As educators, we are constantly evolving. We are learning, unlearning, and relearning to meet the needs of our students and the ever-changing landscape of education. The best professional growth doesn’t happen in isolation; it happens when we engage with and think about new ideas, challenge our thinking, and apply what we learn in meaningful ways.

Countless books have shaped my thinking, and I’ll continue sharing them, as I have for years. But these are the ones shaping it right now, and that’s why I’m highlighting them this week. Some of them aren’t explicitly about education, but their ideas hold powerful implications for how we teach, lead, and learn. The four books I’m sharing are helping me think more deeply about strategic leadership, storytelling, cognitive science, and student behavior, all of which directly impact the work we do in schools.

I’m sharing them because I believe that great ideas, no matter their origin, can help us become better learners and educators. Whether it’s rethinking how we use AI, harnessing the power of stories, designing instruction based on how the brain learns, or understanding behavior as a form of communication, these books have challenged me to reflect and I hope they spark reflection for you, too.

1. The AI-Driven Leader by Geoff Woods

When I write, I write to reflect on my own learning. I never know what will resonate with others. To my surprise, a recent post, 4 Ideas to Keep Students Engaged in an AI-Driven World, has been shared widely. Why? Perhaps educators are eager to explore how AI can elevate and streamline their practices, not as a replacement, but as a thought partner.

That post was inspired by The AI-Driven Leader by Geoff Woods, a book recommended to me by George Couros. I loved it so much that I had to write about it, and I was honored when George highlighted my post in his newsletter. In fact, reading his newsletter sparked the idea for this post because when great ideas are shared, they don’t just stop; they grow, evolve, and inspire new conversations.

But here’s the thing, The AI-Driven Leader isn’t an education book. Not officially. It’s about leadership, strategy, and the role of AI in shaping decision-making. And yet, the ideas inside it? I think there is absolutely a place for them in education.

Woods writes, “Harness AI as your thought partner. Rather than seeing AI as a threat (or a cheap parlor trick), recognize that it’s a powerful ally in making faster, smarter decisions—one that shifts you from operational overwhelm to strategic clarity.”

Some key takeaways so far:

• Turn data into decisions.  AI can help filter the noise, but it doesn’t replace human judgment. “Data doesn’t replace what makes you human; it enhances it.”
• Do more with less.  AI can automate low-impact tasks, giving educators time to focus on high-impact priorities.
• Align short-term efforts with long-term vision.  “Big changes start with small actions.”

Education often rewards having the right answer rather than the ability to search for one. If we want to prepare students for the future, we have to shift from task completion to strategic thinking and perhaps AI can help us make that shift.

2. The Perfect Story by Karen Eber

Last week, I wrote a post titled “Important Things,” reflecting on a line from my own book, The Leader Inside:

“Regardless of our roles, we must show up and realize that perfection is unattainable. It’s our imperfections that shape us as leaders.”

Reading The Perfect Story reinforced this idea. Stories help us connect, not by presenting a flawless version of ourselves, but by embracing the moments when we’ve struggled, learned, and grown. Our storytelling can show people that we can make mistakes, be human, and still make a difference. People don’t just connect with what we say; they connect with why it matters.

Eber writes, “Stories help you be memorable. If you only focus on logic and facts, your message will be forgotten. But if you tell a story, you create an experience—one that lingers.” During a recent professional learning session, I intentionally shared stories:

• How I got my first teaching job and how my previous career bridged my past with my future through the personal connections I made and the skills I learned.
• How I once gave my students in my first years of teaching way too much homework and years later, wondering if that practice even made a positive impact.
• How I used to focus more on “catching up” new students who entered my classroom mid year to the material rather than helping them belong first. 

