About Us
Our Educational Philosopy
We educate our students to fulfill their highest potential—think clearly, feel deeply, impart meaningful purpose to their lives, and actively contribute to the positive development of society.
At Eastside Community School, we believe that every child comes into the world with a unique and very personal journey. With a broad, rich, and diverse curriculum and specially trained teachers, we support the development of our students—ethically, intellectually, socially, physically, spiritually, and artistically. By understanding, respecting, and nurturing each distinct phase of childhood, we inspire a genuine, lifelong love of learning. Because our students cultivate a wide range of capacities while developing their academic skills, they emerge with the freedom to think and act—confident in themselves, their path, and their place in the world.
Our Core Values
At the most basic level, we believe that the world is good and beautiful. The qualities we cultivate in our students and community reflect a positive, hope-filled approach to education. Working as a team is embraced, while we honor our differences and individuality.
A Human Connection
Students, parents, faculty—as human beings we are social beings. As a learning community, we invest in long-term relationships between your family and ours. Just as our students learn to thrive and interact in complex social settings, so do we share a commitment to resolving differences. We affirm the human values of mutual respect, courtesy, cooperation, and service.
Hard Work and Joy
Everyone has areas in which they excel and in which they struggle. We encourage students to work diligently and persevere, even in those areas of study that do not come easily; thus our students are able to experience both the joy of ease and the joy of accomplishment.
Learning Imbued with the Arts
When students feel deeply about a subject, they internalize learning rather than simply memorizing information for the short term. This is why we believe it is important for students to use the fine and practical arts throughout their studies, which enables them to explore the breadth of human feelings and express them through writing, drama, music, drawing, and painting.
Who We Are
Teachers
Vanessa Rochon
Apple Blossom Kindergarten Lead Teacher & Early Childhood Program Lead
Stephie Beard
Afternoon Kindergarten Lead Teacher & Aftercare Lead
Brittney Barth
Buttercup Kindergarten Lead Teacher
Yasmin Bowers
Apple Blossom Kindergarten Assistant Teacher
Luisa Vasconcelos
Mulberry Preschool Lead Teacher
Madhavi Chanduri
Mulberry Preschool Assistant Teacher
Emiko Lin
Japanese Teacher
Nathan Cottrell
Strings Teacher
Yana Yakuba
After School Care Lead & Lunch Service Coordinator
Andrea Blanco
Spanish Teacher
KayAnna Charles
Upper Grades Games & Movement Teacher
Olesia Glushach
After School Care & Lunch Service Coordinator
Tiffany DeFranco
Handwork Teacher & Upper Grades Woodwork
Jaimie Bell
Lower Grades Movement Teacher, Grade 6 Math, & Community Singing
Administration, Board, and Facilities
Bill Schuver
Chief School Administrator
Astrid Fiverson
Admissions & Enrollment
Tanya Anderson
Business Administrator
Kelly Johnson
Marketing, Communications, EC Licensing
Janine Cleland
Pedagogical Administrator
Grace Ashford
Front Desk & First Aid
Employment
A Dynamic Place to Learn and to Work
Eastside Community School honors teachers’ commitment to Anthroposophy and focuses on students’ well-being, while being committed to sustainable growth and success as a dynamic learning institution. Our offerings range from Parent & Child through Grade 8.
A setting as Rich and Varied as Our Programs
Eastside Community School is located in Issaquah, WA. Our location is perfectly placed for you to explore and appreciate the renowned beauty and diversity of the Pacific Northwest, from outdoor and wilderness recreational opportunities on land, mountain, and sea to a full array of civic and cultural events.
How to Apply
Please submit the following to jobs@eastsidecommunityschool.org:
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Completed Employment Application Form
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Resume that includes education & work experience
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Three professional references
A cover letter is helpful in this process.
Eurythmy Teacher
The ideal candidate will have a deep knowledge of Eurythmy and dedication to the Anthroposophical underpinnings of this special art. They will have experience working with children of different ages, as well as bringing Eurythmy to the faculty and parents. Our community is thriving and we are frequently welcoming new families to our school, thus we are seeking a Eurythmy teacher who is able to clearly communicate the benefits and value of Eurythmy to those who may not yet be familiar with this meaningful subject.
