Dr. Jon Weldon
Senior Consultant
Curriculum Development & School Accreditation
With over 20 years of international experience in English education and secondary school administration, Dr. Weldon is a distinguished leader in academic strategy and curriculum design. He holds a PhD in English from Lancaster University and a Master’s in Education Leadership from George Washington University, combining deep subject matter expertise with advanced administrative oversight.
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As Director of English Education for Concept Schools in the American Midwest, he provided strategic guidance across a prominent charter system, developing standardized assessments and writing-focused curricula for thousands of students. In Qatar, he served as Director of Curriculum at DeBakey High School, where he spearheaded comprehensive accreditation efforts and established rigorous academic policies to drive student outcomes. For nearly a decade at Awsaj Academy (Qatar Foundation), he has specialized in differentiated instruction and the creation of inclusive learning environments for students with diverse learning needs. Since 2019, he has held faculty positions at VCUarts Qatar, Northwestern University in Qatar, and Texas A&M University at Qatar. His contributions include establishing writing centers at HBKU and providing expert consultation for UCL-Qatar and QFIS.
Mathew Michael Rose
Senior Consultant
Curriculum Development & School Accreditation
A US-licensed school leader and educational administrator, Mr. Rose brings twenty-five years of expertise to the field, including over a decade of international leadership across the Middle East and Latin America. He is a specialist in school accreditation and a passionate advocate for data-driven improvement and student-centered innovation.
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Mr. Rose possesses professional knowledge of several major accreditation frameworks, including QNSA (Qatar), WASC, and COGNIA, having served as a team member, associate lead evaluator, and lead evaluator over the past five years. He defines his leadership philosophy as being a “teacher of teachers,” acting as a dedicated thought-partner to staff to support innovation and professional growth.
A frequent contributor to global educational discourse, Mr. Rose has presented at prestigious international conferences such as AMISA and the Tri-Association. His leadership focuses on fostering student-centered environments that prioritize critical thinking and project-based learning. By equipping educators with tools to make student thinking visible, he empowers them to build the metacognition and self-awareness necessary for a successful gradual release of responsibility in the classroom.
