Staff Profile REEd

Susan O’Hara
Executive Director

Susan O’Hara joined the School of Education as REEd’s Executive Director in 2013 with a wealth of experience and background in public education, and 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. 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.

Susan’s research has focused on teacher professional learning and the teaching of English learners. She has been engaged in a five-year project to develop, implement, and test a professional learning model to build mentor and teacher capacity across disciplines. Susan holds a Ph.D. in Mathematics and Science Education from UC Davis, an M.A. in Applied Mathematics from the University of Southern California, and a B.A. in Mathematics and Physics from the University College Dublin.

Current Grants

  • California Department of Corrections. Evaluation of California Department of Corrections and Rehabilitation Career Technical Education Program. ($500,000).
  • Improving Teacher Quality Grant. Resourcing Integrated Professional Learning Systems ($5.8M).
  • U.S. Department of Education, Office of English Language Acquisition. Academic Literacy Support for Teachers: A Capacity Building Approach ($2M).

Selected Publications

  • O’Hara, S., Pritchard, R. (2016). Framing Teaching for Common Core literacy standards: SOAR teaching frames for literacy. Psychology Research, February 2016, Vol. 6 (No. 2), 92-101.
  • O’Hara, S., Pritchard, R., & Zwiers, J. (2016). Framing the teaching of academic language to English learners: A Delphi study of expert consensus. TESOL Quarterly.
  • O’Hara, S., Pritchard, R., & Zwiers, J. (2016). Academic Language and Literacy in Every Subject (ALLIES): A capacity building approach to supporting teachers in Grades 3-8. In P. Proctor, A. Boardman, and E. H. Hiebert (Eds.), Teaching emergent bilingual students: Flexible approaches in an era of new standards. New York, NY: Guilford Press.
  • O’Hara, S., Pritchard, R., Pitta, D., and Webb, J. (2015). Implementing new technologies to support social justice pedagogy. In Papa, R., Eadens, D. M., & Eadens, D. M. (Eds), Social Justice Instruction: Empowerment on the Chalkboard. New York, NY: Springer Publishing.
  • O’Hara, S. & Pritchard, R. (2015). Using new technologies to engage and support English learners in mathematics classrooms. In D. Polly (Ed.), Cases on Technology and Common Core Mathematics Standards. Hershey, PA: IGI Global.
  • Zwiers, J., O’Hara, S., & Pritchard, R. (2014). Common Core Standards in diverse classrooms: Essential practices for developing academic language and disciplinary literacy. Portland, ME: Stenhouse.
(916) 425-1987

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