THE NEXT STEP IN TEACHER DEVELOPMENT
The fourteenth cycle of AHE's three-year Educational Support Training Program will begin in October 2024 in Lexington MA (near Boston). This program will run for three years until July 2027. In person attendance is preferred for all sessions, but online attendance is an alternative option for the extended weekends occurring yearly in October and April. In person attendance is expected for the longer two-week sessions in July each year. Additional brief online-only sessions are scheduled during some months.
Tuition for full-time students in the program is $2500 per year. Although this program does not qualify for Federal Student Aid, limited scholarship funds are available.
For a downloadable document containing more information about the program, click here: Cycle 14 info
To pay the application fee, click here: ESP Training Program Application Fee
To fill out the application form, click here: ESP Training Application Form
Testimonials from former students:
“Jumping into the AHE training course at the last minute has been one of the best decisions I have made in furthering my understanding of child development, educational pedagogy, and in practical skills to enhance the educational experience for all students regardless of age or current capabilities.”
M.S. Educational Support teacher, Washington state
“The AHE program is essential work for anyone working in a Waldorf school. This is the next level of teacher training. It is not just for Student Support faculty, as the program is readily applicable for use in the classroom with a full class of students. The children who are coming to us today need this work. As a Class Teacher, I have appreciated the opportunity to implement the training in my class immediately.”
Julie B, Class Teacher, Texas
“This training is affording me the opportunity to become aware of the multitudinous layers involved in human development, and how important being aware of the more spiritual layers is in our striving to help children along their developmental path. This is very deep work, for ourselves and for the children in our care. As I begin to see the effects of this work on children, qualitative changes in how they meet and go through their days, it affirms the trust that is put into the efficacy of this training and work. We are given not just the ‘nuts and bolts’ and ‘how-to’s’, but also acknowledgement of the importance of our own inner life, our own empathy, our own compassion, our own objectivity, and our recognition of the sacred gift that these children and our cohorts bring in sharing themselves with us.”
L.N. Educational Support teacher, Colorado