cmyk - lead together...recently taking up a lead role at the high mowing school in wilton, nh . she...

2 ASchoolasaLivingEntity

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a School as a Living Entity

TheGrowthandDevelopmentofaSchoolasaLivingEntity

Implementationofa GovernanceandManagementStructure BasedonLivingSystemsand ThreefoldPrinciples&FormingImpulses

by

ReaTaylorGill


Printed with support from the Waldorf Curriculum Fund

Published by:The Association of Waldorf Schools

of North America Publications Office

65–2 Fern Hill RoadGhent, NY 12075

Title: A School as a Living EntityAuthor: Rea Taylor GillEditor: David MitchellCopy Editor and Proofreader: Ann ErwinCover: AninA Formankova© 2011 by AWSNAISBN # 978-1-936367-18-1

Printed by McNaughton & GunnSaline, MI 48176 USA

5TableofContents

TableofContents

Preface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Acknowledgements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Chapter1 Introduction:EmergingHypothesis . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Chapter2 Organizations—DeadorAlive? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Chapter3 HumanSystemsandtheCorrelationwith OrganizationalSystems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

Differentiationof theHumanBeing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

TheHumanNerve-SenseSystemandthePedagogical Sphereof ActivityinaWaldorf School . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

TheHumanRhythmicSystemandtheGovernance (Legal-Financial)Sphereof ActivityinaWaldorf School . . . . . . . . . . . . . . 38

TheHumanMetabolicSystemandtheCommunity&Resource DevelopmentSphereof ActivityinaWaldorf School . . . . . . . . . . . . . . . . . 40

TranslatingtheThreefoldFormandFunctiontoa Waldorf School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43

Phasesof OrganizationalDevelopment . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45Chapter4 ActionResearch:ImplementationofaThreefoldStructure . . . . . . 51

Reviewof Hypothesis,Research,DevelopmentMethods andMethodology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51

Implementationof aThreefoldGovernanceStructureatthe VancouverWaldorf School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57

StepI: BeginningtheRe-differentiationProcess . . . . . . . . . . . . . . . . . . . . 60

StepII RevisitingVision,Values,Mission,Goals, AimsandObjectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71

StepIII Re-differentiationof thePedagogicalRealm: EstablishingtheOrganizational‘Nerve-SenseSystem’ . . . . . . . . . 74

StepIV Re-differentiationof theGovernance(Legal-Financial)Realm: EstablishingtheOrganizational‘RhythmicSystem’ . . . . . . . . . . . 79


StepV Reorganizationof Administration . . . . . . . . . . . . . . . . . . . . . . . 79

StepVI Differentiationof theCommunity&ResourceDevelopment Realm:EstablishinganOrganizational‘MetabolicSystem’ . . . 83

StepVII Consolidating,RedefiningandExpandingLegal-Financial Functions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87

StepVIII RealTime–WhatWasNext…WhatIsNext? . . . . . . . . . . . . . 95

Chapter5 ConclusionsandNextSteps . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102

Appendices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116

Endnotes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 199

References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 207

7Appendices

Appendices

AppendixA Summaryof theFiveDisciplinesof aLearningOrganization DetailedinThe Fifth DisciplinebyPeterSenge(1994) . . . . . . . . . . . . . . 116

AppendixB Summaryof OldBoard-MandatedMandateSystem . . . . . . . . . . . . . 117

AppendixC HubCoordinatingCommitteeMandate–OldMandateSystem . . . . . 119

AppendixD MandateSystemReviewCommitteeMandate . . . . . . . . . . . . . . . . . . 123

AppendixE InitialReviewProcessFindingsandRecommendations . . . . . . . . . . . 125

AppendixF NinePropositionsinSearchof theThreefoldSocialOrder . . . . . . . . . 128

AppendixG CommunityForumEnvisioningConferenceAgenda . . . . . . . . . . . . . 136

AppendixH Vision,Values,Mission . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139

AppendixI Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141

AppendixJ PedagogicalCarryingGroupConstitution–Example1 . . . . . . . . . . . 143

AppendixK PedagogicalCarryingGroupConstitution–Example2 . . . . . . . . . . . 149

AppendixL PedagogicalCarryingGroupMembershipSelection Process–Example . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154

AppendixM1 FacultyMeetingAgenda–HypotheticalExamplebefore aPedagogicalCarryingGroupisestablished . . . . . . . . . . . . . . . . . . . . 157AppendixM2 FacultyMeetingAgenda–HypotheticalExampleaftera PedagogicalCarryingGroupisestablished . . . . . . . . . . . . . . . . . . . . . 158

AppendixN1 PedagogicalCarryingGroupAgenda–HypotheticalExample1 . . . . 163AppendixN2 PedagogicalCarryingGroupAgenda–HypotheticalExample2 . . . . 165

AppendixO PedagogicalAdministratorJobDescription . . . . . . . . . . . . . . . . . . . . . 167

AppendixP PedagogicalCommitteeMandate–Example . . . . . . . . . . . . . . . . . . . . 170

AppendixQ TheCultof Personality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177

AppendixR1 Tuition&FeesTermsandConditionsof Agreement–Example . . . . . 179AppendixR2 Tuition&FeesAgreement–Terms&Payment Requirements–Example . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181

AppendixS ParentCouncilMandate–Example . . . . . . . . . . . . . . . . . . . . . . . . . . 185

AppendixT DevelopmentCommitteeMandate . . . . . . . . . . . . . . . . . . . . . . . . . . . 195

AppendixU GoodGovernanceCommitteeMandate . . . . . . . . . . . . . . . . . . . . . . . 197


TableofFigures

Figure1 ThreefoldSocialOrder–ThreefoldHumanBeing . . . . . . . . . . . . . . . . . . 28Figure2 Co-evolutionaryTransformativeEffectof Waldorf Education ontheMacro-sphereof Society . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37Figure3 FromCollectionof CellstoanIdentifiableHumanFormand Face . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46Figure4 Embryoat50–60DaysandFetusat22Weeks . . . . . . . . . . . . . . . . . . . . . . 48Figure5 FullTermBaby . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49Figure6 ThreefoldPrinciplesatWorkinLife . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55Figure7 ThreefoldSocialOrder . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56Figure8 ThreefoldHumanBeing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56Figure9 ThreefoldOrganizationalStructure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57Figure10 Steiner’sThreefoldSocialOrder . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58Figure11 ThreefoldHumanBeing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58Figure12 ThreefoldOrganizationalStructure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59Figure13 ThreefoldOrganizationalStructureThreefolded . . . . . . . . . . . . . . . . . . . . 59Figure14 DynamicHumanSystems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64Figure15 DynamicOrganizationalSystems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64Figure16 ThreefoldSocialOrder . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67Figure17 ThreefoldHumanBeing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67Figure18 ThreefoldWaldorf School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68Figure19 TheImpulseof FreedomandthePedagogicalStructureof aWaldorf School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68Figure20 TheImpulseof EqualityandtheGovernance(Legal-Financial) Structureof aWaldorf School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70Figure21 TheImpulseof BrotherhoodandtheDevelopmentStructure of aWaldorf School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71Figure22 PedagogicalRealmThreefolded . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75Figure23 Dynamicof thePedagogicalRealmComparedtothe Dynamicof theWhole . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78Figure24 Dynamicof theWhole . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78Figure25 PedagogicalCommitteeStructureThreefolded . . . . . . . . . . . . . . . . . . . . . 78Figure26 HumanResourcesCommitteeStructureThreefolded . . . . . . . . . . . . . . . . 79Figure27 OrganizationalStructureImagination . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82Figure28 TheTransformationof MoneyintoCapacities . . . . . . . . . . . . . . . . . . . . . 90Figure29 OrganizationalStructurebeforeRestructuring . . . . . . . . . . . . . . . . . . . . . . 92Figure30 OrganizationalStructureafterRestructuring . . . . . . . . . . . . . . . . . . . . . . . 93Figure31 Revenue&ExpenseComparisonoverThreePeriodsof Operation . . . . . . 94Figure32 Dynamicof thePedagogicalRealm . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112

9

Preface

byTorinFinser

Withinafewshortyears,wewillcelebratethe100thanniversaryof Waldorf education

onthisearth .Aswepreparefor2019,itmightservetheWaldorf movementtousetheoccasion

toself-assessandreflectaswellascelebrate .Howcanwecharacterizethepast100yearsof

Waldorf education in terms of phases, whether looking at decades or 331/3-year intervals?

Wherehaveourschoolssucceeded?Wherehavewecomeupshort?

Alreadyin2011wecansketchsometentativecharacterizationsregardingthelasttwo

questions:

1 . The curriculum inmost of the 1000Waldorf schools around theworld iswell

established .Inmostinstances,whenIvisitschoolsIfindmanyof thecommoncharacteristics

of theWaldorf curriculumarefullyevident .

2 .Thisisof courseconnectedtothesteadyimprovementinteachereducationprograms .

MostschoolsIvisitarefullycommittedtoteachereducationandprofessionaldevelopment,

despitethechallengesof moneyandadequatetime .

3 . The publications available to Waldorf teachers and parents have increased

significantly,althoughhigherqualitytranslationsandforeignlanguageeditionsarestilllimited .

4 .Atleast intheschoolsintheUnitedStateswithwhichIammostfamiliar,basic

businessandadministrativepracticeshaveimprovedinrecentyears .Inmanycasesvolunteer

boardshavedevotedcountlesshourstosupportingschoolsfinancially .

5 . Although it has been a struggle to prepare and support eurythmy teachers, for

instance, one can also acknowledge that inmostWaldorf schools, teachers as awhole are

practicing“theartof education”inawaythatappealstothefullspectrumof sensoryexperience .

6 .Perhapsmostimportant,Ihavevisitedmanyclassroomsfilledwitheager,engaged

studentswhoarethriving,learningandworkingasasocialunit .

This is justof thebeginningof a list thatmightspur furtheradditions in theyears

ahead .ButnowIwouldliketoturntotheoneareainwhichmanywouldsaytheWaldorf

movementhasnotyetmet expectations: the ideals set forthbyRudolf Steiner in regard to

threefoldingof thesocialorganism .

Preface


Manyhavespentyearsworkingtosimplyunderstandwhatwasintendedinbooksand

lecturessuchas“TheThreefoldSocialOrder,”“TheSocialFuture,”“WorldEconomy”andso

forth .Andsomehavetakentheindicationsfurtherthanothers .Mostworthyof mentioninthis

brief paragrapharetheeffortsof GaryLamb,MichaelSpence,andthemanycolleagueswho

haveparticipatedinthegrowthof RSFSocialFinance .Yetdespitetheseefforts,itishardto

findasingleschoolaboutwhichonecansay,“Hereisanexampleof thefullimplementation

of these social ideals .”One has a sense that thework in regard to “threefolding” remains

incomplete,unfinished .

This isof coursenotabadthingin itself,as thequestalonecanspurpeopleonto

furtherunderstandingand thecrucial change inconsciousness thatmustprecedeanyouter

change .TherearemanyalsoworkingoutsidetheWaldorf movement,suchasinbiodynamic

farmsandCamphillCommunities,whoarestrivingtowardtherealizationof Rudolf Steiner’s

socialideals .

ButimaginemysurpriseandjoywhenIreceivedamastersprojectsubmittedbyRea

Gillaspartof herdegreecompletionatAntiochUniversity!Here,in200-somepages,wasnot

justatheoreticalrehashingof familiarconcepts,butastepbystepdocumentationof areal

lifeimplementationof thethreefoldingprinciplesheledfor9yearsattheVancouverWaldorf

School .AlongthewayReatakesthereaderthroughanoverviewof organizationaldynamics,

“kindredspirits,”anda rigorousexaminationof theoriginal intentions set forthbyRudolf

Steiner .

Whatcomesacrossmostclearlyinmyreadingof thetextwhichnowmeritsAWSNA

publicationisthesenseof livedexperience .Thepagesof thisbookhavebeenforgedonthe

anvil of real life, in aWaldorf school with real parents, teachers, budgets, challenges and

success .Outof lifeexperienceandconstantreflectionandfurtherdeepening,Reawasableto

developasystemof governancethatwasbothlivingandclear,flexibleandtransparent .Ihad

anopportunitytovisittheschoolduringbothanearlystageof implementationandalaterstage

of fulldevelopment,andtheexcitementwaspalpable .Itreallyhappened!

Of course,nothingremainsthesameforlong,andReaherself hasnowmovedon,

recently takingupa lead roleat theHighMowingSchool inWilton,NH .Shehasentered

anotherstageof herbiography,andsohas theVancouverWaldorf School .Avisitor to the

schooltodaymayormaynotrecognizeanyof Rea’spastwork .Thatisthenatureof allliving

systems,andwhocarriestheworkisasessentialinadministrationasintheclassroom .Yetnow

schoolsallovertheworldcanlearnfromherexperience,carefulresearchandenthusiasmfor

thesocialchallenge .Thisbookcanserveasaninspirationforothers,nottocopy,buttodothe

work .Itisinthedoingtheworktogetherthatwerealizeoursocialideals .

11

Acknowledgements

Iwouldliketogiveaspecialthankyoutomyteachers,TorinFinserandChristopher

Schaefer,fortheinspiration,support,toolsandguidancetheyofferedmeovertheyearsasI

gainedknowledge,capacitiesandskillsthatenabledmetopersevereinundergoingthedepth

of inquiry and action research required to complete this book .A special thank you is due

toTorinFinser forhis invaluablementorship as I conducted anddocumentedmy research

andforencouragingmetopursuepublication .AlsothankyoutoDavidMitchellatAWSNA

PublicationsforhissupportandtothosewhosupportAWSNAPublicationswithdonations .

Thankyou toKarenHumber forher steadfast confidence inmeandmyworkand forher

editingskills .MyheartfeltappreciationgoestoBruceWilkinson,who,withhisuniqueskillset

and extraordinary intelligence, provided invaluable dialogue, feedback, editing, technical

supportandartisticwork .IwanttoacknowledgeSilviaFormankovaforherbeautifulhuman

developmentdrawings .

Inaddition,ImustthanktheVancouverWaldorf Schoolandthoseamazingmembers

of thefaculty,staff,trusteesandparentbody—therearetoomanytomentionbutyouknow

whoyouare—whoworkedalongsidemeastogetherweguidedtheschoolthrougharemarkable

culturaltransformation .Withouttheparticipation,contributionsandsupportof mycolleagues

during themost intenseperiodsof reorganization, growthandchange, the transformations

would not have been possible . In particular, Iwant to thank one of my closest colleagues,

WalterDaroshin,forhisunrelentingwilltodothework,hisinvaluablewisdom,insights,and

contributions;mostof allIthankhimforhisfriendshipandforlendingmeashoulderforthe

manytearsIhaveshedovertheyears .

MayoureffortsbearfruitfortheVancouverWaldorf School,theWaldorf movement

andothercultural-spiritualorganizationswhocarryapositivesocialmissionforthebetterment

of society .

Acknowledgements

13Chapter1

Chapter 1

Introduction:EmergingHypothesis

We must be completely conscious that we have to accomplish a great cultural deed in every sense of the word.

–RudolfSteiner

Asmodernhumanbeingswehaveanopportunity—maybeevenaresponsibility—to

findsustainablewaystoexistinandbeinrelationshipwithourenvironment .Thisisjustas

trueinthesocialrealmas it is inrelationshiptoourphysicalenvironment,andweneedto

invent,discoverandutilizesociallyresponsibleforms .Infact,creatingneweffectiveformsof

leadershipandmanagementthathonortherelationshipsof thehumanbeingsandthatalso

respectthelivingnatureof anorganizationcouldpossiblyprovideamodelforsocialhealthin

allorganizationsandinsocietyingeneral .

Ascitizensof the21stcenturyitmakessensethatwedowhatallscientists,including

social scientists, are doing—engage in understanding the science of the time in whichwe

live .We must shift our thinking and our understanding of how things work so that they

are inalignmentwithhowscience, includingsocial science,hasevolved .Typically theway

organizations have been and for themost part still are designed,managed andoperated is

foundedonNewtonianphysics,whichisbasedonamaterialisticnaturalscientificworldview

thatfocusesonwhatcanbeseen,heard,touched,and/ormeasuredbyourfivephysicalsenses .

The prevailing assumptions that have influenced organizationalmanagement over time are

describedbyMargaretWheatley(2006)inLeadership and the New Science:

Wemanagebyseparatingthingsintoparts,webelievethatinfluenceoccursasadirectresultof forceexertedfromonepersontoanother,weengageincomplexplanningforaworldthatwekeepexpectingtobepredictable,andwesearchcontinuallyforbettermethodsof objectivelymeasuringandperceivingtheworld .(p .7)

Whilethegovernanceformsandstructuresof mainstreamorganizationsforthemost

partstill reflect theunderlyingassumptionsof Newtonianphysicsandthoseaccompanying

images of how the world works, there is a growing awareness of a need to shift these

assumptions . A new imagery that has developed out of quantum physics challenges the

assumptionsof aNewtonianworldviewby focusingon thewhole rather thanon theparts

and by recognizing the existence of systems that are interconnected networks possessing


dynamic processes, relationships and unseen connections between that which Newtonian

mechanicsidentifiesasseparatemeasurableentities .(Wheatley2006)Outof thisnewscience

andanunderstandingof organizationsasholistic systemsor collectionsof interconnected,

interdependentandinterrelatednetworksandcomponents, themainstreamcorporateworld

is beginning to shift its approach tomanagement, in particular by instituting collaborative

methods thatempowerworkers toparticipate in theoperatinganddecision-makingaspects

of abusiness .Thereisgrowingawarenessthatacompanywillbetterdevelopandrealizeits

potential if powerandinfluencearenotconcentratedexclusivelyinleadershipatthetopof

a pyramidal-structured hierarchy . The cultivation of knowledge and institutional learning

horizontally across and through theorganizationwill giveaccess to thewisdom that exists

intheorganizationasawhole,leadingtogreatereffectiveness .Thismeansthatthecompany,

asanentity,caneffectivelyactandreactinresponsetochangesinitsenvironmentandinthe

world .Theeffectof thisconsciousawarenessof thelivingnatureof organizationsiscurrently

bestdemonstratedinacorporateenvironmentwheretheprinciplesandpracticesof alearning

organizationareutilized .Theconceptof learningorganizationswascoinedandresearchedby

PeterSenge(1994)anddocumentedindetailinhisbook,The Fifth Discipline: The Art & Practice

of the Learning Organization. Senge defines learning organizations as “organizations where

peoplecontinuallyexpandtheircapacitytocreatetheresultstheytrulydesire,wherenewand

expansivepatternsof thinkingarenurtured,wherecollectiveaspirationissetfree,andwhere

people are continually learning to learn together .” (p .3) Senge highlights five fundamental

disciplines that a learningorganization, and the peoplewho functionwithin it, practice as

theorganizationisconstantlytransforminganddevelopingcapacitiesinrealizingitshighest

potential .1

The name ‘learning organization’ implies that there is a consciousness of working

withinandtreatingtheorganizationasalivingentitybecauseonlylivingthingscanlearn .(de

Geus1997)Piagetdefinedthehumanbeing’scapabilitytolearnas“tochangeone’sinternal

structure to remain in harmony with a changed environment .” (de Geus 1997, p .20) An

organization’scapability to learnisalsodefinedbythecollectiveabilityof theorganization

toadapt,growandthriveinthefaceof change:“Asuccessfulcompanyisonethatcanlearn

effectively .”(deGeus1997,p .20)Inanarticlecalled“ReshapingtheWayWeViewtheWorld,”

Chalofskysaysthatshiftingtoanewparadigmispartof movingfromtheindustrialera,where

themachinewas the focus, toaknowledgeerawhere the focus ison thehumanmind .He

saysthatlearningiscentraltothisnewparadigmof thinkingaboutorganizations,andthatit

is“purposeful,occursattheindividual,groupandorganizationallevels,andisforthemutual

benefitof theindividualandtheorganization .”(p .54)

This new consciousness about the living nature of an organization and its ability

tolearn,grow,developandchangeisallowingforthedevelopmentof alternativeandmore

effectiveapproachestoatraditionalauthoritarianhierarchicalmanagementform .

15

However, despite this new consciousness and changes that result from applying

the principles of fostering an organization as a learning organization, most mainstream

corporations and businesses are still structured based on the assumptions underlying an

owner/operatororstakeholdertop-downleadershipandgovernancemodel .Itispossiblethat

thisownershipparadigminbusinessesandcorporationsisactuallyblockingthedevelopment

of newgovernanceformsthatwouldbettersupporttheprinciplesof alearningorganization .

ChristopherSchaefer,organizationalconsultantandco-authorof Vision in Action: Working with

Soul and Spirit in Small Organizations providesaprovocativeperspective .Hepointsoutthatat

onetimeinthehistoryof humanity,itwasconsideredmoral,evennecessaryforonehuman

beingtoownorbeownedbyanotherhumanbeingandthat,of course,wenowlookbackon

thisandareappalledthatweeverthoughtthiswasacceptable .Schaefersuggeststhatinthe

futurewewilllookbackontherelationshipthatwecurrentlyhavewithorganizationsandwe

willbeappalledthatwethoughtwecouldownanorganization .2

AriedeGeus(1997)hadtwomainhypothesesonwhichhebasedhisbook,The Living

Company: “Thecompany is a livingbeing, and thedecisions foractionmadeby this living

beingresult froma learningprocess .”(p .201)DeGeusasserts throughoutthat learningisa

capacityexclusivetolivingbeings .PeterSengewasclearlyinspiredbytheworkof deGeus,

andintheforewordtoThe Living CompanysupportsdeGeus’perspectivebysuggestingthat

“seeingacompanyasalivingbeingimpliesthatitcreatesitsownprocesses,justasthehuman

bodymanufacturesitsowncells,whichinturncomposeitsownorgansandbodilysystems”;

andthatit“meansthatit[thecompany]iscapableof regeneratingitself,of continuityasan

identifiableentitybeyonditspresentmembers,”and“thatitcanlearnasanentity .”(deGeus

1997,pp .ix–x)

This profound insight into our relationship to organizations and the possibility

that organizations are living entitieswith unseen—considered by some as spiritual—forces

connected to them, might be difficult to grasp with logical thought at this point in time,

especiallyinrelationshiptoowner-operatedbusinesseswheresecuringprofitfortheowner(s)is

implicitlyunderstoodtobethepurpose .Perhapsthisishighlightingaflawinourunderstanding

of howour society shouldbe structured .Theacceptedpurposeof theeconomic sphereof

activityinsocietytomakemoneyfortheownerbecomesredundantif materialismorprofitis

removedasitsdrivingforce .Whatthenwouldbeitspurpose?Exploringthequestionof the

relationshipof materialismtotheworldeconomyandfinanceisbeyondthescopeof whatcan

beexploredhere .However,itisactivelytakenupbyothers,includingChristopherHoughton

Budd (2003) of the Center of Associative Economics and author of The Metamorphosis of

Capitalism, andSiegfriedFinser, founderof RSFSocialFinance, a foundationdedicated to

bringingaboutpositivechangeinthewaytheworldworkswithmoneybyprovidinginvestment

andlendingservicestobusinessesandenterprisesthatarededicatedtoimprovingsocietyand

theenvironment .Finser(2007)istheauthorof Money Can Heal,inwhichhewritesabouthislife

Chapter1


workwithmoneyandhisexperienceof thespiritualforcesthathebelievesexistinandbehind

differentkindsof transactions .Hehighlightsthepositiveeffectthatworkingconsciouslywith

moneyandthesespiritualimpulsescanhaveonsociallife .

If the ownership paradigm in businesses and corporations is indeed blocking the

developmentof newgovernanceandleadershipformsthatwouldultimatelybringaboutthe

kindsof positivechangetosociallifetowhichBuddandFinserhavededicatedtheirlife’swork,

thenperhapsaprofoundchangewillnotcomefromthecorporateworld .Rather,itmightbein

non-profitorganizations,wherethereisnoexpectationtogenerateprofitforthedirectbenefit

of anowner,thatnewleadershipandgovernanceformshaveabetterchancetomanifest .Is

itpossiblethatatemplateforcreatingchangeinhowtheeconomicandpoliticalspheresof

societyaremanagedcanbecreatedintheculturalrealmwherenon-profitsexist?

TheWaldorf Schoolmovement,arevolutionaryeducationmovementinthecultural

sphere of society, has the potential to set new profound standards of operating that could

beamodelforauniquelivingsystemsapproachtogovernance,andultimatelycouldhavea

transformativeeffectonallsociallife .Therevolutionaryqualityinherentinthephilosophical

underpinnings of Waldorf education contains insights into how to create the governing

organizationalformsthatwillservethemanifestationof atrulylivinglearningorganization .

Rudolf Steiner(1996),founderof theWaldorf Schoolmovement,saidthisinhisaddressto

teachersattheopeningof thefirstWaldorf schoolin1919:“Wemustbecompletelyconscious

thatwehavetoaccomplishagreatculturaldeedineverysenseof theword .”(p .31)

Whatarethenewgovernanceformsandstructuresthatwillmakeitpossibletooperate

anorganizationasalivinglearningentity,suchthatitcanbeanexampleforothercommunities,

organizationsandultimatelyforsocietyasawhole?Thisisaquestionthathasnotyetbeen

fullyexploredintheWaldorf movementdespitehavingbeensuggestedintheearlynineteenth

centurybythefounderof Waldorf education,Rudolf Steiner .Steiner’sphilosophicalbodyof

workcalledanthroposophy, translatedas thewisdomof man,provides indications fornew

social forms for a threefold ordering at themacro level of society .While Steiner provided

avisionforhowsocietycouldbeorderedinathreefoldway,thesenewformsareeasiestto

understandbystudyingtheprinciplesthatareatworkbothinsocietyandinthehumanbeing,

butparticularlyandspecificallyhowtheymanifestinthethreelivinghumansystems .3

Guido Preparata, Associate Professor of Political Economy at the University of

Washington,ina2006articlewrotethatthereisaradicalmorehumanealternativeapproach

to the current daymaterialistic approach to economics . Preparata drew a parallel between

the threefoldhumanorganismand the threefoldnatureof the socialorganism .Hebelieves

that approaching the design of a social structure from this understanding of the functions

andrelationshipsof the threesystemsof thehumanorganism isvalidandnecessarywhen

designingamorehumaneeconomyforthebettermentof societyasawhole:

17

Bywayof analogy:justasthehumanorganismcomprisesthreetightlyinterrelatedbutfunctionallyindependent“systems”(themetabolicsystemof digestion,the“head”systemof brainandnerves,andthecirculatorysystemof bloodandlungs),society,likewise,maybeconstruedasacompositebodyconsistingof threeconjoinedspheresof activity(atriarticulationof economics,politics,andspiritualdissipation) .(p .627)

Economicsissociety’sstomach,inthatitprocuresthenecessarysustenancefortheperpetuationof thegreatsocialhive;lawsandrightsmanagethedynamicsof interrelationship;andthespiritualspheresustainsthepowerof theego:theinnovative“I .”…Thesourceof socialevil,Steinerbelieved,comesfromthetrespassingof oneparticularsphereonthepurviewof theothers .Itisasif societybecomestransmogrifiedbydevelopinginexcessoneparticularsystemattheexpenseof theothertwo,somuchsothattheoverswollenorgancomes,bytumorousobstinacy,tocolonizeandassimilatetheothervitalcenters,andthuscreatesimbalancesleadingtoavarietyof moreorlessvirulentreactionsandmaladies .(p .627)

PreparataconcludesthatSteinerprovidedaremedyforwhatisneededtobringhealth

tosocietyandanailingsocietaleconomic-metabolicsystem:

Theonlyforeseeableremedy,saidSteiner,cancomefromamoreintenseinvolvementof theworkforceinthedoingsof thespiritualsphere,andfromaheightenedprotectionbytherights-state…setouttherefrom[sic]tocodifylawsanddiffuseinitiateknowledge .…The“rightthing”willbefoundonlythroughallthreeindependentbranchesof thebodysocial,conjointly,inworkingtogetherforasocialend .(Steiner1923,p .114)(Preparata2006,pp .632–634)

As Preparata points out, the impulses or principles that are at work, and the need for an

interconnectedyetindependentworking,arethesamewhetherlookingatasocialstructureor

alivingphysicalstructure .

The challenge is that,unlike in the caseof thephysical structureof a livingbeing

thatpossesseslivingsystemsthatwecanactuallysee,inasocialstructurewecannotseethe

systems .However,studyingphysicallivingsystemswithourhumansenses,whileutilizingour

capacitiesforthinkingandfeelinganddevelopingsensitivityforwhatunderliesthephysical,

cangiveusinsightsintosocialsystemsthatwearenotabletoseeortouch .Theindicationsfor

thenewsocialformsgivenbyRudolf Steinerhavebeenfurtherdevelopedbymanyothersand

extendedandappliedtotheunderstandingof socialorganismsasthreefoldentities .Muchcan

belearnedfromtheworkof theseothers .Studyingandpenetratingtheconceptsinordertogain

understandingalsoprovidestheopportunityfordevelopingourowncapacitiestounderstand

whatwecannotsee .4

Chapter1


Unlike many mainstream organizations, businesses and corporations where the

formandoperatingstructurearestillbasedonaclearhierarchyof owner/stakeholder-driven

leadershipandmanagement,AnthroposophicalorganizationslikeWaldorf schools,havehad

thebenefitof Steiner’sguidingprinciplesforneworganizationalformsforthepastninedecades .

InWaldorf schoolsworldwidethereisongoingstrivingtomanifesttheseformsintoeffective

leadership,management,andgovernancestructureswithclearlydefinedandarticulatedroles,

responsibilitiesandaccountabilitiesforthoseworkinginthem .

In the same way that an educational system can only provide an education that

servesthehealthydevelopmentof agrowingchildif thesystemisdesignedwithadeepand

meaningfulunderstandingof humandevelopment,sotooisittruewithorganizations .Before

wecanparticipateinthedesignof neweffectivesocialsystemsandorganizationalformsand

structures that serve the well-being of the organization, wemust first understand them as

evolvinglife-forms .(deGeus1997)(Sengeetal .2004)(Senge1994)(Wheatly2006)Inorderto

positivelyimpactsocialsystemswemustunderstandthephasesandstagesof organizational

developmentaswellastheneedsof organizationsasdeveloping,growingentities .(Schaefer

&Voors1996)Approachingorganizationaldevelopmentfromthisparadigmwillassistusin

manifesting effective governance, leadership andmanagement forms and structures, and in

cultivatingandnurturinghealthyorganizationsandorganizationallife .

The intention inwhat follows is todescribewhathasbeen learnedanddiscovered

about how an organization’s development can be guided and can thrive over timewhen it

is treated as a living, growing, developing entity, utilizingnew living forms inspiredby the

principles and indications of Rudolf Steiner . Beginningwith viewing an organization as a

life-form, aswell as one that is a reflection or expression of the threefold human being, a

frameworkcanbeprovidedforhowanorganizationcomesintobeingandmaturesandhowit

developsthelivingsystemsthatenableittomaintainhealthandultimatelystayconnectedto

andserveitspurposeforexisting .Itisalsopossible,whenanorganizationgrowsanddevelops

asitshould,thatitwouldthenbeabletonotonlyserveitspurposebutserveahighersocial

missionof modelingawaytobringglobalanduniversalwell-beingtotherestof society .If

wearetoseeapositivechangeincurrentsocialstructureswitharesultinghealthycultural-

spiritual,political(legal-financial)andsocial-economiclifeonearthforhumanity,perhapsthe

remedyisthatorganizationsmustbetreatednotonlyastheoreticallivingsystemsbutasactual

livingsocialentitieswithveryspecificanduniquedevelopmentalneeds .

While mainstream corporate organizational development thinkers are making

progress with a new consciousness based on a quantum physics scientific paradigm, and

on the premise that organizations contain the characteristics of living learning entities, the

actualformsandstructuresarestillamorphouswithintheprevailingtraditionalhierarchical

top-downmanagementmodels .Ontheotherhand,thecuttingedgelivingsystemsformsand

19

structures thatWaldorf schools strive to apply to governance andmanagement often lack

thenewunderstandingthathasemergedinthemainstreamcorporateworlddevelopedfrom

advancesinscience,inparticularquantumphysicsanditsrelationshiptosocialconsciousness .

Whatfollowsistheculminationof acombinationof qualitativeresearch,practicalapplication

of theinterpretationof thatresearch,andimplementationof livingsystemsattheVancouver

Waldorf SchoolinVancouver,Canada .Theresultsof thisworkwillunitetheunderstanding

of a threefold ordering of organizations rooted in Steiner’s threefold spiritual philosophy

of lifewith thenew living systemsparadigmrooted inquantumphysics, inorder tocreate

organizationalformsandstructuresthatresultinamodernvisionof effectiveorganizational

developmentthatisco-evolutionary .Inotherwords,thehypothesisisthattheresultwillnot

onlybethemanifestationof aninnovative,moreeffective,resilientorganizationalformand

structurethatenablestheorganizationtofulfill itsmission,butitwillalsohavethekindof

positiveevolutionaryeffectontherestof societythatishighlightedbyMargaretWheatley’s

work(2006) .

Drawing on the theories developed by contemporary mainstream thinkers like de

Geus, Senge, andWheatley, who have done groundbreaking research on social organisms

asdynamiclivingentities,Chapter2willestablishhowthefoundationalthreefoldprinciples

identifiedbySteineras fundamental in thehumanbeingand in society,when intentionally

nurturedandcultivated,arealsoimportantandessentialformingprinciplesinthesedynamic

livingentitieswecallorganizations .

Chapter 3 will provide a basic understanding of how an embryo develops and

differentiates into three distinct yet interdependent life-giving systems . Understanding the

differentiation,developmentandfunctionof thesesystemsinthehumanorganismisessential

tocreateafoundationforunderstandingthedevelopmentanddifferentiationof organizational

systems,inthiscaseinaWaldorf school .Thiswillhelpinunderstandingasocialorganism

asa livingsocialentityandassuch,asareflectionorexpressionof thethreefoldedhuman

being from this systemsperspective .Facilitating thedifferentiationanddevelopmentof the

life-givingoperationalsystemsof anorganizationwillbemostsuccessfulif itisapproached

withanunderstandingof howorganizationalsystemsareformedandhowtheyfunctionand

aremaintained .Chapter3willalsodescribethephasesof developmentthataschoolasasocial

organization goes through andwill highlight the correlationwith the differentiationof the

humanembryoandfetus .Insightsgainedfromthisknowledgeguidetheintentionalthreefold

differentiationanddevelopmentof anorganization .

Finally,Chapter4willdocumenttheprocessof intentionallyfacilitatingathreefold

differentiation of the VancouverWaldorf School using as a foundation the assertion that

anorganization isa livingentitywithdevelopmentalneeds thatmustbemetby thepeople

workinginservicetotheorganization .Thisisaccomplishedbyintentionallyworkingwithand

Chapter1


modelingtheformsandstructurewhileapplyingtheprinciplesthatunderpinthedevelopment

andfunctionof thethreehumansystems .Thesearethesameprinciplesinherentinthegreater

societalstructure .

Chapter 5 will document the outcome of the threefold differentiation, as well as

conclusionsreachedandpossiblenextstepsthatcanbetakentofurthertheresearch .

21Chapter2

Chapter 2

Organizations—DeadorAlive?

Like whirlpools, living forms depend on a constant flow of matter through them, like flames they transform the materials on which they feed to maintain their activities

and to grow; but unlike whirlpools or flames,living structures also develop, reproduce, and evolve.

–FritjofCapra

Theintroductionof quantumtheoryinthe20thcentury,andasubsequentrecognition

of the interconnectedness of all things, has resulted in amajor shift in scientific thinking .

However,despitethisgrowingappreciationfortheimportanceof livingsystemsandthebasic

concepts associatedwith them, in particular the relationships between the parts thatmake

upawholereflectedinnetworksof interconnectedparts,Newtonianthinkingstillgenerally

permeatesourapproachtounderstandinghowtheworldworks,inparticularinrelationship

toorganizationsandtherelationshipswithinthem .Newtonianscienceseesandattemptsto

understand everything through the lenses of mechanics and predictability and uses logical

linearanalysisof thejoininganddisassemblyof thepartsinordertounderstandthewhole .

(Wheatley2006) It isonly recently thatweare starting to see thismechanisticapproach to

humanity’srelationshipwithitself,toothersandtolife,begintoweakenandbereplacedby

livingsystemsthinking .Senge(1994)describesthisasashiftto“adisciplineforseeingwholes”

and“aframeworkforseeinginterrelationshipsratherthanthings”(p .68)orunrelatedparts .

Thislivingsystemsthinkingenablesustodifferentiatebetweenthingsthataredeadandthings

thatarealive .Deadorinanimatethingsarewithoutself-willorlife-forceandare“impacted

byeventsbutdonotdecidetomakethingshappen”(deGeus1997,p .85)incontrasttoliving

things,whichrespondtochangesandeventsintheenvironment .Thisdifferentiationbetween

inanimateobjectsandlivingthingscanhelpusseeorganizationsasopensystemsaffectedby

andresponsivetotheenvironmentinwhichtheyexist .Thisfurthersuggeststhatthepartsof

anorganizationthatmakeupthewholeareinterrelatedandinterconnectedinsuchawaythat

theybehavedynamicallyinthesamewaythatthepartsandelementsof livingsystemsbehave

inrelationshiptoeachother .

Fritjof Capra (1996), PhD, physicist and systems theorist, has conducted research

for over thirty years that has provided a new scientific understanding of living systems, in

particularsocialsystemsaslivingsystems .Hepointsoutthefollowing:


Sincetheearlydaysof biology,scientistsandphilosophershavenoticedthatlivingforms…combinethestabilityof structurewiththefluidityof change .Likewhirlpools,theydependonaconstantflowof matterthroughthem,likeflamestheytransformthematerialsonwhichtheyfeedtomaintaintheiractivitiesandtogrow;butunlikewhirlpoolsorflames,livingstructuresalsodevelop,reproduce,andevolve .(p .177)

Organizationsarenoteasilyidentifiedaslivingentitiesassuchbecausetheydonot

possessphysical tangible systems that explicitly tell us theyare alive . In thebook,Presence,

Sengeetal .(2004)bringawarenesstotheconnectionbetweenconsciousness,change,growth

andwholenessandthecurrentstateof organizationaldevelopment .Sengeetal .suggestthat

organizations, corporations and institutions are life-forms, even part of a new species, that

have theability to re-shape theworld inan increasingly impactfulwaybecauseof thenew

globaleconomy .Thecurrentchangestakingplacegloballyarethe“consequencesof alife-form

thatlikeanylife-formhasthepotentialtogrow,learn,andevolve .Butuntilthatpotentialis

activated,industrialageinstitutionswillcontinuetoexpandblindly,unawareof theirpartina

largerwholeorof theconsequencesof theirgrowth,likecellsthathavelosttheirsocialidentity

andrevertedtogrowthforitsownsake .”(p .8)

The idea that organizations are alive but governed by our habitual machine-age

thinkingthatvaluescontrol,predictability,standardization,productivityandefficiency(Senge

etal .2004)isimportanttoconsiderif we,asahumanspecies,aregoingtotakeresponsibility

for the effects the operation and existence of our organizations have on thewell-being of

social structures in the broader cultural, political and economic spheres . It is essential that

weunderstandthe impact thatorganizationshaveonsocietyandtakeresponsibility for the

consequences, acknowledging that organizations are composed of living systems that self-

organize and self-renew (Senge et al . 2004) and consequently impact—either negatively or

positively—theworldinwhichtheyexist:“Globalstructureemergesfromlocalactivityrules,

a characteristic of complex systems .” (Lewin 1992, p .47) By taking up the challenge and

responsibilitytocreateorganizationsthatexistinservicetoanorganizationalvocation,which

inturnisinservicetoabetterworld,wecanbecomeco-creatorsof abetterfuture .Wecan

becomeempoweredtorealizepositivechangeandgrowthinthegreatersociety .

However,inthesamewaythatadeepandmeaningfulunderstandingof humanand

childdevelopmentmustunderpinaneducationalsystemif itistopositivelyservethehealthy

developmentof agrowingchild,inordertomanifestpositiveimpactonthedevelopmentof

social systems,wemust adopt thepremise that anorganization is also a life-form, andwe

mustunderstandhowanorganizationasalife-formgrowsanddevelops .Wemustlearnhow

thislife-formcomesintobeing,growsandmaturessothatwecanbethestewardswhoserve

thedevelopmentof the living systems that enable it tomaintainhealthandultimately stay

connectedtoandserveitsmissionandhigherpurpose .Thereisaparadigmshiftneededabout

23

howwethinkof organizations,socialstructuresandleadership .Inordertomakeapositive

changeinthecurrentsocialstructures,weneedtoseeorganizationsasactuallivingentitiesthat

arepartof,affectedby,andthataffectthegreateruniversalwhole .Whatwillittakeforusto

understandthisgreaterwholeandtherolethatweplayatanorganizationallevel?

Sengetellsastorywhichhighlightshowthefunctioningof thepartsaffectsthewhole .

Itisastoryaboutaprojectthatsetouttodevelopanewcar .Ananalysisof theorganizational

systemsshowedclearlythatdecisionsandactionstakenbyteamsinisolationledconsistentlyto

problemsforotherteams .(Sengeetal .2004)Theabsenceof collaboration,inter-organizational

cooperationandassociativeworkingasameansof connectingthepartstoawholeultimately

underminedtheentireproject .

Atanorganizationallevelitcanbedifficulttounderstandhowthisconceptof aliving

networkof interconnectedsystemsappliesorcouldbeapplied .Ashumanbeingswecansee

andeasilyunderstandthatahuman,animalorevenaplantisalivingbeingandaroundthat

beinganditsdynamicsystemsisanunseenlife-forcethatsustainsandmaintainsitsnetwork

of systems,keepingitalive .Humanbeingsaslivingbeingsdonotfunctionbyvirtueof atop-

downhierarchical system,with one systemor individual element dictating how andwhen

everythingelsefunctions .Rather,humanbeingsfunctionaslivingbeingsbyvirtueof adynamic

naturalhierarchy5andanetworkof independent interconnectedsystemsthatsustain life . It

requiresaparadigmshiftinthinkingtoseethatthesamecanbeandistrueaboutorganizations .

Thisparadigmshift isnotyetapparent intheformsutilizedinmainstreamgovernanceand

managementstructures .

EdgarSchein,SloanFellowsProfessorof ManagementEmeritus,MITSloanSchool

of Management,isaprominentcurrentdaytheoristonthetopicof corporatecultureandopen

systemsinrelationshiptoorganizations .InarecentarticleintheIvey Business Journal,Schein

describesthecurrent-daychallengesof aleaderworkinginatypicalmodernorganization—

withatraditionalhierarchical(top-downleadership)structure—inorganizationalenvironments

thataregrowingincreasinglycomplex .Schein(2009)saysanewformof leadershipisrequired .

However,hedoesnotdescribeanewstructuralformof leadership .Hedescribesinsteadanew

approachtoleadership,theessenceof whichfocusesontheabilityanddesireforleadersand

subordinatestoaccept,offerandgivehelp;however,healsoadmitsthatthisapproachwillbe

problematicforleaders:

Theleaderof thefuturewillhavetobothseekandgivehelp .Theproblemisthatbothgivingandreceivinghelpareactivitiesthatare,toaconsiderabledegree,counterculturalforleaders .(¶16)

Innormalencountersbetweensuperiorsandsubordinates,fairnessoreconomicequityisachievedwhenthesubordinateshowstheproperdeferenceandthesuperiorshowstheproperdemeanor .(¶21)

Chapter2


Thepointisthatoffering,askingforand/orreceivinghelparedisruptionsof thenormalflowof thesocialorderandmustthereforebehandledwithcare .…Thepitfallsof helpingareinherentinanyrelationship,especiallyinarelationshipgovernedbya[traditionaltop-downleadership]hierarchy .Thehigher-rankingpersonordinarilyfindsitdifficulttoaskforhelpfromasubordinate,notforpersonalityreasonsbutbecausethesocialorderdefinesitas“abnormal,”thatisforthehigheruptoneedhelpfromthesubordinate .Itmightbeconsideredalossof faceforthebosstogototheemployeeforhelp,soitisunlikelytobedoneevenwhennecessary .(¶17)

What Schein describes here is the essential problemwith a hierarchical top-down

leadership/socialstructurethatreliesontheabilityof aleadertocompensateforastructure

thatdoesnot recognize the inherent livingnatureof anorganization . In reality, it isneither

theleadernorthesubordinatethatneedstolearntochangethewaytheyrelatetooneanother

in order to compensate for themechanical top-downhierarchical structure, but rather it is

the structure that needs to change in order to enable collaborative, cooperative, associative

relationshipswithinanorganic livingsystemsgovernancestructurewithanaturalnetwork-

basedhierarchy .Inotherwords,whatisneededisastructurewithahierarchythatshiftsthe

authoritydependingonthespecificexpertiseandparticularfunctionneededinagivencontext .

Capra(1996)describestwokindsof opposingtendenciesthatexistinsocialstructures:

self-assertive and integrative . Self-assertive tendencies include rational, analytical, reductionist

and linear thinking, with expansive, competitive, quantitative, domineering values . Capra

says that “power, in the sense of domination over others, is [an] excessive self-assertion”

tendencyand“thatthesocialstructureinwhichitisexertedmosteffectivelyisthe[top-down]

hierarchy .” (p .10) The description of self-assertive tendencies contains many of the same

descriptiveadjectivesusedwhentalkingaboutaNewtonianapproachtounderstandinghow

theworldandorganizationswork .Itisnowonderthatleadersworkinginsuchatop-down

hierarchicallystructuredenvironmentmaystrugglewiththisformof leadershipinthewaythat

Scheindescribes .Ontheotherhand,theothertendency,whichCapradescribesasintegrative

innature,includesintuitive,holistic,andnon-linearthinking,withvaluesthatareconservative,

cooperative, qualitative, and collaborative . These are all tendencies that are present in the

networkstructure,whichislikelytohavesomeformof naturalhierarchicalleadershipform

or decision-making protocol, as opposed to a traditional top-down hierarchical leadership

structure .Thisnewparadigm,withitsnaturalhierarchy,isbasedon“powerasinfluenceof

others”6(p .10)versuspoweroverothersandisinformedbythesameframeof referenceand

thinkingrequiredwhenattemptingtounderstandtheworldandsocialorganismsthrougha

quantumphysicsapproach .

Acompleteparadigmshiftinthemainstreamcorporateenvironmentfromonethat

thinksaboutorganizationalstructureastop-downhierarchytoonethatseesitasadynamic

25Chapter2

networkstructure,aparadigmof thoughtthatwouldresultinnewforms—newgovernance,

operatingandmanagementforms—whichwouldeliminatetheneedforleaderstocompensate

for excessive self-assertive tendencies . This kind of paradigm shift, and the resulting new

governancestructure,andoperatingandmanagementforms,hasclearlynotyethappenedata

globallevelinthemainstreamcorporateworld .

Whenlookingatorganizationsusingthisnewlivingsystemsnetworkparadigm,one

canseethatthereissomethingmoretoanorganizationthanisobvious .Thereexistsa life-

givingunseenstructurethatunderpinsanetworkof interconnectedparts,whichisorganized,

dynamic, systematic and essential to maintaining organizational life . We must accept the

possibility that an organization is more than a social construct within which a group of

peopleattempttorealizegoalsandobjectives .Thereisthisunseenlife-forceconnectedtothe

organizationthatsupports,sustainsitandkeepsitalive .Thisisanelementthatisnotordinarily

thoughtof aspartof anorganization .Scheiniscorrectinhisassessmentthatanewformof

leadershipisneeded;however, itwill takemorethancompensatorybehavioronthepartof

leaderstomanifestthatnewform .Thenewformneedstobestructural,consistof anatural

hierarchy of interconnected networks, and embrace the concept of organizations as living

entitiespossessingaconnectinglife-givingelement .

Rudolf Steiner’sentirebodyof work,includingthirtybooksandthousandsof lectures,

describesanddefinesthisunseenelementasspiritualinnature .Heexploresanddescribesthe

spiritualnatureof thehumanbeingandtheworldinwhichwelive,theevolutionof humanity

andtheworld,andthepracticeof personaldevelopmentandinnerworkinthelightof this

spiritualnature .ThroughouthismaterialSteineridentifies,describesandexploresthethreefold

natureof thehumanbeing,of societyandof sociallife .7Inhisbook,Theosophy,Steiner(1971)

describesthehumanbeingaspossessingaspirit,asoullifeandaphysicalbody .Hetalksabout

how,whenthesethreeaspectsarefunctioningasanintegratedwhole,theyenablethe‘I’or

ego-beingof theindividualtobepresent .Itisthisego-beingthatenablesthehumanbeingto

bedynamicallyengagedinlifeandtoengageinself-observationandtothinkaboutthinking .

In1922,Steinerdeliveredseveral lectures todoctors,publishedunder the titleFundamentals

of Anthroposophical Medicine,whichdescribethehumanbeingandthethreephysicalsystems

throughthislensof thespiritualnatureof humanity .Thehumanbeingisdescribedaspossessing

interconnected systems, including a nerve-sense system, a rhythmic system (the circulatory

andrespiratorysystems),andametabolic-limbsystem .Whenhealthy,allthreesystemswork

independentlyyetinconcertwithoneanothertomaintaintheformof thehumanbodyand

therebyprovide thevessel for thehumanspiritandsoul toexist .Thisenables the threefold

activitiesof thinking,experiencingarangeof feelings,andacting(ordoing)totakeplace .

Ina1922lectureentitled“TheOrganizationof theWaldorf School,”Steinerspoke

aboutwholenessandorganizationin itsrelationshiptoasocialorganization,specifically in

referencetothefirstWaldorf school:


Whenwespeakof organizationtoday,wecommonlyimplythatsomethingistobeorganised,tobearranged .Butinspeakingof theorganizationof theWaldorf schoolIdonotandcannotmeanitinthissense,forreallyonecanonlyorganizesomethingwhichhasamechanicalnature .Onecanorganizethearrangementsinafactorywherethepartsareboundintoawholebytheideaswhichonehasputintoit .Thewholeexistsandonemustacceptitasanorganism .Itmustbestudied .Onemustlearntoknowitsarrangementsasanorganism,asanorganization .(GA305,Lecture7¶1)

Weknowthatin1922Steinerwasalreadythinkingfromtheperspectiveof alivingsystems

(network)paradigminrelationshiptoorganizations,andwhathewassuggestingwasanew

organizationalandleadershipform .

Thequestionarisesastowhetheritreasonabletoseeanorganizationasalivingentity

containingtheelementsof alivingbeing .Isitadvisabletouseabstractscientificmetaphors

of livingsystemstounderstandandsupport theargumentthatorganizationsaresomething

morethanmechanisticsocialconstructs?Wheatley(2006)suggestsnotonlyisitadvisable,itis

necessarytorecognizethat“organizationsarelivingsystems,possessingthesamecapacityto

adaptandgrowthatiscommontoalllife”(p .15)andthatusingscienceasmetaphorissimply

awayforus tobegin tounderstandareality that isneverpossible tocompletelyknowand

understand .

The first step in making a paradigm shift in our approach to organizational

development is tosetasidetheoldparadigmthatcomesoutof thescienceof 17thcentury

physicsorNewtonianmechanics .IntheNewtonianmechanisticparadigmeverythinginthe

physicalworldisdeterminedandunderstoodbyreducingthewholeintoitscompositeparts,

withthepartsinteractingthroughappliedforces .(Jantsch,1992)Thingsaredefinedinterms

of thelawsof mechanicsandcauseandeffectandaretheoreticallypredictable,measurable

andcontrollable .There isno roomforcreativity in theNewtonianworld . (Wheatley2006)

Thereisnodynamicqualityandthereforenoreasontoattempttounderstandthenatureof

the relationshipbetween theparts that create thewhole, andnoattempt tounderstand the

whole .TheprinciplesthatdrivetheNewtonianapproacharethesameprinciples,thinkingand

consciousness thathavedetermined thedesign, forms, leadership structure and functionof

manyof ourorganizations .Withoutcreativity,spontaneity,relationshipdynamicsandchaos,

thereisnothingalive,nothinghuman,intheNewtonianscientificapproach .

Wheatley(2006)identifiesoneof themaindifferencesbetweenNewtonianthinking

and thenewquantumphysics scienceasa“focusonholismrather thanparts .Systemsare

understoodaswholesystems,andattentionisgiventorelationshipswithinthosenetworks .”

(p .10)ShereferstoanancientSufiteachingthatdescribeshowinunderstandingoneyoumight

thinkyouunderstandtwobecauseoneandonearetwo .Butinordertotrulyunderstand twoyou

27Chapter2

mustunderstandtheand;thereforetoreallyunderstandtwo wemustcometoknowthevery

natureof thedynamics thatexistbetween the parts rather thansimplyunderstand thepartsas

isolatedparticipantsintherelationship .(Wheatley,2006)

The principle of holism is the foundation of this new science . This simple yet

paradoxicallyelusiveprincipleisalsowhatstandsbehindSteiner’sthreefoldphilosophyof life .

Holismisafoundationalprinciplethatcanbeunderstoodbyobservinglifeitself .Paradoxically,

paradigmshiftsthemselvesareanactivitydefinedbythenewscience .Weheartalkof quantum

leapsinthinking,whichisaparadoxicalexperience;inotherwords,weareusinganewwayof

thinkingtoachieveanewwayof thinking .

Whenconsideringorganizationaldevelopmentandthemanagementof organizations

from the perspective of this newholistic living systemsparadigm, in designingoperational

formsandstructure,itisimportanttorecognizethat

…[O]rganizationsareneverchangedbyimposingamodeldevelopedelsewhere .Solittletransfersto,orinspires,thosetryingtoworkatchangeintheirownorganizations .Ineveryorganizationweneedtolookinternally,toseeoneanotherasthecriticalresourcesonthisvoyageof discovery .Weneedtolearnhowtoengagethecreativitythatexistseverywhereinourorganizations .(Wheatly,2006,pp .8–9)

However,itisacentralassertionof thisresearchthat,whileorganizationsareliving

entities thatareresponsive,changing,growingandlearning, theorganizational livingforms

andstructurecannotbeamorphous,ever-emerging,everchangingforms .Thereisanarchetype

thatunderliestheformsandstructure .Allorganizationsfunctionassocialorganismscreated

by human beings .Anorganization can be seen as a reflection or projection of the human

being .Understandingthedevelopment,differentiationandfunctioningof theinterconnected

andinterdependenthumansystemscanprovideinsightintohowanorganizationdevelopsand

functionsasalivingentity .Utilizingthisinsightwhendesigningorganizationalformswould

notinvolveimposingatheoreticalpre-conceivedmodelof governanceontotheorganization .

