Camille Catlett, MA, is a senior technical assistance specialist at the UNC Frank Porter Graham Child Development Institute (FPG). In her years in the early childhood field, she held positions in public school, professional association, federal government, and higher education settings, that ranged from direct service as a speech-language pathologist to director of multiple US Department of Education personnel preparation grants. As part of the 20+ year sequence of system change projects at FPG, Camille led efforts in over 30 states to incorporate explicit emphasis on children and families of diverse cultures, languages, abilities, and life circumstances in preservice and ongoing professional development efforts. That model was successfully replicated in community colleges in five states, and summarized in the "Blueprint" document.

Since 2000, Camille's work has focused on developing intentional strategies that grow the capacity of early childhood and early intervention professionals to be comfortable, confident, and capable to support young children who are culturally, linguistically, and ability diverse and their families. From 2004-2008 she worked with Susan Maude, Eva Thorp, Susan Moore, and Sylvia Sánchez to develop Crosswalks, an evidence-based model for increasing diversity in preservice programs (coursework, field experiences, and program practices). She has supported the replication of the Crosswalks model at 28 colleges and universities in twelve states.

Camille is a frequent presenter at state, national, and international conferences. She coordinates four national listservs (BabyTalk, Faculty Finds, Natural Resources, Resources within Reason), authors a regular column on implementing evidence-based practices (From Article to Action) in Young Exceptional Children, and co-edited the 2008 publication Practical Approaches to Early Childhood Professional Development.

In 2006, Camille received the Mary McEvoy Award for Service to the Field from the Division for Early Childhood (DEC) of the Council for Exceptional Children.