Dr. Shernoff is an associate professor in the School Psychology Department in the Graduate School of Applied and Professional Psychology. Dr. Shernoff earned her Ph.D. in school psychology from the University of Wisconsin-Madison and completed a postdoc in child mental health at the University of Chicago.

The overall goal of Dr. Shernoff's work includes expanding mental health practices in schools to include supporting teacher effectiveness as a mechanism for promoting positive outcomes with underrepresented students. Her research is designed to: (1) examine models of professional development and health and wellness support for teachers, and (2) leverage technology to maximize high-quality instruction. In the past 15 years, Dr. Shernoff has been the principal investigator or co-principal investigator of numerous large-scale grants from the National Institute of Mental Health (NIMH), the Institute of Education Sciences (IES), and private foundations. Her most recent IES-funded grant was designed to develop and pilot-test a simulation training model in which teachers working in high-poverty schools could practice and reflect on the use of positive behavioral support strategies with student avatars in a virtual classroom. Dr. Shernoff was also the co-principal investigator of a three-year randomized controlled trial funded by the Brady Education Foundation, which tested the effectiveness of a collaborative coaching model on teacher instruction and student achievement.

Dr. Shernoff serves on the editorial board of the Journal of School Psychology, School Psychology Review, and School Psychology and is a grant reviewer for the Institute of Education Sciences and the Dutch Research Council. In addition, she has developed methodological expertise in mixed-method design and analysis which has resulted in extensive mentoring of early career faculty across the United States.