Rather, utilizing the implicitwisdomof the human form or archetype, consisting of three

independentinterconnectedsystems,wouldresultinfacilitatingtheunfoldingof agovernance

structurethatcombinesthenewconsciousnessregardingthelivingnatureof organizationsand

theprinciplesof quantumphysics,whileacknowledgingthatthislivingnatureisareflection,

extensionand/orprojectionof thethreefoldhumanform .Thisisachievedbyacknowledging

thatthethreefoldprinciplespresentinhumanlifearealsopresentinorganizationallife .Itmust

beaninside-outorganicprocessof facilitatingthegrowthanddevelopmentof threeindependent

butinterrelatedlivingsystemsthatarealreadyinherentintheorganizationasanunderlying

archetype . It does not involve imposing a predeterminedmodel onto the organization, but

rather, acknowledging that there already is a form there, possessing unshakable life-giving


formingprinciplesuniquetosocialstructures,justasthereisanarchetypalformpresentinthe

humanbeing .

Rudolf Steinerpresentspicturesof thethreefoldhumanbeingwithitsthreephysical

systemsandof societywitha threefold social structure containing three spiritual impulses,

whicharealsopresentinthethreephysicalsystems .Thedifferentlevels,layersandtheworking

of thethreeimpulsesareportrayedinthefollowingchart:

Steiner originally attempted in the early 1920s to introduce his ideas about the

importance of manifesting a new social structure that would address challenges facing

individualsandtheworldasawholeatthattime .Theseideasarethesourceof hisinspiration

in thewritingof hisbookentitledTowards Social Renewal: Basic Issues of the Social Question .8

Inanintroductiontoalatercollectionof lecturesentitledFaculty Meetings with Rudolf Steiner

(1998) spanning the period from 1919 to 1924 and documenting the firstWaldorf school

facultymeetings,BettyStaleyprovidesinsightintothehistoricalcontextinwhichSteinerfirst

attemptedtobringhisideasforanewthreefoldsocialorder:

Withtheendof WorldWarI,thesituationinEuropewasunstable .Germanyhadcollapsedandrevolutionhadbegun .InRussiatheRevolutionandthecivilwarthatfollowedweretearingthecountryapartaspowerwasredistributed .ThecallwasouttoworkerseverywheretojoinforcestooverthrowthebourgeoissystemandembraceMarxism .…ThesituationinGermanyworsenedasthecountrysuffereddefeatandmonumentalinflation;peoplebegantolookforascapegoatforalostwar,millionsof unemployedandwidespreaddisorganization .Anythingcouldhappen .

ThiswastheenvironmentintowhichSteinerintroducedhisideasonsocialthreefolding,withthehopethatitwouldbringaboutanewsocialorder .Hehadalreadywrittenhis“CalltotheGermanPeopleandtheCivilizedWorld”inFebruary1919 .Itwascirculatedbymeansof flyersand

Figure1: Threefold Social Order – Threefold Human Being

29Chapter2

newspapersinGermany,Austria,andSwitzerland .HisbookTowards Social RenewalwaspublishedinAprilthatyear .TheUnionfortheThreefoldingof theSocialOrganismwasbegun,whichgeneratedagreatdealof enthusiasmamongsomeEuropeanstatesmen .…Steinerlecturedtomanylargeaudiencesonthesubject .Atthesametime,thoughtherewasextensiveinterest,hisideasthreatenedtheestablishedpowerof entrepreneurs,tradeunions,andstateofficials,anditevokedmuchopposition .Thetimewasnotyetrightforanewkindof …socialorderthatrespectedtherightsandbeliefsof eachindividual .(pp .xiv–xv)

Steiner(1977)suggestedinlecturesandoutlinedindetailinhisbook,Towards Social Renewal,

that there are unshakable laws and principles underlying human social life that need to be

acknowledgedandworkedwithconsciouslyinordertosuccessfullycreateasocialstructure

thatwillprovideanantidotetotheailmentsof humanity .Hewasconvincedthatthisthreefold

orderingatasocietallevelwouldbringneededchangetohumansociallife .

Steiner’s work in the social realm is succinctly outlined in an article calledNine

Propositions in Search of the Threefold Social Order byChristopherSchaefer(n .d .),whichisincluded

in full inAppendixFof thisbook . Insummary,Schaefer suggests thatSteinerprovidedus

withguidelinesintheformof formativeandfoundationalprinciplesandsociallawstoassist

humanityinitssearchfornewhealthysocialforms .WhileSteinerwasnotsuccessfulinhis

attempttointroducetheThreefoldSocialOrderatasocietallevel,herespondedtoarequest

fromEmilMolt,directorof afactory,toestablishaneducationthatwouldenablechildrento

developtherequiredphysical,social-emotional,andintellectualcapacitiesthatwouldensure

thefuturesocialwell-beingof humanityandsociety .Hishopesforthefuturewereplacedin

theestablishmentof aneducationsystemthatwastobecometheWaldorf schoolmovement .

Schaefergoesontosaythefollowing:

Centraltotheideasof athreefoldsocialorderarethedignityof thehumanbeingandanewrelationshipof culturetotheeconomyandthepoliticalsphere .Thedayof thecentralizedstate,withitspowerovertheotherbranchesof publiclife,wastoend .Anewrelationshipwasneededthatwouldanchorculturallifeinindividualfreedom;sothatfreeinitiativescouldarise,economiclifewouldbebasedonassociationsof producersandconsumers,whowouldinfreedombeabletosupporthumancommunity;andpoliticallifewouldrecognizefundamentalhumanrightsunderthelaw .Steinersawthatif majorchangesinthisdirectionwerenottaken,violentsolutionswouldbesoughttodoomtheoldsystem,aswasalreadyhappeninginRussia .Underthethreefoldsocialorderthespiritual-culturaldomainof educationwouldbefreedfromstatecontrol;thepowerof thestateineducationwouldbelimitedandplacedinthehandsof teachers’associations .Parentswouldchoosetheschoolstheywantedfortheirchildren .Whentheimpulseforthreefoldingsocietycouldnotberealized,


theWaldorf schoolkeptalivetheseedthathadbeenplantedthere .(Steiner,1998,p .xv)

Steiner’sandMolt’soriginalintentionforWaldorf educationclearlyinvolvedasocial

mission and an educational task in the light of Steiner’s specific spiritual philosophy . In a

lecturepublishedinThe Spirit of the Waldorf School,Steiner(1995)saidthefollowing:

Ourintentionistotakeafirststepalongthepathwewouldwanttheculturallifeof theThreefoldSocialOrganismtotake .InestablishingtheWaldorf School,Mr .Molthas,toalargeextent,feltmotivatedtodosomethingtofurtherthedevelopmentof innerspirituality .Hehopestodosomethingthatwillpointthewayforthepresentandfuturesocialtasksof theThreefoldSocialOrganism .(p .7)

Inanessaywrittenforanewspaperdedicatedtopromotingthethreefoldsocialorder,

Steiner(1985)referredagaintothesocialmissionof theWaldorf School:“TheaimsEmilMolt

istryingtorealizethroughtheWaldorf Schoolareconnectedwithquitedefiniteviewsonthe

socialtasksof thepresentdayandthenearfuture .Thespiritinwhichtheschoolshouldbe

conductedmustproceedfromtheseviews .”(¶1)

Steiner’s intention was for Waldorf schools to be a force for social change and

ultimatelyamodelforsociety .Inhisworkontheevolutionof theuniverse,Jantschsaid,“The

evolutionof theuniverseisthehistoryof anunfoldingof adifferentiatedorderof complexity .

…Unfoldingimpliestheinterweavingof processeswhichleadsimultaneouslytophenomena

of structurationatdifferenthierarchicallevels .”(p .75)JantschisreferringtowhatSteinerknew:

Introducingachangeintheevolutionof educationwouldhaveaco-evolutionaryeffectatthe

macrolevelof society .Steinerreflectedthisinhowhesetupthecurriculum,thestructureand

themanagementof theschool .Waldorf schoolshavethepotentialtofulfillthissocialmission

andtobeexamplesfortherestof societyof howorganizationscanoperateeffectivelyasliving,

emergent learningorganizationsandalsoaccomplish theirprimary (educational) taskmost

effectively .Toaccomplishthis,theleadership,managementandoperationof aWaldorf school

mustbeinspiredbytheverysameprinciplesthatareembeddedintheWaldorf curriculum,

inthethreefoldhumanbeingandinSteiner’sexpressionof athreefoldsociety .Steiner(1995)

wasemphaticaboutthisatthefoundingof thefirstWaldorf school:“Obviously,theWaldorf

Schoolcanbesuccessfulonlyif itiscompletelyinspiredbytheSpiritthataspirestowardthe

threefoldnatureof thesocialorganism .…Whatwestriveforhereisatransformationof the

presentsocialconfiguration .”(pp .7–9)

An important step towards implementing an organizational structure and forms

thatareinspiredbytheseprinciplesistoacquireabasicunderstandingof howlivingsystems

differentiateintoindependent,butinterconnectedsystemsthatworkasawholetosupportthe

organismasneeded .

31Chapter3

Chapter 3

HumanSystemsandtheCorrelationwithOrganizationalSystems

It is intended that human thinking and feeling learn to sense

the vital potentialities in contemplating the natural organism and then to be capable of applying this sensibility to the social organism.

–RudolfSteiner

Inalecturepublishedin1919inthebookBasicIssuesof theSocialQuestioninhis

attempt to describe the threefold social structure and its underlyingunseen forming forces,

Steiner insists that an attempt at “transplant[ing] someobservation of the human being to

thesocialorganism”(Chap .2,¶8) isnotbeingmade .Steinerwasbeingcautiousinmaking

direct correlations betweenhuman living systemsand social systemsbecausehewanted to

beclearthathewasnotsuggestingthatsocialorganizationsareactuallyphysical,biological

beings .He referenced theworkof social scientistsof that time, e .g .,Schäffle,whowrotea

bookaboutthestructureof thesocialorganism,whereinSchäffleinfersthatthereisadirect

equivalencebetweentheorganizationof a‘physicallivingbeing’andan‘organizationalbeing’

suchashumansociety .(Steiner1919)SteineralsoreferencedMeraywhodescribedbiological

factsaboutlivingorganismsandequatedthemexactlytoahumansocietalorganismasif it

possessedphysical (notsocial)cells, tissues,bonesandorgans . (Steiner1919)Levine(1995)

describeswhysocialscientistswouldtakethisapproach:

…[I]tismetaphoricaltosaythathumansocietyisabiologicalorganism .Anumberof socialscientistshaveemployedthismetaphortomodelcertainwaysof studyingsociety,togenerateinsightsaboutsocialphenomena,andtolegitimizecertainsocialvalues .…[A]trainof distinguishedscholarshasstruggledtosecureascienceof societymodeledontheprecisepracticesof thenaturalsciences .Highamongtheirintentionshasbeenawishtostripthelanguageusedbysocialanalystsof itspoeticbaggage,tosanitizeitsrhetoricandcleanseitof itsambiguities,sothatthecommunicationof trueknowledgecouldbereliableaswithmathematicalsymbolsortheirverbalequivalents .(¶3)

Steinerwaspointingout that it is importantnot tomisunderstand the intention in

correlatingsocialorganismswithbiologicalorganisms .Hesuggeststhatonemuststudyand

observe thenatureof biologicalorganisms, and that through thisobservationand studyof


life,onecandevelopcapacitiesforsensingtheworkingof spiritualimpulsesinthesebiological

organismsthatsustainthemasorganizedlivingentities .Alreadyin1884,longbeforeSteiner

introduced the suggestion that there areunseen spiritual impulses thatwork in andbehind

everythingintheworldof humanbeings,poetJohnRuskinwasquotedinNature: A Weekly

Illustrated Journal:“Newtonexplainedtoyouoratleastwassupposedtohaveexplainedwhy

anapplefell,…butheneverthoughtof explainingtheexactlycorrelativebutinfinitelymore

difficult question [of] how the apple gotup there .” (Leyp .353)Steinerwas suggesting that

capacitiesdevelopedbyobservingandstudyingtheapple,allowingonetobegintosensethat

which“puttheappleinthetree,”canbeusedtounderstandsocialorganismsandthecorrelating

systemsandaspectsthatalsohavethesamespiritualimpulses(orunseenforces)workingin

theminasocial-organizationalcontext .

Itwouldbeamistaketothinkthatthesocialscientistswereinfact,tryingtodirectly

applythescientificfactsasif socialorganismswereactuallybiologicalorganisms .Thisisof

coursenotsensibleorpossible,anditisnotwhatisbeingsuggestedherenorisitwhatSteiner

(1919)was suggestingwhen hemade correlations between the threefold human being and

the threefold socialorderasa livingentity . Instead,what isbeing suggestedhere is exactly

whatSteiner suggested in thevery sameparagraphashe cautionedagainst inappropriately

projectingobservationsaboutthephysicalworldontothenon-physicalsocialworld:“Quitethe

contrary,itisintendedthathumanthinkingandfeelinglearntosensethevitalpotentialitiesin

contemplatingthenaturalorganismandthentobecapableof applyingthissensibilitytothe

socialorganism .”(Chap .2,¶8)

Ashedoesinsomanyotherplacesinhisbodyof workonthethreefoldhumanbeing,

society,andsociallife,Steinerissayingthatwemustuseourhumanthinkingandfeelingand

develop capacities or extraordinary sense organs of perception,whichwe canuse to sense

or‘see’thespiritualthatstandsbehindthephysicalandusethosecapacitiestotranslateour

understandingof whatisatworkinwhatwecansee,touchandfeelwithourordinarysenses

tothatwhichwecannotanalyzedirectlywiththesesenses .Thisistheonlywaythatwecan

begintounderstandthatwhichwecannotsee,touch,feel,hearorsmell,and,asWheatleysaid,

metaphorisonewaytobegintounderstandsomethingthatisinvisibletoourphysicalsenses .

Itisthefirststepindevelopingthecapacitiestosensetheunseenwhichstandsbehindthenot

visiblesocialorganism,whichisalreadysomethingthatisnotpossibletounderstandwithour

ordinarysenses .

Howdowedefineanorganizationthroughalivingsystemslens?Steiner(1919)goes

ontosayinthesamelecturethatif a“socialorganismistofunctioninahealthyway,itmust

methodicallycultivatethreeconstituentmembers .”(Chap .2,¶10)Thethreesystemsthatkeep

ahumanbeingaliveandthrivingcanbeseen(andsensed,asSteinersuggests)asarchetypalor

spiritualforms,andwhen“thevitalpotentialities”areunderstoodassuch,theknowledgecan

thenbetransferredtounderstandingsocialorganismsandhowanarchetypeworksinthem .

33Chapter3

Itisinterestingtonotethatinparagraph2of thesamechapterinBasic Issues of the

Social Question, Steiner (1919) points to the need to compare the social organization to the

humanorganizationinordertoformmentalpicturesthatwillguideusinrestoringhealthto

socialorganisms:

Inordertoclearlycharacterizecertaindrivingforcesbymeansof acomprehensive,universalobservationof thesocialorganism,Iwouldliketostartwithacomparison .Itshouldbeborneinmind,however,thatnothingmorethanacomparisonisintended .Humanunderstandingcanbeassistedbysuchacomparisontoformmentalpicturesaboutthesocialorganism’srestorationtohealth .Toconsiderthemostcomplicatedof allnaturalorganisms,thehumanorganism,fromthepointof viewpresentedhere,itisnecessarytodirectone’sattentiontothefactthatthetotalessenceof thishumanorganismexhibitsthreecomplementarysystems,eachof whichfunctionswithacertainautonomy .Thesethreecomplementarysystemscanbecharacterizedasfollows .Thesystemconsistingof thenerveandsensefacultiesfunctionsasoneareainthenaturalhumanorganism .Itcouldalsobedesignated,afterthemostimportantmemberof theorganisminwhichthenerveandsensefacultiesaretoacertainextentcentralized,theheadorganism .

Aclearunderstandingof thehumanorganizationwillresultinrecognizingasthesecondmember,what[I]wouldliketocalltherhythmicsystem .Itconsistsof respiration,bloodcirculationandeverythingwhichexpressesitself intherhythmicprocessesof thehumanorganism .

Thethirdsystemistoberecognizedineverythingwhich,intheformof organsandfunctions,isconnectedwithmetabolismassuch .Thesethreesystemscontaineverythingwhich,whenproperlycoordinated,maintainstheentirefunctioningof thehumanorganisminahealthymanner .(Chap .2,¶2)

Understandinghowanundifferentiated singlewhole fertilized zygote cell develops

firstintoanembryoandthenafetuswiththreeclearlydifferentiatedfunctioningindependent

yetinterdependentlife-givingsystemscanshedlightonandprovidetremendousinsightinto

the corresponding development of living organizational systems, specifically in a cultural-

spiritualorganizationlikeaWaldorf school .

Oneof theunderlyingfundamentalconceptsisthatorganizationsaredynamicliving

socialorganisms,notsimplywithamorphousnebulousever-changinglivingsocialsystems,but

ratheraresocialorganismscreatedbyhumanbeingsandthereforearereflectionsorprojections

of thesamearchetypesthatexistinthelivinghumanbeing .Beginningwiththisfoundational

idea, living organizational social systems can be intentionallymodeled onmental pictures

formed out of a study of the development of the physical living systems in a developing


humanbeing .Inthisway,suchacorrelation(notadirectequation)canbedrawnbetweenthe

developmentof humansystemsandthedevelopmentof organizationalsystems .

DifferentiationoftheHumanBeing

TheNationalInstituteof Child&HumanDevelopmentwithitscollectionof 10,000

humanembryos,includingtheCarnegieCollectionof HumanDevelopmentconsistingof 650

serialmicroscopiccross-sectionsof humanembryos,providesimagesanddescriptionsof how

afertilizedeggdifferentiatesfromasinglecellintoahumanbaby .Invaluableinformationon

embryologyandfetaldevelopmenthasbeenmadeavailablenotonlytothemedicalandscientific

communitiesbutalsotothegeneralpublicviaawebsitehostedbyTheNationalInstituteof

Child&HumanDevelopmentandTheCarnegieCollectionof HumanDevelopment(2006),

calledThe Visible Embryo .9Unlessotherwiseindicatedallreferencestothedevelopingembryo

andfetusinthefollowingsectionswereacquiredfromthisbodyof work .Thissiteisconnected

to scientific,medical andmore than600 educational facilities .Thisworkprovides amajor

resourceforunderstandinghowthethreehumansystemsorganicallydifferentiateintothree

separatesystemsthatinterfaceandultimatelyworkinconcertwithoneanotherasafunctioning

complexwholeorganism .

Veryearlyon,atjustthirteendayspostovulation,whenitisonly0 .2mminsize,the

embryoalreadyhasthreefoundationallayers .Theselayers,calledtheendoderm,mesoderm

andectoderm,formthebeginningsof thethreehumansystems:

[The]ectodermisthetopcelllayerof theembryonicdiscandwilllaterformthebaby’sskin,hair,lensesof theeyes,liningof theinternalandexternalear,nose,sinuses,mouth,anus,toothenamel,pituitaryandmammaryglands,andallpartsof thenervoussystem .[The]mesoderm[isthe]middlecelllayerof theembryonicdiscand[isthe]precursortothemuscles,bones,lymphatictissue,spleen,bloodcells,heart,lungs,[circulatory],reproductiveandexcretorysystems .[The]endoderm[isthe]innercelllayerof theembryonicdiscfromwhichwillformtheliningof thelungs,thetongue,tonsils,urethraandassociatedglands,bladderanddigestive[system] .(NationalInstituteof Child&Human,2006,Stage6,¶5–7)

Atseventeentonineteendayspost-ovulation,whileitisbloodcellsthatfirststartto

formaroundtheembryo(0–1 .5mm)intheplacentaanditsyolksac,thefirstsystemtobecome

visibleandidentifiableasanindependentsystemintheembryoproperisthenervoussystem,

andoneof thefirstorganstodevelopistheprecursororgantotheembryo’snervoussystem .

Twenty-threetotwenty-fivedayspostovulation,whentheembryois2 .5–3 .0mminsize,

marksthefirstappearanceof arudimentaryS-shapedrhythmicallybeatingheart,withfluids

pulsingthroughtheembryo .Atthisstage,thecentralnervoussystemisstillclearlythefirstand

35Chapter3

mostdevelopedsystem,withthecirculatorysystembeginningtoform .Betweentwenty-three

andthirty-eightdayspost-ovulation,thecirculatoryandblood-flowandrespiratorysystems,

including theheartand lungs,develop rapidly,withcriticalheartdevelopmentcompleteby

fifty-sixdayspost-ovulation .

While there is some liver cell development at these early stages, it is not until the

beginningof the second trimester, tenweekspost-ovulation,when thedigestive systemcan

begin tobe identifiedasan independent functioningsystem .Whenthe intestineshave fully

migratedfromtheumbilicalcordintothefetusitself,the“digestivetractmusclesarefunctional,”

“nutrient-extractingvillilinethefoldedintestines,”“theliverstartstosecretebilestoredinthe

gallbladder,”and“thepancreas[is]complete”and“produce[s]insulin .”(NationalInstituteof

Child&HumanDevelopment,2006,¶4)

Bystudyingthisrapiddevelopmentof thethreehumansystems,itcanbeobserved

thatthenervoussystem,whichincludesthebrain,isthefirsttoestablishitself .Thecirculatory-

respiratorysystemorrhythmicsystemissecond,andfinally thedigestiveormetabolic-limb

systemlast .Thedevelopmentof livingorganizationalsystemsinaculturalorganizationlike

aWaldorf school can and should be correlated to this development of these three human

systems .

TheHumanNerve-SenseSystemandthePedagogicalSphereofActivityinaWaldorfSchool

Human nerve-sense system development.

Thebrainandthenervoussystemensurethereisadequateandappropriateinternal

communication to keep the human systems healthy . In his bookAn Introduction to Nervous

Systems,RalphGreenspan(2007)providesasimpledescriptionof thefunctionof thehuman

brain,thecentralorganinthehumannervoussystem:

Sowhydoweneedabrain[nerve-sensesystem]?Itistheonlywaythatwe,oranyothercreaturethatmovesthroughtheworld,candealwiththeconstantlychangingpanoramaof sights,sounds,smells,tastes,andtouches,nottomentiongravity,and(forsomeanimals),electricalandmagneticfields .Brains[andthenerve-sensesystem]allowustoperceivetheworld,respondtoit,movethroughit,andactonit .Theamountof brainwehave,measuredasthenumberof nervecells(neurons),determineshowmuchof arepertoireforperception,response,movement,andbehaviorwehaveatourdisposal,quitealotforahuman…100millionneurons .(p .1)

SteveParker(2007),authorof The Human Body Book,pointsoutthatthebrainisalso

theseatof humanconsciousnessandcreativityandthatitnotonlycontrolsmotormovement


andreceivesoutsidesensoryinformation,butitalsohasanadditionalfunctionof receiving

and interpreting information from inside thebody so that it canmonitor andmaintain the

otherbodysystems .Thebrainandthenerveandsensorysystemsarecentrallyimportantto

thehumanbeing—itisthiscollectivesystemthatenablesthemonitoringandmaintenanceof a

person’sphysicalsystems,andalsoallowsthehumanindividualitytotakein,reactandrespond

to theworld,andultimately tomake intentionalchoicesabouthowto live lifeand fulfilla

chosendestinypath .

Organizational ‘nerve-sense system’ development.

Justasthenervoussystemisthefirstsystemtobecomeindependentandrecognizable

asauniquesysteminthedevelopingembryo,thepedagogicalrealminadevelopingWaldorf

schoolwhenitbeginsasaninitiativewithaclassof childrenisthefirstrealmtobecomevisible

inanorganized form .Aparallelcanbedrawnbetweena facultyof teachersandstaff,and

theirpedagogicalmanagementgroupandcommitteesthatdevelop,andthenerve-sensesystem

of thedevelopinghumanbeing .Thepedagogicalbodyandtheentirepedagogicalsphereof

activitycanbeidentifiedastheorganizationalnerve-sensesystem .Justasthehumannerve-

sensesystemenablesmonitoringandmaintenanceof the individualhumanbeing’ssystems

andfunctions,sotoodothepeople—theteachersandstaff whoservethepedagogicalsphereof

aWaldorf school—fulfillthisfunctionfortheschoolasanorganization .Aspartof theirwork

intheclassroomandintheschool,theseteachersandstaff mustalsoensurethattheschool’s

systemsareappropriatelyformed,structuredandmaintainedsothattheyadequatelyservethe

teachingandthedevelopmentof thecurriculumandprograms,andultimatelytheeducationof

thechildren .Themannerinwhichtheschoolgrowsanddevelopsmustalsoservethevisionor

theorganizationaldestinyof theschoolasaWaldorf schoolandasaneducationalinstitution .

Thispedagogicalbodyisthebodythatensuresthatthefocusof theorganizationasanentityis

oneducation,specificallyondeliveringtheWaldorf curriculum,andontheteacher-childand

child-parentrelationships .(Cohen2006)

InaWaldorf school,asanindependentschoolnotgovernedbystateorgovernment,

the driving impulse can andmust be the same impulse that underpins all cultural-spiritual

activities, initiativesandorganizations in thecultural-spiritual sphereof thegreater society .

Atthefoundingof thefirstWaldorf school,Rudolf SteinerandEmilMolt,thedirectorof the

cigarettefactorywheretheschoolwasestablishedfortheworkers’children,wereclearthatthe

schoolasanorganizationfirmlypositionedintherealmof cultural-life,mustbepermeated

with the central principle of the cultural realm, i .e ., ‘freedom .’ Itmust not be driven by a

society-basedeconomicorpoliticalagenda .SteinerandMoltensured that thenameof the

school,TheFreeWaldorf School,reflectedthefactthatitwasanon-governmentschooland

independentfromthestate .(Steiner1995)

37Chapter3

Humanity’sethics,moralsandvaluesaredevelopedintheculturalsphereof society;

therefore, thecurriculumof theWaldorf schoolwasdevelopedinawaythatsupportedthe

socialmissionof theeducation,suchthatthestudentswoulddevelopcapacitiesthatwould

achievethiscultural-socialmission,i .e .,socialskills,socialsensitivity,andsocialunderstanding .

(Lamb2004)

And finally, the self-administration of the school arose out of the reality of the

classroom,outof theuniquecurriculum,whichSteinerdeclaredhad“threeessentialpointsas

thegoalof thisnewmethodof education:enlivenedscience,enlivenedreligion,andenlivened

art .”10(Molt1991,p .144)Theeconomicorpoliticalsphereof societywasnotgoingtoinform

or influence the form of the administration thatwould then dictatewhat happened in the

classroom(Lamb2004) .Herewastherequirementintheestablishmentof thefirstWaldorf

school,insistedonbySteiner,whichinturnensuredthattheco-evolutionaryandtransformative

effectof Waldorf educationbecameapossibility .

Thisvisionof self-administrationthatwastoensuretheschoolwasfreeof societal

economicandpoliticalagendaswastobesafeguardedbyestablishingarolefortheteachers

andthecurriculumindetermininghowtheschooloperatedasaneducationalorganization .

Steiner selected the teachers for the school and then also involved them in the process of

makingdecisionsabouttheoperationof theschoolasaneducationalentity .Thisfacultyof

teachersengagedinmeetingsfocusedonpedagogy,childdevelopmentandchildstudyandon

sharingandreviewingwhatwashappeningintheclassroom .Thechildren,theclassroom,the

curriculumandthepedagogybecamethecentralfocusof andreasonfortheschool’sexistence .

Thiswaswhatinformedhowtheschoolwasorganized .

What was emerging was the first Waldorf school’s first living system—the

organizational‘nerve-sensesystem,’whichcanbecomparedtothefirstsystemthatemerges

Figure2Co-evolutionary transformative effect of Waldorf education on the macro-sphere of society 11


inthedifferentiationof ahumanembryo .ThefirstWaldorf schoolwasself-administered,and

infouryears’timehadstartedtodifferentiateintowhatcouldbeseenastheearlystagesof

developmentintoathreefoldstructure .Whatemergedwasanextendedfullfacultycirclethat

includedall facultymembers,andthentherewasalsoasub-groupof teachersconsistingof

classteachersandseniorspecialtyteachersonly(acollegeorcouncilof teachersorpedagogical

carryinggroup) .(Steiner1998)Rudolf Steinerhimself wasthedirectorof thisrealmof activity,

notinapositionof powerbutratherbasedonthe“freewillandconfidenceof theteachers .”

(Steiner1998,p .xxiii)Hisrolewasinservicetothechildren,teachers,curriculumandpedagogy,

andsointhatsensehewasinfactaPedagogicalAdministratorinservicetothebeginnings

of theorganizational ‘nerve-sense system,’or the spiritual realmof the school .The school

wasalreadybeginningtodifferentiate,developandthreefolditself,withafullfacultybody,a

pedagogicalcarryinggroupconsistingof asmallergroupof teachers,withfacultycommittees

ortaskgroupstofollow,andwithSteinerasPedagogicalAdministrator .

TheHumanRhythmicSystemandtheGovernance(Legal-Financial)SphereofActivityinaWaldorfSchool

Human rhythmic system development.

Theheart,lungsandcirculatoryorcardiovascularsystemandtherespiratorysystem

togethercanbeseenasonesystemcalledtherhythmicsystem .Itconsistsof theaspectsof the

physicalhumanbeingthatworkrhythmicallyinconjunctionwitheachothertoensurethatthe

bloodandnutrientsthataredepositedorcollectedandtheoxygentakeninbylungsforthecells

arecirculatedcontinuallyinaregulatorymanner .Thelungsdeliveroxygenfromtheairtothe

blood,whichiscarriedbythearteries,allpartof acirculatorynetworkthatextendstoevery

creviceandcrannyof thebody .Thelungsalsoremovetheunneededbyproductcarbondioxide

fromthebloodintheveinsonitswaybackfromthecellsthroughthenetworkof thecirculatory

system .Thisrhythmiccirculationof bloodthroughtheheartandlungsisregulatedbytheheart

andissteadyandunrelenting .Theseaspectsof therhythmicsystemworktogethertoensure

thatoxygenandnutrientsaredeliveredtoandwasteiscollectedfromthecellsof theentire

body .Hormonesaredistributed;heatisdeliveredfortemperaturecontrol,andcontributionsto

fightinginfectionandthehealingprocessesaremade .(Parker2007)

Theheart,oneof twomainorgansof therhythmicsystem,isnotonlyassociatedwith

theregulationof bloodflowandthedeliveryof nutrientsandremovalof waste,butitisalso

associatedwiththefeelingandemotionallife,whichprovidesaplaceforvirtuessuchaslove

andcouragetoexist .(Parker2007)Itistheheartthatspeakstouswheninterpretingthespiritof

thelawwithintheletterof thelaw,aswellaswhentranslatingsocialmoresandsocietalethics

intoguidelinesforbehavior .Theseatof consciousnessmightexistinthebrain,butthesource

of conscienceistheheartandthefeelinglife,whichiscenteredinthehumanrhythmicsystem .

39Chapter3

Organizational ‘rhythmic system’ development.

Asinthehumanembryotheorganizationalrhythmicsystemisthesecondsystemto

differentiateintoanidentifiablesystem .Theorganizationalnerve-sensesystem,whichwould

includethePedagogicalAdministratorand/orFacultyChairperson—if theyexistorasthey

evolve—therealmof thefacultyandpedagogy,andanyandallpedagogicalcommitteesand

groups,comesfirstwiththechildrenandtheestablishmentof theschoolasanofficialentity .

Next to appear is the organizational ‘rhythmic system,’which includes the School

Administrator or Director, the Non-Profit Society12 and its membership,13 the appointed

Board of Trustees, and any and all committees, groups and staff connected to financial,

legal,governance/structuralandbusinessmanagement .Thissystemprovidesspecificmiddle-

realmfunctionsaswellasamediating,harmonizing,coordinatingandweaving function in

relationshiptothebiggerorganizationalpicture .Themiddleorganizational‘rhythmicfunction’

providesthefollowing:

• theprotectionandcare,andadministeringtothemanagementof allhumanand

financialresources

• themonitoringandimplementationof goodgovernanceandoperational

structures(alwaysinformedbythepedagogicalrealm14)

• theoversightof legalitiesrelatingtothelawsof thelandandthemoresandethics

of theorganization(againinformedanddefinedbythepedagogicalrealmbased

ontheeducation,thecurriculumandtheclassroom)

• thedevelopmentandimplementationof theLongRangePlanandmonitoring

of Community&ResourceDevelopmentactivitiesandpedagogicalactivities

toensureinterconnectednessandaworkingtogetherinsuchawaythat

assuresaconnectiontothepurpose,missionandvalues,therebyachievingits

organizationalgoals,aimsandobjectives

• observationof allofficialcommunication,includingpublications,promotionand

officialletterstoensureconsistencywiththeschool’smission

It has already been highlighted how, as part of the threefold differentiation of the

firstWaldorf School’sorganizationalstructure,visibleboundariesbetweensystemsemerged .

Rudolf Steinerhimself was thedirector ina role in service to the children, the curriculum

and thepedagogy,witha full facultybody, andan internalCollegiumof teachersworking

together to be the vessel for the pedagogical impulse . Here was the organizational ‘nerve-

sense’systeminthisthespiritualrealmof theschool .Also,duringthefirstfour-yearperiod,

aBoardof Directorswasestablished,and thereare indications thatKarlStockmeyerwho,

alongwith Steiner andMolt as foundingmembers in the first school, acted as the School


Administrator,withabookkeepertodotheaccounting .(Steiner1998)Thiswasthebeginning

of thedifferentiationandformationof anindependentorganizational‘rhythmicsystem .’And

finally,EmilMoltwasthepatronwhoprovidedtheeconomicsupport,bothpersonallyand

throughthefactory,andthiswasanessentialsourceof fundsfortheschool’soperation .This

wasthebeginningof thefirstWaldorf School’sorganizational‘metabolicsystem .’

TheHumanMetabolicSystemandtheCommunity&ResourceDevelopmentSphereofActivityinaWaldorfSchool

Human metabolic system development.

Thenerve-sensesystemisthefirstsystemtobecomevisibleinthehumanembryoat

justtwenty-fivedayspostovulation;thisisfollowedbytherhythmicsystem(circulatoryplus

respiratory)asthesecondsystemtobecomevisibleat fifty-sixdayspostovulation .Thelast

of the threehumansystems tobecomevisibleasan independentanddistinct system is the

metabolic-limbsystem .Theintestinesmigratefromtheirinitiallocationintheumbilicalcord

to inside the fetus itself .Theupperand lower limbs formfirstand thendistinct fingersand

toesthatarenolongerwebbed .Withthebeginningof spontaneousmovementbytenweeks

post-ovulationinthesecondtrimesterof pregnancy,themetabolic-limbsystemhasbegunto

establishitself inthehumanbodyproper .

Themetabolic system is responsible for the liberation of energy from the ingested

food,whichisutilizedfortheformationanduseof muscles,cells,tissuesandorgans .

[Themetabolicsystem]hasacomplexrangeof functions .Itchopsandchewsfood,storesandthendigestsit,eliminateswasteproducts,andpassesthenutrientstothemajorgland,theliver,whichmakesoptimaluseof thevariousdigestiveproducts .(Parker2007,p .15)

“Theliveristhemainorganof themetabolicsystemandisthebody’smajornutrient

processor .”(Parker,2007,p .173)TorinFinser(2007),inhisbookOrganizational Integrity: How

to Apply the Wisdom of the Body to Develop Healthy Organizations, describes the rootmeaning

of theword liver .HesaysinGerman lebermeans“tolive,”theFrench foie (asin foie grasor

“fattenedduckliver”)is“derivedfromthefigtreeortreeof life,”and“inRussiantheliveris

calledpyetchen,whichcomesfrompyetch,thestove,whichisacentralelementof theRussian

house .”Thehumanliverfunctionsmuchasthebody’sstoveasit“regulatestheebbandflow

of [life-giving]energy .”(p .65)Themetabolic-limbsystemisalsotheseatof thehumanwill .

Thissystemultimatelyconsistsof thelimbsandmanyorgansworkinginassociationwitheach

other,whichwillcontinuetoformanddevelopinthesecondandthirdtrimesters .

41Chapter3

Organizational ‘metabolic system’ development.

Asinthehumanbeing,wherethemetabolicsystemisthelastindependentsystemto

becomevisible,theorganizational‘metabolicsystem’isthelastfunctioningsystemtoformin

aculturalorganizationsuchasaWaldorf school .Theorganizational‘nerve-sensesystem’has

bythisstagemanifestedatonepoleasthePedagogicalRealm,andthe‘rhythmicsystem’has

formedinthemiddleastheLegal-Financial/GovernanceRealm .Theorganizational‘metabolic

system’attheotherpole,canbereferredtoastheCommunity&ResourceDevelopmentRealm

andwouldincludealldevelopmentstaff,managementgroupsandcommitteesthatcoordinate

anddothediverseworkof thissphereof activity,includingparentvolunteers,parentassociation

andcouncil,andalumni,donorsandfriendswhosupporttheschoolwiththeircontributionsof

finances,timeand/orgoodwill .

Bytheendof thefirstfouryearsof itsearlydevelopment,thefirstWaldorf school,

theFreeWaldorf School,hadawell-defined,identifiableandfunctioningPedagogicalRealm

(organizational‘nerve-sensesystem’),whichincludedRudolf SteinerastheDirectorof pedagogy

or the PedagogicalAdministrator, the Full FacultyCircle, and a pedagogicalmanagement

Collegium, allworking to provideWaldorf education for the children,while ensuring that

theschooladheredtoitsfoundingprinciples .Theschool’sorganizational‘rhythmicsystem’

wasalsobeginningtoestablishitself withaBoardof Trustees,withStockmeyerastheSchool

Administrator,andabookkeeperinafinancedepartment .

TheFreeWaldorf School’s ‘metabolicsystem’wasjustbarelybeginningtobecome

visiblewiththepresenceof afirstlayerof donorsandthegiftof tuitionpaidbynon-factory

families,aswellasthepioneeringcontributionandparticipationof EmilMoltasthefounding

patron .Therewerealsodedicatedattempts toaccessother sourcesof gift funding .Oneof

Steiner’sfoundingprincipleswasthatnochildwouldbeturnedawaybecauseof aninability

topay(Steiner1998) .Thisresultedinongoingattemptsduringthoseearlyyearstoestablish

sourcesof revenuethatwouldassureeconomicandfinancialsecurityfortheschool’sfuture .

Theseattemptscanbe seenas the forming impulseof themetabolic systematwork in the

initiative .Theattemptsincludedthefollowingpoints,whicharesummarizedfromadescription

inLamb’sSocial Mission of Waldorf Education(2007) .

1 . Seedmoneyandon-goingsubsidizationfromtheWaldorf AstoriaCigarette

Factory

2 . Tuitionpaidforchildrenfromnon-factoryemployees’families(factoryworkers’

childrenattendedtuitionfreeandweresubsidizedbytheownersof thefactory)

3 .Donationsandsupportfrompatron,EmilMolt

4 . Patronsponsorshipsof childrenwhosefamiliescouldnotaffordtopaytuition


5 .Contributionsfromindividualdonorsincludingwealthyparents,localsupporters,

andpeopleassociatedwiththeAnthroposophicalmovement

6 . Establishmentof aWaldorf SchoolAssociationresponsibleforraisingfunds

fortheschoolandforoutreachinitiativesthatwouldraiseawarenessaboutthe

educationandtheexistenceof theschool

7 . Foundingof aholdingcompanycalledTheComingDay,whichwasan

associationof businessesandeducationalandresearchorganizations,whose

missionwastomodelforsocietyhowtheeconomicrealmcouldcontribute

substantialrevenuetoculturalorganizations,includingeducationaloneslikethe

Waldorf School

8 . Establishmentof businessesthatwouldgeneraterevenueforcultural

organizationsliketheWaldorf Schoolfromthesaleof newproductsand

inventions

9 . Establishmentof aWorldSchoolAssociationthatwouldraisefundsforWaldorf

schoolsworldwide

Therewerevaryinglevelsof successintheseattemptstoestablishafunctioningorganizational

‘metabolicsystem’fortheschool,forexampletheWorldSchoolAssociationwasneverrealized .

(Molt1991)However,what this listof initiatives illustrates is that in thevery firstWaldorf

Schooltherewasaconcertedeffortandfocusonestablishingasystemthatwouldprovidethe

resourcesnecessaryforittothrive .

InWaldorf schoolstoday,atleastontheNorthAmericancontinent,thisorganizational

‘metabolic system’ comes about initially when parents bring their children to the school

withtheirgiftof tuitionrevenueandtheofferof acontributionof theirvolunteertimeand

support .Theparentsformthisfirstlayerof donorsintheinitialmanifestationof theeconomic-

brotherhood impulseof theWaldorf school as a cultural organization .Thisorganizational

‘metabolic system’ will hopefully continue to grow and develop as the school matures .

Ultimately,itwouldmanifestinasystemthatwouldfullyembraceandengagethisimportant

andessential first layerof donors, theparentsandguardiansof the children .The resulting

ultimate organizational ‘metabolic system’would provide adequate support and resources,

bothfinancialandhuman,intheformof communitydevelopment,outreach,enrollmentand

tuition, donations, bequeaths, land, buildings and resources, volunteerism, and support to

enablethepedagogicalrealmtodelivertheeducationandkeeptheschool,thecurriculum,and

thepedagogyalive,developing,improvingandthriving .

43Chapter3

TranslatingtheThreefoldFormandFunctiontoaWaldorfSchool

AtthefirstmeetingEmilMolthadwithRudolf Steinerwheretheydiscussedtheidea

of aschoolforthechildrenof theWaldorf AstoriaCigaretteFactoryworkers,theyfocused

ontheneedforsocialrenewalandtalkedabouteducationasitsvehicle .(Molt1991)Hence,

Waldorf education was founded based on the need for an educational system that would

providechildrenwithphysical,social-emotional,andintellectualcapacitieswhileembracinga

socialmissionforsocialrenewalasitsintention .

Steinerdetermined that the structureandadministrative lifeof a schoolmustarise

outof whathappensintheclassroomandnotoutof apoliticaloreconomicagenda .Itmust

embracethefollowingprinciples(personalcommunication,October20,200515):

1 . Thenamemustreflecttherealitythattheschoolisindependentandanon-

governmentschoolretainingfreedomtodevelopitsowncurriculum .

2 . Theself-administrationmustariseoutof therealityof theclassroomandthe

curriculum,nottheotherwayaround .Inotherwords,theadministrationdoes

notdeterminewhathappensintheclassroombecausethiscouldinappropriately

introducetheinfluenceof theeconomicorpoliticalimpulsesof society .

3 .Nochildeithermaleorfemaleshouldbeturnedawayforfinancialreasons .

4 . Ethics,morals,andvaluesaredevelopedintheculturalsphereof societyand

thereforethecurriculumof theWaldorf Schoolistobedevelopedinawaythat

supportsthesocialmissionof theeducationsothatstudentsdevelopthecapacities

of socialskills,socialsensitivity,andsocialunderstanding .

5 . Thechildrenaretobeeducatedoutof anunderstandingthatachildpossesses

physical,emotionalandspiritualaspects .

As a society,most particularly inNorthAmerica, we have an “excessively partial

view of reality” (personal communication, October 20, 200516); with life viewed from a

predominantlymaterialisticeconomicperspective .Wehaveapropensitytomaterialismand

tend to be driven by the ‘economic engine .’ This defines the forms—our social forms are

related to ourworldview . The implicit intention in themainstream education system is to

enableitsstudentstobesuccessfulintheeconomicsphere .Thecurriculumof theeducational

institutionsismostofteninformedbythisimplicitintentionandtheadministrationdefinedby

thegovernmentorpoliticalsphere,whichenablesthemanifestationof thisintention .

Societyisaholistic,threefoldorganismandsimilartothecaseof thehumanbeing,

if onepartisremovedoroutof balance,itcripplestherest .Educationlivesinthecultural/

spiritual sphere of activity and the form of that activity must be informed by a cultural/

spiritualphilosophy,andmustnot bedrivenbytheeconomicorpoliticalengines .Lambsays


thatineducation,developingthesensitivityforthethreefoldnatureof societyisasimportant

asmathematics and that it is the cultural/spiritual life andactivity that counterbalance the

destructivenatureof theeconomiclife .(personalcommunication,October20,200517)

ItisimportantforWaldorf schoolstoremembertheirsocialmission .Theeducation

mustmanifestanadministrativestructurethatisdevelopeddirectlyoutof thecurriculumor

pedagogy,whichinturnisdevelopedoutof anunderstandingof theneedforsocialrenewal .

Thisinturnisbasedontheholistic/spiritualviewof thehumanbeingwhichcomesfromthe

understandingof thehumanbeingasathreefoldbeing .

Therearemany levelsor layers toconsiderwhen lookingat thehumanbeingasa

threefoldedbeing,existinginalivingthreefoldedsocialstructure .Ataphysicallevel,onecan

seethehumanbeingpossessesthreemainphysicalaspects:thetrunk-limbs,thechestcavity

with theheart-lungs,andthehead,which inahealthydevelopinghumanbeingcollectively

manifestasthephysicalhumanformorvesselcontainingcomponentsthatfunctioninconcert

andcollaborationwitheachotherthroughoutthelifeof theperson .Thehumanbeingcanalso

beseenaspossessingaphysicalbody,anemotionalsoullife,andaspiritualessence(individual

egobeing) .Theseaspectsenablethehumanbeingtobeactiveandengagedinlifeinwilling

(ordoing),feelingandthinking .Finally,thehumanbeingcanbeconsideredasadifferentiated

collectionof threeinterconnected,independent,yetinterdependentsystems—metabolic-limb,

rhythmic,andnerve-sense—thatprovidethedynamicprocessesbywhichthewholehuman

beingcanexistasaphysical,living,breathingorganism .

Atthebeginningof thischaptertheprocessisdescribedbywhichahumanembryo

and fetusdevelopsanddifferentiates intoa recognizable functioninghumanorganismwith

threedistinct,yetinterdependent,functioningsystems .Thesesystems,listednowintheorder

inwhich they develop, include (1) a brain and a nerve and sensory system, (2) heart and

lungscentrallylocatedinthecirculatory-respiratory(orrhythmic)system,and(3)arms,legs,

trunkanddigestiveorgansrelatedtothemetabolic-limbsystem .Therelationshipbetweenthe

development of these human systems and the development of systems in an organization,

specificallyaWaldorf school,hasalsobeguntobedescribed .Theschoolasanorganization,

beginningasanideaandinasensewithfertilizationtakingplaceasaresultof apioneering

initiativeactingontheidea,ideallyproceedstogrowanddevelopintoathreefoldorganization

with three distinct systems that enable it to exist . If consciously guided and nurtured, the

systemsdifferentiateappropriatelyinservicetotheorganizationalvision,missionandvalues,

andassuchtheorganizationremainsdynamic,responsiveandalive .

Inthecaseof ahumanbeing,oncefertilizationandimplantationtakesplace,hiddenor

unseenforcesfacilitatethedifferentiationof thelife-givingsystemsasdescribedandillustrated

by theworkof TheNational Instituteof Child&HumanDevelopmentandTheCarnegie

Collectionof HumanDevelopment .Lookingat a socialorganizationas a living entity,we

45Chapter3

seepeopleworkingtogethertoprovideaconduitforthesesameforces,therebyfacilitatingthe

differentiationanddevelopmentof thelife-givingoperationalsystemsof theorganization .

Thisdifferentiationprocess,andthepositivehealthandmaintenanceof thesesystems,

wouldhaveagreaterchanceatsuccessandhealthydevelopmentif thereisaconsciousand

clearunderstandingof howtheseorganizationalsystemsareformed,howtheyfunctionand

aremaintained .Understandingthephasesof developmentthroughwhichanorganizationlike

aWaldorf schoolprogressesovertimecanprovideabeginningframeworkandcontextforthe

consciousandclearunderstandingof howorganizationalsystemsformandcanbeformed .

Wecanbeginbyexaminingthecharacteristics,elementsandaspectsof growththatare

presentasanorganizationdevelopsovertimeandhowthatcouldcorrelatetotheoverallphases

of developmentof thehumanembryoandfetus .ChristopherSchaefer,PhD,organizational

consultant,andfacultymember,founderandDirectorof theWaldorf SchoolAdministration

andCommunityDevelopmentProgramatSunbridgeCollege,describesthephasesof growth

of an organization as displaying characteristic qualities that he has found are present in a

diverseselectionof organizationsthathavestartedandgrownovertime .(SchaeferandVoors

1996)Thesephasesof developmentarepioneeringorinitiative,differentiationordiversification,

andintegrativeorassociativeandmature .

PhasesofOrganizationalDevelopment

Pioneering or initiative phase of development.

Schaefer describes the early or pioneering phase of development as containing the

followingqualitiesandcharacteristics:

Itisgenerallyof smalltomediumsize,…hasashallow,flexiblestructurewithalimitedhierarchy,with…keydecision-makers…ofteninvolvedinthefullscopeof organizationalactivities .…[I]tispersonoriented,ratherthanfunction-oriented[with]leadership…[thatis]personalanddirect .…Decision-makingisintuitive…decidedmorebyhunchorbyfeel[rather]thanthroughalongprocessof rationalanalysis…[whichmeans]thatthepioneerorganizationisabletorespondrapidlytochangesintheenvironment .…Thepioneeringorganizationhasafamilyatmosphereaboutit .Everyonecontributesastheyareable,and…thestaff hasastrongsenseof loyaltytothefoundinggroupandtotheinitiative .Motivationandcommitment…arehigh[and]thegoalsof theorganizationareimplicit—carriedinthemindsandpersonalitiesof thecarryinggroup .Thisphaseof anorganization’slifeisexciting,somewhatinsecure,andverycreative .

(Schaeferetal .,1996,pp .31–32)


Schaefer(etal .1996)alsosaysthat“developinganinitiativeisaprocessof providing

the body, or sheaths, for a new identity to emerge .” (p .32) He suggests that this phase of

developmentiswhenthisidentitybecomesvisibletoacertainextent,andthisemergingidentity

willbedeterminedbythepurposeandobjectivesof theinitiative .Thebeginningof theinitiative

canbelikenedtothebeginningsof ahumanlife,whentheeggisfertilizedandthecreation

of anewbeingisinitiated .Inahumanbeing,inwhatcanbecomparedwiththeendof this

pioneeringphaseof developmentof aninitiative,thephysicalfoundationsforthedevelopment

of allthreehumansystemsareinplacebytheendof thefirsttrimesterof pregnancy(fifty-sixto

sixtydayspost-ovulation) .Itisalsoattheendof thefirsttrimesterthatthenerve-sensesystem

isthemostdeveloped .Inanorganizationinthepioneeringphase,itisthePedagogicalRealm

andtheorganizational‘nerve-sensesystem,’whichismostclearlyformed .

Thepioneeringphaseof aninitiative’sdevelopment,whentheidentityof theinitiative

isbeginningtoemerge,canbecomparedtothefirsttrimesterof embryodevelopment,when

thezygotehasgonefrombeingjustacollectionof cellsattwotothreedayspostovulation,to

beingahumanfetuswithanidentifiablehumanfacebytheendof thefirsttrimester .

Zygote2–3dayspost-ovulation: Embryo56–60dayspost-ovulation: Unrecognizablecollectionofcells Emergingidentity

Figure3:From a collection of cells to an identifiable human form and face 18

Differentiation or diversification phase of development.

Schaefer(etal .1996)describestheenvironmentwhenanorganizationhasgrownin

sizeandispreparingtoenterthedifferentiationordiversificationphaseof itsdevelopment .

As the organization expands there are likely a substantial number of new people

who join the initiativewho are not necessarily connected to the pioneering group and the

implicitvision,values,purposeandgoals,andexperiencesandhistorythatthepioneersshared .

(Lievegoed1991)Theintuitiveinformalcentralizeddecision-makingstyleneedstobereplaced

withmore“complexstructuresof decision-making”inorderfortheorganization“tocopewith

increasedsizeandcomplexity .”(Lievegoed1991,p .33)Thevisionanddirection,whichwas

sharedimplicitlybythepioneers,nowneedstobemadeexplicitsothateveryoneisworking

47Chapter3

inservicetoidentifiedorganizationalgoalsandnottoindividualdesiresorinterpretationsof

thosegoals .Thereisaneedtoensurethateveryoneunderstandsthestructureandhowtowork

withinandinservicetoit .

ThedifferentiationphaseisaboutdiversificationandwhatSchaefercalls“functional

specialization”(etal .1996,p .39)whichmeanstohaveexplicitlyassignedanddefinedroles,

responsibilities,andaccountabilities,throughmandates,jobdescriptionsandpolicyformation,

anddefinedproceduresandprotocolsforvariousworkassignmentsandactivities .Thereneed

toexistclearlydefinedprocessesforreviewingandevaluatingwhatworksandwhatneedsto

change .Thisphaseof developmentisalsoreferredtoastheAdministrativephaseand,justas

inthedevelopingfetuswiththenerve-sensesystemmostadvancedandtherhythmicsystem

now starting to bemore clearly articulated, so too is the organizational ‘rhythmic system’

becomingmoredefined .InthisAdministrativephaseof development,thefocusisontherole

andfunctionsof themiddlerealm—theGovernance(Legal-Financial)andstructuralaspects

of theorganization .ItisduringthistimeinaWaldorf schoolthattheBoardof Trustees(or

Boardof Directors) is formedorat leastbeginstotakeonmoreresponsibility,especiallyin

relationshiptobudgetandfinancialmatters .Often,itisduringthisphaseof developmentthat

anAdministratororSchoolDirectorishired,andaFinanceDepartmentestablishedwitha

FinanceManagerorBursarandBookkeeper .Theseemployeesarehiredaspartof “functional

specialization”(Schaeferetal .p .39)butalsoasanessentialpartof thedevelopmentof the

organizational‘rhythmicsystem,’withtheAdministratororDirectorworkinginservicetothe

wholemiddlerealmor‘rhythmicsystem .’TheFinanceDepartmentformsasub-system—the

organizational‘respiratorysystem’—ofthismiddlerealm .TheFinanceDepartmentstaff work

inservicetothissub-systemof thegreaterorganizational‘rhythmicsystem,’andareultimately

accountabletotheAdministratororSchoolDirector .

Duringthisphaseof development,theorganizationneedstofindthewaystobring

about conscious functional differentiation and specialization without forfeiting individual

creativityandparticipation .(Schaeferetal .1996)If thedifferentiationphaseissuccessful,the

following19willbeachieved:

1 . Increasedsize

2 .Clearerpoliciesandprocedures

3 .Differentiatedstructuresandmandates

4 .Ahigherlevelof professionalism

5 .Morefunctionalratherthanpersonalleadership

6 .Morerational,analyticaldecision-making

7 .Greaterclarityof workactivities


However,theriskof thedifferentiationanddiversificationprocessisthatindividuals

can experience explicitly defined form and structure, with accompanying policies and

procedures,ashavingadeadeningeffectoncreativityandasathreattoindividualfreedom .

