Educators collaborate all of the time, but it doesn't mean that it results in meaningful work that impacts student learning. In their new book focusing on collaborative professionalism, Andy Hargreaves and Michael T. O'Connor provide us with research and some practical suggestions that will help us get a bigger bang for our buck.

Today, 98% of households with 2- to 8-year-old children include a mobile device, like smartphones, tablets, and iPods or other smart-mobile devices, an increase from 75% in 2013. We are really connected, but not connecting at all.

There are teachers and leaders who believe that researchers have little to do with their classroom practice, but the reality is that what researchers do has a direct effect on everything that happens in the classroom.

Our initiatives are meant to help learning improve, but in his new book, Yong Zhao explores how each initiative has side effects that we need to be aware of.

We should teach, model and promote kindness as much and as often as we can. But we also need to teach and empower young people to engage in social action: that is the only way we can ultimately change societal inequities and bring about a truly just society.

Do we care about our credibility as a teacher as much as we care about their reputation as a student?

Some believe that they can stop school shootings from happening where they are, but unfortunately, we are learning that school shootings are our new normal, and we may not be able to change that.

In a previous blog post, Peter DeWitt wrote about the dark side of labelling students. Labels sometimes assign students to fixed categories, and getting out of that category can be tough. To remedy the potentially negative consequences of labels we must do two things, and here, Thomas Guskey writes what those.

Research shows that labels do not always have a positive impact on students. Should schools continue to use labels to help students succeed? Are those labels actually helping?

To meet the objective of reaching every student and demonstrating that we understand them, we should understand that it is the school's responsibility to reach students with SEL content anywhere and everywhere they take their devices.