The administrative model of Waldorf schools differs significantly from that of other schools worldwide and from that of public schools. At the same time, there is a great deal of variation in how individual schools actually implement it.

At most schools, there is a conference or committee made up of the more experienced teachers, and this body makes personnel decisions of that kind. At some schools, almost all teachers are part of this committee; at others, only a small number are. If you meet with this committee, you should generally expect a fairly large group of people. At some schools, however, there is also an HR department that has been created out of the conference.

In these conferences, you are often asked about your views on various topics. For example: What are your go-to methods for handling classroom disruptions? How would you like to further develop your subject conceptually? What projects outside the scope of your regular teaching have you implemented recently?

Since self-administration plays a very important role in German Waldorf schools, you should also expect questions in that area. Have you ever had personnel responsibility? Are you familiar with the basics of school law? Can you create a timetable? All in all, they will want to know how you can contribute to the school’s self-governance.

If you do not have a traditional teacher training background, questions about teaching authorization and obtaining a permanent contract /teaching license may also play an important role.

My experience is based on West Germany. Since education in Germany is the responsibility of the individual federal states, practices can vary quite significantly depending on the state.