Dr. John M. Weathers is a Senior Researcher at 21PSTEM where he leads the development of leadership evaluation and professional development for Egypt’s STEM Schools, development and support for the STEM Principal Diploma Program, and the pedagogical components of the undergraduate STEM Teacher Education Program at five Egyptian Universities as part of the STEM Teacher Education and School Strengthening Activity (STESSA) , funded by USAID. In the precursor to STESSA, the Education Consortium for the Advancement of STEM in Egypt (ECASE), he helped to coordinate a team of education researchers and STEM content experts to develop a new assessment system for the highly lauded STEM Schools being developed by 21PSTEM and partners.
While at 21PSTEM, John has also been the PI for study of a Study of Teacher Shortages in Rural High Poverty School Districts in Arkansas and Mississippi, commissioned by the Walton Family Foundation, and co-PI on a National Science Foundation grant to study teacher grade and course movement within and across school years, Instability in Education Systems, Randomized Controlled Trials, and Children’s Achievement (NSF PRIME grant) .
John has 20 years of experience in education, starting from work in informal environmental education, to being a certified public middle school social studies teacher, to positions in policy evaluation, academia, and education research and development. John has taught in both educational leadership and teacher preparation programs. He has taught courses in evaluation and research (qualitative and quantitative) methods, organizational change, instructional methods, and the sociological, historical, and philosophical foundations of education. He has led professional development to teachers, educational leaders, and government officials in the US and Egypt on topics including formative assessment, data-driven decision-making, program implementation, and innovative STEM assessment.
John has been a lead or co-lead on successful grant proposals totaling more than $1.6 million. He has led evaluations of state and local policies and programs and conducted both quantitative and qualitative research on a range of topics. He has published and presented research on educational leadership, executive coaching, teacher policy, teacher turnover, teacher certification, and policy implementation. He serves on the editorial board of the Educational Policy Analysis Archives Journal and serves as a reviewer for the Journal of Organizational Theory in Education. He has been the Chair and Program Chair for the Organizational Theory Special Interest Group for the American Educational Research Association (AERA). He has served as a reviewer for AERA, the American Sociological Association, the University Council for Educational Administration, Education Policy, Sociology of Education, and the Educational Administration Quarterly.
Ph.D. University of Pennsylvania, Education Policy
M.S. University of Pennsylvania, Sociology
B.A. Wesleyan University, Sociology and Anthropology