The faculty circle at ECS engages deeply with how to keep our teaching alive and dynamic – encouraging the type of “living thinking” that brings forth new ideas in our students, faculty, and community alike. With both the stability of an established community, and the fresh pioneer spirit of a relatively new Board and identity, we find ourselves in a unique position of being able to draw on the strength of the past, and to also ask ourselves questions like what it truly means to be a Waldorf school at this particular juncture in human history, and how we can go beyond labels or dogma to meet the lived experience of our students each day.
Qualifications
Eurythmy training certificate (from a four-year program)
Experience teaching children from Preschool to High School grade levels
Waldorf Teaching Certificate and/or Waldorf teaching experience preferred
Compensation
This is an exempt salary position based on years of teaching experience and level of education/certification.
Annual salary range: $50,000 - $75,000. Benefits include dental and health insurance, partial tuition remission, and the possibility for professional development support and mentoring.
Grades Substitute Classroom Teacher
With a broad, rich, and diverse curriculum and specially trained teachers, ECS supports the development of our students— ethically, intellectually, socially, physically, spiritually, and artistically. By understanding, respecting, and nurturing each distinct phase of childhood, we inspire a genuine, lifelong love of learning. At the most basic level, we believe that the world is good and beautiful. The qualities we cultivate in our students and community reflect a positive, hope-filled approach to education. Working as a team is embraced, while we honor our differences and individuality.
Qualifications
BA or BS required
Experience teaching grade school or middle school age students
Washington State Teaching Certificate preferred
Waldorf Teaching Certificate and/or Waldorf teaching experience preferred
Strong student management skills
Strong communication and organizational skills
Be adaptable; able to change work plan based on needs of particular class
Compensation
This is a non-exempt hourly position. The hourly range is $22 to $37 per hour and depends on years of substitution experience.
Early Childhood Substitute Teacher
With a broad, rich, and diverse curriculum and specially trained teachers, ECS supportsthe development of our students— ethically, intellectually, socially, physically, spiritually, and artistically. By understanding, respecting, and nurturing each distinct phase of childhood, we inspire a genuine, lifelong love of learning. At the most basic level, we believe that the world is good and beautiful. The qualities we cultivate in our students and community reflect a positive, hope-filled approach to education. Working as a team is embraced, while we honor our differences and individuality.
Qualifications
Have a warm and joyful manner with young children.
Be well organized
Be self-assured and willing to take direction
Assist the teacher with the care of the children and the classroom
Show interest in continuing professional development, especially Early Childhood Waldorf Training
Early Childhood Training and/or experience strongly preferred
Applicants must also
Clear fingerprint background check through MERIT
Have current CPR, first aid and blood borne pathogens training certificates
Compensation
This is a non-exempt hourly position. The hourly range is $22 to $37 per hour and depends on years of substitution experience.
Non-Discrimination Policy
Eastside Community School complies with federal and state laws prohibiting discrimination on the basis of race, color, religion, sex, national origin, ancestry, sexual orientation, marital status, political affiliation, disability, veteran status, age, or any other status protected by local, state, or federal law.
Recruitment and screening of applications are ongoing until the position is filled. To ensure full consideration we encourage candidates to complete and submit applications promptly. Please note that ECS reserves the right—and may exercise the option—to make a hiring decision prior to the conclusion of the recruitment process. Full job descriptions are available upon request.
Our inspired and cohesive faculty and administration are deeply committed to providing our students with an exemplary Waldorf education. We look forward to hearing from you and welcoming you to Eastside Community School!
ECS Governance Model
Waldorf schools are notoriously difficult to govern because they were initially designed to be led solely by teachers. The hours expected of teachers at the beginning of the Waldorf movement are simply not sustainable today. The early Waldorf teachers were devoted exclusively to the development of the school and were expected to be on campus many hours each day after the students went home.
At ECS, we recognize that while the pedagogical approach in Waldorf and Waldorf inspired schools is designed to be continually developed by teachers to meet the needs of their students, governance structures have necessarily evolved over the years to best support this work. We now have four entities responsible for different parts of the school, with the student experience as the central purpose. In the visual governance
model, you will see Administration, Teachers, Families, and the Board represented in semi-circles. The intersection of each adjacent half-circle forms a leaf shape, symbolizing areas of close collaboration between the two. The gray boxes identify initiatives or decisions that overlap three of the four groups, and these initiatives are developed with input from all three. Direct work across the model between Administration and Families, and between the Board and Teachers, passes through—and is exclusively related to—the student experience.
