Building the Teacher Pipeline: Corpus Christi ISD’s Associate Teacher Program Opens Doors for Future Educators
From paraprofessional to teacher of record, 2025 ATPE Charles Pickitt Associate Educator of the Year Award winner Ashlee Galvan found her calling through Corpus Christi ISD’s innovative Associate Teacher program. With mentorship from leaders like fellow ATPE member Diana Ybarra, she’s proof this program is transforming lives.
On the first morning in her own classroom, Ashlee Galvan found herself surrounded by the buzz of students, the hum of a new school year, and the quiet disbelief that she had finally made it. After years of working in education as a paraprofessional and intervention aide, she was now the teacher of record.
The journey had been long and often frustrating.
“I had over 150 credit hours in education,” Galvan says, shaking her head. “But I lost them all when I switched universities. My advisor finally told me, ‘You only need a minimum number of credits to graduate, then you can pursue alternative certification.’ That wasn’t the route I wanted at first, but it was the fastest way into the classroom. And then Corpus Christi ISD launched this associate teacher program at the exact right time. It was like the door opened for me.”
Galvan, an ATPE member, had been waiting for that opening. Teaching wasn’t new to her; she had taught in childcare centers in Austin and San Antonio, later worked as a pre-K paraprofessional in Corpus Christi, and spent three years providing math and reading support in intervention classes. But she wanted the responsibility, and the joy, of leading a classroom of her own.
“I was kind of forced into it, I guess,” she admits. “But it ended up being a great opportunity. This program let me finally step into my own classroom while I worked on certification. That was life changing.”
Why the Program Matters
The Associate Teacher program is Corpus Christi ISD’s answer to a challenge that districts across Texas wrestle with: how to recruit, prepare, and retain teachers in the face of shortages and high turnover. By creating a pathway that allows individuals with bachelor’s degrees to take full-time teaching roles while pursuing alternative certification, CCISD is betting on people who feel called to the classroom but lack traditional credentials.
For Diana Ybarra, CCISD’s recruitment and retention coordinator and a longtime ATPE member, the program is more than a strategy to fill vacancies. It is part of a larger vision to grow teachers from within.
“Our goal is not just to recruit but to retain,” Ybarra says. “We want teachers to feel empowered, to know they have support, and to see a clear pathway to certification and beyond. If you invest in people, they will stay and grow.”
Ybarra speaks with the authority of experience. She has spent 24 years in the district, including 13 as a classroom teacher and several more as an assistant principal and principal. In her current role, she oversees first-year teacher training, mentorship, and support for associate teachers. To her, the new program is already paying dividends.
“You can see the difference in classrooms,” she insists. “When you give teachers the right support, they not only survive, they thrive. That’s what makes this program work.”
What Makes an Associate Teacher Different
Parents might assume that an associate teacher is just another name for a substitute or paraprofessional. But Galvan is quick to set the record straight.
“As an associate teacher, I’m a 100% teacher of record,” she says. “I handle IEPs, do lesson planning, parent communication, everything a certified teacher does. The only difference is I don’t get the full pay yet. But I’m paid more than a paraprofessional or substitute, and I get all the benefits, including insurance, leave, and professional development. I’m a full-time staff member.”
That level of responsibility can be intimidating for someone new to the profession. But it is also what gives the role its meaning.
“These teachers are not temporary fill-ins; they are leaders of their own classrooms from day one,” Ybarra explains. “That responsibility can feel overwhelming, especially for someone coming from a non-education background. But with mentorship and accountability, they build the confidence and skills they need to be successful.”
Support Built Into the System
CCISD built the program around one idea: No associate teacher should ever feel like they are doing this alone. That’s why the mentor system is at its core.
“The mentors are the lifeline,” Ybarra emphasizes. “They’re on campus with you, day in and day out. That accountability and relationship building are what make the difference.”
Mentors are paired carefully, often by grade level or content area, and they are expected to meet with their associate teacher weekly. They observe lessons, provide feedback, and even step in to model effective classroom routines. To ensure accountability, they complete logs documenting when they met, what was discussed, and what action steps were taken.
“This isn’t just about checking a box,” Ybarra says. “If a teacher is struggling with transitions, the mentor can step in, demonstrate, and then coach them through it. It’s immediate and practical.”
Galvan has leaned on that support often.
“My mentor checks in regularly, and my grade-level chair and instructional coach are always available,” she says. “I’ve also had visits from district staff. The feedback can feel constant, but honestly, it’s what keeps me on track. They want us to succeed.”
Learning the Ropes
Even with support, Galvan says there were moments she felt unprepared.
“No one tells you the small but important things: how to take attendance, input grades, set up MTSS groups,” she says. “Luckily, my mentor and team stepped in to help. Without that, it would’ve been really difficult.”
That learning curve is steepest for mid-year hires, who miss the orientation and planning days in August.
“When you start at the beginning of the year, you get PD days and team planning time,” Galvan says. “But when you’re hired mid-year, you don’t get the same orientation. More coaching for those of us who started mid-year would make a big difference.”
Ybarra said the district has worked to fill those gaps. After surveys showed that mid-year hires felt adrift, CCISD added spring trainings focused on classroom management and practical skill-building.
“It’s not enough to hand someone a binder of instructional guides,” she says. “We’ve learned to break training into bite-sized sessions and focus on real scenarios, such as how to start a lesson, how to transition smoothly, and how to project confidence in front of a class. Those things matter just as much as knowing the curriculum.”
