The School of Education is committed to excellence in professional development for teachers. Three subject matter projects (writing, math and science) and the Academic Language Development Network are housed in the School’s REEd center. In addition, several faculty in the School have expertise in professional development for teachers. Find more information about their research in this area here.
In November 2014, School of Education PhD students and seasoned educators Leslie Banes and Michael Hill led a two-week professional development seminar in China for fourth through ninth grade teachers of science, technology, engineering and math (STEM).
The Globe Education Academy for Teachers is a professional development residency for for drama and English teachers of grades 7–12 and community colleges in the Sacramento region. The academy is a partnership of the School of Education, the Mondavi Center at UC Davis, and Shakespeare’s Globe in London. There is an annual application process for the residency, which lasts from spring to fall.
The UC Davis School of Education is a partner in the Academic Language Network (ALD Network), a collaborative project focused on the academic success of all students who need to improve their abilities to use language in school.
The Network focuses on research-based teaching and assessment practices for developing the complex academic language, literacy, and thinking skills that support the learning of the Common Core State Standards, Next Generation Science Standards, ELD, and other new standards. One of the main purposes of this network is to share ongoing research and effective professional development resources for building system-wide capacity to meet the instructional needs of academic English learners.
We currently collaborate on professional development and research efforts in multiple school districts and counties. Part of the academic language work originated with REEd Executive Director Susan O’Hara (Principal Investigator) and Jeff Zwiers (Senior Researcher), when they worked in the Stanford’s Center to Support Excellence in Teaching. This work is supported by a National Professional Development Grant from the U.S. Department of Education. Partners include universities, state departments of education, research centers, county offices of education, school districts, schools, coaches, and teachers. If you would like to join the Network or receive our newsletter, feel free to contact us. Play the introduction video for more information and/or download the ALD Network Research Brief.
Kevin Gee, assistant professor in the UC Davis School of Education, recently helped complete a large-scale study of the impact of a professional development program on reading achievement in Hawaii for the Institute for Educational Sciences.
Beginning in 2009, the California Postsecondary Education Commission (now housed at the State Department of Education) provided funding to the School of Education to offer small teacher teams with small grants to design their own professional development.
Eventually, the Pacific Coast Teacher Innovation Network (PacTIN) supported 48 teams of three to five teachers along California’s Pacific Coast (representing 20 counties between Del Norte and Ventura Counties) over a two- to three-year period as they developed and implemented creative and innovative approaches to engaging and motivating students.
Recognizing that many outstanding teachers in California’s schools have creative and innovative ideas for enriching teaching and learning in their classrooms and schools, the goal of PacTIN was to provide classroom teachers with “seed monies” for making their ideas a reality. The program encouraged an entrepreneurial spirit by granting the teachers their own resources (up to $30,000 per team) and held them responsible for planning their own professional development and for translating new knowledge and skills into classroom practice and student learning in the classroom.
A team of educational partners, including the UC Davis School of Education CRESS Center, Humboldt Science and Mathematics Center, the School of Education at Humboldt State University, and Parajo Valley Unified School District, provide project leadership.
After teaching middle school math for ten years, I decided to pursue a PhD to get a fresh perspective on the issues I observed every day in my classroom and thought that maybe I could help develop remedies that would help other teachers, as well.
Faculty ProfileEMPHASIS AREA: LLC. Educational equity; English language arts education; Gay and lesbian issues in education; Minority/Underrepresented Students; Multicultural literature and literacy; Secondary Education; Teacher education research and policy
Steven Athanases is a Professor in the School of Education at UC Davis. He researches issues of cultural and linguistic diversity and educational equity in teaching, adolescent learning, and teacher education, with a focus on literacy and English language arts. As a high school English teacher in the Chicago area, he received several awards for outstanding teaching of English, with a focus on writing, and drew on his disciplinary roots in Performance Studies and Communications to stage annual performance showcases of original student compositions.
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 and received early promotion to associate professor in 2004. While at Sacramento State University she served as associate chair of teacher education and core faculty for the Independent Doctorate in Educational Leadership. 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 professional learning for teachers and instructional leaders, with a specific focus on meeting the needs of English learners. She has been engaged in a five-year project to develop, implement, and test a professional learning model to build teacher and instructional leader capacity. Currently she is principal investigator on two federal grants funded by the Institute of Education Sciences and the Office of English Language Acquisition. 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.
U.S. Department of Education, Institute of Education Sciences (2017-2022). Investigating the Efficacy of the Academic Language and Literacy Professional Developmental Model.
U.S. Department of Education, Office of English Language Acquisition (2016- 2021). Building District Capacity to Support Mentors and Teachers in the Academic Language and Literacy Development of Young English Learners. ($2.5 M)
Improving Teacher Quality Grant (2016-2018). Resourcing Integrated Professional Learning Systems. ($3.2 M)
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).
O’Hara, S. and Pritchard, R. (Pending). Building district instructional capacity to meet the needs of English learners. TESOL Quarterly.
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.
Jaquith, A. & O’Hara, S. (2012). Leadership for Learning: A Practice Brief. Prepared for the Center to Support Excellence in Teaching