An Adventure in Excellence:	E. Todd
A Community Portrait	1997

Rationale for Care Statement:

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Definitions:

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Consequences: If the human beings whose lives are affected by the school accept these definitions the following consequences will occur at _______________________.

(1.) . . . .

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"Whatever we do in a public school depends upon what we think human beings whose lives are affected by the school are capable of accomplishing in their lives. The goals we seek, the things we do, the judgments we make, even the experiments we are willing to try, are determined by our beliefs about the nature of an individual and his/her capabilities."

(Todd, 1985,1995).

1. A. Belief: If we believe that a curriculum can be defined as the planned educational experiences offered by a school which can take place anywhere at any time--then every effort . . . .

B. Needed Actions:

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2. A. Belief: If we believe . . . .

B. Needed Actions:

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A public school has the potential for becoming an accessible community when the following conditions exist:

(1.) The system of educational ideas provides . . . .

(2.) Faculty, administrators, and support personnel are employed not only because of demonstrated competence in the classroom, but also because . . . .

(3.) Human beings whose lives are affected by the school recognize and accept the proposition that cultural diversity among these individuals is a valuable resource that should be continually nurtured in the public school environment.

(4.) The school board . . . .

(5.) The city and county commissions . . . .

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The activation and successful implementation of a community portrait provides an opportunity for appropriate curriculum development activities. The implications are as follows:

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"Changes in a school system are often in direct conflict with the changes taking place in the community, thus creating a highly complex and political situation." (Todd, 1969).

Since there are different groups of human being whose lives are affected by the public school there are political risks for these persons responsible for the development and implementation of the community portrait. These risks are as follows:

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Each community portrait will contain a description of an accessible dimension as follows:

(1.) The accessible dimension of a social community can be described as . . . .

(2.) . . .

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"The curriculum can be defined as the planned educational experiences offered by a school which can take place anywhere at any time in the multiple context of the school, e.g. public schools as accessible and caring communities, as changing communities, as scholarly communities . . . (Todd, 1965, 1992, 1996).

"The physical boundaries of accessible classrooms exist only in the minds of those human beings whose lives are affected by the public schools." (Todd, 1956, 1996). "Teaching and learning can take place anywhere at any time." (Todd, 1963). "The world is the classroom." (Todd, 1969). "The universes are the classroom."

(Todd, 1981, 1989, 1996).

"The opportunities for demonstrating appropriate scholarly performance in accessible classrooms are inseparably linked with the opportunities for students to demonstrate technological literacy during instructional activities carried out in a variety of settings (home, school, public library, ect)." (Todd, 1996).

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