Like most teachers, Dimitra Poulos begins her morning before sunrise, giving her enough time to drive to her residency classroom at Nettie Baccus Elementary in Granbury, Texas. A senior education major at Tarleton State University, Poulos knows the long days and early mornings are preparation for a profession she has wanted since childhood.
“I’ve never been more sure of anything in my life,” Poulos said. “I feel content — not complacent, but at peace. This is what I’m meant to do.”
That clarity has been shaped by Tarleton State’s Teacher Education Program, a year-long experiential learning model that immerses future educators in classrooms alongside experienced mentor teachers.
“Research tells us that teachers who complete residency programs are more likely to stay in the classroom and positively impact student learning,” said Dean of Tarleton State’s College of Education Dr. Lesley Leach. “At Tarleton State, we partner closely with school districts to place teacher residents on campuses where they co-teach alongside experienced mentors, receive ongoing support and become part of the school community.
“The residency model not only prepares strong educators, but also helps districts grow and retain teachers who are deeply connected to the students and communities they serve.”
Teacher candidates begin with structured observations and gradually take on instructional responsibilities by co-teaching lessons, working with families and attending professional development sessions.
For Poulos, one of the most impactful parts of this residency is learning from her mentor teacher, Brenda, working side by side in her second-grade classroom.
“My mentor teacher, Brenda, is one of the most positive and impactful people I’ve ever met,” Poulos said. “She has helped me become a better teacher, but more importantly, a better human. She reminds me that one bad day doesn’t define you and sometimes, what feels like a hard day for us might be the best day of a child’s life just because they’re at school.”
Lessons like empathy, resilience and presence are central to the residency experience and difficult to replicate in a traditional lecture-based setting. Because of the 15 school districts that partner with Tarleton State, students in the residency program can learn alongside seasoned educators.
“Our residency program is valuable because it gives teacher candidates an authentic, sustained classroom experience while they are supported by both mentor teachers and university faculty,” said Department Head of Curriculum and Instruction Dr. James E. “Jim” Gentry. “That kind of guided, real-world preparation helps bridge the gap between coursework and practice in meaningful ways.”
Dr. Gentry sees Poulos as a clear example of the program’s impact.
“Dimi Poulos is an excellent model for this program,” he said. “She is a caring, highly capable teacher who builds strong relationships, communicates well with students, families and colleagues, and has already shown the professionalism and leadership we hope to see in the field.”
Poulos graduated this May and plans to pursue a master’s degree in educational leadership at Tarleton State, continuing her academic journey while remaining committed to the classroom.
“This experience has taught me that you don’t have to excel at everything,” she said. “You get to choose what matters most. I know I never want to be an average teacher, friend or human being. If I give my full presence to what I’m doing in the moment, that’s enough.”
Through immersive preparation and strong mentorship, Tarleton State’s Teacher Education Program continues to shape educators who are ready to enter the classroom driven by purpose and prepared through experience.