Role of the Graland Board
The role of the Board is to guide Graland from a business perspective to ensure the school’s long-term viability. The Board upholds the school’s mission, assesses performance against the strategic plan, and advises on financial decisions. Trustees have a strategic balance of strengths to ensure the Board operates efficiently as it pursues its goals and supports the Head of School and administration.
As part of the school’s strategic plan, board engagement is a high priority. The Board is committed to developing the expertise of its trustees, self-assessment, communication and transparency.
Board Committees
Board committees are made up of trustees and other members of our community to tap into additional expertise. Most of the research, strategy and analysis work is done at the committee level and reported back to the Board with progress and recommendations. All members of the parent community are eligible to serve on board committees, and involvement on a board committee is a common entry point to trusteeship.
Board Committees:
Campus and Facilities Committee
Development Committee
Finance Committee
Governance Committee
Nominating Committee
2019-20 Board of Trustees
Officers
Bernie Dvorak, President
Max Caulkins ’87, 1st, Vice President
Adam Farver ’92 2nd, Vice President
Joh-Erik Borgen ’92, Treasurer
Michelle Eidson, Secretary
Trustees
Sarah Alijani
Tim Buese
Ellie Caulkins
Sureel Choksi
Jason Cooper ‘84
Amy Corrigan
Yvette Frampton
John Freyer ‘92
Alison Gillis
Kate Gulick
Courtney Dorn ’91 Hughes
Ivo Jurek
Karen Reidy
Shalini Sharma
Jeff Susman ‘91
Ex-Officio Members
Josh Cobb, Head of School
Juan Botello, Director of Finance and Operations
Tandy Dilworth, School Climate Advisory Committee Chair
Blake Fisk, Graland Parent Association President
Christian Freyer ’97 Walker, Alumni Association President
Graland Country Day School
Graland Country Day School is a private school in Denver, Colorado, serving students in preschool, kindergarten, elementary, and middle school. Founded in Denver in 1924, Graland incorporates a rich, experiential learning approach in a traditional classroom setting, emphasizing the development of globally and socially conscious leaders who excel academically.
