1. education
2. school

Interest
Educate
Relate
“To truly know the world, look deeply within your own being;
to truly know yourself, take real interest in the world.”
- Rudolph Steiner
Purpose
Create
Inspire
“Receive them in reverence,
Educate them with love,
Let them go forth in freedom.”
8700 South View Road, Austin, Texas 78737
www.austinwaldorf.org
Printed on recycled paper. The Austin Waldorf School has been actively committed to the environment since 1980.
Non Discrimination Clause: The Austin Waldorf School is a non-profit educational institution, 501(c)3, that welcomes students
of any religion, race, gender identity, sexual orientation, national or ethnic origin.
- Rudolf Steiner
2012-2013 Annual Report
B
y creating a school environment that balances academic, artistic, and practical disciplines, the Austin Waldorf School cultivates a love
of learning, creative thinking, a sympathetic interest in the world, self-confidence, and an abiding moral purpose.
“Our highest endeavor must be to develop free human beings who, of themselves, are able to give purpose and direction to their lives.”
~Rudolf Steiner
Education
that
teaches
us to
From the Administrator
Archimedes is said to have remarked of the lever:
“Give me a place to stand, and I will move the Earth”.
I find it both comforting and exhilarating to keep these words
in my heart as I live my life. This attitude aptly encompasses the
values of Waldorf education and our mission to instill a similar
assertive confidence in the hearts of our students. Leverage
is interesting to ponder. There are many ways it can be
interpreted in the course of our lives. Sometimes we need the
leverage of others, sometimes we are the leverage that others need. It speaks to
our ability to interact in the world, to make a difference, to effect change. It speaks
to our deeds, to our capacities for observation and compassion and problemsolving. Leverage. Movement. Change.
The past year has given the Austin Waldorf School ample opportunity to
encounter and work with these ideas, to explore how we need and can cultivate
the leverage of our community, how we can respond to the movement of society
and the educational landscape, and apply the kind of problem-solving needed to
welcome change and innovation.
This edition of our Annual Report centers around the theme of human deeds
and the work we do with our hands. You will see images of human hands in
action, engaged in the unique and wholesome activities that are so much a part
of this education. We do not have to look far to see that human deeds and good
works become the political, economic, and cultural leverage needed to shift
events toward constructive change. Across the planet human beings are applying
leverage to make a difference. In the midst of violence and tragedy there is
also integrity and love. Human striving can be messy and world events serve to
underscore this reality, that human deeds for good or ill are powerful.
As professionals and educators we know the role education plays in shaping
people and the role people play in shaping our world. Leverage. Movement.
Change. Waldorf education from kindergarten through high school draws out and
sculpts, stretches and fortifies the most constructive of human capacities. We must
be educated to move effectively in the world, to sense the environments around
us, to think and to problem-solve. Through this we become ever more human
and ever more part of the leverage that moves human events. Waldorf education
requires that we pay attention to how we grow and mature. Waldorf educators
provide a learning experience geared to each stage of development so that at the
end of the school journey young adults can sense their own power, can identify
their purpose, and can apply leverage to areas of their lives and the lives of others.
Give a Waldorf student a place to stand, and I guarantee the earth will be
moved. I hope after reading the pages of this annual report you will be a little
more inspired to channel your own inner Archimedes.
Yours,
Susan Darcy
Celebrating thirty four years of educational
excellence, the Austin Waldorf School provides
a unique education to students in kindergarten
through twelfth grade. We are accredited
through both the Association of Waldorf
Schools of North America (AWSNA), and
the Independent Schools Association of the
Southwest (ISAS).
Our curriculum is designed to meet each stage
of a student’s development from early childhood,
through adolescence, into young adulthood.
Our programs demonstrate a continued
commitment to providing a well-rounded
educational experience integrating academic,
artistic, and practical disciplines.
The faculty at the Austin Waldorf School
is dedicated to excellence and artistry in
education and many of our teachers have
decades of professional experience in their
fields. Our parent body is stalwart and
generous, and our community life is filled with
student performances, festivals, a vibrant Parent
Society, and an enriching adult education
program.
Nestled in the hill country of central Texas on
nineteen natural acres, our peaceful campus
is graced with native flora and fauna, and our
mascot…
the roadrunner.
2012-2013 Annual Report
1
High School:
Educating the Hands The Core of Conceptualization
Waldorf education, often characterized as an education of the
head, heart and hands, can be contrasted with contemporary
educational approaches that focus primarily on the head.
