Joanne Bookmyer joined REEd in 2001. She was selected as the Director of Collaborative Projects in 2002, a role which engaged her in various local, state, and national school reform and improvement initiatives, including external evaluator for the federal Sacramento City Unified School District Smaller Learning Community Grant, as Project Manager for a Network for a Healthy California SNAP-Ed initiative, and as the Technical Assistance Team Lead for Sierra Health Foundation’s REACH (Connecting Communities and Youth for a Healthy Future) initiative.
Deanne Castaneda is a project coordinator and intervention coach for the Reading RULES project at the UC Davis Reading and Academic Development Center. She has 28 years of experience in the field of education and has served as a classroom teacher, Language Arts Resource Teacher, English Learner Resource Teacher, and Student Support Teacher for the North Sacramento and Twin Rivers unified school districts. She received her bachelor’s degree in Human Development from the University of California, Davis and her teaching credential from California State University, Sacramento.
Barbara Celli joined the UC Davis School of Education in October 2016. As Executive Director of Development and External Relations, she manages the development and marketing/communications efforts for the School of Education. Most recently, Barbara was the Senior Director of Development and Partnerships at the UC Davis World Food Center. There she connected the interests of individuals, companies and foundations to philanthropic opportunities that advance healthy and sustainable food solutions.
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.
Eva Guralnick joined the UC Davis School of Education in June 2015 as the Director of Marketing and Communications. As the chief marketing officer for the School she manages all branding and outreach efforts.
Sarah Harlan joined the UC Davis School of Education in August 2015 as Associate Director of Annual and Special Funds. With a career focused on higher education, she most recently served as Assistant Director of Alumni and Volunteer Services at the University of Southern Indiana. In that role, she managed operations of the office and developed opportunities for alumni, parents, students, and volunteers to remain connected and involved with the University.
Corrie Jacobs joined the UC Davis School of Education in June 2018 as a Senior Writer for Marketing and Communications. She brings a passion for public education and experience in writing, social media management, and graphic design to her role. She most recently served as a Writer for the California School Boards Association, and she has worked as a communicator and as an educator at other institutions including Sacramento City College and the University of Texas at Austin.
Akemi Joe earned a bachelor’s degree in Psychology from UC Davis in 2014. She brings with her an extensive knowledge of the campus from her previous work at the School of Education Student Services, Office of the Chancellor and Provost, and Design and Construction Management. She manages the front office and communicates with interested families. She handles all of the initial inquiries and assists with community outreach to advertise the center’s clinical services.
Katherine Lacy earned a bachelor’s degree in Psychology with a minor in Human Development from UC Davis in 2016. She helps coordinate all of our undergraduate research assistants and reading tutors, administers assessments, and assists with writing for formal reports. Previously, she served as the lead research assistant for the RAD Center supervising other undergraduate research assistants involved with multiple projects.
Anna Lawrence comes to Wheelhouse with over 18 years of experience with nonprofits and government agencies. Prior to coming to UC Davis, Anna was an Assistant Program Director for AmeriCorps National Civilian Community Corps. There, she did outreach and developed service-learning projects in four states and supported leadership development programming for 18-24 year olds. She has worked in event production, foster care, youth mentoring, education, grantmaking, and was an AmeriCorps volunteer, as well. Anna obtained her M.A.
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.
Education is all a matter of building bridges.
—Ralph Ellison, author of Invisible Man
EdD, Educational Leadership, University of California Davis
MFA, Painting and Drawing, University of Montana, Missoula
MA, Art History – Aesthetic Theory, University of Montana, Missoula
BA Third World Literature, University of California, San Diego; University of Nairobi — Nairobi, Kenya
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 partnerships.
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., 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). Academic Language and Literacy in Every Subject (ALLIES): A capacity building approach to supporting teachers in Grades 3-8. In F. Hiebert & P. Proctor (Eds), Teaching emergent bilingual students: Flexible approaches in an era of new standards
Pritchard, R., O’Hara, S., & 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., 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. 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. IGI Global. Hersey, PA.
O’Hara, S., Zwiers, J., & Pritchard, R. (2014). Cutting to the Common Core: Changing the playing field. The Journal of Communication & Education, 13(7), 28-31.
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), 21(2), Pages 203-223.
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), 2(1), Pages 54–73.
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.
O’Hara, S. & Pritchard, R. (2012). “I’m teaching what?!”: Preparing university faculty for online Instruction. Journal of Educational Research and Practice (JERAP). Volume 2, Issue 1, Pages 42-53.
Sherrie Reed serves as Project & Research Director for The Partnership for Research on College & Career Readiness. In this role, Sherrie is managing and directing the research efforts of a 5 million dollar grant awarded by the U.S.
Angela Reynolds joined the UC Davis School of Education in January 2015 as the Associate Director of Development. Most recently, Angela served as Director of Distinguished Giving at the American Cancer Society in Connecticut where she worked with individual donors, foundations, and large corporations. Prior to her development experience, Angela was a first officer pilot for a regional airline on the east coast. She received a BA in Communication Studies from Sacramento State University and holds several FAA pilot certifications.
Shaima Shafii joined the School of Education as the Development and External Relations Assistant on January 16, 2018. She is responsible for a wide range of administrative and coordinative duties, as well as working with the marketing and communications team at the School of Education. Previously, she worked for the California Association of Health Facilities, the Foundation for California Community Colleges and the United Farm Workers of America, AFL-CIO.
Elise Spang is a literacy coach and project coordinator for the Reading RULES project at the UC Davis Reading and Academic Development Center. She also serves as a regional literacy specialist and presenter for the Superkids Reading Program and Zaner-Bloser. Previously, she served as a reading specialist and an elementary school teacher in New York, Massachusetts and abroad. She has been trained in Reading RULES, Superkids, Wilson Reading, Wilson Fundations, and the Lindamood Phoneme Sequencing Program.
Michael Whistler has worked within open access classrooms for over 15 years, using applied arts and literature as a tool to open up dense texts and ethical issues for students of economically and socially diverse backgrounds. His teaching practice uses improvisation and Spolin games work to teach a variety of subjects in Theatre Arts (including Shakespeare) with tools to open up critical thinking, analysis, close reading, ethics, resiliency, and agency for his students.