Exploring the governance structure and intention within Waldorf Schools
As we approach our Annual General Meeting next week, it is fitting to reflect on how we govern ourselves as a Waldorf School, and why it matters.
At Michael Mount Waldorf School, our governance is based on a clear commitment to human cooperation, common purpose, and shared responsibility. Rooted in Rudolf Steiner’s insights into social renewal, our structure reflects the balance of thinking, feeling, and willing.
We operate as a non-profit organisation (NPO) guided by circle management principles, where collaboration is key. As such, at the heart of our organisation lies our shared purpose to nurture conscious individuals through dynamic education – and this drives all that we do. Decision-making demands clear participation aiming for consensus, always guided by the question What best serves the child and the life of the school?
The College of Teachers (often called the ‘heart’ of the school) is made up of experienced, dedicated teachers who meet weekly to hold the pedagogic vision and ethos of the school. College takes responsibility for the school’s educational direction, curriculum evolution, professional development, and the nurturing of the pedagogical culture.
Supporting College in practical implementation is the Executive mandate, which includes a small team of College members across faculties. Executive is the ‘working arm’ of College, ensuring that decisions translate into action and that the rhythm of school life flows smoothly.
On the legal and financial side, we are supported by the Council of Management, a group that includes teachers from various areas in the school, the School Coordinator, the Bursar, and a group of dedicated parents. These parent members are elected by the community every two years at our AGM, ensuring this body remains accountable, relevant, and enlivened in supporting the needs of the school. Although it is a non-executive role, these Council members perform an important advisory function, bringing a wide range of professional expertise to their roles, including the likes of finance, marketing, infrastructure, and law.
The School Coordinator plays a vital connecting role as he works with the College, Council, and other bodies within the school. He acts as a school liaison and engages with various government and educational bodies. He is also responsible for the human resources of the school and oversees the school’s holistic strategic development.
In this way, various people are appointed to fulfil roles of responsibility, including the Bursar, Deputy School Coordinator, and Pedagogic Coordinator.
Beyond these formal structures, all teachers participate in their respective faculties (Early Childhood, Primary, and High School) and contribute to specific mandates, such as Personnel, Teacher Training, or Building. Various additional working groups and festival committees ensure that community life is rich, inclusive, and vibrant.
Last but not least, we are deeply grateful for the commitment of our Community Representatives, made up of involved parents who hold a space for connection and community/volunteer work across the school. Their contributions help sustain Michael Mount Waldorf School as a living community.
In this way, Waldorf governance is not about command and control; it is about conscious participation, a strong sense of social responsibility, and clear intention for the greater good of the school for years to come.
As we gather at our AGM, we celebrate this approach, and we encourage all in our community to join us in electing the next Council of Management. We are eager to continue walking this path with you, as co-creators of a conscious school.