Professor/Associate Dean for Academic Affairs and Research, College of Education and Social Services

Katharine Shepherd, Ed.D., is a Green and Gold Professor and Associate Dean of the College of Education and Social Services at the University of Vermont. She is the Co-PI of a five-year, federally-funded grant supporting future leaders in special education, and a three-year grant from the Spencer Foundation. Her research interests include collaboration among schools and families, data-based decision-making, and state and school wide implementation of inclusive policies and practices, including Multi-Tiered Systems of Support (MTSS). Dr. Shepherd is Past President of the Higher Education Consortium of Special Education (HECSE). Selected research outlets include Exceptional Children, TEACHING Exceptional Children, Journal of Disability Policy Studies, and Rural Special Education Quarterly.

Publications

Haines, S., Clark/Keefe, K., Tinker, A., Kotsiopoulos, A., Gerstl-Pepin, C., Shepherd, K., Woodside-Jiron, H., & Milhomens, M. (2017). “Let’s Just Stop and Take a Breath”: A Community-Driven Approach to Mindfulness Practice in a High Poverty Elementary School.LEARNing Landscapes, 10(2), 189-205.

Haines, S. J., Francis, G. L., Shepherd, K. G., Ziegler, M., & Mabika, G. (2017). Partnership bound: Using MAPS with transitioning students and families from all backgrounds. Career Development and Transition for Exceptional individuals, 22, 85-100.

Haines, S.J., Kervick, C.T., Shepherd, K.G., & Levitt (2017), Enhancing quality: Listening to participants’ voices to improve our Master’s program in special education. Teaching and Teacher Education, 66 (24-32).

Cornoldi, C., Capodieci, A., Colomer Diago, C., Miranda, A., & Shepherd, K.G. (2016). Attitudes of primary school teachers in three western countries toward learning disabilities. Journal of Learning Disabilities, 1-12. DOI: 10.1177/0022219416678408.

Shepherd, K. G., & West, J. E.  (2016). Changing times: Introduction to the special issue. Teacher Education and Special Education, 39 (2), 81-82. DOI: 10.1177/0888406416638515

West, J. E., & Shepherd, K. G. (2016).  Closing reflections: Public policy, advocacy and special educators. Teacher Education and Special Education, 39(2), 150-153. DOI: 10.1177/0888406416638719

Shepherd, K. G., Fowler, S., McCormick, J., Wilson, C. L., Morgan, D. (2016). The search for role clarity: Challenges and implications for special education teacher preparation. Teacher Education and Special Education, 39(2), 83-97.  DOI: 10.1177/0888406416637904

Shepherd, K. G., & Kervick, C. T. (2016). Enhancing collaborative leadership among parents of children with disabilities: New directions for policy and practice. Journal of Disability Policy Studies, 27(2), 32-42. DOI:  10.1177/1044207315576081

Swindlehurst, K., Shepherd, K. G., Salembier, G. and Hurley, S.  (2015). Implementing Response to Instruction: Results of a survey of school principals.  Rural Special Education Quarterly, 34 (2), 9-16.

Shepherd, K. G., & Kervick, C. T. (2016). Enhancing collaborative leadership among parents of children with disabilities: New directions for policy and practice. Journal of Disability Policy Studies, 27(2), 32-42. DOI:  10.1177/1044207315576081

Swindlehurst, K.A., Shepherd, K., & Salembier, G. (2014). Promises and challenges of
schoolwide implementation of response to instruction (RtI): Principals’ perspectives. Journal of Ethical Educational Leadership, 1(11), 1-16. Retrieved from: http://www.cojeel.org 

Donovan, E., & Shepherd, K. G. (2013). Implementing multi-tiered systems of support in mathematics: Findings from two schools. Journal of Special Education Apprenticeship, 2 (1), 1-15. www.josea.info/archives/vol2no1-3-FT. 

Donovan, E., & Shepherd, K. (2013). The implementation of multi-tiered systems of support for mathematics: Views from Vermont’s math professionals. Journal of Education Policy, Planning, and Administration, 3 (1), 90-106. www.jeppa.org/wp-content.

Cook, B. G., Shepherd, K. G., Cook, S. C., & Cook, L. (2012). Facilitating the effective implementation of evidence-based practices through teacher–parent collaboration. Teaching Exceptional Children, 44 (3), 22-30.

Shepherd, K., & Salembier, G. (Fall, 2011). Improving schools through a response to intervention approach: A cross-case analysis of three rural schools. Rural Special Education Quarterly, 30 (3), 3-15.

Shepherd, K., & Salembier, G. (2010). Leading, learning, and literacy: Implementing a response to intervention approach in the Riverside elementary school. New England Reading Association Journal 46, (1), 38-49.

Shepherd, K. (2006). Supporting all students: The role of principals in expanding general education capacity through the use of response to intervention teams. Journal of Special Education Leadership, 19 (2), 30-38.

Furney, K. S., & Salembier, G. (2006). Scan and Run: Reading to learn. New England Reading Association Journal, 42 (1), 40-44.