Education that leaves aside the heart and the hands not only
misses crucial aspects of the human experience, but also
ignores how knowledge is acquired and retained. This threefold
experience is akin to the craftsmanship path of apprentice,
journeyman and master, for the ability to bring one’s own idea to
fruition is one fundamental aim of Waldorf education. Originating
in the creative play of the kindergarten and early grades, the
process of the acquisition of knowledge continues in the middle
and high school in a wide range of academic subjects.
All begins with inspiration. The apprentice begins with an
imitation of the actions of the master. First doing, then knowing.
The journeyman emulates the passion of the master for the
particular craft, which provides for the perfection of form shaped
by a particular idea. First experiencing then reflecting. The master
begins with an inspiration and employs the tools of the trade to
bring this idea to satisfying completion. The cultivation of the
imagination, essential for innovation and invention, originates
in the arts and crafts and lays the path for creative thinking in
mathematics, science, the humanities and languages.
In blacksmithing comes the understanding of the properties
of metal, which, when studied in a science block, brings a richer,
more long-lasting experience. The patterns woven in a small rug
bring order and coherence to disparate elements. The tapestry
of history can then be assembled through the development of
abstract thinking. The emergence of a recognizable form hidden
in the clay or stone through a process of careful refinement
cultivates the craft of writing from raw inspiration and idea to the
clarification and support accomplished in both poem and essay.
Thinking is a dynamic activity. Success or failure depends on
the learning of the tools, using what inspires us and achieving the
discipline to pursue an idea to completion. Through our hands
we make manifest the ideas that come through our imagination
whether in the investigation of a thesis, the elegant solution to a
problem in calculus, the illustration of a concept or the crafting of
a programmatic sequence for a robotics sequence.
Academic, artistic,
and practical learning in
“By the time they reach us at the college
level, Waldorf students possess the eye of a
discoverer with the compassionate heart of a
reformer, which, when joined to a task, can
change the planet.”
- Arthur Zajonic,
Professor of Physics, Amherst
2012-2013 Annual Report
2/3
The Grades
Love of
learning that
inspires us to
“With my hands, I can do anything!” This is the fruit of a practical arts curriculum throughout the eight years
of the Waldorf grade school. Waldorf education requires engagement and physical participation. The sheer scope
of activities is impressive and includes: writing, drawing, painting, modeling, knitting, sewing, playing a musical
instrument, wood working, gardening, blacksmithing, and chores. Through the development of manual skill and
directed activity, a Waldorf student engages with the material world, bringing some new expression into being and
stimulating a relationship to learning that is built upon in each subsequent year.
It can be powerful to reflect upon the work that humans do with their hands and the Waldorf curriculum
provides this opportunity at every grade level from a second grade story that describes how the saints dedicated
their hands to selfless service to others, through the farming and gardening and building activities that anchor the
third grade lessons, and the middle school lessons including botany, mechanics, astronomy, geometry, physics,
anatomy and the industrial revolution. These are only a few examples of the way the Waldorf curriculum meets
the developmental stage of the students and requires them to reflect, to engage, and to participate in their
learning experience, with wonderful results. The curriculum becomes more sophisticated at each grade level and
the fundamental connection to the role of the human being in life and in the advancements of humanity across all
academic and artistic and practical subject areas is cultivated.
Confidence in one’s abilities to work in the world is not the only benefit from this hands-on education.
Nearly one hundred years after the founding of the first Waldorf School, current brain research corroborates a
relationship between fine motor activity and brain cell development. In other words, the hands mold the brain; we
are what we do. In a world that increasingly allows one to limit the activity of the hands to the push of a button
or the touch of a screen, Waldorf education’s focus on manual endeavor encourages the students to explore the
fullness of who they are through their work in the world. Through the activity of one’s hands, whether it be to
labor, to build, to greet, to heal, or to serve, one creates not only the world but oneself as well.
“I look into the world wherein
there shines the sun….”
– Rudolf Steiner
2012-2013 Annual Report
4/5
The Kindergarten
“Hands are for helping” are often the words spoken to Kindergarten children by their loving teachers. The children
are amazed at what they can accomplish with their own hands throughout the daily rhythmic schedule provided in the
Kindergarten classroom. In this early childhood setting many opportunities are provided for children to be involved in
meaningful activities, such as baking bread, gardening, cleaning or cooking. It also includes the opportunity of learning how
to accomplish simple activities such as tying shoes, washing and folding napkins.
