Teachers Prepared to 
Serve Today's Classrooms
Report Provides 15-Year Synthesis of IDRA's "Transition to Teaching" Program

IDRA report cover image
(September 27, 2018) A report released today outlines the contributions of IDRA's 15 years in teacher preparation through six multi-year Transition to Teaching grants, funded by the U.S. Department of Education. IDRA partnered with universities and more than 55 school districts across Texas to prepare a new generation of skilled, effective teachers to lead and innovate in schools that need them most.

The projects recruited over 800 recent graduates and mid-career professionals who were working in fields other than teaching. These new teachers participated in university coursework and intense professional development while in a first-year paid teaching internship. They committed to working in high-need school districts for a set number of years.

"What set these projects apart from other accelerated teacher certification models was our emphasis on preparing teachers to work in diverse school settings, recognizing and building on their students' academic, cultural and linguistic strengths," said Dr. MarĂ­a "Cuca" Robledo Montecel, IDRA President & CEO. "We also ensured participants had university instruction and direct classroom experience, blending the theoretical with the practical."

IDRA focused on key teacher shortage areas identified by the Texas Education Agency, including math, science, bilingual/ESL and special education fields. And through coaching, mentoring, in-person and online networks, IDRA built the kinds of professional communities that nurture classroom success and campus leadership. Educators were able to connect with one another across the state, exchange best practices, learn about research, and continue professional development online.

IDRA's model comprises six elements that frame the program's sequential processes: recruitment, selection, preparation, certification, placement and retention.

Regarding the program impact, teachers gave the highest rating (92 percent) to the statement, "Because of this project, my minority students improved their performance."

More than 85 percent of teachers felt that the program met and exceeded their expectations. As one teacher described: "It was a great experience that allowed me to learn from people with many types of perspectives. I was given confidence to try, and if I made a mistake, I learned and gave it another try through another approach."

Another teacher stated: "My preparation was completely accurate. I work in a school in which 99 percent are at-risk students."

The new report outlines lessons learned, best practices and implications for future quality teaching efforts in line with IDRA's recommendations: (1) value and practice diversity, (2) include all stakeholders, and (3) expand intervention models.
What Participants Had to Say about IDRA's Program

Teacher quotes
Report Highlights

Infographic Preparing Teachers to Serve Today_s Classrooms
Infographic Preparing Teachers to Serve Today_s Classrooms
Infographic Preparing Teachers to Serve Today_s Classrooms
Infographic Preparing Teachers to Serve Today_s Classrooms
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The Intercultural Development Research Association is an independent, non-profit organization. Our mission is to achieve equal educational opportunity for every child through strong public schools that prepare all students to access and succeed in college. IDRA strengthens and transforms public education by providing dynamic training; useful research, evaluation, and frameworks for action; timely policy analyses; and innovative materials and programs.

We are committed to the IDRA valuing philosophy, respecting the knowledge and skills of the individuals we work with and build on the strengths of the students and parents in their schools.