Fulfilling the Needs of Teachers

Andrea L. Ray is a visionary in professional learning design. She believes passionately in the power of teachers to prepare children for future roles that do not yet exist.

• DedicationEpigraphForewordPrefaceAcknowledgementIntroductionPart One: The Big Picture1: Stopping the Insanity2: Making Existing Models Obsolete3: What Nobody Has Thought Yet4: Providing Conditions for LearningPart Two: Classroom-Centered Tasks5: Selecting Entry Points6: Personalizing Professional Learning 7: Determining Best Fit Part Three: Learning-Centered Tasks8: Reinforcing Resiliency 9: Beyond What You Have Mastered10: The Other Side of FearPart Four: Understanding-Centered Tasks11: Influencing Teachers’ Emotions 12: Seeing Where You Have Been13: Testing What You Think You KnowPart Five: Progress-Centered Tasks14: Fulfilling Teachers’ Needs 15: Moving Closer to the Truth16: Imposing a Coherence of Their Own Part Six: Influencing Teachers’ Emotions (An Excerpt)17: Unleashing a New Form of Energy AppendicesA: Identifying and Defining Connections B: Selecting Focal Points C: Developing Instructional GoalsD: Linking Students’ Learning Outcomes to Teachers’ Professional LearningE: Measuring Teachers’ Sense of Efficacy F: The Geneva Emotion WheelG: Teacher Motivation for Professional Development GlossaryAbout the Author

Until reading Fulfilling the Needs of Teachers, my process for delivering professional development workshops to teachers had been based on personal observations, a short workshop, and my instincts. Lacking in my professional development plans were opportunities for teachers to grapple with new content and for teachers to create and analyze assessments for effectiveness of implementation. Dr. Ray’s system for working, implementing, and assessing new information provided insight into how to solve this problem. Particularly helpful were the author’s conversations at the end of each section with “Annie”, who tended to ask the very same questions about the system as I did.