- Fax
- (940) 397 4694
- Title
- Assistant Professor
- Department
- College of Education, West
- Location
- Bridwell Hall
- Room
- 212
- College
- College of Education, West
- Bio
-
As an assistant professor of curriculum and learning, I share the collective responsibility of inspiring and empowering future educators and instructional leaders through education.
Institution | Degree | Graduation Date |
---|---|---|
University of North Texas | Doctor of Education | 2020 |
Midwestern State University | Master of Education (M.Ed.) Major in Educational Leadership (EDLE) with a concentration in Bilingual Education (EDBE) | 2012 |
Midwestern State University | Bachelor of Science, Interdisciplinary Studies, Early Childhood – 6th Grade, and Bilingual Education | 2010 |
Vernon College | Associate of Art in Teaching | 2009 |
Employer | Position | Start Date | End Date |
---|---|---|---|
Midwestern State University | Assistant Professor of Curriculum and Learning | 08/11/2021 | |
Midwestern State University | Adjunct Professor | 06/01/2021 | 07/06/2021 |
Barwise Middle School WFISD | Assistant Principal. Wichita Falls, TX | 07/10/2016 | 06/16/2021 |
Lamar Elementary, WFISD | Assistant Principal | 06/10/2014 | 06/20/2016 |
WFISD | HeadStart ESL/Bil teacher using pull-out model (half-time) | 08/16/2013 | 05/16/2014 |
Scotland Park Elementary | ESL/Bilingual 4th-6th Math/Reading STAAR | 08/10/2013 | 05/27/2014 |
Scotland Park Elementary, WFISD | 3rd grade Bilingual/ESL teacher | 08/16/2011 | 05/28/2014 |
Brook Village, WFISD | Pre-K Teacher | 08/16/2010 | 05/26/2011 |
Equity for English Learners: Latin@ Leadership in High-Need Middle Schools
The purpose of this qualitative, multiple case study was to explore the practices and behaviors of successful Latin@ principals in high-need Texas middle schools focusing on the following three areas: learning, leadership, and context. Varying qualities of leadership essential for leading high-need middle schools coupled with contextual factors such as policy and community were examined. More importantly, this research sought how successful Latin@ leaders promoted a culture of learning in high-need middle schools with a focus on English learners (ELs). High-need schools are defined as those presenting a context that challenges the success of students. The study on leadership in high-need schools focuses on an investigation of strategies principals in these schools may employ and determining ways in which high-need school leaders are prepared and supported. Factors affecting the condition in high-need schools may include: (a) student and community characteristics (e.g., ethnic minorities, mobility, poverty, non-native language speakers), (b) student performance (e.g., math and reading scores, graduation rates, attendance), and (c) other factors (e.g., teacher and leader turnover, staff morale, student engagement). The context of schools matters and effective leaders in high-need schools must be able to lead using contextually appropriate responses. Two Latina principals serving in high-need middle schools, in Texas, enhanced organizational and individual performance that fostered a culture of learning and equity for ELs as they supported teachers and created inclusive learning environments for students and families.
Reference
Robles, S. Z. (2020). Equity for English learners: Latin@ leadership in high-need middle schools, (Dissertation ed.). Denton, TX: University of North Texas. Retrieved from UNT Digital Library.