CRESS is a university-based intermediary, with deep ties to the
education community, located in close proximity to the California
state capital at the UC Davis School of Education. CRESS’s
purpose is to support excellence in K-16 education systems
by building their capacity to meet the needs of California’s
children and youth. CRESS believes that all
students should be guaranteed high-quality instruction and a
nurturing school environment. We are committed to
moving research findings into practice, as well as
building the capacity of education systems in order to
improve teaching and learning and to reduce iniquities.
The CRESS center has developed a framework to guide the scope of
its activities consisting of two distinct but
complementary areas of focus: Networked Improvement Communities
(NICs) and Education Support Services (ESS). NICs are used
to test promising practices, and ESS provides direct access to
resources that have been tested.
Education Support Services provide aid in the form of
high-quality tested professional learning, technical assistance,
educational materials, and online tools. These are designed to
help K-16 organizations continually improve teaching
and learning in their contexts, as well as foster the education,
health, and well being of school-age youth.
Networked Improvement Communities engage in disciplined cycles of
inquiry aimed at testing innovative approaches for moving
research into practice and building capacity.
The CRESS NICs focus on generating new knowledge
for the field, and are guided by two overarching questions:
What resources are needed to develop, support, and sustain
research-based professional learning systems that lead to
instructional excellence and student engagement?
What resources are needed to develop, support, and sustain
community-school partnerships that draw on research to
promote and foster student success and youth engagement?
Susan O’Hara, Ph.D., joined the CRESS Center in 2013 with a
wealth of experience and background in public education, working
closely with teachers, researchers and community leaders. An
educator for 20 years, Susan began teaching mathematics and
science to middle and high school students in Ireland. She has a
master’s degree in applied mathematics from the University of
Southern California and a PhD in science and technology education
from the UC Davis School of Education. In 2000, Susan was
appointed assistant professor in teacher education at Sacramento
State University. Most recently, she was associate professor and
founding executive director of the Center to Support Excellence
in Teaching (CSET) at Stanford University.
Ph.D., Mathematics, Science, and Technology Education,
University of California, Davis, 2000
M.A., Applied Mathematics, University of Southern California,
B.A., Mathematics and Mathematical Physics, University
College, Dublin, Ireland, 1988
2012-2014: Heising-Simons Foundation. Promoting Effective
Math Instruction for Young Children. (Deborah Stipek, PI;
Susan O’Hara and Megan Franke: Co-PI)
2012-2017: Office of English Language Acquisition: National
Professional Development Grant. Academic Literacy Support for
Novice Teachers: A Capacity Building Approach. (Susan
O’Hara: PI; Kenji Hakuta and Betty Achinstein: Co-PIs)
2011-2014: Institute of Education Sciences Research Grant.
Improving the quality of English language arts teaching
through the use of an observation protocol (Pam Grossman:
PI, Susan O’Hara and Susanna Loeb: Co-PIs). (Co-PI).
2012-2013: Breech Foundation Professional Development Grant.
The Stanford Teaching Studio for Humanities Teachers.
2011-2012: Silver Giving Foundation Professional Development
Grant. A systemic approach to develop instructional
leadership within a corps of San Francisco Public School
principals (Area 1) and among key district leaders (with Ann
O’Hara, S., Zwiers, J., & Pritchard, R. (Invited paper
under review). Framing the teaching of academic language: A
Delphi study of expert consensus. TESOL Quarterly
O’Hara, S. & Pritchard, R. (Accepted pending revision).
Using new technologies to support the academic language and
literacy development of adolescent English learners. Journal
of Adolescent & Adult Literacy (JAAL)
O’Hara, S., & Pritchard, R. (2013). Learning to integrate
new technologies into teaching and learning through a
design-based model of professional development. The Journal
of Technology and Teacher Education (JTATE).