Through imitation the children watch as the teacher carefully demonstrates an activity with mindful intention and
attention to detail. Waldorf education builds on the child’s innate ability to imitate, to repeat what they have observed, and
provides opportunities to explore and develop other skills including small motor dexterity, proprioceptive abilities and eye
hand coordination, while enhancing brain development.
Something deep and undeniable occurs on the social level through this interchange. Firstly, the children share the process
of what they have learned with another child, who is delighted at the opportunity to learn from their classmate. Secondly, this
sharing act builds confidence within the child who is “teaching” and allows him/her to exhibit caring consideration for the
other child.
Early childhood learning takes place in real time when one child is helping another child master the process that is being
shared. This is life experience. This is formative learning on three important levels related to the human being; Head, Heart
and Hands. The child is acquiring knowledge through life examples and then modeling that behavior to assist those in his/
her environment.
In our Waldorf kindergartens, we are fortunate to have the opportunity to work with children in a warm home-like
environment that truly honors the physical ability of the human hand, a hand that extends itself towards the future with the
gesture of loving kindness.
Baking
Song
Play
The Natural
& Music
World
Rhythm
“The advent of Waldorf schools
was, in my opinion, the greatest
contribution to world peace
of the century.”
- Willy Brandt,
Former Chancellor of West Germany
& Seasons
Sense of
Handwork
2012-2013 Annual Report
6/7
Left to right: Sophia Zaia, Bethany Reed,
Ariana Zaia, Susan Darcy
Alumni Award for Transformation of the World Through Action
Beginning this year, the Association of Waldorf Schools of North America inaugurated the annual
Alumni Award for Transformation of the World Through Action. The award honors those who have actively
and effectively changed the world, hearts and minds, and lightened the burden of human beings through
compassion in some clear way. We chose three of our fantastic graduates as recipients and representatives
of the community here at the Austin Waldorf School: Bethany Reed, Sophia and Ariana Zaia.
These three inspiring individuals started changing the world long before becoming alumni. Bethany
Reed, class of 2011, secured a donation of $5,000 for the National Rain Forest Alliance (NRFA) when she
was only in middle school. Bethany went on to participate in the Global Youth Peace Summit (GYPS) for
three consecutive years, gathering USA, refugee, immigrant, and international youth ages 13-18 for a
week devoted to community building and leadership development. Since graduating, she continues to
work as a Young Artist in Service for the Amala Foundation, bringing art to underserved communities,
offering free art classes at HOPE Famers Market on Sunday mornings, painting a mural for the children’s
shelter in East Austin, and offering free art installations to businesses around Austin as a gesture of peace
and community building. Currently, Bethany has joined Americorps for ten months of service doing
disaster relief through FEMA in the USA. We admire her dedication and verve as she brings her skills of
service and care to the world.
Sisters Ariana and Sophia Zaia, classes 2012 and 2013 respectively, committed to making a
difference in the lives of others by working energetically with the Casa Hogar de la Luna in Oaxaca,
Mexico. A home for children whose single mothers cannot financially support them, Casa Hogar de
la Luna became a formal non-profit organization in 2007. Ariana and Sophia launched a campaign
to raise money to help expand the home and take care of its critical facility needs. Ariana acts as the
founder and co-director while her sister, Sophia, who joined the work as part of her Austin Waldorf
School senior project, is now co-director and project manager. These sisters have united the global
community in support of children who have no homes.
Having demonstrated and continuing to demonstrate how all individuals can make change in the
world, these women excel at setting small and large goals, cultivating compassion, and perpetuating
the Austin Waldorf School’s spirit of selflessness. This kind of dedication and activism is not unique
among Austin Waldorf School graduates. We celebrate all those in our Waldorf community and their
service to the world.
Photos Left to right:
Alex Kirkilis (‘03) and Susan Darcy;
Paul Widmer (‘03);
Oliver Olderog (‘04) with Kellie Hoisington
and Ron & Joan Olderog;
Allison James(‘03) with Mom.
Pictured below, left to right :
Lee Kaufman, Zahra Petri, Paul Widmer, Jacob Rhodes &
guest, Julia (Karisch) Jonas, Dylan Mankey & guest.
Welcome to the
New Alumni Association
We are proud to announce the inauguration
of the Austin Waldorf School Alumni Association!
