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College of Education and P-16 Integration
Brownsville Address: One West University Blvd., BMAIN 2.306, Brownsville, TX 78520
Edinburg Address 1201 West University Dr. EEDUC 3.102 Edinburg TX 78539
Email: cep@utrgv.edu
Phone: Edinburg Campus (956) 665-3627
Phone Alt: Brownsville Campus (956) 882-5708
Fax: (956) 665-2184
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Turnaround Partnership

  • Turnaround Partnership
    Turnaround Partnership
  • Turnaround Partnership: Developing Professional Dispositional Resilience among Teacher Candidates
    Developing Professional Dispositional Resilience among Teacher Candidates
  • Gauging the Pulse of the Husky School Culture to Embrace the Process of School Improvement
    Gauging the Pulse of the Husky School Culture to Embrace the Process of School Improvement


Juarez-Lincoln High School and College of Education and P-16 Integration Turnaround Partnership

The annual University of Texas System K-12 School Turnaround Partnership funded a three-year initiative of $100,000 per year from 2017 to 2020. Led Dr. Roberto Zamora, Assistant Professor in the Department of Organization and School Leadership, the College of Education and P-16 Integration (CEP) embraced the challenge of enhancing and developing the school’s “turnaround capacity” to improve student achievement at Juarez-Lincoln High School. Faculty from CEP in partnership with Juarez-Lincoln High School leadership began with a focused effort of leading, managing and evaluating the change process using the Concerns Based Adoption Model (CBAM) with consultative services by lead developer Dr. Gene E. Hall, Research Professor at the University of Colorado-Denver and Professor Emeritus at the University of Nevada, Las Vegas. He has had a career-long involvement with the development of programs and national accreditation of teacher education.

In year two and three, led by Dr. Criselda Garcia, Associate Dean and Associate Professor, a new linkage between the partners developed. The Teacher Preparation Program offered coordinated clinical experiences at Juarez-Lincoln High School. The mutually-beneficial outcome resulted in having teacher candidates working closely with high school students and teachers to learn more about teaching and learning, while supplementing instructional support of English learners and students with special needs in classrooms.

Visit the Turnaround Partnership contacts page to reachout for more information.


Partnership Spotlight Media Gallery Partnership Spotlight Media Gallery

Partnership Spotlight Media Gallery

Partnership Spotlight Media Gallery


The University of Texas System ElevateTXed UTRGV and Juarez Partnership media gallery.

Gauging the Pulse of the Husky School Culture to Embrace the Process of School Improvement Gauging the Pulse of the Husky School Culture to Embrace the Process of School Improvement

Gauging the Pulse of the Husky School Culture to Embrace the Process of School Improvement

Gauging the Pulse of the Husky School Culture to Embrace the Process of School Improvement


In the crowded halls of Husky Nation, the overwhelming sense of pride fills every corner of Juarez-Lincoln High School (JLHS). About 2,510 Huskies proudly stride the halls of JLHS, immersed in a school environment flooded by positive affirmations of encouragement, respect, and recognition for students. Academic and athletic victories and special “shout outs” adorn the walls. Mr. Ricardo Estrada, new campus principal of eight months, constantly echo’s his message to all, “…our priority is setting the standards high and placing meaningful, engaging learning opportunities for all our students.” Through the solid engagement and energies of students, parents, teachers, staff and school leadership, these endeavors are slowly coming to fruition. Although creating change is arduous and gradual, in the words of Dr. Roberto Zamora, assistant professor and project lead from the University of Texas Rio Grande Valley, “Celebrating early wins along the way is integral to creating a culture of success!”

Partnership Synergy Gains Momentum in a Research-Supported Structured Field Experiences of Teacher Candidates Partnership Synergy Gains Momentum in a Research-Supported Structured Field Experiences of Teacher Candidates

Partnership Synergy Gains Momentum in a Research-Supported Structured Field Experiences of Teacher Candidates

Partnership Synergy Gains Momentum in a Research-Supported Structured Field Experiences of Teacher Candidates


This university and school partnership practice emerged from the UTS K-12 School Turnaround Partnership Project. The College of Education and P-16 Integration’s secondary teacher education program launched a research-supported clinical experiences at Juarez Lincoln High School in spring 2019. Preparing teacher candidates through a research-supported, structured field experiences, placements in K-12 classrooms remains a vital and highly valued component of developing professional practice. Research in teacher education illuminates the effectiveness and significance of practice-based models delivered through high quality field experiences as a key element in teacher preparation (Zeichner and Bier, 2015).

Developing Professional Dispositional Resilience among Teacher Candidates Developing Professional Dispositional Resilience among Teacher Candidates

Developing Professional Dispositional Resilience among Teacher Candidates

Developing Professional Dispositional Resilience among Teacher Candidates


The development of professional teacher dispositions (Diez & Raths, 2007; Knoepen & Davidson-Jenkins, 2007; InTASC, 2013; Lee Smith & Skarbek, 2013; NCATE, 2013) remains a primary, essential task of teacher education. Professional teacherly dispositions, or “tendencies for individuals to act in a particular manner under particular circumstances, based on their beliefs” (Villegas, 2007, p. 373), are indispensable towards, among others, sustainable pedagogical practice (Burden & Byrd, 2019, pp. 3-4) and attendance to issues of social justice in the classroom (Villegas, 2007). One of these professional dispositions, resilience, or the capacity to face, overcome, and even be strengthened by experiences of adversity” (Tait, 2008, p. 58), is inextricably related to personal efficacy and emotional intelligence (Tait, 2008, p. 61), and is exemplified through critical professional traits such as social competence, problem solving, the ability to rebound from difficulty, learning from experience, self-care, and optimism (pp. 69-70). Consequently, learning resilience in pre-service teacher education contexts is ultimately essential towards novice teacher success, commitment, and retention (Tait, 2008) amidst the “unforgiving complexity of teaching” (Cochran-Smith, 2003, p. 3).

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