O’Hara, S. & Pritchard, R. (2012). Professional degree
programs for the development of accomplished teachers: A case for
the National Board Certification process. Journal of
Educational Research and Practice (JERAP).
O’Hara, S., Pritchard, R., & Huang-DeVoss, Cammy. (2012).
The Teaching Using Technology Studio (TUTS): Innovative
professional development to meet the needs of English language
learners. TESOL Journal.
Arthur Beauchamp has been the Director of the Sacramento Area
Science Project with UC Davis School of Education, CRESS Center
since January 2000. In addition to his work in science literacy
and development of the Science Literacy Framework, Arthur’s areas
of interest include the implementation of model-based reasoning
in secondary science instruction, lesson study as a professional
growth tool and the use of science notebooks in teaching and
learning. Until 2005, Arthur was a high school science teacher in
urban and suburban settings for over 20 years. He was honored
with the 2012 California Exemplary Science Educator award.
California Teaching Credential, California State University,
M.S., Science/Biology, California State University, San
B.A., English Literature/Biological Sciences, University of
Beauchamp, A., Kusnick, J., & McCallum, R. (2011) Success
in science through dialogue, reading and writing. Davis, CA:
The Regents of the University of California, Davis.
Dr. Joanne Bookmyer is Senior Director of Inquiry and Improvement
Science in REEd (Resourcing Excellence in Education) at
University of California, Davis. She joined REEd (formerly CRESS)
Her interests are in the areas the areas of teacher professional
development and K-16 school reform and she has an extensive
background in conducting program evaluation and educational
research including evaluations of state and national grant
initiatives, collaborative research and project management.
Ph.D., Educational Leadership and Policy Studies,
concentration in Evaluation and Policy Research, Arizona State
Improving Teacher Quality Grant. Integrated Professional
Learning Systems. (2013-2014: $5.1 M) with Susan O’Hara
Improving Teacher Quality Grant. Teacher-based Reform.
(2009-2013: $3.8 M)
Publications and Working Papers
Newton, R., Pisi, F. & Bookmyer, J. (2013). Leveraging
Funding for Expanded Learning. Leadership Magazine, 43:2, 30-33.
Bookmyer, J., Watson, V., Gallimore, W., and Bell, M. (2012).
The Algebra Success Academy, Institutional Collaboration and
Teacher-Driven Change. Presented at the American Educational
Research Association Conference, Vancouver, Canada, 2012.
Bookmyer, J., Gallimore, W., and Rohall, K. (2011).
Motivation to Learn: The Role of the Allison Algebra Project in
fostering confident and capable learners. (Unpublished)
Bookmyer, J. and Niebuhr, D. California Healthy Start: Seed
Funding to Build Partnership for Student Success. May 2011.
(Available online: http://partnerforchildren.org/)
Gallimore, W., Rohall, K., and Bookmyer, J. (2010). Learning
from Parent Involvement in the Warren A. Allison Elementary
School Algebra Project prepared for UC Davis CRESS Center.
Renee Nolte Newton’s career has spanned the fields of public
health and public education working at both county and state
agency levels. In 2001, Renee joined the CRESS Center where she
directed a statewide health access program administered through
the Healthy Start Field Office.
She was named director of the Center for Community School
Partnerships (CCSP) in 2005 where she leads a multidisciplinary
team in support of school and community partnerships. In this
role, Renee worked with state leaders to launch the California
Afterschool Network, providing oversight for designing its
governance structure, and developing an initial strategic plan
that has focused on expanded learning policy and practice
As Director of CCSP, Renee has been responsible for attracting
over $12 million in extramural funding, tripling the size of CCSP
staff, and focusing greater emphasis on program evaluation,
applied research, technical assistance and dissemination of
community school partnership resources. She also served as
Interim Executive Director of the CRESS Center from November 2011
through June 2013.
M.P.A., Specialization: Applied health policy analysis and
program evaluation, University of Southern California, 1992
B.S., Applied Behavioral Sciences, University of California,