Doing Less
As we head into our district-wide professional development this Friday at Lake City High School, I want to name something clearly: this is not about asking teachers to do more.
It’s about asking us to focus on the right work.
In education, when outcomes don’t look the way we hope—whether that’s engagement, achievement, or behavior—our instinct is often to add. More strategies. More programs. More tools. More documentation. Most of that comes from good intentions. But over time, “more” can quietly pull us away from what actually moves learning forward.
The real work of teaching is already demanding. Adding layers doesn’t make instruction better. Clarity does. Focus does. Strong teaching does.
This is a journey we’ve been on at Venture—naming and refining what we mean by good instruction, aligning our practices, and building a shared understanding of the Venture Way. That work hasn’t been about chasing every new idea. It’s been about getting clearer on what we believe about teaching and learning, and then doing that work with consistency.
At the same time, our district is on its own journey of clarifying the Coeur d’Alene Way. Friday’s PD is part of that process—not as a top-down mandate, but as an effort to align around shared instructional language and expectations. This isn’t about replacing the Venture Way. It’s about creating coherence across the district while respecting the unique context and strengths of each building.
The focus on strong instruction and proficiency scales is not “one more thing.” It’s about grounding our work in the core of teaching:
being clear about what students are learning
designing lessons with purpose
and helping students understand what progress looks like
When instruction is clear, students experience less confusion and more success. That clarity matters even more for students who have struggled in traditional systems. From a trauma-informed lens, predictable routines and clear learning targets reduce stress. From a restorative lens, students are more willing to engage and repair when they understand expectations and feel supported in meeting them.
TBRI puts language to the conditions that make learning possible:
“Connection must come before correction.” — Dr. Karyn Purvis
Why this matters for teaching is simple: when students are dysregulated, learning can’t take root. Connection creates safety. Good instruction gives students a path forward. Proficiency scales give them a way to see their own growth. Together, these are not “extras”; they are the foundation of effective teaching.
In alternative education, less noise from the system often creates more space for learning. When we focus on the right instructional work, rather than trying to do everything, we create classrooms that are calmer, clearer, and more responsive to the students in front of us.
Friday is about continuing that journey. Not more. Just better focus. Clearer teaching. Shared language. And a commitment to doing the core work of instruction well—at Venture, and across Coeur d’Alene.
Thank you for the intentionality you bring to this work. The way you teach, connect, and clarify learning for students is what ultimately shapes their experience of school.
Week of February 9
Bus Duty: Hamilton and Hook
Monday: Caryn out 😱😱😱
Tuesday:
Wednesday:
Thursday:
Friday: Cross District Collaboration
Week of February 16
Bus Duty: Levy and Cysewski
Monday: Presidents Day- No School
Tuesday:
Wednesday: Mantz and Kennedy out@am
Thursday:
Friday: Certified Staff Collaboration Day
Week of February 23
Bus Duty: Wilson and Pensky
Monday:
Tuesday:
Wednesday:
Thursday:
Friday: Non Work Day
Week of March 2
Bus Duty: Gonzalez and Mazhan
Monday:
Tuesday: Mantz and Kennedy out@am
Wednesday:
Thursday: Last Day of Term 2
Friday: Certified Staff Collaboration Day
Week of March 9
Bus Duty: Gonzalez and Mazhan
Monday: First Day of Term 3
Tuesday:
Wednesday:
Thursday:
Friday: Non Work Day
