The Lemnis Conference Series

Purpose, Vision, Program, Design and Content.

PURPOSE AND OBJECTIVES

It is our aim to offer training and networking programs which would meet the spiritual, administrative, organizational and community development needs of Waldorf schools in the region. This program is geared toward professionals and volunteers already active in Waldorf communities. We believe that adult training can only be based on an experiential and collaborative learning model, with a strong emphasis on the "social arts."

VISION STATEMENT

We see with our hearts group of friends
practicing the arts of tolerance and forgiveness,
creating and developing social forms
working with the strengths and weaknesses of the others as our own,
gentle,
inspired by our differences
allowing each other the freedom to be who we are and want to be.

PROGRAMS

The program specifically addresses:
(a) A self-development component which seeks to deepen a contemporary
understanding of Anthroposophy and the esoteric foundation of administration,
(b) a skill-building and training component utilizing Anthroposophically based insights
and techniques, as well as other proven methodologies,
(c) provide a networking environment in which individuals and schools can share their
knowledge and resources for mutual support and,
(d) provide a forum for dialogue among teachers, administrative personnel, and
the community at large.

At any time the program aims to meet four basic and interrelated criteria for success:
1. Relevancy to the training needs and grass-root input of its constituencies of faculties, boards, parents, and volunteers of Waldorf schools involved with administrative functions.
2. Accessibility of the program by these constituencies by offering an open enrollment policy to any of its conferences without compromising the integrity of the overall design of the program.
3. Flexibility in terms of attendee participation, program design and sequence, and conference sites.
4. Affordability by keeping program costs to a minimum, seeking "outside" funding sources, and by ensuring adequate student enrollment.

DESIGN

The program is intended to meet the needs of those individuals who seek a comprehensive and on-going administrative and leadership training program, and as well as those who are interested in individual topics. To accomplish this objective, each topic is treated as a separate component or "block" which can be taken individually or as part of a sequence.

The program meets twice-yearly: (a) a one week independent conference for more in-depth training and (b) a shorter (4 day) conference integrated with the annual north-west teacher’s conference. The latter conference is a conjoint effort between the teacher's conference and our program. This two-fold approach will ensure meeting one of our objectives; namely, to build a bridge between the pedagogical and administrative functions of a Waldorf school.

The NETWORKING component incorporates a combination of :
(a) Sharing of effective policies, procedures, form-letters, Bylaws, etc.
(b) Teacher/staff search,
(c) Case studies and consultation,
(d) Supporting new initiatives,
(e) Sharing insights among schools who are in a similar stage of development and,
(f) Providing a forum for special interest groups to meet and exchange information, support, and resources.

TOPICS (with Sub-headings)

Category one:
- Anthroposophy and the esoteric foundation of administration
- The educational and social tasks of the Waldorf movement in the 21st century
- The Threefold Social Order
- The nature of Forgiveness
- Working with the Double/Shadow of the individual, group and organization

Category two:
- Individual development (Biography, Anthroposophy, Meditation, self evaluation)
- Servant Leadership training
(Styles, Functional leadership, Taking initiative, Facilitation)
- Collegial and adult relations

Category three:
- Group development (Phases of development, Team building)
- Decision-making and Problem-solving
(Consensus-building; Republican versus Democratic)
- Group facilitation skills (Conflict resolution, "Goethean" conversation, listening skills)
- Experiential learning and artistic activities
(Especially Eurythmy, signing and spatial dynamics)

Category four:
- Organization Development (Phases of development, Organization & Committee
structures, Roles of Board/Faculty/Parents, Organizational study & assessment)
- Mandates systems (Individual and group mandates, membership, process)
- Long term planning, Vision, Mission (Short term planning; Planning process;
Collaborative Vision Building, Mission Statements, Financial Planning)
- Evaluation, assessment and continuous improvement of the organization.
- Development & Philanthropy (Different forms of money, Role of volunteers and paid
staff; Annual giving, Solicitation, etc.)

Category five:
Specialty Subjects,
- Development officer
- Administration in a Waldorf school
- Personnel Policies and Procedures
(Evaluation, Hiring, Firing, File maintenance, building and normalizing a "culture" of
continuous peer feedback and professional development)
- Enrollment
- Budget and Tuition policies (Investments, Loans)
- Public relations, Outreach (Publications, articles, parent education, etc.)
- Office management

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