The model is a general visual guide meant to show the main focus of the groups represented, to inspire initiative development, and to support decision-making within our community. A chart called The Governance Matrix accompanies this visual model, outlining our DACI decision-making framework. It specifically identifies who Drives each initiative or decision, who Approves the decision, who Collaborates with input or recommendations, and who is Informed.
This is a working model, and we will continue to adjust and adapt the structure as needed to best serve our school community.
Eastside Community School History
A community of families gathered together over 30 years ago and made the bold decision to form a Waldorf school on the Eastside. Year by year they established themselves and their initial planted seed formed a root system and began to grow and flourish. Three Cedars Waldorf was its result, and much like the students and families that were in its care, the school continued to grow and develop, nestled in their original location in Bellevue, Washington.
Many years later, Three Cedars Waldorf morphed into Eastside Community School (ECS) and continued its history of transformation – guided by Rudolph Steiner’s principals and maintaining the commitment to a Waldorf-inspired Eastside education. True to its roots, ECS has continued to act with boldness and has addressed the changing environment with flexible and creative problem solving –
mirroring what our students are being taught in the classroom.
In the summer of 2021 ECS took the opportunity to purchase its own property, in Issaquah Washington. Anchored in an ideal location that is a geographic epicenter of the extended Eastside community, ECS is poised to continue for the next 30 years!
Campus
Eastside Community School moved to Issaquah in the summer of 2021. This new campus houses a 20,000 sq. ft. structure, 5-acres of land, and a stunning auditorium with an indoor basketball court. Our new home gives our school the room to expand our visionary Waldorf inspired academic curriculum.
SBA Non Discrimination Compliance Policy
Eastside Community School has received a loan pursuant to the Paycheck Protection Program administered by the Small Business Administration (“SBA”). This policy is intended to demonstrate good faith compliance with the regulations issued by the SBA and by other governmental agencies enforcing the laws that attach to ECS due to the School’s receipt of federal financial assistance through the SBA loan. This policy shall remain in place from the time ECS receives the SBA funding until the loan is paid or forgiven.
School Compliance Officers
The School identifies the following individuals to act as its Compliance Officers under this policy:
Title IX Compliance Officer:
Bill Schuver, Chief School Administrator
bschuver@eastsidecommunityschool.org
425-598-2914, ext. 105
5025 Issaquah-Pine Lake Rd SE
Issaquah, WA 98029
Section 504 Compliance Officer:
Janine Cleland, Business Manager
jcleland@eastsidecommunityschool.org
425-598-2914, ext.104
5025 Issaquah-Pine Lake Rd SE
Issaquah, WA 98029
The Compliance Officers shall be responsible for coordinating the School’s effort to meet its responsibilities under this policy. The Compliance Officers will receive and investigate any complaints filed under this policy and make recommendations to the Chief School Administrator for the prompt and equitable resolution of complaints. ECS will provide its Compliance Officers and staff appropriate training on this policy and their obligations hereunder.
Non-discrimination, Anti-harassment, Non-retaliation
ECS acknowledges its obligations to prohibit discrimination, harassment, or retaliation on the basis of race, color, national origin, age, sex, disability/handicap, or religion in admission to its educational programs, activities, and services, and in employment opportunities. Retaliation against an individual for filing a complaint under this policy or participating in the informal or formal resolution is prohibited.
Academic and Non-Academic Services for Persons with Disabilities
ECS remains committed to excellence in educational programming and acknowledges its obligation to ensure that no otherwise qualified individual with a disability shall, solely by reason of his/her disability, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving federal financial assistance. This includes both academic and non-academic services, such as counseling, extracurricular services, athletics, transportation, health services, recreational activities, clubs, and other activities.
ECS will also assess its ability to make reasonable accommodations to disabled individuals to permit such persons to participate in and enjoy the benefits of the School’s programs and activities so long as doing so does not fundamentally alter the nature of the School’s program.
Employment Obligations for Applicants and Employees with Disabilities
The School acknowledges its obligation under the SBA regulations and laws applicable to recipients of federal financial assistance to prohibit discrimination against any employee or applicant based upon his/her disability. This obligation extends to all aspects of employment, including the hiring and employment processes.
The School will also assess its ability to make reasonable accommodations to disabled individuals so long as doing so does not create an undue hardship. Individuals who seek an accommodation should contact Janine Cleland, Pedagogical Administrator, jcleland@eastsidecommunityschool.org 425-598-2914, ext.104, 5025 Issauqah-Pine Lake Rd SE, Issaquah, WA 98029.