The profound experience had here on our beautiful campus shouldn’t end with graduation. Instead,
we hope to continue bringing our alumni together
year after year in celebration of our shared love of
this school community. The Alumni Association aims
to be one that facilitates class reunions, an annual
alumni picnic, and other alumni events throughout
the year – look forward to reuniting with past peers,
parents, faculty, and staff!
Connecting
“Being personally acquainted with a number of
Waldorf students, I can say that they come closer
to realizing their own potentials than practically
Graduating Class of 2012-2013
Class of 2013 Matriculation and
Post High School Plans
The class of 2013 received estimated merit
scholarships and grants in excess of
two million dollars.
Out of State:
Erin Cozart: Colorado University – Boulder (CO)
Christopher DuBose: Hope College (MI)
Kenji Inoue: Purdue University (IN)
Dalton Phillips: Clark University (MA)
Onique Sanchez: New Mexico Military Institute for the
Merchant Marine Academy (NM)
Marilyn Schwartz: George Washington University (DC)
Molly Steimle: Oberlin College (OH)
Dana Wells-Barrett: Northeastern University (MA)
Molly Wilson: Agnes Scott College (GA)
In State:
Jonathan Aguirrie: Austin Community College (TX)
Victor Garate: University of Dallas (TX)
Ian Green: University of Texas, Austin (TX)
Jeremy Harrienger: Texas A&M University (TX)
Chandler Himmel: Austin Community College (TX)
Bailey Lipscomb: University of Dallas (TX)
Emma McNamara: Sewanee-University of the South (TX)
Adri Slaton: Undecided
Wendy Snowden: Austin Community College (TX)
Forrestt White: Undecided
Caroline Williamson: University of Texas, San Antonio (TX)
John Winkler: University of Texas, Austin (TX)
Sophia Zaia: Swarthmore College (PA)
anyone I know.”
- Joseph Weizenbaum, Professor, MIT
2012-2013 Annual Report
8/9
Top to bottom:
Volunteering at a school
in Khujand, Tajikistan;
Community Service
at Lady Bird Johnson
Wildflower Center;
Giving back to our local
communty.
Transforming Ourselves Through Service
Why do our Waldorf students have such a strong altruistic streak? There are many aspects of truth, beauty and
goodness in our curriculum and in our community that contribute, of course, but one that stands out in particular
is our emphasis on service. From the early cultivation of the healthy social fabric of the class in the grade school,
through the focus on chivalry and honor in the middle school, continuing through the individual community service
requirement in the high school, and culminating in two weeks of work experience in a service context in 11th grade
and a group service project during the 12th grade class trip, hands-on service opportunities engage our students
in the world. This healthy interest in local and global community draws their attention away from preoccupation
with sensuality, drugs, or violence, helps them appreciate the value and humanity of others, and gives them skills
to be effective in doing good. Interest in and engagement with the world helps adolescents avoid self-centered
behaviors and attitudes, and unites them with a world outside themselves and helps them connect with the needs
and life situations of others. This can be a very healthy distraction during a time of intense physical and emotional
development. We seek to draw our students out of their narrow social worlds by the service opportunities they
encounter in the Austin Waldorf School curriculum.
In the 11th grade, students are required to spend two weeks engaged in service professions, from kindergarten
teacher to doctor to social worker. Some students also choose service-oriented senior projects. Many return from
these experiences with a new appreciation for the culture of those they helped. Two particular recent examples
come to mind. One was from the presentation of Zachary Rosanova’s (Class of 2011) senior project, a service trip to
Latin America, in which he remarked on the priority the young people he worked with placed on the relationships in
their families, rather than their material goods or lack of them. Another was a conversation had with an 11th grader
(Jessica Brown L’Hoste, class of 2014) after she returned from working in a jobs program for women who had been in
prison. She was impressed, she said, by the fact that, although these young women had made mistakes, they were
not so different from the rest of us.
The experience of coming back together in the spirit of service on the senior trip seals the process – students
emerge empowered to be collaborative, effective workers who value and honor the humanity of the people they are
inspired to help. As these young people leave the loving home of their youth, their proud high school teachers can
honestly recommend them as individuals who have the moral compass to choose wisely how to contribute to their
community and to the world.
through deeds of
At left: Grand Opening of “The House of Joy
and Happiness”, Austin Waldorf School’s
sister school in Cambodia.
