Megan Johnson is an experienced educator with 19 years of teaching in upper elementary classrooms. She currently teaches fourth grade at Central Elementary School in Plainfield, Indiana. Known as a strong instructional leader, Johnson is respected by colleagues, families, and the broader community for her dedication to student growth and her joyful, relationship-centered approach to learning.
Johnson holds a Bachelor of Science in Elementary Education from Ball State University and a Master of Education from Indiana Wesleyan University, is endorsed in Early Literacy through the Indiana Department of Education, and is actively pursuing Google Educator certification. Since 2022, she has helped lead the implementation of evidence-based literacy practices, supporting colleagues in aligning instruction with the latest research in the Science of Reading.
Johnson has also developed intentional strategies to increase student engagement and strengthen knowledge retention, helping students interact more deeply with content and take greater ownership of their learning. As part of her work as Teacher of the Year, she presents at professional conferences on the Science of Reading in upper elementary, high-level engagement strategies in mathematics, and the thoughtful integration of artificial intelligence in the classroom. She also serves as a keynote speaker at high schools and universities across Indiana, leading open conversations with preservice teachers about building sustainable and joyful careers in education.
In her classroom, Johnson creates learning experiences that connect academic content with real-world thinking. She works to spark curiosity, build confidence, and help students see themselves as capable learners who can contribute meaningfully to their communities and the world beyond the classroom.
With growing conversation around the Science of Reading, many elementary educators are left wondering what it truly means for their classrooms. This session is designed to bring clarity, not overwhelm. We will break down the research in a practical way, with a specific focus on building comprehension in grades 3–5. Participants will explore how background knowledge, vocabulary, and literacy knowledge work together to support deeper understanding. The session addresses common questions: What actually needs to change? How big are those changes? And how can we make them manageable? Rather than asking teachers to start over, this session focuses on small, high-impact shifts that can be integrated into current practices. Educators will leave with a clearer understanding of how their instruction aligns with the Science of Reading and with actionable strategies that strengthen student learning without sacrificing what is already working in their classrooms.