Thiscanbealienating,creatingasenseof disconnection,lackof motivationand/orresistance

to the differentiation process .Ways need to be found to ensure that interconnectedness is

retained,thattheorganizationasawholeistheprimaryconsideration,withafocusonhuman

relationships, collaboration, associative working, and the recognition and development of

individualcapacities .Thisisthetimeintheorganization’sdevelopmentwherethepracticesof

alearningorganizationdefinedbySenge(1994)needtobeapplied .20

The characterization and gesture of this phase of organizational development is

definedbyitsname:differentiationanddiversification .Thesametwowordscouldbeapplied

tothesecondtrimesterof fetaldevelopment

Figure4:Embryo at 50–60 Days and Fetus at 22 Weeks 21

Integrative or associative and mature phase of development.

Thechangesandgrowththatoccurduring the first twophasesof developmentare

easier todefineandobserve than in this thirdphasebecause theearlier changesaremajor,

visibleandquantifiable .22Duringthepioneeringphasetheinitialphysicalandidentity-related

elementscometogether to formthevessel inwhich the initiativecanbegin tocometo life .

Thefocusisoncreatingtheverybasicphysicalfoundationsforoperatingaschool .Duringthe

differentiationoradministrativephaseof developmentthefocusisonform,structure,policy,

administrationandensuringthattheschooloperateseffectively .Inthethirdintegrativephase

of development, the changes are subtle and the focus is related to process, responsiveness,

humanneedsandcapacities,andrhythms .Thenatureof thedevelopmentinthisthirdphase

isqualitative;it isaboutconsolidation,simplification,flowof information,communication,

andflexibility .

Embryo56–60dayspost-ovulation:Emergingidentity

Fetusat22weeksneartheendof2ndtrimester:Definedandrefinedfeaturesandfunctions

49Chapter3

Schaefer (et al . 1996) proposes that the subtle qualities of the integration phase

“suggestatypeof awareness,awayof lookingatandunderstandingorganizationsandpeople

from a less analytical, but deeper,more whole and conscious perspective .” (p .53)He says

thatthereisadedicationtotheimprovementandrefiningof thequalityof theservice,that

leadership,decision-makingand“thecreationof structureandworkprocesses…takehuman

needs”and“capacities[more]intoaccount,”anditbecomesa“processorganizationinwhich

structuresreflecttherequirementsof centralworkprocessesratherthanadministrativecontrol

mechanisms .” (p .53) The results are self-directed teams and process-oriented “horizontal

thinking”(p .53),withaclearlyempoweredleadershipstructurewithindividualswhohaveand

accepttheresponsibilityandauthorityforguidingtheorganization .23

TheotherinterestingobservationthatSchaefer(etal .1996)makes—onethatdraws

anotherparallel between thedevelopmentof theorganizational ‘metabolic system’and the

humanmetabolicsystem—isthatitisduringthisphase

of theorganization’sdevelopmentthattheorganization

begins to create what he calls “the organs for an

association .” (p .53) It is about establishing intentional

channels of communication with the stakeholders,

friendsandbroadercommunityinwhichtheorganization

is operating . This is really about establishing a strong

community inandaround theorganization .The form

andstructure,alongwiththeprocesses,events,activities

and relationship-building that become part of the

organizational structure, become themanifestation of

thefunctioningorganizational‘metabolicsystem .’Itis

significantthatSchaeferusesboththeterm‘association’

and‘organs’inrelationshiptothisaspectof thisphase

of development .Itcorrelateswiththegestureof themetabolicsystem,wheretheassociation

of humanorgansservestheneedsof thehumanbeingandtheparallelsystemof theeconomic

sphere of the greater society, which is one of brotherhood, fraternity, and associative or

cooperativeworkinginproducinggoodsandservicestomeettheneedsof society .

The changes thathappen in this thirdphaseof development,while subtle andnot

veryvisible,arenolessimportantorprofoundandcanbecomparedwiththesubtletiesof the

third trimesterof thedeveloping fetus .The systemsandorganspracticeandbecome ready

to function in conjunctionwitheachother, independently from themotherand thewomb;

thefetusutilizesitsmusclesandlimbs,practicesbreathing,developsitsownimmunesystem,

swallowsamnioticfluidandeliminatesurine,andfatisformedprovidingenergyandinsulation .

Theeyelashes,fingernailsandtoenailsform,theeyesopenandthepupilsbegintodetectand

respondto light . (Gasser,1975)Theseareallsubtletiesof thisphaseof developmentasthe

Fulltermbaby:Fullydeveloped,integratedfunctioningsystems

Figure5:Full Term Baby 24


humanbeingpreparesforindependentexistence .Thedevelopmentinanorganizationinthe

integrativephaseof development isalsoabout subtletiesand fine-tuning,andpreparing for

self-sustainingexistence .

The threefold development of the human systems is one that can be closely and

accurately studied thanks to advances in science in the field of embryology and fetal

development,andintechnologythatallowsustorecordthree-andfour-dimensionalimages

of thedevelopingembryoandfetus .Utilizinganunderstandingandinsightsgainedthrough

studyingthisdevelopmentof thethreephysicalhumansystemswhich arevisiblecanprovide

indicationsforhowthreefoldsocialsystemswhicharenot visibledevelop .Theseinsightsand

indicationsprovideda foundation for thedevelopmentof thevisionfor the threefoldsocial

systemimplementedattheVancouverWaldorf Schoolduringaperiodbetween2001and2009 .

51Chapter4

Chapter 4

ActionResearch:ImplementationofaThreefoldStructure

These three archetypal social organs are demands of all social or community life. Their separate working and the realization of this will be increasingly critical as we move into the future. In every community, organization, or institution,

something of each of these three organs must be present and actively nurtured in some form, if the community is to be healthy. If any one is missing, or is not properly

formed, then there will sooner or later be ill health in that community. Any one such organ can function in a healthy way only when the other two

are also there in the community. The three can work separately only when they form a threefold unity.

–MichaelSpence

ReviewofHypothesis,Research,DevelopmentMethodsandMethodology

Themain assertions andhypothesesof this researchproject are thatorganizations

possesscharacteristicsof dynamiclivingorganismsandwhentreatedassuchcanthriveand

ultimatelyhaveapositiveevolutionaryeffectontherestof society .Furthermore,organizations

are not just amorphous living organisms, but rather, are reflections or expressions of the

threefoldhumanbeingwithsystemsthatmirrorthesamethreedynamicsystemsthatgivelife

tothehumanform .Theyaresocialorganismscreatedbyandinservicetohumanbeings .

One such living social organism at amacro level is society itself,which possesses

three forming impulses that give life to the three social systemsor spheresof activity—the

cultural,political(legal-financial),andeconomicspheres .Understandingthedevelopmentand

differentiationof thethreehumanphysicalsystemsandgettingasenseof thenatureof the

forming forces that guide the development of these systems, alongwith how these unseen

formingforcesalsoareatworkinthedifferentiatingorganizationandinthethreefoldsociety,

canhelppeopleeffectivelyserveandprovidestewardshipfortheemergingorganization .The

result can be themanifestation of new forms and structures that will serve the individual

organization and also be co-evolutionary for society . Inotherwords, itwill not only result

in amore effective resilient organization that achieves itsmission, but it could alsohave a

positiveevolutionaryeffectontheorderingof therestof sociallife .Justliketheparadoxical

idea thatwecanuseour thinkingtocreateaparadigmshift inour thinking,so toocanwe

useanunderstandingof ourthreefoldexistenceandathreefoldsocietytocreateathreefold

organizationthatcouldleadtoatransformationof therestof society .


Thequestionarises:Whatpreciselyarethenewgovernanceformsandstructuresthat

willmakeitpossibletoeffectivelyoperateanorganizationasalivinglearningentity,suchthat

itcanbeanexampleforothercommunities,organizationsandultimatelyhaveatransformative

effectonsocietyasawhole?Pursuingthisquestionisthefocusof theactionresearchundertaken

attheVancouverWaldorf Schoolandisdescribedinwhatfollows .Theresearchthatformed

thefoundation,uponwhichthepractical implementationof newgovernanceandoperating

formsattheVancouverWaldorf Schoolisbased,wasinspiredby,andfocusedprimarilyonthe

workof severalpeople:

1 .AriedeGeus(1997),inhisbodyof workentitledThe Living Company,describesa

companyasalivingbeingthat“manufacturesitsowncells,whichinturncomposeitsown

organsandbodilysystems…and…that…[learns]asanentity .”(deGeus1997,pp .ix–x)De

Geussupportshisprofoundhypothesiswithmanyyearsof experienceandadvice fromhis

hands-onworkinthecorporatefield .

2 .PeterSenge(1994),inspiredbydeGeusandthenotionof organizationsasliving

learningentities,developedanddescribesamethodologythatcreatesandmaintainsaneffective

livingorganizationwithintheowner-operatorcorporatecontextintheformof whathecoined

“TheLearningOrganization .”

3 .Margaret Wheatley (2006) describes a new paradigm for thinking about

organizationsfromaquantumphysicsornewscienceperspective(asopposedtotheNewtonian

mechanisticperspective) .Herworkhelpsustoshiftourconsciousnesswhenthinkingabout

organizationstofocusonthewholeratherthanontheparts,andontheexistenceof systems

thatareinterconnectednetworks .Thesenetworkspossessdynamicprocesses,relationshipsand

unseenconnectionsbetweenwhatNewtonianmechanics identifiesas“separatemeasurable

entities” (pp .10–11,33) .Outof thisnewscienceandanunderstandingof organizationsas

holisticsystemsorcollectionsof interconnected,interdependentandinterrelatednetworksand

components,themainstreamcorporateworldisbeginningtoshiftitsapproachtomanagement,

particularlybyempoweringworkerstoparticipateintheoperatinganddecision-makingaspects

of abusiness .Thereisnowawarenessthatacompanywillbettergrowandrealizeitspotential

if powerisnotconcentratedexclusivelyintheleadershipatthetopof apyramid-structured

hierarchy .Generatingknowledgeand institutional learninghorizontallyacrossand through

theorganizationgivesaccesstothewisdomof theorganizationasawhole,leadingtogreater

effectiveness .

4 .Rudolf Steiner,withhisbroadphilosophical,spiritualscientificobservationsof the

universe,theearth,society,humanityandtheindividualhumanbeingandlife—inparticular

hisideasonathreefoldsocialorder,thethreefoldhumanbeing,andtheinterconnectednessof

humanityintheworldintheformof asocialorganism—isthepredecessorof allof theabove

contemporary thinkers . Steiner’s primary contribution to this research is the indications he

53Chapter4

providedforthreefoldformsforalivingsocialorganismthat,throughitsmanifestationand

asanexample,couldultimatelyhavethekindof positiveevolutionaryeffectonthefutureof

humanitythathe,WheatleyandSengeeachdescribeintheirownways .

While these fourhaveprovided largebodiesof researchanddocumentation in the

realmsof anewsocialscienceandnewgovernanceformsfororganizations,whichprovided

afoundationforthequalitativeandaction-basedresearchdocumentedhere,therearemany

otherswhocouldbereferencedaswellwhohavedoneprofoundresearchandhaveprovided

importantinsights .

ErichJantsch(1992),astrophysicistandauthorof The Self-Organizing Universe, Scientific

and Human Implications of the Emerging Paradigm of Evolution,25 developed a paradigm that

understandslifeasmorethanaseriesof adaptationsforsurvivalof thefittest .Hesetoutto

supportthatnotonlydoeslifeevolve,buttheenvironmentinwhichlifetakesplacealsoevolves

andthatthereisaco-evolutionaryaspectandaconnectionanddynamicelementthatexists

betweenthetwo .

Theemergentparadigmof self-organizationpermitstheelaborationof avisionbasedontheinterconnectednessof naturaldynamicsatalllevelsof evolvingmicroandmacrosystems .Fromsuchaninterconnectednessof thehumanworldwithoverallevolutionspringsanewsenseof meaning .(p .xiii)

Heasks thequestion:“Howisevolution tocontinue in thehumanworld?” (p .251)

and he provides the following opinion: “I believe that sociocultural man in “co-evolution

withhimself basicallyhasthepossibilityof creatingtheconditionsforhisfurtherevolution—

muchaslifeonearth,sinceitsfirstappearance4000millionyearsago,hasalwayscreatedthe

conditionsforitsownevolutiontowardhighercomplexity .”(p .251)

Christopher Schaefer also believes in the possibility of positively affecting the

environmentinwhichhumanlifeexistsandevolves .Hesays,“If wecanconsciouslyworkwith

principlesof threefoldnessinourlivesandinstitutions,andif weareabletoseeandarticulate

theseformativeprinciplesatworkinsociety,thenwewillbeabletopromotesocialhealingin

theworld .”26GaryLamb(2004)describedhowthecultural/spirituallifeandactivityinthat

realmof societyhavethecapacity—andbyimplication,theresponsibility—tocounterbalance

thedestructivenatureof theeconomiclife .Thesehypothesescanbeextendedfurthertosuggest

thattherealmof cultureandspirituallifeinsociety,theplacewhereethics,moralsandvalues

are developed,where individual creativity is expressed, andwhere education, religion and

spirituality,medicineandtheartslive,mustworktotransformtheothertwospheresof activity .

Thesocialmissionof Waldorf educationistocontributetothisco-evolutionarygoal .

Itishopedthatthepracticalresearchdocumentedinthefollowingchapterswillmake

a contribution towards this lofty goal through a very specific approach to articulating and


workingwith formative threefold principles . The attempt ismade to illustrate the value in

understanding the forces that result in the formationof the threehuman systems,andalso

to translate and correlate this understanding to a social organization by demonstrating the

intentionalcreationof alivingthreefoldoperatingstructure .Anintentionalchoicewasmade

todo this specifically inaWaldorf schoolwith thebelief andhope that itwould inevena

smallwayfurtherthemanifestationof thenewsocialorderthatSteinerenvisionedwhenhe

respondedtoEmilMolt’srequesttostartaschool .

InherintroductiontoapublicationentitledFaculty Meetings with Rudolf Steiner,Betty

Staleysaid:

SincethefirstWaldorf schoolwasfoundedinStuttgart,Germany,in1919,theWaldorf educationalmovementhasgrowntoincludemorethansevenhundredschoolsinoverfiftycountries .Waldorf schoolsexistinruralareas,cities,suburbs,smalltowns,akibbutz,andinnercityneighborhoods .Inaddition,Waldorf educationhasinspiredinitiativesinstateschools,inrefugeecamps,inday-carecenters,homelessshelters,andinjuvenileprisons .In1994,theUNESCO(UnitedNationsEducational,Scientific,andCulturalOrganization)honoredWaldorf educationwithaspecialexhibitionforitscontributionstotheworld .Theestablishmentof theIndependentWaldorf Schoolmayonedayberegardedasoneof themostsignificantinitiativesof thetwentiethcentury .

Theestablishmentof the[Free]Waldorf [S]choolnotonlyansweredaneducationalneedof ourtimesbutwasadeedof spiritualproportions .Rudolf Steinerspokeatthefoundingof theschool:

Itisourdutytobeawareof theimportanceof ourtask .Thisweshallachievewhenwerealizethatthisschoolistobecomethebearerof quiteaspecialimpulse .Andso,firstof all,wemustdirectourthoughtstowardtheconsciousnessthatsomethingspecialistobeborneintotheworldthroughthiseducation .Sucharealizationwillcomeaboutwhenwenolongerviewthisactof foundingtheschoolasanordinary,everydayeventbutasafestiveactintheorderingof theworld .(Steiner1998,xiii)

ManypeopleinWaldorf schoolsandotherAnthroposophicalorganizationshavebeen

engagedforyearsinthestudytounderstandandworkwiththeprinciplesof ‘threefoldness’or

‘threefolding’asitiscalledandasindicatedbySteiner .However,becauseof themanydifferent

waysandinterpretationsof howtheseprinciplesareatworkatasocial-organizationallevel,

the insights, benefits and results can seem amorphous at best and confusing atworst . The

principlesof threefoldnessworkatmanydifferentlevelsanditcanbecomeperplexingtothose

workingwiththeseprinciplesinaschoolorotherorganization .Infact,threefoldingandthe

interconnectednatureof it,meansthateachimpulseispresentateachlevelandineverylayer,

55Chapter4

andineveryfoldof eachandeverylevelandlayer .Thisresultsinathreefoldingof eachone

of thefolds,andthenathreefoldingof eachoneof thosefolds,witheachthreefoldedwhole

apartof agreater threefoldwhole,andeachpart threefoldingagain intoa threefoldwhole

downtothemicro-level,andsoon .Whathappensisanever-endingstoryof threefoldingupon

threefoldingwithin threefolding, all of which is constantly in a process of unfolding . This

makesitextremelychallengingtodefinetheboundariesof anyoneof thegivenfoldsatany

givenpointintime .Thefollowingtableillustratesthenatureof threefoldinguponthreefolding

withinthreefolding .

Figure6:Threefold Principles at Work in Life

Itisimportantwhentalkingaboutoneof thefoldstounderstandthatitisalwaysin

relationshiptotheothertwofoldsof thatsamelayerorlevel .Whenattemptingtomanifesta

threefoldedoperatingstructure,itisessentialtorememberthefollowing:


thesocialorganism…isarrangedaccordingtoitsfunctionsinthesamewayasthenaturalorganismof man .Thehumanorganismdealswiththinkingthroughthehead,notthroughthelung,andbreathingnotthroughtheheadornervoussystem .Healthistherewhereverthenerve-sensesystemandtherhythmicalsystemof bloodandbreathingcoexistindependentlyandworktogetherinalivingway .”(Karutz1998,p .17)

Whenapplying thisprinciple to the implementationof anorganizationaloperating

structure, any reference to threefolding is at an organizational systems level . Any reference

tootheraspects, levels,or layers isalwaysdoneasa frameof referenceandonly toclarify

whatisbeingdescribedatasystemslevel .Theimpulseatworkinoneof thethreeaspectsata

systemslevelmightcorrespondtoasimilaraspectatasocietyleveloratahumansystemslevel .

However,thelevelorlayerisspecifictothelevelorlayerthatisthesubjectof considerationat

thetime .Theprocessof implementingthethreefoldlivingstructurethatfollowsisintended

tobe consideredalways from thisoperational systemsperspective andany reference to the

principlesworking in otherways, in relationship to other levels or layers, or to physical or

biologicalsystemsasopposedtosocialsystems,isaddedonlytoprovideacontextfortheprinciples

andimpulsesthatarecommonthroughoutandacrossalllevelsandlayers .Cross-referencingin

thiswayalsoillustratesthedegreeof interconnectednessof andbetweenthesesystems,layers,

impulsesandprinciples .

The following tables provide a picture of what has been described—taking the

threefoldingfromastartingpointof athreefoldsociety,thentoathreefoldhumanbeing,and

finallytotheorganizationasawhole,withthreeindependent,butinterdependentsystems .The

tablesaregroupedtomakeiteasiertoseetheprinciples,impulsesandunseenforcesatworkin

societyasasocialorder,andthecorrelationwiththethreehumansystemsandorganizational

systems,specificallyinaculturalorganization,e .g .,aWaldorf school .

Figure8:Threefold Human Being

Figure7:Threefold Social Order

57Chapter4

ImplementationofaThreefoldGovernanceStructureattheVancouverWaldorfSchool

IcametotheVancouverWaldorf Schoolwithaclearvisionforathreefoldgovernance

andoperatingstructure .However,asWheatley(2006)states,“Organizationsareneverchanged

byimposingamodeldevelopedelsewhere .”(p .8)Itisimportanttonotethatthevisionintroduced

totheSchool,whichIhaddevelopedintheyearsprecedingmyemploymentattheSchool,was

notapreconceivedfullyformedmodelthatwasintendedtobeimposedontheorganization .It

wasnotamodelbutratheravision28informedbyanddevelopedoutof intenseanddeepstudyof

Rudolf Steiner’sprinciplesandindicationsforathreefoldsocialorderandthethreefoldhuman

beingfromalivingsystemsperspective,throughthelensof anorganizationasalivinglearning

developingentity .Thevision,andtheprinciplesandlife-givingimpulsesthatpermeatedthe

vision,had to thenbeappliedas inWheatley’s (2006)assertion:“Ineveryorganizationwe

needtolookinternally,toseeoneanotherasthecriticalresourceson[a]voyageof discovery”

and“toengagethecreativitythatexistseverywhereinourorganizations .”(pp .8–9)Inother

words,itisessentialforthesuccessfulimplementationof livingsystemsinanorganizationthat

itbeanengaging,collaborativeorganicprocessthatutilizestheinherentwisdomof thepeople

whosetaskitistocreatethevesselinwhichtheorganizationcanexistandthrive .Steiner(1996)

said this inhisownway inhisopeningaddress to the teachersof the firstWaldorf school,

addressinghowtheschoolshouldbeorganizedandoperated:

Thereforewewillorganizetheschoolnotbureaucratically,butcollegially,andwilladministeritinarepublicanway .Inatrueteachers’republicwewillnothavethecomfortof receivingdirectionsfromtheSchoolBoard .29Rather,wemustbringtoourworkwhatgiveseachof usthepossibilityandthefullresponsibilityforwhatwehavetodo .Eachoneof usmustbecompletelyresponsible .(p .30)

Figure9:Threefold Organizational Structure 27


TomDonahoe(1993)workedonpublicschoolreformthroughtheTelesisFoundation .

Out of this work, he wrote a journal article for Phi Delta Kappan on how schools as

organizationsmust“confront[the]criticalquestion:Howdoesaschoolgenerateandsustain

the characteristicsof effectiveness?” (¶2)He suggests that schoolsmust “break”not simply

“bend”(¶4)thetraditionaladministrativestructureandchangehowtheyareorganizedinorder

toactuallyshiftthecultureandformallyrestructureandrearrangesothattheyoperatewith

aninteractivecultureandasupportinginfrastructurethatwouldultimatelyimprovestudent

learning .Hesaysthefollowing:

Thekindof cultureandsupportingstructureschoolsnowneedreduces…top-downbureaucraticdirection .IntheTelesisFoundationschools,theteamleadersandprojectcoordinatorsdonotinanysensesuperviseunitsorteamsof teachers .Rather,theyareelectedvolunteersfromamongthestaff whoserole—inadditiontoteaching,counseling,oradministering—istofacilitatetheupward(andlateral)movementof influencethroughtheorganization .Schoolsrequireaveryspecialnexusof culture,time,andstructure,inwhichacertainkindof cultureassumesthefunctionthatauthorityplaysintraditionalorganizations,classicbureaucracies .Adiagramof theformalorganizationof aschoolrestructuredinthismannermightshowoverlappingcirclesrepresentingspheresof influence,ratherthanboxesrepresentingareasof responsibilityandlevelsof authority .(¶29)

Operating a school in this way, collaboratively and collegially, engaging the teachers and

staff inthedecisionsabouthowtoadministertotheschool,meansthatchanges,growthor

developmentwillinvolveprocessesthatrequiretimeandresourcestomanage .

Thefollowingpicturesillustratethedevelopmentof thethreefoldvision(notmodel30)

forathreefoldedorganization,withthekindof overlappingspheresof influencerepresenting

the kind of radical new approach to a school structure and a different culture referenced

byDonahoe and that Steiner also knewwas essential if educational organizationswere to

accomplishtheircultural-educationalgoals .Thepicturesalsoillustratethecorrelationbetween

the threefold vision, the threefold social organization and the threefold human being . An

Figure10:Steiner’s Threefold Social Order Figure11:Threefold Human Being

59Chapter4

illustrationof thethreefoldsocialorderisshownfirst,followedbyanillustrationof themany

layersandaspectsof thethreefoldhumanbeing .Finally,thereisanillustrationshowingthe

threefoldorganizationalstructure,andoneillustratingthestructurethreefolded,allwiththe

threeoverlappingspheresasaconsistentrepeatingelement .

It was impossible to begin at the beginning to implement a threefold operating

structureattheVancouverWaldorf SchoolbecausetheSchoolwasalready33yearsoldwhen

Iarrived .Itwasalsoimpossibleforanytransformationtobeinstant;thiswasaschoolthat

had been in operation formany years andwe could not start at the beginning organically

developing,facilitatingandimplementingathreefoldstructurethroughthenormalpioneering,

differentiationor administrative, and integrative phases of development .Rather,muchhad

firsttobeunraveledandunderstoodinrelationshiptohowithaddevelopedinthepreceding

decades .

A startingpoint for beginning the transformationof the governanceandoperating

systemshadtobefound,andacollaborative,organicinside-outprocessthatwasrelativeand

responsive to the existing realitywas initiated .The facilitation of the implementation of a

living threefold structure requires not only that the formbedefinedbut that thedynamic31

Figure13:Threefold Organizational Structure Threefolded

Figure12:Threefold Organizational Structure


changetoreflectthethreefoldform .AttheVancouverWaldorf School,thistookplaceoveran

extendedperiodof time,instagesorphases .Of course,thedevelopmentof thestructurewas

notalinearprocessandthestagesorphasesoverlappedintimeandspace;also,itwillbecome

evident—reflectedinChapter5—thatoverthecourseof implementingthethreefoldvisionat

theVancouverWaldorf School,boththeformand thedynamicdidnotchangeadequatelyto

allowforacompletetransformation .Ihavedocumentedtheprocessinstages,whichhopefully

willmakeiteasiertounderstand .Itshouldalsomakeitpossibletorepeatandimproveonthe

processof implementingathreefoldlivingsystemsoperationalstructureinanothercontext .

StepIBeginningtheRe-DifferentiationProcess

It appeared tomeas thoughover the years, theSchoolhad swungback and forth

betweenaBoardof Trustees-runschoolandaCollege(Faculty)of Teachers-runschool .There

wasanentrenchedmentalityof ‘us-versus-them’betweenBoardof TrusteesandCollegeof

Teachers,Collegeof TeachersandFaculty,FacultyandAdministration,parentsandCollege

of TeachersandFaculty;betweendepartments—EarlyChildhoodFacultyandGradeSchool

Faculty,andGradeSchoolFacultyandHighSchoolFaculty;andbetweenindividuals .

Whenmy employment started, theSchoolwas operatingunder amandate system

modelintroducedthreeyearspriortoprovideawaytorestructuretheSchool’sadministration

andgovernance .Outof therecognitionof adesiretochange,awholecommunityprocesshad

ledtoadecisiontodissolvetheexistingstructureandtrysomethingdifferent .TheCollegeof

Teachers,whichatthatpointwascarryingtheprimaryresponsibilityformanagingtheSchool,

wasdissolved .Withthehelpof aconsultant,amandatesystemwasdesigned,implemented

and imposedontheexistingorganization inanalmost instantrestructuringof theSchool’s

governanceandoperatingstructure .

Themodel,inshort,consistedof approximatelytwentycommitteesand/orgroups,all

of whichweremandatedandaccountabletotheBoardof Trusteesandwererequiredtoreport

regularlytoacentralHubCoordinatingCommittee .32WhiletheHubCoordinatingCommittee

had no authority tomake decisions, itsmandatewas to ensure through regular and direct

communicationthattheworkof theSchool’scommitteeswascompleted .Thiswasdescribed

asprovidingacoordinatingfunction .33TheHubwasresponsibleforreportingregularlytothe

Boardof TrusteesandtotheFacultyattheFullFacultymeetings .TheHubagendaswereset

inconsultationwiththeFaculty,andtheHubwasresponsibleforfacilitatingtheFullFaculty

Meeting .

Existingcommitteesandgroups,includingtheCollegeof Teachers,weredissolved,

or insomecasesredesigned .Inthecaseof theBoardof Trustees, facultyparticipationand

representation were secured with changes to the Society Bylaws, mandates were written,

committeesstruck,andthenewoperatingstructurewasinplace .Theagreementwasthatthis

61Chapter4

systemwouldremaininplaceforaminimumof threeyears,afterwhichtimeareviewwould

beconductedtodeterminewhatwasworking,whatneededtobechanged,andwhatshould

remaininplaceastheSchool’soperatingstructurebeyondthethreeyears .

WhenIwashiredasAdministrator,thethreeyearshadjustpassedanditwastime

to conduct the review . Inmynew role I assumed the responsibility for guiding theprocess

of designingthereview .AmandateforaMandateSystemReviewCommittee34wascreated

andapprovedbytheBoardof Trustees .TheCommitteewasformedbasedontheselection

criteriadetailed in themandate, and inApril theCommittee began itswork .Thedeadline

for completion of the review with recommendations was the end of May; and while the

Committeefoundthatitcouldnotcompletethereviewbecauseof theoverwhelmingresponse

andamountof informationthatwasofferedbythecommunity,itdidmakerecommendations

forimmediatechangestotheoperatingstructurethatwouldaddressthemosturgentissuesand

concerns,aswellasallowthereviewtocontinue .

IsawthisreviewastheentrypointthatIneededtointroducetotheexistingmandate

systemanintentionalthreefoldstructure,beginningwithformingtheMandateSystemReview

Committeeusingathreefoldprocess,i .e .,bydefiningtheskills,knowledgeandattitudesthat

werenecessarytohaverepresentedonthecommitteesothatitcouldsuccessfullycompleteits

task .Utilizingacommitteetoconductthereviewwastheinitialactof beginningtheprocess

of decidinghowtotransformthemandatesysteminordertoreflectathreefoldstructure .With

itwewerealreadybeginning touse someof the fundamentaldisciplines thatSenge (1994)

identified as present in a learningorganization,35 inparticular, utilizing the experience and

wisdomof thepeoplealreadyworkingandparticipatingintheorganization .

The recommendations that cameout of thisCommittee,36 in conjunctionwithmy

being hired on as theAdministrator,marked the beginning of a transformative process of

unfolding, exposing and developing a complex living threefold operating structure for the

VancouverWaldorf School .Myemploymentwasa serendipitousevent thatproved tobea

catalyst and led to the implementation of a threefold structure . But thiswas only possible

becausetheschoolwasatapointof developmentthatmadeitripeforthistransformation .Also,

Ihadalreadyextensivelystudiedthethreefoldprinciplesinrelationshiptothesocialrealmand

haddevelopedavisionof what thiscould look like ina livingorganizationalstructureand

governancecontext .Iwasreadytoworkwiththisvisionatapractical levelatatimewhen

theVancouverWaldorf Schoolcleanedtheslate,introducingamandatesystemthatprovided

a foundation for the introductionof a threefold structure .Working in themiddle realm, in

relationship to financial/legal and specifically governance in the cultural realmwas clearly

myvocationinlife .Ihadabandonedmyfirstcareerasapolicewoman[inthepolitical(legal-

financial)realmof society]andinsteadpursuedwithpassionanddrive,acareerintherealm

of organizationaldevelopment,specificallyintherealmof Waldorf schooladministrationin

theculturalsphereof society .


In spite of, or perhaps in addition to, this seemingly coincidental convergence of

organizationalandindividualdestinies, it is theroleof aSchoolAdministratororDirector,

along with the Non-Profit Society, the Board of Trustees, its committees, and the Legal-

FinancialDepartmentstaff, to functioncollectivelyas theorganizational ‘rhythmicsystem .’

Theyworkcollaborativelyinservicetotheorganization,withamediating,harmonizingand

coordinating function between the two poles represented in the organization by the other

two systems .The raisond’être of thismiddle realm in aWaldorf school is to “enable the

facultyandpedagogicalstaff tomaximizetheirattentiontowardstudentsandpedagogy,while

ensuring continuous improvement to the School’s financial and physical health .” (personal

communication,March3,201037)

Inreview,theorganizational‘nerve-sensesystem’iscorrelatedwiththehumannerve-

sensesystem .AsstatedinChapter2,aparallelcanbedrawnbetweentheorganizational‘nerve-

sensesystem’—i .e .,facultyof teachersandpedagogicalstaff,andthepedagogicalmanagement

group and committees that develop as a school grows—to the nerve-sense system of the

developinghumanbeing .Thepedagogicalbodyandtheentirepedagogicalsphereof activity

canbe identified as theorganizational ‘nerve-sense system .’ Just as thehumannerve-sense

systemenablesthemonitoringandmaintenanceof theindividualhumanbeing’ssystemsand

alsoallowsthehumanindividualitytotakein,reactandrespondtotheworld,andultimately

tomakeintentionalchoicesabouthowtolivelifeandfulfillachosendestinypath,sotoodothe

people—i .e .,theteachersandstaff whoworkinandservethepedagogicalsphereof aWaldorf

school—fulfillthisfunctionfortheschoolasanorganization .

This supports the idea that theorganizational ‘nerve-sense system,’which includes

the teachers, pedagogical staff, Faculty Chairperson and/or Pedagogical Administrator,

pedagogicalmanagement group (or PedagogicalCarryingGroup orCollege orCouncil of

Teachers),pedagogicalcommitteesandallpedagogically-relatedactivity,providesathoughtful

dynamic38asitfulfillsitsfunctionof developinganddeliveringthecurriculumandensuring

thattheschool’ssystemsareformed,structuredandmaintainedinservicetotheteachingand

developmentof thecurriculumandprogramsandthattheschool’sgrowthanddevelopment

servestheorganizationaldestinyandvisionof theschool .

Attheotherpole,thehumanmetabolicsystemtakesinrawmaterialsandprocesses

andabsorbsthenutrientsorreleasesthemintothebloodandcirculatorysystem(Parker2007)

wheretheybecomeavailablefortheuseof thelivingorganism .Theorganizational‘metabolic

system,’whichincludesallCommunity&ResourceDevelopmentstaff,groups,andcommittees,

thecommunityof parents,friends,anddonors,andallof theactivitiesrelatedtocommunity

andresourcedevelopment,39isattheotherpoleof theorganizationalstructurefulfillingtherole

of fosteringrelationshipsintheinterestof providingresources,bothhumanandfinancial,that

areneededbytheschoolandthatmaketheeducationpossible .Thisorganizational‘metabolic

system,’locatedattheoppositepoleof theorganizationalstructuretothe‘nerve-sense system,’

63Chapter4

hasmovement,initiative,andgenerationandtransformationof substanceorresourcesasits

centraldynamic .

Themiddle system or the organizational ‘rhythmic system,’ which correlates to the

humancirculatoryandrespiratorysystems,providesaninterfaceandamediating,coordinating,

harmonizing gesture between the poles, and consists of the SchoolAdministrator,Finance

Departmentstaff, theNon-ProfitSociety40members, itsBoardof Trusteesandcommittees .

Husemanetal .(1996)describetherelationshipof thesesystemsinthehumanstructure:

If merelythesetwoopposingsystems[thenerve-sensesystemandthemetabolicsystem]werepresent,theywouldbeengagedinaceaselessbattlethatwouldnegateboththeirfunctions,justascoldandheatcombinetoformalukewarmmixture,orpositiveandnegativeelectricitydestroyoneanotherinashortcircuit .Thisdangerisremovedbytheformationof athirdsystem,whichfunctionsasamediatorbetweentheothertwo .Itisthismediationthatguidesthetensionbetweentheoppositestofurtherdevelopment .ThisphenomenonisaptlydescribedbyGoethe’sconceptof “enhancementof polarity .”Pursuingtheabovetrainof thought,weshallhavetoseekthissystemspatiallyinthemiddleregionof thebody .(p .4)

Husemanetal .(1982)alsopointoutthat,“inconsideringthenatureof therhythmic

system[in thehumanbeing],weareconcernedhereprimarilywiththepureactivityof the

organs, with their dynamic, that they are placed between two poles andmediate between

them .“(p .4)Thisimaginationof thethreeorganizationalsystemsandthedynamicbetween

themisimportantwhendesigningandimplementingathreefoldorganizationalstructure .It

wasatthefoundationof mythinkingatthatinitialreviewpointwhenrecommendationswere

madefortheimplementationof athreefoldstructureattheVancouverWaldorf School .The

initiatingrecommendationfromtheMandateSystemReviewCommitteethatbroughtabout

the reformationanddifferentiationof thepedagogical realmandmarked thebeginningsof

theformationof aneweffectiveandwell-definedorganizational‘nerve-sensesystem’wasthe

following:

Basedontheprinciplesthatthereviewcommitteehasbeenworkingwith,thecommitteecouldsuggestforthelongterm,thattheSchoolestablishthreeumbrellagroups,oneineachsphere—pedagogical,financial/legal/governance,community&resourcedevelopment(economic)—toguide,steer,andcoordinatetheactivitiesandnurturetheimpulseof eachsphere .Umbrellagroupswouldberesponsibleforidentifyingtheneedformandategroups,willdefineeachmandate,andselectcommitteemembers .Theywillensurethateachcommitteehasadequateandclearpoliciesandproceduresandthatthesearepartof themandatedocument .Theywillreceiveminutesandreports,monitorandponderthese,andevaluatetheeffectivenessand/orneedforthecommitteesatregularpre-determinedintervals .Thesegroupswouldtakeinput,suggestions,andfeedbackfromthelargerbody


associatedwithitsspecificsphereandconsultwiththeothersphereswhenappropriate .Theywilldelegatetaskgroupsorindividualsthatwilltakeupotherpedagogical,financial/legal/governance,orcommunity&resourcedevelopmenttasksasneeded .TheimmediateneedhoweveristoestablishaPedagogicalumbrellagroupthatwouldcarrythepedagogicalareaintheabovemannerandtakethepressureoff thePrincipal .Thefeedbackindicatesthatthisisastepthatrequiresimmediateimplementation .41

Figure 14isanillustrationof humansystemsfromHusemanetal .,The Anthroposophical

Approach to Medicine: Volume 1. Figure 15illustrateshowthesameprinciplesworktocreatethe

samelivingdynamicinanorganization .

Figure14:Dynamic Human Systems42

Figure15:Dynamic Organizational Systems

65Chapter4

ThisrecommendationcamefromtherecognitionthatdespitethefactthattheSchool

wasalreadydecadesold,theboundariesbetweenrealmsororganizationalsystemswerenot

clearlydefined .Infact,intheexistingstructuretheBoardof Trusteesmandatedandmanaged

allcommittees,includingpedagogicalones .Whenthebodyresponsibleforthelegal,structural

andfiscalwellbeingof theorganizationalsotakesresponsibilityandauthorityforoverseeing

andmanagingthepedagogicalvisionandactivitiesof theSchool,itconstitutesanimpingement

of oneimpulseonanother .Moreappropriatelythefacultyandtheentirepedagogicalrealm

shouldformandbethesystemthatoverseestheworkinthepedagogicalsphere .

Husemanetal .(1982)suggestthatimpingementordiscontinuitybetweensystemsin

thehumanbeingresultindisease .Karutz(2001)alsospeakstothisinrelationshiptosocial

organisms:

Thetriadof systemsinthesocialorganismcorrespondswiththethreegreatidealsof

theFrenchRevolution:

• Freedomcorrespondswiththesphereof spiritualcreativity,thespirituallife .

• Equalitycorrespondswiththesphereof law,thestate,politics .

• Fraternitycorrespondswiththeeconomiclife .

Each ideal brings its own sphere of influence to the life butwillweaken, perhaps

fatally,if carriedoverintotheothertwospheres .Forexample:

• If freedomdominatesthelegalsphere,thenallrulesareundermined,bringing

insecurityandchaos .

• If freedomprevailsintheeconomicsphere,itwillleadtoirresponsible

exploitationof manandnature,toannihilation,pollutionanddestruction .

• If equalityinspirituallifebecomesthemostimportantaim,itwillleadtothe

paralysisof spiritual,creativeforces .Theresultisstagnationanddecay .

• If equalityenterseconomiclife,thentheproductiveforceswillbesuffocatedby

thebureaucracyof aplannedeconomy .

• If fraternitydominatesthespirituallife,thiswillalsoleadtoparalysisof

individualforcesandquicklytoformationof closedcirclesandlodges,to

separationintobrotherandnon-brother .

• Fraternityinthesphereof lawcaneasilydevelopintolobbying,favoritism,

corruptionandthwartingof truejustice .(pp .28–29)

When there is impingement or discontinuity between one sphere or system and

anotherinasocialorganization,theresultis‘dis-ease’43asdescribedabovebyKarutz .Inthe

reviewprocessreport,diseasewasevidencedintheformof alackof pedagogicalvisiondriving


theworkof the committees, inadequate input loops resulting inuninformeddecisions at a

committee level, lackof trust in thegroupprocesses, inadequateexpressionof pedagogical

ideals,andongoinglackof studentretentionandadequateenrollment .Impingementbythe

Boardof TrusteesfromtheLegal-FinancialsphereonthePedagogicalspherehadresultedin

stagnationanddecayinthepedagogicalenvironmentintheSchool .44

The recommendation toestablishaPedagogicalCarryingGroup to takeover from

theBoardof Trustees’managementof thepedagogicalrealmof activitywasthefirststepin

re-differentiating the School’s systems based on the principles of threefolding .Thiswas an

essential first step,as it is inhumanembryodevelopmentwhere the first systemtobecome

identifiable as an independent system is the nerve-sense system . So too in a school social

organization,wherethesystemsareareflectionof thehumanbeingandanexpressionof the

correspondingthreefoldsocialorder,thefirstsystemtoappearandbefirmlyestablishedshould

betheorganizational‘nerve-sensesystem’intherealmwherepedagogicalactivitytakesplace .

Social structure and the relationship with organizing impulses

In1962MichaelSpence(1999)waspartof apioneeringgroupthatstartedEmerson

CollegeinEngland,anadulteducationalinstitutioninspiredbytheworkof Rudolf Steiner .

HealsoworkedastheCollegebursarandinothercapacitiesfortwenty-sevenyears .Inabook

calledFreeing the Human Spiritheshareshisobservations,aswellassubsequentinsightsgained,

whileworkingwiththeprinciplesof thethreefoldsocialorderduringandafterhistimeatthe

College .Heconcludes:

Thesethreearchetypalsocialorgansaredemandsof allsocialorcommunitylife .Theirseparateworking…andtherealizationof thiswillbeincreasinglycriticalaswemoveintothefuture .Ineverycommunity,organization,orinstitution,somethingof eachof thesethreeorgansmustbepresentandactivelynurturedinsomeformif thecommunityistobehealthy .If oneismissing,orisnotproperlyformed,thentherewillsoonerorlaterbeillhealthinthatcommunity .Anyonesuchorgancanfunctioninahealthywayonlywhentheothertwoarealsothereinthecommunity .Thethreecanworkseparatelyonlywhentheyformathreefoldunity .Thisistrueforallcommunitiesandorganizations,irrespectiveof inwhichsphereof sociallifetheirworklies .(p .121)

I have now begun to demonstrate how this forming of a threefold unity of three

independentsystemsandspecificallyhowtheimplementationof anexplicitthreefoldstructure

wasbeginningtounfoldattheVancouverWaldorf School .Ihavealsobeguntodefinehow

socialorganizationalsystemsreflectorareanexpressionof thethreefoldedhumansystems .To

setthecontextforthecontinuationof thestoryof theunfoldingof thisprocessattheSchool,I

wanttofirstprovidesomeimaginations,whichIcallThe Plumbing Imaginations .Thesepictures

67Chapter4

arepresentedtofurtherclarifytherelationshipbetweenacultural-spiritualorganizationand

thegreater cultural spiritual sphereof society, andhow the specificunderlying impulsesor

unseenformingforcesthatareuniquetoeachsphereworkinandthroughthesestructuresand

systems .

FirstIwillreviewVenndiagramsthatillustratetherelationshipbetweenthethreefold

humanbeingandathreefoldsociety:

These diagrams provide a picture of the relationship between the level or layer of

thethreefoldsocialorderandthehumanbeingasamemberof thatsocialorder .Theyalso

illustratethattheformingforcesbehindthevariousaspectsof thehumanbeingarethesameas

theimpulsesbehindthecorrespondingspheresof society .

Thefollowingdiagramprovidesapictureof aWaldorf schoolorganization .When

lookingatthisdiagramitisimportanttorememberthatthisentirethreefoldorganizationis

whollyextrapolatedfromtheWaldorf educationfieldof theEducationBranchof thecultural

sphereof society .Soitisinfact,amicrothreefoldpicturetakenwhenfocusedinonthemacro

culturalsphereof societyandthenagainonthemesosphereof education:

Figure16:Threefold Social Order

Figure17:Threefold Human Being


The impulse of freedom and the pedagogical structure of a Waldorf school.

Thenextdiagram,thefirstof threePlumbingImaginations,furtherillustratesthese

relationships between the threefold social order and the social organization of a threefold

Waldorf school:

Note that the impulse for the cultural sphere of society is freedom .Education is a branch

withintheculturalsphereof society,andWaldorf educationisasub-categorywithineducation .

Theimpulseforthegreaterculturalsphere,foreducation,forWaldorf education,andforthe

Waldorf schoolsisthesame—freedom .Theorganizationandoperationof theentireschoolis

andshouldrightlybedrivenbytheimpulseof freedom .

Figure18:Threefold Waldorf School

Figure19:The Impulse of Freedom and the Pedagogical Structure of a Waldorf School

69Chapter4

IntwoseparatesourcesSteinermakesreferencetothenatureof thecultural-spiritual

sphere of society andhow important it is that it retains autonomous statuswith regard to

its function inrelationship to theother twospheres .Healsohighlights thateducation,asa

sub-branchorsub-categorywithinthecultural-spiritualsphereof society,mustalsomaintain

autonomyinitsadministration:

Thenaturewhichspirituallifehasassumedrequiresthatitconstituteafullyautonomousmemberof thesocialorganism .Theadministrationof education,fromwhichallculturedevelops,mustbeturnedovertotheeducators .Economicandpoliticalconsiderationsshouldbeentirelyexcludedfromthisadministration .Eachteachershouldarrangehisorhertimesothat[s]hecanalsobeanadministratorinhis[/her]field .[S]heshouldbejustasmuchathomeattendingtoadministrativemattersas[s]heisintheclassroom .No-oneshouldmakedecisionswhoisnotdirectlyengagedintheeducationalprocess .…Whatisexperiencedintheteachingprocesswouldthenflownaturallyintotheadministration .Byitsverynaturesuchasystemwouldengendercompetenceandobjectivity .(Steiner1977,p .12)

[T]hemovementforthethreefoldsocialorderstrivesforthecompletedisassociationof theeducationalsystemfromgovernmentandindustry .Theplaceandfunctionof educatorswithinsocietyshoulddependsolelyupontheauthorityof thoseengagedinthisactivity .Theadministrationof theeducationalinstitutions,theorganizationof coursesof instructionandtheirgoalsshouldbeentirelyinthehandsof personswhothemselvesaresimultaneouslyeitherteachingorotherwiseproductivelyengagedinculturallife .Ineachcase,suchpersonswoulddividetheirtimebetweenactualteaching(orsomeotherformof culturalproductivity)andtheadministrativecontrolof theeducationalsystem .Itwillbeevidenttoanyonewhocanbringhimself toanunbiasedexaminationof culturallifethatthepeculiarvitalityandenergyof soulrequiredfororganizinganddirectingeducationalinstitutionswillbecalledforthonlyinsomeoneactivelyengagedinteachingorinsomesortof culturalcreativity .(Steiner1985,p .75)

Thesereferencesarethesourceof thenotionthatWaldorf schools—infacteducational

institutionsof allkinds(Cohen2006)—mustbefaculty-run,ormoreaccurately,self-administered.

ThissameprinciplecanandshouldbeappliedtothepedagogicalsphereinaWaldorf school .

Theorganizational‘nerve-sensesystem,’i .e .,thepedagogicalsphere,isthespiritualorganof a

cultural-spiritualentity,forexampletheVancouverWaldorf School,whichisinturnpartof the

culturalrealmof education,whichisabranchof thegreatercultural-spiritualsphereof society .

Thepedagogicalsphereof aWaldorf schoolastheorganizationalspiritualorganmustretain

autonomyintheadministrationof thepedagogicalbusinessandactivitiesof theschool,just

asSteinerdescribesthatautonomymustexistinthegreatercultural-spiritualsphereof society .


Thiscanbeconfusingasweattempttounderstandthelayeringandoverlappingof threefolding

and theworkingof the impulsesandprinciples,atmicro (pedagogical sphere inaWaldorf

school),meso(threefoldedWaldorf school)andmacrolevels(threefoldedSociety) .

The impulse of equality and the governance (legal-financial) structure of a Waldorf school

The following Plumbing Imagination provides an imagination for how the

organizational‘rhythmicsystem’foraWaldorf schooldifferentiatesoutof theculturalbranch

of education,Waldorf educationtobespecific,intheculturalsphereof society,andtherefore

isimbuedwiththeimpulseof thatsphere,i .e .,freedom .Italsoshows,however,howtheimpulse

of equality that enters through the political (legal-financial) sphere of society overlaps and

mixeswith the impulseof freedom towork in the legal-financial/governance realmof the

school’sstructure .

Theimpulseof equalityforthelegalstructureortheorganizational‘rhythmicsystem’

of aWaldorf schoolcomesfromtheplacewheretheculturalsphereoverlapswiththepolitical

(legal-financial)sphereof society .Itisstillimbuedwiththeprimaryimpulseof freedomandisin

nowaydrivenbyorcomesdirectlyfromthepolitical(legal-financial)sphereof society .Thereis

anoverlapintheculturalsphere,anditisfromthatplaceof overlapthattheschool’srhythmic

systemgetsitslife-givingimpulse .

Figure20:The Impulse of Equality and the Governance (Legal-Financial) Structure of a Waldorf School

71

The impulse of brotherhood and the community & resource development-structure of a Waldorf school

The following Plumbing Imagination illustrates the same principle except in

relationshiptothecommunityandresourcedevelopmentrealmof aWaldorf school .Inthis

case, the impulseof freedom, as theprimary impulse for every sub-spherewithinaWaldorf

school,mixeswiththeimpulseof brotherhood .Theoverlaptakesplacebetweentheeconomic

sphereandtheculturalsphereandthatiswhatinformsthegestureof thataspectof theschool’s

structure .

StepIIRevisitingVision,Values,Mission,Goals,AimsandObjectives

In a human being when there is an absence of or inadequate interface from the

rhythmicsysteminthemiddle,betweenthesystemsatthetwopoles,andthereisaresulting

impingement of one systemon another, or discontinuity betweenone systemand another,

the result is disease . In the case of impingement it can be either a hot disease such as an

inflammatoryconditionlikearthritis,orinthecaseof discontinuity,itcanbeacolddisease

likesclerosis .(Husemanetal .1982)

It ismy observation and experience that organizations as living entities also show

signs of ‘dis-ease’ when there is impingement or discontinuity between one system and

another .Lookingfortheplacesof impingementintheworkingof onesphereonanother,or

Chapter4

Figure21:The Impulse of Brotherhood and the Development Structure of a Waldorf School


wheretheworkof onespherewasdisconnectedfromoneorbothof theothertwo,became

mymodus operandi as the Schoolwas guided by the vision tomanifest a living threefold

organizationalstructure .Inotherwords,Iwatchedforplaceswhereeithertheprimarydriving

impulseforspecificworkinanareawasnotthecorrectoneorwheretherewasnoappropriate

interconnection between one impulse and the other two .This showedup aswork, activity

oraninitiativethatwasunproductive, ineffectiveandself-servingatbestordisconnectedor

compartmentalizedanddestructiveatworst,ratherthanfunctioninginservicetothewhole .

However,thehealthyre-differentiationandcreationof threefoldedoperatingsystems

wasnottheonlyimportantfocusinbeginningthetransformationof theSchool’sgovernance

andoperatingstructure .Husemanetal .(1982)describehowadoctor,whenconsideringthe

well-beingof ahumanbeing,hastoconsiderthedynamicof thethreeworkingsystemsinthe

contextof theperson’sdevelopmentalage:

Itisnecessaryforthedoctortodiscovernotonlywhichtendencyispredominantinanorganism,butalsohowthistendencyisrelatedtotheperson’sage,thatis,totime .Manhasnotonlyaspatialform(Raumgestalt),butalsoatemporalform(Zeitgestalt) .Theactionof theforcesinthethreefoldman,asdescribedabove[inthepictureof thedynamicrelationshipof thethreehumansystems45],aswellasthatof thesupersensiblemembersof man’sbeing,changesinthecourseof man’sdevelopment .(pp .10–11)

An organization, like a human being, not only develops or manifests a dynamic

threefold form in space,46 but alsodevelops that formover time,47 sodevelopmental phases

become importantwhen implementing the threefold structure .Understanding these phases

couldpreventattemptstoforcethemanifestationof aformtooearly,orviceversa,i .e .,waiting

toolongforaneededform .

As adecades-oldorganizationwithatthattimeafacultyandstaff of overfortypeople,

six buildings located on two campuses housing Early Childhood,Grade School andHigh

Schoolprograms,withenrollmentof approximately250childrenanda$1 .7millionbudget,it

couldbeexpectedthattheSchoolwasattheveryleastfirmlyinthedifferentiationphaseorthe

integrativephaseof development .However,itwasdifficulttoreadilydiscernwherethisSchool

wasinitsoveralldevelopment .ItseemedthattheSchoolhadbeenmakingrepeatedeffortsto

differentiateandtodefineaclearlyarticulatedoperatingandadministrativestructure,butthe

resultsof theseeffortswerenotimmediatelyorclearlyapparent .Isuspectthatthishadbeena

recurringthemeformanyyearswiththeSchoolexperiencinganextendedtransitionalperiod

betweenthepioneeringanddifferentiationphases .

Schaefer (1996) calls the transitional phase the “crisis of the pioneering phase of

development .” (p .34) In this transitional phase the organizationwill experience “a loss of

confidenceinleadership,”“a[lackof clarity]aboutgoalsanddirectionsthatatanearliertime

73Chapter4

wereembodiedinthe[initiative]group,”anda“needforadefinitionof responsibilitiesand

decision-making authority .” (pp .33–34) Schaefer (1996) highlights the challengeof entering

the phase of differentiation: “tomove from the personal, intuitive, improvisingmode of a

smallerpioneerorganizationtoamoreobjective,clearandfunctionalwayof meetingalarger

organization’s[needsand]objectives .”(p .35)

ItappearedtomethattheSchoolwasstuckinthistransitionalphaseandhadbeenfor

sometime .48Thereforeitwasperpetuallyincrisismode,stuckinwhatcanbedefinedasthe

crisisof thepioneeringphase,tryingunsuccessfullytomovethroughandtransitionintothe

nextphaseof development .Thenextphasewouldhaveresultedinconfidenceinleadership,

an explicit shared direction, responsibilities clearly assigned and decision-making authority

explicitlydefined .

Onewaytobeginmovingthroughthetransitionistoensurethatthereisacollective

awarenessandacceptanceof guidingprinciplesandvalues,missionordirection,aswellas

organizational goals, aims,objectives, andpolicies, procedures andprotocols that explicitly

define how individuals can contribute tomanifesting the vision and achieving themission

(Broholm1990) .Inthepioneeringphaseof development,whentheinitiativeissmall,everyone

meetseveryoneonaregularbasisandisinvolvedineverydecision,itisappropriatethatthe

vision,values,missionandgoalsareimplicit .(Schaeferetal .1996)Thisisnolongerappropriate

foralarger,olderorganization .Theriskisthattheimplicitguidingstandardsandintentions

become subject to individual interpretation, and theworkof individuals can stray froman

intentionthatistheresultof atrulysharedvisionof thatwhichwouldservethegreatergood

toonethatismisguidedorself-serving .