2012-2013 Annual Report
10/11
From The Development Director
From The Board President
Development, at its core,
focuses on building fundamental
relationships and strengthening the
sense of community. The Austin
Waldorf School has a long history of
supporting the programs that make
this school a place that both welcomes
and fosters the growth of independent
and inspiring minds. As we look to the future, we are
excited to cultivate the Development Department into
an inclusive program through which every family can
participate in the joy of giving.
Our foremost goal is to grow the Annual Fund, attaining
100% parent and board participation each year. The
Annual Fund enhances educational opportunities for our
students, increases financial aid for deserving families, and
supports our talented and enthusiastic faculty. The success
of the Annual Fund is built one gift at a time and depends
on the dedication of us all.
With the aim of reaching out to our community as a
whole, we are also launching the Austin Waldorf School
Alumni Association beginning in 2013. By reconnecting
with our alumni, we hope to solidify our community
beyond the beautiful nineteen acres of our campus and
begin a tradition of coming together year after year.
As we embark on establishing new programs and
rebuilding old ones, we want to thank you for your
generosity to the Austin Waldorf School. I am eager to
get to know this community even more and to help this
wonderful school flourish.
I am humbled and excited to serve our community as
the Austin Waldorf School Board President. The outgoing
president, Don Becker, and his leadership team deserve
a heartfelt thank you and congratulations for a job well
done. For those who do not know me, I would describe
myself as an active mother of two and a former educator
and school principal. Since joining the Waldorf community
in 2007 I have come to know the profound impact that the
school, its teachers, the facility and the Waldorf curriculum
has upon children and parents.
The Board of Trustees has built up strong capital
reserves, the physical infrastructure and core teaching
team and environment that distinguish the Austin Waldorf
School and our graduates in the central Texas community.
As the 2013/2014 academic year prepares to launch, the
school faculty and board are so eager to engage parents,
and of course students, to learn and grow together.
I anticipate that the Austin Waldorf School will see
the fruits of recent initiatives, such as the roll out and
implementation of the school’s next strategic plan, a
culmination of a two-year process to guide the school’s
growth for the next decade. This plan will touch all aspects
of the Austin Waldorf School, including facilities, curriculum
and development.
“If we do not believe within ourselves this deeply rooted
feeling that there is something higher than ourselves, we
shall never find the strength to evolve into something
higher.” - Rudolf Steiner
Holly McDaniel
“Waldorf education draws out the best
of qualities in young people. While this
is not an instant process, the values
they learn provide a lifetime platform
from which to grow.”
- Gilbert Grosvenor, Chairman
Emeritus, National Geographic Society
(A Nonprofit Corporation)
Statements of Financial Position
As of June 30, 2013 and 2012
ASSETS
Cash and cash equivalents
Investments
Accounts receivable
Inventories
Prepaid expenses
Property and equipment
(A Nonprofit Corporation)
Statements of Activities
2012
497,280
3,034,511
106,170
103,190
94,651
3,994,658
$ 404,771
2,674,660
11,575
110,151
64,944
4,093,555
$ 7,830,460
$ 7,359,656
2013
Changes in unrestricted net assets
Support and Revenue:
Tuition
$ 3,941,559
Contributions
280,441
Student fees
230,642
Summer programs
116,098
