Governance
Teacher-led, mission-driven
City of Lakes Waldorf School is a private, non-profit organization that is unique in its forms of governance and administration. Waldorf schools are typically “self-administered” and seek to involve teaching staff in the administration and governance of the school. We believe that educators themselves are best able to understand the needs of the children and to make decisions that will support their education. In addition, Waldorf schools strive to model collaborative leadership and to explore forms of working together that will meet the current and future needs of society.
A Collaborative Model
Our organizational model is a reflection of the values we seek to embody. The organizational structure of our school contains a number of checks and balances including a non-hierarchical structure, the use of consensus decision-making, an extensive committee structure, and the rotation of membership on the Board of Trustees, College of Teachers, and committees. Our choice to include paid staff members on our Board reflects our belief that the health of our organization, as well as our ability to fulfill our mission, is dependent on the contributions of those who are involved in the daily work of the school in all decisions impacting the school community.
City of Lakes Waldorf School is a collaborative organization that relies on the important input of school staff, teachers, and parents and recognizes the value of a non-hierarchical decision-making process. The two primary decision-making bodies are the College of Teachers and the Board of Trustees while the School’s Administration makes decisions regarding day-to-day operations. The College of Teachers, Board of Trustees, and Administration work in partnership with one another on behalf of the school’s mission. Teachers and staff have input into major decisions through their participation in the Coworkers Circle, various school committees, the Collegium, and the College of Teachers. Parents may involve themselves in school governance through participation in the Parent Association and service on school committees and the Board of Trustees.
As we consciously work together, we seek to look towards the future and strive to be worthy of imitation for the children we serve. The task of working collaboratively and striving for consensus in major decision-making is not designed to be easy; it requires mutual interest and respect, honesty and trust, and careful speaking and listening. However, we understand that decisions that arise from true dialogue, and a shared commitment to the school’s mission, will always be stronger when many voices and divergent perspectives are shared, heard, and considered. The minority voice is amplified through the consensus process which allows for a synthesis of our experience, wisdom, and perspective that is always greater than the whole of the sum of the parts.
2025-26 College of Teachers
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Jeremy Anderson, Art and Woodworking Teacher
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Johanna Garcia, Pedagogical Chair
- Allison Gerrick, Grades Class Teacher
- Peter Lawton, Grades Class Teacher
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Sarah Rose Miller, Early Childhood Teacher
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Megan Navarro, Campus Coordinator
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Ch’aska Quillo, Early Childhood Teacher
- Marti Stewart, Administrative Director
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Coua Vang, Grades Class Teacher
2025-26 Board of Trustees
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Addam Marcotte, Board Chair
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Derek Wong, Treasurer, Finance Committee Chair
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Kerry Meath-Sinkin, Secretary and Development Committee Chair
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Ryan Kronzer, Building and Grounds Committee Chair
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Ryan Moore, Building and Grounds Committee
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Vonnie Zachman, Member at Large
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Sarah Rydell, Parent Association Chair
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Justin Kulo, Human Resources Committee Chair
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Peter Lawton, College Representative
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Johanna Garcia, Pedagogical Chair
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Marti Stewart, Administrative Director
