Taylor Gilleland , Ed.S.

Rooted in the broad field of education, Taylor Gilleland’s disciplinary focus spans elementary education, special education, and teacher preparation, with an emphasis on evidence-based instructional practices and the formation of reflective, effective educators. Her discipline integrates principles from curriculum and instruction, child development, and special education law and practice, grounding teacher candidates in both theoretical frameworks and practical application.

Drawing from her background in Teacher Leadership, Taylor’s work also encompasses the discipline of educational leadership, particularly as it relates to program design, continuous improvement, and the cultivation of professional dispositions within future teachers. Her disciplinary approach emphasizes inclusive pedagogy, differentiated instruction, and strong family–school partnerships, preparing educators to serve diverse learners across today’s classrooms.

Mrs. Gilleland’s academic interests center on teacher preparation, instructional design, and the development of educators who are equipped to serve diverse learners with excellence and compassion. Her work focuses on special education, inclusive instructional practices, and curriculum design that aligns research-based theory with practical classroom application.

She is particularly interested in the ways educators can partner with families, integrate faith-informed perspectives into professional practice, and build strong school–home connections that support student growth. Additional areas of interest include teacher leadership, assessment and accreditation processes, child development theories, and the preparation of candidates for clinical and field-based experiences.

Through her teaching, course development, and mentorship of teacher candidates, she seeks to advance high-quality, data-informed educator preparation rooted in service, advocacy, and continuous improvement.