Furney, K. S., Aiken, J., Hasazi, S. & Clark/Keefe, K.  (2005). Meeting the needs of all students:  Contributions of effective school leaders.  Journal of School Leadership, 15, 546-570. Citations: 6 (Google Scholar). 

Furney, K. S., Hasazi, S., & Clark/Keefe, K.  (2005). Multiple dimensions of reform:  The impact of state policies on special education and supports for all students.  Journal of Disability Policy Studies, 16 (3), 169-176.

Book

Shepherd, K. G., Kervick, C. T., & Morris, D. (2017). The art of collaboration: Lessons from families of children with disabilities. Boston, MA: Sense Publishers.

Book Chapters

Boscardin, M. L., & Shepherd, K.G. (in press). Engaging evaluation to transform, build, and sustain special education program and services. In Handbook of Leadership and Administration for Special Education, 2nd ed. J. B. Crockett, B. S. Billingsley, & M. L. Boscardin (Eds.).

Shepherd, K. G., Kervick, C. T., & Salembier, G. (2015). Person-Centered Planning: Tools for Promoting Employment, Self-Direction and Independence among Persons with Intellectual Disabilities. In Way leads on to way: Employment of people with intellectual and developmental disabilities. American Association on Intellectual and Developmental Disabilities.

Shepherd, K. G., Giangreco, M. F., & Cook, B. G. (2013). Parent participation in assessment and in development of Individualized Education Programs. In B. G. Cook & M. Tankersley (Eds.), Research-based practices in special education (pp. 260-271). Boston, MA: Pearson.

Hasazi, S., & Shepherd, K. (2009). Leading beyond labels: The role of the principal in leading through a social justice framework for students with disabilities. In R. G. Johnson (Ed.), A Twenty-first century approach to teaching social justice: Educating for both advocacy and action (pp. 91-106). New York, NY: Peter Lang.

Shepherd, K. G., Hasazi, S. B., & Aiken, J. (2008). Preparing school leaders to build and sustain engagement with families and communities. In R. Papa (Ed.), Leadership on the frontlines: changes in preparation and leadership (pp. 145-158). Lancaster, PA: ProActive Publications.

Shepherd, K., & Hasazi, S. B. (2007). Leading for social justice and inclusion: The role of school leaders. In L. Florian (Ed.), Sage Handbook of Special Education (pp. 475-485), Chapel Hill, NC: Sage Publications.

Shepherd, K., & Salembier, G. (2007). Transition from school to adult life. In M.F. Giangreco & M.B. Doyle (Eds.), Quick guides to inclusion 3: Ideas for educating students with disabilities (2nd ed.). Baltimore: Paul H. Brookes.

Godek, J., Furney, K. S., & Riggs, M. (2005). Changing views from the porch. In J. Thousand & R. Villa (Eds.), Creating an inclusive school (2nd ed., pp. 81 -89). Alexandria, VA: Association for Supervision and Curriculum Development.

 

Awards and Recognition

Higher Education Consortium for Special Education (HECSE), Leadership and Service Award, 2016  (Presented in recognition of my leadership and service as HECSE President, July 2013-July 2015).

Levitt Family Green and Gold Professorship, College of Education and Social Services, 2014.
(Inaugural endowed professorship in the College of Education and Social Services, appointment made through the Office of the Provost based on a peer nomination process)

Kroepsch-Maurice Excellence in Teaching Award, Associate Professor Level, University of Vermont, 2012-2013.
(Awarded annually to a total of four instructors at the University of Vermont, one each in the ranks of Full Professor, Associate Professor, Assistant Professor, and Lecturer)

Nominee, Graduate Student Senate Award for Excellence in Advising, University of Vermont, May, 2012.
(Awarded annually to one member of the Graduate College through the Graduate Student Senate)

Nominee, Graduate Student Senate Award for Excellence in Teaching, University of Vermont, May, 2012.
(Awarded annually to one member of the Graduate College through the Graduate Student Senate)

Nominee, Kroepsch-Maurice Excellence in Teaching Award, University of Vermont, 2007 & 2002.

Outstanding Scholarship and Service Award, Department of Education, Special Education Program, University of Vermont, 1985.

Graduate Research Fellowship, Special Education Program, University of Vermont, 1984 – 1985.

Associations and Affiliations

American Educational Research Association, Council for Exceptional Children Division of Research Teacher Education Division, Higher Education Consortium for Special Education, New England Educational Research Association

Areas of Expertise and/or Research

Special Education; Families of children and adults with disabilities; Collaboration and teaming

Education

  • Ed.D. in Educational Leadership and Policy Studies from University of Vermont
  • M.Ed. in Elementary and Special Education from University of Vermont

Contact

Phone:
  • 802-656-1348
Office Location:

Waterman Building 310

Courses Taught

Assessment in Special Education; Collaborative Consultation; Internship in Special Education; Issues Affecting Persons with Disabilities; Issues Affecting Persons With Disabilties