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Early Childhood Researcher and Technical Assistance Specialist, Center for Learning and Development
Margaret Gillis, Ph.D., brings expertise in early childhood workforce development, early intervention and early childhood special education, home visiting, infant-toddler development and learning, family-professional partnerships, inclusive teaching practices, and evaluation. She uses mixed qualitative and quantitative methods in her research, which has focused primarily on developing the early childhood workforce to provide high quality care, education, and intervention to young children with and without disabilities and their families. She has experience leading and evaluating projects aimed at increasing the quality and quantity of early childhood professionals working with young children with disabilities in inclusive settings, increasing the knowledge and skills of early childhood program administrators, and implementing early childhood mental health competencies within personnel preparation programs. Her current projects include serving as a technical assistance specialist for the Center for IDEA Early Childhood Data Systems (DaSy) and the Early Childhood Technical Assistance Center (ECTA), working with states to evaluate their State Systemic Improvement Plans and analyze child outcome data for quality and program improvement.
Gillis has served as a grant reviewer for Federal grant competitions and as a peer reviewer for several journals, including those published by the Division for Early Childhood of the Council for Exceptional Children, the National Association for the Education of Young Children, and the National Head Start Association. She is a frequent presenter at national and international conferences.
Before joining SRI, Gillis was assistant professor and co-director of undergraduate and graduate interdisciplinary early childhood programs at the University of North Carolina at Greensboro. Before her career in higher education, Gillis was a direct service provider for children from birth through kindergarten-age with and without disabilities in a variety of settings.
Gillis earned her Ph.D. in education with a focus on early childhood, special education, and literacy from the University of North Carolina at Chapel Hill. She also holds a master’s of education in risk and prevention: childhood from Harvard University Graduate School of Education, and a bachelor’s of science in child development: birth-kindergarten from Appalachian State University.