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Improving Teacher Quality

Pacific Coast Teacher-Based Reform Initiative (PCTBRI)

Grant Number: 09-T601

Grant Award: $1,010,000

Duration of Project: Friday, September 25, 2009 - Sunday, September 30, 2012

Project Subject Areas: Open

Grade Band: Open

Project Websites:

Institutes of Higher Education:

  • University of California, Davis, School of Education/CRESS Center

Local Education Agencies:

  • Washington Unified, West Sacramento


  • Humboldt State University, Arcata
  • Humboldt State University, Arcata, Department of Biological Sciences

Number of teachers/principals/highly qualified paraprofessionals participating in the project:



  • Participating teachers carrying out professional development plans linked to school reform efforts
  • Participating teachers effectively linking PCTBRI activities to their classroom practices
  • The creation of learning communities that support PCTBRI activities
  • The conduct of activities that positively impact school site culture and support effective and relevant learning among students


The PCTBRI will enhance K-12 teacher-led reform efforts through support of twelve teacher teams at their schools or districts. A master grant will allow PCTBRI to support teams of 3-5 teachers over a two-year period and will ultimately enhance student academic achievement in twelve K-12 schools. As a Master grantee, PCTBRI will administer the T-BAR program in the Pacific Coast Region. Administrative functions will include disseminating information concerning the program to teachers in the region, running a competitive grant program, monitoring the progress of the T-BAR Fellows (both fiscally and programmatically throughout the two-year period), assisting and supporting the Fellows in the accessing IHE resources to help them meet their goals, and performing research on the efficacy of T-BAR Fellow projects for both the individual teachers and their schools.

Anticipated Outcomes:

Enhanced and sustained student achievement in participating LEAs resulting in observable changes by teacher participants. These include formative and other classroom assessments, surveys intended to measure student engagement in the content, and where appropriate, standardize state assessments. Participating teachers will gain a deeper understanding of both subject matter and pedagogical content, be better equipped to use challenging state academic content standards and student academic achievement standards, and will experience a positive shift in their perceived capacity to engage their student population. The project's research effort will assess overall efficacy of the professional development model and impacts on teacher team members. Results will be disseminated to state and national audiences.


Project: Jeff White, Research Director,
Institute of Higher Education: Joanne Bookmyer, Project Director,
Local Education Agency: Yolanda Falkenberg, LEA Co-Director,

Questions, Comments, Corrections?

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