Dr. Elisa Shernoff

Elisa Shernoff
Associate Professor
Core Faculty
University of Wisconsin-Madison
Office: Psychology, A335
Phone: 848-445-3902

Dr. Shernoff earned her PhD in School Psychology at the University of Wisconsin-Madison and completed her postdoctoral fellowship at the University of Chicago. Prior to coming to Rutgers, she was a Research Assistant Professor of Psychology in Psychiatry (2006-2013) at the Institute for Juvenile Research at the University of Illinois at Chicago. Dr. Shernoff has systematically advanced a program of research focused on: (1) examining models of training, support, and supervision to maximize teacher effectiveness and connectedness in high poverty schools, (2) leveraging technology to enhance teacher training and support, and (3) training the next generation of school psychologists to deliver evidence-based practices.

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. Since 2009, Dr. Shernoff has secured continuous federal funding from the Institute of Education Sciences (IES). This includes directing two IES-funded grants focused on developing and evaluating training and professional development for early career teachers working in high poverty schools. Since 2009, she has also received funding through the Brady Education Foundation with Dr. Linda Reddy.

Dr. Shernoff also serves on a standing review panel for the Institute of Education Sciences and serves on the editorial board for the Journal of School Psychology and School Psychology Review She has influenced the field through her work at the state and national level, including work with the Substance Abuse and Mental Health Services Administration (SAMHSA) and the Illinois State Office of Mental Health to develop training models to support teachers’ use of evidence-based practices.

Books & Articles: 

Peer Reviewed Articles

Shernoff, E.S., Frazier, S.L., Lisetti, C., Buche, C., Lunn, S., Brown, C., Delamarre, A., Chou, T., Gabbard, J. & Morgan, E. (2018). Early career teacher professional development: Bridging simulation technology with evidence-based behavior management. Journal of Technology and Teacher Education.

Shernoff, E.S., Bearman, S.K., & Kratochwill, T.R. (2017). Training the next generation of school psychologists to deliver evidence-based mental health practices: Current challenges and future directions. School Psychology Review, 46, 219-232.

Shernoff, E.S., Lekwa, A.J., Reddy, L.A. & Coccaro, C. (2017). Examining teachers’ attitudes and experiences with coaching to inform research-based practice: An iterative developmental design study. Journal of Educational and Psychological Consultation, 27(4) 459-485, DOI: 10.1080/10474412.2016.1255850

Shernoff, E.S., Frazier, S.L. Marinez-Lora, A., Lakind, D., Atkins, M.S., Jakobsons, L., Bhaumik, D., Hamre, B.K., Patel, D., Parker Katz, M., Neal, J. & Smylie, M. (2016). Expanding the role of school psychologists to support early career teachers: A mixed-method study. School Psychology Review, 45, 226-249.

Shernoff, E.S., Lakind, D., Frazier, S.L. & Jakobsons, L. (2015). Coaching early career teachers in urban elementary schools: A mixed-method study. School Mental Health, 7, 6-20. doi: http://dx.doi.org/10.1007/s12310-014-9136-6

Shernoff, E.S., Mehta, T., Atkins, M.S., Torf, R. & Spencer, J. (2011). A qualitative study of the sources and impact of stress among urban teachers. School Mental Health, 3, 59-69. doi: 10.1007/s12310-011-9051-z http://dx.doi.org/10.1007/s12310-011-9051-z

Shernoff, E.S., Maríñez-Lora, A., Frazier, S.L., Jakobsons, L.J., Atkins, M.S., & Bonner, D. (2011). Teachers Supporting Teachers in Urban Schools: What iterative research designs can teach us. School Psychology Review, 40, 465-485.

IVT-T In the News

RUTGERS TODAY Feature: Battlefield Classroom: A New Way to Help Teachers Deal with Disruptive Students

Ethos: The Magazine for Rutgers GSAPP: A Virtual Training Ground

Ethos Video: Elisa Shernoff on Technology

Course Taught: 
School Based Interventions
Consultation Methods

Dr. Shernoff’s work centers on developing and testing interventions to enhance the use of evidence-based instructional and classroom management practices among teachers working in high poverty schools. Her primary focus is on mental health promotion and resilience by enhancing the capacity of teachers, particularly early career teachers, to accomplish their goal of supporting student learning, behavior, and development. In addition, Dr. Shernoff’s work focuses on ensuring school psychologists enter the workplace prepared to deliver and support high quality, effective services through developing effective training in evidence-based practices and consultation.

