This month’s Leadership Spotlight shines on Johanna Brown, Associate Director for Science Education at the Washington Office of Superintendent of Public Instruction (OSPI), where they lead statewide efforts to strengthen science education for students in grades 6-12. In this role, they steward Washington science standards, oversee major statewide initiatives, and work to ensure all students have access to high-quality science learning opportunities. Johanna’s leadership experiences have included supporting Washington's legislatively funded ClimeTime program, partnering with the Washington Science Teachers Association, leading professional learning throughout the state, and translating educational research into practical tools for educators. Passionate about collaboration, Johanna, seeds herself as both a connector and a translator - bringing together regional and district science leaders, classroom teachers, higher education partners, informal science organizations, and researchers to build shared understandings and advance science education across Washington.    

Tell us about your background in science education before your current role (district, teaching, degrees, etc.)

My path into science education began at Western Washington University, where I earned a degree in chemistry. While I enjoyed the subject, I quickly realized that a career in the lab wasn't the right fit for me. At the time, I was working in student affairs, teaching a leadership course, and tutoring high school and college students in chemistry. Those experiences made me wonder if I could combine my love of science with my interest in helping people learn and grow.

My first teaching position was at a charter school serving students who had been expelled from or withdrawn from traditional high schools. The school provided comprehensive wraparound support, and I worked with students preparing for the biology end-of-course exam required for graduation. That experience profoundly shaped my understanding of the power of relationships, high expectations, and meeting students where they are.

I later taught high school chemistry, where I had opportunities to help develop an AP Chemistry program and, after teaching myself to code, support the launch of an AP Computer Science program. Along the way, I became increasingly interested in grading practices and began questioning some of the traditional approaches I had experienced as both a student and educator.

That curiosity led me to become a Washington State Teacher Leader, where I wrote a monthly blog reflecting on my evolving thinking about grading and assessment. Through those experiences, I was fortunate to connect with educators across the state, facilitate professional learning, and contribute to conversations about teaching and learning. Looking back, those opportunities helped open doors to leadership and shaped how I approach my work today.

Academically, I earned a Masters in Teaching from Washington State University and became a National Board Certified Teacher in Adolescent and Young Adulthood Science (Chemistry). I am currently completing my dissertation research as part of a Ph.D. program in Educational Leadership at the University of Idaho. Each of these experiences has contributed to my growth as an educator and leader, but the most important lessons have always come from the students, colleagues, and communities I've had the privilege to learn alongside.

What has been a success of your leadership in your state that you are proud of? What are you most proud of?

One leadership accomplishment I'm especially proud of came during a period of significant change in Washington. In spring 2025, major state budget reductions eliminated many grant-funded programs, including our landmark climate and science education initiative. Our science team went from seven staff members to two, and at the same time we were onboarding a new colleague while saying goodbye to a teammate who returned to the classroom.

Rather than focusing on what we had lost, we focused on what educators told us they needed most. Because we had spent years listening to and learning from teachers and leaders across the state, we were able to pivot quickly. We launched a six-week curriculum adoption professional learning series, created a collection of science topic briefs, developed new guidance for secondary science and STEM course sequencing, and started a Science Leadership Lab for science leaders across the state.

What I'm most proud of isn't any single resource, it's that we were able to stay responsive and connected during a challenging time. Even with fewer people and less funding, we found new ways to support educators, and that reinforced my belief that strong relationships and listening are some of the most powerful tools a leader can have.

What’s the best advice anyone has given you as a science leader?

The best advice I received came early in my career at my first Washington Science Teachers Association conference. Dennis Schatz, a past NSTA president, encouraged me to apply for a committee position. When I hesitated, unsure whether I was qualified, he simply said, “Just do it.”

That advice taught me that leadership isn't about waiting until you feel ready, it's about showing up, leaning in, and contributing. Some of the most meaningful opportunities in my career began because someone encouraged me to take that first step, and I said yes. It also helped me realize that leadership is rooted in connection, joy, and service. When we bring those qualities into our work and collaborate with others, we create the conditions for more equitable and meaningful science learning opportunities for students.

What advice do you have for science educators who want to step into leadership roles?

I'm not sure I have any groundbreaking advice for science educators who are considering leadership, but I do know that we need you. Whether that's serving as a department chair, leading professional learning, getting involved in your state science association, or taking the leap into administration, science education needs more leaders with science backgrounds.

