Levitt Family Green and Gold Professor / Interim Dean

Katharine G. Shepherd, Ed.D., is the Levitt Family Green and Gold Professor and Interim Dean of the College of Education and Social Services. Her teaching and research interests include family-professional partnership, collaborative teaming, and state and school wide implementation of inclusive policies and practices, including Multi-Tiered Systems of Support (MTSS).

Her recent grants include a five-year, federally-funded grant supporting future leaders in special education, and a three-year grant from the Spencer Foundation.

Dr. Shepherd previously served as President of the Higher Education Consortium for Special Education (HECSE). Selected research outlets include Exceptional Children, TEACHING Exceptional Children, Journal of Disability Policy Studies, Journal of Special Education Leadership, and Journal of Educational Administration.

In 2013, she was awarded the Kroepsch-Maurice Excellence in Teaching Award at the Associate Professor level, and in 2019, she was awarded the President's Distinguished University Citizenship and Service Award at the University of Vermont.

Publications

Kervick, C.T., Haines, S.J., Green, A. E, Reyes, C., Shepherd, K.G., & Moore, M. (2021). Engaging interdisciplinary service providers to enhance collaboration to support refugee families whose children have special health care needs. Educational Action Research. Advanced online publication. https://doi.org/10.1080/09650792.2021.1877165

Boscardin, M. L., & Shepherd, K.G., (2020). Leadership for evaluations responsive to disability and culture. Journal of Educational Administration. Advanced online publication. https://www.emerald.com/insight/0957-8234.htm

Swindlehurst, K.A., Kervick, C. T., & Shepherd, K.G. (2019). Examining the perspectives of elementary education teachers prepared through traditional and dual license programs. Journal of Special Education Apprenticeship, 8(1), Article 4.

Nagro, S. A., Shepherd, K.G., Knackstadt, K., West, J.E., & Nagy, S. (2019). Bridging the gap between research and policy: Fostering advocacy and policy engagement in special education doctoral students. Journal of Disability Policy Studies. DOI: 10.1177/1044207319849930.

Nagro, S., Shepherd, K., West, J., & Nagy, S. (2018). Activating policy and advocacy skills: A strategy for tomorrow’s special education leaders. Journal of Special Education. doi:10.1177/022466918800705.

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.

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.

Books

Turnbull, A., Turnbull, R., Francis, G.L., Burke, M., Kyzar, K., Haines, S.J., Gershwin, T., Shepherd, K.G., Holdren, N., & Singer, George, H.S. (2021). Families and professionals: Trusting partnerships in general and special education, 8th ed. Hoboken, NJ: Pearson.

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

Kervick, C. T., Shepherd, K. G., & Haines, S. J. (2019). Fostering inclusive and culturally responsive family-professional partnerships. In M. J. Schuelka, C. J. Johnstone, G. Thomas, & A. J. Artiles (Eds). The SAGE Handbook of Inclusion and Diversity in Education (pp. 262-275). SAGE Publications.

Boscardin, M. L., & Shepherd, K.G. (2018). 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

President’s Distinguished University Citizenship and Service Award, University of Vermont, 2018-2019

Higher Education Consortium for Special Education (HECSE), Leadership and Service Award, 2016  (presented in recognition of 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 and 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: Committee on Families Council for Exceptional Children, Teacher Education Division
  • Higher Education Consortium for Special Education
  • New England Educational Research Association
Katie Shepherd

Areas of Expertise and/or Research

  • Collaboration and teaming
  • Families of children and adults with disabilities
  • Special education

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:
  • 802-656-3424
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