REEd is a university-based intermediary with deep ties to the
TK–12 education community across the state. We are committed
to moving research findings into practice and building the
capacity of education systems to improve teaching and learning
with the goal of reducing education inequities. We do this by
testing professional growth systems for building capacity
and using research practice partnerships to spread and deepen
this work in many districts across the state and beyond.
To develop organizations’ capacity to continuously improve
teacher professional growth systems so that teachers grow
professionally, students achieve, and educational inequities are
Engage California organizations through research
practice partnerships to create and sustain the conditions needed
to implement high-quality systems
Bring specific expertise and a proven capacity-building
process for fostering teacher professional growth
Enable knowledge transfer to accelerate systemic improvement
and move the field
Anchored in an instructional framework
REEd distinguishes itself from other education organizations and
university centers with an approach that combines three mutually
First, we engage in research practice partnerships
with local and county agencies within California, as well as
the California Department of Education. We work collaboratively
with them to build capacity to implement and continuously improve
teacher professional growth systems grounded in concrete
instructional practices. During our engagements, we capture and
generate new knowledge, tools, and an evidence base for
resourcing and sustaining systemic improvement.
Second, we serve as a “capacity hub” to accelerate effective
implementation. To do this, we cultivate partnerships with
organizations that enable the implementation of practices
grounded in REEd’s evidence base. We recommend partners to others
based on the specific needs they have.
Lastly, we generate new knowledge and develop and disseminate
tools, frameworks, and approaches from practice-based experience
that local and county agencies can use for self-directed
implementation. This work helps us to broadly spread the proven
elements of the capacity building process.
REEd’s innovative method for achieving its mission consists of
five guiding principles:
Co-design and collaboration: We engage individuals with
diverse expertise from the REEd and Local Education Agency
(LEA)/County of Education (COE) team in designing, developing,
and testing innovations, just as we engaged California educators
in building our teaching frames.
Place-based and enduring relationships: We focus on
long-term, in-depth work with a single local, county, or state
agency. Engagements’ durations range from one to five years
depending on the specific needs of each client agency.
Educator capacity-building: We focus on ensuring that systems
and the process of continuous improvement are led and owned by
the internal team over time.
Continuous improvement: We emphasize the cycle of learning,
not only to improve teacher professional growth systems, but also
to transfer the process more broadly to other systems within the
Informing practice and research: We aim to develop materials,
tools, and instructional approaches that can be practically
implemented in classrooms, schools, and districts – while seeking
to advance research and theory.
Renee Newton joined REEd in 2001, 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 led a
multidisciplinary team in support of school and community
Robin Martin joined the UC Davis School of Education in 2016 as
the Director of Educational Research and Evaluation. Having
served in both K-12 policy organizations and public school
districts, Robin brings over 13 years of practiced experience in
education policy, research, assessment, and program
implementation and evaluation.
Uyen Do is the Program Manager at the University of California,
Davis School of Education. Uyen has earned a
bachelor’s degree in Human Development and Psychology, master’s
degree in Education, as well as a Multiple-Subject Teaching
Credential from the University of California, Davis, and pursuing
her Ed.D. in Educational Leadership and Policy. She spent
five years in the classroom and over 15 years working with
administrators, teachers, students, in a variety of educational
settings including Expanded Learning Programs.