Thiswastheimpetusfortheotherinitialandessentialrecommendationmadebythe

MandateSystemReviewCommittee:Conductawholecommunityre-envisioningprocess .49

Thiswouldresultinanexplicitvisionandstatementof values,amissionstatementorstatement

of purposeanddirection,withgoals,aimsandobjectivesthatwouldguidetheemergenceof

theVancouverWaldorf School’sorganizationalidentity,defininganddiversifyingthestructure

andfunctions,andtherebymovingitthroughthecrisisof thepioneeringphaseof development,

throughaneyeof theneedle,andplacingitsquarelyintothedifferentiationoradministrative

phaseof development .Herethefocuscouldbeonthedifferentiationprocessratherthanalways

returningtotheintuitiveandspontaneouspioneeringapproachtooperating,whichcouldno

longerserveormeettheneedsof thelargermorecomplexorganization .

TheSchooldidhaveapreexistingvisionstatement,anditwasprintedinvariousplaces,

butitwasonlyavisionstatementwithnoclearlyarticulatedmissionorgoalsandobjectives .

AsfarasIcoulddetermine,ithadbecomeaplatitudewithnorealeffectonthewaythepeople

conductedthemselves .(Broholm1990)


BothinitialproposalsfromtheMandateSystemReviewCommitteewereapprovedby

theBoardof Trustees .ThefacultywasgiventhegreenlighttobegintodefineaPedagogical

CarryingGrouptotakeovermanagementof thepedagogicallifeof theSchool .Iwasgiven

approvalandthefinancestoplanare-envisioningCommunityForumevent .TheCommunity

Forum Envisioning Conference took place over a day and half and was attended by fifty

people, including teachers, administrative staff, parents and supporters of the Vancouver

Waldorf School .50Acommitteewasformedandtaskedwithcollatingtheinputgeneratedat

theconference .Theywere todevelopaVision,Values,andMissionStatementwithclearly

articulatedGoals,Aims,andObjectives,withregularinputandreportingtoallstakeholders,

forpresentationtoandfinalapprovalbytheFacultyandBoardof Trustees .Thiswascompleted

and approved—the full statements are included in the appendices51,52—with one exception .

TheCommitteedidnot develop a comprehensive actionor long-rangeplanbecause itwas

apparentthatthereweretoomanygapsintheadministrativeandorganizationalstructureto

providethehumanandfinancialresourcesneededtoimplementsuchaplan .Inparticular,the

pedagogicalrealmhadnotyetbeenclearlydefined .ThePedagogicalCarryingGrouphadnot

yetbeencreatedandthecommitteestructurewasstilltheoldmandatesystemwithpedagogical

committeesmandatedbytheBoardof Trustees .Despitetheenthusiasmandexcitementand

themeaningfulandclearlyarticulatedstatementsthatweregeneratedoutof theconference,

therewasstillfoundationalworktobedonebeforeafullydevelopedplancouldbecreated .

StepIIIRe-DifferentiationofthePedagogicalRealm:EstablishingtheOrganizational‘Nerve-SenseSystem’

There are three distinct parts or stages to the differentiation of the pedagogical

realminaWaldorf school .Tounderstandthis,itishelpfultotrytolookatthepedagogical

realmasawholeoranentityseparatefromtheothertworealmsorsystems .Thisdoesnot

happeninrealityof coursebecausethethreesystemsareinextricablyconnected,overlapped

andintertwined .Butforthepurposesof explainingthisconcept,letusfornowconsiderthe

pedagogicalrealmasastandaloneentity,lookingfromthewholetotheparts .Thefollowing

diagram(p75)providesanimaginationof howthepedagogicalrealmasawholedifferentiates

intothreedistinctyetinterconnectedparts .

The first step in re-differentiating the pedagogical realm and establishing the

organizational ‘nerve-sense system’ at theVancouverWaldorf Schoolwas to delineate the

role and responsibilitiesof theFullFacultyCircle from the role and responsibilitiesof the

Pedagogical(management)CarryingGroup .Oncethesetwogroupswereclearlydifferentiated,

definedandfunctioning,thenextstepwastodefinethepedagogicalcommitteesystem .

ItwasobvioustoeveryonethattheFullFacultyalreadyexistedasagroupbecause

itmetonaweeklybasis .However, thepurposeof meetingwasamorphouswithamixture

of study,artisticactivity,oral reportingandbusinessbroughtby thevarious schoolgroups,

75Chapter4

committees, and departments . The agendawas formed by theHub and theFacultyChair .

WhiletherehadearlierbeenasmallergroupcalledtheCollegeof Teachersthatcarriedschool

business,ithadnotbeenformedfromtheconstituentgroupof theFullFacultyCircleutilizinga

consciousandexplicitdifferentiationprocess,withitsownuniqueandclearlydefinedpurpose,

alongwithanequallyclearpurposefortheFullFacultyCircle .

Theactualprocessof differentiatingthepedagogicalmanagementgroupoutof the

bodyof theFullFacultyCircle,usingthethreefoldvision,involvedengagingtheFullFaculty

Circle indevelopingandapprovinganoperatingconstitutionforacarryingormanagement

group—called thePedagogicalCarryingGrouporPCG—tobe responsible for theSchool’s

businessinthepedagogicalrealmof activity .TheFullFacultyCircleappointedasmalltask

group to create a draft constitution . This task group created and presentedmany versions

forinputbeforethefinalconstitutionwasapproved .Thisconstitutionhasevolvedovertime

toaccommodate changes in thepedagogical committee structureandotherdepartments in

theSchoolwithwhich thePCG interfaces, and also to reflect the refinementof processes,

responsibilities,rolesandauthorityof thePCG,theFullFacultyCircle,andthecommittees .53

TheFullFacultyCirclealsoapprovedaPCGmembershipselectioncriteriaandprotocol,which

alsohasevolvedovertime .54Theconstitutionandmembershipselectionprocessisintendedto

bereviewedandamendedbytheFullFacultyCircleonaregularbasis .

TheinauguralmemberswereofficiallyappointedbytheFullFacultyCircle,andthe

PCGbegantomeettodotheworkof managingthebusinessof thepedagogicalrealmof the

School .BusinesswasnolongerconductedatFullFacultymeetingsexceptif therewerebroad

or critical issues that required inputandparticipationof theFullFacultyCircle .ThePCG

andthecommitteesnowmandatedbyandreportingtothePCG,assumedresponsibilityfor

allpedagogicalbusiness .Thepedagogicalrealmwassupportedadministrativelywithapart-

timePedagogicalAdministrator55inadditiontoandwithadifferentrolethantheFullFaculty

Chair .56OncethePCGwasestablished,itassumedresponsibilityforthehiring,evaluationand

Figure22:Pedagogical Realm Threefolded


terminationof thePedagogicalAdministrator .Theroleof thePedagogicalAdministratorwas

redefinedtoadministertotheneedsof thePCGandpedagogicalbusiness,supportfacultyin

theclassroom,andliaisewiththeMinistryof Educationforcurricularandprogram-related

issues .57Asof June2010,thePCGmembershipincludedthechairsof themainpedagogical

committees,theFullFacultyChair,afull-timePedagogicalAdministrator,theAdministrator,

the Director of Development, and representation from the three faculties in the School—

EarlyChildhood,Grade School, andHigh School . ThePCG is responsible formandating

andappointingfacultymemberstocommittees—allfacultymembersonathree-quarterstime

equivalencyandabovearerequiredtoserveonacommittee .

Thetask-relatedresponsibilitiesof theFullFacultycircleare:

• appointthemembersof thePCG,

• reviewandrenewthePCGconstitution,

• appointfacultymemberstothethreefaculty-appointedBoardof Trusteespositions,

• appointfacultymemberstotheFacultySupportFundCommittee,and

• nominateandselecttheFullFacultyChair .

Also,overandabovethespecifictasks and responsibilitiesof theFullFacultyCircleisthe

raison d’êtreof theFullFacultyCircle,whichistomaintainaconnectiontothespiritualimpulse

of theSchoolandWaldorf educationthroughstudy,artisticactivity,sharingof classroomand

other inspirationalpedagogical experiences, biographywork, andconversationsordialogue

aroundcriticalorsignificantissuesthatcouldaffecttheSchool’sabilitytomanifestoradhere

to the School’s vision . Initially, the Full Faculty Circle met once a week and the faculty

departments—EarlyChildhood,GradeSchool,andHighSchool—alsometonceaweek to

dealwithspecificdepartmentalbusiness .Thecommitteesmetweekly immediatelyafter the

FullFacultymeeting,andthePCGmetweeklyfollowingthecommitteemeetings .58Aspartof

itsinauguralwork,thePCGimmediatelybegantoreviewandrenewtheeducationalprograms,

engagedateamof outsideevaluatorstoconductawholeschoolevaluationof everyteacher

ineveryprogram,andinitiatedthefinalstepinthedifferentiationof thepedagogicalrealmby

dissolvingandrestructuringthepedagogicalcommitteestructure .

The pedagogical committees that were in place under the old mandate system

before the restructuring began, includedHiring, ProfessionalDevelopment andMentoring,

Pedagogy, Health and Safety, Workload, Evaluation, Festivals, and Issues Management .

Each of these committeeswas responsible and accountable to theBoard of Trustees,with

reportingrequirementsthroughthecentralHubCoordinatingCommittee .However,theHub

CoordinatingCommitteehadnodecision-makingpowerandnoauthoritytotakeanyaction

otherthantocollateandgeneratereportsandmakerecommendationstotheFacultyandBoard

of Trustees .OntheotherhandthePCG’snewlydesignedpedagogicalcommitteesystemwas

basedonthreefoldprinciples .ThePCGhadfullauthority,asvestedinitbyitsFullFaculty

77Chapter4

constituentgroup,withregard toallpedagogicalbusinessandcommittees—thePCGis the

regulatory,mediatingandcoordinatingbody in thepedagogical realm .ThePCGestablished

threelargecommittees:

• Human Resources Committee,whichhasthreesub-categories,including:

• hiringandtermination,

• mentoringandprofessionaldevelopment,and

• evaluation

• Programs and Curriculum Development Committee,

• Practical Needs Committee .59

Thesecommitteesthensub-dividedintotaskgroups(sometimeswithonlyoneperson

responsible for a given task) and tookup thework in the three categories .Regular reports

andpolicy andprogram recommendationswere brought to thePCGby theChair of each

committee,andinturn,newtasksandassignmentsflowedfromthePCGbackthroughthe

Chairtothecommittee .Theimplementationof thiscommitteestructurecompletedthemost

important and significant aspect of the differentiation process of the pedagogical realmof

the Vancouver Waldorf School .60 Ongoing refinement, review, and policy, procedure and

protocoldevelopmentmustnowcontinue,themostimportantof whichistoensurethatthere

areadequateandeffective input loopsand information flowfromthegroupresponsible for

managinganddoingallpedagogicallyrelatedwork,totheBoardof Trustees—essentialif the

Boardof Trusteesistobeeffectiveinitsfunctioninthemiddle .

The following diagrams are imaginations or pictures to help connect the practical

differentiationandthecreationof theorganizational‘nerve-sensesystem’withtheconceptual

principlesof threefolding,andthenotionof threefoldinguponthreefoldinguponthreefolding .

Atthispoint,as thedifferentiationatameso-levelof theschoolstructure—thepedagogical

realm—becomesvisibleaspartof athreefoldstructure,withthreefoldimpulsesandgestures,

itcanbehelpfultocompareit tothemacro-levelof thegreaterschoolorganization,andto

the corresponding picture of society . This can help with understanding how the different

impulsesandgesturesareatworkandcanalsoprovideanunderstandingof whyitcanbecome

confusingandwhy,forexample,thePCGcouldthinkthatit issupposedtobecarryingthe

regulatorymediatingandcoordinatingfunctionforthewholeschool61ratherthanexclusively

forthePedagogicalRealm .

Figure 23 illustratesthespecificdynamicof thePedagogicalRealmasaseparateor,

rather,asauniquedynamicwhichactuallyexistswithin thegreaterdynamicof thewhole .

Figure 24isanillustrationof thedynamicof thewholeorganizationwithinwhichthedynamic

of thePedagogicalRealmexists .


Thefollowingdiagramillustrateshowatthemicro-levelof committeestructurethere

isathreefoldingthatcanevolveasitdidinthepedagogicalcommitteestructure:

Figure23:Dynamic of the Pedagogical Realm compared to the Dynamic of the Whole

Figure24: Dynamic of the Whole

Figure25:Pedagogical Committee Structure Threefolded

79Chapter4

Finally,thefollowingdiagramillustrateshowacommitteecaneventhreefoldfurther

intothreedistinctaspectswithimpulsesthatcorrespondtothebasicthreefoldprinciples:

StepIVRe-DifferentiationoftheGovernance(Legal-Financial)Realm:EstablishingtheOrganizational‘RhythmicSystem’

Thenextlogicalstepinthereorganizationandthere-differentiationof theVancouver

Waldorf School systems would be to have gone through a similar process in the legal-

financialandgovernancesphereof activityaswasdetailedaboveinthepedagogicalsphere .

Unfortunately,thisprocessdidnothappenatthispoint .Somerestructuring,re-differentiation

and redefinition did take place in this realm, aswill be described below in the sub-section

entitled Consolidating, Redefining and Expanding Legal-Financial Functions; however, it was

incompleteandchronologicallynotconsistentwiththedevelopmentof thecorrelatinghuman

rhythmicsystem .Ibelievethiswasamisstepintheintentionalfacilitationof theVancouver

Waldorf School’sdevelopmentandithadconsequences,whichwillbeexplainedinStepVI

below .WhatactuallydidhappennextisexplainednowinthefollowingStepV .

StepVReorganizationofAdministration

Theintroductionof theBoardof Trustees-managedmandatesystemwasaprocess

of consolidation and re-differentiation, a kindof regrouping that ultimately paved theway

for the implementationof the threefold structure thatwas soon to follow . Ina similarway

the consolidation of Administrationwas necessary and intended to pave theway for a re-

differentiationusingthethreefoldvisionandprinciples .

ConsolidatingandrestructuringAdministrationpresentedthemostdifficultchallenges

to date because it involved the dissolution of entrenched committees and administrative

positions staffed by long-time employees and volunteers who were attached to their work

andhadbecome identifiedby theirworkbyvirtueof aphenomena Iwill call the“cultof

Figure26:Human Resources Committee Structure Threefolded


personality,”62a termcoinedanddescribedbyWalterDaroshin ina report to theBoardof

Trustees .Daroshin said that underpaid staff or, conversely, under-resourcedwork can lead

existingstaff andvolunteerstoworkandcontributebeyondwhatcanreasonablybeexpected

inaspecificpositionorcontext .Whilethiscreatesthepossibilityforatremendousamountof

worktogetdonebyasmallnumberof people,itcanalsoresultinworkbeingdoneoutof a

senseof obligationorguilt .Theundefinedworkloadcanstarttodefinethepersonratherthan

theworkbeingexplicitlydefinedbytheposition .Thetendencyforpeopletosacrificetheirown

needsintheinterestsof theneedsof theorganizationinthiswayisamanifestationof theBasic

SociologicalLawformulatedbySteinerandreiteratedbySchaefer(n .d .63):

Atthebeginningof culture,humanitystrivestocreatesocialarrangementsinwhichtheinterestsof theindividualaresacrificedfortheinterestof thewhole .Laterdevelopmentsleadtoagradualfreeingof theindividualfromtheinterestsof thecommunityandtoanunfoldingof individualneedsandcapacities .(p .4)

Schaefer indicates,basedonhisexperienceworkingwithorganizations, that this social law

holds true . In fact, in thepioneeringphaseof development, inorder tobecomeestablished

theorganizationrequires theenergyof individualsandsacrificeof individual interests,and

itisnotuntilthelaterphasesof developmentthattheorganizationismoreabletorespondto

theneedsof individualmembers .Thecultof personalityphenomenon,coinedforuseinthis

contextbyDaroshin,isaresultof anorganization’sremainingtoolonginthepioneeringphase

of developmentandultimatelynothealthybecausetheneedsof theindividualratherthanthe

needsof theorganizationaredefiningtheworkandbecausetheindividualisbeingdefinedby

thework,whichcanleadtoworkingoutof obligationratherthangivingfreely .

Inamorematureorganization theneedsof individualsareconsideredandmetby

intentionaldifferentiationanddiversification .Thesearebothelementsof theadministrative

ordifferentiationphaseof developmentandleadtoaclearorderingandanexplicitdefinition

of workloads, job descriptions, and committee mandates . This means that employees and

volunteersengagein“extraordinaryactivityoutof freewill”64andthecultof personalityis

replaced,asDaroshinpointsout,by“institutionalmemory,”65whichisanappropriateapproach

foranadministrativephaseof development .

Itbecameapparentthatchangeswereneededtotheform,structureandpositionsof

theadministrativeunitinordertoimprovethequalityof supportprovidedbytheadministrative

staff and to further develop andunfold the threefoldorganizational structure .Therewas a

history of tension between Administrative staff and Faculty . With the threefolding living

systemsvisionand the inherentprinciplesnowclearlyplacedat the foundationdriving the

School’sgrowthanddevelopment,itwasimportanttobringtheform,structureandpositions

of theAdministrativeunitintoalignmentwiththisvision .Thisprocessinvolvedconsolidation,

81Chapter4

redifferentiation, definition, and expansion . The remnant non-pedagogical committees still

in place from the Board of Trustees-mandatedmandate systemwere dissolved alongwith

four administrative positions . This included dissolving the Building, Finance, Fundraising,

and IssuesManagementCommittees, alongwith the positions of EnrollmentCoordinator,

Registrar, FinanceManager andAccountingAssistant .Other positions that had become a

catch-allforworkthatdidnotnaturallybelonganywhereelsewerereconfigured .

Theadministrativestaff membersinWaldorf schools,asinmostorganizations,are

oftenviewedasacollectiveseparateentitythatpossessesmanagement,supervisoryordecision-

makingpolicy-settingauthority .Infact,intheWaldorf schoolmovementacommonlyadopted

threefoldgovernancemodelplacesAdministrationinthestructureasoneof thethreefoldsor

realmsnexttothepedagogicalrealmandthelegal-financial-governancerealm .Thisstructure

leads to development of tension between theAdministration and the Faculty . Contrary to

thisapproach,inthethreefoldlivingsystemsvisionof governanceforaWaldorf school,the

membersof theadministrativestaff exist toadminister totheorganizationinservicetothe

educationalandsocialmissionof Waldorf educationanddoNOTfunctionorholdaplaceas

oneof thegoverningbodiesinthestructure .Rather,eachpositionisestablishedanddefined

basedontheimpulsethat thepositionserves .Inaddition, theadministratorsandmanagers

must be or become transformational servant leaders . A study on transformational servant

leadersthatwastheresultof aservantleadershipresearchroundtablesaysthefollowing:

Transformationalleadersandservantleadersarevisionaries,generatehighlevelsof trust,serveasrolemodels,showconsiderationforothers,delegateresponsibilities,empowerfollowers,teach,communicate,listen,andinfluencefollowers .…Transformationalleadership“occurswhenleadersbroadenandelevatetheinterestsof [staff and]employees,whentheygenerateawarenessandacceptanceof thepurposesandmissionof thegroup,andwhentheystir…[others]tolookbeyondtheirownself-interestforthegoodof thegroup .”(Bass1990b,p .21)Bass(1990a)stipulatesthatthistranscendingbeyondself-interestisforthe“group,organization,orsociety .”(p .53)Inessence,transformationalleadershipisaprocessof buildingcommitmenttoorganizationalobjectivesandthenempoweringfollowerstoaccomplishthoseobjectives .(Patterson,Russell,Stone2003,p .2)

Thiskindof transformationalleadershipengagesothers,inparticulartheeducatorsand

staff,withinaschoolcontext,sothatthewisdomof thepeopleworkingintheorganizationis

accessibleandbestutilizedinservicetotheorganizationalobjectives .Atop-downconcentration

of powerflowingfromtheAdministrationand/oradministratorstotherestof theorganization

doesnotfacilitatethiskindof transformationalleadershipand,infact,leadstotheexistence

of tensionandconflictbetweentheadministrationandthefaculty .Transformationalservant

leadership is particularly important in a revolutionary cultural organization like aWaldorf

school .66


Thecarryingormanagementgroupsintherespectivespheresof activitydevelopand

set,oratleastapprove,policiesdeveloped(orsometimesrecommendedbystaff)toguidethe

workof thestaff .Thisensuresthatthegestureof aparticularadministrativepositionisclear,

theworkbecomesservice-oriented,andthewisdomof theindividualsisutilized .Forexample,

aBursarandaBookkeeperworkinservicetooneaspectof themiddlerealm .Thataspectis

expressed in the formation of aFinanceDepartment,which constitutes the organizational

‘respiratory sub-system’ of the broader organizational ‘rhythmic system .’67 The Finance

Departmentstaff membersreportandareaccountabletotheAdministrator,whointurnworks

in service to the broader Governance (Legal-Financial) realm, which embodies the whole

middleorganizational‘rhythmicsystem .’TheSchoolAdministratorreportsandisaccountable

totheBoardof Trustees,whichisinturnappointed(orelected)byandisaccountabletothe

SchoolSociety .27Thesameistrueof employeesintheothertworealmsbutinrelationshipto

themanagementstaff andgroupsintheirrespectiverealms .

Followingisachartwhich,whilenotexactlyanaccuratedepictionbecauseitistwo

dimensional, represents the overlapping, interconnected and interfacing three dimensional

spheres,whichinrealityarehierarchical ina livingsystems68senseversusa traditional top-

downsense .Itispresentedtoclarifytheservice-orientedthreefoldapproachtoadministrative

Figure27:Organizational Structure Imagination

83Chapter4

positionsandwork .ThischartispartiallybasedonhowtheVancouverWaldorf Schooland

its Administration differentiated and partly based on the direction I intended to guide its

differentiationhadIhadtheopportunitytocontinuetodeveloptheprototypeattheVancouver

Waldorf School .(Theprocessof differentiationwasnotcompletedattheSchoolatthetime

Idocumentedthepracticalresearch,andof coursehowitactuallywouldmanifestwouldbe

dependentonacollaborativeprocess .SothechartinFigure27isatheoreticalexampleonly .)

StepVIDifferentiationoftheCommunity&ResourceDevelopmentRealm:EstablishinganOrganizational‘MetabolicSystem’

Creating a director of development position and an executive group.

Oneof thegapsthatexistedinAdministrationandnotreflectedinthepreviouschart,

becameapparentveryearlyonwhenreviewing theGoals69document thatcameoutof the

re-envisioning work . There was inadequate and poorly organized staffing in the realm of

communityandresourcedevelopment .Therefore,inadditiontorecognizingtheneedtogive

authorityforthemanagementof thepedagogicallifeof theSchooltotheFacultyanditsnewly

establishedPedagogicalCarryingGroup,PedagogicalAdministratorandcommittees,another

majorsteptheBoardof TrusteestookwastoapprovearecommendationtohireaDirectorof

Developmenttooverseetheactivitiesintherealmof Community&ResourceDevelopment,

theSchool’s‘metabolicsystem .’

ADirector of Developmentwas hired to immediately begin carrying tasks related

totheactivitiesof communityandresourcedevelopment,eventhoughtherewasnotyetan

officialdepartmenttomanage .Activities,positionsandgroupshadalreadybeeninplacein

thisrealmpriortotherestructuringandconsistedof anEnrollmentCoordinator,aBuilding

Committee,aFundraisingCommitteethathostedanannualauction,andtheClassParents

GroupthatcarriedandhostedtheSchool’smaincommunityfundraisingevent,theChristmas

Fair .OutreachwasprimarilycarriedbytheEnrollmentCoordinatorintheformof attending

enrollmentfairs,hostingopenhouses,andrespondingtoinquiries .Advertisingwasarranged

bythepart-timeRegistrar,inbetweencompletingregistrationpaperwork,withalimitedbudget

and no design, promotion or public relations training or expertise . Thatwas the extent of

communityandresourcedevelopmentactivityintheSchool .Therewasnocentralcoordination

andnoclearlydefinedorexplicitlyarticulateddepartment .Forthisreason,atthesametime

astheDirectorof Developmentwashired,theBoardof Trusteesapprovedthehiringof an

interimemployeewhowasassignedthetaskof designingadepartmentthatwouldservethe

needsof theSchoolintherealmof Community&ResourceDevelopment .

WalterDaroshin,along-timeparent,trustee,andtheSchool’sTreasureratthetime,

tookon the temporarypositionandwasgiven sixmonths toprepare recommendations for


creatingacommunityandresourcedevelopmentfunctionfortheSchool .Heengagedinsix

monthsof intensiveexploration,researchandanalysisof theinternalworkingsof theVancouver

Waldorf School,includingextensivecasestudy,manyinterviewsandconversations,anddaily

participation in theday-to-dayoperationsof theSchool .WhileDaroshinwas theonewho

synthesizedtheinformationgatheredfromtheexperiencesthathehad,therecommendations

wereareflectionof theinfluenceandinputof manycommunitymembers .

Theoriginalpurposeof thisworkwastoprovidearoadmaptoimplementafunctioning

CommunityandResource(financialandhuman)Developmentprogramwithintheexisting

structure .AstheworkprogressedDaroshinrealizedwhatIalsoalreadyknew:Theexisting

structuredidnotreflectthevaluesandidealsuponwhichthecurriculumisbuilt—thesame

principlesthatarereflectedina livingthreefoldorganizationalstructure .Andheconcluded

thatsimplyaddingadevelopmentfunctionwouldnotaccomplishthedesiredresults .Itbecame

clear that itwas necessary thatwemake changes to the administrative structure and lay a

foundationforaCommunity&ResourceDevelopmentdepartment,whichwouldprovidean

organizational ‘metabolicsystem’ thatwouldhopefullyand literally ‘feed’ theorganization,

providingfinancialandotherresourcesthatwouldenableittogrow,expandandimprove .

TheBoardof Trusteesapprovedtheestablishmentof anExecutiveGroup70tooversee

and facilitate the effective day-to-day operations of the School, as well as to oversee the

restructuringof theadministrativeunittoreflectthevision,values,missionandgoals71thatwere

establishedbythere-envisioningprocess .Thiswouldbringthestructureof theadministrative

unitinlinewiththelivingthreefoldingvisionandtheinherentprincipleswhichwerenowat

the foundationof anddrivingtheSchool’sgrowthanddevelopment .Thenewly-established

ExecutiveGroupwascomprisedof thePedagogicalAdministrator,theSchoolAdministrator,

thenewly-hiredDirectorof DevelopmentandDaroshin .Additionalpedagogical staff and/

orTrusteeswere invited to participatewhen specific insight or expertisewas needed .This

Groupbecamecentralinfacilitatingboththerestructuringandthegrowthanddevelopment

of the School’s administrative unit and its staff . It contributed to the effective day-to-day

operationof theSchoolandaddressedordirectedarisingissuestotheappropriategroupfor

resolution .Manyissuesof thepastreappearedasaresultof nowhavingsomewhereforthem

toberesolved .TheExecutiveGroupbecameajugglingactforissuesandfunctionedprimarily

intheroleof directingtrafficbyreferringissuestotheappropriategroupforresolutionorby

establishingappropriatetaskgroupstoresolveissues .

Consolidating, redefining and expanding development functions.

TheDirector of Development, while well qualified to oversee development work,

recognizedthattherewasnotadepartment,normuchinthewayof developmentactivities,to

manage,andinsteadof takingupmanagementof thenon-existentdepartment,sheengagedin

85Chapter4

theprocessof workingwiththeExecutiveGrouptoconsolidatewhatwasalreadyinplaceand

re-formandestablishaCommunity&ResourceDevelopmentDepartment .ThisDepartment

wouldfunctionastheSchool’s‘metabolicsystem’andnurturethesociallifeof thecommunity,

supply the funds and human resources needed to sustain the organizational life and the

developmentanddeliveryof thecurriculumandeducationalprograms .Itiswhatallowsthe

Schooltopaystaff,buildbuildings,findstudents,andstrengthenprograms—inshort,tofulfill

thevisionandmission .Withoutanadequatedevelopment function,onethat isappropriate

given thecurrentdevelopmental stage, theorganizationwouldeventuallyand fairlyquickly

finditswaytocertaindeathbecauseitcanonlyliveongraceandthesacrificeof thepioneers

foralimitedtime .

Thereorganizationof theexistingdepartmentresultedinthedissolutionof twopart-

timepositions—EnrollmentCoordinator andRegistrar .A full-timeDirector of Admissions

positionwascreatedandfilled,andapart-timePublicationsandDesignSpecialistandpart-

timeOutreach andAdmissionsAssistantwere hired . Eventually these latter two part-time

positionswereamalgamatedandfilledbyonefull-timeperson .Thesechangestostaffinginthe

developmentrealmwereaccompaniedbyawhirlwindof otherchanges,includingaredesign

of allpromotionalandenrollmentmaterialsandpackages—new letterhead,brochures,ads,

andanentirelyredesignedwebsite,allof whichwereprofessional,modern,beautiful,fresh

andappealing .

The Parent Handbook and the weekly information Bulletin were updated . The

enrollmentandadmissionsprocessesandprotocolswerestreamlined,resultinginaprofessional

anduser-friendlyinterfaceaswellasprovidingclarificationof thepointsof entryforapplying

families .Thetuitionandfeesstructure72wasredesigned,usingtheguidingprinciplethatevery

child’stuitionandfeesshouldsupporteveryotherchild’sWaldorf education—shiftingfrom

theclass-centricwayfeeswerestructuredinthepasttoacommunity-centricapproach .Anew

ParentCouncilstructure73wasdesignedtoaugmentthealreadyexistingClassParentsGroup .

AFundDevelopmentProgram,whichhadbeen launchedprior to theDirectorof

Development’shiringandthenputonthebackburnerduetolackof humanresourcestomanage

it,was resurrectedand relaunched .Withadynamic, experiencedandqualifiedDirectorof

Developmentinplaceandthelongawaitedandmuchneeded‘metabolicsystem’beginningto

form,ashort-termplanwithacleargoaltostrengthentheadmissionsandenrollmentactivities

andincreaseandstabilizeenrollmentwascreated .TheDirectorof Developmentrecognized

thatthisisthelifebloodof allschools,allowingforgrowth,strengtheningof programs,paying

teachers and staff adequately, and fulfilling the mission as aWaldorf school . Plans were

made to expand theplan for the longer term future, anddefine goals andobjectives in the

broaderdevelopmentrealmsuchasbuildingandsitedevelopment,promotionandadvertising,

fundraising,communitydevelopment,alumniprogramandmore .TheCommunity&Resource


DevelopmentDepartmentwas juststarting tobecomeestablishedasan integralpartof the

organizational structure .However, therewerestillnotenoughhumanresources tocarryall

of thework,evenwiththechangestotheCommunity&ResourceDevelopmentDepartment

staffing .

Funds invested in the Community & Resource Development Department are not

fundsthattakeawayfromsalariesorthePedagogicalDepartment,eventhoughsomemight

perceive it thatway .Funds carefully invested in theCommunity&ResourceDevelopment

Department,inprogramsstaffedandrunbyqualifiedandskilledemployeeswillcomeback

intheformof organizationaleconomicandfinancialhealth,inbalancedbudgetsandpositive

cash flow, increases in spendingbudgets in thepedagogical realm,and increases in salaries

andbenefits .Paradoxically,growthand increasedresources in thepedagogical realm in the

form of increased teaching staff, increases in salary, increments, professional development

fundsandother resources,and improvements to the facilityandprogramscorrespondwith

anincreaseinsizeandscopeof theCommunity&ResourceDevelopmentDepartmentand

activities . The very fact that a Community & Resource Development Department was—

albeit tentatively—established,almost immediatelyproduced tangible results in the formof

strengthenedenrollmentandincreasedretention,whichledtoincreasedrevenueandresources .

Theintroductionof theorganizational‘metabolicsystem’calledtheCommunity&Resource

DevelopmentDepartment,inconjunctionwiththechangestothestructureandthepedagogical

sphere,ledtoamuchstrongereconomicandsustainablefinancialbase .74

The main purpose behind all of the changes to this point was to transform the

VancouverWaldorf Schoolasanorganization .Ultimately theeducationwouldbe thebest

that it could be through the introduction of order, healthy processes, procedures, protocol,

and leadership in a facility that supports the education andwith faculty and staff whoare

adequately remunerated, thereby freeing their highest capacities toworkwith the children .

Theoneandonlyvisionwastoaccomplishthisbyacknowledgingtheorganizationasaliving

entityandbyimplementinglivingsystemsusingtheguidanceof theprincipleswhichareat

theheartof Steiner’sbodyof researchandthespiritualvisionof thethreefoldhumanbeing .

Theresultwastheemergenceof athreefoldstructurethatengagedpeoplewithadequateskills,

knowledgeandattitudeswhotookupleadershiprolesintheirrealmsof responsibility .75Atthis

pointintheSchool’sdevelopment,therewasleadershipeffectivelydifferentiatedhorizontally

acrossandthroughtheorganizationbyvirtueof thegovernancestructure,whichopenedthe

possibilityforfutureleaderstostepupandstepin .Itwascertainlynotafaitaccomplibecause

alivingorganizationisalwaysinastateof change,respondingtoitsenvironment,whichis

appropriate,albeitprocessintensive,andiswhatwillultimatelykeeptheorganizationhealthy

andnotlikelytofallpreytothecultof personality .

87Chapter4

StepVIIConsolidating,redefiningandexpandinglegal-financialfunctions

In thepast,developmentandcommunitydevelopmentactivitieswereconducted in

anadhocwaywithvariousfundsandaccountsestablishedoutsideof theSchool’saccounting

andadministrativeoversight,withmoneycomingfromwhereveritcouldbebegged,borrowed

orscraped .Therewasnoofficialdevelopmentdepartment,nostaff,andlimiteddevelopment

activitiesandbudget .Professionaldevelopmentactivitiesforteachersandstaff werefundedby

virtueof aseparateFairSocietyestablishedtokeepthiskindof fundingoutsideof theSchool

accounts .Thecollectionof fundsinclasskittiesoraccountswasdonesothatanyaccumulation

of fundsforandspendingonsupplies,classexpensesandfieldtripscouldbekeptseparatefrom

theSchooloperations .Spendingof anykindwaskeptundercarefulrestrictiontokeeptheper

student operating cost(PSOC)lowinordertoqualifyforgovernmentfunding .TheMinistryof

Educationhasacapontheper student costof deliveringeducationaspartof theformulaused

todistributefundstoindependentschools .

Partof theprocessof transformingtheSchool’sfinancedepartmentwastodevelop

asystemof budgetingandaccountingthatisinalignmentwiththeprinciplesandareflection

of howtheSchooloperatesasathreefoldorganization .Consequently,thechartof accounts

wassetupasathreefoldsystem .Further,webelievedthatweneededtoworkfromthewhole

to the parts and eliminate the compartmentalized, fragmented and ‘cup-half-empty’ nature

of revenuegenerationandspending .Wesetouttoshiftthepovertymentalitythathadbeena

partof thecultureforsolongandreplaceitwiththevisionof abundancethatwouldservethe

missionof Waldorf education .

Inorder toconsolidate theSchoolaccounting,weclosed thirty-plusbankaccounts

thatwereinvariousindividual’sorfunction’snames .Wewereconfidentthat,byestablishing

a systemof accounting that clearly defined the operating expenses as separate from extra-

curricular and community and resource development expenses, we could keep our actual

PSOCbelowtheMinistry’sceilingamount, functionfromaholisticabundanceperspective,

andbegintonurturethecommunitylife,buildthedevelopmentdepartment,andspendmoney

on promotions, events, pedagogical development and other activities thatwould ultimately

enrichandimprovethewell-beingof theorganization .Weestablishedthisnewsystemunder

theguidanceof ourauditorandwiththesupportof theSystemsAdministrator .76

In the first year of operatingwith this system,we spent funds as needed on new

development activities and improvements in other areas and on many extra one-time

pedagogical development activities to give the entire organization a boost of much-needed

resourcesandnourishment .Weendedtheyearwithalargedeficitinspendingonoperations

andondevelopment .Thenextyearweleveledthespendingagain,withoutincurringtheone-

timeextraexpenses,conductedareasonablysuccessfulAnnualGivingCampaignandreceived

some largedonations from individualswhowerebeginning to see the improvements to the


organization andwanted to support further growth .All of this helped usmake it through

thesecondyearwithamuchsmallerspendingdeficit .Atthesametimewesawasignificant

increaseinenrollmentandretention .Theyear-endauditinvolvedsomeverytenseandintense

conversations,presentations,andcarefulanddetaileddocumentation .Theresultwasthatwe

wereabletosuccessfullyjustifyspendingoncommunityandresourcedevelopmentexpenses

asnon-essentialtothedeliveryof theeducation .Thereforetheseexpenseswereexemptfrom

thePSOCcalculationsandwereceivedthehighestlevelof governmentfundinginthatyear .77

Thedetaileddocumentationand reports for theauditor secured futuregovernment

funding because the auditor acknowledged that the community and resource development

activities were in fact extra-curricular and therefore could be justifiably excluded from the

PSOC .Therewasaclearstructureforidentifyingandclassifyingtheseexpensesbyvirtueof

howtheyarepostedintotheaccountingsystem .Therewasnolongeraneedtoberestricted

byfearof exceedingthePSOClimitor tocompartmentalizespendingandfundraising, i .e .,

create separate bank accountswith funds intended to cover the costs of the non-curricular

items .Thismeantwecouldnowrunourorganizationwithcomplete transparency,without

nonsensicalbureaucraticrestrictionsand,atthesametime,receivemorefinancialsupportfrom

thegovernment .Wehadturnedasignificantcorner:Wewerespendingandinvestingmorein

improvingallaspectsof organizationallifeandreceivingmoreinreturn,whilesignificantly

increasingenrollmentanddecreasingattrition .

Thiswassignificantinitself,buttherewassomethingelsethatwasalsodifferentfrom

pastyears .Previously,thereceiptof thehighestlevelof fundingwasdependedupontopaybasic

operatingcostsandkeeptheSchooloutof a$160,000+spendingshortfallposition .Instead,

now the extra fundingwas just that—extra .With a significant increase in enrollment and

stabilizedretentioncoupledwithcarefulplanningandbudgeting,wegeneratedapositivecash

flowandyear-endsurpluswithfundingatthehighestlevelsecured .Also,unlikeotheryears,we

qualifiedforthehighestlevelof fundingNOTasaresultof tightenedspendingandapoverty

mentalitybutbecauseof increasedenrollmentandstabilizedretention .Mostimportantlyitwas

becauseof increasedspendingonallof thecommunity,resource,andpedagogicaldevelopment

activities,showingaveryclearshifttoabundancementality .

Theonlyway to guarantee to continue to receive thehighest level of fundingwas

tocontinuetoinvestintheCommunity&ResourceDevelopmentDepartmentbecausehigh

enrollmentistheonlysustainable,viablemeansof meetingtheMinistry’sperstudentoperating

cost . In fact,with fullenrollment theSchoolwouldnothave toworryabout thePSOC—it

wouldtakecareof itself,withreceiptof thehighestlevelof fundingassured .

With the increase in funding, theBoardof Trustees and thePedagogicalCarrying

Grouphadtodecidehowtospendtheextrafunds .Withcarefulplanningandspendingand

withcontinueddevelopmentactivity,theSchoolwouldbeabletomaintainthePSOCatcurrent

89Chapter4

levelsandcontinuetoreceivethegrantwiththehighestlevelof funding .Thismeantthatdespite

thefactthatmostspendingonpedagogicalitemsandsalariesincreasedthePSOC,therewas

stillsomeroomforspendingintheseareas .DiscussionsensuedwiththeHumanResources

Committee,theBoardTreasurerandtheAdministrator .Itwasdecidedthatthefirstpriority

wastochangethesalaryincrementsystemtomovetherangeof salarytowardsasystemonpar

withremunerationforteachersandstaff inthepublicschoolsystem .Anincrementsystemwas

designedtobeimplementedoverthenextfewyearswiththeintentionof takingtheSchoolin

thismoreequitabledirection .

The Executive Group, in conjunction with the Pedagogical Carrying Group, also

createdalistof spendingpriorityareasforconsiderationinthebudgetingprocess .Thebudget

groupincludedthethreePedagogicalAdministrators,78theTreasurer,andtheAdministrator,

withsystemsassistancefromtheSystemsAdministrator .Carefulplanningwasnecessarywith

strategicspendingbecause inorder toremainaschool thatqualifies for thehighest levelof

fundingandcontinuetoreceivethatgrantfromthegovernment,westillhadtomonitorthe

spending on PSOC expenses . It was necessary to continue to strengthen the development

activitiessothatretentionandenrollmentwouldcontinuetorisetoalevelwherethePSOC

maximumnolongerimpingedontheabilitytomeetpedagogicalneed .79Theotherextremely

importantstepinmovingforwardwastoexpandtheCommunity&ResourceDevelopment

Department’s scope of work and institute a reliable fund-development program to provide

revenuebeyondwhatcouldbesecuredthroughtuitionandthegovernmenteducationgrants .

ThisistheonlywaythattheSchoolcouldincreasesalariestoanacceptablelevelonparwith

thepublicschoolsector .Theimplementationof thenewsalarygridandincrementsystemwas

scaledsothattheincreasedcostcouldbemetbythecurrentlevelof revenuegeneration .The

intentionwastoimplementitatarateof 100%whenasuccessfulfunddevelopmentprogram

wasabletogenerateadequaterevenuetomakethispossible .

Acultural organization, like a school, doesnot exist for thepurposeof creating a

productorservicethatwouldultimatelygeneraterevenueforthebenefitof itsowners,who

couldthencreateandsellmoreproductorservicesthatwouldgeneratemorerevenue(Spence

1999, Finser 2007) . Rather, cultural organizations are intended to nurture the cultural-

spiritual life of humanbeings, ultimately growinghuman capacities . In Steiner’s view, and

inthethreefoldsocialorderthathehopedwouldonedaymanifest,theeconomicsphereof

societywas intended to support the cultural-spiritual sphere,whichwould in turn result in

humanbeingswithgreatercapacities,whichwouldcontributetoastrongereconomiclifeand

ultimatelyastrongersociety—andsothecyclewasintendedtocontinue(Finser2007) .The

premisebehindthisisbasedonwhatSteinercalledtheFundamentalSocialLaw:

Thewell-beingof acommunityof cooperativelyworkinghumanbeingsisthegreaterthelessindividualsdemandtheproceedsof theirworkfor


themselvesor,inotherwords,themoretheymakeovertheseproceedstotheirco-workersandthemoretheirneedsaremetnotbytheirownworkbutfromthatof others .80

SchaeferdescribesthisLawas“complexandawkwardlyphrased”butgoesontosaythatitis

“concernedwithmotives,suggestingthatwhenlaborisacommodityandself-interestbecomes

themotiveforceof economicactivity,suffering,poverty,andwantaretheresult .”81

Thefollowingdiagramillustratesatasocietallevelthedynamicof thethreespheres

of activity:

Unfortunately,inmostcases,economicorganizationsproducegoodsandservices,not

tomeettheneedsof society,butrathertofillthepocketbooksof theowners,andhencethe

motiveof self-interestisinevitable .Inordertocompensateforthisandtoadheretotheprinciple

of theculturalrealm—contributingpositivehumancapacitiestothebettermentof society—the

culturalrealmof societyhastofindwaystoengagetheeconomicsphereincontributingtoand

supportingcultural-spirituallifeandactivities .

InaWaldorf schoolthismeanssecuringdonationsbyfindingwaystoconnectthose

whoareengaged ineconomicactivity to theschool’smissionso that theyaremotivated to

supporttheschoolthroughtheirdonationsof financial,physicalandhumanresources .This

will in turn enable the school to deliver an education that builds positive human physical,

social-emotional,andintellectualcapacities—inparticularthecapacitiesof socialskills,social

sensitivity,andsocialunderstanding .Waldorf graduateswillgooutintotheworldandcontribute

toastrongereconomiclifeandabettersociety .Thisisanotheraspectof thetransformative,

Figure28:The Transformation of Money into Human Capacities

91Chapter4

temperingnatureof thecultural-spiritualsphereof society,onethatwillnaturallybesupported

whensocietyisstructuredbasedonthelivingsystemsthreefoldprinciples .

In the absence of conscious working with living systems threefold principles at a

societallevel,whataWaldorf schoolcanandmustdo,andwhatSteinerhopedwouldhappen,

istoengagetheeconomicsphereinformingcollaborativerelationshipsthatsupporteducation .

In order for this to happen, companies, organizations and businessmen andwomenmust

beengagedinthemissionof Waldorf educationandbeinspiredtocontributebygivinggifts

of money,goods,andhumanresources thatwillenable thedeliveryof theeducation .This

happenedwiththefirstWaldorf school,TheFreeWaldorf School .EmilMoltasthepatron

provided the economic support, bothpersonally and through the factorywherehewas the

director .Thiscreatedanessential sourceof funds for theschool’soperation . (Steiner1998)

Steineralsoexpectedandhopedforaregularsourceof supportfromtheeconomicsphereof

societywhentheoriginalWaldorf SchoolAssociationwasestablishedwiththesolepurpose

of raisingfundsfortheschool,andwiththeestablishmentof anassociationof businesseswith

amissiontocontributesubstantialrevenuefromthesaleof newproductsandinventionsto

Waldorf education .(Molt1991,Lamb2007)

By designing and implementing effective accounting, reporting, budgeting and

distributionof fundsprocesses, theFinanceDepartmentof theVancouverWaldorf School,

whichisinessenceasub-departmentof theSchool’slargermiddleorganizational‘rhythmic

system,’hadbeenreorganizedtoenableittobetteraccessgovernmentfunds,andtoappropriately

andequitablydistributethosefunds .Thefundsthatcamethroughthedevelopmentactivities

of enrollingnewstudents (giftsof tuition82), fundraisingactivities,anddonationswerealso

processedbytheFinanceDepartmentanditsneweffectivesystems,andwereappropriately

accounted for and equitably distributed . This reorganization of the Finance Department’s

systems and protocols was one step in re-differentiating the middle Governance (Legal-

Financial) realm, and thus one step towards defining the organizational ‘rhythmic system’

hadbeensuccessfullyexecuted .TheFinanceDepartment,asasub-systemwithinthebroader

organizational‘rhythmicsystem,’inessencecouldbeseenastheorganizational‘respiratory

system,’formingpartof andfunctioninginservicetotheorganizational‘rhythmicsystem’as

awhole .83

Thislimitedstepinreforminganddifferentiatingthemiddlerealm—theorganizational

‘rhythmicsystem’—resultedinmoreeffectivefinancialmanagement,withthebeginningsof the

establishmentof clearlegal-financialpoliciesandprocedures .Thiseffectivenesswasapparent

despitethefactthattheFinanceDepartmentitself wasstillnotfullyformedordifferentiated,as

therewasnoqualifiedemployeeassignedtotheroleof Bursar .84Furthermore,thisdepartment

assuch,evenwithsupportiveandcollaborativeconnectiontotheSchool’soperationsthrough

theSchoolAdministrator,85coulddoonlysomuchinaccessingandmaximizingtheeffective


usesof thefundsthatwereavailabletotheSchool .Theamountof revenuegeneratedwasand

isalwaysdependentontheprograms,activitiesandeffectivenessof theSchool’sorganizational

‘metabolic system,’ the Community & Resource Development Department . And because

culturalorganizationsdonot,noraretheysupposedto,generatetheirownrevenue,thecreation

andongoinggrowthanddevelopmentof aschool’smetabolicsystemiscriticaltotheschool’s

effectiveoperation .

TheVancouverWaldorf Schoolmadeatremendousamountof progressindoingjust

that,andonecanactuallyseeitwhenlookingattheorganizationalstructureatthetimejust

beforeIwashired—BEFOREthevisionof athreefoldedgovernancestructurewasimplemented

(seeFigure29)—ascomparedtowhatexistedatthiscriticalpointintimeaftertherestructuring

wasalmostcomplete(seeFigure30):

WhatwasneedednowwasfortheSchool’snewlyestablished‘metabolicsystem,’the

Community&ResourceDevelopmentDepartment,toexpanditsscopeof workanddevelop

ways of engaging individuals, organizations and businesses from the economic realm of

societyinthemissionof theVancouverWaldorf School .Aregularsourceof revenue,overand

abovethegiftsof tuitionandthegrants,neededtobesecuredforexpansion,improvements,

andespecially tobeable to remunerate teachersand staff such that theirhumanneedsare

adequatelymet and so that theyare freed for teachingandcontributing to thepedagogical

developmentof theSchool .

Figure29:Organizational Structure before Restructuring

93Chapter4

Instead,whathappenednextappearstotaketheSchooldownapaththatisadeparture

frommanifesting thevisionof a livingsystems threefoldstructurewithunshakableguiding

principlesthatwouldultimatelyresult incontinuedongoinghealthandpositivegrowthand

development .

The Director of Development was on a positive path in terms of laying down a

foundation and planning for the future, in particular through defining goals and objectives

in the broader development realm, such as establishing aDevelopmentCarryingGroupor

Committeetomanagethetasksandactivitiesof thatrealm(yettobefullyassembled),building

and site development, promotion and advertising, fund development program, community

development,andvolunteerandalumniprograms .TheLegal-FinancialDepartment’ssystems

andprocedureshad been reorganized to best facilitate and administer to the equitable and

appropriatedistributionof theresourcesthatweretobegeneratedbythisdynamicdevelopment

activity,albeitwithaBursarstillrequiredtocompletetheestablishmentof aneffectiveFinance

Department .Thefinancialandeconomichealthof theSchoolwasstrongandhadimproved

somuch that substantialadditional fundshadbeengenerated toenable securingsignificant

addedpedagogicalresourcesandanincreasetosalarieswithbonusestofacultyandstaff .The

Schoolseemedpoisedforaquantumleapinitsdevelopment .Thefollowingtablereflectsthese

financialimprovements .

Figure30:Organizational Structure after Restructuring


Thistablereflects thesignificantly improvedstudentretentionandattritionratesof

30%,withenrollmentgoing fromastatic260 toastable306overaseven-yearperiod .The

averagesalary increased18%andthe topseniorsalary increasedby19 .3% .Thenumberof

teachers increasedby46%froma full-timeequivalentof 24 .3 to the full-timeequivalentof

35 .4asof June2010 .Thesetwostatisticsindicatethattherewasanoverallincreaseof 72%in

payrollpaidbytheSchooltoteachers .Thesestatisticsspeaktothepositiveeffectof theaspects

of thenewlivingstructurethathadbeensuccessfullyimplementedoverthisperiod .

However,thequantumleapthatwasanticipatedatthispointwasnottobe .Instead,

theDirectorof Developmentresignedfromtheposition .Ahiringprocesswasconductedbythe

Boardof TrusteesandanewDirectorof Developmenthired .86ThenewDirectorsteppedinto

astillloosely-formedCommunity&ResourceDevelopmentDepartment,withnodedicated

coordinating body for that realm of activities, and no committees formed for building or

site development,with fewor no programs established in promotion and advertising, fund

development, community development, volunteer and alumni involvement . Over the next

eighteen months little progress was made in establishing these groups, committees and

programs . The consequence was an effective halt in the growth and development of the

School’smetabolic system .Thiswas seriousbecause thismeant that the funddevelopment

programthatwasneededtoproviderevenuethatwouldenableacontinuedincreasetosalaries

as plannedwas not established . This lack of growth threatened the School’s financial and

economicstability .Cutstothebudgetandtospendingwereimplemented,ongoingincreasesto

salarieswerelimitedandbonuseswerenolongerpossible .Andwhileanemployeehadfinally

beenhiredto fulfill the functionof aschoolBursar, itwas intendedonlyasanopportunity

to assess whether or not to establish this as a permanent position . It became increasingly

difficult andultimately impossible for themiddle realm, theSchool’s ‘rhythmic system,’ to

continuetooverseeandmanagethefinancialrealmwiththiskindof ‘dis-ease’inthetenuously

Figure31:Revenue & Expense Comparison over Three Periods of Operation

*DevelopmentActivitiesincludingPedagogicalandCommunity/ResourceDevelopment

95Chapter4

formed‘metabolicsystem .’Thislackof developmentcontributedtowhatIexperiencedasan

insurmountablebarrier toachievingforwardmovement .Asaresultof facingthisbarrier to

forwardmovement,theworkthatIhadundertakencouldnotprogressfurtheratthispoint,and

IresignedmypositionastheAdministrator .

StepVIIIRealTime–WhatWasNext…WhatIsNext?The missed step: re-formation of the governance (legal-financial) realm

Parallel to all of these developments as the organizational ‘metabolic system’was

attempting to form and establish itself, as mentioned previously, something else, which

contributedtoaderailingof thetransformationof theSchool’sgovernance,didNOThappen

inrelationshiptothemiddleorganizational‘rhythmicsystem .’Whileitistruethatthelegal-

financialfunctionswereconsolidated,redefinedandexpanded,resultinginthebeginningsof

theformationof theorganizational ‘respiratorysystem,’ itwasdoneata local level,within

theFinanceDepartmentitself asasubsystemof thelargermiddlerealm—theorganizational

‘rhythmicsystem .’Themiddlerealmasawholewasnotfullyredefinedinanintentionalor

consciousway .AssuccinctlystatedbyLewin(1992),“Acharacteristicof complexsystems[is

that]globalstructureemergesfromlocalactivityrules .”(p .47)Thechangesthatwerehappening

atthelocallevelintheDepartmentitself,andinthePedagogicalDepartment,werebegging

forchangestoalsohappenatamoreglobalorganizationallevel .Inretrospect,theVancouver

Waldorf School’s organizational ‘rhythmic system,’—the realm of the School Society, the

Board of Trustees, and the Administrator—should have been the system to be fully and

holisticallyconsolidatedandre-differentiatedafterorparallelwiththePedagogicalrealm,the

organizational‘nerve-sensesystem’wasredefined .Thewisdominherentinthedifferentiation

of thehumanrhythmicsystem, thesecondof the threemajorsystemstobecomevisible in

a developing human being, provides indications that demonstrate that the organizational

‘rhythmic system’needs tobe re-differentiatedbefore focus isplacedon theCommunity&

ResourceDevelopmentrealm,theorganizational‘metabolicsystem .’Daroshinactuallysaid

thistomeontwodifferentoccasions,butImissedtheurgencyof themessage:

Hiringafull-time[Directorof]Developmentcannolongerbeconsideredasolution .Thecenterof ourverybeing,asaWaldorf schoolandmovement,dependsonourawareness,understanding,andpracticeof threefolding .Itpermeatesthecurriculuminitsapproachtochilddevelopment,anditspeakstothetrinitywhichmakesupmostof humanity’scollectivespiritualconsciousness—it’stimeweincorporateitintoourorganizationalstructures .Wecandothis .Wemustdothis .IhavewitnessedtheprofoundimpactWaldorf educationhashadonmyownchildren .If afractionof thatfundamentaltruthfindsitswayintoourorganizationalstructures,wewillhaveservednotonlyourcommunity,butourveryhumanity .(personalcommunication,September,2009)


Throughouttheprocessof transformation,Iwasawareof theneedtoextendandapply

changesinthemiddlerealm,totheSchoolSocietyandtheBoardof Trustees,andultimately

todefinethebroaderleadershiproleof theSchoolAdministrator,butbecauseof theburning

needs in somanyother places, and because I somehow thought that this piece couldwait

because I couldprop itup—albeitwithnoexplicit leadershipauthority—in the interim,all

meantitdidnotreceivepriority .TherewassomeprogressmadeinthatatemporaryBursarwas

hired,aFinanceCommitteeof sortswasreestablished,andaGoodGovernanceCommittee87

wascreated,butwithoutthechangesextendingtotheSchoolSociety,theBoardof Trustees,

andexplicit leadershipdefinitionof theSchoolAdministratorposition, theadditionof the

temporary Bursar and new committees in the middle realm did not provide the strength,

foundationorforminthestructurethatwasneeded .

