Rivers' Approach to the Advanced Placement Program

There's a lot of controversy surrounding the College Board's Advanced Placement program. Teachers are frustrated by the constraints of the curriculum. Educators are concerned about teaching to the test and the resulting loss of intellectual curiosity. Students are overwhelmed by the rigor and content of the courses. And most notably, there is consternation that taking AP courses is a way to "game" the college admissions process – more AP courses on the transcript mean a more attractive application for the colleges. Combine this "gaming" with grade inflation in these and other classes, and a candidate can appear attractive to selective colleges even if his or her courses lack the appropriate rigor.

Like almost any human system, the Advanced Placement program can be abused. But this fact should not blind us to the merits of the program. At Rivers some of our most intellectually stimulating classes are AP courses. We tell the AP teachers to cover the curriculum but not "teach to the test." I can walk into an AP American History class and see students performing simulations or engaging in a debate. Calculus students work in pods and debate the process for solving a problem. When AP teachers are told to offer a rigorous, engaging course that covers the AP curriculum, the message is loud and clear – make students think, allow them to question, and above all, make sure the experience is of the highest intellectual quality. 

Finally, there is something to be said for seniors, especially, focusing on a culminating exam as a way to measure their performance for the year. I suspect our seniors spend little time preparing for these exams. They don't have to; they have been taught well throughout the year. The AP Exam is just the gravy. The fact that these students do so well on these exams without a lot of stress is a testament to their hard work throughout the year. Is it a little contrived – an exam after the students have been accepted to college? Of course. But contrived or not, the exams still have meaning to the students primarily because they have worked so hard together and with the teacher for the entire year to prepare for this moment. That Rivers students do so well on these exams is not reflective of our students mindlessly prepping for a test; it is, rather, a testament to the bonds within the classroom community that have developed during the year and the intellectual journey students and teacher have travelled together.

Practice What You Teach

I believe strongly in professional development for faculty. To me it's a mark of a school that is serious about what it is trying to accomplish. Opportunities to share best practices, graduate studies, conferences – all of these translate into teachers who are growing which, in turn, is a major component of high faculty morale.

Lately, I have been intrigued with teachers who actually “practice what they teach.” Does a teacher's work in his/her discipline make a difference in the classroom, or is it simply entertainment for the teacher? With two of our teachers, Dr. Aisha Cort in the Foreign Language Department, and Ben Leeming, Chair of the History Department, presenting their respective research at national conferences, and with the recent display of our art teachers' work in Bell Gallery, I was motivated to seek answers to my question.

It turns out Ben Leeming's research in Latin American history and his growing expertise as a practicing historian play a huge role in his teaching and the design of the curriculum:

“History is not just something you learn, it's something you do,” says Leeming. “My Ph.D. research has made me more sensitive to the fact that history is a way of understanding the past that involves interpreting evidence and arguing for a particular perspective. The reality is that history often involves multiple perspectives, which often conflict. In contrast, many students come into our classes thinking history is about ‘facts’ and that learning history requires little more than the memorization of those facts. As a result of having to grapple with contradictory interpretations in my dissertation research I have increasingly tried to introduce multiple interpretations into my teaching, as well as the skills students need to analyze primary sources and conduct their own historical analysis.”

Ben's research has led directly to developing critical thinking skills among his students.

Likewise, David Saul, Visual Arts Department Chair, feels strongly that his work as a practicing photographer influences his teaching:

“When I photograph and engage in the creative process, I am constantly learning,” says Saul. “I can use that learning to guide my students in the process."

As with many teachers who practice what they teach, David points to empathy as a powerful teaching tool:

“Students will struggle with the creative process where there is not a right answer,” he says. “I can share with them the struggles I have had in creating art, the unexpected paths I have taken, and the need for persistence."