–12 teaching or assistant teaching experience with a record of high expectations Skilled in engaging families and navigating challenging conversations Strong organizational, planning, and independent execution abilities Committed to diversity, equity, and inclusion, with respect for varied backgrounds and identities Effective communicator and collaborator across school communities Maintains confidentiality in all professional interactions Leads with energy, kindness, and a sense of humor Enjoys working with children and contributing to school life About
At Brooklyn Waldorf School, we educate our students as whole individuals, providing for their academic success and the development of their artistic capacities, emotional intelligence, and physical knowledge of our world. BWS fosters a purposeful and well-rounded learning experience, prioritizing a strong sense of community-belonging among students, families, and educators. BWS was founded in 2005 by a small and energized body of educators and families dedicated to providing exceptional and adaptive Waldorf education to New York City children. Guided by a commitment to communitarian values and relational care, our founders strived to expand upon Rudolf Steiner’s pedagogic principles, cultivating a compassionate and sustainable model of Waldorf education that meaningfully reflects our diverse city. Beginning with just two Early Childhood Classrooms nestled within the Brooklyn Music School building in Fort Greene, the community blossomed quickly, expanding year by year to include Parent-Child (Under 3 and Me), Elementary and Middle School classrooms. To accommodate our burgeoning community, BWS moved in 2011 to our permanent home in Bedford-Stuyvesant’s historic Claver Castle, a center of cultural and educational exchange since its construction in 1931. Centering a balanced and conscientious school experience, BWS’ comprehensive curriculum continues to revitalize essential tenets of Waldorf education while striving to authentically reflect our evolving world, urban home, and shared values. Our teachers inspire as they educate through hands-on learning that deepens our students’ bonds with the natural world, emphasizes traditions and mythologies of global cultures, and enriches curricular studies in language arts, history, science, mathematics, choral and orchestral music, Mandarin, Castellano, movement, handwork, and woodworking. From the thoughtfully guided child-led play of Early Childhood to the Middle School’s dynamic academics, we empower our students to recognize themselves as active contributors to their own learning, and passionate stakeholders in our ever-evolving world. The Brooklyn Waldorf School is a developing member of the Association of Waldorf Schools of North America (AWSNA) and a full member of the Waldorf Early Childhood Association of North America (WECAN). 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.
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