TheexistingVancouverWaldorf SchoolSociety,withitsconstitution,partsof which

areunalterable,andthebylawsgoverningitsoperatingstructureandapproach,wasoriginally

createdmany,manyyearsbeforebasedonantraditionaltop-downparadigm,notonanew

leadershipparadigm .While therehadbeen some subsequentminor changes to thebylaws,

theywerenotsignificant .Theconstitutionandbylawswereatthispointconfiguredsuchthat

theVancouverWaldorf SchoolSocietymembershipwascomprisedprimarilyof parentswitha

transitoryvestedinterestinwhathappensintheSchoolratherthanonwhatisactuallyneeded

in this constituent group in themiddle sphereof aWaldorf school . In fact,whatwas and

isneededinthisconstituentgrouparepeoplewhoarecommittedtoWaldorf education,its

philosophicalunderpinningsandsocialmission,and, in addition,haveaninterestandexpertise

intherealmof finances,legalitiesandorganizationalthreefoldlivingsystemsgovernance .This

Societymembershipwould ideally thenappointaBoardof Trustees,qualified in therealm

of GovernanceandLegal-Financialactivitiesandbusiness .AqualifiedandcapableBoardof

Trusteeswouldhavetheexpertiseandknowledgeneededtodothebusinessof amanagement

groupinthemiddlesphere,theorganizational‘rhythmicsystem,’of aneducationalorganization

specifically in a threefolded Waldorf school structure . This would provide the structural

supportfortheLegal-FinancialDepartmentanditsstaff,andforaSchoolAdministrator(or

Director as theposition is labeled in some schoolsornon-profit organizations) . It alsohas

thepotential toprovide thestructuralsupport for theexpansionandimplementationof the

organizational ‘metabolic system,’ the Community & ResourceDevelopment Department .

PerhapsthehiccupsthatkepthappeningasthatDepartmentattheVancouverWaldorf School

wastryingvaliantlytoestablishitself wouldnothavehappenedatallhadappropriateattention

tothetransformationof themiddlesystembeenanearlierfocus .

Ratherthanthisredefinitiontakingplaceandtheleadershipauthorityclarified,what

didhappenafterIleftisthattheBoardof TrusteesapprovedaproposalfromthePedagogical

CarryingGrouptoeliminatetheroleandpositionof Administrator,alongwiththeessential

andcentralfunctionof thatposition,andreplaceitwithatruncatedpositionintheformof

97Chapter4

aBusinessandFacilitiesManager .Thissteprepresentsadeparturefromthethreefoldliving

systemsvisionbecauseitinessenceeliminatesorcripplesthemiddleorganizational‘rhythmic

system,’ and removes an essential harmonizing holistic organizational leadership function,

ratherthanredefiningandstrengtheningitasshouldhavehappenedearlierintheprocess .

Theroleof theSchoolSociety,Boardof Trustees,itscommittees,theLegal-Financial

Department staff and theSchoolAdministrator ina living systemsapproach is to function

collectivelyastheorganizational‘rhythmicsystem,’afunctionthatisestablishedearlyinan

organization’sdevelopment—justasinadevelopingembryothehumanrhythmicsystemisthe

secondsystemtodevelopverysoonafterthenerve-sensesystembeginstoform .

Figure 15 providesapictureof theorganizationaldynamic thatmust existbetween

the realms at the poles—development and pedagogical—with the middle realm holding,

connecting and harmonizing the activity of the two poles . The three systems working in

concert in this way create a living whole . This living systems dynamic is a very different

dynamicthanthemechanisticonethataccompaniesthetraditionalorganizationaltop-down

hierarchical leadershipparadigm . In a traditional paradigm, theSchoolSociety,Board and

itsAdministrator(orDirector)wouldfunctionfromthe top, down,withacontrolling directing

gesture . In the living systems paradigm, the School Society, itsBoard of Trustees, and the

AdministratororDirectorfunctionfromthemiddle, out,inalemniscateform,withaweaving,

coordinatinggesture .Inthecaseof theVancouverWaldorf School,themediation,facilitation,

coordination and harmonizing effect that the middle realm should provide—in its place

betweenthetwopoles(representedintheorganizationbytheothertwosystems)—wasalready

functioningatadisadvantagebythefactthattheSchoolSociety,itsmembershipcriteriaand

thebylawsandBoardappointmentcriteriaandprotocol,hadnotbeenredefinedandre-formed

usingtheguidingprinciplesof thenewthreefoldlivingsystemsparadigm,inthewaythatthe

PedagogicalRealmhadbeenre-differentiated .Theleadershipresponsibilitiesandauthorityof

theSchoolAdministratorpositionwereimplicitandneededtobeexplicitlydefined .TheSchool’s

‘rhythmicsystem’functionwasbeingmaintained,orproppedupasIsaid,byme,andnowwith

theeliminationof theposition,andeffectivelytheintegratedandintegratingmiddlefunction,

theorganizational‘rhythmicsystem’cannolongerfunction .Inthetwomonthsthatelapsed

sincemy employment ceased, I received two unsolicited communications from employees,

whichcontainqualitativecommentsprovidingsomeaffirmationforthisdescriptionof what

hashappenedwiththismiddlerealm .AnexperiencedandlongtimeteacherattheSchoolsaid,

“Themiddledoesn’tholdwithoutyou,”andoneof theotheremployee’scommentswasthat

“theSchooldoesn’tmakesensewithoutyou .”Itisimportanttosaythatthekeyissuehereis

nottodowithmespecificallybeingabsentfromorpresentintheroleof Administrator .Rather,

thekeyissueisthattherewasnowalackof fulfillmentof theparticularandimportantfunctions

of theSchoolAdministratorand themiddlerealmin the threefold livingsystemsstructure .

Thiscreatesandcreatedadysfunctioninthewholesystem .


Thefunctionof theSchoolAdministratoristoadministertothemiddleorganizational

‘rhythmicsystem,’notonlyinoverseeingthelegal-financialactivitiesbutalsomoreimportantly

byestablishingandmaintainingequityatagreaterorganizationallevelthroughthemediating,

coordinating, harmonizing and weaving gesture in relationship to the other two systems . The

specificchallengeinthiscaseisthatnotonlyistheSchoolAdministrator’spositionnolonger

filled,but themiddlerealmitself hasneverbeenappropriatelydefinedandre-differentiated

usingthethreefoldlivingsystemsvision .Thatmeansthatnowthereiseffectivelynomiddle

realm,withthepartsthatremaincompartmentalizedanddisconnectedfromthewhole .Italso

meansthatthemiddlerealmwillnotsimplyandmagicallybegintofunctionproperlywiththe

hiringof aBusinessandFacilitiesManagertotakeonlimitedaspectsof themiddlefunction .

NorwilltheissueberesolvedbysimplyhiringanewAdministrator .Themiddlerealminits

entiretymustbere-formed,redefinedandreconnected .Thissignificantandprofoundinsight

into the importance of defining the function of themiddle realm is now evident, but is it

obviousenoughtobeseenandwillactionbetaken?Whatisnowneededistoredefineand

re-establish themiddle realm .Thismeans adedicatedprocess of redefining theVancouver

Waldorf SchoolSociety’spurposeandmembershipcriteria,amendingthebylawsandtherole

andresponsibilitiesof theBoardof Trusteestoreflectthisclarifiedpurpose,aswellasclearly

definingtheroleandresponsibilitiesof aSchoolAdministratorinservicetothisnewlydefined

and differentiated realm . In short, the organizational ‘rhythmic system’must be explicitly

differentiatedanddelineatedindefiningdocumentsandinreality .Thismustbedoneinthe

samemannerthatthePedagogicalrealmintheformof theSchool’s‘nerve-sensesystem’was

successfullyre-differentiatedanddefinedwithafaculty-definedconstitutionandmembership

selectionprocess,aneffectivePedagogicalCarryingGroup,andaPedagogicalAdministrator

witharticulatedadministrativeandleadershipfunctions .

Basedontheprinciplesthatunderpinathreefoldlivingsystemsstructure,inanon-

profitorganizationliketheVancouverWaldorf School,theSchoolSocietyshouldappoint(or

elect)thenon-pedagogicalcandidatestotheBoardof Trustees .TheBoardof Trusteesisthe

managementbodythatensuresthattheoperationsof aschoolaremanagedinafinanciallyand

legallyresponsiblemannerandservethemissionof deliveringtheWaldorf curriculum,namely,

providingeducationalservicesbasedonthephilosophyandprinciplesof childdevelopment

as indicated in thedefinededucationalphilosophy .TheBoardof Trusteesmonitors, tracks

andoverseestheyearlybudget,ensuresthatthegovernancestructureiseffectivelyservingthe

deliveryof theeducationwhileadheringtothephilosophicalprinciples,andensuresthatthe

lawsof thegreatersocietyareadheredtointheemploymentof staff andintheoperationof

theschool .

Membersof aSchoolSocietyshouldhaveaninterestin,understandingof,andsupport

forthephilosophicalapproachof theschoolandtheeducation .Membersshouldalsohavean

interestinensuringeffectivelegal-financialandstructuraloperationof theschool .Membership

99Chapter4

eligibilitycriteriashouldbeclearlydefinedintheSchool’sSocietybylaws,asshouldtherole,

responsibilitiesandexpectationsof theBoardanditsTrustees .TheappointedBoardof Trustees

shouldbequalifiedandcapable in the realmof Governance (Legal-Financial)activitiesand

businessof aneducationalorganization,88andthereforewouldhavetheexpertiseandknowledge

neededtoeffectivelydothebusinessof amanagementgroupinthismiddlesphere .

Therole,responsibilitiesandexpectationsof theSchoolAdministratoralsoneedto

beexplicitlydefined,althoughthelevelof practicalworkthataSchoolAdministratorwould

dodependsonthesizeandstageof developmentof theorganization .TheAdministratorin

asmaller,youngerschoolwithasmallstaff andbudget,andsimplereportingrequirements,

woulddomuchmoreof thenutsandboltsworkthaninalarger,matureorganization,where

someof thespecializedworkthatcomeswithalargecomplexbudget,cash-flowandreporting

requirements, demands very specific expertise (i .e ., bookkeeping, accounting, financial

management)andwouldbetakenupbyqualifiedstaff intheformof aBursarandBookkeeper .

Theoverridingroleof theSchoolAdministratoristoprovideguidanceandsupport

1 . inharmonizingandweavingtogetherallactivitiesthatresultinacollective

manifestationof theschool’ssharedvision,missionandvalues .

2 . inordertoensurethefinancialhealthof theschool .

3 . fortheinstitutionalprocesses,systems,growthandlearningthatare

essentialtoahealthy,thrivingorganization .

Workingfromtheprinciplesof transformationalservantleadership,89theAdministrator

orDirectorprovidesconsciousnessof theworkingof thewholeorganization—through the

activityof weaving, coordinating, facilitatingandharmonizing—in theareaof legalities and

finance, personnel and human resources management support, communication, governance and

generalorganizational guidance:

1. Legalities and Finance

The Administrator coordinates and oversees the overall functioning of the legal-

financial department and staff (i .e ., Bursar and Bookkeeper), including the activities of

budgeting,accounting,accountspayableandreceivable,andreporting,soastomaximizethe

effectiveuseof fundingandrevenue .ThisrequirestheAdministratortobeintimatelyconnected

toandinvolvedintheday-to-dayworkingof theschoolinalldepartments,inparticularthe

Board, theDevelopmentCommitteeandPedagogicalCarryingGroupandcommitteesand

taskgroups .TheAdministratormusthaveastrongsenseof thefinancialneedsof theschool,

inparticularinthepedagogicalrealmandthenworkcloselywiththedevelopmentdepartment,

in particular the Director of Development if one exists, to support the development and

implementationof astrategicplanforenrollmentgrowth,outreachandfunddevelopmentthat

willprovidetherevenuetoadequatelymeetthoseneeds .


2. Human Resources

TheAdministratorparticipatesinandprovidesadministrativesupportforallhuman

resourcesactivity, includingtheworkof thepedagogicalHumanResourcesCommitteeand

anyotherhumanresourcestaskgroupsinalldepartments,ensuringthatallprocessescomply

withtheinternalorganizationalandbroadersocietalrules,regulationsandlaws .

3. Communication

The Administrator is responsible for coordinating, developing, maintaining, and

approvingallinternalandexternalcommunication .Inaddition,theAdministratorfacilitates

communicationbetween theBoardof Directors, theCommunity&ResourceDevelopment

DepartmentandthePedagogicalCarryingGroupinthedevelopmentof policiesfortheschool

toensureinterconnectedness,consistencyandprofessionalism .

4. Governance

TheAdministratoradministerstotheworkof maintainingandmanifestingthebroader

governancevisionfortheentireschoolandinmonitoringandrespondingtotheoverallhealth

of thegovernancesystem .ThisworkcouldbebestcarriedbyaBoardof Trustees-mandated

GoodGovernanceCommittee,withtheAdministratoradministeringtoandsupportingitin

itsresponsibilities .

5. Organizational Guidance

TheAdministratorprovidescoordinating,synchronizing,harmonizingleadershipfor

all administrative/business functionsof the school including financial issues, legal issues—

includingpedagogical legal issues—monitoring funddevelopmentandenrollment toensure

that there are adequate resources being generated by that department and those activities,

informationtechnology,facilitiesmaintenanceanduse,andhumanresources .

Throughactiveparticipation in themanagementof operations,onallkeycarrying

groupsandincommitteebusinessprocesses,andinthedevelopmentof allpolicies,procedures

andprotocols, theSchoolAdministratorisresponsibleformonitoring,administeringtoand

supportingthesuccessfulrealizationof thebroaderschoolmission,goals,aimsandobjectives

and holding the consciousness that the goals, aims and objectives in all departments are

collectively inalignmentwithand contributing to themanifestationand furtheranceof the

broadercollectivevision .TheSchoolAdministratordoesnotdirectothers froma top-down

gesture,nordoestheSchoolAdministratornecessarilydecidehowtosuccessfullyrealizeand

manifestanyof thisbutratherworksfromthemiddleoutthroughtransformationalservant

leadershipandactiveparticipationandcollaboration .

101Chapter4

Compromised structure and an underdeveloped organizational ‘metabolic system’

At the Vancouver Waldorf School, at this point, with the School Administrator

function replaced by the limited role of a Business Manager position, the administrative

structure is now looking not like a three-legged stool,90 nor even like a stronger and stable

fourleggedstool,91butlikealopsidedtwo-leggedstoolwithathirdshortertruncatedlegthat

doesnot touch the ground .92This also leaves theSchoolwith theCommunity&Resource

DevelopmentDepartmentstillunformedandnotgeneratingtheessentialfinancialandhuman

resourcesneededfortheSchooltothrive .Questionsremain:Willthefocusonthebroaderrole

of operatingaschoolandguidingitsdevelopmentandgrowthbeappropriateandadequate?

Willtherequiredknowledge,skills,andattitudesneededtoprovidethiskindof biggerpicture

oversightandcoordination—somethingthataSchoolAdministratorwould,oratleastmost

certainlyshouldpossess—bepresent?Hiringsomeonetofilltheroleof aBusinessandFacilities

Manager will provide specific and much needed expertise in managing the finances and

businessaspectsof theSchoolandwillfillagapthatexistsintakingcareof thephysicalplant,

butwillthisprovidetheManagementGrouportheSchoolasawholewiththeexpertiseand

kindof leadershipfromthemiddleneededtosuccessfullyoperateanon-profitorganization,in

particularaWaldorf school,intoday’senvironment?

SothefutureunfoldsfortheVancouverWaldorf School—time,financialstatements,

enrollment and retention statistics, and staff satisfaction will tell whether it will find its

way to futurehealthandpositivegrowth .And for the threefold living systemsapproach to

organizationaldevelopment,astrongfoundationonwhichtogrowhasbeenestablishedand

theongoingdevelopmentof aworkingprototypewillundoubtedlycontinueatanothertime,

inotherplaces .


Chapter 5

ConclusionsandNextSteps

The trouble with our times is that the future is not what it used to be.–PaulValery

Thehypothesisputforwardhereisthatanorganizationisadynamiclivingorganism

abletolearnandgrowthoughphasesof organizationaldevelopment .Furthermore,andunlike

in other either amorphous93 or traditional top-down hierarchical structures, the intentional

implementation of a living systems governance and operating structure that unites the

understandingof Steiner’sthreefoldorderingof societyandsocialorganizationswiththenew

livingsystemsparadigmrootedinquantumphysicswilltransformanexistingorganizationand

itsgovernancestructure .Thesuggestionisthatimplementingsuchalivingsystemsstructure

willcreatesuccessfulorganizationalformsandresultinaneffectivegovernancestructureata

locallevel .Additionally,itmayalsobeco-evolutionaryatagloballevel .Nowthequestions

remain:Didtheapplicationof thelivingstructureattheVancouverWaldorf Schoolresultin

effectiveorganizationalgovernance?Andif so,willtheeffectextendtoabroadersocietallevel?

The development and implementation of a threefold governance and operating

structure using the unique and intentional approach described to this point resulted in a

transformationof theentireVancouverWaldorf Schoolorganizationandaremarkableand

notableimprovement,withbothqualitativeandquantifiableresultsatmanylevelswithinthe

organization . To a large extent, after the implementationwaswell underway, the sense of

constantchaosandcrisismanagement,whichhadexisted in theorganization in theperiod

before the reorganization process began, had dissipated .Before the threefold structurewas

implemented,thereweremanysymptomsof astrugglingorganizationincludingonetothree

staff membersonstress leaveatanygiventime,averyseriouslackof financialandhuman

resourcestoprovidefortheneedsof theSchool,adisproportionatelylowstudentretentionrate,

noclearorsatisfactoryavenueforaddressingparentalconcernsandanorganizationalcloset

fullof unresolvedissueswithnomechanismsinplacetoclearthemup .Manyproceduresand

protocolswereimplicitonlyandsubjecttoindividualinterpretationwithregardtoadherence

tothemandhowtheywereapplied .Minutesatmostmeetingswerenotrecordedordistributed

suchthatinformationflowwaslimited,obstructinginterconnectionandcollaboration .

Despitethegoodworkandgoodwillof thecountlesspioneerswhodedicatedmany

years of their life’s work to building andmaintaining the VancouverWaldorf School, the

103

approach to organizational governance and the operating structurewere no longer serving

healthy development; it was not based on a conscious understanding of organizational

development or what is needed for healthy living systems . For the most part, the human

beingsresponsibleforcreatingandmaintainingthestructuredidnotknowwhattheydidnot

know .Theorganizationhadremainedtoolonginapioneeringphaseof development,andthe

structure,formsandprocesseswerenolongerservingit .Theorganizationwassurvivingon

thegoodintentions,goodwill,desiretosucceedandhardworkof committedindividualsbut

withoutaunifiedvisionof howitcouldgrowanddevelopinahealthyway .

Significantchangewasnecessaryfortheorganizationtogrowandthrive .Aparadigm

shift to anewwayof seeingorganizationsas living entities couldprovide this lifeline,one

basedonanunderstandingof living formsand living systems thatwould serve thehealthy

developmentof theorganization .

Walter Daroshin, drawing from months of interviews and conversations with

communitymembers,yearsasaschoolTrusteeandSocietyTreasurerandfromhispersonal

experienceof livingthroughthethreeyearsof operatingundertheimposedBoardmandated-

modelsystem,reportedtotheBoardof Trusteesaboutwhathadbeenhappeningupuntilthe

newvisionforathreefoldstructurewasintroducedtotheSchool:

Whatsoonbecamecleartomewasthatthe[VancouverWaldorf Schoolof thepast]wasbuiltonatheoreticalrealizationof athreefoldsocialorder,yetasanoperatingentity,wasprincipallyengagedintwoof itsthreefolds .Infact,forthelastnumberof yearsitseemedasthoughtherewasastruggletowrestcontrolandmoralauthorityawayfromonefold,theculturalrealm(theCollegeof Teachers),andplaceitintoanother,therightsrealm(theBoard[of Trustees]) .Duringthistimeof reorganization,whichincludedtheimplementationof a…‘mandated’systemof working,weneglectedtopaysufficientattentiontothecommongood .Theworkthatwasbeingdonewasindeedof goodintentionandanimportantpartof ourevolution,andIamgratefulforhavingplayedasmallroleinhowwehavecometowherewearetoday .Itwashoweverself-centered .

…Weallknewwhatwasinfrontof us,yetsomethingwasblockingourforwardmovement .…Ourenthusiasmfortakingadvantageof perceivedwindowsof opportunity,orpossiblyfearof beingaccusedof inaction,ledtodecisionswhichinhindsightmightbeconsideredexpedient .However,myduediligencesuggeststhatitwasalackof organizationalstructure,representedbythephilosophies[thethreefoldprinciples]writtenintoourconstitutionandheldwithinourcurriculum,whichcreatedthese‘blocks .’TheVWSisstructuredmuchlikeanyothertop-downhierarchical

organization:

Chapter5


VancouverWaldorfSchoolSociety

VancouverWaldorfSchoolBoardofTrustees

Management MandatedCommittees AdministrativeCoordinator FinanceManager Principal

Administration

AccountingAssistant JuniorAccountant ComputerServices Maintenance EnrollmentOfficer Receptionist EnrollmentAssistant Registrar HSAdministrativeAssistant

ThismodelgrantstheBoardthemoralauthority(throughtheselectionprocessof theSociety)andthelegalauthority(dictatedbythelawsof BritishColumbia)togovernandmanagetheVWS .Imentionedpreviouslythatthehiringof aDirectorof Developmenttoperformspecifictaskorientedactivitycanworkonlyif itismarriedtoarestructuringof ourorganization .Weneededtoreflectanunderstandingandapracticalapproachtoathreefoldwayof working .Thediagramaboveillustratestherelationshipourmandatedcommitteeshavewithourmanagementteamandadministration .ThemandatedcommitteesreportdirectlytotheBoard… .TheBoardreportstotheSociety .ManagementreportstotheBoardandAdministrationreporttovariousmembersof Management .Thereisnoplaceunderthistypeof structureforeitherthepedagogicalrealmorthedevelopmentrealmtoplantaneffectiveseed .Everythingflowsthroughtherightsrealm .TheresponsibilityforallactivitieswithintheSchoolfallstotheBoard .Notonlyisthiscontrarytoanypreordainedthreefoldsocialorder,itiscompletelyunrealistic,andthereasonwhythepoliciesandgovernanceneededtoprovidetheSchoolwithvisionandproactiveforwardthinkinghavefailedtoberealized .Thereisnoaccountability,orseemingresponsibility,inmanyareasof schoollife,notbecauseof aperceived‘flat’or‘non-hierarchical’wayof working,itisbecausewearestructuredtonurtureself-interest,notthecommongood .(personalcommunication,n .d .)

Theintroductionof thethreefoldvision,marriedwithanorganizationallivingsystems

paradigm,shiftedandreorganizedthestructurethatDaroshindescribesabove .Itbeganwith

thedifferentiationandredefiningof boundariesbetweenrealms .ThePedagogicalRealmhas

nowcompleted itsdifferentiationand is functioningeffectivelyandefficiently fornow .The

Governance (Legal-Financial)Realmand theCommunity&ResourceDevelopmentRealm

arewaitinginthewingsfortheirturnatcompletingdefinition .

105

The Administration was reorganized and employees are now clear about their

responsibilities and accountabilities via detailed job descriptions, and there is clarity about

the impulse and gestureout of which theirwork is generated andwhich realm they serve .

Therewasarecognizedattempttoensurethatstaff memberswereappropriatelyqualifiedto

dotheworkforwhichtheywerehired,althoughyouwillseefrommyconclusionsthatmore

shouldhavebeenandneedstobedoneinthisregard,includingincreasingsalariesinorderto

successfullyattractandretainthosequalifiedemployees .

There is now in place a clearly differentiatedPedagogicalRealmwith experienced

Waldorf educatorsservingonthePedagogicalCarryingGroupandintheroleof Pedagogical

Administrator .Explicit,documentedpoliciesandproceduresweredevelopedandapprovedin

theappropriaterealmsthroughcollaborativeprocesses,andwhicharesubsequentlyadheredto

bystaff .Thefinancialandeconomicfoundationwasimprovedtothepointthatvibrancyand

healthwasjustbeginningtobecomeapparentinsuchawaythatisindisputable .

There is undeniable quantifiable evidence that supports the conclusion that grand

improvementstookplaceintheSchoolasaresultof thenewthreefoldlivingsystemsstructure

and,despitethemissedstepandthesubsequentmissteps,Icanthereforeconcludethatit is

possibletotransformanexistinggovernancestructurethroughtheimplementationof andthe

intentiontocontinuetoimplementthedescribedthreefoldform .Thisaspectof thehypothesis

holdstrueatthelocalorganizationallevel .Thisissupportedbywhatfollows .

Onedramatic piece of supporting evidence is reflected in theRevenue&Expense

chart,whichcomparesrevenueandexpensespriortoandafterimplementationof thethreefold

structure, fromthe twoperiodsprior tomyarrivalat theVancouverWaldorf School to the

most recent budgetary year . (SeeFigure 31: Revenue Expense Comparison over Three Periods of

Operation,p .94 .)Thenumbersshowthatthefinancialandeconomicfoundationof theSchool

greatlyimprovedovertimecomparedtotheperiodbeforetheimplementationof thethreefold

livingsystemsstructurewhenitwasmanagedwithdifferentapproaches .Bytheendof this

documented period of development, in which time the development and implementation

of athreefoldlivingsystemsprototypefortheoperationandmanagementof theVancouver

Waldorf Schoolwasmostlyrealized,thebudgetincreasedby$1 .1million .

If money is the equivalent of organizational ‘blood,’ then it can be said that the

Vancouver Waldorf School’s ‘blood’ had become rich with health-giving nutrients . This

richnessresultedinasignificantincreaseinthetotalnumberof staff,primarilyteachingstaff,

aswellasimprovedstaff retention,improvementstohiringprocesses,mentoring,professional

developmentfunding,trainingrequirements,andhighersalaries .Priortotheimplementation

of thenewstructure,theaverageteachersalarywasstaticat$34,600withatopseniorsalaryof

$37,280perannum .Inarelativelyshortperiodof timetheaveragesalaryincreased18%toa

currentaverageof $40,760perannum .Thetopseniorsalaryincreased19 .3%to$44,482 .The

Chapter5


othersignificantstatisticisthatthenumberof teachershasincreasedby46%fromafull-time

equivalentof 24 .3 to thecurrent full-timeequivalentof 35 .4 .94Together these twostatistics

resultedinanoverallincreaseof 72%inpayrollpaidbytheSchooltoteachers .

Improvementsinmanyotherareasareequallyindisputable .Beforetheimplementation

of the threefold living systems structure, theenrollmentnumberswereunchangingwithan

averageof 260studentsinPreschoolthroughGradeTwelve .Recentlytheenrollmentnumbers

were holding steady at approximately 310, and the retention and attrition rates improved

significantlybyupto30% .TheVancouverWaldorf Schoolhasneverhaddifficultyattracting

interest,withmoderatesuccessenrollingnewstudents;howeverthechallengeinthepastwas

withsatisfactionandretention .Atonepointjustbeforethenewstructurewasimplemented

withatotalenrollmentof 260students,thestatisticalreportsshow100studentswithdrawnand

another100newstudentsenrolledfromoneschoolyeartothenext .Incontrast,theretention

rateiscurrentlyexcellent .Inarecentyear,outof atotalenrollmentof 306only24intotal

withdrewordidnotreturn,withanadditional27newstudentsprojectedtoenroll .Increased

enrollmentand increased retentionhavebeen the current trend,demonstrating studentand

parentsatisfaction .

Theothersignificantindicatorof improvedworkingconditionsistheretentionand

attraction of well qualified and excellent teachers . Prior to the implementation of the new

structure, there were at any given time one to three staff members on long or short-term

disabilityleaveforstress .Thisisnolongerthecase .Insurancepremiumshavebeenreduced

orremainedstaticseveralyearsinarowbecauseof thelowereduseof thisbenefit,despitethe

significantincreaseintotalnumberof employeesenrolledintheprogram .

There are indications that the quality of the work environment also improved .

Qualitativecommentsandfeedback(receivedupuntilJune2010justpriortothewritingof

thisbook)indicatethatsomethingwasdifferent,theSchoolenvironmentwasexperiencedas

positiveanduplifting,andtherelationshipsbetweenfaculties,staff,departments,individuals

andgroupslessstrainedandmorecollegial .Qualified,highlytrainedandexperiencedteachers

have been attracted to and accepted positions at the School and have remained employed

despite thestillunsatisfactorysalaries .Weheard fromthese teachers that thepositivework

environmentandcollegialatmosphereareattractive .

The followingquotebyDieterBrüll (1997) isanexplanationof whathappenedas

a result of the design and implementation of this threefold principle-based organizational

structureattheVancouverWaldorf School:

If threefoldnessisderivedfromwhatishuman,asSteinersays,thenwhyshouldonenotconsideritwhenbuildinginstitutions?Isitnottruethathumansplacetheirwholebeingtothese?Whetheronecallsthisthreefoldsociallife,orwhetheronereservesthistermforthemacro-sphere[atthe

107

societylevel]isaquestionof semanticsandnotof concepts .…Threeorgansarecreatedtoform,asitwere,ashelland,thus,structurewhatthe[teachers,staff,trustees,andcommunitymembers][bring]totheschoolas[their]veryownimpulses .(p .15)

WhatBrüllissayinghereisthatthethreefoldstructureprovidesthevesselinwhich

all individualscanparticipatewithenthusiasmandasenseof fulfillment,contributingtheir

gifts,theirexpertiseandtheirbestwork .Thevesselalsoprovidestheformandstructurethat

cantemperandprovideacheckandbalancefortheself-interestof theindividualintheinterest

of thegreatergoodof thewholeorganism .Theclarityprovidedbyastructurebornoutof the

principlesinherentinthreeoverlappingspheresof influenceandintheday-to-daydynamic,

reflectingthesystemsorthelivingstructureof thethreefoldhumanbeing,resultsinahealthy,

responsive,growing,developingorganization .Mycolleague,WalterDaroshin,who,working

alongsidemeandothersduringthemostintensiveperiodof developmentandimplementation

of thethreefoldstructure,said:

Wearebuildingacriticalmassof understandingof ourindividualrolesandresponsibilities .Workingfromwithin,throughserviceandthetemperingof self-interest,wewillbethechangewewishtoseeinourschool .

Theseamsoroverlaps,whendeficient,canmanifestinillness—bothphysicalandstructural;however,thosesameseamsoroverlaps,whenrecognizedandunderstood,willcreateabravenewworldforusfromwhichtowork .(personalcommunication,n .d .)

The positive effect of the implementation of the threefold structure guided by the

vision described in this book is evident .However, perhapsmore is possible and necessary .

ThroughoutthisbookIhavetouchedonthefactthatinthemainstreamcorporateworldthere

isagrowingnewconsciousnessof theimportanceof workinginnewwaysinorganizations,

whileatthesametimetheform or structureremainsinanoldform,thatof anowner/operator

top-downhierarchicalleadershipparadigm .Thefocusof thisresearchhasbeenonnew forms

and a structure withinwhich such anew consciousness can exist, and I am confident that the

implementationof thethreefoldlivingsystemsstructurehashad,andcouldbyitself inanother

contexthave,apositiveoutcome .

Icannotconcludewithouttouchingontheworkof Dr .C .OttoScharmer(2007) .Just

astheworkdocumentedinthisbookcultivatesanunderstandingof new forms and organizational

structure,sotoodoesScharmer’sworkonanewsocialtechnology,whichhecallsTheoryU,

advancetheworkonthenew consciousnessthathasbeendevelopinginthecorporateworld .It

isimportanttomentionhisworkherebecausethevesselthatiscreatedbytheimplementation

of thenewthreefoldorderingof anorganizationiswaitingforanewconsciousness .While

Chapter5


itistruethatsimplyimplementingthenewstructurehashadasignificantpositiveimpacton

theeffectivenessof theVancouverWaldorf School’soperation,andperhapsthishasresulted

inaraisingof theorganizationalconsciousnesstoadegree,Icannothelpbutwonderif the

effectissimilartowhathappenswhenonesmiles .Evenwhenthesmileisnotgeneratedfrom

the inside in response to genuine feelings of joy, it is almost impossible not to feel happy

whenoneissmiling .Thislivingsystemsform,whichisanalternativetobothanamorphous

flat structure and to a top-down leadership paradigm, naturally necessitates collaborative,

cooperative,associativeworkingrelationshipsresultingincertainlevelof consciousnessof the

needtoworkinnewways .Thisorganicthreefoldlivingsystemsgovernancestructurewithits

naturalnetwork-basedhierarchythatshiftstheauthoritydependingonthespecificexpertise

andparticularfunctionneededinagivencontext,doesnotrequirethatacollegialenvironment

beartificiallycreatedbya leaderat thetopof ahierarchicalstructure .Rather, thestructure

itself ensuresthatcreativity,innovation,andcollaborative,cooperativeteamworkarepresent

andactivethroughoutthesystem .

Theory U provides processes, practices, and tools that enable a new intentional

consciousness and approach to working that would fit the vessel created by a threefold

structure like a glove . Unfortunately, exploring the possibilities that could be created by

workingwithTheoryUisnotpossiblewithinthecontextof thisbook,butitisimportanttoat

leastmentionitintheconcludingcommentsbecausetheuseof thesepracticesin conjunction

with theimplementationof athreefoldstructurecouldverywellexpediteandexponentially

increase the ultimate effectiveness of implementing a threefold living systems structure . It

couldprovideamuchneededinjectionof consciousnessthatcouldboostthetransformative

effectof implementingthethreefoldstructure .

It is also remarkable (and likely not coincidental) that Theory U is based on a

threefoldpicture,whichinessenceinvolvesthedevelopmentof theabilityat“personal,group,

institutional,andglobal”levelsfor“deepseeing”or“sensing .”(Scharmer2007,p .7)Thisnew

social technology that supports the development of deep seeing involves three core stages,

ormovements as Scharmer calls them,when responding to issues, challenges, or a call for

advancement,changeandimprovement .Scharmerdescribesthebasicactionsormovements:

• observe,observe,observe

• retreatandreflect

• actinaninstant

Thesethreecoremovementsgiveanindividual,agrouporanorganizationaccesstoaninner

knowing throughadifferentkindof non-judgmental listening that requiresandengagesan

openheartandanopenmind .Itapproachesanddealswithissuesatasystemicrootlevelrather

thansimplyaddressingsymptomswithquickfixes .Scharmeremphasizestheimportanceof

learningthecapacitytoworkwithanopenmindandanopenheart,buthealsotalksabouta

109

thirdcapacity—anopenwill .Hesays,“Whileanopenheartallowsustoseeasituationfrom

thewhole,theopenwillenablesustobegintoactfromtheemergingwhole .”(p .12)Henotes

that it is easy tounderstand the conceptof anopenmind,which is possible to achieveby

approachingfromagestureof inquiryratherthanfromjudgmentbasedonpastexperienceand

knowledge .Thecapacitytoopentheheartisdevelopedthroughpracticinggenuineempathic

listening .Openingthewill,ontheotherhand,isthemostdifficultconcepttograspandcapacity

to develop . Scharmer describes the experience of the process of opening thewill as itwas

describedtohimbyDanishsculptorandmanagementconsultantErikLemcke:

Afterhavingworkedwithaparticularsculptureforsometime,therecomesacertainmomentwhenthingsarechanging .Whenthismomentof changecomes,itisnolongerme,alone,whoiscreating .Ifeelconnectedtosomethingfardeeperandmyhandsareco-creatingwiththispower .Atthesametime,IfeelthatIambeingfilledwithloveandcareasmyperceptioniswidening .Isensethingsinanotherway .Itisalovefortheworldandforwhatiscoming .IthenintuitivelyknowwhatImustdo .Myhandsknowif Imustaddorremovesomething .Myhandsknowhowtheformshouldmanifest .Inoneway,itiseasytocreatewiththisguidance .InthosemomentsIhaveastrongfeelingof gratitudeandhumility .(p .12)

These three capacities of open head (or thinking), open heart and open will are

conditionsthatmustbepresentwhenindividuals,groupsandorganizationsareworkingon

unfolding the future . Scharmer goes on to describe leadership capacities that he saysmust

alsobecultivatedbyagroupbeforetheprocessdefinedbyTheoryUcanbesuccessful .The

capacitiesincludesuspendingalljudgmentandexercisingpureobjectiveobservationwithdeep

openness,sensingandawareness,whileseeingandacting—orprovidingprototypesolutions—

fromthewholeandbeyondtothegreaterwhole .Insummary,Scharmersays,“[C]onnectingto

one’sbestfuturepossibilityandcreatingpowerfulbreakthroughideasrequirelearningtoaccess

theintelligenceof theheartandthehand—notjusttheintelligenceof thehead .”(p .13)If these

process-orientedtechniques,toolsandpracticescouldbeutilizedbythepeopleworkingwithin

the complementary structural framework that a threefold formprovides, the quantum leap

thatIhavereferencedaspossibleandnecessaryforsocialrenewalwouldhaveamuchgreater

chancetomanifestthanif eitherisattemptedinisolation .

Regrettably, the implementation of the threefold living systems structure at the

VancouverWaldorf Schoolwas not completed .The end of the story described inChapter

4 marks the end of the action-based research documented here and defines the point of

interruptionof theprocessattheVancouverWaldorf Schoolof developingaprototypefora

threefoldlivingsystemsstructure .Withthelackof developmentintheCommunity&Resource

Developmentdepartmentandwithlittlemovementorheadwaygainedintermsof fundand

resourcedevelopmentprogramsandactivitiesoverthepasttwoyears,Iexperiencedaserious

Chapter5


stallorinterruptionintheSchool’sdevelopment .ForthefirsttimesinceIbeganmyworkatthe

VancouverWaldorf School,Iwasnotsuccessfulinfindingawaytofacilitateforwardmovement .

IthoughtperhapsIwasenablingthelackof movementbyremaininginmyposition—perhaps

peoplewererelyingonmetocarrytheconsciousnessof thelivingsystemsthreefoldvision .

Perhapstherewasreticencetomoveforwardanddefinetheleadership,becauseof afearof

givingauthoritytothatleadership,orpossiblytherewassimplynocollectivewilltocontinue .

Thereasonfortheresistancetomoveforwardwiththeongoingdevelopmentof thethreefold

livingsystemsstructurewasnotobvioustome—Iknewonlythatmovementhadceased .With

thisinmindIsteppedbackwiththehopeandintentionthatitwouldprovideacatalystfor

forwardmovement .

Isincerelyheldthehopethatthefaculty,staff andinvolvedparentsandcommunity

memberswouldrespondbytakingupthetaskidentifiedbyDaroshin .“Theseamsoroverlaps,

when deficient, canmanifest in illness—both physical and structural; however, those same

seams or overlaps,when recognized and understood,will create a brave newworld for us

fromwhichtowork .”Thetaskof recognizingandunderstandingtherolesandresponsibilities

of individualsandtheseamsandoverlapsof thethreefoldvisionneedstobetakenupwith

intention in order to enable a broad explicit consciousness and understanding of how to

maintain and continue the healthydevelopment of the living organism thatwasmobilized

at theVancouverWaldorf School, inparticularat thispoint in relationship todefiningand

empowering leadership,aswellas thereformationandredefiningof theSocietyandBoard

of Trustees,andspecificallytoleadershipinanddevelopmentof theCommunity&Resource

DevelopmentRealm .Withabroaderconsciousnessandtheexplicitsharedunderstandingof the

threefoldvisionunderpinningtheentiredevelopment,refinementandimplementationof the

threefoldstructure,thevisioncouldcontinuetoinspireandguidetheSchool’sorganizational

development .

Engaging ina transparentprocessof lookingat the ramificationsof mydeparture,

aprocess that inparticularwouldhave involved theFullFacultyandPedagogicalCarrying

Group could provide the possibility of broadening the understanding and consciousness

of the threefoldprinciplesandrelationship toa livingsystemsapproach togovernanceand

management .Thisiswhatwasneeded .Outof thatbroaderunderstandingandconsciousness,

atransitionplancouldhavedeveloped .AquantumleapintheSchool’sdevelopmentwasstill

withinreach .

However,thisisnotwhathappenednext .Instead,theremainingmanagementstaff

andleadershipgroupschosetotakeadifferenttackandsevertherelationshiptothethreefold

living systemsvision,which isdescribed indetail in thisbookand thatwas collaboratively

developedovertime,guidingtheSchoolthroughitstransformationtothispoint .Therewillbe

noreplacementAdministratorhired .Instead,inareturntoaformerapproachtomanaging

111

the School’smiddle realm, the position has been truncated, taking the formof aBusiness

andFacilitiesManager .Itwillbetheresponsibilityof thepersoninthispositiontomanage

legalandfinancialbusinessandoverseemaintenanceof thefacility .Themediating,facilitating,

coordinatingrhythmicfunctioncarriedbytheSociety,Boardof Trustees,itscommitteesand

a School Administrator, functioning collectively as the organizational ‘rhythmic system’

(Governance [Legal-Financial] body), working in service to the organization, between the

twopoles representedby theother two systemsoccupiedby thePedagogical bodyand the

Community&ResourceDevelopmentbody,willnolongerexistinthemiddle .Thisfunction,

whichisanessentialfunctioninawell-establishedorganizationthatisinthedifferentiationphase

of development,waspartiallydevelopedastherestructuringprogressed;butunfortunately,it

didnotdevelop to thepointof havingstrongroots . Itappearsas thoughIwasholding the

middleinplaceandthiswasclearlynotsustainable .AsmentionedinChapter4,theexplicit

reformationandredefinitionof theSociety,itsBoardof Trustees,andtheconfirmationof the

roleof theAdministratorneededtohappenearlier .

It appears as though there will no longer be a centralized School Administrator,

holdingtheconsciousnessof thewholeandcoordinatingtheoperationalandadministrative

activities in theother realms,weaving itall together intoaharmonizedwhole in service to

theorganizationalmission .Instead,ithasbeenproposedthatthemanagementgroupforthe

Pedagogicalrealm(PedagogicalCarryingGroup)canprovidethisgreaterrhythmicfunction

fortheentireorganization,whilethefinancialmanagementaspectof themiddlerealmwill

continuetobemanagedbytheBoardof TrusteesanditsnewBusinessandFacilitiesManager .

If thishappens,itcouldconstituteanimpingementof thespiritual-freedomrealmontherealm

of equality .If Karutz’s(2001)understandingof whathappenswhenthereisimpingementat

asociallevelisaccurate,andinfactanimpingementof freedomontheequalityrealmtakes

place,“thenallrulesareundermined,bringinginsecurityandchaos .”(p .28)Thiscouldbethe

effectof suchastep,regardlessof whetherthestepisconsciousorunconscious .

AsindicatedinFigure 32: Dynamic of the Pedagogical Realm,thePedagogicalCarrying

Group,withitsPedagogicalAdministratorworkinginservicetothisbody,isthecoordinating,

regulatory (rhythmic) body for the Pedagogical realm of activity and NOT for the whole

organization .Thecoordinating,mediatingrolefortheentireorganizationisthefunctionof the

middleGovernance (Legal-Financial) body,theBoardof TrusteesanditsAdministrator,whilethe

coordinatingfunctionforthepedagogicalrealmistheroleof thePedagogicalCarryingGroup

anditsPedagogicalAdministrator .

The decision not to replace the SchoolAdministrator, but rather to hire instead a

BusinessandFacilitiesManager,withlimitedoversightof aspectsof themiddlerealm,means

thatthestructurewillnowhavemanagementgroupswithadministratorsservingonlytwoof

thethreerealms,withafinancialandbusinessmanagementskill-setspecificmanagerinthe

Chapter5


thirdrealmoverseeingonlyaportionof theactivityof thatrealm,thelegal-financialbusiness .

Noonewillprovidethegreaterorganizationalcoordinatingmediatingfunctionof themiddle

realm except perhaps the PedagogicalCarryingGroup and the PedagogicalAdministrator,

bystretchingbeyondpedagogicalboundariesandattempting toprovide thisbroaderschool

function .Insteadof theenvisionedfour-leggedstoolsupportingandservingthethreefolded

organization,itwillbeatwo-leggedstool,whichhasatruncatedthirdlegintheformof the

conceptbehindaBusinessandFacilitiesManager .

Furthermore, only one of the three envisioned folds or spheres of activity (the

Pedagogical sphere) has been clearly differentiated, while the other two spheres remain

amorphous .ThisstepintheSchool’sdevelopmentwasnotinspiredorguidedbythethreefold

Figure32:Dynamic of the Pedagogical Realm

113

livingsystemsvisionwhichdevelopedovertimethroughcollaborativeworkingasdescribed

indetail inthisbook .Icanoffersomeideasaboutwhythischangeof courseorregression

has taken place . It is possible, even likely, that the Schoolwas experiencing a crisis of the

differentiationphaseof developmentandthatthechallengesat thatmomentarearesultof

resistancetoorfearof goingthroughthedevelopmentaleyeof theneedle,whichispartof

transitioning to the next phase of development, the mature integrative-associative phase .

Instead,thereisareturntoold,familiarorcomfortablewaysof workingthatmay(orinsome

waysmaynot)havebeensatisfactoryandsomewhatsuccessfulinthepast .Schaefer(1996)in

Vision in Actiontalksaboutthecrisisof thedifferentiationphaseof development .“Thetrickin

theintegrationphaseistoseetheorganizationasaprocessorganismandtorestructureitto

enhancethecentralprocesses .”(p .51)

Thefollowinginsightsandsuggestionsregardingenhancingcentralprocessesrelated

tothegreaterwholecouldguidetheSchoolthroughthistransitionalphaseandintothemature

integrative-associativephaseof development:

1 . There is confusion or disagreement about—and therefore a need to clarify and

confirm—the role of the Pedagogical Carrying Group in relationship to the rest of the

Pedagogical realm (‘nerve-sense system’) and its relationship to thewhole organism .95 It is

alsonecessarytoreaffirm,redefineandre-differentiatetheroleof themiddlerealm(‘rhythmic

system’),whichincludestheAdministrator,financedepartmentstaff,theSocietyanditsBoard

of Trustees,againinrelationshiptothewhole .

2 . There is a lack of—and therefore a need to institutionalize—widespread

consciousnessandunderstandingof boththenewquantumphysicsparadigmandtheviewof

socialorganizationaldevelopmentasareflectionorexpressionof thethreefoldhumanbeing(as

describedinChapter1)astheguidingvision .Thereareindicationsof alackof understanding

of thefunctionof themiddlerealmandthereforetheresultwasareactionthatseemedtoreflect

afearof impingementorlossof controlshouldtheAdministratorpositionremainaspartof

thestructure .Thisfearwouldbeeliminatedif thereisagenuineandwidespreadunderstanding

of thenewparadigmandthethreefoldlivingsystemsvision .

3 .Whenadministeringtotheholisticunifiedoperationof aWaldorf school,thereis

aneedtoensurethatappropriateskillsandcompetencyexistintheindividualsinleadership

positionswhoworkintheadministrationinservicetothethreerealmsof theschool .

ThissuggestionthattheSchoolisinatransitionalphaseandexperiencingthecrisisof

thedifferentiationphaseof development,inconjunctionwiththerecentdevelopmentsandthe

insightsIhavehighlightedabove,causesmetoreflectonwhatIwoulddodifferentlyif Icould

returntovariouspointsduringtheimplementation,andalsocausesmetoconsiderwhatIhave

learnedfromwhathashappened .Itisimportanttoconsiderthissothatthenextopportunityto

developtheprototypecanbethatmuchmoresuccessful,constructiveandrefined .

Chapter5


1 . IwouldbemoreinsistentonorganizingongoingpresentationsforSocietymembers,

Trustees,Faculty,PedagogicalCarryingGroupmembers,parentsandfriends,andstaff toshare

thethreefoldlivingsystemsvisionandtoprovideupdatesonprogressandchallenges .

2 . Iwouldmakeabetterefforttoensurethatdecisionsandchangesindirectionare

transparent andprocess-drivenand that challenges are sharedwith the faculty and staff, in

particularwiththePedagogicalCarryingGroupmembers,sothattheeducatorshavethegreatest

possibleopportunitytoprovidethekindof inputanddirectionregardingtheadministrative

lifeandstructureof theSchool thatSteiner (1998) insisted isessential .Steiner insisted this

collaboration is essential if educationas a cultural-spiritual activity is to retain thekindof

autonomythatisneededfortheculturallifetoachieveitspurpose,andultimatelyachieveits

socialmissionandhaveatransformativeeffectontherestof society .

3 . Iwouldbemoreattunedtotheneedforadequateprocessinrelationshiptohiring

administrativestaff,ensuringthatthestaff membershiredpossessadequateandappropriate

qualifications .Again,forexample,thiswouldensure,inthecaseof hiringof administrative

staff, that the educators who form the organizational ‘nerve-sense system’ have adequate

opportunitytogiveimportantinputandappropriatedirectiontotheselectionprocess .

4 . In concert with the implementation of the threefold living systems structure, I

would engage theuseof the tools, practices andprocesses that bringaheightened levelof

consciousnesstothewholeorganization,suchasthosedefinedbythenewsocialtechnology

of Scharmer’sTheoryU .This combination of a revolutionary living systems structurewith

anequallyrevolutionarylivingsystemsconsciousnessinrelationshiptosocialreformmayjust

bewhatgeneratesaquantumleaponalllevels,andinparticularwhatcouldcarryaSchool

throughatransitionalcrisisphasetobecomeamatureprocess-orientedorganization .

5 .Andfinally,Iwouldfocusevenmoreonmyownpersonaldevelopment,innerwork

andhealthythreefolddevelopmentbecause,asKarlKönig(n .d .)said:

Dearfriends,onlythis—andagainIsaysomethingwhichIfeelisof greatimportance,andsoIrepeatthewordswhichRudolf Steinerusedtimeandagain—onlythiswillmakeitpossibleforatruethreefoldsocialordertobecomeestablishedwhereyouwork .Forthethreefoldorderinthesocialrealmisnotsomethingwhichcanbesuperimposedonanysocialorganism;ithastogrowfromwithin .Itistheresultof theeffortof thesinglehumanbeingtolearntolivewithanunderstandingof thethreefoldbeingof man .Themoreyouconcernyourself withtheconceptof threefoldness,notinthesocialrealmbutinthebeingof man,themoredirectly,immediately,thesocialstructurewillturnintoathreefoldexistence,becauseyouorderitfromwithin .Youorderitfromwithin,magically .Magically,dearfriends,itwillemerge,whetheryoulikeitornot,andsuddenlyyouwillsee:Itisthethreefoldsocialorder .Soitis .(König,[n .d .],KarlKönigArchiveAberdeen,UK)

115Chapter5

Inmyfinalanalysisandtoconclude:Amodernrevolutionaryapproachtocreating

livingorganizationalstructureandformhasbirthedoutof theresearchandoutof theapplication

of thetheoryoverthetimethatIwasattheVancouverWaldorf School .Theresultsshowthat

theeffectonthehealthof theorganization,whenapproachingitwiththenewconsciousnessof

organizationsaslivingentities,utilizingSteiner’sthreefoldapproachtounderstandinglifewith

its threefoldprinciplesas theessentialproperties, ispositiveand transformational .Whether

Icangosofarastosaythatithasaco-evolutionaryeffectonothersocialorganizationsand

therestof societywouldonlybeconjectureatthispoint .Muchmoreworkneedstobedone,

awayfoundtoeithertakeupagainandcontinuetheworkattheVancouverWaldorf School,

oralternativelyatotherschoolsorinotherorganizations,andtostudythelongtermresultsof

thatworkandobserveandquantifytheeffectsbeyondtheschoolsororganizationsthemselves .

However,theinsightthatsuggeststhattheimplementationof therevolutionarylivingsystems

structurecouldhappenalongwithintentionallyheighteningthelivingsystemsconsciousness

givesmenewhopefortherealizationof Steiner’shope—thattheWaldorf movementwillserve

asanexampleforhowsocietycouldorderitself,therebyprovidinganantidoteforthatwhich

ails humankind . Perhaps as Jantsch said, “socioculturalman in co-evolution with himself

actuallydoeshavethepossibilityof ‘creatingtheconditionsforhisfurtherevolution .’”(p .251)

Andperhapsthatfurtherevolutionwillbeapositiveoneforhumankind .


AppendixA

SummaryoftheFiveDisciplinesofaLearningOrganizationDetailedinThe Fifth DisciplinebyPeterSenge(1994)

1 SystemsThinking

Senge(1994)describessystemsthinkingasa“disciplinethatinvolvesapproaching

problemsolvingandaddressingissues,notbyfocusingonisolatedeventsorpartsof the

wholebutratherbylookingatthepatternsandeventsasinterrelatedpartsthateffectandare

affectedbyeachotherandthatcollectivelymakeupaunifiedandinseparablewhole .”(p .7)

2 PersonalMastery

“Personalmasteryisthedisciplineof continuallyclarifyinganddeepeningour[the

membersof theorganization’s]personalvision,of focusingourenergies,of developing

patience,andof seeingrealityobjectively .”(p .7)

3 MentalModels

“Mentalmodels”aredeeplyingrainedassumptions,generalizations,orevenpictures

orimagesthatinfluencehowweunderstandtheworldandhowwetakeaction…

Thedisciplineof workingwithmentalmodelsstartswithturningthemirrorinward,

learningtounearthourinternalpicturesof theworld,tobringthemtothesurfaceandhold

themrigorouslytoscrutiny .Italsoincludestheabilitytocarryon“learningful”conversations

thatbalanceinquiryandadvocacy,wherepeopleexposetheirownthinkingeffectivelyand

makethatthinkingopentotheinfluenceof others .(pp .8–9)

4 SharedVision

Thepracticeof sharedvisioninvolvestheskillsof unearthingshared“picturesof the

future”thatfostergenuinecommitmentandenrollmentratherthancompliance .

