Jody Shong is an assistant professor of early childhood special education in the Teaching, Learning, and Leadership Department at the University of Wisconsin–Stout Polytechnic. She brings more than 30 years of experience in early childhood education, special education, elementary education, program administration, and teacher preparation to her work with future educators.
Before joining UW–Stout Polytechnic, Shong served as an early childhood special education teacher and taught second and third grades in Wisconsin public schools. She also spent more than two decades as a child care center administrator, where she worked closely with children, families, educators, licensing agencies, and community partners. These experiences continue to shape her practical, relationship-centered approach to teaching and learning.
At UW–Stout Polytechnic, Shong teaches courses in early childhood special education assessment, curriculum and methods, and pre-student teaching. She also supervises students in field placements and works to strengthen partnerships among the university, school districts, Birth-to-Three programs, child care centers, cooperating teachers, and families. Her teaching emphasizes inclusive practices, meaningful family engagement, evidence-based assessment, individualized instruction, social-emotional learning, and the practical application of course content in early childhood settings.
Shong’s research and professional interests include preparing educators to recognize and address bias, promoting belonging and learner agency, strengthening co-regulation and social-emotional practices, and using innovative simulations to prepare pre-service teachers for collaborative professional responsibilities. She is the recipient of a two-year UW–Stout endowment supporting research and instructional development in teacher preparation.
Shong earned both her Bachelor of Science in Early Childhood Education and Special Education and her Master of Science in Education from UW–Stout Polytechnic. She is currently pursuing a Doctor of Education in Curriculum and Learning at Winona State University, with anticipated completion in May 2027. Her work is grounded in the belief that strong relationships among educators, children, families, and communities are essential to creating inclusive learning environments in which every child can thrive.
