Adela Solís, Ph.D.
Senior Education Associate, Intercultural Development Research Association

Adela Solís, Ph.D., is an IDRA senior education associate. She is dedicated to professional development, technical assistance, research, evaluation and advocacy work, all of which promote equity and excellence in education. She has specific experience working with schools on equity and compliance issues pertinent linguistically and racially diverse students. For over a decade, her professional development work has focused on the education of English language learners in the nation’s secondary schools. 

Dr. Solís received her doctorate in education with a specialization in applied linguistics from George Mason University in Fairfax, Virginia,  where she studied under Dr. Virginia Collier and Dr. Wayne Thomas. Her dissertation title was “Use of the Natural Approach Teaching Model: Application of Language Acquisition Research by Teachers of Limited-English-Proficient Students in California Schools.” She earned a master’s degree in bicultural-bilingual studies from the University of Texas at San Antonio. Dr. Solís was national fellow of the Institute of Educational Leadership, George Washington University in Washington, D.C. She holds Texas secondary and elementary teaching certification.

Dr. Solis has been an adjunct professor at the University of Texas San Antonio's Division of Bicultural Bilingual Studies and other Texas universities, most recently, at Texas State University, Department of Curriculum and Instruction.

Dr. Solís began her career as a bilingual teacher in San Antonio. She later worked briefly as an ESL teacher trainer and curriculum specialist at the D.C. public schools. Concurrently, she collaborated in research and evaluation projects focused on second language acquisition and the effectiveness of ESL instruction in area schools.

At IDRA, Dr. Solís trains extensively in secondary schools that serve English language learners. In 2007, she co-led the development of the Engagement-Based Sheltered Instruction (EBSI) professional development model designed specifically for secondary ELL teachers. Most recently, she developed Mentors as Culturally Proficient Coaches, a diversity training framework for the mentors of beginning teachers in Texas . Her mentor training and support is extended to mentors of new ELL teachers supported by the IDRA Transition to Teaching (for alternative certification) projects. The projects support teacher preparation and certification through alternative teacher certification routes for bilingual and Spanish dominant career-changing professionals and recent college graduates – in fields other than education – who desire to enter teaching and have a specific interest in bilingual education.

Dr. Solís is additionally involved with the very important work of IDRA’s five-state South Central Collaborative for Equity (SCCE) Region 6 at IDRA. She has worked closely with districts in New Mexico and Louisiana on Lau (national origin) compliance and race desegregation issues. She’s also has collaborated in the evaluation and re-design of programs for ELL in districts within these states.

Prior to joining IDRA, Dr. Solís served as a senior associate with the Southwest Educational Development Laboratory in Austin . At SEDL she assisted with program and staff development planning, teacher training. While at SEDL she also co-taught graduate courses for ESL certification in several Texas universities.

Dr. Solis has a history of involvement in advocacy activities which impact Hispanic students and the community. Most notable is her involvement with the National Association for Bilingual Education, the Texas Association for Bilingual Education (TABE), and the Hispanic Women’s Network. She was president of TABE in 1994-1995. In 1999, she was elected as the Community Advocate of the Year by TABE and was honored at its annual conference in October 1999.

IDRA is an independent, private non-profit organization, directed by María Robledo Montecel, Ph.D., dedicated to strengthening public schools to work for all children. As a vanguard leadership development and research team for more than three decades, IDRA has worked with people to create self-renewing schools that value and empower all children, families and communities. IDRA conducts research and development activities, creates, implements and administers innovative education programs and provides teacher, administrator, and parent training and technical assistance.

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