REEd is a university-based intermediary with deep ties to the K-12 education community. We are committed to moving research findings into practice and to building the capacity of education systems to improve teaching and learning and to reduce inequities.
Guarantee all California students high-quality instruction and a nurturing school environment by resourcing excellence in K-16 education systems.
REEd’s mission is aligned with the UC Davis School of Education’s strategic vision and with the leading edge of educational needs in California and the nation. We have developed a framework to guide the scope of our activities consisting of two distinct yet complementary areas of focus: Resourcing Professional Learning Systems (RPLS) and Education Support Services (ESS). RPLS provides a platform for prototyping promising programs, tools, and practices that will be offered in the form of direct services through ESS.
REEd is pleased to share a summary report of the 2014-2015 Pacific Coast Teacher Innovation Network (PacTIN), which is part of the Teacher-based Reform (T-BAR) grant. This report provides an overview of the activities of PacTIN and describes early indicators of sustainability and impact. To read the report in its entirety, see the related links.
This report provides an outline of the Teacher-based Reform (T-BAR) grant activities specific to REEd’s partnership with Sonoma County Office of Education (SCOE), as documented by REEd. To read the report in its entirety, please see the related links to the right. Also available is the story of one participating school site, Apple Blossom School in Sebastopol.
REEd director Susan O’Hara, along with Jeff Zwiers and Robert Pritchard, have released an article in the MinneTESOL Journal. This article describes strategies for incorporating “classroom conversation” to prepare learners for the communication rigors of college and beyond. It also describes necessary conditions for effective classroom conversations and provides strategies to support them in the classroom. The article can be found here:
The Resourcing Instructional Practice for Improvement and Learning (RIPIL) Essential Practice Frames articulate teaching practices that have the most impact on student growth. The RIPIL Frames are a response to districts seeking both a protocol for informal or guided self-assessment of teaching practices and an observation rubric and associated tools for formal evaluation of teaching practices. It is designed to help educators articulate high-impact teaching practices tied to the Common Core State Standards, provide language for fostering professional growth of teachers, and measure progress toward the California Standards for the Teaching Profession and other national teaching standards.
Robert Pritchard, Susan O’Hara, and Jeff Zwiers have recently published a chapter in Cases on Technology Integration in Mathematics Education, edited by Drew Polly (2015). The chapter is entitled “Using new technologies to engage and support English language learners in mathematics classrooms.”
Terry Westover and Lisa Sullivan have published a new article in the most recent issue of JSD, the Learning Forward journal. This article concerns teachers participating in a California program that allowed them to select their own professional learning, who report increased confidence and knowledge, improved instruction, and a greater ability to meet student learning needs.
REEd is pleased to share the results of a retrospective evaluation of PacTIN, a project of the ITQ SAHE program. The report is based on a survey of all participating teachers, administered in Fall of 2014, and a case study examination of three teams from the first cohorts of funded projects.
This fall, the UC Davis School of Education launched a new professional development initiative to bring together school-day educators with educators working in out-of-school programs in an effort to strengthen STEM (science, technology, engineering and math) learning activities in both contexts.
Watch Karen Smith and Julie Webb from the Area3 Writing Project for a webinar as they share strategies for looking at student writing as a regular part of professional development and discuss its impact on teaching practice.
The School of Education has been awarded $5.8 million to lead a statewide initiative that will provide K-12 teachers throughout California resources and training that will help them teach their students more effectively.
Susan O’Hara, Ph.D., joined the School of Education 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, 1995
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 Jaquith).
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, REEd 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, Sacramento, 1984
M.S., Science/Biology, California State University, San Diego, 1983
B.A., English Literature/Biological Sciences, University of the Pacific
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 the Director of Collaborative Projects in the School of Education, REEd (formerly the CRESS Center) at UC Davis. She joined REEd in 2001.
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 University, 2001
Pacific Coast Teacher Innovation Network T-BAR Grant, California Department of Education, 2009-2014
Effective Education Systems Study (EESS), Stuart Foundation, 2013
Algebra Success Academy, California Teachers Association Institute for Training, 2009-2014
Publications and Working Papers
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. (Unpublished)
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. (Unpublished).
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 straggles.
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, Davis, 1989