Week Two Reflections: Building Belonging at Venture

We’re only two weeks into the school year, and already the heart of Venture is shining through. Last week, I wrote about the power of showing up together to launch the year. This week, I want to celebrate what I’ve seen happening across our advisories and classrooms: the intentional work of building community.

In advisory, I’ve noticed students engaging in cooperative activities, laughing together, and having real opportunities to connect. These early steps—getting to know one another, sharing experiences, and building trust—are not “extra.” They are the foundation of a strong and supportive culture.

I’ve also seen something equally important: advisories working together across groups. When the two freshman advisories gather for a shared activity, or when sophomores, juniors, or seniors come together, students begin to form a class identity. This sense of “we belong together as the Class of 2029” (or 2027, or 2026…) helps kids feel anchored. They see themselves not just as individuals but as part of a team moving forward side by side. That kind of belonging is powerful—it builds pride, unity, and resilience.

As Parker Palmer reminds us, “We teach who we are. Teaching, like any truly human activity, emerges from one’s inwardness, for better or for worse.” The work you are doing to cultivate belonging in your advisories and classes flows directly from who you are as educators—your care, your integrity, and your belief in these students.

So as we close out week two, I want to thank you for investing in relationships. Each icebreaker, group activity, and advisory circle lays the groundwork for the thriving Venture community we’re building together. Strong relationships are not only the key to our culture—they’re the spark that will carry us through challenges and help our students see themselves as capable, connected learners.

Preparing for October: Classroom Environments That Build Belonging

This past week I’ve been struck by how intentionally you’re shaping the student experience. I’ve seen advisories and classrooms where students are laughing together, building trust, and making new connections. I’ve also seen classrooms where routines are beginning to take hold, giving students the structure they need to engage and belong. These efforts—both relational and practical—are laying the foundation for a culture where learning can thrive.

In October, we’ll take a deeper look at how these early moves connect to Domain 2 of the Danielson Framework: The Classroom Environment. This domain highlights five key components that influence how students experience school every day:

• Respect and rapport
• Culture for learning
• Procedures and routines
• Behavior expectations
• Use of space

These ideas are echoed in Phenomenal Teaching, particularly in the chapter on Community. Hoffer reminds us that “learning is a profoundly social act, best supported when we cultivate a community of thinkers.” Just as Domain 2 emphasizes the environment we create, Phenomenal Teaching underscores that belonging and shared responsibility are essential to meaningful learning.

The connections are clear:

• Respect and rapport grow out of the stance we bring into the classroom.
• Culture for learning develops through the workshop model and thinking strategies, where students see themselves as capable thinkers.
• Procedures and routines provide the structure that frees students to take intellectual risks.
• Use of space and behavior expectations shape a sense of safety, equity, and shared accountability.

When we meet in October, you’ll have the chance to:

• Experience protocols (Chalk Talk, See–Think–Wonder, Save the Last Word) from a student perspective.
• Analyze how these strategies support Domain 2 practices.
• Reflect on how routines, space, and teacher moves shape culture and belonging.
• Identify one specific move to carry forward in your classroom.

Between now and then, I encourage you to pause and notice:

• Which routines are helping students feel safe and engaged?
• Where do you already see equity of voice emerging?
• How does the arrangement of space support (or limit) collaboration?

At Venture, our best teaching emerges from the communities we intentionally build. The daily choices you make—in relationships, routines, and environment—are the foundation of that community.

Fire Drills and Lockdowns

Please take a few minutes this week to review fire drill expectations with your classes:

• Exit quickly and quietly through the assigned route.
• Stay together with your class and teacher.
• Remain silent so directions can be heard.
• If students are in the bathroom, hall, or another location separate from their class, they should leave by the nearest exit and rejoin their class outside.
• Once outside, take your class roster and emergency binder with you.
• After accounting for your students, hold up the green sign. If you are missing a student or unsure of their location, hold up the red sign so we know to assist.

Skylar will be scheduling an after-school meeting soon to review lockdown and modified lockdown procedures. Until then, thank you for preparing your students and ensuring everyone knows what’s expected.

Week of September 15 
Bus Duty:  Gonzalez and Mazhan
Monday:  
Tuesday: 
Wednesday:  Kennedy and Mantz out @ am
Thursday: 
Friday: Non work day

Week of September 22 
Bus Duty:  Nettles and Vaughan
Monday:  
Tuesday: 
Wednesday:  
Thursday: 
Friday: Certified Staff Collaboration Day

Week of September 29
Bus Duty:  Blank and Knight
Monday:  
Tuesday: 
Wednesday:  
Thursday: 
Friday: Cross District collaboration- certified staff

Week of October 6
Bus Duty: Tacke and Cooley
Monday:  
Tuesday: 
Wednesday:  
Thursday: Picture Make-up day
Friday: Non Work Day