One teacher recently shared a concern about helping a new student adjust to her classroom. I reminded them: A student can only take in information and apply it in different contexts once they feel safe and comfortable. I asked her, “What are some ways you can help this student feel a sense of belonging before focusing on catching them up?” We talked about small but meaningful gestures such as pairing them with a buddy, learning their interests, and finding ways to celebrate their strengths. Because before a student can fully engage in learning, they need to feel like they belong and be immersed in the classroom ecosystem, where relationships, routines, and a sense of community create the foundation for meaningful social and intellectual growth.

That’s the power of storytelling, becoming vulnerable and sharing our own mistakes helps us make sense of what truly matters.

Just like in leadership, storytelling in education isn’t about being perfect. It’s about being real. When we share our stories, our successes, our failures, and our lessons learned, we help others see what’s possible.

3. Do I Have Your Attention? by Blake Harvard

I first learned about this book through Jennifer Gonzalez’s Cult of Pedagogy podcast, where she introduced the work of Blake Harvard, a high school psychology teacher who specializes in cognitive science. His book breaks down how we learn, making it a must-read for educators.

One idea that stuck with me: Learning happens when it changes long-term memory. If students leave class without that shift, have they really learned?

Blake writes, “If there has been no change in a student’s long-term memory, nothing has been learned.”

Some key insights so far:

• Attention is currency. “Attention is a limited resource, and we choose how to spend it—just like time, energy, and money.”
• Working memory is fleeting. We have to help students connect new information to what they already know, that’s how knowledge sticks.
• Long-term memory is limitless. “By repeatedly recalling information over time, we physically strengthen the connections in the brain, making knowledge more durable, efficient, and effective.”

This book made me rethink curriculum planning and instruction. When I sat in a curriculum writing session this week, I reflected on this idea: How are we designing learning to make content stick? Are we using a variety of pathways including media, text sets, discussions, writing, real-world connections to deepen understanding?

4. The Language of Behavior by Joshua Stamper and Charlie Peck

George Couros shared the following sentiment in his best-selling book, The Innovator’s Mindset:

“To inspire meaningful change, you must make a connection to the heart before you make a connection to the mind.”

The Language of Behavior reinforces that idea. Behavior is a language. When students act out, withdraw, or disengage, they are communicating something and it’s our job to listen.

Stamper and Pecke write, “Misbehavior tells us a powerful story. It’s an expression of uncertainty, distrust, or instability. Addressing the underlying issue is the key to improving it.”

Some key takeaways so far:

• Misbehavior is a signal. “Our job is to interpret students’ actions to understand their emotions, experiences, and underlying needs.”
• Many students struggle to regulate emotions. Instead of assuming defiance, we need to ask: What does this student need?
• Rejection is a powerful emotion. “Imagine a classroom where every student feels seen, understood, and valued. That’s not just an ideal—it’s something we can build together.”

Imagine a classroom where every student feels safe enough to ask questions, interact with peers, and take risks. That’s not an ideal, it’s something we can create. But it starts with recognizing that behavior isn’t about compliance. It’s about connection.

Moving Forward

Here’s something important: I’d like you to know that I haven’t finished any of these books yet. I like to slow read many books. That means I read a chapter at a time taking in ideas little by little, applying what I need as I create.

But I don’t just read, I do lots of listening too. In addition to books, I consume podcasts, articles, and revisit other books that are shaping my thinking, especially about literacy, a passion of mine and a huge part of what I do. Elisabeth Bostwick and I shared some of our favorite podcasts in an Edutopia article we co-wrote titled: Making Podcasts Part of Professional Learning. Learning isn’t just about moving forward; sometimes, it’s about circling back, reconsidering, and deepening our understanding.

There will always be more books shaping my thinking…I practically have a book or two arriving at my house every week. Can anyone relate? These are just the ones shaping it right now.

I write to reflect on my learning, not always knowing what will resonate. But if there’s one takeaway, it’s this: the best professional learning happens when we bring ideas from different places into education.

Because the most powerful questions aren’t about what we already know—they’re about what we’re still figuring out. 

So, what books are shaping your thinking right now?