Dr. Shernoff’s expertise lies in: (1) examining models of training, support, and supervision to maximize teacher effectiveness and connectedness in high poverty schools, (2) leveraging technology to enhance teacher training and support, and (3) training the next generation of school psychologists to deliver evidence-based practices. Guided by ecological theory, Dr. Shernoff’s work reflects multiple domains of influence and systems within which students and teachers must function effectively, and relies on multiple methodological approaches, including quantitative, qualitative, and mixed methods.

Mixed-Method Expertise

Dr. Shernoff’s program of research relies on mixed-method designs, which are especially relevant to questions of information transfer, acceptability, and implementation of evidence-based practices. These mixed-method studies have focused on examining models of training, support, and supervision to maximize teacher effectiveness and connectedness in high poverty schools. Dr. Shernoff also serves as a mixed-method consultant on various grant applications to the NIMH.

Example Mixed-Method Publications and Other Relevant Research:

Shernoff, E.S., Frazier, S.L., Lisetti, C., Buche, C., Lunn, S., Brown, C., Delamarre, A., Chou, T., Gabbard, J. & Morgan, E. (2018). Early career teacher professional development:

Bridging simulation technology with evidence-based behavior management. Journal of Technology and Teacher Education.

Shernoff, E.S., Bearman, S.K., & Kratochwill, T.R. (2017). Training the next generation of school psychologists to deliver evidence-based mental health practices: Current challenges and future directions. School Psychology Review, 46, 219-232.

Shernoff, E.S., Frazier, S.L. Marinez-Lora, A., Lakind, D., Atkins, M.S., Jakobsons, L., Bhaumik, D., Hamre, B.K., Patel, D., Parker Katz, M., Neal, J. & Smylie, M. (2016). Expanding the role of school psychologists to support early career teachers: A mixed-method study. School Psychology Review, 45,226-249.

Shernoff, E.S., Lakind, D., Frazier, S.L. & Jakobsons, L. (2015). Coaching early career teachers in urban elementary schools: A mixed-method study. School Mental Health, 7, 6-20. doi: http://dx.doi.org/10.1007/s12310-014-9136-6

Shernoff, E.S., Mehta, T., Atkins, M.S., Torf, R. & Spencer, J. (2011). A qualitative study of the sources and impact of stress among urban teachers. School Mental Health, 3, 59-69. doi: 10.1007/s12310-011-9051z

Shernoff, E.S., Maríñez-Lora, A., Frazier, S.L., Jakobsons, L.J., Atkins, M.S., & Bonner, D. (2011). Teachers Supporting Teachers in Urban Schools: What iterative research designs can teach us. School Psychology Review, 40, 465-485.

Current Grants:

Interactive Virtual Training for Teachers (IVT-T) is a four-year Development and Innovation study funded by the Institute of Education Sciences designed to help teachers working in high poverty schools hone their behavior management skills with disruptive avatars in a virtual classroom. For more information regarding IVT-T, follow this hyperlink.

Collaborative Coaching: Improving Teacher Classroom Practices and Student Achievement in High Poverty Schools is a 3-year randomized controlled trial funded by the Brady Education Foundation http://bradyeducationfoundation.org/. We are evaluating the impact of a coaching model on teachers' use of evidence-based instructional and behavior management strategies and student achievement in high poverty elementary schools. For more information regarding the Collaborative Coaching Project, follow this hyperlink https://collaborativecoaching.rutgers.edu/

Other Awards and Honors:

2009 Early Career Scholar, Society for the Study of School Psychology

2004 Outstanding Dissertation Award of Division 16 of the American Psychological Association

2003 Thora Wick Homme Fellowship through the School of Education at University of Wisconsin-Madison

Completed Grants:

5/2009 - 4/2013: Institute of Education Sciences, Enhancing Effectiveness and Connectedness among Early Career Teachers in Urban Schools https://ies.ed.gov/ncer/projects/grant.asp?ProgID=21&grantid=734&InvID=575. This study was designed to develop, refine, and test the feasibility of a professional development model for early career teachers working in urban schools to enhance retention and longer-term commitment to teaching.

7/2007- 6/2008: Great Cities Institute, the University of Illinois at Chicago, Stress, and Coping Among Urban Teachers: An Exploratory Study. This study explored the sources and impact of teacher stress in urban schools and the resources needed to address identified stressors.