More Than Just a Job
For Galvan, teaching has never been just a job.
“From a very young age, I knew I wanted to be a teacher,” she recalls. “My family thought I was crazy and told me to be a doctor or something more practical. But teaching always felt right. I grew up in a low-income area, and everything was stacked against me. I wanted to break the cycle and help kids like me.”
That sense of purpose has carried her through long days and difficult moments.
“One mom told me her daughter, who struggled with self-confidence, started using emotional regulation strategies we practiced in class at home,” Galvan says. “Another student with behavior issues came to my class, and instead of sending him to the office, I greeted him with a hug every morning. By the end of the year, his mom was amazed at his progress. Those moments validate the work.”
Ybarra hears stories like that often, and she sees them as proof of the deeper truth.
“This is not just a job,” she stresses. “It’s a calling. The teachers who thrive are the ones who pour their hearts into it. They may feel exhausted some days, but they keep going because they know they are making a difference.”
“This program gives people the chance to change careers and pursue teaching. It creates a pathway for individuals who feel called to the profession, even if their degree is in something else. The mentorship, the community, the structure—it makes all the difference.”
Ashlee Galvan
Ashlee Galvan is a 2025 ATPE Charles Pickitt Associate Educator of the Year and a proud member of ATPE.
“Our goal is not just to recruit but to retain. We want teachers to feel empowered, to know they have support, and to see a clear pathway to certification and beyond. If you invest in people, they will stay and grow.”
Diana Ybarra
Diana Ybarra is the recruitment and retention coordinator for Corpus Christi ISD and a longtime ATPE member.
No Lack of Challenges
The work of an associate teacher mirrors that of a certified teacher in every way, except in salary.
“We do the same work as certified teachers, but we don’t receive the same pay,” Galvan says. “That’s tough. You really have to remind yourself you’re working toward something bigger.”
For many associate teachers, the pay gap is the most significant challenge. They grade papers late into the night, make parent phone calls, prepare lessons, and attend professional development sessions, just like their certified peers. But the paycheck does not yet match the workload.
Ybarra acknowledges the frustration but emphasizes the long-term payoff.
“Once associate teachers are certified, more doors open,” she says. “Many of them move quickly into leadership roles because of the foundation they built here. We’ve seen teachers who, within two years, are being tapped for grade-level leadership or campus committees. The experience accelerates their growth.”
Mentorship That Changes Lives
Galvan says she has always gravitated toward mentoring others.
“Even in childcare centers, I was the one training new hires,” she says. “Helping others is part of who I am. One day, I’d love to mentor associate teachers myself. I think going through this program will make me a better mentor because I’ll understand the struggles firsthand.”
Ybarra sees that as the natural progression.
“You may be a great leader, but that doesn’t necessarily mean you’ll be a great mentor,” she observes. “A mentor walks alongside you. They teach you how to fish instead of handing you the fish. That’s what builds lasting capacity.”
She says the district has already seen associate teachers take on leadership roles earlier than expected, thanks to the skills and confidence they gain in the program.
“That’s the power of mentorship,” she says. “It doesn’t just prepare you for today’s lesson plan—it prepares you to guide others in the future.”
A Model for Other Districts
CCISD’s Associate Teacher program is attracting attention beyond Corpus Christi. Teacher shortages are not unique to the Coastal Bend, and districts across Texas are searching for solutions.
“I met other recruitment and retention coordinators at a training this summer, and we compared notes,” Ybarra says. “They wanted to know what we were doing with accountability and mentor systems. I think other districts can learn a lot from this model.”
Galvan said the program’s appeal is simple.
“This program gives people the chance to change careers and pursue teaching,” she says. “It creates a pathway for individuals who feel called to the profession, even if their degree is in something else. The mentorship, the community, the structure—it makes all the difference.”
ATPE as Another Layer of Support
Beyond district support, both Galvan and Ybarra credit their ATPE membership with helping them feel connected and supported in the profession.
“Summit was my first big ATPE event,” Galvan recalls. “It was eye-opening to see so many educators from other districts. People like [Region 2 ATPE President] Jackie Hannebaum check in on us and offer support. She makes you feel like you’re the only one she’s looking out for, even though she does that for everyone. That kind of connection and support means so much.”
Ybarra said she sees ATPE as a vital safety net.
“Being part of ATPE connects you to a network of people who understand what you’re going through,” she says. “It’s another layer of support—whether it’s legal guidance, professional resources, or just knowing someone has your back.”
Advice for the Next Wave
As the program grows, both educators say they hope more aspiring teachers will take the leap.
“Be patient,” Galvan says. “The pay might not be what you want, but remember you’re working toward certification and something bigger. Communicate, be open-minded, and don’t be afraid to ask for help. People will give you their time if you ask.”
Ybarra added that preparation and openness are key.
“Plan ahead, manage your time, and be open to feedback,” she says. “Don’t take it personally; it’s about growth. Most of all, remember it’s not your classroom. It’s the students’ classroom. They’ll always remember how you made them feel.”
Investing in the Future
In Ybarra’s eyes, the Associate Teacher program is more than a hiring strategy. It is a long-term investment in both educators and students.
“We are setting up the next generation of students for success, and at the same time, we’re building the next generation of teachers and leaders,” she says. “When you invest in human capital, you change lives not just for today but for years to come.”
For Galvan, that investment has already paid off.
“Teaching has always felt right for me,” she says. “Now I finally have the chance to do it, and I know I’m exactly where I’m supposed to be.”
David George
Managing Editor
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