Joanna Meyer, MAT

Joanna Meyer joined The Consultation Center in 2014 and currently serves as Assistant Director of Child Wellbeing and Education Research and Co-Director of the Partnership for Early Education Research (PEER). Meyer partners with education stakeholders to conduct research and evaluation studies that can inform the improvement of education systems and practices. Research interests include educational equity, early childhood education, the transition to K-12 education, social-emotional learning, family engagement, multilingual learners, STEM education, improvement science, and evaluation. Meyer is also committed to the dissemination of research findings to broad audiences, including educators, parents, education leaders, and policymakers, as well as researchers. Along with ten years in research-practice partnerships, Meyer brings ten years of experience as an educator to her work, a foundation that helps her to develop mutually-beneficial relationships among organizations and advocate for diverse stakeholder interests.

Meyer’s teaching experience spans three school districts, a Job Corps center, and two experiential learning settings. As a high school STEM teacher, Meyer led her school’s decennial accreditation process with New England Association of Schools and Colleges (NEASC), and coordinated the design and pilot of six school-wide rubrics focused on interdepartmental learning expectations. Meyer also served as a fellow of the Maine Writing Project, a mentor teacher for the teacher preparation program at the University of Maine's College of Education and Human Development, and a coordinating teacher for the NSF GK-12 program at the University of Maine's College of Engineering. In 2011, Meyer transitioned from the classroom to the Maine Physical Sciences Partnership (MainePSP), a NSF-funded collaboration between the University of Maine and 12 local school districts that focused on improving the science teaching and learning in secondary and post-secondary classrooms. At the MainePSP, Meyer provided professional development and leadership to teachers who were implementing one or more year-long MainePSP curricula in their grade 6-9 classrooms and engaged in STEM education research, roles that required balancing the needs and perspectives of researchers and practitioners. These experiences informed Meyer’s interest in school improvement, teacher leadership, and education research.