Facilities Access
ECS acknowledges its obligation under the SBA regulations to operate its programs and activities in existing facilities so they are readily accessible to qualified individuals with disabilities. The location in facilities (or movement of classes, meetings, etc. to other facilities) will be scheduled in a manner that will not knowingly deny a student, employee, parent, or visitor with a disability the opportunity to participate on the same basis as such persons without disabilities. Accommodations may be provided to allow access to educational programming or meetings.
Complaint Procedure
Who may make a complaint?
A person (student, parent, employee, or applicant) may use this complaint procedure to report a concern or allegation that the complainant is being denied an equal opportunity to access the School’s education programs, activities or services, including employment opportunities.
Who can a complaint be made to?
A complaint may be reported to the Compliance Officer, an administrator, or to a faculty member. Any complaint received by an administrator or faculty member shall be promptly reported to a Compliance Officer for handling.
How do you file a complaint?
A complaint may be made verbally or in writing. ECS has an SBA Complaint Form available for those who choose to use it.
A complaint may also be filed with the SBA directly by sending a letter to the Administrator, Small Business Administration (SBA), Washington, D.C. 20416. Or you can file a complaint with the Department of Education’s Office of Civil Rights (OCR) using OCR’s electronic complaint form. You may also email OCR’s Discrimination Complaint Form (fillable PDF) or your own signed letter to ocr@ed.gov. If you write your own letter, please include the information identified above.
Are there timelines for filing a complaint?
Timelines are flexible, but a person with a complaint should try to report it within thirty (30) calendar days after an alleged discriminatory incident. If the complaint is filed directly with the SBA or OCR, it must be filed within 180 days of the alleged discriminatory action.
How long will it take to have a complaint handled?
While ECS will try to handle the complaint as expeditiously as possible, there can be unexpected or unforeseen circumstances that cause delay. Complaints involving a handicap/disability and request for accommodation will be promptly referred to a 504 team for handling. Those complaints that require an investigation will be completed within thirty (30) days of the complaint, if possible. Should more time be required, the Compliance Officer will notify the complainant.
Informal complaint process
This policy provides an individual the option of filing an informal complaint (verbally or in writing), which allows a fuller range of options in facilitating prompt resolution of an issue(s). It is the choice of the individual complaining whether to initially pursue an informal complaint procedure. The Compliance Officer, or his/her designee, shall explore an informal resolution with the complainant, which may involve providing advice to the complainant on how to handle the issue(s) or reviewing this policy with persons involved in the issue. If the matter involves the conduct of another person, an informal resolution could involve a meeting with the complainant and that person provided both individuals agreed. Resolution through this informal procedure will be promptly explored. At any time, the complainant may request to end the informal procedure to move to the formal complaint process.
Formal complaint process
An individual may file a formal complaint (verbally or in writing) under this policy. The complainant may use the SBA Complaint Form that ECS can provide or should provide the following information: a statement of the complaint that identifies the issue, provides pertinent facts, identifies those involved, and states what remedy is sought. If complainant does not provide a written statement, the Compliance Officer will prepare a statement for the complainant to review for accuracy after interviewing him/her.
The Compliance Officer, or his/her designee (“Investigator”) shall begin a formal investigation into a complaint within three (3) business days of receipt. Should the complaint allege another person engaged in discriminatory, harassing, or retaliatory conduct (“respondent”), the Investigator shall notify him/her that a complaint was filed, provide a statement of the nature of the allegations, and provide a copy of this policy and any other applicable school policy. The Investigator shall interview the complainant and any respondent as well as witnesses reasonably believed to have relevant information. The Investigator shall also consider relevant documents submitted by any person interviewed. The respondent may submit a written response to the complaint within seven (7) calendar days of being notified of the complaint.
At the conclusion of the investigation, the Compliance Officer shall submit the written report of the investigator to the Chief School Administrator (CSA) along with recommendations as to whether and how this policy was violated and a proposed remedy for the situation.
The CSA or designee shall review the Compliance Officer’s report and issue a final decision, or, remand the matter back to the Investigator for further investigation. If remanded, the specific areas or issues to be investigated further shall be identified. Once the investigation is complete to the satisfaction of the CSA, the CSA shall issue a final written decision as to whether and how this policy was violated as well as any remedial corrective action that will be taken to redress the matter and prevent further violations. Any corrective action must be age-appropriate and timely. The decision of the CSA shall be final and shall be communicated to the complainant and respondent separately and simultaneously as directed by the CSA.