Waldorf Education - Governance

Governance

One of Waldorf education's central premises is that all educational and cultural institutions should be self-governing and should grant teachers a high degree of creative autonomy within the school; this is based upon the conviction that a holistic approach to education aiming at the development of free individuals can only be successful when based on a school form that expresses these same principles. Most Waldorf schools are not directed by a principal or head teacher, but rather by a number of groups, including:

• The college of teachers, who decide on pedagogical issues, normally on the basis of consensus. This group is usually open to full-time teachers who have been with the school for a prescribed period of time. Each school is accordingly unique in its approach, as it may act solely on the basis of the decisions of the college of teachers to set policy or other actions pertaining to the school and its students. Waldorf schools have been cited for having a high level of teacher collegiality.
• The board of trustees, who decide on governance issues, especially those relating to school finances and legal issues.

Parents are encouraged to take an active part in non-curricular aspects of school life. Waldorf schools have been found to create effective adult learning communities.

There are coordinating bodies for Waldorf education at both the national (e.g. the Association of Waldorf Schools of North America and the Steiner Waldorf Schools Fellowship in the UK and Ireland) and international level (e.g. International Association for Waldorf Education and The European Council for Steiner Waldorf Education (ECSWE)). These organizations certify the use of the registered names "Waldorf" and "Steiner school" and offer accreditations, often in conjunction with regional independent school associations. Some Waldorf schools are independently accredited by governmental authorities.