Darbianne Shannon, Ph.D.

Assistant Research Scientist
Anita Zucker Center for Excellence in Early Childhood Studies

shannon.darbi@ufl.edu

Biography

Dr. Shannon is an Assistant Research Scientist with the Anita Zucker Center for Excellence in Early Childhood Studies at the University of Florida. Dr. Shannon supports states and early childhood programs with the installation, implementation, sustainability and scale-up of professional development systems, including practice-based coaching. Dr. Shannon’s research interests include professional development, coaching that supports teachers’ acquisition and sustained use of effective practices, and system-level policies and mechanisms designed to enhance continuous improvement.

Prior to joining the Anita Zucker Center, Dr. Shannon was a classroom teacher in school- and center-based inclusive early childhood programs in the state of Florida. Since joining the Anita Zucker Center as a doctoral student in 2012, Dr. Shannon has been involved in projects funded by the Institute of Education Sciences, U.S. Department of Education, Office of Head Start, Office of Special Education Programs, and multiple state agencies.

Currently, Dr. Shannon is a Co-Principal Investigator of a model demonstration project funded by the Office of Special Education Programs designed to build the capacity of administrators, coaches, and practitioners to engage in data-informed decision making. In addition, she is the Project Coordinator of Embedded Instruction – California, a state-wide initiative funded by the California Department of Education, Special Education Division to support the use of practice-based coaching and embedded instruction to enhance the development and learning outcomes of preschool children with or at risk for disabilities.

Grants

Practice-Based Coaching Data Informed Decision Making Model (PBC-DIDM)
Funded by the Office of Special Education Programs, U.S. Department of Education, H326M200021 (10/1/2021 – 9/30/2025)
Role: Co-Principal Investigator and Project Coordinator
Award: $1,591,467 

Technical Assistance for Step Up AT: Improving Literacy Through Technology
Funded by the Office of Special Education, Stepping Up Technology Implementation Grant, U.S. Department of Education, Subaward No: H327S160017-18 (9/1/2019 – 3/31/2020)
Role: Co-Principal Investigator
Award: $16,083 

Building a Statewide System for Inclusion
Funded by the South Carolina Department of Social Services, Administration for Children and Families, Subaward No: 21-4180 (10/1/2020 – 9/30/2021)
Role: Principal Investigator
Award: $25,212 

Embedded Instruction for Early Learning: California Project Year 6
Funded by the California Department of Education, Desired Results Access Project, Napa County Office of Education (7/1/2020 – 6/30/2021)
Role: Project Coordinator
Award: $369,000 

Building a Statewide System for Inclusion
Funded by the South Carolina Department of Social Services, Administration for Children and Families, Subaward No: 20-3987 (10/1/2019 – 9/20/2020)
Role: Co-Principal Investigator and Project Coordinator
Award: $38,469

Embedded Instruction for Early Learning: California Project Year 5
Funded by the California Department of Education, Desired Results Access Project, Napa County Office of Education (7/1/2019 – 6/30/2020)
Role: Project Coordinator
Award: $416,017

Embedded Instruction for Early Learning: California Pilot Project Year 4
Funded by the California Department of Education, Special Education Division, through Santa Clara County Office of Education (7/1/2018 – 6/30/2019)
Role: Project Coordinator
Award: $490,686

Embedded Instruction for Early Learning: California Pilot Project Year 3
Funded by the California Department of Education, Special Education Division, through Santa Clara County Office of Education (7/1/2017 – 6/30/2018)
Role: Project Coordinator
Award: $386,000

Selected Publications

Book Chapters

Shannon, D., McLaughlin, T. & Snyder, P. (2021). Using practice-based strengths and needs assessment. In P. Snyder, M. L. Hemmeter, & L. Fox (Eds.), Essentials of practice-based coaching. Brookes. 

Shannon, D., Snyder, P., Bishop, B., & McLaughlin, T. (2021) Coaching strategies and definitions. In P. Snyder, M. L. Hemmeter, & L. Fox (Eds.), Essentials of practice-based coaching. Brookes.

Snyder, P., Bishop, C., Shannon, D., & McLaughlin, T. (2020) Putting it all together: Implementing Pyramid Model practices to make a difference for children. In M.L. Hemmeter, M. Ostrosky, & L. Fox (Eds.), Unpacking the Pyramid Model: A practical guide for preschool teachers (pp. 161-170). Brookes.

Peer-Reviewed Publications and Journal Articles

Shannon, D. K., Snyder, P. A., Hemmeter, M. L., & McLean, M. (2021). Exploring coach–teacher interactions within a practice-based coaching partnership. Topics in Early Childhood Special Education, 40(4), 229-240. https://doi.org/10.1177/0271121420910799

Bishop, C., Shannon, D., & Harrington, J. (2019). Progress monitoring within the embedded instruction approach: Collecting, sharing, and interpreting data to inform instruction. In M. McLean, R. Banerjee, J. Squires & K. Hebbeler (Eds.), Assessment: Recommended Practices for young children and families: DEC Recommended Practices Monograph Series (No. 7, pp. 135-148). Division for Early Childhood.

Shannon, D., Bishop, C., Snyder, P. A., & Jaramillo, J. (2018). Developing a collaborative partnership to enhance teaming: Using a practice-based coaching framework. In P. Winton, C. Guillen, & A. Schnitz (Eds.), Teaming and collaboration: Building and sustaining partnerships: DEC Recommended Practices Monograph Series (No. 6, pp. 39-52). Division for Early Childhood.

Bondy, B., Shannon, D., Castaneda, M., & Munarriz-Diaz, R. (2017). Re-centering job-embedded graduate education for practicing teachers. Teacher Education and Practice, 30(1), 38-56.

Poekert, P., Alexandrou, A., & Shannon, D. (2016). How teachers become leaders: An internationally validated theoretical model of teacher leadership development. Research in Post-Compulsory Education21(4), 307-329. https://doi.org/10.1080/13596748.2016.1226559

Shannon, D., Smith, S., & Dana, N. (2016). Practitioner research in early childhood education and care. Infants & Young Children, 29(4), 312-334. https://doi.org/10.1097/IYC.0000000000000066

Shannon, D., Snyder, P., & McLaughlin, T. (2015). Preschool teachers’ insights about web-based self-coaching versus on-site expert coaching. Professional Development in Education, 41(2), 290-309. https://doi.org/10.1080/19415257.2014.986819

Selected Links

Embedded Instruction for Early Learning

Embedded Instruction for Early Learning – California

View recent publications for Anita Zucker Center members

Darbianne Shannon, Ph.D.

Degrees

Ph.D. in Curriculum and Instruction, Minor in Early Childhood Studies, University of Florida, 2017

M.A. in Reading Education, University of South Florida, 2007

B.S. in Early Childhood Education and Elementary Education, Florida Southern College, 2004

Key UF Professional Appointments

Assistant Research Scientist, Anita Zucker Center for Excellence in Early Childhood Studies, University of Florida, 2018 – present

Post-doctoral Fellow, Anita Zucker Center for Excellence in Early Childhood Studies, University of Florida, 2017 – 2018

Select Honors, Awards and Appointments

Ralph D. Turlington Fellowship Award, 2016

Rosser Family Graduate Award, 2015

The Jessie Hamm Meyer Graduate Award, 2014

G. Ballard Simmons Memorial Scholarship Award, 2013