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Dr. Stephanie Zamora-Robles

Fax
(940) 397 4694
Title
Assistant Professor
Location
Bridwell Hall
Room
212

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. West College of Education believes learning changes both individuals and society. 



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.