TeamLearning

Thedisciplineof teamlearningstartswith“dialogue,”thecapacityof membersof a

teamtosuspendassumptionsandenterintoagenuine“thinkingtogether .”…Thediscipline

of dialoguealsoinvolveslearninghowtorecognizethepatternsof interactioninteamsthat

underminelearning .Thepatternsof defensivenessareoftendeeplyengrainedinhowateam

operates .If unrecognized,theyunderminelearning .If recognizedandsurfacedcreatively,

theycanactuallyacceleratelearning .(pp .7–10)

117AppendixB

AppendixB

SummaryofOld Board-MandatedMandateSystem

(inoperationpriortotheimplementationof athreefoldlivingsystemsapproach)

Forthreeyearspriorthewholeschoolcommunitywasinvolvedinachangeof

governanceandorganizationalstructurewhichtransferredtheauthorityfromtheformer

Collegeof TeacherstotheBoardof Trustees .Underthismandatesystem,thedailyrunning

of theschoolwascarriedoutbytheadministrationandmandatedcommittees(whichalso

includedteachersandparents) .Thisprocessof changeoverwasguidedbyaconsultant .

Thisnewstyleof governancetakestimetoevolveinanorganicandhealthyway .It

isnowthethirdyearof operationunderthissystemandtimetoreviewit .Itistimelytothink

aboutwhatwassuccessful,whatneedsadjustmentandwhathasbeenunsuccessful .Hereis

theexistingstructure .

The Board,composedof parents,teachersandalumniparents(andAdministrator

andPrincipal,ex-officio),isresponsibleforthelegal,financialandstructuralwellbeingof the

school .

The Hub,composedof aparentandateacherrepfromeachsectionof theschool

plustheAdministrator,receivesreportsfromallmandatedcommitteesandremindsabout

timelyaction .

The Administrator,afull-timepositionresponsiblefortheday-to-dayrunningof the

schoolinallitsaspects .

The Principal,apart-timepositiontosupporttheAdministratorandtake

responsibility,alongwiththePedagogicalCommittee,fortheneedsof theteachersinrelation

toWaldorf pedagogyandtheMinistryof Education .MonitorstheIssuesManagement

SystemandchairstheHiringCommittee .

Mandated Committees in each of the following areas:Hiring,ProfessionalDevelopment

(includingMentoring),Pedagogy,HealthandSafety,Grounds,Workload,Evaluation,

Finance,Festivals,IssuesManagement,TuitionAdjustment,SitePlanningandtheClass

ParentGroup,allaccountableandresponsibletotheBoardof Trustees .

Chairperson of each Faculty:Kindergarten,GradeSchool,HighSchoolandFull

Faculty:organizemeetingsandfollowthroughonrecommendationsfromCoordinatingHub .


Administration & Services,composedof twofull-timeemployeesandsevenpart-time

employeestoruntheday-to-dayaffairsof theschool .

Administrator,Principal,Receptionist,EnrollmentCoordinator,Systems

Administrator,Maintenance,Registrar,HighSchoolAdministrativeSupport,Finance

Manager,AccountingAssistant,andJanitorialservice

Avisualrepresentationof thissystemisbeingcreated,whichwillbeondisplay

whencomplete .

119

AppendixC

HubCoordinatingCommitteeMandate—OldMandateSystem

Mandate-CoordinatingHub

Briefsummaryofcommittee’stask

TheCoordinatingHubisdesignedtoserveasthecentralbodyof awarenessandto

maintainabroadoverviewof theworkingsof thevariouscommitteesandtheirfunctions

intheschoolinsupportof themissionstatement .Itistoserveasacommunicationconduit

tohelpthecommunitybeawareof importantinformationandtomaintainthegoalof

transparencyintheworkingsof theschool .ItisanimportantfunctionthattheHubwillshare

informationwithallpartiesinmattersthatmayhaveanimpactuponthem .

1 . Toserveascommunicationconduitforallcommitteesandmandatedgroupsin

theschool .

2 . Tohelpensurethattheworkof theschool’scommitteesandmandategroupsis

done,throughdirectandregularcontactasagreeduponbetweentheHubandthe

particularmandategrouporcommittee .

3 . TosettheagendaonaconsultativebasiswiththefacultyandfacilitatetheFull

FacultyMeeting .

4 . Tohelpensurethesteeringandcoordinationof mattersof amoregeneralnature

thatareof importancetothefacultyandthecommunityatlarge .

5 .Withrespecttoitem4above,tohelpstreamlinetheworkingsof theschoolto

avoidduplicationof taskandfosterefficientandtimelyfunctioning .

6 . Tohelpensurethatevaluationof eachcommitteeandthewholesystemof

administrationoccurinconjunctionwiththeBoard .Thismayinvolveassistance

fromexternalsources .

Towhomdoesthecommitteereport?

1 . TheHubwillberesponsibletotheBoardof Trustees .

2 . TheHubwillreporttotheBoardattheregularmeetingsandmeetwiththeBoard

asafullgroupatleasttwiceannually .

3 . ThegroupwillreporttoandconsultwiththefacultyatFullFacultymeetings .

AppendixC


Meetingtimesandtimeline

TheHubwillmeetfor1½to2hoursweeklytodiscussreportsandactivitiesof the

BoardandsettheagendafortheFullFacultyMeeting .Thismeetingwilloccuratleasttwo

daysbeforetheFullFacultyMeeting .

FacultymembersresponsibleforsettingtheagendaandfacilitatingtheFullFaculty

Meetingswillneedtomeetataseparatetimetoplanandpreparethismeeting .Itisexpected

thatthiswillinvolveaminimumof 1hour .

Criteriaformembership(including required skills)

MembersaretobefromthegeneralSchoolcommunityingoodstanding .Individual

membersneedtopossessthefollowinginordertoworkeffectivelywiththisgroup:

a) Strongcommunicationskills

b)Theabilitytocarrythevisionof therequiredoperationsof theSchool

c) Theabilitytosetgoalsanddeterminepriorities

d)Theabilitytosynthesizecomplexissues

e) Theabilitytodelegate

Numberofmembers(min. and max.)

Seven(7)membersarerequiredfromthefollowingareasof theSchool:

1)aKindergartenteacher

2)aGradeSchoolteacher

3)aHighSchoolteacher

4) theSchoolAdministrator

5)aBoardmember

6)aParentrepresentative

7)aseventhtobeselectedbytheHubonthebasisof skillsneeded

Intheeventthatfullmembershipisnotattainedormaintainedatanygiventimein

theworkinglifeof thegroup,membersmustbeactivelysoughtoutcompletemembership .

TheBoardmustbemadeawareof suchacircumstanceandapprovethecontinuedoperation

of theCoordinatingHubdespiteanyshortfallinmembership .

Howarecommitteemembersselected?

a)Parent:SelectedbytheClassParentGroupalthoughthisparentneednotbeaClassParent

b)Faculty:Onefromeachindividualdepartmentasrecognizedwithinspecificfaculties

c) Board:Amemberof theBoardasrecognizedbytheBoard

d)Administration:TheFinanceManagerorSchoolAdministrator

121AppendixC

e) TheSeventh:tobeselectedbytheHubmembersonthebasisof skillsneeded

f) Finalmembershipof theHubwillbeconfirmedbytheBoard .

TermsofService

Themember’slengthof serviceshallbeaminimumof a1-or2-yearterm .Changes

shalloccurinsuchawaythatamaximumof 50%turnoveroccurseachyearinorderto

maintaincontinuity .

Rotationonandoff isrecognizedasneedingflexibility,exceptfortheAdministration

position .However,termsof servicewillbegininmid-January .

NoticemustbegivenbyNovember1stof thepreviousyeartoallowtimefornew

memberstobeselectedandformatransitionintothegroup .

Whatmajordecisionsisthecommitteeresponsiblefor?

TheHubwillhavenodecision-makingresponsibilitiesexceptinthesettingof the

agendaandfacilitatingtheFullFacultyMeetings .

Whatspecificproposals/recommendationswillthecommitteemake?

TheHubwillmakeproposalsandrecommendationstoothermandatedgroups,

committees,BoardandFacultyastheneedarises .

How,howmany,andwhen“inputloops”arerequired

Thereiscontinuousmovement(loops)betweenthecommunityelements,andmore

specificallytheBoardthatprovidesthemandatedcommittees/individualswithinput,advice,

support,guidanceandaffirmation .

Theprincipleof thecommunicationfunctionof theHubisthatselected,important

informationistobepresentedtotheHubthroughitsrespectiveliaisonmembers .TheHub

thenwillhelpfacilitatetheinformationflowsuchthatitmovesthroughestablishedlinks

orhelptoformthoselinkswhennecessary,tootherrelevantgroups,thusenhancingthe

communicationintheSchool .Communicationistobemadeinwritingandneedstobeinthe

formof asynopsisratherthanalengthyreportorrequest .Itisparticularlyimportantthata

reportmaintainconfidentialitywhereappropriate .

TheHubwilldesignateitsowncontactperson(s) .

Communicationloops

a)TheBoardmemberwillcommunicateinformationtoandfromtheBoard .

b)TheBusinessAdministratorwillcommunicateinformationtoandfromthe

administrativestaff .


c) TheTeacherrepresentativeswillcommunicateinformationtoandfromtheir

respectivedepartments .

d)TheParentrepresentativewillcommunicateinformationtoandfromtheClass

ParentGroup .

e) Therewillbeadesignatedindividualwithinthegroupwhowillcommunicate

withdesignatedcontactpersons(i .e .,Chairs)of thevariouscommittees .

f) Individualscangiveinputormakerequeststhroughthedesignatedcontact

person(s) .

g)Thecommunicationwillbeweeklyoraspermeetingscheduleof thedesignated

group(aminimumof oncemonthly)inwriting .Inaddition,thiscommunication

mayoccurinpersonorbyinvitationtotheHubmeeting .

h)Listingof currentdiscussionitemsandpertinentinformationwillbemade

availabletothecommunitythroughtheParentBulletinand/orthroughpostingon

abulletinboard .

i) Memoswillbesenttospecificgroupsasrequired .

Howandwhenisthecommitteeanditsfunctionevaluated?

Aself-evaluationmustbecompletednolaterthanApril30thof eachyearafterthe

newmembershiphasbeenestablishedandbeeninoperation .Thisisseentotaketheformof

aconversationoutliningwhatisworkingandwhatisnotandcontainconstructivecriticism

andsuggestions,whicharetobewrittenandmadepublic .

TheBoardwillconductanevaluationatitsdiscretion .

123AppendixD

AppendixD

MandateSystemReviewCommitteeMandate

VWSMandateSystemReviewSteeringCommittee

Purpose(Mandate):

Toguideaprocessof reviewingthemandatesystem,whichhasbeeninplacefor

threeyears,followingthetimeline,andmakerecommendationsforchangesandrefinements

tobebroughttoameetingof communitymembersbeforetheendof June,andthento

generateareportfortheBoard’sapproval,withrecommendations,beforetheendof June .

SummaryofTasks:

1 Designaquestionnairethatwillallowforbothgroupandindividualinput

andthatwillhaveaclearcoveringlettertogiveintention,timeline,areasof

responsibilityintheprocess,andexpectedoutcomes .Thequestionnairewill

includeacoverletterthatidentifiesareasof knowngaps/flawsinthesystem

sothatpeoplecanfocusongivingfeedbackonwhatwedonotalreadyknow .

Thequestionsmustbesimpleandaskforexamplesof 2or3positiveand2or3

negativeorfrustratingexperiencesinrelationtotheexistingsystem/structure .

2 Identifyandinterviewkeypeople/groupswhoareactiveinthevarious

committeesandwithintheschooltoobtaininformationaboutgapsthatwillaidin

therefinementprocess .

3 Includeothers,whenandwhereneeded,ontheSteeringCommitteeforinputat

eachstepdependingontheskills,knowledge,orattributesthatareneeded

4 Analyzetheinformationcollected,findpatternsandgapsandmake

recommendationsforrefinements,changes,andadjustmentsthatwillmakethe

organizationalstructuresmoreresponsivetoneedsof membersandof theschool

5 Therewillbetwotypesof recommendations:i)short-termpracticalrefinements,

andii)big-pictureenvisioninginthefall .

6 Planameetingwithcommunitymemberswiththegoalof reviewingandrevising

changesandfinalizingrecommendationsandchanges .

7 Ensurethattheprocesstakesplaceinatimelymanner(seetimeline,toberevised

asrequiredonceprocesshasgatheredinformation)


MeetingTimes:

Wednesdaysat5:45–6:45andasneededatthediscretionof thegroup

Timeline:

1 .MandatesubmittedtoBoardfornextmeeting(byApril5toSecretary)

2 .QuestionnairecompletedbyApril8to22

3 .DistributeandcollectquestionnaireApril22toMay6

4 .Analysisandcollation,andrecommendationstobedonebyMay22nd

5 .Communitymeetingdates,forthosewhowillworktoaffirmandmakechanges,tobeMay22ndatfullfacultymeetingtimeandMay23rdintheevening

CommitteeMembershipCriteria:

Knowledgeneeded:

1 .Historyof theschoolandof mandatesystem

2 .Anunderstandingof Rudolf Steiner’sThreefoldWorldviewanditsrelationshiptotheWaldorf Schoolmovement

3 .Relationshiptothebeingof theschool,andwillingnesstoworkwiththisaspect

4 .Knowledgeof othertypesof organizationsandtheirmanagement

Skillsneeded:

1 .Abilitytolisten,tocommunicate

2 .Abilitytodelegate,askforhelp

3 .Goodanalyticalskills

4 .Goodwritingskills

5 .Abilitytoformconcisequestions,toworkwithclarity

Attributes/attitudes:

1 . Forwardlooking,andcommittedtothisschool’sfutureanditswell-being

2 . Timetodothework

MANDATEOFCOREGROUP IS TODRAW INOTHERSASNEEDEDTO

FOCUSTHEWORK,NOTTODOITALL .

Decisionstobemade:Decideoninformationgatheringmethodsandprocessesincluding

surveyquestionsandinterviewquestionsforselectedindividuals .Createareportanddecide

onfinalrecommendations

InputLoops:AllFaculty,Administration,Board,andCommunity,Individualswithpast

involvementintheschool

Review:Aself-evaluationof thecommittee’sprocesswillbecarriedoutaftertheprocessis

complete . Mandatedby:TheBoard

125AppendixE

AppendixE

InitialReviewProcessFindingsandRecommendations

Thefollowingareidentifiedgeneralareasof strengths,concernsandgapsidentified

afterthreeyearsof operationundertheBoard-mandatedcommitteesystem:

Achievements

-moretransparency

-mandatesestablishedtodescribeareasof work

-responsibilityineachmandategroupallowsfordecisionmaking

-Hubwascreatedtobeagrouptocarryconsciousnessof flowof information/

decisions,&tomonitoreffectivenessof committees

-IssuesManagementprocessestablished

-greaterunityamongstfaculty,workingtogetherinday-to-dayindividualfaculty

meeting&fullfaculty–artistic/study/business

-meetingsof committeesdocumentedwithminuteswithmorefollow-uppossible

-processes&proceduresarebeingdeveloped&reviewedinvariouscommittees

GapsandAreasofConcern

-senseof workingalonewithoutunity,orasharedvisionthatconnectsthepartstoa

whole,thatinformsthework,roles,anddecisions

-lackof pedagogicalmanagementgroupthat,withaclearpedagogicalvision,can

managepedagogicalcommitteesandconsider,&resolvepedagogicalquestionsand

issues

-lackof clear,effectiveinterfacebetweencommittees

-lackof clarityaroundfinalauthority

-lackof communicationskills

-lackof clarityaboutinputloops;gettinginfofromothersinordertomakeinformed

decisions

-lackof trustingroupprocesses,fallingbackonadesireforhierarchicalauthority

-communicationwithparents;introductionto&educationaboutourpedagogical

idealsislacking


-lackof clearlinksbetweenBoard,Faculty,MandateGroups,Parents

-Principal(pedagogicalhead)swampedwithissues;asanindividualitistoomuch

-roleof admininschoolnotclear;definitionof individualrolesandinteractionwith

parentsandfacultyunclear

-noDevelopmentOfficerordevelopmentplan

-lackof volunteerplan–volunteerismisdown

-largeturnoverof studentpopulation

-lackof longrangefinancialplanning

-poorfacility,poorsalaries

Thenumbersof issues,challengesandgapswithinthestructureandsystemsof

theschoolaremany,sotimeisrequiredtoestablishrecommendations .Forexample,the

parents’surveyscontainreferencetospecificunresolvedissuesandtheseneedtoberesolved

somehow .Questionswereaskedandanswersareexpected .However,anattempthasbeen

madetoformulatesomeimmediaterecommendationsthatwillallowformoreefficientand

effectiveoperationof theschool .

Recommendation:

Background: The school vision is still very much implicit and is not consciously used to drive

decision-making or actions. In order for a vision to be the driving force and the school’s immune system,

it must become explicit and be kept alive in every working group within the school. The school needs a big

picture or tableau that helps direct the development and implementation of short- and long-term goals,

aims and objectives.

DevelopaPlanoutof awholecommunityprocessof re-envisioningwiththe

intentionof makingexplicitwhatisimplicitwithinthemembersof theschool .Outof this

processwouldemergevisionandmissionstatements,astatementof values,andanaction

planthatwillhelpidentifyshort-andlong-termgoalsandobjectives .Acomprehensive

DevelopmentPlanwouldbedevelopedfromthislargerpicture .Thisprocesscouldbeginwith

thefullfacultyintheAugustmeetings .

Recommendation:

Basedonathreefoldvision,itissuggestedforthelongterm,thattheschoolestablish

threeumbrellagroups,oneineachsphere—pedagogical,governance(legal-financial),

community&resourcedevelopment(economic)—toguide,steer,andcoordinatetheactivities

andnurturetheimpulseof eachsphere .Umbrellagroupswillberesponsibleforidentifying

theneedformandategroups,willdefineeachmandate,andselectcommitteemembers .They

127

willensurethateachcommitteehasadequateandclearpoliciesandproceduresandthat

thesearepartof themandatedocument .Theywillreceiveminutesandreports,monitorand

ponderthese,andevaluatetheeffectivenessand/orneedforthecommitteesatregularpre-

determinedintervals .Thesegroupswilltakeinput,suggestions,andfeedbackfromthelarger

bodyassociatedwithitsspecificsphereandconsultwiththeothersphereswhenappropriate .

Theywilldelegatetaskgroupsorindividualsthatwilltakeupotherpedagogical,governance

(legal-financial),andcommunity&resourcedevelopmenttasksasneeded .

Theimmediateneed,however,istoestablishaPedagogicalumbrellagroupthatwould

carrythepedagogicalareaintheabovemanner .Thefeedbackindicatedthatthisisastepthat

requiresimmediateimplementationandthatthefullfacultywillneedtocreatethisgroup .

AppendixE


AppendixF

NinePropositionsinSearchoftheThreefoldSocialOrder

ByChristopherSchaefer

What kind of institutions must exist for people to be able to have the right thoughts on social matters, and what kind of thoughts must exist

that these right social institutions can arise?RudolfSteiner

Inaseriesof lecturescalled“EducationasaForceforSocialChange,”Rudolf

Steinerdescribesthreegreatdangersformodernhumanity:themechanizationof thespirit,

thevegetablizationof thesoul,andtheanimalizationof thebody .1Sincehistime,these

dangershavebecomeevermorepronouncedthroughamedia-driven,consumer-oriented

globalsociety,promotedbythemarketcapitalismof theWest .Hisresponsetothesedangers

wastopromotetheideasof thethreefoldsocialorder,arguingthatahealthysociallifeand

healthyhumanbeingsdependongraspingtheprinciplesof threefolding,“socialismfor

economiclife,democracyforthelifeof rights,andindividualismforspirituallife .”2

Aswecometotheendof the[20th]centuryandtheunquestionedglobaltriumphof

thedemocraticcapitalistmodelof society,weneedtorecognizehowfewof Steiner’ssocial

ideashavefoundanechoinourbroadercultureandhow,eveninourowncircles,hissocial

imaginationsandconcernshaveelicitedlimitedinterestandresponse .Ibelievethatthis

limitedinterestandactivityamongindividualsandgroupsotherwiseinterestedinspiritual

scienceisduelargelytothefactthatweseeSteiner’ssocialideasasaprogramorautopian

modeltobeimposedonreality,ratherthanasanactualdescriptionof whatisalreadypresent

inreality,althoughunconsciously .Forthisreason,Ihavechosentoelaborate,inaverybrief

manner,ninepropositionsaboutRudolf Steiner’ssocialinsightandtheprinciplesof the

threefoldsocialorderasaspurtodialogueandaction .

1.Thesocialworldisahumanlycreatedworld.

Thenaturalworldof mountains,sunsets,andgrazingdeerisgiventousbyadivinely

createdworld .Wearepartof thatcreation .We,however,createtheworldof roadsigns,

livingroomconversations,postoffices,amusementparks,andmulti-nationalcorporations .

Evermoreinthiscentury,weinhabitthehumanlycreatedworldof officebuildings,highways,

shoppingmalls,andurbanlandscapes .

129

2.Thesocialworldbothreflectsandshapeshumanconsciousness.

Whatkindof consciousnessisexpressedinthecathedralsplacedinthecenter

of Europeancitiesinthe13thand14thcenturies,andhowdidthemanypicturesand

ceremoniesof thedramaof humansalvationshapethemedievalmind?Whatdooffice

buildings,sportsarenas,andparkinggaragesinthecenterof Americancitiessayabout

ourconsciousness?Howdoestheworkworldof functionalspecialization,information

technology,andproductiontimelinesaffectourconsciousness?

IrecentlyattendedaresearchconferenceoneducationandheardBarrySanders,

theauthorof A Is for Ox,askthequestion,“If thetext[manuscriptorbook]hasbeenan

organizingprincipleof humanconsciousnesssincethe13thcenturythroughthestructureof

words,sentences,andparagraphs,whatimpactwilltheneworganizingprincipleof theTV

andcomputerscreenhaveonus?”3

3. Humanity’spowerintransformingthenaturalworldandcreatingthesocialworldnecessitatesagrowingresponsibilityforcreatingahealthysocialorder.

Inthiscentury,wehavemovedfromapredominantlyrurallifestyle,livedin

connectiontonatureandtheseasons,intoanurban,industrialorpost-industrialsociety .In

thepast,instinct,tradition,andreligionguidedthegreaterportionof humanityincreating

families,villages,andtowns—increatingthefabricof sociallife .Therapidgrowthof

technologyandournewcapacitytocontrolandexploittheearthsuggestanewresponsibility

inco-creatingthenaturalandsocialworlds .Forme,thetestinganduseof atomicweapons

proclaimedanewageof humansocialresponsibility .Rudolf Steinerdescribesthisnew

responsibilityastheneedtoreplacefadingsocialinstinctswithanew,spiritually-basedsocial

understanding .

4. Ashumanbeingsarethreefoldinnature,allsocialcreations(groups,institutions,andsociety)haveathreefoldcharacter.

If wecreatesociety,andourfundamentalnatureisthreefoldinthatwehavea

body,soul,andspirit,andpossessthefacultiesof thinking,feeling,andwilling,thenthese

characteristicsarebuiltintoallsocialforms .Inconversation,wecannoticeideas,feelings

of likeordislike,andintentionormotive .Ingroups,wecanobservethedanceof words,

of relationshipsthroughspeakingandlistening,andof procedure,orthecommonwilllife

of thegroup .Inorganizations,thereisarealmof identityorspiritthatcomestoexpression

inthemission,purpose,andhistoryof acompanyorschool;of soulexpressingitself inthe

qualityof internalandexternalrelationships(inthecultureof theorganization);andof

body,asexperiencedinthebuildings,machinery,andproductflows .Whenworkingwith

organizations,Ioftenask,“Howisthedialoguewithspirit?Isitaliveandsharedthrough

AppendixF


celebration,mutuallearning,futureplanning,andmissionclarification?Howisthedialogue

withpeople,bothwithintheorganizationandwiththebroaderculture?Howisthedialogue

withtheearth—withbuildings,maintenance,machinery,andresources?”

If weturntosocietyasawhole,wecanclearlydiscerntherealmof spiritas

expressedinthelanguage,literature,history,andgesturesof anation .Thecryof manifest

destinyin19thcenturyAmericanpoliticsisstillwithusinourdealingswithIraq .Thedesire

tomakeEnglishtheofficiallanguageisanefforttounderstandanddefendouruniqueness,as

wastheunsuccessfulFrenchefforttokeepEuroDisneyoutof France .

Thesoulrealm,therealmof rightsandresponsibilities,isbeingcontinuously

renewedthroughnewlaws,andnewlegalbattles .WillCongressrenewtheIndependent

CounselActafterwhatwehavebeenthroughwithKennethStarr?Doesaffirmativeaction

legislationcontinuetoreflectthesenseof rightof theAmericanpeople?

Withregardtoeconomiclife,wecan’thelpbutbeawareof theDowJonesIndustrial

Index,thepoliciesof theFederalReserveBoard,orourownworriesaboutrightlivelihood .

Indeed,theproduction,distribution,andsaleof goodsandservicesformaximumprofithave

becomethedominantfixationof ourculture .

Threefoldnessisthereforenotatheory,butaformativeprincipleinallsocialreality .

Thechallengeistoseeandunderstandit,andtoformsocialrelationshipsinaccordancewith

itsunderlyingqualities .

5. Threefoldnessandthequalitiesrelevanttoeachsphereareasetofempiricalpropositionsthatgovernsocialhealth.

Independentthinking,asensefortherightsandresponsibilityof self andother,and

actiondedicatedtoservicearethehallmarksof ahealthyindividualandahealthysociety .For

Steiner,theinterdependentphysiologicalfunctioningof thenervesensesystem,of theheart-

lungrhythmicsystem,andof themetaboliclimbsystemaretheprototypeforanewsociety .

Themoreculturallifeisfree,expressingdifferentculturalnorms,andthemoreitfostersthe

freeunfoldingof individualcapacities,themoreitwillprovidecreativesolutionsandideas

forthefuture .Manyphilosophiesof education,manydifferentschools,andeducational

choicewithequalaccesswilldomoreforoursocietythannationalstandardsorbureaucratic

guidelines .Whenthestaterestrictsitself tothedefenseof publicsafetyandtheformulation

andadministrationof rightsthroughthelegalsystem,itexercisesitspropermandate .An

economicsystemdedicatedandorganizedtoprovidegoodsandservicestomeettruehuman

needswillproducemaximumwellbeingif itistrulyservice-orientedandstructuredinan

associativemannerthroughpromotingadialoguebetweenproducers,consumers,andtraders .

Thesameprinciplesholdgoodforanyorganization—themoreaschool,company,

ortherapycenterfostersindividualcreativitywithinthecontextof aclearlyshared

131

organizationalmission,themoreitcultivatesacultureof sharedrightsandresponsibilities,

andthemoreitfocusesontrueservicetocustomersorclients,thehealthieritwillbe .

6.Therearesevensociallawsthatgovernsociallife.

Rudolf Steinerarticulatedatleastsevendifferentsociallawsorprinciplesduringhis

lifetime .Associallaws,theyfocusontheinterplayof humanconsciousnessandsocialforms,

indicatingarealmof choice .

a)In1898,SteinerformulatedwhathecalledtheBasicSociologicalLaw:At the

beginning of culture, humanity strives to create social arrangements in which the interests of the

individual are sacrificed for the interest of the whole. Later developments lead to a gradual freeing of the

individual from the interests of the community and to an unfolding of individual needs and capacities.4

Thislaw,orprinciple,existsintime,inalllikelihoodcoveringthewholeof known

history .Certainly,whenonepondersthesweepof historyandthegradualemergenceof

individualrightsfromGreco-Romantimestothepresent,itappearsjustifiedandpointsto

oneof thecentralaspectsof historicalevolution:theemergenceof individualconsciousness .

Basedonmyobservationof institutionaldevelopment,Iwouldsaythatitalsoappliestothe

lifecycleof institutions,whichrequiretheenergyandsacrificeof individualinterestsinorder

tobeestablishedandarethen,inlateryears,moreabletorespondtotheneedsof individual

members .

b)In1905,Steinerdescribedasecondprinciple,callingittheFundamentalSocial

Law:The well-being of a community of cooperatively working human beings is the greater the less

individuals demand the proceeds of their work for themselves or, in other words, the more they make over

these proceeds to their co-workers and the more their needs are met not by their own work but from that

of others .5

Thiscomplexandawkwardlyphrasedlawisconcernedwithmotives,suggestingthat

whenlaborisacommodityandself-interestbecomesthemotiveforceof economicactivity,

suffering,poverty,andwantaretheresults .TowhatdegreeisthepovertyintheThirdWorld

orinourinnercitiestheresultof thissociallawnotbeingunderstoodinthedevelopedworld?

Whatwillbethelong-termsocialconsequencesof amodifiedcapitalistsystemappealingto

self-interest?

Therearenumerouscurativecommunities,sharedincomegroups,andschools

workingwithSteiner’sFundamentalSocialLaw .Theresultingappealtoservice,totrue

motives,andtocommunityinterestisevident .Dosucharrangementsproduce“well-being”?

Steinernotonlyarguedyes,butsuggestedtherewouldbelessmentalandphysicalillness

becauseindividualswouldthenmakelifechoicesbasednotonincomeconsiderations,but

onanassessmentof theirrealcapacitiesandinterests .Suchlawsareempiricalpropositions,

accessibletoreasonandexperience,aswellascapableof beingtested .AlthoughIamnot

AppendixF


awareof systematicstudieshavingbeenconductedtoprovethevalidityof eitherof theabove

laws,thereisconsiderableexperienceinworkingwiththeFundamentalSocialLaw—efforts

thathaveincommontheseparationof wagesfromwork .

c)Theprinciplesof thethreefoldsocialorderwereelaboratedbyRudolf Steiner

inmanylecturesbetween1918–1922andinhisbook,translatedasToward Social Renewal.6

WhilehedidnotdirectlyformulatetheThreefoldSocialOrderasalawexceptbyinference,

itcouldbeexpressedinthefollowingway:The health of a group, institution, or of society is the

greater the more it works with principles of freedom in cultural life, equality in the sphere of rights and

responsibilities, and brotherhood and sisterhood in the area of work or economic life.

If thisistrue,groups,institutions,andsocietiesworkingwiththeseprincipleswill

becharacterizedbyhigherlevelsof creativityandgreaterhealthandwillproducehigher

levelsof commitmentandsatisfactionamongtheirmembersandtheirclients .Healthisnot

synonymouswithefficiencyorprofitability,althoughsuchfactorsshouldalsobeconsidered .

Christof Lindenau,aGermansociologist,hasformulatedtheseprinciplesinmore

detailasfollows:

d)The meeting of human needs within a group, institution, or society of cooperatively

working human beings is the greater the more it is based on the practice of brotherhood or sisterhood.

[Referstoeconomiclife .]

Thisprinciplereferstotheconsciousdivisionof taskswithinaninstitutionorsociety

basedoncompetence,inwhicheachpersoncontributeshisorhertalentstoservingtheneeds

of thewholeandtoawagesystembasedonneedasopposedtopowerorinfluence .

e)Agreements on rights and responsibilities within a group of cooperatively working human

beings are most binding and effective the more they are based on the practice of equality. [Refersto

rightslife .]

Thisprinciplesuggeststhataconsciousrightslife—spellingouttherightsand

responsibilitiesof,forexample,parents,teachers,andBoardwithinaWaldorf school,orof

membersandcouncilwithintheAnthroposophicalSociety—ismosteffectivewhenbasedon

dialogueandconsensus .

f)The creative working together of people in a group or an institution is most fruitful when it

can proceed from the exercise of freedom.[Referstoculturallife .]7

Whenindividualsaregrantedsubstantialautonomyorfreedomof initiativewithina

generallyacceptedmissionorsetof goals,theywillbemorecreativeonbehalf of thewhole .

Itisimportanttonotethatthereisaninherenttensionwithineachsphere:in

economiclifebetweenserviceandefficiency;inrightslifebetweenrightsandresponsibilities;

133AppendixF

andinculturallifebetweenindividualfreedomandasetof culturalnormsorinstitutional

goals .Aninnerbalancebetweenthepolaritiesisessentialforhealth .

Inworkingwithawidevarietyof institutionsovertheyears,Ihavealsoexperienced

anessentialinterdependencybetweenthethreespheres .If thegoalormissionof an

organizationisnotclearorshared(culturallife),therightslifesuffersinthesensethatpower

playsandpersonalityconflictsbecomemorepronounced(sociallife),whichinturnmakes

thetrustordelegationrequiredforaneffectiveworklifebasedonbrotherhoodandsisterhood

moredifficult(economiclife) .Equally,if theresourcesineconomiclifearecontinuouslytoo

limited,itwillovertimeerodeboththerelationalandspirituallifeof theorganizationorof

societyatlarge .

g)InadditiontotheBasicSociologicalLaw,theFundamentalSocialLaw,andthe

Lawsof Threefoldness,Rudolf SteinerarticulatedaMottoof theSocialEthic,whichisoften

workedwithinourinstitutions:

The healing social life is found when in the mirror of the human soul the whole community

finds its reflection and when in the community the strength of each one is living.8

Thismottocapturestheessentialrelationshipbetweentheindividualandthe

community,describingtheneedtodevelopnewsocialcapacitiesthroughinnerschooling

inordertoperceivetheneedsof thecommunity .Italsosuggeststhatthevirtueorstrength

of eachonecanliveonlyif thecommunityisorganizedinaconscious,threefoldmanner .

Theindividualneedsathreefoldorganizationalandsocietalforminordertobringto

consciousnessthethreesoulforcesof thinking,feeling,andwillinginahealthymanner,in

ordertoofferthesecapacitiesinservicetothegreaterwhole .

Reflectiononthesesevenprinciplessuggeststhatthereare,inalllikelihood,

hundredsof suchpropositionsoperativeinsociallife .Forexample,thelargerandnewerthe

group,themorestructuredtheleadershiprequiredtohaveaneffectivegroupprocess;orits

reverse,thesmallerandolderthegroup,thelessstructuredleadershipisrequired .Another

exampleisthatthemoreaninstitutioniswillingtolearnfromitshistoryandexperience—

themoreitdelightsinbeingalearningcommunity—themoresuccessfulitwillbeincoping

withthefuture .Suchprincipleshavethequalityof enhancinginsightwhileatthesametime

makinganappealtoconsciousness .

7.Throughactionlearning—intherealmofpractice—wehavetheopportunitytoexperienceanddiscoverprinciplesforahealthysociety.

Steinersuggestedthatsocialunderstandingrequiresjumpingintothetesttube,or

whatmyprofessionreferstoas“actionlearning .”Itisestimatedthattherearesome9000

groupsandinstitutionsconnectedtoanthroposophy,rangingfromtheburgeoningWaldorf


schoolmovementandcommunity-supportedagricultureprojects(CSAs),tofarms,shops,

therapycenters,colleges,andcompanies .Whatanincredibleopportunitytoexperiment,

learn,andshare!Howdowereallyfosterafreespirituallifeinourinstitutions?Howdoesthe

economiclifeof theAnthroposophicalSocietycometoexpressionandhowcanwefosterit?

Whyhaven’twedevelopedamoreconsciousserviceorientationtowardparentsinWaldorf

schools?Whatwoulditreallymeantohaveaconsciousrightslifeinanadulteducation

center?Theongoingtestingof insightsandprincipleswouldallowustocreateacommunity

of sociallearningamongthenetworkof cooperatively-runinstitutionsindebtedtoRudolf

Steiner’swork .Itwouldalsoleadusintoamorefruitfuldialogueandcollaborationwiththe

manygroupsandinstitutionssharingsimilarsocialandspiritualconcerns .Lastly,itwould

giveustheexperienceandinsightstospeakwithauthorityonabroaderrangeof cultural,

social,andeconomicissuesaffectingoursociety .

8.Inadditiontoactionlearning,wehavethepossibilityoftestingtheprinciplesofthreefoldnessthroughempiricalresearch.

ThreeyearsagoIwasgivenanarticlefromThe New York Timesreportingonahealth

study,whichfoundthatinthosecommunitiesintheU .S .whereincomeinequalitieswere

highest,therateof physicalandmentalillnesswashigheramongbothrichandpoorthan

incomparablecommunitieswithlowerincomedifferences .Thetruthof theFundamental

SocialLawishereexpressedinconventionalresearchterms:Thewellbeingof acommunity

isgreaterwhenindividualsdonottaketheproceedsof theirworkforthemselves .Isevidence

of illnesslessinWaldorf schoolsandCamphillcommunitiesthaninsimilarbutmore

conventionalorganizations?Iexpectso .

Inthistestingof lawsandprinciples,Icouldimaginecomparingthegrowthrates

andothersocialmeasurementsof differentsocietiesduringthelastcenturyinordertosee

howthosethatcomeclosesttotheprinciplesof thethreefoldsocialorderhavefared .

DanielJones,amanagementprofessorinEngland,studiedToyota’sleanproduction

principlesandhasco-authoredtwobest-sellingbookswithJamesWomackof MIT,The

Machine that Changed the World and Lean Thinking.9Theyfoundthatacompany’sreal

commitmenttomaximizingcustomervalueandserviceandtoeliminatingwasteiskeyto

economicperformance .Lookedatcarefully,thisapproachembodiesessentialaspectsof an

associativeeconomiclife .

TheresearchIhavebeendoingoverthelastfewyearsleadsmetobelievethat

practiceisaheadof theory—thatmanyindividualsandorganizationsareengagedinwise

practicesembodyingthelawsof threefoldness .Ourchallengeistoperceive,practice,and

articulatethelawfulnessthatisalreadypresentinthesocialworld .

135

9.Ifwecanconsciouslyworkwithprinciplesofthreefoldnessinourlivesandinstitutions,andifweareabletoseeandarticulatetheseformativeprinciplesatworkinsociety,thenwewillbeabletopromotesocialhealingintheworld.

Thelawsof threefoldnessthatSteinerbeganarticulatingatthebeginningof this

centuryaretheformativeprinciplesof thesocialfuture .Theyarenotanexperimentthat

failedin1922,buttheroadtobuildingahealthysocietyinthe21stcentury .Itisbecauseof

theurgencyof perceivingandarticulatingthesesociallawsandprinciplesthatIhavebeen

involvedincreatinganon-profitresearchandeducationalinstitutecalledHighTorAlliance:

ResourceforOrganizationandCommunityRenewal .Weseeourtaskasthatof creating

apartnershipof practitioners,researchers,andconsultantstodiscoverandformulatethe

essentialconnectionbetweentheinnerworldof thehumanbeingandtheouterworldof

work,toarticulatethethreefoldlawsof socialcreation .

Notes

1 .Rudolf Steiner .Education as a Force for Social Change,AnthroposophicPress,1997,p .9 .

2 . Ibid .,p .10 .

3 . BarrySanders .A Is for Ox: Violence, Electronic Media and the Silencing of the Written Word,Pantheon,1994 .

4 .ContainedinGA31,166,p .147 .Translationbytheauthor .

5 . ContainedinGA34,1960 .Translationbytheauthor .

6 . Rudolf Steiner .Toward Social Renewal, Rudolf SteinerPress,1987 .

7 .Christof Lindenau .Soziale Dreigliederung,VerlagFreiesGeistesleben,1983 .

8 .Rudolf Steiner, .Verses and Meditations,Rudolf SteinerPress,1985,pp .116–117 .

9 . JamesWomackandDanielJones .The Machine that Changed the World,SimonandSchuster,1992,andLean Thinking .SimonandSchuster,1996 .

ChristopherSchaefer,PhD,isafoundingmemberof theSocialScienceSectionof theGoetheanumSchoolof SpiritualScienceinNorthAmerica,aformerfacultymemberatSunbridgeCollege,andDirectorof theWaldorf SchoolAdministrationandCommunityDevelopmentprogram .HeisalsoanorganizationdevelopmentconsultantandtheExecutiveDirectorof HighTorAlliance,823ChestnutRidgeRoad,SpringValley,NY10977(914)426-1293,e-mail:hta@hightor .org .

AppendixF


AppendixG

CommunityForumEnvisioningConferenceAgenda

Evening‘1’

19:00 Verse

Welcome

Background,Howdidwegettothisplace?

Intentions/Goals

Introducefacilitators&CommunityDevelopment&PlanningCommittee

19:15 GettingStarted

Responsibilities:

Participants

CommunityDevelopment&PlanningCommittee

Facilitator

Previewof Agenda

History-BuildingGroupactivityw/handout

19:45 Values–crosssectionalsmallgroups Facilitator

LowerSchoolTeachers

Kindergarten/earlychildhoodteachers

HighSchoolTeachers

Administration

Board

Parents

20:30 Reporting

4or5keyvaluesorbeliefsfromeachgroup

e .g .,educatingthewholechild,culturaldiversity Reporters

20:50 Identificationof CommonThemes All

21:00 Closing

Day‘1’

09:00 Singing

Verse

137AppendixG

09:15 MissionStatement:Whatdowecommittoachieve?

Smallgroupsbydiscipline

e .g .,provideanappropriateeducationforeachstageof childdevelopment,

provideongoingopportunitiesfortheprofessionaldevelopmentof teachersandstaff

10:00 Reporting Reporters

4or5keycommitmentsthatshowhowwereflectourvaluesinaction

10:25 Identificationof CommonThemes All

3-stickerexercise

10:30 Break

11:00 Reviewof 3-StickerExercise

VisionStatement:Personalwritingexercise All

3sentences,50words:Describethepurposeof ourorganization,the

valuesthatwereflect,andhowwewillachieveourvision .

11:15 Smallgroupactivity–crosssectionalgroups

Placepersonalwritinginthecenterof thetable,selectoneandreaditto

thesmallgroupwhileotherstakenotes .Draftavisionstatementusingthe

bestof whathasbeensharedinyourgroup,andanynewinspirations

thatcomethroughdiscussion .

12:15 Readingof smallgroupvisionstatements Reporters

12:30 Lunch–CD&PCommitteemeetwithfacilitator

14:00 LongRangePlan

SmallGroupsbyAreaof Passion:

e .g ., curriculum

facilities

professionaldevelopment

communitybuilding

developmentandfundraising

outreach

governmentinteraction

financialandadministrativestrength

Whatwillwehaveachievedinthisareaby2015?

Whatstakeholders/resourceswillbeneededtodeliverthesegoals?

15:00 Reporting Reporters


15:30 Break

16:00 NextSteps:Wheredowegofromhere?

SuggestedActionSteps

17:00 Verse

Closing

139AppendixH

AppendixH

Vision,Values,Mission

VISION

TheVancouverWaldorf School

• endeavorstoofferanacademic,artisticandpracticaleducationthatintegratesindependent

thinkingwithsocialresponsibilityinawaythatwillenableitsstudentstofulfilltheirlife

tasksandcontributetoworldrenewal .

• usingtheWaldorf curriculum,worksoutof arecognitionof andrespectforan

understandingof thehumanbeingasaspiritualbeingasindicatedbyRudolf Steiner .

• envisionsaschoolcommunitywhereeachindividualparticipatesandcontributestothe

school’svisionandmissionwhileworkingoutof itssharedvalues .

VALUES

Outof acommitmenttoWaldorf education,andarecognitionof andrespectforthe

understandingof thehumanbeingthatunderliesit,wevalue

• aneducationthatintegratesbody,soul,andspirit—thinking,feeling,andwilling,that

inspiresconfidenceinoneself,socialfeelingforothers,andrespectforalllivingthings,that

awakensindependentthinkingandenablesourgraduatestofulfilltheirlifetasks .

• Rudolf Steiner’sunderstandingof childdevelopmentandof theuniquedestinyof each

childasaspiritualbeing .

• aneducationalenvironmentthatawakensthechild’smoralawarenessandsafeguardshis

orherhealthydevelopmentthroughtheactionsof theschoolcommunity’sadultmembers .

• therecognitionof thespiritualessenceof thehumanbeingandanenvironmentand

educationthatnurturesreverenceforthatessence .

• aschoolcommunityinwhichtheintegrityof eachmemberisrespected,adiversityof

giftsisrecognized,andtheparticipationinservicetotheschool’svisionandmissionis

encouraged .

• theindividualityandintegrityof eachandeverypersonwithinthesocialfabricof the

schoolandtheskillsthateachindividualcanbringtotheschool’slifeandmission .


MISSION

• deliverWaldorf educationusingRudolf Steiner’sunderstandingof childdevelopmentand

theWaldorf curriculumtoenlightenandinformourteaching

• provideanenvironmentthatnurtureschildhoodthroughrhythm,ritual,relationships,

reverenceandrespect,whichsupportstheincarnatingspirit

• provideacurriculumthatbalancesacademicwithartisticandpracticallearningand

integratesthefacultiesof thinking

• provideandsustainabeautifulandhealthyenvironmentthatsupportstheeducationof the

children

• supportandnourishtheteachersthroughprovidingopportunitiesforspiritualand

professionaldevelopment

• recognizetherealityof differentlearnersandprovidetheprofessionaldevelopmentneeded

toservethesechildren

• provideopportunitiesforparentstodeepentheirunderstandingof Waldorf education

• ensurethatWaldorf educationisavailabletoanychildregardlessof financial

circumstances

• supporttheteachersbyprovidingfinancialsecurity

• operateoutof financialstabilityandabundanceandcreateanenvironmentthatfostersthe

spiritof giving

• operateoutof arecognitionof life’sthreefoldprinciplesandcreateaschoolthatisaliving,

evolvingorganism

• fosterstrengthof communitybetweenteachers,parents,children,alumniandfriends

• promoteagreaterpublicawarenessof thevaluesof Waldorf education

• activelyenhancecultural,socialandfinancialdiversitywithinthelifeof theschool .

141AppendixI

AppendixI

GoalsGoal1 Pedagogical

Goal 1a

Tohaveanddefinetheexpectationsof afullWaldorf curriculuminallgradesto

ensureretentionof studentsandtoresultinwaitinglistsforallgrades .Elementsof afull

curriculumwouldinclude:

•Atleasttwoforeignlanguages;

•Afullmusicprogram,includingGradeSchoolandHighSchoolchoirsandOrchestra;

•Afullartsandcraftsprogram;

•Afullphysicaleducationprogram,includingspatialdynamics;

•Agardeningprogram;

•Apatternof communityserviceintegratedintothecurriculum .

Strategicstepsneeded:

•Createafunctionalcurriculumoverviewdocumentthatwillprovidethebasicinformationthatteacherswillrequireinordertoimplementthecurriculum

•FindandretainteacherstrainedinWaldorf pedagogywhoarecapableof bringingtheWaldorf curriculumtothestudents

•Maintainandexpandaprofessionaldevelopmentprogramtosupportteachersintheircontinuinglearning—pedagogically,emotionally,spiritually

•Deepentheunderstandingof thetherapeuticaspectsof thecurriculumandof thosechildrenwhoselearningneedschallengeustore-thinkourapproachestoteaching

•Ensurethatteachershavethefinancialsupportnecessaryforthemtocontinueteaching .

Goal 1b

ToestablishacontinuingeducationprograminWaldorf educationforparents,

includingopportunitiestounderstandtheimplicationsof thethreefoldprincipleinthe

operationof aWaldorf school .

Goal 1c

TosupporttheWestCoastInstituteforStudiesinAnthroposophy,inconcertwith

otherWaldorf schoolsinthePacificNorthwest,inestablishingagradeschoolteacher

trainingprogram .


Goal2 Facility

TohaveafacilityforEarlyChildhoodtoGrade12whichsupportsafullcurriculum,

housedinanaestheticallypleasing,ecologicallyresponsiblesetting,ashowcaseforWaldorf

education .

Tomeetourgoalsweneed:

•Acomprehensivestrategyfordevelopmentandfundraising .

•Sustainedenthusiasmandcommitmenttosupportandmaintainourvision

•Purchaseproperties,findpartnersasnecessary

•Ensurethatwhatisbuiltiswhatisneededandwanted .

•ExpandedBuildingCommittee/SiteDevelopmentCommittee

•DevelopmentOffice

•YES!fromcommunity .

Goal3 CommunityDevelopment

Goal 3a

ToestablishaCommunityDevelopmentProgramthatgeneratescommitmentfrom

communitymemberstofurtheringthemissionof theschoolandincludes

•ParentEducationprogram

•AlumniProgramwithdatabase

•VolunteerCoordinationprogram

•Realisticandinformedcommunicationchannelsbetweenschoolandschoolcommunity

•Communityevents

andresultsininformedparents,committedandwillingvolunteers,andactivealumni .

Goal 3b

Tohavetenconsecutiveyearsof increasedenrollment,resultinginfullclasseswith

waitinglistsforallclasses .

Goal4 FinancialHealth•Haveafinancialplan .

•Supporttheteachersbyprovidingfinancialsecurity .

•Operateoutof financialfreedom,vitality,andstabilityandcreateanenvironmentthatfostersthespiritof giving .

Goal5 Administration

Toimplementandmaintainanadministrativestructurethatclearlydefinesthe

boundaries,overlaps,communicationlinks,andaccountabilitywithinandbetweenthethree

areasof operationwithintheschool .

143

AppendixJ

PedagogicalCarryingGroupConstitution–Example‘1’

Preamble

ThePedagogicalCarryingGroup(PCG)isdesignedtoserveasthecentralpedagogical

bodyof awarenessandtomaintainabroadoverviewof theworkingsof thevariouspedagogical

committeesandtheirfunctionsintheschool .Itistoserveasacommunicationhubtohelpthe

communitybeawareof importantinformation,anditistomaintainthegoalof transparency

intheworkingsof thissphereof theschool .ItisanimportantfunctionthatthePCGwillshare

informationwithallpartiesinmattersthatmayhaveanimpactuponthem .

Purpose

To carry the spiritual impulse underlying the pedagogy of theVancouverWaldorf

School and provide pedagogical direction and initiative using consensus as its method of

decision-making .

SummaryofthePedagogicalCarryingGroup’sTask

1 . Tobethebodythatmandatesgroupsorstrikescommitteesasdeemednecessaryto

performfunctionsforthehealthypedagogicallifeof theschool .Toensurethattheworkof

theschool’spedagogicalmandategroupsandrelatedcommitteesisdoneandthatareview

andevaluationof eachoccursonaregularbasis .

2 . Toserveasacommunicationhubforallpedagogicalmandategroupsandrelated

committeesintheschoolandtobethepedagogical‘senseorgan’of awarenessthrough

whichmattersof ageneralpedagogicalnature(i .e .,program,overallwell-being,etc .)are

steeredandcoordinated .

3 . Toestablishgeneralpedagogicalpolicythroughthefollowingmeans:

a . byrequestingpoliciesfrompedagogicalgroupsandensuringtheirfulfillment

b . byratifyingpoliciesof apedagogicalnaturethathelpstreamlinetheworkingsof theschool

c . byclarifyingtasksandfosteringefficientandtimelyexecutionof thesetasks

4 .Wherequestionsof employment(humanresources)arise,thePCGwillstandbehind

eachMandateGroup’sdueprocesses .Assuch,thePCGwillreceiverecommendations

frompedagogicalmandategroups(Evaluation,Hiring,ProfessionalDevelopmentand

Workload)andeither

AppendixJ


a . supportandminutetherecommendationsasafinaldecision,

b . returntheissueforfurtherwork,or

c . referissuestoanIssuesManagementProcess(IMP) .

Suchreferralswillreporttheoutcomeof theIMPtothePCG .

5 . ForissuesnotrelatedtoHumanResourcesortheIMP,wheredueprocesshasbeen

followedthroughcommitteesormandategroups,thePCGwillarbitrateandresolve

mattersoutstanding .

[A general reporting mechanism of IMP activities by the Pedagogical Coordinator to the PCG is

important in relation to safeguarding children and Waldorf education.]

6 .ConsultandsolicitinputfromtheFaculty .

7 . Supportandensurefacilitationof theFullFacultyMeeting .

8 .ActasasupportandadvisorybodyforthePedagogicalCoordinator .

9 . Serveinthesupportof teachersandexcellenceintheirwork .

10 .Actingoodfaithonbehalf of theFacultyandworkcooperativelywiththeBoard,the

Finance,AdministrationandDevelopmentareasof theSchool .

AccountabilityandReporting

1 . ThePCGisaccountableandreportstotheFacultyandTheBoardof Trustees .

2 . ThePCG’sactivitieswillbereportedandconsultationsoughtatthemeetingsof the

Faculty,FinanceandDevelopment .

3 . ThePCGwillprovideregularreportstotheBoardattheBoard’sregularmeetingsand

meetwiththeBoardasafullgroupatleastthriceannually .

MeetingTimes

ThePCGwillmeetthreehoursweeklyonThursdayafternoonsthreetimespermonth .

MembershipRequirements

Both Faculty members selected from the Mandate and Faculty Groups and the

Communitymemberaretohaveatleasttwoyearsof experienceintheschool .Allcandidates

aretorespondinwritingastohowtheyfeeltheymeetthecriteriabycompletingaformusing

theitemsfromtheMembershipCriteria .ThiswillthenbeusedintheSelectionProcess(see

below) .

145

MembershipCriteria

Membersmustcommittoattendingallscheduledmeetingsof thePCG .

Skills•ExperiencewithWaldorf pedagogy

•Interpersonalskills,cooperativeworking,maintainingconfidentiality,directness

•Clearthinking

•Abilitytobetransparentinrelationtothefunctioningof thegroup

Knowledge•Of Waldorf pedagogy,Waldorf curriculum,anthroposophy

•Of Schoolpolicies

Attitudes•Willingnesstoserveonthisgroup

•CommitmenttotheVancouverWaldorf School

•Commitmenttodeepeningtheunderstandingof thespiritualnatureof thehumanbeing,particularlyasitrelatestochilddevelopment

•Commitmenttoself-development

•Willingnesstoworkwiththeprocessof consensus

•Torecognizeandacknowledgeanthroposophyasthespiritualfoundationof theVancouverWaldorf Schoolandtoworkwiththisimpulse

Assets•Knowledgeof Waldorf coursesandcurriculumdevelopmentthatareavailable

•Knowledgeof developmentsineducationandrelatedresearch

NumberofMembersandCompositionofPCG

Twelvemembersarerequired .Recognizingthatduplicationwilloccur,thePCGisto

haveatleastonememberfromeachof thefollowingareasof theschool:

1 . ProfessionalDevelopmentMandateCommittee

2 . EvaluationMandateCommittee

3 .HiringMandateCommittee

4 .WorkloadMandateCommittee

5 . aKindergartenteacher

6 . aGradeSchoolteacher

7 . aHighSchoolteacher

8 . Facultymembersatlarge

9 . anon-teachingcommunitymember

10 .thePedagogicalCo-coordinator

11 .theAdministrativeCoordinator(ex-officio)

12 .theDevelopmentCoordinator

Collaborative/cooperativelinks(liaisons)aretobemadewiththefollowingareas:

1 .AWSNAdelegates

2 . Finance

AppendixJ


3 . Boardof Trustees

4 .Development

5 . IssuesManagement

6 .Mentoring


theworkinglifeof thegroup,membersmustbeactivelysoughtouttocompletemembership .

