OneVille's principles: Difference between revisions
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Note that when combined, our efforts are designed to help people in public schools communicate a full range of key information | Note that when combined, our efforts are designed to help people in public schools communicate a full range of key information to a full range of key participants in a child’s life. We want to support people to communicate the following, rapidly and when they need to: | ||
a) the child’s full range of skills, progress and educational/relevant life experience; | |||
b) knowledge, information, and resources needed to support young people’s full development. | |||
Note too that we contend that the circulation of information needs to be multidirectional: getting information *from* a parent on a child’s situation is as important as getting information *to* her. | |||
So, we contend that the overall direction of needed improvements to the “communication infrastructure” of public education might follow *these two principles*: | |||
-Rather than only communicate about some aspects of young people’s development, we need to communicate about all necessary aspects; | -Rather than only communicate about some aspects of young people’s development, we need to communicate about all necessary aspects; | ||
-Rather than only communicate with some people about the acts necessary to support a young person, we need to communicate with all necessary partners. | -Rather than only communicate with some people about the acts necessary to support a young person, we need to communicate with all necessary partners. | ||
Revision as of 12:55, 17 May 2011
Note that when combined, our efforts are designed to help people in public schools communicate a full range of key information to a full range of key participants in a child’s life. We want to support people to communicate the following, rapidly and when they need to:
a) the child’s full range of skills, progress and educational/relevant life experience;
b) knowledge, information, and resources needed to support young people’s full development.
Note too that we contend that the circulation of information needs to be multidirectional: getting information *from* a parent on a child’s situation is as important as getting information *to* her.
So, we contend that the overall direction of needed improvements to the “communication infrastructure” of public education might follow *these two principles*:
-Rather than only communicate about some aspects of young people’s development, we need to communicate about all necessary aspects; -Rather than only communicate with some people about the acts necessary to support a young person, we need to communicate with all necessary partners.