The Collegium: An Experiment in Collaborative Leadership
By Peter Lawton, Ed.D
In addition to their educational mission, Waldorf schools have a social mission.
In terms of the education itself, the idea is basically to inspire creative thinking in freedom. We start with the assumption that each human soul has brought something with them into this world, something they need to express, and something the world desperately needs. If we educate children with living instead of dead concepts, if we give children meaningful experiences and lots and lots of art, then we’ve done our level best to send them into the world with their precious souls intact. Living concepts are organic. They are capable of expansion and contraction. They can be applied in different or new situations. Living concepts are capable of growth. It’s an old idea: “Give them fish, and you feed them for a day. Teach them to fish, and you’ve fed them for a lifetime.” Waldorf schools teach children not what to think, but how to think. At least we try. The educational premise is that humans need creativity and freedom to realize their own, individual missions, to realize their destinies. The accompanying social premise is that individuals working together in creativity and freedom can change the world.
In terms of governance and management, Waldorf schools attempt to talk the creative talk and walk the freedom walk. It makes sense: How can teachers inspire creativity and freedom in their students if they themselves are not free? How can teachers speak in a living manner if they’re given a script from the principal, school board, POTUS? So, Waldorf schools are independent (even with regard to the fraternity of Waldorf schools). And each Waldorf school is governed collaboratively, by the teachers, staff, and community members. Traditionally in many Waldorf schools, a College (council, partnership) of Teachers provides leadership and direction on pedagogical matters, and a Board of Directors, consisting of community members and staff, provides leadership and direction on financial and legal matters.
In the spirit of creativity and freedom, and in the spirit of collaboration, City of Lakes Waldorf School is pioneering a new form of pedagogical governance. The College of Teachers continues to provide instructional leadership and manage the school’s day-to-day pedagogical affairs. But the College is now selected through a democratic process and mandated each school year by a larger council of teachers and administrative staff members called the Collegium. The Collegium is a self-selected circle of colleagues deeply committed to the school and its mission, and to working collaboratively. In addition to selecting the College, the Collegium provides input on yearly goals and priorities, affirms major pedagogical decisions, and maintains a process by which College decisions may be appealed. Now beginning its second year, the Collegium numbers about 25 individuals, about half of the school’s employees. Prior to the establishment of the Collegium, the College of Teachers self-selected each year, and there was no formal mechanism by which other teachers and employees could provide input into, or question, pedagogical decisions.
The full City of Lakes Waldorf School Collegium and College mandate is available here.