Store sales (net of costs of sales of $59,705 and $76,834 respectively)
47,280
Return on investments
12,683
Other revenues
217,687
2012
$ 3,842,073
311,688
233,806
103,163
63,814
4,217
105,805
The Order of All Things
Sequence of Events
Total assets
LIABILITIES AND NET ASSETS
Liabilities
Accounts payable
Accrued expenses
Deferred revenue
Agency funds held
Total liabilities
Net assets
Unrestricted
Temporarily restricted
Permanently restricted
$
73,206
36,003
807,831
51,530
$
67,301
52,294
651,257
65,905
968,570
836,757
6,510,615
152,418
198,857
6,143,201
170,841
208,857
Distance
Total liabilities and net assets
Focus &
2013
$
Austin Waldorf School, Inc.,
For the years ended June 30, 2013 and 2012
Coordinate Efforts
Total net assets
Sincerely,
Jennifer Evans
Plan
Forecast
Austin Waldorf School, Inc.,
6,861,890
6,522,899
$ 7,830,460
$ 7,359,656
Total unrestricted revenues
Net assets released from restrictions
Total unrestricted revenues and other support
4,846,390
61,347
4,907,737
4,664,566
59,912
4,724,478
3,486,901
958,688
94,734
4,540,323
367,414
3,448,784
960,878
139,940
4,549,602
174,876
31,655
1,269
(51,347)
(18,423)
9,891
4,946
(59,912)
(45,075)
Changes in permanently restricted net assets
Contributions
Net assets released from restrictions
(10,000)
Increase (decrease) in permanently restricted net assets (10,000)
10,000
10,000
Expenses
Program services
General and administrative
Fundraising
Total expenses
Increase in unrestricted net assets
& Timing
Changes in temporarily restricted net assets
Contributions
Return on investments
Net assets released from restrictions
Decrease in temporarily restricted net assets
Change in net assets
Net assets, beginning of year
Net assets, end of year
338,991
6,522,899
$ 6,861,890
Balance
2012-2013 Annual Report
139,801
6,383,098
$ 6,522,899
12/13
Thank You to Our Donors
$10,000 and Up
Callahan & Treece Family
Carol K. Engler
Jeanne & Van Hoisington
Kelli & Van Hoisington
Winkler Family
$5,000 to $9,999
Sara & Steve Cady
Canter Family
Evans Family Law
Wright Family Foundation
$1,000 to $4,999
Anonymous
Anonymous
Kellie & Clint Bledsoe
Anonymous
Julie Barsam-Cummings & Matthew Cummings
Richard Dampman
Denise & Mark Herbert
Hernández Reyes Family
Karen & David Hoisington
Yoshiko & Ryo Inoue
Anonymous
Mrs. Arthur Jones in honor of Emma McNamara
Mark Kernan
Claudia & Richard Kunz
Mr. and Mrs. Dan G. McNamara
The Olivier Family
Anonymous
Mary Craumer & David Porte
Rodgers Family
Becky Cavanaugh & Randy Seybold
Dana & Roy Shamir
Snowhorn Family
Erlinda & David VanDelinder
The Marcos Family
Kelly & Steve Wells
Twila & Doug Vogelsass
$500 to $999
Sexton-Draker Family
Angelika Roquina-Gritzka & Boris Gritzka
Shults Family
The Garden Design Studio
Sherry Blum & Don Becker
Joselyn-Bisantz Family
Janna & James Cormier
Debbie & Patrick Dyson
Barbara & Tom Engle
Coons and Karimi Family
Elissa & Chris Langenegger
The Lee Family
Anonymous
Jane & Hani Talebi
Rosera & Steven Tateosian
Frank and Colette Willems
The Hawkins Family
Jody & Jeff Roberts
Kenneth Roe and Shawn Slywka
Mike Rowhanian and Dana Kmecova
Up to $499
Alex & Sean Abbott
Danielle Minney & Prashanth Ananth
Anders-Charioui Family
Kathy Wells & Patterson Barrett
Nikki Hudson & Stephen Bell
Ann & Brent Bennett
Aimee & Steve Blalock
Gerre and Lyle Boardman
Breshers Family
Anonymous
Broesche Family
Aya Byzatu
Tara Bzdok
Mary & Murray Callahan
Rosa & Armando Carrasco
Pamela & Paul Carroll
Carrozza Family
Deanna Carten
Shelley & Wesley Caskey
Choudhary Family
Adam Clement Family
Ann & Baris Colak
Cheryl & Eric Cosway
Thia & Jeff Coward
Linda & Geoff Cox
Cozart Family
Susan & David Darcy
Kyla Hobbs-Darilek & Christopher Darilek
Susan & Sanjit Das
Emma Lambert & James Davis
Julie Demaree
Gratitude
Carol Denson
Kim DeVittorio
Jessica & Joe Dunlap
Chris Eason
Betty Jane & Robert Enno
