A system of shared governance
Seek the real practical life, but seek it in a way that does not blind you to the spirit working in it… Make use of the ancient principle: Spirit is never without matter, matter never without spirit. – Rudolf Steiner.
At Michael Mount, as at Waldorf schools around the world, we do not have a hierarchical structure and there is no Principal. The school is governed through a system of shared governance in which three governing entities assume distinct responsibilities and strive for consensus on major policies decisions. In this system all participants stand as equals, working cooperatively towards a shared ideal.
The College of Teachers
The Waldorf approach to governance is unique in that the school is formally guided by the College of Teachers. College is composed of 14 teachers from different areas in the school. They meet once a week to make decisions with regard to the school’s pedagogical policy, curriculum development, professional development and support of staff, hiring of teachers, fostering parent and community education, and student admissions. There is no hierarchy of authority and the good of the school is the overriding consideration at all times. Decision-making is by consensus so that, although everyone may not agree on a certain point, the process has allowed each person to make his or her best effort to find the truth and each
person is satisfied with the decision.
Council of Management
This body is composed of parents, administrative staff and teachers. Council is responsible for the legal and financial wellbeing of the school. The council is composed of chairperson, deputy, treasurer,
- To work out of Anthroposophy and Rudolf Steiner’s Image of Man.
- To enable learners to develop their full potential and meet their destiny as free and responsible individuals.
- To nurture conscious, creative, independent thinkers.
- To foster reverence, respect and responsibility for the community and nature.
- To establish a strong self-sustaining school.
- To educate and prepare students, teachers and parents to meet the needs and challenges of the 21st century.
- To deepen our understanding of the Waldorf curriculum.
- To play an active role in the ongoing development of education in our country.
“… to awaken what is
within the human being …”
“… to develop free
human beings who are able
to impart purpose and direction to their lives.”
– Rudolf Steiner
Painting by Elisa Kirigin
- Ethical and moral responsibility
- Transparency and accountability
- Respect for all of humanity and for the individual at any age
- Independence, free thinking, self-respect and pride in achievement
- Honouring the family
- Empathetic social awareness
- Service to community and society
- Respect for all of life
- Reverence for nature
- Healthy bodies and minds
- Creating a brighter future for all by instilling an appreciation for the past, driving active participation in the present and creating an understanding of the integral part each individual can play in shaping the future.
Steiner’s image of Man*
The human being in its essence is a being of spirit.
Childhood and adolescence, from birth to twenty-one, are the periods during which the spirit
gradually takes hold of the physical instrument that is the body.
The Self is an irreducible spiritual individuality within each one of us.
*The word “man” can be used to denote a human being of either sex; a person;
human beings in general; or the whole of the human race.