TheFacultyandBoardmustbemadeawareof suchacircumstanceandapprovethecontinued

operationof thePCGdespiteanyshortfallinmembership .

SelectionProcess

Memberswill be selected fromwithin their respectivemandateor facultygroup in

‘Numberof MembersandCompositionof PCG’]onthebasisof collegialrecognitionusing

the criteriaoutlined in ‘MembershipCriteria’ above .Candidates are tohave completed the

Membership Criteria form . This is to be circulated amongst themembers in the selecting

group,andafulldiscussionistofollowonthebasisof theresponsesof thecandidatesand

thequestionsof themembers .Inthecaseof thecommunitymemberselection,toevaluatethe

MembershipCriteriaform,anadhocgroupwillbeestablished,tobecomposedof twoFaculty

membersand twoCommunity/VWSSocietymemberswhohavea recordof longstanding

serviceinthecommunity .

PCG members chosen must recognize that they will carry the consciousness of

andprovide input fromthegroupfromwhichtheyhavebeenselected .In theevent thatall

representationisaccomplishedwithoutattainingfullmembershipinnumbers(7),a‘member

atlarge’maybeaddedtocompletetheseven-memberconstituency .Thefullmembershipwill

befinalizedbyFullFacultyconsensus .

TermsofService

Thereisnofixedlengthof timeformembertoserveonthePCG .However,membership

shallbereviewedannually .Are-recognitionfromamember’srepresentativegroupmustoccur

andare-commitmentbythemembermustbemadeintheformof awrittenstatementtothe

Faculty .Changesneedtooccurinsuchawaythatamaximumof 45%turnoveroccurseach

yearinordertomaintaincontinuity .

Rotationonandoff is recognizedasneeding flexibility .However, termsof service

willgenerallycommenceinmid-Augustandmid-February .Noticemustbegiventhreemonths

priortothesetimestoallowtimefornewmemberstobeselectedandtransitionintothegroup .

Raisond’etre

ThePCGwillmakerecommendationsforandratifypedagogicalpolicy .Incaseswhere

dueprocesshasbeenfollowedthroughcommitteesormandategroupsandwhenrequested,

147AppendixJ

thePCGwillarbitratein(resolve)mattersoutstandingthatareof apedagogicalnature .Sucha

requestmaycomefromagrouporindividual;however,theFullFacultymustbeinformedthat

suchprocedureisbeingundertaken .

InputLoops

Theprincipleof thecommunicationfunctionof thePCGisthatselected,important

information is to be presented to thePCG through its respectivemembers .ThePCG then

willhelpfacilitateinformationflow,suchthatitmovesthroughestablishedlinks .Itwillhelp

to form those links if theydonot exist, thus enhancing the communication in theSchool .

Communicationistobemadeinwritingandneedstobeintheformof asynopsisratherthan

alengthyreportorrequest .Itisparticularlyimportantthatareportmaintainconfidentiality

whereappropriate .

ThePCGwilldesignateitsowncontactperson(s)whereappropriate .

APCGmemberwillbedesignatedtoliaisewiththeFacultyChair(s)toprovideinput

forsettingtheFullFacultyagendaandtocoordinateconsultativeprocesses,receiveinputand

shareinformationnecessarytobringtotheFullFacultyMeetings .

CommunicationLoops

EachPCGmemberwillreporttohis/hergroupattheirregularmandate/departmental

meetingsonmattersbeingtakenupbythePCGthatpertaintoit .Contactpersons(liaisons)

willbeestablishedwithallrelevantcommitteeswhoarenotdirectlyrepresentedinthePCG

(i .e .,ClassParentGroup,Maintenance,etc .) .Regularcontactandtimingwillbeagreedupon

bythePCGandaparticularcommittee .

Theappropriateforumforcommunicationtothecommunityistobeworkedout .(such

suggestionsas regular summaries in theParentBulletin, etc .) .Listingof currentdiscussion

itemsandpertinentinformationwillbemadeavailabletothecommunitythroughtheParent

Bulletinand/orthroughapostingonabulletinboard .

Documentation

Minuteswillbekeptinwriting,outliningtheitemsdiscussed,decisions,actionsand

requestedstatements .Memoswillbesenttospecificgroupsasrequiredinwriting .

Evaluation

AnevaluationmustbecompletednolaterthanApril30thof eachyearafterthenew

membershiphasbeenestablishedandisinoperation .Thisisseentotaketheformof formal

inputfromtheFacultyandAdministrationasinaquestionnairesothatanoutlineof whatis

workingandwhatisnotcanbeidentifiedandreportedupon .Thegrouptoconductthiswillbe

struckbytheFullFaculty .


Recall

Anymemberormembersmayberecalledtodiscusshis/her/theirplaceasamember(s)

of thePCGwiththeFullFaculty .ThiswouldhavetobedonethroughapplicationtotheFull

FacultyChair(s)whowillthenconsultwiththeMandateChairsbeforeameetingtakesplace

withthemember(s)inquestionwiththissamegroup .If unresolvedatthislevel,ameetingwith

theFullFacultyandthemember(s)wouldneedtotakeplace .

ConsensusDecision-Making

Decision-making is tobemadeusing theprocessof consensus .ThePCGisnot to

resorttodecisionbyvoteoranyother‘democratic’decision-makingprocess .Shouldconsensus

beunattainablewithrespecttoaparticularissue,theissueshallbereferredtotheFullFaculty

forassessmentof boththeissueandthefunctioningof thePCG .Insuchcases,theFullFaculty

shallreservetherighttoinstructthePCGastohowitshallmoveforward .

Thefollowingdefinitionof consensusistoserveasthebasisforPCGdecision-making:

Consensusisagroupdecisionwhichallmembersfeeltheycanlivewith,supportandcommitthemselvesnottoundermine .Thedecisionisarrivedatthroughaprocesswherebytheissuesarefullyaired .Allmembersfeeltheyhavebeenadequatelyheard,everyonehasequalpowerandresponsibilitysothatallaresatisfiedwiththeprocess .Theprocessrequiresthememberstobeemotionallypresentandengaged,frankinaloving,mutuallyrespectfulmanner,sensitivetoeachother;tobeselfless,dispassionate,andcapableof emptyingthemselves;andpossessingaparadoxicalawarenessof thepreciousnessof bothpeopleandtime .Thisincludesknowingwhenthesolutionissatisfactory,andthatitistimetostop,withawillingnesstoreopenthediscussionatsuchatimeasthegroupdeterminesaneedforrevision .

(AdaptedfromA World Waiting to Be BornbyS .Peck)

149

AppendixK

PedagogicalCarryingGroupConstitutionÐExample‘2’

ThePedagogicalCarryingGroup(PCG)isdesignedtoserveasthecentralpedagogical

bodyof awarenessandtomaintainabroadoverviewof theworkingsof thevariouspedagogical

committeesandtheirfunctionsintheschool .Itistoserveasacommunicationhubtoinform

thecommunityandtomaintainthegoalof transparencyintheworkingsof thissphereof the

school .ThePCGwillshareinformationwithallpartiesinmattersthatmayhaveanimpact

uponthem .

Purpose

To carry the spiritual impulse underlying the pedagogy of theVancouverWaldorf

School and provide pedagogical direction and initiative using consensus as its method of

decision-making(seedefinitionof consensus) .

SummaryofthePedagogicalCarryingGroup’sTask

1 . Tobethebodythatmandatesworkandstrikescommitteesthroughoneof thethree

PedagogicalCommitteesasdeemednecessarytoperformfunctionsforthehealthy

pedagogicallifeof theschool .Itsroleistoensurethattheworkof theschool’s

PedagogicalCommitteesandtaskgroupsisdoneandthatareviewandevaluationof each

occursonaregularbasis .

2 . ToserveasacommunicationhubforallPedagogicalCommitteesintheschoolandtobe

thepedagogical‘senseorgan’of awarenessthroughwhichmattersof ageneralpedagogical

nature(i .e .,program,overallwell-being,etc . .)aresteeredandcoordinated .

3 . Toestablishgeneralpedagogicalpolicythroughthefollowingmeans:

a .ByrequestingpoliciesfromPedagogicalCommitteesandensuringtheirfulfillment

b .Byratifyingpoliciesof apedagogicalnaturethathelpstreamlinetheworkingsof the

school

c .Byclarifyingtasksandfosteringefficientandtimelyexecutionof thesetasks

4 . ToconsultandsolicitinputfromtheFaculty

5 . Tosupportandensurefacilitationof theFullFacultyMeeting

6 . ToactasasupportandadvisorybodyforthePedagogicalAdministrators

AppendixK


7 . Toserveinthesupportof teachersandexcellenceintheirwork

8 . Toactingoodfaithonbehalf of theFacultyandtoworkcooperativelywiththeBoard,

ExecutiveGroup,Administration,andDevelopmentareasof theSchool

9 . ThePCGwillconsiderandratifypedagogicalpolicy .Incaseswheredueprocesshas

beenfollowedthroughcommitteesormandategroupsandwhenrequested,thePCGwill

arbitratein(resolve)mattersoutstandingthatareof apedagogicalnature .Sucharequest

maycomefromagrouporindividual;however,theFullFacultymustbeinformedthat

suchprocedureisbeingundertaken .

AccountabilityandReporting

1 . ThePCGisaccountableandreportstotheFacultyandtheBoardof Trustees .

2 . ThePCG’sactivitieswillbereportedandconsultationsoughtatthemeetingsof the

Faculty,Board,Executive,andDevelopment .

MeetingTimes

ThePCGwillmeetweeklyforatleasttwohours .

MembershipRequirements

FacultymembersselectedfromtheFacultyGroupsaretohaveatleasttwoyearsof

experienceinaWaldorf school .AllcandidatesaretorespondinpersonataPCGmeetingas

tohowtheymeettheMembershipCriterialistedbelow .

MembershipCriteria

Membersmustcommittoattendingscheduledmeetingsof thePCG .

Skills•ExperiencewithWaldorf pedagogy

•Interpersonalskills,cooperativeworking,maintainingconfidentiality,directness

•Clearthinking

•Abilitytobetransparentinrelationtothefunctioningof thegroup

Knowledge•Of Waldorf pedagogy,Waldorf curriculum,anthroposophy

•Of Schoolpolicies

Attitudes•Willingnesstoserveonthisgroup

•CommitmenttotheVancouverWaldorf School

•Commitmenttodeepentheunderstandingof thespiritualnatureof thehumanbeing,particularlyasitrelatestochilddevelopment


•Willingnesstoworkwiththeprocessof consensus*(seebelow)

151

•Torecognizeandacknowledgeanthroposophyasthespiritualfoundationof theVancouverWaldorf Schoolandtoworkwiththisimpulse

Assets•Knowledgeof Waldorf coursesandcurriculumdevelopmentthatareavailable


NumberofMembersandCompositionofPCG

Recognizingthatduplicationwilloccur;thePCGistohaveatleastonemember

fromeachof thefollowingareasof theschool:

1 . ProgramandCurriculumDevelopmentCommitteeChair

2 .HumanResourcesCommitteeChair

3 . PracticalNeedsCommitteeChair

4 .Kindergartenteacher

5 .GradeSchoolteacher

6 .HighSchoolteacher

7 . Facultymembersatlarge

8 . TheFullFacultychair

9 . PedagogicalAdministrator(s)

10 .Administrator(ex-officio)

11 .DevelopmentDirector(ex-officio)

Intheeventthatfullmembershipisnotattainedormaintainedatanygiventimeinthe

workinglifeof thegroup,membersmustbeactivelysoughtouttocompletemembership .The

Facultymustbemadeawareof suchacircumstanceandapprovethecontinuedoperationof

thePCGdespiteanyshortfallinmembership .

SelectionProcess

MemberswillbenominatedtothePedagogicalCarryingGroupafterbeingsuggested

byeithertheFullFaculty,PedagogicalCarryingGrouporindividualsonthebasisof collegial

recognitionusingthecriteriaoutlinedin‘MembershipCriteria’above .PedagogicalCarrying

Groupmemberschosenmustrecognizethattheywillcarrytheconsciousnessof andprovide

inputfromthegroupfromwhichtheyhavebeenselected .Intheeventthatallrepresentation

isaccomplishedwithoutattainingamembershipof seven,amemberatlargemaybeaddedto

completetheseven-memberconstituency .

ConscientiousObjection

Followingthenomination,thecandidatewillbeannouncedinFullFacultyMeeting,

whosemembershiphasthreebusinessdays inwhichtosubmit tothePedagogicalCarrying

Group any written confirmations or objections to the nomination of a member to the

PedagogicalCarryingGroup .If thereareoneortwoobjections,theseobjectionswillbereferred

AppendixK


to the PedagogicalCarryingGroup .A person can be confirmed as amember under these

circumstances .If therearethree(3)membersof theFFwhosubmitobjections,theprospective

membermust stand aside frommembership until the PCG has reviewed and resolved the

issuesraised .If noobjectionsaresubmitted,theNomineeisappointedinthenextFullFaculty

MeetingbyitsMembers .

TermsofService

Thereisnofixedlengthof timeformembertoserveonthePCG .However,membership

shall be reviewedannually .Changesneed tooccur in suchaway thatamaximumof 45%

turnoveroccurseachyearinordertomaintaincontinuity .

MemberswhointendtostanddownfromthePCGareaskedtogivethreemonths’

noticetoallowtimefornewmemberstobeselectedandtransitionintothegroup .

InputLoops

Selected,importantinformationistobepresentedtothePCGthroughitsrespective

members .ThePCGwillhelpfacilitateinformationflowsuchthatitmovesthroughestablished

links .Itwillhelptoformthoselinksif theydonotexist,thusenhancingthecommunicationin

theSchool .Communicationistobemadeinwriting .Itisparticularlyimportantthatareport

maintainconfidentialitywhereappropriate .

ThePCGwilldesignateitsowncontactperson(s)whereappropriate .

CommunicationLoops

Each PCGmember will report to his/her group at their regular departmental or

committeemeetingonmattersbeingtakenupbythePCGthatpertaintoit .Contactpersons

willbeestablishedwithallrelevantcommitteesthatarenotdirectlyrepresentedinthePCG

(i .e .,ClassParentGroup) .

Documentation

Minuteswillbekeptinwriting,outliningtheitemsdiscussed,decisions,actionsand

requestedstatements .Memoswillbesenttospecificgroupsorindividualsasrequiredinwriting .

Evaluation

AnevaluationmustbecompletednolaterthanApril30thof eachyearafterthenew

membershiphasbeenestablishedandisinoperation .Thisisseentotaketheformof formal

input fromtheFacultyandAdministrationasaquestionnaireso thatanoutlineof what is

workingandwhatisnotcanbeidentifiedandreportedupon .Thegrouptoconductthiswillbe

struckbytheFullFaculty .

153AppendixK

Recall

Anymemberormembersmayberecalledtodiscusshis/her/theirplaceasamember(s)

of thePCG .

ConsensusDecision-Making

Decision-making is tobemadeusing theprocessof consensus .ThePCGisnot to

resorttodecisionbyvoteoranyother‘democratic’decision-makingprocess .Shouldconsensus

beunattainablewithrespect toaparticular issue, the issueshallbereferred toa taskgroup

withinthePCGforfurtherworkandproposalsandbroughtbacktothePCGfordiscussion .

The following definition of consensus is to serve as the basis for PCG decision-making:

“Consensusisagroupdecisionwhichallmembersfeeltheycanlivewith,supportandcommit

themselvesnottoundermine .Thedecisionisarrivedatthroughaprocesswherebytheissues

arefullyaired .Allmembersfeeltheyhavebeenadequatelyheard,everyonehasequalpower

andresponsibilitysothatallaresatisfiedwiththeprocess .Theprocessrequiresthemembers

tobeemotionallypresentandengaged,frankinaloving,mutuallyrespectfulmanner,sensitive

toeachother;tobeselfless,dispassionate,andcapableof emptyingthemselves,andpossessing

aparadoxicalawarenessof thepreciousnessof bothpeopleandtime .Thisincludesknowing

whenthesolutionissatisfactory,andthatitistimetostop,withawillingnesstoreopenthe

discussionatsuchatimeasthegroupdeterminesaneedforrevision .”(AdaptedfromA World

Waiting to Be BornbyS .Peck)


AppendixL

PedagogicalCarryingGroupMembershipSelectionProcessExample

MembershipRequirement

PCGmembersaretobeFacultymemberswithatleasttwoyears’experienceatthe

school .All Members must commit to attending all scheduled meetings of the PCG.

SelectionProcess

Allprospectivemembersmustgothroughthefollowingprocess .Prospectivemembers

are,toagreaterorlesserdegree,tomeetthecriterialistedinordertocreateaneffectivePCG .

Eachqualifyingmemberisto

1 . carefullyreadtheattachedcopyof theconstitutionof thePCGand,

2 . completetheformpriortotheselectionmeetingwiththeFullFaculty .

TheFullFacultythenentersintoaprocessthatcarefullyandseriouslyconsiderseach

qualifiedmemberasapotentialPCGcandidate .Thisprocesswouldinclude:

•areviewof thecompletedforms

•conversationsintheFullFacultywitheachindividualsharinginsightsonaspectsof thecompletedform

•receivingandaskingquestions

•givingandreceivingfeedbackfromeachother

*Note:AprocesstoallowforconscientiousobjectionisdetailedinthePedagogicalCarrying

GroupConstitution .

Pleasedescribeyourpersonalrelationshipwiththefollowingcriteria.

Giveexamples;useseparatepageifneeded.

Skills

• ExperiencewithWaldorf pedagogy

_________________________________________________________ _________________________________________________________

• Interpersonalskills,cooperativeworking,maintainingconfidentiality,directnes

_________________________________________________________ _________________________________________________________

• Clearthinking

_________________________________________________________ _________________________________________________________

155AppendixL

• Abilitytobetransparentinrelationtothefunctioningof thegroup

_________________________________________________________ _________________________________________________________

Knowledge

•Of Waldorf pedagogy,Waldorf curriculum,anthroposophy

_________________________________________________________ _________________________________________________________

•Of Schoolpoliciesandprocedures

_________________________________________________________ _________________________________________________________

Attitudes

•Willingnesstoserveonthisgroup

_________________________________________________________ _________________________________________________________

•CommitmenttotheSchool

_________________________________________________________ _________________________________________________________

•Commitmenttodeepentheunderstandingof thespiritualnatureof thehuman

being,particularlyasitrelatestochilddevelopment

_________________________________________________________ _________________________________________________________


_________________________________________________________ _________________________________________________________

•Willingnesstoworkwiththeprocessof consensus

_________________________________________________________ _________________________________________________________

•Torecognizeandacknowledgeanthroposophyasthespiritualfoundationof the

Schoolandtoworkwiththisimpulse

_________________________________________________________ _________________________________________________________

Assets

•Knowledgeof Waldorf coursesandcurriculumdevelopmentthatareavailable

_________________________________________________________ _________________________________________________________



_________________________________________________________ _________________________________________________________

Please complete the following questions relating to your participation in the PCG:

•WhatcanIoffer?

_________________________________________________________ _________________________________________________________

•Whataremylimitations?

_________________________________________________________ _________________________________________________________

•Whatismyreason(motive)forjoiningthisgroup?(DoIhaveapersonalagenda?)

_________________________________________________________ _________________________________________________________

•Whatismyrelationshiptothe‘Being’of theSchool?

_________________________________________________________ _________________________________________________________

•InwhatwaysdoIseemyself workingwithanthroposophywithinthePCGgroup?

_________________________________________________________ _________________________________________________________

•InwhatwaysdoIengageinAnthroposophicalstudyandpedagogicalresearch?

_________________________________________________________ _________________________________________________________

157AppendixM1

AppendixM1

FacultyMeetingAgendaÐHypotheticalExamplebeforeaPCGisestablished

FullFacultyMeeting

2:50 OpeningVerse

Attendance

Thorns&Roses

3:00 WorkloadProposal

3:15 RoomUseProposalandQuestions

3:25 Shepherd’sPlaytimeanddirector

3:30 StandingReports:

HighSchool

GradeSchoolKindergartenAdministration

Board

Finance

SitePlanning

Principal

Hiring

PedagogicalCarryingGroup

MandateGroups:

ProfessionalDevelopment

Evaluation

Hub

Workload

3:50 Announcements:Gems

4:00 ClosingVerse

4:05 MandateGroups(individuallyarranged)

FutureAgendaPoints:•Finance:pro-ratingof Salaries/Tuitionadjustmentforfaculty

•Typingof minutes

•FacultyreportstoBulletin

•Evaluationproposal

•ProD/Mentoringproposal


AppendixM2

FacultyMeetingAgendaÐHypotheticalExampleafteraPCGisestablished

OPENINGVERSEWe have been joined by destiny togetherTo unfold powers which are to serve a good creative work.Wisdom itself will teach us,As we walk on the soul’s path,That greatest things can be achieved,When souls who give each other spirit certaintyUnite in faithfulness toward the healing of the world.

Benedictus,Portalof Initiation

MysteryDrama,Rudolf Steiner

AGENDA

2:45–2:50 Welcome,AttendanceandVerseRegrets

2:50–3:00 PersonalBiographysharing

3:00–3:10 ALookBack:ProfessionalDevelopmentSummerandFall

3:15–3:45 Eurythmy

3:50–4:00 Meditativeworkof theteacher

4:00–4:15 FullFacultyChairnominations(seequalities&skillslistbelow)

4:15–4:25 FacultySupportFundnominations(seenotesbelow)

4:25–4:30 PedagogicalCarryingGroupNomination

4:30–5:00 FacultyMeal

5:00–5:15 Cleanupfornon-PedagogicalCarryingGroupmembers

ANNOUNCEMENTS

•Pedagogicalconsultantwillbeherenextweek .

159

REPORTS

ProgramsandCurriculumDevelopmentCommittee

•PCDCmetMondayasafullcommittee .Wehadafruitfuldiscussionaboutwhen

andhowtosplitlargeclasses .Nextmeetingwewillbringallof thisworktogether

andtrytocraftaproposalforthelowerschool,middleschoolandhighschool .

•Taskgroups:

•Pro-D:AWSNAFeb .conferenceisclosesowewillstrivetosendasmanyfaculty

andstaff aspossible .Inthefutureif theAWSNAconferenceisfarawaythe

schoolwillhostone .

•AdultEducation:Clarityneededonwhatthistaskgroupshouldbeworkingon .

Someadulteducationisbeingdoneonanadministrative/developmentleveland

isnottheworkof thisgroup .

•Trips:Areportoutliningthepresentbudgetnumbersisforthcoming .

•Gardening:Reportforthcoming .

PracticalNeedsCommittee

•Taskgroupsworkingindependentlyonspecificassignedtasks

HumanResources

•ScreeningWaldorf ApplicantsforGradeOne2010

PedagogicalCarryingGroup

•PreparednextFullFacultymeeting

•Discussedparentproposalaboutroomuse

•Discussedtheworkwith“TowardtheDeepeningof Waldorf Education”

•MadechangestotheIntakePolicy .Furtherdiscussionneeded

HighSchool

•Localpoetwillspeakatthisweek’sHighSchoolassembly .

•SocialeventonSaturdayeveningwasawonderfulsuccess—thankstoallthe

organizersandperformers .

•Friday’spizzapartyforthesoccerteamwentwellandcelebratedtheendof the

season .

AppendixM2


•TheHighSchoolstudentcouncilmetforthefirsttimethisweek .Updatesto

come .

•Someof theexchangestudentsspentSundayvisitingGranvilleIslandandwent

onaFallsCreekFerrytrip .

•NothingplannedforHalloweenattimeof writing .

•Grade12continuewithmainlessoninthelab .

GradeSchool

•Continuedartof GoetheanConversation

•MakingarrangementsforRemembranceandMartinmasevents

•Classteachershaveagreedtobeflexiblewithplaydatestomakeroomforgrade

sixandtoaccommodateHighSchoolplays .

•songsforMondayassembliestocontinue .

•GradeSchoolmeetingswillbeginwiththreeminutesof singinginsteadof

Eurythmy .

•Classteachersarepreparingforin-classHalloweencelebrationsonFriday,

October30th .

EarlyChildhood

•Study:Educationof theChild

•Reviewof theEarlyChildhoodParentHandbook

•MeetingwithAftercareteachers;discussedthetransitionfrommorningprograms

toAftercare

•Puppetshowrehearsalshavebeenplanned

QUALITIESOFAFULLFACULTYCHAIR

Ideally,aFullFacultyChairwould

•beconnectedtoallthreefaculties

•seethistaskaspartof his/herjourneyasaWaldorf teacher

•haveaninclinationtowardssocialresponsibility

•haveastronggroundinginanthroposophy

•beagoodcommunicator,mostespeciallyagoodlistener

161AppendixM2

•havetheabilitytobedecisive

•carrytherespectof thegroup

•beabletocomefromapositionof neutrality,i .e .,beabletosetasidehis/herown

viewsinordertobeopentotheviewsof others

•haveintegrity

•notbecomingfroman‘emptycup’position,wouldhaveastrongclass

•havethequalityof discernment,theabilitytodiscernwhatisneededatameeting

•haveafirmcommitmenttomaintainingconfidentiality

•bewillingtogiveupabitof his/herownindividualityinordertofunctionasa

representativeof thegroup

Skills of a Full Faculty Chair

•Abilitytomaintainconfidentiality

•Humility,abilitytosubsumetheegoforthegoodof thegroup

•Facilitationskills:functionasafacilitatorforthemeetings,ensuringthat

everybodyisheard

•Abilitytodelegate

•Memberof thePCG,orwouldbecomeoneuponappointmentandthusmust

meetrequirements

•Flexibilityre:timingif apressingissuearises

•Organizationalskills

•Abilitytorecognizeownareasof challengeandseeksupport/guidancewhere

appropriate

TheFullFacultyChairpositionwouldbeconsideredtofulfilltheperson’scommittee

workresponsibilities .

FACULTYSUPPORTFUND

Question–Hasitnotservedthefacultyinthepast?

Itwassharedthatthesupportfundmoneyhasshifteditsfocusandhowitis

administered .Itisnowforextraordinaryreasons,whereasinthepastitcouldbea

supporttoteachers’income .

Question–Whoshouldbeonthiscommittee?


General Comments:

•Ideallyteachervs .aparentshouldchairthecommittee .

•Aretiredteacherstillhasthetrustof thefaculty

•Itisimportanttothehavethefund .

•Isitalsoimportanttohaveanoutsideviewof ‘reality’?

•Doesanyonefeelcalledtobeonthiscommitteeas‘partof theirjourney’?

•Thereissomethingabouttheexperienceof applyingforassistancethatisvery

exposing,andif thereisn’tadialoguewiththeSFcommitteeandonecanget

‘twistedoutof shape .’

•Itisagoodtimetore-evaluatethecompositionof thecommittee .

•Itiseasiertosharefinancepicturewithacolleaguethanwithanoutsider .

•Thisisnottheroleforaparent .

•Thefullamountof $10,000isallocatedeveryyearfromthefund .

•Thedifficultyof exposingoneself toaparentwasagainexpressed .

•Emergencyfund–Isitnecessarytowritedownone’scompletefinancialprofile?

•Anothervoicesupportingthiscommitteelivinginthefacultyvs .theparentbody .

163

AppendixN1

PedagogicalCarryingGroupAgendaÐHypotheticalExample‘1’

ATTENDANCE,STUDY

1.REVIEWOFMINUTES

1 .1 Follow-Up

1 .2 Review–TrackingItems

1 .3 FollowUp–ActionItems

2.ANNOUNCEMENTS

3.AGENDAAPPROVAL

4.REPORTS

4 .1 FullFacultyChair

4 .2 DevelopmentCommittee

4 .3 SocialInclusionCommittee

5.CURRENTITEMS/REQUESTS(items in italics have been previously circulated)

5 .1 ECEIntakePolicy–ratification

5 .2 Duedatemidtermreportcards

5 .3 Knit-a-Thon

5 .4 TorchRelay

5 .5 ReportfromSCIGandproposal .Questions

5 .6 ReportfromGrade8

6.FUTUREAGENDAPOINTS

6 .1 MentoringColloquium

6 .2 FundraisingGrade12

6 .3 HealthandSafetyManual

6 .4 FundingprotocolforPCfunds

AppendixN1


7.REMINDERS,CLOSINGVERSE

Our rightful place as educatorsIs to be removers of hindrances.Each child in every ageBrings something new into the world from divine regions, And it is our task, as educators,To remove bodily and psychical obstacles out of his/her way,To remove hindrances so that his/her spirit may enterIn full freedom into life.

Rudolf Steiner:The Spiritual Ground of Education

165AppendixN2

AppendixN2

PedagogicalCarryingGroupAgendaÐHypotheticalExample‘2’

ATTENDANCE

1.REVIEWOFMINUTESAugust31

1 .1 Follow-Up

1 .2 Review–TrackingItems

1 .3 FollowUp–ActionItems

2.ANNOUNCEMENTS

2 .1 Ministry

3.AGENDAAPPROVAL

4.COMMITTEEREPORTS

4 .1 PCDC

4 .2 PNC

4 .3 SI

5.CURRENTITEMS/REQUESTS(italics are items with previously circulated material)

5 .1 FacultySupportFund

5 .2 GradeSchoolstudentsinHighSchoolsportsteams

5 .3 AllSoulsDay

5 .4 Classsize

5 .5 Schoolhall

5 .6 Newfacultyoncommittees

5 .7 Handworkproposal

5 .8 AnthroposophicalSocietybooking

5 .9 Reviewof IntakeCommitteeandselectionprocessformembers

5 .10 Childrenafterschool


6. FUTUREAGENDAPOINTS

6 .1 Reviewof GradeSchoolPEprogramneeds,specificallylessons

required

6 .2 SoccerUniformstobecontinued . . .

6 .3 ECEstaff remuneration

6 .4 BookinganeventattheSchool

6 .5 Heatingpolicy

6 .6 Servingalcoholonschoolpremisesateveningorweekendadult-

onlyevents

7. REMINDERS,CLOSINGVERSE

Our rightful place as educatorsIs to be removers of hindrances.Each child in every ageBrings something new into the world from divine regions, And it is our task, as educators,To remove bodily and psychical obstacles out of his/her way,To remove hindrances so that his/her spirit may enterIn full freedom into life.

Rudolf Steiner:The Spiritual Ground of Education

167AppendixO

AppendixO

PedagogicalAdministratorJobDescription

PositionSummary

ThePAbringsleadershipandsupporttothepedagogicalworkof thefacultyof

theVancouverWaldorf Schoolandsupportstheprocessesanddecisionsof mandated

committees .Asamemberof variouscommitteesandgroups,includingtheFullFaculty,

thePedagogicalCarryingGroup(PCG),theOperationsManagementCommittee,the

Boardof TrusteesandtheDevelopmentCommittee,thePAactivelyparticipatesinthe

healthyfunctioningof theschool .Thisroleistobecombinedwithteachingduties .The

administrativetitleof Principal,forMinistryliaisonpurposesandforofficialcommunication

requirements,willbeassignedtothePA .

ReportingRelationships

ThePAreportstothePedagogicalCarryingGroupandworkscloselywiththe

Administrator,theDirectorof Development(DoD),theFacultyandtheadministrativeteam,

aswellaswithparents .

PositionInformation

Thisisafull-timeposition .

PositionAccountabilities

• Bringsleadershipandsupporttoallteachers,includingassistingintheprovisionof

necessaryresourcestoaccomplishpedagogicaltasks

•Activelyparticipatesonandattendsallmeetingsof theBoardof Trustees(BoT),

OperationsManagementCommittee(OMC),theFullFaculty(FF),PCG,theHuman

ResourcesCommittee(HRC),SocialInclusionProgramCoordinatingCommittee,and

DisciplineManagementGroupandparticipatesinothermandatedcommitteesof the

PCGasrequired .Attendsthethreefacultydepartmentalmeetingsonarotationaloras

requestedorrequiredbasis .

•Supportstheprocessesanddecisionsof thePCG-andFaculty-mandatedcommittees

•LiaiseswiththeMinistryof Education,overseesthepreparationforinspectionsbythe

Ministryandensuresthecompletionandsubmissionof PrescribedLearningOutcome

documentation(PLOs)andallotherMinistrydocumentationasrequiredbyMinistry

guidelines


•InconjunctionwiththeHRCChair,administerstothetasksof theHRC:

•attendsHRCmeetingsregularly

•holdsteachersaccountableformeetingtheirprofessionalcommitments

•inconjunctionwiththeAdministrator,ensuresthatnecessarygovernmentrequirements

forcertificationof teachersandreportingaremet

•ensuresthatallteachersareevaluatedaftertheirprobationaryperiodandthenasperthe

HRCschedule

•coordinatesmentoringforteachersasdeterminedbytheHRC

•inconjunctionwiththeAdministrator,implementsHRCandPCGdecisionsregarding

thehiringanddismissalof Faculty

•Trouble-shootssubstitutionissues

•TogetherwithAdministratorandDirectorof Development,implementsandmaintainsall

schoolpoliciesandprocedures

•Asthekeypedagogicalmemberof theOperationsManagementCommittee,acts

asapointpersonforpedagogicalissuesandforreceivingconcernsorissues:listens

impartiallytoconcernsfrombothfacultyandparents,takesissuesraisedtotheOperations

ManagementCommitteeand/orPCGtoensurethattheyareaddressedappropriatelyand

expeditiouslybytheappropriatebody,aswellasmonitorsandoverseestheprocessleading

totheresolutionof theseissues

•Overseestheimplementationof thethreeprimarypedagogicalpolicies/protocolsand

participatesasamemberof theDisciplineManagementGroup,theSocialInclusion

CoordinatingCommittee,andremedialtaskgroup(if createdandasrequired)

•Makesanimmediatedecision,whenneeded,regardingsituationsthatthreatenthe

wellbeingandsafetyof children,facultyandstaff

•Ensuresreportingof suspectedChildAbuseandotherMinistryof Educationreporting

requirements

•WritescorrespondencepertainingtoMinistryandPedagogicalmatters

•Whennomandatedcommitteehasbeenestablishedtotakeonaparticulartaskvitalto

therunningof theschool,thePA,incollaborationwiththeOperationsManagement

Committee,maytakeresponsibilityforensuringthatthosetasksaretakenup .

AdministrativeResponsibilities

•ReadsandactsontheMinistrye-boardasrequired

169AppendixO

•EnsuresthePrescribedLearningOutcome(PLOs)documentationisingoodorder

•EnsuresthattheGrad2004documentationandmarksareingoodorderandsubmitted

asrequiredbytheMinistryof Education,andthattheVWStranscriptsarecreated,

distributedandkeptonfile,asrequested

•AppliesforSpecialEducation(SE)Grantsand,inconjunctionwiththeClassTeacherand

taskgroup(if created),createsandadministersIndividualEducationPlansforSEstudents

•IncollaborationwiththePedagogicalCommitteeChairs,theAdministratorandtheDoD,

preparesthePCGmeetingagendaandensuresthemeetingisfacilitated .Ensuresminutes

aretaken,distributedandkeptonfile .

PositionQualifications

•BCcertifiedandexperiencedWaldorf teacher

•Relevantworkexperiencewithademonstratedtrackrecordof workingwithFaculty,aBoardof DirectorsandanAdministrator

•Abilitytofunctionandmultitaskunderpressure;abilitytosuperviseanddelegate

•Excellentpedagogicalandcommunicationskills

•Competencywithcomputers

•Abilitytoworkwithintheprocessesof GovernmentandMinistryof Education

•Athoroughunderstandingof Waldorf education

•CompatibilitywithexistingFacultyandadministrativestaff

HiringandEvaluationProcess ThePA(s)ishiredbyaHiringTaskGrouportheHRCasdesignatedbythePCG .

ThePA(s)isevaluatedonayearlybasisbythePCG .

ImportantNotes:EssentialDuties

Jobdescriptionsaredesignedandintendedonlytosummarizetheessentialduties,

responsibilities,qualifications,andrequirementsforthepurposeof clarifyingthegeneral

natureandscopeof aposition’sroleaspartof theoverallorganization .Jobdescriptionsdo

notlistalltasksanemployeemightbeexpectedtoperform,andtheydonotlimittherightof

theemployertoassignadditionaltasksorotherwisetomodifydutiestobeperformed—even

if seeminglyunrelatedtothebasicjob .Everyemployeehasadutytoperformallassigned

tasks .Itshouldalsobenotedtheorderof performanceresponsibilitiesaslistedinthejob

descriptionisnotdesignedorintendedtorankthedutiesinanyorderof importancerelative

toeachother .


AppendixP

PedagogicalCommitteeMandate–Example

PracticalNeedsCommittee

1.ObjectiveofthePracticalNeedsCommittee

ThePracticalNeedsCommitteeisdedicatedtoensuringtheproperdeliveryof

Waldorf educationbysecuringadequatephysicalspaces,tools,andsystems .

2.MattersofthePracticalNeedsCommittee

OngoingYear-RoundWork

•FacilitiesandSitePlanning

•HealthandSafety

RegularandDefinedWork

•ClassroomandPedagogicalmaintenanceandupgrading

•RoomUseandRoomAllocation

•Furniture

•StorageSpaceOversight

•SchoolPictures

•TeacherResources

•Supplies

•PedagogicalBudgeting

OccasionalWork

•Acknowledgements

•MinistryVisitationDays

•BusProgramManagement

•SnackRosterforMeetings

171

3.SummaryofthePracticalNeedsCommittee’sRole

ThePracticalNeedsCommitteeisdesignedtoserveunderthePCGasanactive

committeeundertakingtheactions .makingdecisionsandpolicyrecommendationsthat

relatepredominantlytothepracticalandlogisticalneedsinthepedagogicaloperationsof

theVWS .Aspectsof theitemsthatmustbeaddressedandmonitoredaregenerallydescribed

inthismandate .ThePCGreservestherighttomodify,amend,andfurtherdeterminethis

description .

TheCommitteekeepsproceduresfortheregularTask-Groupingswithinitsmandate

(seetheTask-GroupMandatesforTeacherResources,Facilities,Supplies,Budgeting,

MaintenanceandUpgrading,andothers) .

TheCommitteerefersissuesbeyondthescopeof theworkof theCommitteetothe

PCG,totheExecutiveGroup,ortoboth .

4.PracticalNeedsCommitteeMembership

Atleasteightmembersmakeupthiscommittee,drawnfromthefollowingpools:

a . Full-timeFaculty(aroundeightmembers)

b . Part-timeFaculty

c . Employeesof theSchool

d .ParentsattheSchool

e . Membersof theVWSSociety

Memberswillcommittoattendingallscheduledmeetingsof thePracticalNeeds

Committee .

Allmemberswillexhibitgoodinterpersonalskillsandtheabilitytowork

cooperativelyandmaintainconfidentiality .Directnessandalivingunderstandingof

anthroposophyandWaldorf educationarenecessary .


theworkinglifeof thegroup,memberswillbeactivelysoughtouttocompletemembership .

ThePCGwillbemadeawareof suchacircumstanceandmustapprovethecontinued

operationof thePracticalNeedsCommitteedespiteanyshortfallinmembership .

5.TermsofService

Full-timeFaculty(to0.75)

Thereisnofixedlengthof timeformemberstoserveonthePracticalNeeds

Committee .Intheinterestof continuity,itisdesirablethatafacultymemberremainin

onecommitteeunlesspressingmattersurgehis/herinvolvementononeof theothertwo

committees .

AppendixP


Part-timeFaculty(0.2to0.7)

ThereiscurrentlynorequirementforPart-timeFacultytoserveoncommittees,but

theyarewelcometobecomecoremembers .(Thisshouldbeaccompaniedwithacommitment

toremainonthecommitteeforayearormore .)Part-timeFacultymembersmayberequested

toassistinundertakingcertaintasksof thecommittee .Inthiscasetheywouldbeinvolved

onlyinaddressingtheparticularissueandforalimitedandpre-determinedtimeperiod .

OtherVWSEmployees

Otheremployeesmayberequestedtoassistinundertakingcertaintasksof the

committee(i .e .,onspecifictask-groups) .Inparticular,theAdministrativeandDevelopment

Coordinatorsmaybeaskedtojointhetask-groupsorcommitteesforinputpertainingtotheir

realmsof activity .

ParentsandSocietyMembers

Withapprovalof thecommitteeandPCG,parentsandcommunitymembersmaybe

invitedtobecomecorecommitteemembers .Thisshouldbeaccompaniedwithacommitment

toremainonthecommitteeforayearormore .

6.PracticalNeedsCommitteeChairandCo-Chair

ThePracticalNeedsCommitteeischairedbyonefull-timeFacultyMember .

TheChairistherepresentativeof thecommitteetothePCGandFullFaculty .TheChair

isassistedbyaCo-Chair,whowilltakethechairingpositionincaseof absence .Itisthe

responsibilityof theCo-ChairtooverseetheCommitteeBinderusageandtoprovideinput

intothewrittencommunications,agendas,andotherchairingactivities .

BothCommitteeChairandCo-Chairmusthaveatleasttwoyears’experience

workingintheschoolandbemandatedbytheCommitteeMembersfollowingaconsensus

processallowinginputfromallmembers(includingabsentmembers) .(Theworkload

considerationof thechairandco-chairpositionswillbeassessed,evaluated,anddetermined

byaworkloadtask-groupwithinthePracticalNeedsCommittee .)

7.EndingCommitteeService

CommitteeServicemaybeterminatedbyaCommitteeMemberfollowingthe

protocoloutlinedbelow:

•MemberwillsimultaneouslysubmittotheCommittee,thePCG,andthe

ExecutiveGroup,awrittenrequesttoendservicetotheCommittee .

•Membermaynotendserviceswithoutprobationaryperiodof onemonth,during

173

whichtheallegedreasonsforterminationof servicewillbeassessedbytheabove

mentionedgroups .

•Uponacceptanceof terminationbytheabovementionedgroups,Memberwillbe

assignedamoresuitablecommitteeresponsibilityortask,theprogressof which

willcontinuetobemonitoredbythePCG .

If aMemberof theCommitteeisidentifiedasnothonoringhis/hercommitment,

notfulfillinghis/hermandate,ornotmeetingtheneedsof thegrouporof theidentified

tasks,theprotocoloutlinedbelowwillbefollowed:

•Allegationsandconcernswillbedirectlydiscussedfirstwiththeindividual .

•AllegationsandconcernswillbebroughttotheCommitteeandthePCG .The

situationwillbediscussedfirstinthepresenceof andthenintheabsenceof the

individual .

•If itisfeltthatanimmediateresolutionisnecessary,Committeemembersmay,

throughunanimous(consensus)decision,suspendmembership .Itisunderstood

thattheindividualinquestionwillnotparticipateintheconsensus .

•ThePCGwillmonitorthesituationbyengagingeitherinIssuesManagement

process,re-integrationof theindividualontheCommittee,orterminationof

membership .

•Inthecaseof terminationof membership,thePCGareresponsibleforassigning

anewcommitteemembershipordesignatinganewtaskmoresuitabletothe

individual,inaccordancetotermsof employment .

8.Accountability,Documentation,CommunicationandReporting

ThePracticalNeedsCommitteeisaccountableandreportstothePCG .Inaddition

topermanentrepresentationof thePracticalNeedsCommitteeonthePCGthroughPCG

membershipof theCommitteeChair,theCommitteewillparticipateinanannualjoint

meetingwiththePCG .

CommunicationtoandfromthePracticalNeedsCommitteeistobemadein

writing .Itisparticularlyimportantthatreportsandminuteshighlightissuesof confidentiality

andbecirculatedonlytothePCGoreffectedgroups .TheChairof theCommitteeisthe

centralcontactperson,whiletheCo-Chairproofsreportsandothercommunications .

Minutesarekeptintypedformat,outliningtheitemsdiscussed,decisions,actions

andpositionstatements,inaccordancewithcommunicationprotocol .Decisionsand

positionstatementswillbeextractedandpublishedseparatelyandcommunicatedtothe

PCG .Eachmeeting’sminuteswillbecopieddigitallytothePedagogicalAdministrator,

AppendixP


AdministratorandDirectorof Development .Minutesarekeptinaspecificcommitteebinder

fortheacademicschoolyear .

Memosoriginatingfromtheworkof thegroupwillbesenttospecificgroupsor

individualsasnecessaryinwritingandwillbedocumentedinthecommittee’sbinder .

ThePracticalNeedsCommittee’sactivitieswillbereportedatallmeetingsof the

FullFacultyviatheirPCGRepresentative .

9.MeetingTimes

ThePracticalNeedsCommitteewillmeetfrom3:30–5:00pmThursdaysforregular

meetings .Thesemeetingsallowforreportingandgroupdecisions,althoughthereisflexibility

toallowforindependent‘task-work’totakeplacewithinthistimeframe .

Tasksrequiringlongereffortorfurtherresearchwilltakeplaceoutsideof this

meetingtime .

10.CommitteeEvaluation

Amethodof evaluatingtheworkof theCommitteewillbeprovidedbythePCG .An

initialevaluationwillenumeratethefrequencyandmannerof futureevaluations .

11.MethodofDecision-Making:Consensus

Alldecisionswillbemadeusingtheprocessof consensus .ThePracticalNeeds

Committeeisnottoresorttodecisionbyvoteoranyother‘democratic’decision-making

process .Shouldconsensusbeunattainablewithrespecttoaparticularissue,theissueshall

bereferredtothePCGforassessmentof boththeissueandthefunctioningof thePractical

NeedsCommittee .Suchcommunicationwillbeconductedinfullconsiderationof the

timelinesattachedtotasks .Insuchcases,thePCGshallreservetherighttoinstructthe

PracticalNeedsCommitteeastohowitshallmoveforward .

Thefollowingdefinitionof consensusistoserveasthebasisforPracticalNeeds

Committeedecision-making:

Consensusisagroupdecisionwhichallmembersfeeltheycanlivewith,supportandcommitthemselvesnottoundermine .Thedecisionisarrivedatthroughaprocesswherebytheissuesarefullyaired .Allmembersfeeltheyhavebeenadequatelyheard,everyonehasequalpowerandresponsibilitysothatallaresatisfiedwiththeprocess .Theprocessrequiresthememberstobeemotionallypresentandengaged,frankinaloving,mutuallyrespectfulmanner,sensitivetoeachother;tobeselfless,dispassionate,andcapableof emptyingthemselves,andpossessingaparadoxicalawarenessof thepreciousnessof bothpeopleandtime .Thisincludesknowingwhenthe

175

solutionissatisfactory,andthatitistimetostop,withawillingnesstoreopenthediscussionatsuchatimeasthegroupdeterminesaneedforrevision .

AdaptedfromA World Waiting to Be BornbyS .Peck

12.Task-GroupWork

Groupsorindividualsundertakingaspecifictaskaremandatedfortheirworkbythe

Committeeusingconsensus .Theissuesonwhichtheyaretoworkwillbeclearlyidentifiedin

theCommittee’sminutesorinamandatedocument .Atimelineforcompletionof thework

willaccompanyeachtask-groupingandwillbeprovidedbytheCommittee .Ongoingtasks

haveaseparateTask-GroupMandate(below)andmayrequirefurthercoordination(agendas,

chairing,compositionof memorandums,etc .) .

Muchof thetaskworkwillnecessitatecollaborationwithothercommittees;

membersmayhavetoattendothermeetingsforpresentationsandfeedbackonissuesor

inviteorappointindividualsorgroupsof peopletocollaboratewiththemonvarioustasks .

Likewise,administrativestaff maybeaskedtoattendcommitteemeetingsorplannedsessions

withatask-group .

a.MembersandComposition

Task-groupmembershipisbasedonskills,knowledge,andattitude .Task-groups

consistof anywherefromonetofivemembersservingonthePracticalNeedsCommittee,as

wellasotherfaculty,staff andschoolcommunitymembers,whomayberegulartask-group

membersbasedonapprovalfromthePracticalNeedsCommittee .

TheCommitteeChairwilltrackandcoordinateareviewof theworkloadof the

membersonthedifferentTask-Groupstoensureequityof workdistribution .

b.TermsofService

Task-groupmembershipisassignedbyconsensusonanas-neededbasis .Membership

isnotnecessarilycontinuousorstatic .Inselectingthetask-groupmembership,thecommittee

membersmuststriveforabalancebetweenanewmember’suniqueinputandtheexperience

thatpriortask-groupmembershipprovides .

c. PositionsontheTask-Group

Onememberwillbeselectedtorepresentthetask-grouptothecommittee .Allother

taskssuchaswritingcommunicationsandundertakingcontactwithotherscanbeassigned

withinthetask-groupasneeded .

AppendixP


d.Accountability,Documentation,CommunicationandReporting

Alltask-groupsareaccountabletoandreporttothePracticalNeedsCommittee .

Communicationwithinandfromthetask-groupwillbeinaccordancewith

communicationprotocol .Forexample,actionsfromthetask-groupsuchasmemorandums

ormeetingsmustbedocumentedinthecommitteebinder(viameetingsminutesorby

documentation) .Similarly,feedback,recommendations,orproposalsfromthetask-groupto

thecommitteearetobekeptinthecommitteebinder .

e.Task-GroupEvaluation

Membersof thePracticalNeedsCommitteewillprovidefeedbacktotask-group

membersfollowingtheircompletionof acentraltaskbywayof recommendationand/or

finaldocumentedfeedback,immediatelyaftercompletionorwithin14daysof completion,to

allowforfurtherreflectionontheprocess .

177AppendixQ

AppendixQ

TheCultofPersonality

ByWalterDaroshin

In defining an operating structure at theVWS, it is fair to say that the quality of

humanityoftenplaysaroleindecisionmaking .Thisrespectfortheneedsof theindividual

flowsnaturallyfromtheworkintheclassroomandiscomplementedbyourcollectiveefforts

in‘strivingtogether .’Indefiningmoreclearlyadevelopmentimpulsewithinourorganization,

Ihavebeenmetconsistentlywithquestionsaround‘howwework .’Thecommentsofferedare

notexclusivetounderstandingsystems,policies,orprocedures .Thereseemstobearealand

palpabledistressoverworkloadandlackof definitionaroundlinesof communication .There

isaclearimbalancebetweenwhatisbeingaskedof thoseindividualsemployedattheVWS

and the resourceswithwhichweask thework to bedone .This oftenpresents a challenge

thatthosedrawntoworkinspiritual-basedinstitutionstakeonaspartof theirownjourney .

Workingthroughadversity,whetherthechallengeisfinancial(underpaidstaff),oroperational

(toomuchworkandnotenoughstaff)canleadonetogreatheightsof achievement .Everybody

withinourexistingorganizational structure faceschallenges .Howthosechallengesaremet

helpstodefineusasindividuals .Whilecelebratingthehumanisticneedforgrowthwithinthe

experienceof adversity,wehavereplacedinstitutionalmemorywiththecultof personality .

Somuch of whatwe do relies on the character and personality of thosewho are

chargedwithdoingit .Parents,forthemostpart,donotquestionthetechnicalqualificationsof

teachersbutratherfocusontheirrelationshiptothem .Weteachanintuitivebrandof education

thatbuilds‘capacities’andaimsto‘develop’ourchildren,preparingthemfortheirfuturelives .

Thingsseemtoworkoutsomehow,asif byprovidence .Thisattitudepermeatesnotonlywhat

wedo,butwhoweare .Thelackof clarityandunderstandingthatmanyparentsfeelinregards

tothecurriculumissimilartothelackof clarityandunderstandingthatmanyteachersfeelin

regardstoadministration .However,itallseemstoworkbecauseweareallinthisforthesame

reason—thechildren .Thisbasicpremise,afaith-basedrelationshipbetweenconsentingadults,

isthefoundationonwhichouradministrativelifehasbeenbuilt .IndefiningadministrationI

amspeakingtothelargerworkof groupsandindividuals,bothstaff andvolunteer,inmeeting

ouroperationalneeds .Weneedtoclearlydefinethepositionsrequiredtooperatetheschoolas

wellastherequisitejobdescriptionsof eachposition .

Weneedtoclearlydefinelinesof communication,accountability,andresponsibility .

Anevaluationprocessneedstobeinplacewhichwilleffectivelymonitorwhetherindividuals

aremeeting the expectations of their job descriptions .We need to encourage individuality


and recognize thework of each other; howeverwemust also be clear in settingworkload

boundaries .Bydoingso,wecreateacategoryof workwhichisconsideredasrequired,and

willeitherbetakenupasextraordinaryorvolunteer .Ineithercase,itwillbeacknowledged .In

respectingourindividualjourneys,wehavetodroptheburdenof expectationfromourdaily

workinglivesandmakedecisionsonextraordinaryactivityoutof freewill .MichaelSpence

writesinhisbookFreeing the Human Spiritthatinordertofulfillitspurposeinaccordancewith

spiritual reality,aWaldorf schoolmustbe structuredandmake itsadministrativedecisions

basedonthatsamespiritualreality .

Currentlyweemployahybridorganizationalstructureof threefoldsocialawareness

(onlytwofoldsof whichareinplace)mixedwithconventionalbusinesseconomicthinking .

Wedon’tseemtobedoingeitherwiththestrengthof convictionweseeminglyexhibittowards

thecurriculum .Bybringingclaritytowhatwedoandhowwedoit,wewillseteachother

freetodoitaccordingtoourownspiritualpath .Thosewhotakeontheextraordinarywillbe

acknowledged,aswillthosewhoperformtheirpredeterminedtaskswithabilityandenthusiasm .

179

AppendixR1

Tuition&FeesTermsandConditionsofAgreementÐExample

TermsandConditionsofAgreement

TheSchooldoesnotdiscriminateonthebasisof race,sex,religionornationalorigin

andwelcomesallapplicantsforenrollment .

Inconsiderationof theSchool‘senrollingmychild(ren)asstudent(s)onthetermsset

forthinthisagreementandaccompanyingattachments,andthattheSchoolwillprovidean

educationsolongastheconductof thestudentand/orparents/guardiansdoesnotwarrant

terminationof theenrollment,weagreeasfollows:

[] 1 .Anydecisionregardingmychild(ren)’sacceptance,andcontinuedenrolment,at

schoolisentirelywithinthediscretionof theSchool .TheSchoolreservesboththerightto

requestthatmychild(ren)bewithdrawnandtherighttodismissmychild(ren)duringthe

schoolyearatitsdiscretionwithoutforfeitingtuitionfees .

[] 2 . I/weagreetothetermsandconditionssetforthintheSchool’scurrentTuition&

FeesAgreement–Terms&PaymentRequirementsinadditiontothecurrentyear’sTuition

ScheduleandTuition&Fees(TuitionDetail)Reports .

