TMA builds dynamic learning partnerships
with educators in the Dominican Republic
Investing in educators
Our core belief is that effective instructional practices
engage all students
Teacher Mentors Abroad (TMA) is a Canadian not-for-profit organization that helps educators in the Dominican Republic strengthen their instructional practices and positively impact the achievement of their students. Operating on a “train the trainer” model of sustainable development, Canadian teacher mentors travel to the Dominican Republic to provide professional development and train mentors in their home communities, building capacity amongst those living and working in the Dominican Republic.
Canadian mentors volunteer their time and self fund their trip where they work together with Dominican mentors to create content for teacher professional learning programs. Research supports the belief that when it comes to making improvements in education and student success, no investment yields more reward than improved teacher training. It simply makes sense. Teachers with access to training, can do more for students in their care.
Since its inception in 2005, TMA has seen evidence of the tremendous educational change that is possible when one invests in teachers.
While a small organization, TMA has an outsized impact on educators desiring a better education for their students in the Dominican Republic.
We foster emerging local leaders willing to guide and coordinate future training and development opportunities for their peers.
Nancy Threan Loraine
“TMA’s biggest growth has been in the increased enthusiasm of Dominican teachers and principals hungry to learn and embrace teaching and leadership that motivates students to learn. I am also very proud of TMA’s dedicated board of directors and the incredible competence and commitment of the Canadian educators who embrace this work, They are passionate, selfless and outstanding ambassadors of Canada’s education system.”
“I attended the first informal workshop in 2005 and helped shape the direction of TMA. We teachers were worried about our students. They weren’t interested in school and they weren’t learning. Our traditional methods were not working. We knew how to teach but needed strategies and techniques to strengthen our practice….All these years later, the valuable methodology TMA has brought to our country is starting to infiltrate the system at all levels and I can see the positive change! I am so grateful to be part of this.”
Martha Aracelis Rodriguez