Science educators bring systems thinking, curiosity, evidence-based decision making, and a willingness to tackle complex problems—qualities that are incredibly valuable in educational leadership.

So I think I'd share the same advice Dennis Schatz gave me early in my career: Just do it. Don't wait until you feel completely ready. Say yes to opportunities, get involved, and trust that you'll learn along the way.

What has been a challenge for you as a leader? 

One of the biggest challenges of state-level leadership is working within large systems. State agencies and legislatures play critical roles in supporting education, but meaningful change doesn't always happen at the pace we would like—especially when educators and students need support right away.

One lesson I've had to learn is how to zoom out and see the bigger picture. I've had initiatives take a year or two to come together, and while I often wish they could happen faster, I've found that the work is almost always worthwhile. In some cases, delays have even led to stronger outcomes because they created opportunities to build partnerships, gather more perspectives, and collaborate with others in ways I hadn't anticipated.

How do you get to know your colleagues/students and build relationships with them? What questions do you ask or what actions do you take?

I get to know people by being genuinely curious about them. I love hearing people's stories, learning what motivates them, and understanding the experiences that shape how they move through the world.

When I was a classroom teacher, I always asked students to complete a beginning-of-year survey. One of my favorite questions was, "What do people get wrong about you?" The answers were often incredibly insightful. Students would share things like, "Teachers think I'm not paying attention when I really am," or "People think school comes easily to me, but I work really hard." Those responses helped me check my assumptions and better understand how to support each student.

These days, one of my favorite questions is, "What were you absolutely obsessed with as a child?" It's such a fun window into who people are. For me, it was The Beatles. I was absolutely obsessed with them, and if you had walked into my bedroom when I was eight years old, you probably would have wondered whether it was 1967.

I think strong relationships start with curiosity. When people feel seen, heard, and valued for who they are, it's much easier to build the trust that meaningful learning and collaboration depend on.

Who are some of the leaders in education who have inspired you and how have they inspired you?

I'm inspired by people who are willing to question assumptions, push the conversation forward, and remain open to change. Throughout my career, I've learned a great deal from educators who challenge conventional thinking and encourage us to think more deeply about the systems we work within.

For example, I've long admired Shanna White for her willingness to critically examine educational technology and the increasing influence of corporate interests in K–12 education. In Washington, I've been fortunate to learn from colleagues at the University of Washington's Institute for Science + Math Education. Phil Bell's work has pushed my thinking about the ethical implications of artificial intelligence in education, Kelsey Fowler has deepened my understanding of climate justice and science education, and Deb Morrison has inspired me through her relentless optimism, scholarship, and ability to bring people together around a shared vision.

I've also been deeply influenced by leaders in the ungrading and student agency movements, including Arthur Chiaravalli, Susan Blum, and Mike Nicholson. I have to add Aneesha Badrinarayanin with her most recent book on science assessment. Their work continually reminds me that education is most powerful when students have genuine ownership of their learning and when we design systems that trust, support, and empower young people.

Can you describe your current leadership role in your state?

I serve as the Associate Director for Secondary Science Education at the Washington Office of Superintendent of Public Instruction (OSPI), where I lead statewide efforts supporting science education in grades 6–12. A key part of my role is stewarding our state science standards and helping ensure they support high-quality learning opportunities for all students.

In addition to standards work, I've led major statewide initiatives funded through legislative provisions, including Washington's ClimeTime program, which I supported for three years. I also partner closely with the Washington Science Teachers Association, lead professional learning opportunities, and develop resources that help translate research into practical tools for educators.

One of the aspects of my role that I value most is serving as a connector. I work to bring together regional and district science leaders, classroom teachers, higher education partners, informal education organizations, and researchers. I see myself as both a translator and a network builder, helping people learn from one another and mobilizing the collective expertise across our state to strengthen science education for students.

What advice do you have for those pursuing science leadership?

My biggest piece of advice for those pursuing science leadership is to think of yourself as a collaborator first. The best leadership happens when we listen deeply, look for connections, and bring people together. That means working across content areas, grade levels, disciplines, and sectors, from K–12 to higher education and informal education.

No one person has all the answers. Some of the most meaningful progress happens when we create space for people to learn from one another and work toward a shared vision for science education.