[] 3 . Subjecttoagreementonanyapprovedtuitionadjustment,I/weagreetobejointly

andseverallyliableforthepaymentof tuitionandfeescalculatedinaccordancewiththe

termsandconditionssetoutinitem2 .

[] 4 . I/weagreetoabidebythecurrentpoliciesandproceduresof theSchoolSociety

andtheSchoolParent Handbook,themostcurrentcopyof whichI/wehavereceived .I/we

understandandagreethatanyfailuretoabidebythepoliciesandproceduresorthetermsand

conditionssetforthinthisagreementmayresultintheSchool’sexercisingitsdiscretionto

dismissmychild(ren) .

[] 5 . Personalinformationincludingpersonaldataandphotographswillbeusedand

disclosed,includingpersonalinformationpublishedintheSchool’scommunityphonebook

andotherpublicationsnotwithstandinganyexistingconsentagreements,inaccordance

withtheSchoolPersonalInformationPrivacyPolicies .If youhaveanyquestionsaboutthe

collection,useanddisclosureof thisinformation,consulttheSchoolPersonalInformation

PrivacyPoliciesintheParent HandbookorcontacttheSchoolPrivacyOfficer .

AppendixR1


______________________________________________________________________

SIGNATURE DATE(YYYY .MM .DD)

______________________________________________________________________

PARENT/GUARDIANNAME(PLEASEPRINT)

______________________________________________________________________

SIGNATURE DATE(YYYY .MM .DD)

______________________________________________________________________

PARENT/GUARDIANNAME(PLEASEPRINT)

181AppendixR2

AppendixR2

Tuition&FeesAgreementÐTerms&PaymentRequirementsÐExample

1.TuitionPayments

A child is permitted to attend class when tuition payment(s) are received and the

family’saccountisingoodstanding .

2.MethodandTermsofPayment

ResidentPaymentRequirementsOption1Fullpaymentisduebythelatterof:1)thesigningof theAgreement,or2)May1 .Youmayclaima2%EarlyPaymentDiscount(minimum5monthcontract) .Paymentscanbemadeincash,bycheque,debit,VISAorMasterCard .Earlypaymentdiscountisnotavailabletoaccountswithadjustedtuitions .Option2Payinmonthlyinstallmentswiththefirstpaymentoccurringonthelatterof:1) thesigningof theAgreement,or2) May1,andwiththefinalpaymentoccurringonApril1 .Monthlypaymentswillbeprocessedasautomaticdebitsfromyourbankaccount .

NonResidentPaymentRequirements

Tuitionmustbepaidinfullpriortoreceivinganofficialletterof acceptance .

Paymentmaybemadeviabanktransfer,certifiedcheck,internationalmoneyorder,VISAor

MasterCard .

3.MidyearAdmission

StudentsenrollingafterMay1willberequiredtomaketuitionpaymentsin

accordancewiththescheduleoutlinedinitem2MethodandTermsof Payment .

4.AdmissionFee

Anon-refundableadmissionfeeof $200perstudentispaideachyearbyall

successfulnewapplicantsandanycurrentlyenrolledstudentswhodidnot,if requiredby

item5,provideacommitmentdepositonorbeforetheCommitmentDepositdeadline .

5.CommitmentDeposit

Anon-refundabledepositof $200isrequiredforeachreturningstudentinallfully

enrolledprogramsinordertosecureaspaceintheclass .Thisdepositduedateisthefirst

FridayinMarch .


6.DevelopmentFee

Eachstudentischargedadevelopmentfeewhichisusedtofundschoolcommunity,

promotionalandeducationaleventsandactivities .Theseeventsandactivitiesareprovidedto

communitymembersinadditiontoandseparatelyfromthestudent’seducationandinclude

festivals,educationallectures,workshopsandprograms,andsocialandpromotionalevents .

7.TuitionInsurance

TuitionInsuranceismandatoryforregisteredresidentfamilieswhomakemonthly

paymentsandforallregisterednon-residentstudents .TuitionInsurancemayentitleboth

residentandnon-residentstudentswhowithdrawmid-yeartoapartialrefundof tuitionin

accordancewiththetermsof item10 .

Thepurchaseof TuitionInsuranceisonlyoptionalforresidentfamiliespayingfull

tuitionusingtheearlypaymentmethod .ShouldearlypaymentresidentfamilieschooseNOT

topurchaseTuitionInsuranceandsubsequentlydecidetowithdrawtheirchild(ren)mid-year,

NOtuitionwillberefunded .

Exceptions

ChildrenattendingParentandTotclassesarenotrequiredtopurchaseTuition

Insurance .

Payment

The$300perfamilypremiumwillbeautomaticallyaddedtothefirsttuitionpayment

forthosefamilieswhousethemonthlypaymentoption .Forfamilieschoosingtheearly

paymentoption,thefeewillbeaddedtothetotaltuitionandfeespayablefortheschoolyear .

8.BusTransportation

Busfeesforstudentswhorequirebusserviceareincorporatedintotheirfamilies’

tuitionpayments .Allstudentsusingthebusservicearesubjecttothetermsof theBus

Agreement .

9.NewStudents

Eachstudent’sacceptanceisprovisional;forallnewstudentsthereisathree-month

probationaryperiod .Theteacherwillobserveandassessthestudent’sneedsandabilities

duringthisprobationaryperiod .Theteachermayrecommendthatthestudentbeplacedin

agradecommensuratewiththedevelopmentallevelof thestudent,and/ortheparentsmay

berequiredtoprovideacademic,ESL,language,remedial,and/ortherapeuticsupportasa

conditionof remainingintheclass .Theschoolreservestherighttoaskforwithdrawal(see

item10) .

183AppendixR2

10.Withdrawals/Refunds

Residents

Familiesenrolledinallprogramsandserviceswishingtowithdrawarerequired

toprovidewrittennoticeof withdrawal .Followingreceiptof notificationof withdrawal,a

withdrawalfeeintheamountof 10%(onemonth’stuition)of fullyeartuitionandfeeswillbe

retained .Theassessedwithdrawalfeeispayableinfulltogetherwithtuition&feesassessed

uptoandincludingthelaterof thedatesof receiptof writtennotificationof withdrawal

andthelastdayattendedintheprogram,andapplytoallstudentswhowithdrawafterthe

firstpaymentdateof May1 .Refundswillbegrantedforanypaymentreceivedinexcessof

assessedtuition,feesandwithdrawalfeebasedonwrittennoticeof withdrawal .Families

whohavemadeearlypaymentandhavechosennottopurchaseTuitionInsurancereceiveno

refundof tuitionorfees(seeitem7) .

Non-Residents

Beforethestudenthasattended,refundsaregranteduponsubmissionof evidence

of governmentdenialof studentauthorization .Uponreceiptof suchevidence,theschool

willretainaminimumfeeof $500andwillrefundremainingpaidtuition .Refundsarealso

granteddependingupontheproportionof thestaycompleted .If astudentwithdrawsduring

thefirstquarterof theintendedstay,50%of thetotalfeespaidwillberefunded .If astudent

withdrawsafterthefirstquarterof thestay,25%of thefeeswillberefunded .Onceastudent

hascompletedhalf of thestay,nofeeswillberefunded .Norefundisgrantedif astudentis

expelled .Theschoolreservestherighttoaskforwithdrawalof astudentasoutlinedinthe

TuitionAgreement .

11.AccessibleTuitionProgram

Tuitionisadjustedbasedonfinancialneedandissolelygrantedthroughapplication

totheAccessibleTuitionProgram .Pre-schoolaftercareandbustransportationfeesarenot

eligibleforadjustment .

Tuitionreductionsoradjustmentswillnotbegrantedbasedonpartialattendance

duetotheimplementationof IndividualEducationPlans,suchasathletic,artisticorlearning

needsprograms .

12.LossofStudentGovernmentGrant

If duetoholidaysorreasonsotherthanillnessachilddoesnotattend600hours

of schoolbetweenthefirstdayof schoolinSeptemberandMay15,theschoolwilllosea

portionof thegovernmentEducationGrant .Parentswillberesponsibleforreplacingthe

lostgrantfundsunlessadoctor’scertificatejustifyinganextendedabsencecanrectifythe

situationwiththeMinistryof Education .


13.LatePayments&NSFCharges

Accountsinarrearsmaybechargedafeeof $10percommunicationrequiredto

bringtheaccountintogoodstanding .Thefinanceofficewillnotifytheaccountholderby

emailorletterof animpendingchargetoprovidetheaccountholderwiththeopportunityto

bringanaccountintogoodstandingandavoidthecharge .

Achargeof $25willbeappliedforanycheckorautomaticdebitthatisreturnedto

theSchoolbyyourfinancialinstitutionbecauseof insufficientfunds .Thefamilymustmake

immediatearrangementforreplacementof refusedpayments .If acceptablearrangements

arenotmade,theaccountwillbeconsideredtobeinarrearsandthestudentmaybeaskedto

withdraw(seeitem1) .

14.CostsIncludedinTuition

Costsforitemsnormallypurchasedanddistributedtostudentsbytheschoolon

behalf of theparent(s)andorguardian(s),areincludedinTuition&Fees .Thisincludesitems

purchasedinbulksuchasflutes,filteredwater,gymstrips,mosthandwork&practicalarts

supplies,mainlessonbooks,someFineArtsupplies,specializedWaldorf artandwriting

supplies,andfieldtripsexpenses .Thesecostsareincludedinandapportionedoutof the

tuitionfeeseachyear .Anyshortfallwillbecoveredfromanamountreallocatedfromthe

feespaidduringthatschoolyearandnorequestforfurtherfeeswillbemade(seenote15for

exceptions) .Anysurpluswillbeusedtopurchaseclassroomsuppliesand/orequipmentas

neededandnorefundwillbegiven .

15.CostsNotIncludedinTuition

Somematerials,particularlythoseusedintheHighSchool,willbenotbepurchased

andsuppliedbytheschoolbecausetheyareselectedbythestudentsbasedonpersonal

preferenceandarenotmaterialsnormallypurchasedinbulkbytheschoolonbehalf of the

students .Thisincludessuchitemsasmusicalinstruments(exceptrecorderflutes),materialfor

individualizedhandworkprojects,binders,binderpaper,notebooks,writingimplementsand

pencilcrayons .Whilethecostof fieldtripsiscoveredbyTuition,thepurchaseof medical

insurancecoverageoverandaboveBCMedicalServicesPlancoverageforfieldtripsoutside

of BC,istheresponsibilityof theparentorguardian .Additionalmedicalcoveragewillnotbe

coveredbyTuitionandwillnotbepurchasedbytheschool .

185

AppendixS

ParentCouncilMandateÐ Example

1. Purpose

Thepurpose of theParentCouncil proposal is to define theways inwhich parents of the

Schoolareparticipatinginthesocial,organizational,andspiritualunfoldingof theschool’s

missionandof itsday-to-dayoperations,inviewof implementationinthesecondhalf of the

schoolyearandsubsequentschoolyears .

2. Objectives

•Designof ParentCouncil,itsstructure,responsibilities,andactivities

•Integratetheparticipationof parentsinawelcoming,respectful,inspiring,and

systematicway

•EnabletransitionfromParentGrouptoParentCouncilwithinperiodfromNovember

2toJanuary1

3. Timeline

•ProposalispresentedtotheexistingParentGrouponNovember2forinputinthe

perspectiveof theStrategicPlanandtowardstheaimof consensusapproval .

• Uponreceivingconsensusapproval,recommendationismadewithin10businessdays

(November16)totheExecutiveGrouppresentlyactingastheDevelopmentCarrying

Group(DCG)whowillratifytherecommendationandmakeif effectiveJanuary1 .

•ExistingParentGroupwillimplementthetransitiontoParentCouncilintheperiod

betweenNovember19andJanuary1withthesupportof theExecutiveGroupacting

asDCG .

4. Decision

•Afterdueconsiderationof ParentGroupinput,decisionwillbemadebythe

ExecutiveGroup(actingasDCG) .Thisdecisionisnotsubjecttoconsensusandis

irrevocable .

AppendixS


ParentCouncilStructure

1. Vision

ParentCouncilembracesthevisionof anengagedandvaluedparentbodyinserviceof the

actualizationof theschool’smission .

2. Mission

Themissionof theParentCouncilistodesign,hold,guide,andfacilitatetheparticipationof

parentsintheunfoldingof theschool’smissionanditsday-to-dayoperationsinaccordance

withstatedvaluesandinthecontextof theStrategicPlan .

3. CoreValues

TheParentCounciladoptsasitsfundamentalvaluesacommitmenttoworkinginsynergy

withtheunderlyingprinciplesof Waldorf educationasexpressedintheStrategicPlanandas

developedthroughtheExecutiveGroup,andacommitmenttogenerate,welcome,andhonor

parents’participationinthelifeof theschool .

4. Structure

TheParentCouncilisdirectlyconnectedandaccountabletotheDevelopmentCarrying

Group,andiscomposedof parentvolunteerswhoarewillingandabletocommittoa

minimumof atwo-yearterm(calendaryear) .Participationasamemberof theParent

Councilstandsasfulfillmentof volunteeringguidelinesasdefinedintheVolunteerProgram .

ParentCouncilmeetingsoccuronthesecondTuesdayof everymonthfrom7:30pmto9:30

pm,andregularcommunicationoccursasneededviaemail,phone,orinperson .Membersof

theParentCouncilholdthefollowingspecificresponsibilities .

•ParentCouncilChairalsoservesasamemberof theExecutiveGroup

•ParentCouncilCo-Chair/DevelopmentCoordinator

•VolunteerProgramCoordinator

•SocialEventsCoordinator

•FairsandSpecialEventsCoordinator

•CommunityFundCoordinator&Treasurer

•AdultEducationCoordinator

•ClassRepresentativeLiaison

•SchoolBeautification

5. MembershipTerm

•ParentCouncilmembershipisfora2-calendaryearterm .

187

• ParentCouncilmembersbeartheresponsibilitytosearchfor,evaluate,andtrain

prospectivememberswithin9monthsof theirdecisiontoendtheirterm,andinfully

disclosedterms .TheyareresponsibleforinformingtheParentCouncilof alldesired

changesintheirlevelof involvementwithinaminimumtimeframeof 3months,andin

considerationof trainingpotentialreplacingmembersasoutlinedabove .

6. Responsibilities

ChairActsasSecretary

•developsagendasfromParentCouncilmembers’input

•holdsminutes,extractsdecisions,andcommunicatestoFacultyandBoardof

TrusteesaccordinglyandinsystematiccollaborationwithCo-Chair/Development

Coordinator

•Participatesinweeklymeetingof theDevelopmentCarryingGroup(DCG)

•DevelopsVolunteering/Sociallifesectionof theannualCommunitySurvey

•Managesallcorrespondence

Co-chair/DevelopmentCoordinator

•EnsuresthattheParentCouncilprojectsandeventsareinagreementwithand

servetheDevelopmentCarryingGroupplans

•IsresponsibleforCommunicationfromtheParentCounciltotheschool

communityviatheBulletin

VolunteerProgramCoordinator

•DesignsyearlyVolunteerPrograminaccordancewiththeneedsof ParentCouncil

projectsandevents

•ManagestheVolunteerProgram:preparesdocumentationandprocesses

outcome; .ensuresthatallneedsaremet

•AttendsandholdsAprilre-enrolmenteveningsforVolunteerSign-up

•CommunicatesvolunteerliststoEventCoordinator

•PreparesandsendsVolunteerThankYounotes

SocialEventsCoordinator

•Preparescalendarof socialevents

AppendixS


•OrganizesandCoordinatesSocialEvents

•ManagesSocialEventsvolunteers

•PreparesEventSummaryandEvaluationReports

FairsandSpecialEventsCoordinator

•DesignsChristmasFair,MayFair,andSpecialEvents

•PreparesEventSummaryandEvaluationReportsof allevents

•Preparesproposalsforeventsmodifications

•Coordinatesandensuresthepresenceof duerepresentationatallSpecialEvents

incollaborationwithEnrollment/AdmissionsDirector

CommunityFundCoordinator&Treasurer

•Servesasthetreasurerof theSchoolAssociation

•Actsatreasurerof ParentCouncil

•PreparesandholdsParentCouncilbudget

•MakesbudgetaryrecommendationstoFinanceCommitteeviaExecutiveGroup

•AllocatesCommunityFundresourcesasrequestedbyFaculty

•MonitorsCommunityFundandpreparesmonthlyreports

AdultEducationCoordinator

•Designsyearlycalendarof events:workshops,lectures,studygroups,Q&A

sessions,incollaborationwiththeParentRepresentativeLiaison

•Researchesandbooksspeakersandstudygroupfacilitatorswiththeassistanceof

Faculty

•OrganizesandcoordinatesallAdultEducationsessions

•ManagesAdultEducationvolunteers

•PreparesandmanagesAdultEducationprogrambudgetwithtreasurer

FundraisingCoordinator

•Researchesfundraisingactivitiesasdefinedinthefundraisingpolicyinsupportof

theoperatingbudget

•ManagesandmonitorsexistingfundraisingactivitiessuchasHEARTof .comand

Shopfunds

189

•Motivatesthecommunitytoparticipateinfundraisingactivitiesby

communicationintheBulletinandincollaborationwiththeDevelopment

Coordinator

•Maintainsaclearunderstandinginthecommunityof thedistinctionsbetween

fundraisingactivities(scripande-scripprograms,RMM)andCommunityFund

activities(FairsandSpecialEvents)

ClassRepresentativeLiaison

•ActsasaliaisonbetweentheClassRepresentativesandtheParentCouncil

•Communicatestheneedsandobservationsof theparentsintheareasof

fundraising,volunteering,activities,sociallife,andadulteducationtotheParent

Council

•Communicatesthevisionanddecisionsof theParentCounciltotheclass

representatives

SchoolBeautificationandHospitalityCoordinator

•ActsasliaisonwiththeBuildings&GroundsCommittee

•Managescommunityactivitiesrelatedtoschoolbeautificationsuchas

CommunityWorkdays

•ManagesCommunityWorkdaysvolunteers

7. Projects

COMMUNITYFUND

Purpose

Thepurposeof theCommunityFundistogeneratefundsinsupportof theschool’s

out-of-classroomcurricularactivitiessuchasclasstripsandfieldtrips .TheCommunity

Fundservestheneedsof theentirecommunityof students,aswellastheneedsof a

developingWaldorf schoolinadevelopingcountry .

Objectives

•MeettheCommunityFund-approvedfundraisingbudgetasdefinedbytheParent

CouncilinresponsetoFacultyrequestsforout-of-classescurricularactivities

•Generate,cultivate,andmaintaincollectiveenthusiasmandconstructiveeffortin

supportof theentirebodyof students’experience

AppendixS


•Create,cultivate,andmaintainalegacyof care,responsibility,andaccountability

towardtheWaldorf schoolmovement,particularlytowardscourageousWaldorf

initiativesthatcurrentlylackfinancialsupport

•CreateandmaintainfinancialsupporttoaWaldorf initiativeabroad

•Create,develop,andsustainawarenessinthestudentsandparentbodyoftheimpact

of theirparticipationincommunityactivities

Activities

TheCommunityFundgeneratesfundsbyengagingincommunity-orientedactivities

includingbutnotlimitedtotheChristmasFairandtheMayFair .

•Theprimaryobjectiveof theseeventsistoraisefunds .

•Theirprimaryaudienceistheextendedcommunity,i .e .,theportionof the

populationthatisnotcurrentlypartof theparentbody .Therefore,theeventsare

designedandmarketedaccordingtothisabovementionedfocus .

•Theseactivitiesaredesignedinaccordancewiththeprinciplesandvaluesunderlying

Waldorf educationasunderstoodanddevelopedbythecommunity .Therefore,the

eventsexpressrespectandunderstandingof thevaluesandaremission-appropriate .

•Eventscallontheparentandthestudentvolunteereffortstoparticipateinthe

enhancementof thestudents’curricularexperience .

•TheactivitiesrelatedtotheCommunityFundarecollectiveandcollaborativein

nature .

Operations

TheCommunityFundismanagedbytheParentCouncil,itsaccount(s)areheldby

theSchoolAssociationandmanagedbytheParentCounciltreasurer .TheCommunity

Fundisestablishedbyandwiththetransferof allexistingClassbankaccountbalances

intotheSchoolAssociationbankaccount .

Current School Year

AllclassbankaccountsaretransferredtotheCommunityFundduringtheweek

of November22,withtheexceptionof Grades8and12whichareauthorizedto

contnnuefundraisingactivitiesforthecurrentschoolyearprovidedthat:

• afundraisingactivitiesplanfortheremainderof theyearisproposedtotheParent

CouncilandtheExecutiveGroup(actingastheDCG)priortoNovemberf6 .

• nofundraisingactivitytakeplacepriortoParentGroupandExecutiveGroup

decisionof December2,

191

• fundraisingactivitiesareinaccordancewiththefundraisingprinciplesasoutlined

inpoint2of sectionc)above .

•fundsexpectedtoberaisedareexclusivelyreservedtothefundingof Classtrips

•theabsenceof awrittenfundraisingproposalforGrades8and12onorbeforethe

abovementioneddatewillrendertheseexceptionalarrangementsnull .

Subsequent School Years

• Allout-of-classcurricularactivitiesinGrades1through12arefinancedbythe

CommunityFund .

•ParentCouncilTreasurerinformstheFacultyof thelevelof fundinglikelytobe

availableforthesubsequentschoolyearbyFebruary15 .

•Facultyrequestsforout-of-classescurricularactivitiesfundsaresubmittedtothe

ParentCouncilonorbeforethefirstThursdayof Aprilinpreparationof theApril

ParentCouncilmeeting .Facultyrequestconsistsof adetailedplanratifiedbythe

PedagogicalCarryingGroup .Detailedplanincludeslengthof trip,frequency,cost

analysis(transportation,housingandfood,fees) .

• FundsareallocatedyearlybyJune15inaccordancewithFacultyrequests .Inthe

eventthatrequestsexceedbudgetedfunds,theproposalwillbereturnedtothe

Facultyforfurtheradjustmentswithintheabovementionedtimeframe .

•Fundsallocatedforout-of-classescurricular-relatedexperiencearenottobe

usedforanyotherpurpose,howeverimportant,urgent,orunforeseen .However,

Facultyreservestherighttoalterandmodifyplanof activitiestoaccommodate

forunexpectedopportunities .However,therewillbenomodificationstothe

CommunityFundallocationstoreflectthesechanges .

VOLUNTEERPROGRAM

Purpose

Thepurposeof theVolunteerProgramistoclarify,define,communicate,andmanage

theneedsof theschoolforvolunteersinallsectorsof activitiesandtoprovideparents

withaclearunderstandingof theexpectationsof theSchoolintheareaof parental

involvementandvolunteering .

Objectives

•toensurethattheneedsof theschoolforvolunteersaremet

•toevaluate,monitor,anddevelopasustainablelevelof volunteerism

AppendixS


•toensurethatalleventsarestaffedadequately

•toguaranteethatparentswillnotbeaskedtovolunteerforactivitiesoutsideof their

commitmenttotheVolunteerprogram

Activities

• Intheabsenceof contractualrequirements,parentsareaskedtovolunteerfor40

hoursperyear,inthecapacityof theirchoice,andforactivitiestheyselectonthe

listingdesignedbytheVolunteerCoordinatorwiththesupportof theParentCouncil

Co-Chair .

• Listingof Volunteeropportunitiesincludebutarenotlimitedtofairs,fundraising

events,specialevents,participationoncommitteesandworkinggroupssuchas

Groundsandclassrepresentative

•TheVolunteerProgramisestablishedindirectrelationwiththeschool’scalendarof

events,whichispreparedinAprilforthesubsequentschoolyearinpreparationfor

theAprilreenrollmentdays .

•Facultyneedsforvolunteersbeyondclassrepresentativesaretobecommunicatedto

theVolunteerProgramCoordinatorpriortoApril1stforsubsequentyear .Faculty

membersareencouragedtodevelopaclearunderstandingof thevolunteering

programandof itsimplicationsonthelivesof parents,inordertolimitunplanned

classrequeststoalevelthatisconsiderateof parentsplannedinvolvement .

SOCIALEVENTS

Purpose

Thepurposesof socialeventsaretodevelopandsustainasenseof livingcommunity

amongstudents,theirparents,andtheirteachers,andtocreateandnurtureacultureof

openness,sharing,andcarewithintheschoolcommunity .

Activities

•Newschoolyearcommunitypicnicandschoolyear-endcommunitypicnic

•Halloweenparade

•Communitydance

•Communityworkdaysandpotlucks

FAIRSANDSPECIALEVENTS

Purpose

Thepurposeof FairsandSpecialEventsistogeneratefundstomeettheCommunity

Fundbudget .

193

Activities•ChristmasFair

•MayFair

•Anyothereventsinvolvingthecommunitythatholdsasitsstatedpurposetheraisingof fundsfortheCommunityFund

Operations

• FairsandSpecialEventsarescheduledintheyearlyschoolcalendarinAprilforthe

subsequentschoolyear .

•TheyareorganizedandcoordinatedbytheFairsandSpecialEventscoordinator,

memberof theParentCouncil .

• TheyareproducedandstaffedbyvolunteersinaccordancewiththeVolunteer

Programspecifications .

ADULTEDUCATIONPROGRAM

Purpose

Thepurposeof theAdultEducationProgramistosupporttheresearch,understanding,

andapplicationsof thephilosophyunderlyingWaldorf educationandtheSchool .

Objectives

• Toengageinandnurtureanongoingdialoguebetweenfaculty,existingparentsand

newparents,aboutWaldorf educationandallrelatedfieldspertainingtohuman

development

•Todesignaprogramof lectures,workshops,studygroups,andactivitygroupsthat

meettheneedsof theparentbodyandthecommunity

•Toprovideacontextfordeepeningthecommunity’sunderstandingof the

particularitiesof Waldorf educationandthephilosophyunderlyingit

•Toprovideparentsandteacherswithalocalandaccessibleresourcecenter

Operations

TheAdultEducationProgramismanagedbytheAdultEducationProgram

Coordinator,amemberof theParentCouncil,inclosecollaborationwiththe

PedagogicalCarryingGroup .

• Thecomponentsof theprogramarescheduledinAprilwithinthecontextof the

Schoolcalendarof events .

• AnAdultEducationProgrambrochureisgeneratedwiththeDevelopment

Coordinator,aswellasadvertisingandpromotion .

AppendixS


• TheseedbudgetfortheAdultEducationProgramisallocatedbythetreasurerfrom

theCommunityFund .Theprogramaimstobeself-supportive .

CLASSREPRESENTATIVES

Purpose

Thepurposeof ClassRepresentativesistoprovideavitallineof contactattheclass

level .

Activities

•Supporttheteacherwithactivitiessuchasclassplays,fieldtrips,classmeetings

•CommunicateclassneedstotheClassRepresentativeCoordinator

•Actsaslinktotheparentsof theirclass:tosharewithotherparentswhatisnew,

whatishappening,whatisneeded,soeveryonecanparticipateinthelifeof the

school

•MeetwiththeParentCouncilgroupinSeptemberandMarchtodiscusslifeinthe

classestheyrepresent

Terms

ClassRepresentativesvolunteerforonecalendaryearterm(JanuarytoJanuary),to

ensurethattheneedsof theirclassaremetandcommunicationisongoingimmediately

afterthebeginningof theschoolyear .Theyareresponsibleforsearchingfor,evaluating,

andtrainingtheirreplacement(s)attheendof theirterm .

SCHOOLBEAUTIFICATION

Purpose

Thepurposeof theSchoolBeautificationactivitiesistoensurethattheschoolbuildings

andgroundsaremaintainedinawaythatmeetssafety,cleanliness,andesthetic

standardsconducivetotheproperfunctioningof theschoolandtoasatisfactorylevel

of prideinparents,students,andfacultymembers .

Activities

• CommunityWorkdaysorganizedincollaborationwiththeSocialEventsand

BuildingsandGroundsCommittees

• Monitoringof thecleanlinessandbeautyof theclassroomsandcommonareasat

schoolevents

195

AppendixT

DevelopmentCommitteeMandate

DevelopmentCommitteeRaisond’etre

TheBoardof Trusteesof theschoolcurrentlyhasadualmanagementresponsibility

attheschool .AlongsidefiscalresponsibilityitholdsresponsibilityforCommunityand

ResourceDevelopment(Development)activity .TheBoardhasdelegatedtheresponsibility

forcoordinatingandmanagingdevelopmentactivitiestoaDevelopmentCommitteeand

hasapproveditsmandate .Developmentactivitiesgeneratefinancialandhumanresources,

nurturecommunitylifeandrelationships,andmaintainanddevelopthephysicalplant

andsite .Developmentactivitiesincludesitemaintenanceanddevelopment,admissions,

marketing,publicrelations,communitydevelopment,parentparticipation,alumni,and

fundraising .Theessentialandongoingworkof thenewlyformedDevelopmentCommitteeis

todefinecriteriaandselectandretainadequatemembershipontheDevelopmentCommittee,

designandestablishafunctioningandeffectivedevelopmentdepartment,andapprove,

overseeandensureadequatemanagementof specificdevelopmentrelatedprojectsand

initiatives .

Mandate

TheSchoolworkswithathreefolddepartmentalmodelof management,withthree

distinctspheresof activityandwithmanagementbodiesresponsibleforoverseeingthework

uniquetoeachrealm .ThethreedepartmentsarePedagogical,Governance(Legal-Financial),

andCommunity&ResourceDevelopment,eachwithitsownadministrator(s)andsupport

staff .TheDevelopmentCommitteeisacommitteeof theBoardof Trusteesandservesasthe

managementbodyforCommunity&ResourceDevelopment .TheDirectorof Development

istheadministratorforthatrealm .

Tasks

•ToworkwiththeDirectorof Developmenttocreateacoherentvisionof communityand

resourcedevelopmentattheSchoolandtoestablishprioritiesandgoalsforthatwork

•Tocreatesub-committeetaskgroupsthattakeupspecificworktomeetgoalsandpriorities

•Tosupportandoverseetheworkof theDirectorof Development

•Toprovideopportunitiesandthemeansfortheparents,alumni,donorsandfriendsof the

AppendixT


schooltoparticipateincommunityandresourcedevelopmentattheschoolandtochannel

anddirecttheirinterestandsupportof theschool

ReportingandAccountability

•TheDevelopmentCommitteeisaccountabletotheBoardof Trustees .

•TheDevelopmentCommittee,throughitsDirectorof Development,willprovideawritten

monthlyreporttotheBoardof TrusteesandthePCG .

•TheDirectorof Developmentwillreportateachmeetingof theDevelopmentCommittee .

•TheDevelopmentCommitteewillsetannualobjectivesfortheDirectorof Development

andwillevaluatetheDirectorof Developmentannuallywithrespecttotheachievementof

thoseobjectives .

MeetingTimes

•TheDevelopmentCommitteemeetseverysecondweek .

Membership

•Allparents,alumni,donorsandfriendsof theschoolareeligibleascandidatesfor

membership .MembershipcriteriawillbedeterminedbytheCommitteeandapprovedby

theBoard .

•AllmembersmustbeapprovedbytheBoard .

•Atleastonememberof theDevelopmentCommitteeshallbeamemberof theBoardof

Trustees .

•TheSchoolAdministratorandPedagogicalAdministratorshallbeexofficiomembers .

•Membershipwillbeaminimumof 3andamaximumof 7members .

•TheDirectorof DevelopmentshallserveasChairof theCommittee .Dutiesinclude

preparingandsendingoutagendasandensuringminutesaretaken,distributedandfiled

appropriately .

197

AppendixU

GoodGovernanceCommitteeMandate

Raisond’etre

TheSchoolworkswithathreefolddepartmentalmodelof management,withthree

distinctspheresof activityandwithmanagementbodiesresponsibleforoverseeingthework

uniquetoeachrealm .ThethreedepartmentsarePedagogical,Governance(Legal-Financial},

andCommunity&ResourceDevelopment,eachwithitsownadministrator(s)andsupport

staff (collectively,“theManagementBodies”)eachwithitsownadministrator/manager

(collectively,“theOperationsManagementCommittee[OMC]”)andsupportstaff .TheOMC

managestheday-to-dayoperationsof theschool,andtheManagementBodiescarrythe

visionforeachdepartment .TheGGCisthecommitteethatcarriesthebroadergovernance

visionfortheentireschoolandmonitorsandrespondstotheoverallhealthof thegovernance

system .

Tasks

•Toreview,onanongoingbasis,thefunctioningof thedifferentgoverningbodies,monitor

therelationships/connectionsandcommunicationbetweenthem

•Toreviewandmonitorthatallmandates,constitutions,jobdescriptions,andevaluation

andperformancereviewsforstaff,operating,communicationandreportingpolicies,

procedures,andprotocolsareinplaceandutilizedasrequired

•Tocreateacalendarthatoutlinestheregularreviewof allaspectsof thegoverning

structureof theschool

•Tomakeandimplementrecommendationsforimprovements,changesanddevelopments

regardingpoints1–3

•Tokeepthevariousgroupswithinthecommunityinformedaboutgovernance

•Tokeepapulseonthestatusof short-andlong-rangeplanning

ReportingandAccountability

•TheGGCisacommitteeof andisaccountabletotheBoardof Trustees .

•TheGGCwillreportthroughtheChairtotheBoardateveryBoardmeeting .

•TheGGCwillprovideannualreportstotheBoardof Trusteesonitsaccomplishments .

AppendixU


Meetings

•TheGGCmeetseverysecondweekandmoreoftenasnecessary .

•GGCmeetingsshallbeopenatalltimestoallmembersof theManagementBodies .

Membership

•TheChairof theGGCshallbeamemberof theBoard .

•TheAdministratorshallserveasamemberof theGGC .

•Onememberof thePCGshallserveontheGGC .

•Members/Chairof theGGCshallbeselectedbasedontheirinterestinand

experiencewithgoodgovernanceandmanagementpractices,particularlyasrelatedto

Anthroposophicalinstitutions .

•Thenumberof membersof theGGCshallconsistof aminimumof 3andmaximumof 7

members .

•Membersshallbemembersof theSchoolSociety .

MembershipSelection

•TheBoardof TrusteesappointstheChairof theGGC .

•ThePedagogicalCarryingGroupshallappointonemember(tohelpensurethatthe

philosophicalapproachandtheworkisconsistentwithandinservicetothepedagogy) .

•TheChairmaynominateadditionalmemberstobeapprovedbytheBoT .

199Endnotes

Endnotes

1 . SeeAppendixA:Fivedisciplinesof alearningorganizationsummarizedfromThe Fifth DisciplinebyPeterSenge(1994) .

2 . ThiswasgiveninalectureatSunbridgeCollege,inSpringValley,NY,in1992,andretrievedfrompersonalnotestakenatthetime .

3 . Steinerwroteandlecturedaboutthethreefoldspiritualnatureof thehumanbeingandthethreehumansystemsthroughouthisentirebodyof work .Thesourcesthatprovidethemostin-depthexplorationof thethreehumansystemsspecificallyarethevolumesof lecturesentitledRiddles of the Soul: The Case for Anthroposophy (2009) and Fundamentals of Anthroposophical Medicine: Four Lectures Given to Doctors (1986) .

4 . Thelistof peoplewhohavedevelopedandcontributedtothetheoreticalunderstandingof socialorganismsasthreefoldentitiesislong .Theworksof manyof themarereferencedthroughoutthisbook .

5 . Inthecontextof thisbook,theterm“naturalhierarchy”isusedtodefineastructurethathasindependentyetinterdependentsystemswheretheauthorityshiftswithinthestructuredependingonthespecificexpertiseandparticularfunctionneededinagivensituation .

6 . WhatCaprameansby“powerasinfluenceof others”isthatratherthaninvestingallauthorityinasingleleadersimplybyvirtueof apositionortitle,thewisdomandinitiativeof othersisacknowledgedasessentialtoeffectivedecision-making .Allpeopleengagedintheworkareempoweredandinvitedtoinfluencetheoutcomeof thework .

7 . SeeFigure1: ThreefoldSocialOrder–ThreefoldHumanBeing .

8 . Originaleditionpublishedin1923;fourtheditionpublishedin1977 .

9 . url:http://www/visembryo .com/baby/index .html

10 .Hereweseethethreeprinciplesatworkagain,thistimeinthecurriculum .

11 .AdaptedfromadrawingfromnotestakenatalecturebyGaryLambataconferenceonWaldorf education

12 . InChapter4thenon-profitsocietyisreferencedasanessentialconstituentgroupinthisorganizationalrhythmicsystem .InCanada,anon-profitorganizationisrequiredtoformasocietywithmembership,whichbecomesthebodythatislegallyandfiscallyresponsiblefortheoperationof theorganization .

13 . Seenote2above .

14 . InThe Social Mission of Waldorf Education,Lambpointsoutthat“administrationshouldbeanextensionandreflectionof whattakesplaceandarisesoutof theclassroomrather


thanthelifeof theclassroombeingshapedbyanadministrationsubordinateto[the]politicalandeconomicforces[atamacro-societylevel] .”(p .43)

15 .CompiledfromnotestakenatalecturebyGaryLambataconferenceonWaldorf education

16 . Seenote15:quotefromLamb’slecture

17 . Seenote15:quotefromLamb’slecture

18 .DrawingsbySilviaFormankova,allrightsreserved

19 .Thelistisextractedfrom Vision in Action: Taking and Shaping Initiatives(Schaeferetal .,1996,p .42) .

20 .Systems Thinking. Personal Mastery, Mental Models, Shared Vision, Team Learning(Senge,1994)


22 .Thisisalsotrueaboutthedevelopingembryoandfetus .NoteinFigure3,thedifferencebetweenthezygoteasacollectionof cellsatthebeginningof thefirsttrimestercomparedtotheembryoattheendof thefirsttrimesterisremarkableandclearlyidentifiable .Thesamekindof identifiabledifferencecanbeseeninFigure4intheembryo’sdevelopmentatthebeginningof thesecondtrimestercomparedtothefetusattheendof thesecondtrimester .InFigure5,ontheotherhand,thedifferencesbetweenthefetusatthebeginningof thethirdtrimesterandthefull-termbabyattheendaremuchmoresubtle .

23 . Itisthetransitionintothisphaseof developmentthatisoftenaneye-of-the-needleexperiencethatleadstoresistanceinaschool’sleadershipgroupstogiveauthoritytoindividualleaders .Insteadof clearlydefiningandempoweringleadership,Waldorf schoolscangetstuckintheadministrativephase,oftentryingtoreturntoorrecreateitspioneeringphaseexperiencewhereleadershipisimplicitlycarriedbyandsharedwithinthepioneerinitiativegroup .


25 .Thisbookistheexpandedversionof theGaitherLecturesinSystemsSciencegiveninMay1979attheUniversityof California,Berkeley .

26 . SeeAppendixF:NinePropositionsinSearchof theThreefoldSocialOrderbySchaefer(n .d .),Proposition9 .¶1 .

27 . InCanada,non-profitorganizationsaregovernedbylawsthatrequirethattherebeaNon-ProfitSociety,witharegisteredConstitutionthatdefinesitspurpose,andwithmembershipthatestablishesBylawsthatdeterminehowitgovernsitself .ThemembershipappointstheBoardof Directors(Trustees),whothencarrieslegalandfiscalresponsibilityfortheorganization .Theestablishmentof aNon-ProfitSocietyoranequivalentisintegraltotheformingof athreefoldlivingstructureandsystems .ThisactionresearchwasconductedinaCanadianWaldorf school,sotheneedtoformaNon-ProfitSocietyasoneof thecentralschoolbodieswasalreadyaddressed .

201Endnotes

28 .A‘vision’isqualitative,descriptiveandflexible;a‘model’ispreconceived,prescriptiveandinflexible .

29 . ItisimportanttonotethatSteinerisNOTreferencingtheWaldorf school’sBoardof Directorsherebutrathertryingtoindicatetheimportanceof notallowingthepoliticalagendaof thegovernment’seducationdepartmenttointerfere,throughitsSchoolBoard,intheschool’soperations .

30 .A‘vision’isqualitative,descriptiveandflexible;a‘model’ispreconceived,prescriptiveandinflexible .

31 .Thethreefoldform,intheformof threeoverlappingspheresof influence,mustbeunderstoodasalivingdynamicaswellasastaticformconsistingof thesethreespheresof activity .Thedynamicnatureof thethreefoldformisexploredanddescribedthroughoutthischapterandillustratedusingthelemniscatefigures .

32 . SeeAppendixB:Summaryof oldmandatesysteminexistencepriortoimplementingthreefoldlivingsystemsapproach .

33 . SeeAppendixC:MandatefortheHubCoordinatingCommittee– OldMandateSystem .

34 . SeeAppendixD:MandateSystemReviewCommitteeMandate .

35 . SeeAppendixA:Summaryof FiveDisciplinesof aLearningOrganization .

36 . SeeAppendixE:InitialReviewProcessFindingsandRecommendations .

37 .ExcerptedfromajobdescriptionforanadministrativepositioncalledAdministrativeTeamLeaderattheSpringGardenWaldorf School .

38 .Typically,thepedagogicalbusinessandactivityof thePedagogicalRealminvolvecoolandcalm,speculativeorcontemplativeactivitysuchasmeditativestudy,dialogue,childstudyandotherspiritualandcognitiveactivityassociatedwithbrainfunction,i .e .,thinking,asopposedtothemuchmoreaction-andwill-focusedactivityof theorganizational‘metabolicsystem,’theCommunity&ResourceDevelopmentRealm,andtheheatandenergyproducinghumanmetabolicsystem .Theorganizational‘rhythmicsystem,’likethehumanrhythmicsystem,sitsbetweenthesetwopolesandhasamediating,harmonizingqualityandarhythmic,regular,predictablegesturethatisneithercognitivenorenergizinginnature .

39 .Developmentactivitiesgeneratefinancialandhumanresources,nurturecommunitylifeandrelationships,andimproveanddevelopthephysicalplantandsite .Developmentactivitiesincludesiteimprovementsanddevelopment,admissions,outreach,advertisingandmarketing,publicrelations,communitydevelopment,parentandvolunteerparticipation,alumnirelations,andfundraisingandfunddevelopment .

40 . Seenote4 .

41 . SeeAppendixE:InitialReviewProcessFindingsandRecommendations .

42 .AdaptedfromHusemanetal .,1982,p .10


43 . dis –pref .not:disjugate . 1 .Absenceof;oppositeof:disorientation . 2 .Undo;dotheoppositeof:dislocate . 3 .Depriveof;remove:dismember (American Heritage Stedman’s Medical Dictionary, n .d .)

Ease– suggestsasenseof well-being(Dictionary .com,n .d .)

44 .Notethat“paralysisof spiritual,creativeforces”and“stagnationanddecay”arewhatKarutzclaimshappenwhenthereisimpingementof equalityinspirituallife .Inthiscase,thelegal-financialrealmandtheBoardof Trusteesof theSchoolandtheimpulseof equalitywereimpingingonthepedagogicalrealm,therealmof theteachersandtheimpulseof freedom .Theresultingstagnationwasevidencedbythelackof stableenrollmentandtheveryhighattritionof studentenrollment .(Seepp .105–106forthestatisticsonenrollmentandretentionatthispointbeforetheimplementationof thenewstructure,comparedwithafter .)

45 . SeeFigure14:DynamicHumanSystems

46 .TheVenndiagramsof aWaldorf schoolstructurecanbeseenasexpressingthisspatial form .

47 .Theleminiscatediagramsof thedynamicrelationshipbetweensystemsinaWaldorf schoolcanexpressthistemporalform .

48 . Inmymorethantwentyyearsof workingintheWaldorf movementandwithWaldorf schools,itismyexperiencethatschoolsoftengetstuckinthesetransitionalphasesandhencearetoooftenincrisismanagementmode .

49 . SeeAppendixE:InitialReviewProcessFindingsandRecommendations

50 . SeeAppendixG:CommunityForumEnvisioningConferenceAgenda .

51 . SeeAppendixH:Vision,Values,Mission

52 . SeeAppendixI:Goals

53 . SeeAppendicesJandK:Samplesthatillustratetheevolutionovertimeof aPedagogicalCarryingGroupConstitution .

54 . SeeAppendixL:PedagogicalCarryingGroupMembershipSelectionProcess .

55 .Theroleof thePedagogicalAdministratorbecameclearasthePCGtookupitsresponsibilitiesandthepositionevolved .Therewasaperiodof timeduringwhichitwasnotclearwhatthispositionwouldcarry .Duringthistransitionaltime,thethreecommitteechairscarriedandsharedtheworkof aPedagogicalAdministrator,withtheschoolAdministratorfillinginthegapsandsupportingtheseteachersincarryingtheadministrativeworkload .ThesethreeinterimPedagogicalAdministratorstrackedtheworkandtasksthattheycarried .Theverylonglistwascollatedandajobdescriptionwascreated,thepositionpostedandafull-timePedagogicalAdministratorhired .

203Endnotes

56 .TheFullFacultyChair’sresponsibilitiesareexclusivelyinrelationshiptotheFullFacultyCircle .ThePedagogicalAdministratorprovidesadministrativesupportfortheschool’spedagogicalbusinessandactivities .SeeAppendixM2,HypotheticalExampleof aFullFacultyMeetingAgenda,whichincludesalistof qualitiesandskillsimportantforaFullFacultyChairtopossess .

57 . SeeAppendixO:PedagogicalAdministratorJobDescription .

58 .Thismeetingstructurechangedrecently,withtheFullFacultyCirclemeetingonlyonceamonth,subjecttoreviewandadjustmentif thenewmeetingstructureisdeterminedtobeinadequate .

59 . ForasamplePedagogicalCommitteemandate,seeAppendixP:PracticalNeedsCommitteeMandate

60 .Thissystemof differentiatingthePedagogicalCommitteeswasintroducedandguidedbyAnnaDriehuyzen,VancouverWaldorf SchoolteacherandPCGmember .Iwanttoacknowledgeherherebecausethisideawasasignificantpointinthedifferentiationof theSchool’ssystemsandonethatwasclearlydrivenbyasensibilityandcapacityforunderstandinghowtheprinciplesandimpulsesatworkinthehumanbeingtranslatetoasocialstructure .Itresultedinakindof miniquantumleapintheschool’sdevelopment .

61 .Astheprocessof differentiationunfolds,youwillseelateronhowlikelyconfusionaboutthisdidhappen .

62 . SeeAppendixQ:TheCultof PersonalitybyWalterDaroshin .

63 . SeeAppendixF:Nine Propositions in Search of the Threefold Social OrderbyChristopherSchaefer .

64 . SeeAppendixQ:TheCultof PersonalitybyWalterDaroshin .

65 . Ibid .

66 .AsemphasizedinChapter1andearlierinthischapter,Steiner’svisionof self-administrationwasintendedtoensurethattheschoolwasfreeof societaleconomicandpoliticalagendas .Thiswastobesafeguardedbyestablishingarolefortheteachers,informedbythecurriculumandwhathappensintheclassroom,indetermininghowtheschooloperated .Transformationalservantleadershipguidingtheformationandformof theadministrativestructurehelpsassurethatthevisionisrealized .

67 .Theorganizational‘rhythmicsystem’containsasub-systemthatisspecializedinworkingwiththetrackingandflowof finances,justasthehumanrhythmicsystemencompassestherespiratorysystemthatworksinservicetothecirculatorysystembykeepingthebloodoxygenatedandcleanedof thebyproductcarbondioxide .

68 .Thisisagainareferencetoanaturalhierarchy .Seenote5 .

69 . SeeAppendixI:Goals .

70 .Thename(andconfigurationandfunction)of thisgroupchangedovertimetoOperationsManagementGroup,andnowisjustcalledtheManagementGroup .


71 . SeeAppendixHVision,Values,MissionandAppendixI–Goals .

72 . SeeAppendixR1:SampleTuitionandFeesAgreement,andAppendixR2:SampleTerms&PaymentRequirements .

73 . SeeAppendixS:ParentCouncilMandate–Example .

74 . SeeChapter5forfinancial,enrollmentandretentionstatistics .

75 .Thisisanessentialpointinthesuccessof thearduousprocessof transformingtheVancouverWaldorf School’sorganizationalstructure .Withouttheparticipationandcollaborationof keystaff andcommunitymembers,thetransformationtothispointwouldnothavebeenpossible,andwhilethereweremanywhocontributedinvariousways,thereareafewthatIwouldliketoacknowledgeashavingcarriedimportantpartsof theprocessforextendedperiodsof timeorprovidedmuchneededsupportfromtheperiphery:WalterDaroshin,BruceWilkinson,SandraFerens,AnnaDriehuyzen,GerardMacIntosh,Mary-AnneTaylor,ChrisMcLaughlin,ElaineMackee,KyleMorton,SusanneSchonthaler,GeraldineKline,DavidHesketh,ElizabethWilby,KeithSchaefer,AninaFormankovaandMaryParadis .

76 .Thispositionhasbeenfilledforoveradecade(upuntilthewritingof thisbook)byBruceWilkinson,whodeservesaspecialmentionherebecausewithouthisdedication,expertiseandtrulybrilliantsystemsdesignandmanagementskills,muchof theworkof buildingasystemsframeworktosupportthetransformationwouldnothavebeenaseffectiveorevenpossible .

77 .TheSchool’sexternalaccountantandauditorapprovalof ournewaccountingprotocolandChartof AccountssecuredfortheSchoolthegrantthatprovidedthehighestlevelof funding .Thiswasasignificantstepinsecuringasourceof dependablefundingintothefutureaswellasdefiningtheSchoolasmorethananeducationalinstitution .Italsoexplicitlydefinedanimportantaspectof theSchool’ssocialmissionasacommunityandnotonlyaschool .

78 . Bythispointtheroleof PedagogicalAdministratorhadbeendividedandcarriedbythethreeChairsof thepedagogicalcommitteesasatransitionalsteptowardsclearlydefiningtheroleof PedagogicalAdministrator .Therolewaslaterfilledbyoneperson .

79 . ItwasdifficulttosetanenrollmentgoalthatwouldachievethissecuritybecausethegovernmentchangesthePSOCceilingandthegrantamountsonayearlybasis,basingthemonpublicschoolenrollmentandspending .However,fullenrollmentwithwaitinglistswasalwaysthegoal,withapproximately25studentsineachof theclassesinGradesOnethroughTwelve .EarlyChildhoodclassesandexpenseswereexcludedinthePSOCcalculations .

80 . SeeAppendixF:NinePropositionsinSearchof theThreefoldSocialOrder .

81 . Ibid .

82 . IntheCultural-Spiritualrealm,goodsandservicescannotbepurchasedliketheyareintheEconomicrealm .Thereforetuitionpaidisactuallygiftmoney,notpurchasemoney .

205Endnotes

83 .Theneedforandtheimportanceof thishighlyspecializedfunction,afterregularandsometimesdesperaterequestsfromexistingstaff,wereeventuallyacknowledgedbytheSchool’strustees,andadedicatedemployeewashired,initiallyonatemporarytrialbasis,accountabletotheAdministratorandinservicetothewholemiddlerealm .Inamatureorganization,thisBursarpositionwouldexistinadditiontoaSchoolAdministratorpositionandwouldbefilledbysomeonewithaccountingand/orfinancialexpertisethatwouldenablehimorhertotakeupthespecificworkinvolvedinworkingwiththedetailedfinancialpolicies,tuitionandfeescollection,accounting,reporting,budgeting,cashflowplanning,andprojections .Thispositionwouldnotreplacethebroaderfunctionof theSchoolAdministrator .

84 . Ibid .

85 .Whilemanagingtheschool’sfinancesisthespecializedroleof theschoolBursar,establishingequityviaexternalinputandmediationremainsanessentialfunctionof theSchoolAdministratororDirector .Inamature,fullydifferentiatedschool,bothof thesepositionswillbepresent .

86 .Although,theoretically,theBoardof TrusteeswasnotthegroupresponsibleforoverseeingandmanagingtheCommunity&ResourceDevelopmentrealmof theschool,suchagrouphadnotyetbeenestablished,sotheBoardof TrusteeswasstillactingastheDevelopmentCarryingGroup .ADevelopmentCommitteewasestablishedeventually,althoughitremainedasasub-managementcommitteeof theBoardof Trusteesuntilsuchtimeasitcouldfunctionasanindependentyetinterconnectedbody,atwhichtimeitcouldbegivenauthorityintheCommunity&ResourceDevelopmentrealm .Iunderstandthiscommitteehassincebeendissolved .SeeAppendixTforthemandatethatwasapprovedforthiscommittee .

87 . SeeAppendixU:GoodGovernanceCommitteeMandate .

88 . Itisimportanttoremember,astheserealmsof activitydifferentiateandspecializethatallthreerealmsof activityarebornoutof theprimaryimpulseof theeducation .Theimpulsesthatleadtospecializationaresecondarytothepedagogicalimpulse .Seethe‘plumbing’diagramsFigures19,20and21 .

89 .Transformationalleadersandservantleadersarevisionariesandgeneratehighlevelsof trust,serveasrolemodels,showconsiderationforothers,delegateresponsibilities,empowerfollowers,teach,communicate,listen,andinfluencefollowers .Transformationalleadership“occurswhenleadersbroadenandelevatetheinterestsof [staff and]employees,whentheygenerateawarenessandacceptanceof thepurposesandmissionof thegroup,andwhentheystir…[others]tolookbeyondtheirownself-interestforthegoodof thegroup .”(Bass,1990b,p .21)Bass(1990a)stipulatesthatthistranscendingbeyondself-interestisforthe“group,organization,orsociety .”(p .53)Inessence,transformationalleadershipisaprocessof buildingcommitmenttoorganizationalobjectivesandthenempoweringfollowerstoaccomplishthoseobjectives .

90 .Thethree-leggedstoolwouldhavethethreeadministratorsinthethreerespectiverealmsworkingtogethertomanageandcoordinateschooloperations .


91 .Afour-leggedstoolwouldprovidethemoststablemanagementgroup,withthethreeadministratorsinthethreerespectiverealmsworkingtogethertomanageandcoordinateschooloperations,withtheadditionof aBursartocarrythespecializedfinancialworkrequiredinalarger,morecomplexandmatureorganization .

92 .ThenewmanagementgroupwillnowincludethePedagogicalAdministratorandtheDirectorof Development,plusthenewBusinessandFacilitiesManager .

93 . IndependentWaldorf schoolsareself-administeredandthegovernancestructuresoftenevolveorganicallyorinanadhocmanner .ThiswasthecaseattheVancouverWaldorf Schooluntiltherestructuringbeganthatwasconsciouslybasedonthethreefoldvision/quantumphysicsparadigm .

94 . Itisimportanttonotethatthenumberof classesof studentsintheEarlyChildhoodSchool,GradeSchoolorHighSchooldidnotchangeorincreasebetweentheperiodwhenthetotalteacherFTEwas24 .5andwhenitwasincreasedto35 .4(withtheexceptionthattheconfigurationof theEarlyChildhoodclasseschanged,butthishadverylittleimpactonthetotalnumberof FTEs) .

95 . SeeFigure32:Dynamicof thePedagogicalRealm .

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