Terri & Richard Everett
Kate & Mark Frizzell
Carson & Branson Fustes
Jennifer Gongaware & Jeff Glass
Vanessa Glover
Shoshana & Steve Goldstein
Alexis Desai & Jamie Graham
Patricia & John Daunt Grogan
Vilma Guinn
Meg Haenn
Linda & Andrew Halbreich
Marie-Helene & Jacob Harlow
The Heilrayne Family
Stacy & Kevin Hillegas
Sage Hoover
Kelly & Corey Horton
Chelsea & Ryan Hovenweep
The Howell Family
The Johnson Family
Jennifer, Daniel and Darcy Jones
Jones Family
Kalk Family
Suzanne & Glenn Karisch
Delma Kernan
Tina DeSaussure & Clement Kichuk
Kathryn King
Scott Kobayashi Family
Anonymous
Elisha & R-T Krempetz
Theresa Kwilosz
Michele & David Laird
Susan Lane Gardenscapes
Vanessa Gordon Lenz and David Lenz
Bridget & Gabe Lewin
Carol Jean & Juan Lewis-Zavala
Pele Lewis-Zavala
The Lindsey Family
Lynn & Tim Loomis
Annalysa & David Lovos
Marek Family
Trey Massengale
Carol & Eric Mata
Anonymous
Annual Fund
Giving
Holly & John McDaniel
Ainsley McDonald
Kathy & Mike McElveen
Dawn & David McLachlen
Natasha & Clint McRee
Melendez Family
Sebastian Mendez
Lynn & Brandon Miller
Greg Miller
Robert Miller
Stella Heath Monreal
Mary & Kevin Moore
The Morin Family
Pat & David Mouton
The Moyers
Marion Muehleise
Colleen Sauer & Roger Mueller
The Mullican Family
Lorna Nash
Cinnamon & Chad Nemec
Cheryl & Dustin Newcomb
The Offermann Family
Laura & Erik Olson
Papola Family
Beth Berman & Martin Parker
Abby and Fernando Parra
Lindsey Falconer & William Pickens
Wendy Biro-Pollard & Gareth Pollard
The Prakash Family
Heena & Dev Ramachandran
Teresa & Steven Ravet
Paola & Luis Felipe Rego
Anonymous
Rivera-Osorio Family
Kathy & Scott Rodgers
Dana Kmecova & Michael Rowhanian
Angela & Jens Schneider
Margaret Carter & Steven Schwartz
Marla & Mike Sekel
Daniel Smith Family
Stefanie & Jerry Snowden
Retzler and Snyder Family
Annie & Mark Soutter
The Steinle’s
DeVincent and Steinman Family
Carol & Doug Stewart
Carol & Bill Toole
Treviño Ovalle Family
Student Support Services
The Brown Foundation
Anonymous
Paul Tunney
Martha & Michael Valenza
The Velez Family
Anonymous
The Vouvray Famliy
Leah Walker
The Weinstock and Brotherton Family
Miller and Montoya Family
The White-Batallas Family
Piper & Robert Williamson
Mary & Jim Wilson
Winford Family
The Youngclaus Limb Family
Gifts
Thanks to Our Community
Joy
Support
Companies and Matching Gifts
Agents for Change
American Express Charitable Fund
Apple Matching Gifts Program
Dell YourCause, LLC
Good Search
Novalis Branch Company
PNC Matching Gift Program
Randalls Good Neighbor Program
Safeway, Inc.
Target Take Charge of Education
Texas Instruments Foundation
Directed Gifts
Blacksmithing
Balcones Forge Central Texas Blacksmiths
Class Supplies
Evans Family Law
Growing
Compass Initiative Video Project
Karen and David Hoisington
Evans Family Law
Gretchen and Les Canter
Financial Aid
Kelli and Van Hoisington
Note: Every effort has been made to ensure the accuracy of the
information and listings in this report. In the case of any inadvertent
errors or omissions, please accept our sincere apologies.
We ask that any oversights be brought to the attention of Holly
McDaniel, Director of Development
at: [email protected].
Endowment
Philanthropy
Music Department
Sylvia and Clay Olivier
Music Fest
Dawn Rush Dotson Interlinc Mortgage
AAN Renttools, Inc.
Andrae Law, PLLC
Blackerby Violin Shop
Sara & Steve Cady
Callahans General Store, Inc.
Christine & Russell Putnam
Crossroads Cattle Co., LTD
Karen & Joe Draker
Dunagan Jack LLP
Evans Family Law
Gretchen & Les Canter
Meg Haenn
Hoisington Investment Management Company
Kelli & Van Hoisington
Karen & David Hoisington
Maudie’s
MindShift Technologies
Natasha & Clint McRee
Mary & Kevin Moore
Phillips Insurance Agency
Sharon & Brett Rodgers
Sunset Canyon Veterinary Clinic, P.C.
