Ph.D., University of Wisconsin (Madison)
Elisa S. Shernoff
is an associate professor and program director of the school psychology program. Her program of research is designed to:
(1) examine models of training, support, and supervision to maximize teacher
effectiveness and connectedness in high-poverty schools, and (2) leverage
technology to enhance teacher training and support. Since 2009, she has secured
continuous federal funding from the Institute of Education Sciences. Her first
grant,
Enhancing Effectiveness and Connectedness
among Early Career Teachers in Urban Schools (R305A090085) focused
on developing and evaluating training and support for early career teachers
working in high poverty schools by targeting the most robust predictors of
turnover. Dr. Shernoff is also principal investigator of a follow-up IES-funded
Development and Innovation Grant,
Interactive
Virtual Training for Early Career Teachers in High Poverty Schools (R305A150166;
7/15 to 6/20). This grant is designed to develop and pilot-test a
simulation training model in which early career teachers working in high-poverty
schools can hone their behavior management skills with disruptive avatars
in a virtual training environment
(http://news.rutgers.edu/node/47882#.VuDY0hf88mU). Dr. Shernoff was
also the co-principal investigator of a three-year randomized controlled trial funded by the
Brady Education Foundation (
https://collaborativecoaching.rutgers.edu) testing the effectiveness of a collaborative
coaching model on teacher behavior management and student achievement (8/2014
to 7/2017).
The overall goal of her work
includes expanding mental health practice in schools to include supporting
teacher effectiveness as a mechanism for promoting positive academic and
behavioral outcomes for children living in poverty.
Dr. Shernoff serves
on the editorial board of the
Journal of School Psychology and School
Psychology Review and is a standing reviewer for the Institute of Education
Sciences, Social and Behavioral Context for Academic Learning panel. She also
authors ad hoc reviews for the American Educational
Research Journal, Administration and Policy in Mental Health and Mental Health
Services Research,
and Remedial and Special Education.