Mónica Guzmán's latest book is unashamedly and fearlessly personal. It is also socially responsible, widely relevant, and a glimpse of what is possible when listening takes the place of dismissing people and positions where the ideological gap is too wide and the distance too far to see each other. Presenting authentic experiences, interviews, and data, Guzmán builds the case for using available tools of the mind that are within reach, and that almost anyone could offer in divided times and circumstances. Guzmán's three main ideas are not the usual how-to list. She begins with a colorful tribute to curiosity, which she sees as the crucial difference in perspective between those who are seeking more insight and those seeking to change minds. More understanding – the building block most often missing in shaky structures of respect across differences – is a vital first engagement. She then asks us to keep a question always front of mind: "What am I missing?" And next, she pushes us to cultivate the willingness to use the words that give the book its title: "I never thought of it that way. "Simple they are not, but much could depend on these two short sentences, used anywhere discord is working its costly unravelling of listening.

With so much attention on the quality (and equality) of schools at this mid-pandemic moment, it may be surprising to learn that the majority of parents are currently pretty happy with their children's schooling. In her essay, "Why the School Wars Still Rage," writer Jill Lepore cites the work of education scholars Sigal R. Ben-Porath and Michael C. Johanek who state that around 80% of parents are content with their kids' education. In fact, writes Jessica Grose in The New York Times, parental satisfaction is higher in 2022 than it was in 2013 or 2002. "Digging deeper," Grose says, "people who seem to be driving negative feelings toward American schools do not have children attending them." In other words, those least happy with today's schools are the farthest from them in terms of daily drop-offs and pick-ups. Grose's findings are fascinating, particularly alongside Lepore's retrospective look at the anti-evolution movement in Tennessee public schools nearly 100 years ago, a historical event that famously swept up two members of the Scopes family – John, for teaching Darwinism, and Lela, a math teacher in Kentucky, essentially for being John's sister. Lepore's account of the Scopes trial along with other discordant moments in the history of American K-12 education offers readers a brisk narrative of progressive push, conservative pull, and shifting understandings of parents' rights. Lepore's essay along with Grose's report help to turn down the volume on today's most contentious questions and put them into a quieter context.

Throughout this piece, the authors explore the effects of COVID-19 on education in black communities. Researchers collected data from various sources to identify factors that affect the state of black education. They discuss topics like mental health, community trust, and social-emotional learning and reveal consensus within the black experience: the pandemic and racism have disproportionately impacted the lives of black students, families, and communities. Recommendations center around community and ask that there be more involvement in the structures of schools from community organizations, parents, activists, and others connected to education. Additionally, our schools' mental health services must address and be responsive to racial trauma and its impact on black communities—both students and educators—as we move on from the pandemic. Although the study focuses on a small population of independent school students, numerous schools are looking to change their approach to diversity, equity, and inclusion. And the effects of the pandemic have given families little option but to change their students' schooling. This study gives independent schools insight into how to provide for a diverse student population and identify opportunities for that population. It also calls for our schools to be central figures in a mass shift in how we approach education.

Whether it happens before asking an individual for a donation or while preparing for a tough meeting with parents, internal chatter is real, and we all experience it. What if tools existed to quiet those voices? And what if these tools could improve performance under stress, help people think more precisely, and reduce negative rumination? In the book Chatter, award-winning psychologist Ethan Kross helps us understand and defeat the inner voices that prevent us from performing at our best. Through the lenses of research, science, and personal experiences, Kross explores the silent conversations we have in our heads. Additionally, he introduces high-profile figures such as Fred Rogers to demonstrate how others use strategies to overcome stressful situations. Using tricks most people can easily access, such as talking to themselves in the third person, mental time-travel, and reframing experiences, educators can learn to harness inner voices to work for them. While Kross does not want to eradicate our inner voices, his book provides the tools to harness them to perform at our best during the many challenges of a day at school.

Whether you are composing your strategic plan, evaluating your school's environmental impact, considering issues of justice and equity, or searching for creative ways to stretch your school's budget, Ron Gonen's book shines a light on the innovative yet simple solutions that can position any institution for a more sustainable and just future. Gonen first shares the history and emergence of the "take and waste" culture that is prevalent in our society today. Then, he optimistically highlights "a wealth of circular solutions" in domains like agriculture, architecture, and energy. He offers examples about building materials and strategies that have less impact on physical spaces, while also providing energy consumption benefits. He also offers simple solutions like using refill services that would eliminate the need to replace things like hand soap or investing in compostable cups as opposed to disposable ones. With these solutions in mind, and with this lens of circularity, we can reimagine the systems within our institutions, creating changes that will inspire today's learners and tomorrow's leaders.

This article takes aim at one of the most common myths about teachers' growth process: that we stop improving after five years. Summarizing the studies underpinning the myth, the article then takes readers through more recent research showing that indeed "old dogs do appear to learn new tricks." Importantly, the new research is based on measures beyond test scores, which are an imperfect tool for gauging teacher effectiveness and are often less applicable in the independent school context. The research also points to other mitigating factors in measuring teacher effectiveness, which might be of interest to school leaders and educators. Even more excitingly, it begins to sketch out the conditions for supporting and sustaining teacher growth and improvement, including team teaching, coaching models, and more targeted professional development. Given the sheer number of inputs that go into teaching and learning, it's likely never going to be possible to achieve an objective measure of teacher effectiveness, but dispensing with the notion that teachers stop growing after five years is one step towards a more holistic, nuanced set of evaluative tools. After all, if we want teachers to keep improving, we should probably stop using outdated research that shows they stop.

The podcast Truth for Teachers is a fantastic weekly dose of positivity and inspiration for educators around the world. What we expect from ourselves is "superhuman" and this podcast is a thoughtful reminder that we are still, in fact, human. Educators have gone through a time of trauma, and we need to take a step back and think about ourselves, our health, and our mental wellbeing. At the end of the day, if we are not feeling our best, we cannot really be the kind of change and support our students need us to be. Truth for Teachers is raw and honest and paints an accurate picture of what teachers go through. The host, Angela Watson, covers relevant topics ranging from curating a comfortable work wardrobe to thriving as an introverted teacher and from the empathy fatigue teachers are facing to the dangers of remaining neutral about topics like race and gender identity. She does not shy away from the difficult conversations educators need to have, thus providing an avenue for self-reflection and encouragement to challenge personal assumptions, beliefs, and biases. Watson also provides us with creative, simple, and measurable strategies to improve teaching practices and maintain individual wellbeing. On the whole, the podcast aids teachers in realizing that they are not alone. With episodes released every Sunday, Truth for Teachers can easily become a part of your preparation and sustenance for the workweek.