The Combine Strength & Conditioning, LLC
Katherine Wright & William Burdick
Wright Foundation
Vera Villareal de Marcos & Enrique Marcos Zablah
2012-2013 Annual Report
14/15
“Betsy Hanelius has been a blessing to our
daughter and to our family. The joy she takes in
being around the students is genuine and her
enthusiasm is infectious. Our older daughter is
in her third grade class and this is our family’s
first experience with a Waldorf education. Betsy’s
experience and warmth gives her students and
their families the comfort and confidence that we
are in the right place for all of us. We are blessed
to have Mrs. Hanelius in our lives as an educator
and a friend.”
Mentor
Giving
- D. V., Parent
“You will not be good teachers if you focus only on what
you do and not upon who you are.”
- Rudolf Steiner
“Mr. Toole’s sense of humor and constant smile bolster the supportive
and friendly environment of his classroom. His teaching method,
which often includes helpful stories, ensures that all students
thoroughly grasp the material and, more importantly, remember it
for years to come. Mr. Toole has the unique gift to connect with all
students’ learning styles, and his accessible and engaging classes
help struggling students understand and enjoy mathematics.”
- T. S., Alumnus
Experience
“Mr. Brockett is patient and students respect him and listen to him… and he is a really good teacher.”
- D. S., Student
“Mr. Brockett is AWESOME!”
- C. P., Student
“Carol Stewart? You mean that
caring, professional, capable,
calm, warm, resourceful,
devoted, personable, funny,
always welcoming Office
Manager?”
- J. M., Parent
“Dr. Booth is one of the most fascinating
people I have ever met. From Zometools to life
stories he never fails to entertain while always
bringing the point back to the mathematical
lesson of the day. His dedication to each
student’s success is evident in his passion for
teaching and giving to the community.”
Gratitude
- Z. P., Alumnus
Experience
“I was lucky enough to have been a student in Betty Jane’s class, and there is not a day that goes
by that I don’t reflect on what a wonderful experience that was. She was there every day waiting
to take my hand and greet me with that warm twinkle in her eyes. It fills my heart with happiness,
and my eyes with tears of joy, to see her greet my own daughter now. I am struck by the realization
that it was her, all those years ago, who recognized and nourished in me the true love of learning
that I still feel so strongly today. We are truly blessed to have such a teacher.”
Heart
- A. S., Parent and Alumnus
“Fonda is a gentle and caring
teacher, dedicated to sharing
with our children the beauty and
creativity of working with their
hands. She imbues this learning
with a calm joy as she brings them
the handwork curriculum on a
variety of levels - integrating the
intellect, a sense of care and practical
skills...to create strong human beings
ready to meet the world.”
Support
“Gareth Pollard has taught me
the value of working with my
hands as well as the value of
a terrible pun. He constantly
sets the bar higher for friends,
fathers, and fellow men, and I
hope that one day I can emulate
the examples that he leads by.”
- Z. C., Alumnus
Wisdom
- S. C., Parent
College of Teachers
Board of Trustees
Fonda Black
David Booth
Bob Brockett
Ann Coltman
Susan Darcy - Ex-Officio
Patricia Daunt-Grogan
Tina DeSaussure
Betty Jane Enno
Betsy Hanelius
Jacob Harlow
Dawn Harrienger
Kathy McElveen
Robert Miller
Enrique Paredes
Arthur Pittis
Kathy Rodgers
Cat Russell
Bill Toole - Chair
Rosa Vela Sachs
Morgan Vierheller
Marian Vitucci
Don Becker, President
Kathryn King, Vice-President
Bill Toole, Vice President
Jenni Evans, Secretary
David Van Delinder, Treasurer
Clint Bledsoe
Pamela Carroll
Susan Darcy
Betty Jane Enno
Natasha McRee
Robert Miller
Luis Felipe Rego
Chairs Committee
AWSNA Affiliations
Bill Toole College Chair
Betty Jane Enno Kindergarten
Betsy Hanelius Grades
Kate Moran Grades
Cat Russell High School
Susan Darcy Administration
Fonda Black,
Robert Brockett Delegates
Susan Darcy,
DANA Regional Coordinator
Contact us at: [email protected]
www.austinwaldorf.org
or call 512-288-5942
Photography: Susan Darcy, Van Hoisington, Jr., Holly McDaniel, Natural Impressions
Photography, Steve Wolf
Contributing Writers: Susan Darcy, Betty Jane Enno, Kathy Rodgers, Cat Russell, Morgan Vierheller
Design and Production: Midge Beard, Panacea Studio
2012-2013 Annual Report
16/17